7E’s DETAILED LESSON PLAN
College
School
Grade Level
Ashniah
A.
Muslim
Learning Area Physics
Teacher
Carlyn O. Ventura
Jolina Bassig
First Semester
Time & Date January 08, 2024
Semester
4:00-5:00 pm
I. OBJECTIVES
A. Content Standard
Students relate the frequency (source dependent)
and wavelength of sound with the motion of the source
and the listener.
B. Performance Standard
C. Learning Competency
D. Learning objectives
The learners should solve problems regarding
Doppler effect.
Differentiate ohmic and non-ohmic materials in terms of their IV curves STEM_GP12EMIIIe-38
At the end of 60-minute lesson, the students will be able to:
a. Define Doppler effect and explain how it works..
b. Identify the effects of relative motion on sound frequency
c. Explain how Doppler shift calculations depend on the medium’s
motion.
d. Calculate frequency shifts for various motion scenarios.
II. SUBJECT MATTER
A. Topic
B. References
1. Teacher’s Guide
2. Learner’s Material
3. Textbook
4. Online resources
Doppler Effect
General Physics 1 page 8
page 5 0 - 5 6
Q1 M5 page 15-17
OpenStax. (2016). University Physics Volume 1 (Ch. 17.7). OpenStax.
https://phys.libretexts.org/Courses/University_of_California_Davis/UC
D:Physics_7C-_General_Physics/8:_Waves/8.4:_Doppler_Effect
C. Materials needed
Powerpoint presentation,
television,projector,buzzer, printed pictures
D. Values Integration
Participation and Collaboration
III. Procedure
T ea ch er’ s Act i vi t y
A. Preliminary Activities
1. Prayer
S t u d e n t ’ s A ct i vi t y
Let’s start our class with a prayer. Anyone who can
lead a prayer?
(Call a student who raise a hand)
(Student leads the prayer)
Thank you.
2. Greetings
Good afternoon, class!
(Everyone stood up)
Good afternoon, Ma’am.
Before you take your seats, kindly pick up the
pieces of paper and plastic under your chairs and
rows straight, have your chair properly aligned.
(Students do as told)
3. Checki ng of Att endance
Who are not around this afternoon?
Student:
Everyone is present today, Ma’am.
It is nice to hear that all of you are present today.
4. Setting of Classroom Rules
Before we start our class, let me remind you
our SCIENCE rules. Everybody read our
classroom rules.
(The students will read the classroom
rules/Science rules.)
SCIENCE Rules:
S -Stay engage
C-come prepared
I-Inquire and explore
E-Efforts counts
N-No distractions
C -Cooperate and Collaborate
E - Exhibit respect
(Students answer in chorus)
Yes, Ma’am
Is my rule clear, class?
I hope everyone will observe the rule all
throughout the discussion. To give refresh with
you the terms that we will going to use, I will
give an activity.
Are you ready?
B. Elicit
Before we dive into today’s lesson, we’re going to do
an interactive activity to spark your curiosity about
sound waves and motion.
We will be using a spinning wheel online with
everyone’s names on it. I’ll spin the wheel, and when
it stops, the student whose name appears will answer
the question or phrase.
Are you ready?
Yes, Ma’ am!
Start the game!
For the first question.
What is the fundamental concept in physics that refers
to the ability to do work or cause a change in an object
or system?
Student answer:
Energy
Second question.
What type of mechanical wave results from the
vibration of particles in a medium, usually air?
Student answer:
Sound Waves
Third question.
It is a measure of how often a periodic event
occurs per unit of time.
Student answer:
Frequency
Fourth question.
It is the spatial period of a wave,
representing the distance between two
consecutive points of the wave that are in
phase
(e.g., peaks or troughs).
Student answer:
Wavelength
Fifth question.
What is the perceptual attribute of sound that
corresponds to the subjective sensation of a sound's
frequency?
Student answer:
Pitch
Okay class! Based on this activity, some of you
already know the fundamental knowledge and
aware to some terminologies that we will
going to encounter in this discussion.
Now let’s try this. I have here a toy car.
While moving this what do you think happens
to the waves in front of a car?
