Exercises — De Broglie hypothesis — matter waves λ = h - p
Everything here rests on the one master equation from the parent note: Here (Greek letter "lambda") is the wavelength — the length of one full ripple. is the momentum — loosely "how much push a moving thing carries," equal to mass times velocity for a slow object. is Planck's constant, a tiny fixed number of nature, (joule-seconds).
Useful constants used throughout (memorise the first three): One ångström is — roughly the size of an atom.
Level 1 — Recognition (just identify and plug in)
Recall Solution
WHAT we do: use the master form directly — nothing to convert, momentum is already given. WHY this form: the problem hands us , so needs no rewriting. That is about one atom wide — exactly why electrons diffract off crystals.
Recall Solution
WHAT we do: recognise the "accelerated electron" situation ⇒ use the ready-made shortcut. WHY this form: for an electron through voltage , the constants are pre-baked into .
Recall Solution
WHAT we do: a photon is massless, so is forbidden (it would divide by zero). Use . WHY: the photon carries momentum through , giving . Visible red light — consistent with a real photon.
Level 2 — Application (choose the right )
Recall Solution
WHAT: we are told , not . Convert energy to momentum with . WHY : because , so . (Since , we divide by to get ångström.)
Recall Solution
WHAT: speed and mass given, slow object ⇒ . WHY : the grain moves far below light-speed, so momentum is just mass times velocity — no relativistic correction needed. Comment: far, far smaller than any atom ( vs m). No wave behaviour is ever observable — the grain is "classical."
Recall Solution
WHAT: charge through voltage ⇒ , then . We cannot use the shortcut — that was electron-only (specific and ). WHY not the shortcut: hides and inside it; this particle has different mass and charge.
Level 3 — Analysis (compare, take ratios, reason)
Recall Solution
WHAT: at fixed , . WHY ratio not numbers: the and cancel, leaving pure mass dependence. The electron is wavier, by a factor .
Recall Solution
WHAT: at fixed , . WHY the change: energy is shared differently than speed — the mass now sits under a square root. The electron is still wavier, but only by , not .
Recall Solution
WHAT: , so halving needs to double, i.e. to quadruple. WHY: . Concretely , so .
The figure below drives home the L3 lesson: it plots how the relative wavelength (electron set to ) falls as we pile on mass, along two different curves — the magenta curve is the "same speed" law (steep, dropping to a factor at the proton), and the violet curve is the "same energy" law (gentler, only reaching ). The orange dashed line marks the proton's mass ratio where the two factors are read off. Seeing the curves separate is the whole point: the same two particles give different answers depending on what you hold fixed.

Level 4 — Synthesis (stitch ideas together)
Recall Solution
WHAT: the standing-wave condition says the circumference must hold exactly ripples. For : WHY it looks like this (see figure below): a wave that does not fit a whole number of times would overlap itself out of phase and cancel — only whole-number fits survive, which is exactly Bohr's quantisation reborn as wave interference. Cross-check via momentum, using the reduced constant defined above: Bohr's rule gives , so — same answer. ✓
The figure makes the standing-wave idea concrete. The dashed navy circle is the electron's orbit. The violet wave wraps around it with exactly whole ripples — its start and end meet smoothly, so it reinforces itself and is allowed. The magenta wave tries to fit ripples: trace it around and the two ends (orange dot) arrive out of step, so on each lap the wave cancels itself out — forbidden. This is why only whole-number fits correspond to real Bohr orbits.

Recall Solution
WHAT: temperature ⇒ energy through , then . WHY : at temperature a free particle carries, on average, of kinetic energy per direction of motion, and there are three directions — so total. Why it matters: is the spacing between planes in a crystal — so the crystal acts as a diffraction grating for neutrons, exactly as in the Davisson–Germer experiment for electrons.
Recall Solution
WHAT: confinement sets a minimum momentum spread , using the reduced constant . WHY : the uncertainty relation says squeezing position ( small) forces momentum spread up; taking equality gives the minimum . Taking : Why sensible: the wavelength comes out comparable to (a few times) the box size — a wave just barely fits, which is the physical meaning of being confined. The two frameworks agree in scale.
Level 5 — Mastery (relativistic and trap-dense)
Recall Solution
WHAT & WHY the relativistic form: the electron's rest energy is . Here is a fifth of that — not tiny — so under-counts the true momentum. The exact relation is with total energy , giving
(a) Non-relativistic (wrong here, done for contrast):
(b) Relativistic: with , :
(c) Compare: non-relativistic gives ; relativistic gives — the shortcut is about too long. At higher voltages the error grows fast.
Recall Solution
WHAT: equal ⇒ equal momentum , but energy depends on how each stores it. WHY split into two cases: a photon's energy is (linear in ) while a slow electron's is — the same feeds two different energy formulas. Photon: . Electron (non-relativistic, ): . Comment: at the same wavelength the photon carries far more energy ( vs ), because a photon's energy is (linear in ) while a slow electron's is (and is enormous).
Recall Solution
WHAT: invert the electron shortcut (with in Å). WHY invert this one: we want the electron voltage that yields a target , exactly what encodes — so solve it for . Relativity check: , again a chunk of the rest energy, so the true voltage needed is somewhat lower than (the relativistic momentum is larger for a given ). Real electron microscopes indeed run at – and use the relativistic formula for precision.
Recall Self-test recap (reveal after doing all levels)
is the whole game ::: get correctly first, then divide by it. Same speed vs same energy give different ratios ::: (speed) vs (energy). Bohr orbit ::: whole number of ripples fits, . What is ? ::: the reduced Planck constant J·s. When to go relativistic ::: when is not ( for an electron).
Connections
- 2.3.05 De Broglie hypothesis — matter waves λ = h - p (Hinglish) — the parent concept, all forms derived.
- Bohr model — L4·Q1 shows orbits are standing matter waves.
- Davisson–Germer experiment & Compton effect — experimental backbone for electron and photon momentum.
- Heisenberg Uncertainty Principle — L4·Q3 confinement estimate.
- Wave–particle duality — the umbrella idea.
- Photoelectric effect — where photon momentum first bites.