Senior High School

GENERAL PHYSICS 1
Module 13:
Waves and Density

AIRs - LM
LU_General Physics 1_Module 13
 STEM – GENERAL PHYSICS I
Module 13: Waves and Density
Second Edition, 2021

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Region I

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LU_General Physics 1_Module 13

 Senior High School

General Physics I
Module 13:
Waves and Density

LU_General Physics 1_Module 13

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

LU_General Physics 1_Module 13

 Target

Sound and music are parts of our everyday sensory experience. Just as
humans have eyes for the detection of light and color, so we are armed with ears for
the recognition of sound. We rarely take the time to wonder about the characteristics
and behaviors of sound and the mechanisms by which sounds are formed,
propagated, and detected. The foundation for an understanding of sound, music, and
hearing is the Physics of waves.
Sound is a wave that is created by vibrating objects and propagated through
a medium from one location to another. In this unit, we will investigate the nature,
properties, and behaviors of sound waves and apply basic wave principles towards
an understanding of harmony.
On the other hand, gas is a form of matter whose molecules are very far from
each other: hence, it is compressible. Because the gas molecules are very far from
each other, the attractive forces between them are weak. The molecules of a liquid
are much closer together than those of a gas. This makes a liquid practically
incompressible. Since liquid molecules are closer, the attractive forces between them
are much stronger than those between the particles of a gas. Liquids have definite
volume because the forces of attraction between their molecules are enough to cause
them to have one free surface.
Liquids and gases follow the shapes of their containers. Since particles of
liquids and gases have greater freedom to flow, they are often referred to as fluids. In
this lesson, you will discover the importance of finding the density of a substance
and its specific density.

This module covers:

 Lesson 1 - Superposition of Waves
 Lesson 2 - Standing waves on a String
 Lesson 3 – Doppler Effect
At the end of this learning material, you are expected to:
1. Describe qualitatively and quantitatively the superposition of waves
STEM_GP12MWSIIe- 35
2. Apply the condition for standing waves on a string STEM_GP12MWSIIe-36
3. Relate the frequency (source dependent) and wavelength of sound with the
motion of the source and the listener Week 5 TEM_GP12MWSIIe- 37

1 LU_General Physics 1_Module 10

 Lesson
Superposition of Waves
1

Jumpstart

Activity 1: Unscrambled Letter

Directions: Unscramble the following letters to identify the concept being described.

SCRAMBLED LETTERS DESCRIPTION ANSWER

Occurs when there is more than one
TISIONPROUSPE
wave in a medium at a given time.
Regularly alternating soft and loud
EATB sound heard from two sound waves of
different frequencies interfering.
the resultant amplitude is large, equal
IVECTUTRSOCN to the sum of the two wave
amplitudes.
the resultant amplitude is small, equal
TUCSRETDEVI to the difference between the two wave
amplitudes.
the combination of two or more
electromagnetic waveforms to form a
NCEERRFENTI resultant wave in which the
displacement is either reinforced or
canceled
equal to the absolute value of the
UEAC NTEBYRFEQ difference in frequency of the two
waves.

Great job! As you continue with the lesson, you

will see if your answers are correct!

For you to understand the lesson well, do the following activities.

Have fun and good luck!

2 LU_General Physics 1_Module 10

 Discover

Not all waves do look very simple. They

look more like the waves in Figure 1 than like
the simple water wave considered in Waves.
Complex waves are more fascinating,
even striking, but they look rough. Most waves
appear complex because they result from
several simple waves adding together. Luckily,
the rules for adding waves are quite simple.
Figure 1. These waves result from the superposition of several
waves from different sources, producing a complex pattern. (credit:
waterborough, Wikimedia Commons)

The PRINCIPLE OF SUPERPOSITION states that when two or more waves

cross at a point, the displacement at that point is equal to the sum of the
displacements of the individual waves. It occurs when there is more than one wave
in a medium at a given time.
In other words, when more than one wave is present in a medium, the waves
do not have influence on each other’s effect on the medium. The individual wave
displacements may be positive or negative. If the displacements are vectors, then the
sum is calculated by vector addition. Superposition is an important idea that can
explain phenomena including interference, diffraction, and standing waves. It works
for any type of wave (sound waves, water surface waves, electromagnetic waves...)
but only works under certain conditions, which we describe below.
When the waves pass beyond a point of intersection, they separate again and
are unaffected. Below are the conditions on how superposition occurs:

