### Summary

In this lesson, students will explore the Doppler effect. They will practice by using a Doppler ball and the Doppler equation. Students will also learn how the Doppler effect is useful in our everyday lives with sirens and weather prediction.

### Essential Question(s)

How do you know if a siren is moving toward or away from you?

### Snapshot

**Engage**

Students generate questions from a video of a siren demonstrating the Doppler effect.

**Explore**

Students generate questions, test theories, and answer questions through a Doppler ball activity.

**Explain**

Students use the formula to answer questions about the Doppler effect.

**Extend**

Students research how the Doppler effect helps with weather prediction and create a research poster.

**Evaluate**

Students use a Choice Board to answer the essential question.

### Materials

Lesson Slides (attached)

Doppler Equation handout (attached; one per student)

Doppler Ball Activity handout (attached; one per group)

Supplemental Questions handout (attached; optional)

Research Poster 3-2-1 (attached, one per student)

Choice Board (attached; one half-sheet per student; optional)

Materials for choice board projects

Doppler ball/Doppler ball supplies (one per group)

Large paper (one per student/ group)

Calculator (one per student)

Student devices with internet access

### Engage

Introduce the lesson using **slide 2 **of the attached **Lesson Slides**.

Display **slide 3** to share the essential question and **slide 4** to go over the lesson's learning objectives to the extent you feel necessary.

Move to **slide 5**. Share the Question Generating strategy with students. Have a class discussion about the criteria for a "good" question. When everyone has agreed on 2-3, write them on the board or edit slide 5 to include them. These will be the criteria students use as they generate questions.

Move to **slide 6**. Show the "Ambulance Screaming by at High Speed - Doppler Effect" video and instruct students to write down their generated questions as they go. Optionally, play the video more than once to give students more time to generate "good" questions.

### Explore

Display **slide 7 **and introduce the Doppler Ball activity. Pass out a copy of the attached Doppler Ball Activity handout to each group. Make sure students also have their Generating Questions handout from the previous activity. They will be adding new questions and answering the ones they already generated.

Move to **slide 8 **and make sure each group has a Doppler ball**. **Display the directions for the activity, and start the timer embedded in the slide to begin. The timer included is for 10 minutes, but other times can be found on the K20 Center Timers playlist on YouTube if more time is needed.

After the activity, move to **slide 9**. Share the image on the slide with students. Guide them in a discussion about the image and the questions/answers they discovered during the Doppler ball activity. For an alternative image, use the one featured on **slide 15**.

### Explain

Move to **slide 11** and share the Doppler formula with students. Give each student a copy of the attached **Doppler Equation **handout.

Students can work in partners or individually and will need a calculator to complete the handout.

### Extend

Display **slide 12** and introduce the Weather Doppler Research Activity. Explain the Research Poster strategy to students and share the link and/or QR code to Wakelet titled "Weather Doppler".

Ensure every student has the necessary materials to complete their Research Poster. Alternatively, students may use Google Slides or Google Drawings.

Provide students time to research how the Doppler effect is used to predict the weather and create their Research Poster.

Move to **slide 13** and introduce the 3-2-1 and Gallery Walk strategies. Pass out the attached **Research Poster 3-2-1** handout to each student. Have students walk around the room viewing other students' posters and filling out the 3-2-1 with what they learn from their peers.

### Evaluate

Move to **slide 14** and explain to students that they will be using a Choice Board to determine how to show their answer to the essential question.

Explain the choices in the Choice Board embedded in the slide. Optionally, pass out a copy of the attached Choice Board to each student.

Give students time to choose their method and display their answer. When all students are finished, allow them to share their projects with the class.

### Resources

K20 Center. (n.d.). 3-2-1. Strategies. https://learn.k20center.ou.edu/strategy/117

K20 Center. (n.d.). Gallery Walk. Strategies. https://learn.k20center.ou.edu/strategy/118

K20 Center. (n.d.). Choice Board. Strategies. https://learn.k20center.ou.edu/strategy/73

K20 Center. (n.d.). Generating Questions. Strategies. https://learn.k20center.ou.edu/strategy/167

K20 Center. (n.d.). Research Poster. Strategies. https://learn.k20center.ou.edu/strategy/49

K20 Center. (n.d.). Wakelet. Tech tools. https://learn.k20center.ou.edu/tech-tool/2180

Seacams. (2013, January 11).

*Ambulance screaming by at high speed - doppler effect*[Video]. YouTube. https://www.youtube.com/watch?v=rqehO9yfwTAThe Doppler Effect. Sketchplanations. (n.d.). https://sketchplanations.com/the-doppler-effect

Tomdelier1995. (2013, January 10).

*Doppler Effect by Dr. Sheldon Cooper*[Video]. YouTube. Retrieved July 20, 2022, from https://www.youtube.com/watch?v=o3G_eaSaLck