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A Level · Cambridge (CIE) · 9702

Use Young’s double-slit equation

Relate fringe spacing to wavelength, slit separation and screen distance using λ = ax/D.

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

In λ = ax/D, what does x represent?

What you will learn

  • Recall and use λ = ax/D for double-slit interference
  • Identify fringe spacing, slit separation and screen distance
  • Rearrange and apply the equation with compatible units

Double-slit geometry sets the fringe spacing

For two narrow slits separated by distance a and a screen distance D away, the small-angle double-slit model gives x = λD/a, where x is the spacing between adjacent bright fringes. Rearranging gives λ = ax/D.

Use all distances in the same units before calculating. Increasing wavelength or screen distance increases fringe spacing; increasing slit separation decreases it. The equation applies to the stated double-slit interference arrangement, not to a diffraction grating.

Measure adjacent-fringe spacing carefully

Measure the distance spanning several adjacent fringe intervals and divide by the number of intervals to estimate x. Measuring multiple intervals reduces the effect of a single ruler reading uncertainty.

Use D from the slit plane to the screen, and a as the separation of the two slits. Keep x distinct from the distance from the central maximum to one fringe: that distance may span several x intervals.

λ = ax/D · equivalently x = λD/a

Pause and explain

If D doubles with λ and a fixed, what happens to x?

Put the idea to work

Worked example

Slits 0.25 mm apart produce adjacent bright fringes 2.4 mm apart on a screen 1.5 m away. Find wavelength.

Show the worked solution
  1. Convert a = 0.25 mm = 2.5 × 10⁻⁴ m and x = 2.4 mm = 2.4 × 10⁻³ m.
  2. λ = ax/D = (2.5 × 10⁻⁴)(2.4 × 10⁻³)/1.5.
  3. Evaluate in metres.

Answer λ = 4.0 × 10⁻⁷ m = 400 nm.

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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 = 0.30 mm, D = 2.0 m and adjacent-fringe spacing x = 3.0 mm. Calculate wavelength.

Give me a hint

Convert both millimetre quantities to metres and use λ = ax/D.

Compare my reasoning
  1. a = 3.0 × 10⁻⁴ m and x = 3.0 × 10⁻³ m.
  2. λ = (3.0 × 10⁻⁴)(3.0 × 10⁻³)/2.0.
  3. Evaluate and state the result in metres.

λ = 4.5 × 10⁻⁷ m.

Look for these in your work

  • Units converted
  • Correct equation used
  • Wavelength unit stated
2 · Independent

Light of wavelength 5.0 × 10⁻⁷ m passes through slits separated by 0.20 mm. The screen is 2.0 m away. Find fringe spacing.

Give me a hint

Rearrange to x = λD/a and convert slit separation to metres.

Compare my reasoning
  1. a = 0.20 mm = 2.0 × 10⁻⁴ m.
  2. x = (5.0 × 10⁻⁷ × 2.0)/(2.0 × 10⁻⁴).
  3. Give spacing in metres or millimetres.

x = 5.0 × 10⁻³ m = 5.0 mm.

Look for these in your work

  • Equation rearranged
  • Slit separation converted
  • Fringe spacing calculated
3 · Transfer

A screen shows bright fringes at 12.0 mm and 20.4 mm from the central maximum, with no bright fringe between them. Find adjacent spacing x and explain why their separation is not 8.4 mm for one interval.

Give me a hint

Count the number of adjacent intervals between the measured bright fringes.

Compare my reasoning
  1. There is one intermediate bright fringe, so the two measured positions are two intervals apart.
  2. Total separation = 20.4 − 12.0 = 8.4 mm.
  3. x = 8.4/2 = 4.2 mm.

Adjacent fringe spacing is 4.2 mm; the 8.4 mm distance spans two equal intervals.

Look for these in your work

  • Intervals counted
  • Position difference calculated
  • Per-interval spacing obtained

Common mistakes

  • Using the distance to the screen as the slit separation
  • Using central-to-fringe distance when the question gives several fringe intervals
  • Mixing millimetres and metres in one substitution
Recall without your notes

What can you explain now?

In λ = ax/D, what does x represent?

Compare with the explanation

Spacing between adjacent fringes

x is the fringe separation in the double-slit pattern.

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

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Make it stick

How can measuring several fringe intervals improve an estimate of wavelength?

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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