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American Journal of Physics

Student understanding of the wave nature of matter: Diffraction and interference of particles

Stamatis Vokos, Peter S. Shaffer, Bradley S. Ambrose, Lillian Christie McDermott

Published Jul 1, 2000• 79 citations
Publisher

Abstract

This paper reports on a study of student understanding of the wave nature of matter in the context of the pattern produced by the diffraction and interference of particles. Students in first-year, second-year, and third-year physics courses were asked to predict and explain how a single change in an experimental setup would affect the pattern produced when electrons or other particles are incident on a single slit, double slit, or crystal lattice. The errors made by students after standard instruction indicated the presence of similar conceptual and reasoning difficulties at all levels. Among the most serious was an inability to interpret diffraction and interference in terms of a basic wave model. Other errors revealed a lack of a functional understanding of the de Broglie wavelength. Students often treated it as a fixed property of a particle, not as a function of the momentum. An important goal of this investigation was to provide a research base for the design of instruction to help students develop and apply a basic wave model for matter.

DOI
10.1119/1.19519

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This paper reports on a study of student understanding of the wave nature of matter in the context of the pattern produced by the diffraction and interference of particles. Students in first-year, second-year, and third-year physics courses were asked to predict and explain how a single change in an experimental setup would affect the pattern produced when electrons or other particles are incident on a single slit, double slit, or crystal lattice. The errors made by students after standard instruction indicated the presence of similar conceptual and reasoning difficulties at all levels. Among the most serious was an inability to interpret diffraction and interference in terms of a basic wave model. Other errors revealed a lack of a functional understanding of the de Broglie wavelength. Students often treated it as a fixed property of a particle, not as a function of the momentum. An important goal of this investigation was to provide a research base for the design of instruction to help students develop and apply a basic wave model for matter.
This chapter discusses the conceptual foundations of quantum mechanics in the context of matter. Classical physics identified matter with particles and radiation with "waves." Although this description accounted for a large number of very important facts, it became apparent around the turn of the century that other phenomena, such as blackbody radiation and photoelectric effect, are satisfactorily explained only if radiation is described in terms of particles. Sometime later the hypothesis that, conversely, matter has wave properties was proposed by Louis de Broglie and was confirmed by the Davisson-Germer experiment of electron diffraction. In this experiment and similar ones, an electron beam was passed through a regular lattice (crystal), and subsequently showed the well-known diffraction patterns that are characteristic of waves. These results confirmed the theoretical predictions that a monoenergetic electron beam should be described by a plane wave and that the wave vector k of the wave should be related to the momentum p of an individual electron.
Classical physics identified matter with particles and radiation with waves. Although these descriptions accounted for a large number of very important facts, it became apparent at the beginning of the twentieth century that other phenomena, such as blackbody radiation and photoelectric effect, are satisfactorily explained only if radiation is described in terms of particles. Louis de Broglie developed a theory according to which, conversely, matter has wave properties. As an outcome of this theory, he was able to write down a formula relating the corresponding wavelength with the momentum of the particle. Diffraction patterns characterize waves, and the basic fact that corroborated the validity of the notion of matter waves was that the Davisson and Germer experiment proved electrons can be diffracted. In classical optics the simplest experiment displaying this phenomenon is the well-known Young two-slit experiment, in which a beam of light is passed through a diaphragm with two slits.
De Broglie proposed the matter wave in 1924. The de Broglie wave is neither a mechanical wave nor an electromagnetic wave and has a very short wavelength. The Davisson-Germer electron diffraction experiment performed in 1925 involved bombarding the surface of a nickel crystal with a narrow beam of electrons. When the accelerating voltage V was maintained at 54 V, the wavelength of the incident electron was λ=h/ 2 m e V = 0.167 nm [Y. S. Chen and Z. Z. Li, College Physics (Tianjin University, Tianjin, 1999)] demonstrating the existence of the matter wave. We introduce a type of electron wave with a very long wavelength in this study that is different from the matter wave. For example, the wavelength of the electron wave can reach 0.43 mm in the double-slit interference of electrons. Experiments demonstrate that this long-wavelength electron wave can produce both double-slit interference and electron diffraction. A comparative analysis of matter and electron waves reveals the physical natures of these waves and wave‐particle duality.
Arguments about particles or waves gave way to a recognized need for both particles and waves in the description of radiation. The confusion over particle versus wave properties was resolved by Louis de Broglie. He postulated that since light has a dual wave–particle nature, matter also has this nature. The idea was to perform a diffraction experiment with electrons. An interference pattern was demonstrated not only with electrons, but also with many kinds of material particles like protons and neutrons. However, any attempt to observe an interference pattern with neutral atoms was found difficult by the fact that atoms carried no charge as electrons do and could not penetrate through condensate matter like neutrons. The de Broglie wavelength of an electron in the smallest orbit turns out to be exactly equal to the circumference of the orbit predicted by Bohr. The interpretation of the interference phenomenon becomes more subtle when the light beams are replaced by individual photons or particles.
Science, as it is generally described at school, starts with experimental data. Scientists then have to find some hypothesis which explains these results. Using this hypothesis, a prediction is made about what might happen in a slightly different experiment. The double-slit experiment is a modified version of the setup first used by Thomas Young in 1801. Young’s version is a classic experiment that, at the time, seemed to have settled the dispute between wave and particle views of light decisively in favour of waves. The idea that particles might display some wavelike properties dates to the mid-1920s when a young PhD student called Louis De Broglie was thinking about the dual wave/particle nature of light. A quantum mechanical description of the double-slit experiment must involve a set of amplitudes governing the passage of an electron through the slits to the far detector.
As part of a broad investigation of student understanding in physics, we have examined student ability with superposition throughout introductory and upper-division courses in physics.This research has focused on examining student ability to add and subtract vector quantities and the wave functions associated with quantum physics.We present results from a series of research tasks designed to probe student understanding of superposition in each of these contexts at various points in undergraduate instruction.In addition, we describe and discuss certain patterns in student reasoning that have been identified across the different tasks, contexts, and courses.