GRADE 11
PHYSICAL SCIENCE
MODULE 4: SECOND QUARTER (WEEK 4)
ELECTRONS BEHAVING LIKE WAVES
Learning Competencies (Essential Competencies)
This module comprises of the following most essential competencies:
1. Cite experimental evidence showing that electrons can behave like waves (S11/12PS-
IVg-64).
2. Differentiate dispersion, scattering, interference, and diffraction (S11/12PS-IVh-65).
Day 1 – EVIDENCES SHOWING ELECTRONS BEHAVE LIKE WAVES
Objectives: After finishing the day 1 module, the learners should be able to cite
experimental evidence which shows that electrons can behave like waves.
Let’s Understand (Study the Concept)
Some waves are like ocean
waves crashing on a beach. Waves
are created when a source of energy
causes a medium to vibrate. They
take a given shape and travel in some
particular direction. Electrons can also
behave like waves. Matter waves are
the waves produced in electrons and
particles. These are also called De
Broglie waves.
[Link]
In 1924, French physicist Louis de Broglie postulated in his Ph.D. dissertation that if
light with a wave phenomenon acts like a particle, then a particle may also have a wave-
like behavior. He further theorized that the wavelength of a particle is related to Planck’s
constant and inversely proportional to its momentum. This relationship is represented by
the equation known as the de Broglie wavelength:
where λ is the de Broglie wavelength of a particle, h is Planck's constant equal
to 6.63×10−34J⋅s, and p is the momentum of the particle. The Planck’s constant relates
the amount of energy that a photon carries to the frequency of its electromagnetic wave.
The λ or wavelength shows the wave nature of the electron, while p or the momentum
shows its particle nature.
Example: Find the wavelength of an electron moving with a speed of 2×106 ms-1.
Velocity of the electron, v =2×106 ms-1
Mass of electron, m =9.1 × 10-31 kg
Planck’s Constant, h = 6.62607015×10−34 Js
The de-Broglie wavelength is given by λ = h/mv
= 6.62607015×10−34 /(2×106)(9.1×10-31 )
λ = 0.364×109 m
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This wavelength is too small that it can no longer be observed, and cannot be bent even
when it encounters an opening. This is true with other macroscopic objects. However, for
microscopic particles like electrons, their wavelengths are also very small but have the
same size as the inter-atomic spacing in crystal solids. This small inter-atomic spacing
can cause electrons, which have small wavelengths, to be bent or diffracted, a
phenomenon associated with waves that encounter a barrier or small opening. This was
proven experimentally by Davisson and Germer.
DAVISSON AND GERMER EXPERIMENT
In 1927, American physicists Clinton Davisson and Lester Germer tried to verify a
prediction of classical physics that scattered electrons will appear from all directions with
little dependence on their intensity, on scattering angle, and energy of the primary beam.
They expected that because of the small size of the electrons, they would still be
experiencing diffused reflection even if they hit a smooth surface like that of a crystal.
The diagram below shows a picture of the instrument used in their experiment.
[Link]
To prevent other molecules from hitting the electrons, the setup is placed in a vacuum
chamber. They performed the experiment by bombarding a beam of electrons coming from an
electron gun, which is positioned perpendicularly to a single crystal of nickel. They measured
the intensity of the scattered beam after hitting the nickel crystal using a movable detector,
where a galvanometer is attached. A galvanometer is a device which detects and measures
small electric currents.
They found nothing significant in their experiment until their setup was broken. When air
accidentally entered the setup, the nickel was oxidized. To decrease the oxide in the pure
nickel, extreme heat was applied to the nickel and was used again to continue the
experiment. After bombarding the recrystallized nickel with a beam of electrons, they
observed that the intensity of the scattered beam was at the maximum at 50°. They noted that
this peak in the intensity is where constructive interference occurs. Constructive
interference is a process where two waves meet and add up.
Recrystallizing the nickel made small holes
in the crystal which served as a diffraction
grating. A diffraction grating is an optical
device made of glass or metal with a band
of equidistant, parallel lines. When a wave
encounters a diffraction grating, it bends or
diffracts. In the experiment of Davisson
and Germer, the beam of electrons that
passed through several small holes was
diffracted. This diffraction of electrons
shows one of the properties of a wave.
[Link]
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Waves that come from different openings or diffraction gratings, which are the small holes in
the recrystallized nickel, meet, and form interference patterns. Interference is a process
where two waves meet. Waves can add up or interfere constructively. They can also
interfere destructively when they cancel each other.
