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A Level · Cambridge (CIE) · 9702

Explain diffraction and gap-width effects

Describe wave spreading at an aperture and predict how the gap-to-wavelength ratio affects diffraction.

Superposition · Cambridge International AS & A Level Physics 9702 · 8.2

AS Level; Cambridge International Physics 9702, 2025–2027 syllabus, Topic 8. These original models and calculations are study aids; full timed assessment, supervised practical competence and human subject-teacher review remain outstanding.

Before you begin

  • Use wavelength, frequency, phase difference, trigonometry and consistent SI units.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What happens when a wave diffracts at an aperture?

What you will learn

  • Define diffraction as wave spreading at an aperture or obstacle
  • Describe a ripple-tank investigation of diffraction
  • Relate diffraction strength qualitatively to gap width compared with wavelength

Diffraction is the spreading of waves

Diffraction is the spreading of a wave as it passes through a gap or around an obstacle. A narrow aperture can act as a source of spreading wavefronts on the far side.

The amount of spreading depends on the aperture width relative to the wavelength. Diffraction is most noticeable when the gap width is similar to the wavelength; a much wider gap gives less spreading relative to the forward direction.

Compare gap sizes in a controlled ripple-tank test

In a ripple tank, generate water waves with a fixed frequency and hence a fixed wavelength in the same depth. Observe their fronts before and after a gap, then vary only the gap width and compare the spreading pattern.

Keep wave frequency, water depth and viewing scale constant so the wavelength does not change while gap width is compared. Record whether fronts spread widely or remain mainly forward. This is a qualitative comparison; the syllabus does not require a numerical diffraction formula here.

diffraction is strongest when gap width is comparable to wavelength

Pause and explain

When is aperture diffraction most noticeable?

Put the idea to work

Worked example

Water waves of wavelength 2.0 cm pass through a 2.0 cm gap, then through a 10 cm gap. Which gap produces more noticeable diffraction?

Show the worked solution
  1. Compare each aperture width with the same wavelength.
  2. The 2.0 cm gap is comparable to the 2.0 cm wavelength.
  3. The 10 cm gap is much wider than the wavelength.

Answer The 2.0 cm gap produces more noticeable spreading.

Try a topic test

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

A ripple tank uses 3 cm wavelength waves. Compare expected spreading through gaps of 3 cm and 15 cm.

Give me a hint

Compare each gap width with the wavelength, keeping the water and source unchanged.

Compare my reasoning
  1. The first gap is equal in scale to λ.
  2. The second gap is five times λ.
  3. Expect more noticeable spreading at the comparable-width gap.

The 3 cm gap gives more noticeable diffraction; the 15 cm gap is much wider than the wavelength.

Look for these in your work

  • Both widths compared with λ
  • Qualitative trend applied
  • Same-wave condition retained
2 · Independent

Describe a fair ripple-tank experiment to test how aperture width affects diffraction.

Give me a hint

Change the aperture width while controlling the wave pattern and tank conditions.

Compare my reasoning
  1. Generate water waves at a fixed frequency in uniform depth.
  2. Observe the spreading beyond one gap width, then alter only the gap.
  3. Compare the wavefront curvature or lateral spreading for each width.

Keep source frequency, water depth and observation scale fixed; vary gap width and compare the spreading of the outgoing wavefronts.

Look for these in your work

  • Independent variable identified
  • Relevant controls stated
  • Observable comparison stated
3 · Transfer

A student claims a 12 cm gap produces no diffraction because the waves mainly travel forward. Explain why that conclusion is too strong when λ = 2 cm.

Give me a hint

Distinguish weaker relative spreading from zero spreading.

Compare my reasoning
  1. The gap is six times the wavelength, so spreading is less noticeable than at a comparable gap.
  2. Diffraction still occurs at an aperture.
  3. The correct conclusion is mainly forward propagation with less relative spreading, not no diffraction.

The gap is much wider than λ, so diffraction is less pronounced, but the wave still spreads at the aperture; it is not correct to say diffraction is absent.

Look for these in your work

  • Gap-to-wavelength ratio assessed
  • Diffraction definition retained
  • Strength distinguished from absence

Common mistakes

  • Claiming a wave only diffracts when gap width equals wavelength exactly
  • Changing frequency and gap width together in a comparison
  • Confusing diffraction with reflection at the gap
Recall without your notes

What can you explain now?

What happens when a wave diffracts at an aperture?

Compare with the explanation

It spreads as it passes through the gap

Diffraction describes wave spreading at an aperture or obstacle.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Why should frequency and water depth stay fixed when testing the effect of gap width?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Physics

Course scope and assessment

One hundred and sixty-two original lessons cover all 12 published subject-content outcomes in Topic 1 (sections 1.1–1.4), all nine outcomes in Topic 2 (section 2.1), all 13 outcomes in Topic 3 (sections 3.1–3.3), all 13 outcomes in Topic 4 (sections 4.1–4.3), all 11 outcomes in Topic 5 (sections 5.1–5.2), all 10 outcomes in Topic 6 (sections 6.1–6.2), all 16 outcomes in Topic 7 (sections 7.1–7.5), all 12 outcomes in Topic 8 (sections 8.1–8.4), all 15 outcomes in Topic 9 (sections 9.1–9.3), all 16 outcomes in Topic 10 (sections 10.1–10.3), all 18 outcomes in Topic 11 (sections 11.1–11.2), all seven outcomes in Topic 12 (sections 12.1–12.2), all 12 outcomes in Topic 13 (sections 13.1–13.4), all eight outcomes in Topic 14 (sections 14.1–14.3), and all nine outcomes in Topic 15 (sections 15.1–15.3), plus all four outcomes in Topic 16 (sections 16.1–16.2), and all ten outcomes in Topic 17 (sections 17.1–17.3), plus all 12 outcomes in Topic 18 (sections 18.1–18.5), all nine outcomes in Topic 19 (sections 19.1–19.3), all 19 outcomes in Topic 20 (sections 20.1–20.5), and all eight outcomes in Topic 21 (sections 21.1–21.2), and all 17 outcomes in Topic 22 (sections 22.1–22.4), and all 13 outcomes in Topic 23 (sections 23.1–23.2), and all 16 outcomes in Topic 24 (sections 24.1–24.3), and all 11 outcomes in Topic 25 (sections 25.1–25.3), of the 2025–2027 syllabus. Each lesson has guided, independent and application practice with explained answers. All 25 syllabus topics now have mapped teaching and practice; the 2028–2030 changes outside Topics 23–25 still need reconciliation. Online study cannot demonstrate supervised Paper 3 laboratory competence. Paper 5 planning and analysis, full timed cumulative assessment and human subject-teacher review remain outstanding.

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