Question

In: Physics

In my physics class, we are going over the Doppler Effect. We were given four different...

In my physics class, we are going over the Doppler Effect. We were given four different equations for two different scenarios:

- When the observer is stationary but the source is moving

- When the observer is moving but the source is stationary

I was given a problem where both the observer AND the source are moving at some velocity. The source is emitting a given frequency while traveling at a given velocity. The observer is OBSERVING that frequency at a given frequency provided in the problem, but their velocity is unknown. Seeing as the source is traveling at a CONSTANT velocity, can I treat it as though the source, relative to the observer, is stationary, and it is only the observer that is moving? I was thinking of using the receding observer equation of: f- = (1 - v0/v)*fs , where v0 is the speed of the observer and v is the velocity of sound in air, 343 m/s. Would this be correct? Or can I not treat the source as stationary even though it is moving at a constant velocity?

Thank you in advance! Please comment if you need clarification.

Solutions

Expert Solution

Note-For any confusion,comment in inbox.


Related Solutions

My physics class is working on Ohm's law and we did a lab about series and...
My physics class is working on Ohm's law and we did a lab about series and parallel circuits. While doing the lab report I got stuck on this question below. Please help! "What contributed to the percentage difference? In other words, account for sources of errors." This is my data: Part I Voltage (V) Current (A) Resistance (Ω) R = V/I % diff. 33 0.33A 100 0 45 0.45A 100 0 60 0.60A 100 0 75 0.75A 100 0 90...
In my Accounting class we are being asked to respond to/comment on different things that students...
In my Accounting class we are being asked to respond to/comment on different things that students post. My professor is requiring a "substantive" response with references to back up what is being said. I need some help with a responses to these posts. Any help you can give me will be GREATLY appreciated! I am WAY out of my knowledge base in this class. The difference between current and long-term assets and liabilities is that current will be paid sooner...
We talked about the Doppler Effect for sound waves. Electromagnetic waves exhibit the same type of...
We talked about the Doppler Effect for sound waves. Electromagnetic waves exhibit the same type of effect. Explain in detail how Doppler shift is used in astronomy, weather forecasting and radar.
We started creating a Java class for Car. In this lab we are going to complete...
We started creating a Java class for Car. In this lab we are going to complete it in the following steps: 1- First create the Car class with some required instance variables, such make, model, year, price, speed, maxSpeed, isOn, isMoving, and any other properties you like to add. 2- Provide couple of constructors for initializing different set of important properties, such as make, model, year, and price. Make sure that you do not repeat initialization of instance variables in...
Explain this python program as if you were going to present it to a class in...
Explain this python program as if you were going to present it to a class in a power point presentation. How would you explain it? I am having a hard time with this. I have my outputs and code displayed throughout 9 slides. #Guess My Number Program # Python Code is modified to discard duplicate guesses by the computer import random #function for getting the user input on what they want to do. def menu(): #print the options print("\n\n1. You...
We wish to assess the effect of three different track surfaces on sprinter speed. Six world-class...
We wish to assess the effect of three different track surfaces on sprinter speed. Six world-class sprinters are asked to run five 100m dashes on each of the three track surfaces. Their average times are recorded below.                     Surface1       Surface2       Surface3 Sprinter1          9.98           10.03            10.01 Sprinter2        10.00           9.99            9.97 Sprinter3        10.04           9.97            10.01 Sprinter4        10.02           10.03              9.99 Sprinter5          9.98           10.00            9.99 Sprinter6          9.94           9.96            9.97 Using the sprinters as blocks, discuss the differences between the track surfaces...
We wish to assess the effect of three different track surfaces on sprinter speed. Six world-class...
We wish to assess the effect of three different track surfaces on sprinter speed. Six world-class sprinters are asked to run five 100m dashes on each of the three track surfaces. Their average times are recorded below.                     Surface1       Surface2       Surface3 Sprinter1          9.98           10.03            10.01 Sprinter2        10.00           9.99            9.97 Sprinter3        10.04           9.97            10.01 Sprinter4        10.02           10.03              9.99 Sprinter5          9.98           10.00            9.99 Sprinter6          9.94           9.96            9.97 Using the sprinters as blocks, discuss the differences between the track surfaces...
We are going over ANOVAs and a question was raised "Let's imagine that we have a...
We are going over ANOVAs and a question was raised "Let's imagine that we have a research design looking at age of student (traditional versus non-traditional) and mode of learning (campus or online). What would the interaction be? What are the main effects?"
I have to do an experiment/ demonstration for my PHY251 class (Calculus based physics). I am...
I have to do an experiment/ demonstration for my PHY251 class (Calculus based physics). I am only allowed to do it on one of the following topics: Vectors, Accelerated motion, Centripetal force, Free fall, projectile motion, Inertia, Equilibrium, Friction, Orbits, Tides. Does anyone have any ideas for a cool demonstration? Please provide instructions for the demonstration/experiment. Thank you in advance.
This probability question from my physics class is confusing me, any explanation really appreciated! An analogy:...
This probability question from my physics class is confusing me, any explanation really appreciated! An analogy: a child with blocks and constraints on physical systems. A certain child's room is partitioned into 100 squares. His toy box in the corner is exactly one square in size and contains some number of blocks. When he plays with the toys, he tends to throw them around and evenly scatter them about the room. a) Assume that there are now three blocks (red,...
ADVERTISEMENT
ADVERTISEMENT
ADVERTISEMENT