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A Level · Cambridge (CIE) · 9702

Explain interference, coherence and fringe conditions

Use coherent sources and superposition to interpret stable reinforcement and cancellation patterns.

Superposition · Cambridge International AS & A Level Physics 9702 · 8.3

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 is required of coherent sources?

What you will learn

  • Define interference and coherence
  • Describe two-source demonstrations with water, sound, light and microwaves
  • State the conditions needed for stable two-source fringes

Interference is a pattern from superposition

Interference is the redistribution of resultant amplitude when waves superpose. At a position where path difference is an integer number of wavelengths, the waves arrive in phase and reinforce. A half-integer wavelength path difference gives antiphase arrival and cancellation for equal amplitudes.

Coherent sources have the same frequency and a constant phase difference. Coherence makes the maxima and minima remain at fixed positions; independent sources with changing phase generally do not give a stable fringe pattern.

Demonstrate stable two-source interference

Two point sources driven from the same water-wave vibrator can make an interference pattern visible in a ripple tank. Two loudspeakers driven by one signal can produce regions of louder and quieter sound; coherent light sources or coherent microwave sources can also demonstrate two-source interference.

For stable two-source fringes, the sources must be coherent and overlap at the observation region. For clear sustained contrast, the waves should have comparable amplitudes and the apparatus must not drift; use a screen or detector to compare maxima and minima across position.

in phase: path difference = nλ · antiphase: path difference = (n + ½)λ

Pause and explain

What path difference gives antiphase arrival?

Put the idea to work

Worked example

At a point, two coherent waves have path difference 2λ. State whether they arrive in phase or antiphase.

Show the worked solution
  1. A whole-number wavelength path difference is an integer-cycle phase shift.
  2. Here n = 2.
  3. An integer-cycle difference means the waves are in phase.

Answer They arrive in phase and reinforce.

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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

Two coherent sources produce waves that travel path lengths differing by 3λ at a point. State the phase relationship and expected result for equal amplitudes.

Give me a hint

A whole number of wavelengths is a whole number of cycles.

Compare my reasoning
  1. Path difference = 3λ, an integer multiple of λ.
  2. The waves arrive in phase.
  3. For equal amplitudes they reinforce to a maximum.

In phase; constructive interference gives a maximum for equal amplitudes.

Look for these in your work

  • Integer-cycle condition used
  • Phase stated
  • Amplitude condition included
2 · Independent

A ripple tank has two point sources driven at the same frequency by one vibrator. Explain why this arrangement can produce stationary maxima and minima.

Give me a hint

Connect the shared driver to phase stability and then to superposition.

Compare my reasoning
  1. A common oscillator fixes the frequency and maintains a constant phase difference.
  2. The waves overlap in the tank and superpose.
  3. Different path differences produce stable reinforcement and cancellation positions.

The common source makes the waves coherent; their overlapping waves reinforce or cancel at fixed path differences, creating stable maxima and minima.

Look for these in your work

  • Coherence explained
  • Overlap identified
  • Fixed pattern reasoned
3 · Transfer

A student uses two independent loudspeakers with frequencies that drift slightly and sees no stable quiet/loud map. Explain the limitation and propose a better source arrangement.

Give me a hint

Consider whether the relative phase remains constant over time.

Compare my reasoning
  1. A frequency difference makes relative phase change with time.
  2. Maxima and minima then shift, so the pattern is not stable.
  3. Drive both speakers from the same signal generator to make coherent sources.

The independent frequencies do not maintain a constant phase difference, so the interference pattern drifts. Use a common signal generator for both speakers.

Look for these in your work

  • Phase drift identified
  • Pattern instability linked
  • Coherent replacement proposed

Common mistakes

  • Calling any two sources coherent merely because their frequencies are similar
  • Treating a fixed phase difference as a changing random difference
  • Saying all destructive interference requires zero amplitude sources
Recall without your notes

What can you explain now?

What is required of coherent sources?

Compare with the explanation

They have the same frequency and constant phase difference

These conditions allow a stable phase relationship.

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

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Make it stick

Why does a stable interference map need coherence, rather than frequency similarity alone?

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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