Conditions for Superposition

1. The waves being superposed are of the same type (e.g. all are electromagnetic
waves)
2. The medium that the waves are propagating through behaves linearly, i.e.
when part of the medium has twice the displacement then it has twice the
restoring force. This is usually true when the amplitudes are relatively small.
For example, for waves on water, it is a good approximation for small ripples
on a pond whose amplitude is much smaller than their wavelength. If the
waves are also coherent - i.e. if they all have the same frequency and a
constant phase difference - then the superposition resembles another wave
with the same frequency.

Within the physical world the observation of superposition is known as

interference. The interference of waves can be either constructive or destructive

Constructive and Destructive Interference

When two coherent waves are superposed, the amplitude of the resultant
displacement (i.e. the peak value of displacement as it oscillates over time) depends
on the phase difference between the two waves.

3 LU_General Physics 1_Module 10

 Constructive Interference

 If the two waves are in phase, there is constructive interference: the resultant
amplitude is large, equal to the sum of the two wave amplitudes.

Figure 2. Pure constructive interference of two identical waves produces one with
twice the amplitude, but the same wavelength.

Figure 2 shows two identical waves that arrive at the same point exactly in
phase. The crests of the two waves are precisely aligned, as are the troughs. This
superposition produces pure constructive interference.

Because the disturbances add, pure constructive interference produces a

wave that has twice the amplitude of the individual waves but has the same
wavelength.

Destructive Interference
 If the two waves are in antiphase, there is destructive interference: the
resultant amplitude is small, equal to the difference between the two wave
amplitudes.

Figure 3. Pure destructive interference of two identical waves produces zero

amplitude or complete cancellation.

Figure 3 shows two identical waves that arrive exactly out of phase—that is,
precisely aligned crest to trough—producing pure destructive interference. Because
the disturbances are in the opposite direction for this superposition, the resulting
amplitude is zero for pure destructive interference—the waves completely cancel.

4 LU_General Physics 1_Module 10

  In general, the two waves are neither in phase nor in antiphase. The resultant
amplitude is somewhere in between the two extremes.

https://method-behind-the-music.com/mechanics/physics/

Consider these examples:

1. Three children each drop a rock in the water at a distance of 0.5m from one
another at the same time. When each of the rocks reaches the water’s surface
they generate their individual waveform. After a period of time these
waveforms coincide with one another and produce an interference pattern.
2. Situation: For each of the individual waveforms a crest (maximum
displacement) is reached every 2m)
• Rock A produces a waveform with a displacement of 0.2m
• Rock B produces a waveform with a displacement of 0.4m
• Rock C produces a waveform with a displacement of 0.6m

Sketch the position vs. displacement graphs for each of the individual
waveforms generated by the rocks.

• Rock A: Since the displacement is 0.2m and a crest is reached every 2m the
position vs. displacement graph for the waveform of Rock A would look as
shown below:

• Rock B: Since the displacement is 0.4m and a crest is reached every 2m the
position vs. displacement graph for the waveform of Rock B would look as
shown below:

5 LU_General Physics 1_Module 10

• Rock C: Since the displacement in 0.6m and a crest is reached every 2m the
position vs. displacement graph for the waveform of Rock C would look as
shown below:

3. What will be the maximum and the minimum displacements of the

resultant wave?

Resultant Wave Sketch: The position vs. displacement graph for the resultant
wave is determined by adding up the displacements of Rock A, Rock B, and Rock
C at each position and then plotting them on the graph.

Based on the resultant wave’s position vs. displacement graph it can be

determined that the maximum displacement is 1.2m and the minimum
displacement is -1.2m. The maximum and minimum values can also be
calculated without the graph by adding together the maximum and minimum
displacements of each of the individual waveforms.

