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A Level · Cambridge (CIE) · 9702

Use diffraction gratings to determine wavelength

Apply d sin θ = nλ and describe how a grating pattern can be used to estimate light wavelength.

Section 8 · Superposition

Superposition · Cambridge International AS & A Level Physics 9702 · 8.4

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

In d sin θ = nλ, what does n represent?

What you will learn

  • Recall and use d sin θ = nλ for a diffraction grating
  • Relate grating spacing, diffraction angle and spectral order
  • Describe a grating-based method for determining wavelength without requiring spectrometer construction

A grating creates maxima at specific angles

A diffraction grating has many equally spaced slits. For a principal maximum at angle θ to the normal, d sin θ = nλ, where d is slit spacing and n is an integer order number. The zero order has n = 0; first order has n = 1.

If a grating has N lines per metre, spacing d = 1/N. Use the measured angle from the normal, not from the grating surface. Check that the calculated sine is physically possible and that the chosen order is consistent with the observed maximum.

Describe a wavelength measurement

Direct a known monochromatic light beam normally at a grating and observe the central and first-order maxima on a distant screen. Measure the perpendicular grating-to-screen distance L and the lateral displacement y of a first-order maximum from the central one.

Find θ from tan θ = y/L, then use d sin θ = nλ with the known grating spacing and measured order. Repeat on both sides and average consistent estimates. A spectrometer's structure and operation are outside this syllabus outcome; this screen method explains the physical measurement without claiming instrument training.

d sin θ = nλ · grating spacing d = 1/(lines per metre)

Pause and explain

A grating has 2.0 × 10⁵ lines per metre. What is d?

Put the idea to work

Worked example

A grating has 500 lines per mm. A first-order maximum appears at 30°. Find wavelength.

Show the worked solution
  1. Convert line density: 500 lines mm⁻¹ = 5.0 × 10⁵ lines m⁻¹.
  2. d = 1/N = 2.0 × 10⁻⁶ m.
  3. For n = 1, λ = d sin 30° = 1.0 × 10⁻⁶ m.

Answer λ = 1.0 × 10⁻⁶ m.

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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 grating has 200 lines per mm. Find spacing d in metres.

Give me a hint

Convert lines per millimetre to lines per metre, then take the reciprocal.

Compare my reasoning
  1. N = 200 × 1000 = 2.0 × 10⁵ lines m⁻¹.
  2. d = 1/N.
  3. State metres per line as the slit spacing.

d = 5.0 × 10⁻⁶ m.

Look for these in your work

  • Density converted
  • Reciprocal taken
  • Spacing unit stated
2 · Independent

A grating spacing is 1.0 × 10⁻⁶ m. A second-order maximum occurs at 30°. Find wavelength.

Give me a hint

Rearrange to λ = d sin θ/n.

Compare my reasoning
  1. Use n = 2 and sin 30° = 0.5.
  2. λ = (1.0 × 10⁻⁶ × 0.5)/2.
  3. Evaluate in metres.

λ = 2.5 × 10⁻⁷ m.

Look for these in your work

  • Order selected
  • Equation rearranged
  • Value and unit correct
3 · Transfer

A first-order maximum is 0.40 m from the centre on a screen 1.2 m from the grating. The grating has spacing 2.0 × 10⁻⁶ m. Estimate wavelength.

Give me a hint

Find θ from the screen triangle before applying the grating equation.

Compare my reasoning
  1. tan θ = 0.40/1.2, so θ ≈ 18.4°.
  2. Use λ = d sin θ/n with n = 1.
  3. λ ≈ 2.0 × 10⁻⁶ sin 18.4°.

λ ≈ 6.3 × 10⁻⁷ m.

Look for these in your work

  • Angle determined from geometry
  • First order used
  • Wavelength estimated

Common mistakes

  • Using line density as d instead of taking its reciprocal
  • Measuring θ from the grating plane rather than the normal
  • Using degrees and radians inconsistently in a calculator
Recall without your notes

What can you explain now?

In d sin θ = nλ, what does n represent?

Compare with the explanation

The spectral order number

It identifies the principal maximum order.

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

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Make it stick

Why must grating line density be converted to slit spacing before using d sin θ = nλ?

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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