If the electrons exhibit only the behavior a
particle, they would produce a pattern of
two bands on a screen after passing
through a double-slit barrier as shown in
the diagram below. However, electrons
also behave like waves and produce
an interference pattern of bright and dark
fringes, as shown in the experiments by
Davisson and Germer and other
succeeding experiments using modern
setups.
[Link]
The diagram below shows an electron diffraction tube, an instrument used in modern
setups of the experiments that show the wave nature of electrons.
In this vacuum tube, a narrow beam of
electrons is fired by an electron gun. The
electron beam passes through a carbon in
the form of graphite, which acts as the
diffraction grating. When the electron beam
hits the phosphor screen, the screen
glows. The interatomic spacing in the
carbon causes the electrons to diffract,
[Link] producing ring patterns in the screen.
Let’s Apply
Write T in the blank provided if the statement is true. If the statement is false,
underline the incorrect word and write the correct answer in the blank provided.
________1. The p (momentum) is part of the de Broglie wavelength that shows the particle
nature of a photon.
________2. The property of a wave that was observed in the behavior of electrons in
Davisson and Germer’s experiment using recrystallized nickel was polarization.
________3. If electrons do not exhibit a wave-like nature, a two-band pattern will be
produced on a screen when they pass through a double-slit barrier.
Let’s Analyze
It took scientists a long time to reconcile the dual nature of light, which led to the
idea of the duality of matter. To further see an evidence of this concept, try to observe the
smoke coming from a barbecue grill. From a distance, you will see a wave flow of smoke
going up, but look closely into it, what do you see? Does your observation tell something
about the dual nature of matter? Explain your answer.
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Day 2 – WAVE NATURE OF LIGHT
Objectives: After finishing the day 2 module, the learners should be able to
differentiate dispersion, scattering, interference, and diffraction of light.
Let’s Understand (Study the Concept)
The exact nature of visible
light is a mystery that has puzzled man
for centuries. One point of view
envisions light as wave-like in nature,
producing energy that traverses through
space in a manner similar to the ripples
spreading across the surface of a still
pond after being disturbed by a dropped
rock.
[Link]
Quantum mechanics was born from the research of Einstein, Planck, de Broglie, Neils
Bohr, Erwin Schrödinger, and others who attempted to explain how electromagnetic
radiation can display what has now been termed duality, or both particle-like and wave-
like behavior. At times light behaves as a particle, and at other times as a wave. This
complementary, or dual, role for the behavior of light can be employed to describe all of the
known characteristics that have been observed experimentally, ranging from dispersion,
scattering, interference, and diffraction. When combined, the properties of light work
together and allow us to observe the beauty of the universe.
DISPERSION
Dispersion is the separation of white
light into its seven color components
when there is a refraction or bending of
light. White light is composed of the
different color spectrum: red, orange,
yellow, green, blue, indigo, and violet.
Each color has its own wave frequency;
different light frequencies bend at
different amounts when they pass
[Link] through a prism.
When white light passes through a prism, it will refract two times making the separation of
the colors noticeable.
SCATTERING
Light scattering is the ability of particles to absorb light and scatter it in all directions,
depending on the size of the particles. Small particles scatter components of short
wavelengths (high frequency) while larger particles scatter longer wavelengths (low
frequency). Our atmosphere is composed of tiny particles that scatter the color
components of white light. The atmosphere has abundance in nitrogen and oxygen
particles, which can scatter higher frequency components of white light. They scatter violet
the most, followed by blue, green, and so on. This selective scattering is called
the Rayleigh scattering. Our eyes are more sensitive to blue frequencies of light, which is
why we see the sky as blue. Another example is the clouds appearing white because the
water droplets in the clouds are larger than the wavelength of light which scatter all the
colors of light equally. This is known as Mie scattering.
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DIFFRACTION
Diffraction is the bending of light when it encounters an obstacle or an opening. A shadow is
usually formed when light meets an obstacle. The bending of light is not very much
noticeable, but when you look around the edges of a shadow, you will notice blurred areas
or diffraction fringes; these are the areas where diffraction of light occurs.
The amount of diffraction depends on the wavelength of light and the size of the obstacle.
Also, the smaller the opening, the greater is the diffraction of light as shown in diagrams A, B,
and C below. The longer the wavelength, the greater is the diffraction of light as shown in
diagrams D and E below.