Ma’ am, the waves are compressing in front of
the car
Place the listener that I gave away from the
car. Now, what do you think the listener
will hear if the car moves towards it?
The student might answer:
It will hear loud sound as the car moves.
Basically, it is not about loudness, it is about
the pitch of the sound. We will discuss it
further as we delve into this
topic, the phenomenon that is called,
“Doppler Effect” .
Are yo u still with me?
Okay, let’s proceed.
For our lesson today here are our objectives:
Yes, Ma’ am!
a. Define Doppler effect and explain
its basic principles.
b. Identify the effects of relative motion on sound
frequency
c. Explain how Doppler shift calculations depend on
the medium’s motion.
d. Calculate frequency shifts for various motion
scenarios.
D. Engage
Before we dig deeper into our new topic, let us watch
this video first for you to have a better understanding
about the topic.
[Students are watching attentively]
Let me know your thoughts about the video
you just watched.
That is right, because the wavelength of the
sound became more compressed to the
direction where the car moves.
Ma’ am , I observed that as the source of the
sound moves towards the listener, the sound
becomes more pitchy.
What do you think the listener will hear
when the car passes by already?
That is right!
(Introduce the definition of Doppler Effect,
explain shortly)
Now, how about the car or the source is
stationary, and the listener is moving towards
the source? Will the listener hear high pitch?
How about if both is moving, one that is
towards the
listener, but the listener is
moving away from the source? Will the pitch
of the
sound remain the same?
These are the different scenario that we need
to consider.
Do you want another activity to further
understand the topic?
E. Explore
I am going to divide you into three groups.
Each group will have different picture showing
different scenarios regarding Doppler effect.
Some of you will act out as the observer and th e
listener. Use the materials provided as much as
possible.
Look properly at the arrow of the listener and
the source as it depicts their movement.
You must broaden your imagination. There are
two situations if the sources is stationary or
moving away from/towards listener; and if the
listener is stationary or moving towards/away
Ma’ am, the listener will hear low pitch sound.
from the source.
You must be able to describe the behavior of
the waves and stating the degree of the pitch
that the listener will hear based on the different
scenarios.
Are you ready?
For 5 mins you may start, now.
Yes, Ma’ am!
Group 1
Scenario : Stationary Source, moving
observer
Group 2
Scenario : Moving source, stationary observers
Group 3
Scenario: Moving source, moving observer
F. Explain
Let us hear you and examine your
collaborative outputs.
Each group should select one
presenter to present their observation.
(The teacher will assist each presenter and
correct some mistakes or clarify their
misconceptions they might encounter during
their activity)
(The teacher will explain each case to support
the students’ explanation or for some
clarification purposes)
(The teacher w ill now present the
Doppler Eff ect Formula)
This is the formula that we will going to use.
Remember and relate it to your understanding
of the concept.
Did you understand?
Do you have any questions?
We are trying to get the observed
frequency of the listener.
Okay, are we all clear?
Yes, Ma’ am!
Ma’ am, what are we trying to get in this
formula?
Yes, Ma’ am!
G. Elaborate
Will anyone please describe the
image? Tell me about the source and the
listener.
Ma’ am, the source is moving towards the
listener.
Problem 1.
What is being asked in the picture?
Okay, so we already have the value of
frequency of the source and the
velocity of the source. Kindly calculate the
problem using the doppler effect formula.
Ma’ am, the frequency that the listener
hears from the source.
[Students are calculating]
That is correct!
Problem 2.
Ma’ am, the answer is 1 0 6 . 2 6 Hz.
A train is moving on a straight track with speed 25
m/s. It is blowing a whistle at the frequency of 1030
Hz. The percentage change in frequency heard by a
person standing near the track as the train passes him
is close to (speed of sound = 320 m/s)work, kindly
work on this problem and let us check it
later after you finish solving the problem in 5
mins.
(The teacher will call someone to solve for the
problem)
Use the Doppler Effect formula, class.
[Students are solving the problem]
Do you have any questions?