Ex. Maximum displacement (D) = 0.2 + 0.4 + 0.6 = 1.2

6 LU_General Physics 1_Module 10

 4. Will there be points, with in the interval 0m to 4m, where the
displacement of the resultant wave is zero? If so, at what points on the
interval would this occur?

• Yes, there are places on the resultant wave where the displacement is zero. As
shown on the sketch of the position vs. displacement graph for the resultant
wave the displacement is zero at x = 0.5, 1.5, 2.5, 3.5

Beats and Interference of Sound Waves

Beat

When two sound waves of different frequency approach your ear, the
alternating constructive and destructive interference causes the sound to be
alternatively soft and loud - a phenomenon which is called "beating" or producing
beats. The beat frequency is equal to the absolute value of the difference in frequency
of the two waves.

Arising from simple

interference, the applications of
beats are extremely far ranging.

How does interference produce beats?

When a musician needs their instrument to have the correct sound, they
produce the desired frequency and try to match it with their instrument’s frequency.
If the two frequencies don’t match, they interfere to produce alternating loud and soft
sounds.

Figure 1 below shows two waves with different frequencies, f1 and f2. The
waves are interfering constructively in highlighted regions, leading to a larger
amplitude when the waves combine in fB.

The white highlighted

regions are where destructive
interference occurs, and the
amplitude of fB, is smaller than the
original sound waves. The variation
in amplitude results in the
alternating volume (loudness) of
sound that we call beats.

Let’s try your understanding!

7 LU_General Physics 1_Module 10

 Explore

Here is an activity for you to work on for you to master

the basic concept you have learned in this lesson.

What you need: pen and paper

Activity No. 1
1. Several positions along
the medium are labeled with
letters. Determine whether
these positions are
occurrences of constructive
or destructive interferences.

2. Situation: For each of the individual waveforms a crest (maximum

displacement) is reached every 3m)
• Leaf A produces a waveform with a displacement of 0.5m
• Leaf B produces a waveform with a displacement of 0.8m

Questions:
1. Sketch the position vs. displacement graphs for each of the individual
waveforms generated by the rocks
2. What will be the maximum and the minimum displacements of the
resultant wave? Sketch the resultant wave.

Deepen

At this point you are now ready for your last activity. Remember the things
that you learned in this lesson. Good luck!!!

What you need: pen and paper

What to do: Principle of Superposition: The effect of two interfering waves upon a
medium is to produce a resulting shape and size that is the combination of the
shapes and sizes of the individual waves. The amount of displacement of the medium
at any given location is simply the vector sum of the displacement of the two
individual waves at that location.
The diagrams below depict two pulses traveling towards each other and at the
moment when they are completely superimposed on each other. For each diagram,

8 LU_General Physics 1_Module 10

sketch the resultant of the two pulses during the interference. Finally, indicate if the
example represents a case of constructive or destructive interference.

"Snapshot" of Two Pulses Constructive or

Before and During Interference Destructive?

Gauge

TRUE or FALSE:
Directions: Identify the following statements as being either true (T) or false (F).
T or F?
________1. When two pulses meet up with each other while moving through the same
medium, they tend to bounce off each other and return back to their
origin.
________2. Constructive interference occurs when a crest meets up with another crest
at a given location along with the medium.
________3. Destructive interference occurs when a pulse with an amplitude of +5
units interferes with a pulse with an amplitude of -5 units.
________4. Destructive interference occurs when a trough meets up with another
trough at a given location along with the medium.
________5. If a pulse with an amplitude of +5 units interferes with a pulse with an
amplitude of +3 units, the resulting amplitude of the medium will be +4
units - the average of the two individual amplitudes.

MULTIPLE CHOICE: Directions: Read carefully each item. Use a separate sheet for
your answer. Write only the letter of the correct answer.
___6. Constructive interference happens when two waves are _____.
A. Out of phase B. Zero amplitude
C. In phase D. In front
___7. Destructive interference will result if parts of overlapping waves are ___.
A. In phase B. Out of phase
C. Moving in opposite directions D. Moving at the same wave speed.