[Link]
Let’s Apply and Analyze
Try to see diffraction and interference by holding two pencil leads side by side then
shine a laser beam pointer on the slits and project the image on a wall. Describe what you
see. Can you distinguish interference from diffraction? Explain your answer.
Day 3 - Let’s Create
Science at Home: One important application of getting familiarized with the
wave nature of light is to demonstrate light wave characteristics while having fun with the
entire family at home.
Goal: Your goal is to demonstrate the wave nature of light by showing your family
members the effects of color filters on white light. Explain the light wave characteristics
that are taking place while producing stage effects.
Materials: Shoe box, flashlight, scissors, removable tape, red object (such as tomato),
yellow object (such as banana or lemon), blue object (such as blue construction paper),
red, green, and blue cellophane, enough to cover the top of the shoe box.
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Directions:
1. Carefully cut a large rectangular hole in the lid of the shoe box. The hole should be
just a little smaller than the lid of the box.
2. Carefully cut a small, round hole in the center of one of the ends of the shoe box.
3. Tape the red cellophane under the lid of the shoe box, covering the hole in the lid.
4. Place the objects in the box and put the lid on. In a darkened room, shine the
flashlight into the shoe box through the side hole. Note the apparent color of each
object in the box.
5. Repeat steps 3-5 using the other colors of cellophane.
6. Create a video presentation of your demonstration.
Role: Your job is to act as a special effects director.
Audience: You are to present your video presentation to your teacher and classmates,
and/or present the video to family member/s to score the rubrics provided.
Situation: The challenge involves sharing your knowledge to your family members while
having fun as part of a family bonding to enhance your mastery of the topic.
Product, Performance, and Purpose: Your video presentation will be judged by your
teacher and/or family member/s.
Standards and Criteria
Criteria Excellent Good Fair Poor
10 points 8 points 6 points 5 point
Content Extremely well Presented in a Most transitions Format was
organized; thoughtful were easy to difficult to
logical format manner, but at follow, but at follow;
that was easy to times ideas times ideas transitions of
follow; were unclear; were unclear; ideas were
enhanced the “solid” product solid” product abrupt
effectiveness of
the project
Creativity Extremely Was clever at Fairly unique Little creative
clever and times, uniquely presentation energy used
unique presented
presentation
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Day 4- Let’s Try (Evaluation)
Multiple Choice: Encircle the letter of the correct answer.
1. Who among the following theorized that a particle can also exhibit wave
characteristics?
A. Louis de Broglie
B. Clinton Davisson
C. Lester Germer
D. Albert Einstein
2. What part of the de Broglie wavelength shows the particle nature of a photon?
A. h or Planck’s constant
B. p or momentum
C. c or speed of light
D. λ or wavelength
3. Which property of a wave was observed in the behavior of electrons in Davisson and
Germer’s experiment using recrystallized nickel?
A. diffraction
B. interference
C. polarization
D. reflection
4. If electrons do not exhibit a wave-like nature, which of the following best describes the
pattern that they will produce on a screen when they pass through a double-slit
barrier?
A. interference pattern
B. no pattern
C. two-band pattern
D. shadow
5. Which of the following best describes the pattern that electrons produce on a screen
when they pass through a double-slit barrier that exhibit their wave-like nature?
A. interference pattern of bright and dark fringes
B. two-band pattern
C. interference pattern of bright fringes
D. interference pattern of dark fringes
6. Which of the following refers to the separation of white light into its component colors
when it is refracted?
A. dispersion
B. diffraction
C. scattering
D. interference
7. In which of the following phenomena can diffraction of light be observed?
A. white clouds
B. rainbows
C. blue sky
D. shadows
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8. Which of the following statements best describe Rayleigh from Mie scattering?
A. Rayleigh scattering is the scattering of shorter-wavelength component of light.
B. Rayleigh scattering explains why the sky is blue.
C. Rayleigh scattering is the scattering of all the components of light equally.
D. Rayleigh scattering explains why clouds are white.
9. Which of the following best describes the relationship between the amount of
diffraction and size of the obstacle?
A. The larger the size of the obstacle, the greater is the diffraction.
B. The smaller the size of the obstacle, the greater is the diffraction.
C. The size of the obstacle does not affect the amount of diffraction.
D. The amount of diffraction depends only on the wavelength of light.
10. This is the separation of white light into its seven color components when there is
refraction or bending of light.
A. dispersion
B. diffraction
C. scattering
D. interference