(The teacher will discuss also some
practical application using Doppler Effect)
Group Activity:
Now lets’ have a game, called “Wave wars”
Here are the following guidelines of the game:
Before the Game:
1. Group Formation:
o Students will be divided into 3 groups,
with 9 members in each group.
o Each group will form a straight line,
with members taking turns to answer
questions.
2. Preparation:
o Ensure each group has a designated
bell or buzzer to signal their readiness
to answer.
o Assign roles within the group if
necessary (e.g., keeping track of
scores, encouraging teammates).
During the Game:
1. Taking Turns:
o Students will answer questions in
sequential order, based on their
position in the line.
o Only the student at the front of the line
can press the bell and answer the
question.
o Once a student answers, they move to
the back of the line, ensuring every
member gets a turn.
2. Answering Questions:
o The group that presses the bell first
gets the chance to answer.
o If the answer is correct, the group
earns 1 point.
o If the answer is incorrect, the next
group that presses the bell gets a
chance to answer.
3. Participation:
o All group members must actively
participate by taking their turn to
answer questions.
4. Fair Play:
o No shouting or helping the student
answering the question.
o Cheating or disrupting other groups
will result in penalties (e.g., point
deduction)
After the Game:
1. Scoring:
o Points will be tallied based on correct
answers.
o In case of a tie, a bonus question will
be used to determine the winner.
2. Debriefing:
o
o
Discuss the correct answers and clarify
any misconceptions about the Doppler
Effect.
Highlight the importance of teamwork
and collaboration.
(Students listen and follow the guidelines)
Are you all ready?
Questions for the Game:
Yes, Ma’ am.
Easy Round
1. What is Doppler Effect?
2. Who proposed Doppler Effect
3. What happens to the wavelength of a wave
when the source moves away from the
observer?
4. Doppler effect depends on the relative distance
between the source and the observer. Is the
statement true?
Average Round
5. What is the formula to calculate the observed
frequency in the Doppler Effect for sound?
6. What happens to the sound waves in front of a
moving source?
7.
8. A car is moving towards a stationary observer
at a speed of 30 m/s. The car honks its horn,
emitting a sound with a frequency of 400 Hz.
The speed of sound in air is 343 m/s.
Answers:
1. The apparent change in frequency or
wavelength of a wave as observed by
someone who is moving relative to the wave
source.
2. Christian Johann Doppler
3. The wavelength increases
4. False. It depends on relative velocity.
Answers:
5.
6. The sound waves compress, resulting in a
higher frequency.
7. Stationary Source, Moving Observer.
8. f′= 438.2 Hz
Difficult Round
9. A train moving at 30 m/s emits a whistle at 500
Hz. If the speed of sound in air is 340 m/s,
what is the observed frequency as the train
approaches a stationary observer? What is
the wavelength? What is the relative
velocity?
10. Why do ambulance sirens sound higher-pitched
when approaching and lower-pitched when
moving away?
Answers:
9. f′= 548.39Hz.
Vrev=328m/s
Wavelength = 0.40 m
10. As the ambulance approaches, sound waves
are compressed, increasing the frequency
(higher pitch). When it moves away, the
waves spread out, decreasing the frequency
(lower pitch).
(The group who got the highest score will be given
prizes)
H. Evaluate
Alright then, please bring out 1 half sheet of
paper.
Kindly, answer individually this
problem.
Ciemay , kindly read the problem.
A French submarine and a U.S. submarine
(The teacher will correct some
misconception by asking questions)
I. Extend
For your assignment, kindly take a
screenshot of the following problem then let
us check it next meeting.
1. A truck and an ambulance move at the
same rate of 13 m/s toward each other but on
different lanes. If the ambulance siren emits
sound of frequency 1200 Hz, what is the
frequency of the sound that the truck driver
hears?
2. Explain why the fired bullet also
demonstrates shock wave?
move toward each other during maneuvers in
motionless waterin the North Atlantic. The
French submoves at speed vs = 100 km/h, and
the U . S . sub at vo = 2 00 km/ h . The French sub
sends out a sonar signal (sound wave in water)
at 1,000 Hz. Sonarwaves travel at 5000 km/h.
What frequency is detected by the French sub
in the signal reflected to it by the U.S.
sub?