9 LU_General Physics 1_Module 10

___8. Look at the diagram. At which positions will the overlapping waves have the
most constructive interference?
A. Positions #1 & #5
B. Positions #2 & #3
C. Positions #3 & #4
D. Positions #4 & #5

___9. Look at the diagram. At which positions will the overlapping waves have the
most destructive interference?

A. Positions #1 & #5
B. Positions #2 & #3
C. Positions #3 & #4
D. Positions #4 & #5

___10. What is an interference of waves?

A. A superposition of two waves to form a resultant wave with higher or lower
frequency.
B. A superposition of two waves to form a wave of larger or smaller
amplitude.
C. A superposition of two waves to form a resultant wave with higher or lower
velocity.
D. A superposition of two waves to form a resultant wave with a longer or
shorter wavelength.

Lesson
2
Standing waves on a String

Jumpstart
Activity 1: Matching Type
Directions: Match column A with the correct answer on column B, write only the
letter.
ANSWER COLUMN A COLUMN B
the height of a crest or the depth of a trough
____1. A. Node
of that wave
a vibrational pattern created within a medium
when the vibrational frequency of the source
____2. causes reflected waves from one end of the B. Antinode
medium to interfere with incident waves from
the source
superposition of the two waves create points
____3. C. Standing Wave
of minimum displacement
____4. points of maximum displacement D. Amplitude
The lowest possible frequency at which a string E. Fundamental
____5.
could vibrate to form a standing wave pattern frequency
F. Wave velocity

10 LU_General Physics 1_Module 10

 Discover

For you to understand the lesson well, do the following activities.

Have fun and good luck!

Activity 2: Reading time!!!

A standing wave
pattern is a vibrational pattern
created within a medium when
the vibrational frequency of the
source causes reflected waves
from one end of the medium
to interfere with incident waves
from the source.
This interference occurs in such a manner that specific points along the
medium appear to be standing still. Because the observed wave pattern is
characterized by points that appear to be standing still, the pattern is often called
a standing wave pattern. Such patterns are only created within the medium at
specific frequencies of vibration. These frequencies are known as harmonic
frequencies, or merely harmonics.

At any frequency other than a harmonic frequency, the interference of

reflected and incident waves leads to a resulting disturbance of the medium that is
irregular and non-repeating.

Standing Waves

1. Node: a point on a standing wave along a string that does not move
ex. the end points of a string
2. Antinode: the region of maximum amplitude between two adjacent nodes
in a standing wave along a string
3. Incident Wave: a wave that strikes a boundary, where it is then
reflected/flipped
4. Reflected Wave: the reflected/flipped incident wave (180°)
5. λ: wavelength (m)
6. L: length of the string (m)

11 LU_General Physics 1_Module 10

What is a standing wave?

A standing wave pattern is a pattern that results from the interference of two or
more waves along the same medium. All standing wave patterns are characterized
by positions along the medium which are standing still. Such positions are referred
to as nodal positions or nodes.

Nodes occur at locations where two waves interfere such that one wave is
displaced upward the same amount a second wave is displaced downward. This form
of interference is known as destructive interference and leads to a point of "no
displacement." A node is a point of no displacement. Standing wave patterns are also
characterized by anti-nodal positions - positions along the medium that vibrate back
and forth between a maximum upward displacement to a maximum downward
displacement.

Antinodes are located at positions along the medium where the two interfering
waves are always undergoing constructive interference. Standing wave patterns are
always characterized by an alternating pattern of nodes and antinodes.

There are a variety of patterns that could be produced by vibrations within a

string, slinky, or rope. Each pattern corresponds to vibrations that at a particular
frequency and is known as a harmonic. The lowest possible frequency at which a
string could vibrate to form a standing wave pattern is known as the fundamental
frequency or the first harmonic.
A harmonic is an integer that is a multiple of the fundamental frequency (the
lowest frequency→ when the number of nodes=2).
When a vibrating body produces waves along a tightly stretched string, the waves
are reflected at the end of the string which causes two oppositely traveling waves to
exist on the string at the same time. These two waves interfere with each other,
creating both constructive and destructive interference in the vibrating string. If the
two waves have identical amplitudes, wavelengths, and velocities, a standing wave,
or stationary wave, is created.
The constructive and destructive interference patterns caused by the
superposition of the two waves create points of minimum displacement called nodes,
or nodal positions, and points of maximum displacement called antinodes. If we
define the distance between two nodes (or between two antinodes) to be , then the
wavelength of the standing wave is . The figure below illustrates the case where
the length of the string vibrates with 5 nodes and 4 antinodes.

