Doppler effect, redshift and the Hubble constantEdexcel International A Level Physics: Revision notes
Section 1
The Doppler effect
The Doppler effect is the change in the observed frequency and wavelength of a wave when there is relative motion between the source and the observer.
- Source moving towards the observer: wavefronts are closer together, so the observed wavelength is shorter and the frequency is higher.
- Source moving away: wavefronts are further apart, so the wavelength is longer and the frequency is lower.
The source moves between emitting one wavefront and the next, which is why the spacing changes. The wave speed does not change. The effect is heard in the siren of a passing ambulance.
The source does not emit a different frequency. The observer detects a different frequency because of the relative motion.
Section 2
Redshift
Light from a source moving away from us is shifted to longer wavelengths. This is redshift. Light from a source approaching us is blueshifted.
For a source moving at speed much less than , the redshift is
where is the change in wavelength and is the wavelength measured in the laboratory. has no units.
Section 3
Worked example: recession speed
A hydrogen line has nm in the laboratory and 662 nm in light from a galaxy.
m s⁻¹
The galaxy is moving away from us because the wavelength has increased.
Section 4
Hubble's law
Observations show that the light from distant galaxies is redshifted, and more distant galaxies have greater redshifts. The recession speed is proportional to distance:
where is the Hubble constant. Distances are found using standard candles. In SI units is in s⁻¹; it is often quoted in km s⁻¹ Mpc⁻¹. The gradient of a graph of against is .
This shows that the universe is expanding, so it must have started from a very small region, the Big Bang.
Worked example. For m s⁻¹ and s⁻¹, m.
Section 5
Age of the universe
If galaxies have always moved at a constant speed from the same point, the time since they were together is .
For s⁻¹, s, about years.
A larger gives a younger universe. The value of is controversial, because it relies on distances found from standard candles, which are uncertain. The age must also be greater than the ages of the oldest stars, so an estimate that is too small is a problem.
Section 6
Fate of the universe and dark matter
Gravity from matter slows the expansion. The fate depends on the density of matter:
- Above a critical density the expansion stops and the universe collapses.
- Below it, the universe expands for ever.
Dark matter is matter that cannot be seen but has a gravitational effect. It adds to the mass, so it could slow the expansion more. Since the amount of dark matter is uncertain, the fate is uncertain. Slowing of the expansion also means that is only an estimate of the age.
In evaluation questions, link three things: the uncertain H₀ (age), the amount of dark matter (fate) and why the true age differs from 1/H₀.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Doppler effect, redshift and the Hubble constant
- An ambulance sounds a siren of constant frequency 700 Hz as it drives at constant speed along a straight road towards a stationary observer standing by the roadside, passes her, and then drives away.Explain why the observer hears a higher frequency than 700 Hz while the ambulance is approaching her.2 marks
- A spectral line of hydrogen has a wavelength of 656 nm when measured in a laboratory. In the light from a distant galaxy the same line is measured at a wavelength of 662 nm. Use a speed of light of 3.00 × 10⁸ m s⁻¹ and a Hubble constant H₀ of 2.3 × 10⁻¹⁸ s⁻¹.Calculate the distance to the galaxy in metres.2 marks
- Two research teams use different methods to measure the Hubble constant H₀. They obtain values of 2.2 × 10⁻¹⁸ s⁻¹ and 2.4 × 10⁻¹⁸ s⁻¹. One year is 3.16 × 10⁷ s. The age of the universe can be estimated using the Hubble constant.Explain why 1/H₀ gives an estimate of the age of the universe, and calculate this age in years for H₀ = 2.2 × 10⁻¹⁸ s⁻¹.3 marks
Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).