A standing wave is created when an incident and reflected wave have identical
amplitudes, wavelengths, and velocities.
It is possible to obtain many discrete vibrational modes in a stretched string.
That is, for a string to vibrate with a specific wavelength, the tension applied to the
string must have a certain value.

12 LU_General Physics 1_Module 10

 The string could vibrate with another specific wavelength, but the tension
must be adjusted until that particular mode is reached. If the tension is such that it
is between vibrational modes, the string will not exhibit the standing wave
phenomenon and we won't see a standing wave.

When the frequency of the vibrating body is the same as that of the particular
vibrational mode of the string, resonance is established.

Standing or Stationary Waves on a String

For vibrations in a string (e.g. the plucking of a guitar string) there are two
fixed nodes at each end.

Nodes (red dots in the diagram) are points of

no vibration and antinodes are points of
maximum vibration. Look at the following
diagram to see how the standing wave envelope
is formed...
1st→ Nodes: 2 Antinodes: 1

2nd→Nodes: 3 Antinodes: 2

3rd→Nodes: 4 Antinodes: 3

Calculations! Equations to be used!

T- tension force (N)

m- mass of string (kg)
L- length of string (m)
f- frequency (Hz)

n- harmonic number (# of antinodes)

λ- wavelength (m)
L- length of string (m)

13 LU_General Physics 1_Module 10

Sample Problem
1. A string is 5.0 meters long and is vibrating at the 3rd harmonic. The string
vibrates up and down with 48 complete vibrational cycles in 20 seconds.
Determine the frequency, period, wavelength and speed for this wave.

Solution:

1. Determine the frequency

The frequency refers to how often a point on the string goes back-and-forth
(hence the number of cycles per unit time).
Therefore, f = (48 cycles) / (20 seconds) = 2.4 Hz

2. Determine the period

The period is referring to the time needed for one complete cycle of vibration
to pass a given point. The period and frequency share a reciprocal relationship
so therefore,
T= 1 / f
T = 1 / (2.4 Hz) = 0.417 seconds

3. Determine the wavelength

The wavelength for the 3rd harmonic is represented by λ=2/3*L. The length
of the string is given in the question, 5.0m.
Therefore, λ = 2/3 * (5.0m) = 10/3m = 3.3m

4. Determine the wave speed

Since we calculated the frequency and wavelength above, we can now find the
wave speed by using the following formula:
v = λf = (3.3m)(2.4Hz) = 7.9 m/s

2. Which statement is CORRECT about the amplitude of a standing wave created

from the interference of two waves, each with amplitude ‘A'?
A. The amplitude reaches its maximum value of 2A at the antinodes.
B. The amplitude reaches its maximum value of A at the nodes.
C. The amplitude reaches its maximum value of A at the antinodes.
D. The amplitude reaches its maximum value of 2A at the nodes.

Answer: (A) The amplitude reaches its maximum value of 2A at the antinodes. Both
interfering waves have the same amplitude “A” in the same direction. Hence, both
waves have a positive/upward amplitude. As the two waves meet the medium’s
shape will become the net of the two interfering waves. This is known as
constructive interference, where the resultant wave is bigger than the two original
interfering waves. The maximum amplitude occurs at the antinodes. It cannot occur
at the nodes since these points represent the minimum amplitude and do not move.

14 LU_General Physics 1_Module 10

 Explore
Here are the activities for you to work on for you to
master the basic concept you have learned in this lesson.

Activity 1: Problem Solving! Answer the following word problems by applying

what you have learned in the lesson. Good luck!

1. Gabby has created a standing wave by tying one end of the rope to a tree and
motioning back and forth 60 times per second.

A. How many complete waves can you trace?

B. can you tell from the picture what the wavelength is?
C. What is the amplitude of the wave?
D. How many times is the fundamental in this standing wave?
E. If the frequency that produced this wave is 60 Hz, what is the fundamental
frequency?
F. What is the velocity of the wave?

2. The string at the right is 1.5 meters long and is vibrating as the first harmonic.
The string vibrates up and down with 33 cycles in 10.0 seconds. Determine the
frequency, period, wavelength, and speed for this wave.

Deepen

At this point, you are now ready for your last activity. Remember the things that you
learned in this lesson. Good luck!!!

What you need: pen and paper

What to do: Answer the last wave of activities on this part of the module. This activity
shall be the basis of how you have learned in this module. Good luck!

1. The positions along the medium that appear to be stationary are known as
______________________. They are points of no displacement.

2. The positions along the medium that are undergoing rapid motion between a
maximum positive and maximum negative displacement are known as
______________________. They are the opposite of the points of no displacement.

15 LU_General Physics 1_Module 10

 3. Label the nodes (N) and antinodes (AN) in the following standing wave
patterns. In each of the two diagrams of standing wave patterns, count
the number of nodes and antinodes.

4. Draw the standing wave pattern that would result on the string
below if the string vibrated with the first, second, and third
harmonic wave patterns. State the relationship between length and
wavelength for each of the three patterns.

Gauge

Directions: Choose the letter of the correct answer. Write your answer on a
separate sheet of paper.
1. The distance traveled by a wave in one period is called?
A. Frequency B. Period C. Speed of wave D. Wavelength
2. Which of the following is the speed of a wave traveling with a wavelength λ,
frequency f, and period T?
𝜆 𝑓
A. v = B. v = C. v = λ·f D. v = f·T
𝑓 𝜆
3. The frequency of a wave is doubled when the wavelength remains the same.
What happens to the speed of the wave?
A. It doubles B. It quadruples
C. Remains unchanged D. It is cut to one-half
4. The frequency of a wave increases when the speed remains the same. What
happens to the distance between two consecutive crests?
A. It increases B. It decreases
C. Stays unchanged D. It increases first and then decreases
5. A guitar string resonates at a frequency of 500 Hz forming a standing wave
pattern with 5 loops. What is the fundamental frequency?
A. 100 Hz B. 200 Hz C. 300 Hz D. 400
6. A stretched string of length 8 m vibrates at a frequency of 50 Hz producing a
standing wave pattern with 4 loops. What is the speed of the wave?
𝑚 𝑚 𝑚 𝑚
A. 50 B. 100 C. 150 D. 200
𝑠 𝑠 𝑠 𝑠

16 LU_General Physics 1_Module 10

A “snapshot” of a wave at a given time is presented by the graph to the right. Use
this graph for questions 7 and 8.
7. What is the amplitude of
oscillations?

A. 1 cm B. 2 cm
C. 4 cm D. 6 cm

8. What is the wavelength of the wave?

A. 1 cm B. 2 cm
C. 4 cm D. 6 cm

A “snapshot” of a wave at a given time is presented by the graph to the right. Use
this graph for questions 9 and 10.

9. What is the amplitude of oscillations?

A. 0.5 cm B. 1 cm
C. 2 cm D. 5 cm
10. What is the wavelength of the wave?
A. 0.5 cm B. 1 cm
C. 2 cm D. 20 cm

Lesson
Doppler Effect
3

Jumpstart

Activity 1: Matching Type

Directions: Match column A with the correct answer on column B, write only the
letter.

ANSWER COLUMN A COLUMN B

a periodic disturbance of the particles of a
substance which may be propagated without
____1. A. Pitch
net movement of the particles, such as in the
passage of undulating motion, heat, or sound.
the quality of a sound governed by the rate of
____2. vibrations producing it; the degree of highness B. Frequency
or lowness of a tone
the rate at which something occurs or is
____3. repeated over a particular period of time or in a C. Wavelength
given sample

17 LU_General Physics 1_Module 10

 the distance between successive crests of a
____4. wave, especially points in a sound wave or D. Doppler effect
electromagnetic wave
observed whenever the source of waves is
____5. E. Wave
moving with respect to an observer

Great job! As you continue with the lesson, you

will see if your answers are correct!

Ever notice how sound changes and warps as it gets nearer or farther away?

For instance, as a police car comes closer the sound is high pitched, and it
increases in pitch until it passes you. Then when it passes the pitch drops very
quickly.

This is called a Doppler effect. In this lesson, you will be able to discover how
this effect occurs.

Discover

For you to understand the lesson well, do the following activities.

Have fun and good luck!

Activity 1: Reading time!!!

Image from The Physics Classroom Physics Tutorial: The Doppler Effect

18 LU_General Physics 1_Module 10

Doppler effect
`The Doppler effect is observed whenever the source of waves is moving with
respect to an observer. The Doppler effect can be described as the effect produced
by a moving source of waves in which there is an apparent upward shift in frequency
for observers towards whom the source is approaching and an apparent downward
shift in frequency for observers from whom the source is receding. It is important to
note that the effect does not result because of an actual change in the frequency of
the source.
The Doppler effect can be observed for any type of wave - water wave, sound
wave, light wave, etc. We are most familiar with the Doppler effect because of our
experiences with sound waves. Perhaps you recall an instance in which a police car
or emergency vehicle was traveling towards you on the highway. As the car
approached with its siren blasting, the pitch of the siren sound (a measure of the
siren's frequency) was high; and then suddenly after the car passed by, the pitch of
the siren sound was low. That was the Doppler effect - an apparent shift in frequency
for a sound wave produced by a moving source. (See image The Physics Classroom
Physics Tutorial: The Doppler Effect).

Explore
Here are the activities for you to work on for you to
master the basic concept you have learned in this lesson.

Questions:
1. What is Doppler effect?
__________________________________________________________________________________
Problem Solving! Answer the following word problems by applying what
you have learned in the lesson. Good luck!

2. Two fire trucks with sirens on speed towards and away from an observer as
shown below.

A. Which truck produces a higher than normal siren frequency?

B. Which truck produces a lower than normal siren frequency?
C. Which sound property describes how high or low a sound seems to a
person?
3. The police car has passed the woman standing on the sidewalk, but not yet
passed the man. Which observer hears the siren at a higher pitch?

19 LU_General Physics 1_Module 10

 Deepen

At this point you are now ready for your last activity. Remember the things that you
learned in this lesson. Good luck!!!

What you need: pen and paper

What to do: Lets apply what you have learned in the previous discussion. This
activity shall be the basis of how you have learned in this module. Good luck!

“We are most familiar with the Doppler effect because of our experiences with
sound waves. Perhaps you recall an instance in which a police car or emergency
vehicle was traveling towards you on the highway. What do you remember happening
as the car passed by? Why do you think that is? Draw an example using the diagram
above to show a police car driving by with the sound waves!”

Gauge

Directions: Choose the letter of the correct answer. Write your answer on a
separate sheet of paper.
1. When an automobile moves towards a listener, the sound of its horn seems
relatively
A. low pitched B. high pitched C. normal D. medium pitched

2. When the automobile moves away from the listener, its horn seems
A. low pitched B. high pitched C. normal D. medium pitched

3. The changed pitch of the Doppler effect is due to changes in

A. wave speed B. wave frequency C. normal D. medium pitched

4. Circle the letter of each statement about the Doppler Effect that is true.
A. It occurs when a wave source moves towards an observer.
B. It occurs when an observer moves towards a wave source.
C. It occurs when a wave source moves away from an observer.
D. It occurs when an observer moves away from a wave source.

5. Why does the amplitude of a sound wave decrease with distance from its source?
A. The amplitude of a sound wave decreases with distance from its source,
because the frequency of the sound wave decreases.
B. The amplitude of a sound wave decreases with distance from its source,
because the speed of the sound wave decreases.
C. The amplitude of a sound wave decreases with distance from its source,
because the wavelength of the sound wave increases.
D. The amplitude of a sound wave decreases with distance from its source,
because the energy of the wave is spread over a larger and larger area.

20 LU_General Physics 1_Module 10

6. True / False: If the object stays still, but the observer moves, the Doppler effect
is still observed.

7. True / False: A moving wave source does not affect the frequency of the wave
encountered by the observer.

8. True / False: A higher frequency results when a wave source moves towards an
observer.

9-10. Essay: What is the relationship between the frequency (source dependent) and
wavelength of sound with the motion of the source and the listener? Cite an
example for your answer.

21 LU_General Physics 1_Module 10

LU_General Physics 1_Module 10 22
KEY ANSWER: KEY ANSWER: KEY ANSWER:
Lesson 1 Lesson 2 Lesson 3
Jumpstart Jumpstart Jumpstart
Activity 1 Activity 1 Activity 1
1. Superposit 1. D 1. E
ion 2. C 2. A
2. Beat 3. A 3. B
3. Constructi 4. B 4. C
ve 5. E 5. D
4. Destructiv Explore Discover
e 1. 2. answer may vary: HINT: the
5. Interferenc A. 3 greater the frequency as the
e B. 4m source moves towards the
6. Beat C. 0.5 m listener with shorter
frequency D. 3 wavelength
Explore E. 20 Hz Explore
Activity 1 F. 80 m/s 1. described as the effect
1. destructive: 2. produced by a moving source
H, I, K, L, O; f=3.3 Hz of waves in which there is an
Constructive: T=0.3 s apparent upward shift in
G, J, M, N Wavelength=3m frequency for observers
2. Answer may V=9.9 m/s towards whom the source is
vary Deepen approaching and an apparent
Deepen 1. node downward shift in frequency
1. Constructive 2. antinode for observers from whom the
2. Destructive 3. 3 nodes, 2 antinode source is receding (answer may
Gauge 5 nodes, 4 antinodes vary)
1. False 4. see discover part for 2.
2. True the sketch and length A. Left truck
3. True Gauge B. right Truck
4. False 1. D C. Pitch
5. False 2. C 3. the man because the police
6. c 3. A car is moving towards him
7. b 4. B Deepen
8. b 5. A Answer may vary
9. d 6. D Gauge
10. b 7. C 1. B
8. B 2. A
9. C 3. B
10. D 4. A,b,c,d
5. A
6. False
7. True
8. True
9-10 answer may vary
Answer Key
References
Printed Material

K to 12 basic education curriculum Senior high school – science, technology,

engineering and mathematics (stem) specialized subject. General Physics 1.
List of Learning Competencies
General Physics 1. , March 2, 2015 Open Stax College. Vibal Interactive e-Book.
Philippine Edition
Science Learner’s Material, Grade 10. Department of Education. Republic of the
Philippines.K-12 Curriculum
Website:

Lesson 1
Beats and Interference. https://www.khanacademy.org/science/high-school
physics/x2a2d643227022488:waves/beats-and-interference-of-sound waves-
2/a/beats-and-interference-of-sound-waves-review-ap

Build Criss Cross

http://puzzlemaker.discoveryeducation.com/code/BuildCrissCross.asp

Superpostion theorem https://www.sanfoundry.com/basic-electrical-engineering-

questions-answers-superposition-theorem/

http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/beat.html

Physics classroom https://www.physicsclassroom.com/class/sound/Lesson-

3/Interference-and-Beats

Lesson 2
https://www.physicsclassroom.com/class/waves/Lesson-4/Harmonics-and-
Patterns

https://www.pdffiller.com/jsfiller-
desk14/?requestHash=7eb15078f8395b26b07b18e7c6aa673106e53ab1e2f91cebdf
4d243fe57987e6&et=l2f&projectId=563995520#eeac352b90ff5a8adf354fcffcc8d924

https://www.physicsclassroom.com/class/waves/Lesson-4/Formation-of-
Standing-Waves

https://www.cyberphysics.co.uk/topics/waves/standing_waves_strings.html

https://www.physicsclassroom.com/mmedia/waves/harm1.cfm

https://www.slideshare.net/ayshaab/learning-objective-2-45576248

Lesson 3
https://studylib.net/doc/25195389/waves-and-sound-worksheet
https://www.scribd.com/doc/305918377/Doppler-Effect-Worksheet
https://www.education.com/worksheet/article/the-doppler-effect/
https://openstax.org/books/physics/pages/14-multiple-choice

23 LU_General Physics 1_Module 10

 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@deped.gov.ph
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24 LU_General Physics 1_Module 10