Laboratory G3 – Crystallography Aims • Develop ski...
Created on: December 10, 2025
Answered using GPT-5.1 Thinking by Chat01
Created on: December 10, 2025
Answered using GPT-5.1 Thinking by Chat01
Laboratory G3 – Crystallography Aims • Develop skills in representing unit cells and crystal structures • Critically explore the representation of crystal structures • Demonstrate the ability to prepare a theoretical diagram representing an experimental finding Intended Learning Outcomes At the end of this session students should be able to identify unit cells in tessellating images. They should be able to identify and sketch the simple, body-centred and face centred cubic unit cell structures. And they should be able to identify several of the key structure types. Worksheet Students should write the answers to their observations in the boxes provided in the script and share these with the PGTAs. Introduction and Context Crystalline matter is comprised of atoms/molecules/ions arranged in a regular (i.e. repeating) pattern. This pattern can be described using the language of crystallography and is the subject of your exploration in these two lab sessions. Considering the arrangement in Figure 1, you can see many different and similar shapes in a variety of orientations. However, it is possible to identify multiple sets of equivalent points within the repeating pattern (e.g. the intersection of three petals with the same colour). Each set of equivalent points themselves form a repeating pattern, or lattice, that reflects the symmetry of the arrangement as a whole. An equivalent point can then be described as a lattice point. A line (or vector) connecting any two lattice points is a lattice vector. All lattice vectors can themselves be described as a linear combination of two primitive vectors (also called basis vectors by some). In the same way that there are many valid unit cells, there are many valid pairs of primitive vectors. Primitive vectors connect these equivalent points together. However, there is also a most convenient pair of primitive vectors that connect a pair of adjacent lattice points. We choose a set of vectors to reflect the number of dimensions of the item being described. On a piece of paper, in a picture, this would be two vectors. In a 3-D crystal, this would be a set of 3 vectors. All vectors will start from the same point. In addition we require that the area (or volume) described by the primitive vectors, can tesselate to fill all space (i.e. without rotation or fractional translation of the area/volume, the described area can cover the full area or volume of the object completely without gaps or overlaps). If we can find points and vectors that meet this condition, then that the area/volume that is described, is called an example of a unit cell. In a plane, there are an infinite number of possible unit cells for a given lattice, but these fall into 4 families – the two dimensional Bravais lattices (named for Auguste Bravais, 1850) are shown in Figure 2. These can be expanded for three dimensions, but let us consider two dimensions only for the time being. Some of the unit cells shown in Figure 2 contain a single lattice point, while others contain more than one. As you can see in the orthorhombic examples of Figure 2, it is always possible to select a unit cell that contains a single lattice point. Such a unit cell is said to be primitive. However, the primitive unit cell often obscures symmetry within the lattice. Identify a unit cell in Figure 1 and determine its 2D Bravais lattice type. For further practise, examine the pictures in the Appendix and attempt to identify the unit cells in each. You need to show your PGTA the various unit cells you have identified. The diagram in Figure 2 uses small circles to represent atoms (or molecular/ions) centred on the lattice points in the crystal. As materials are held together by attractive forces, it would seem reasonable to assume that, in equilibrium, some atoms are in direct contact exerting an outward force. (The concept of contact becomes rather murky at this length scale, but we will treat atoms are hard spheres for the moment, which is a good first order approximation.) The way to maximise density, thereby minimising energy, will be for the atoms to adopt a close-packed structure. Which two 2D Bravais lattices allow closest packing of identical spheres? (Use the ping pong balls provided to explore all possible close packed 2 dimensional variations) Make a sketch of these patterns in this box. Even when the circles are in contact with one another there is free area between the hard circles. The ratio of the occupied area over the total area is the packing density and is directly related to the density of a material. This can be extended to three dimensions by considering the ratio of occupied to total volume. What are the packing densities of the two close packing arrangements in 2D? Write out these calculations to show your PGTA. By stacking 2D lattices of atoms together, we can achieve 3D lattices. These 3D lattices obey the same rules as 2D lattices, but now vectors can extend into the third dimension. A unit cell is no longer a repeating area that can tesselate a plane, but is instead a volume that can pack a space without any volume left over. As we mentioned earlier, 3D lattices can also be described by Bravais lattices but, due to the extra symmetry operations available with a third dimension, there are 14 3D Bravais lattices split into 6 crystal families. Close-packed planes of atoms can be stacked on each other to create close-packed 3D lattices. The stacked lattices need to be offset slightly to maintain close packing. If the first plane is labelled A and the second B, there are two possible locations of a third C plane. The atoms can either be arranged directly above the A plane, make the C plane also an A plane, or it can step over slightly further to occupy a new type of location. A fourth D plane has to be of the A or B type, there is no new location for it to occupy. These two types of stacking are called Hexagonal Close Packing (HCP) and Cubic Close Packing (CCP). It is also possible to stack nonidentical planes. For example, a plane of type X atoms arranged in a square lattice can be stacked directly above another plane of type Y atoms also arranged in a square lattice. This pair of planes can then be repeatedly stacked above each other, creating a 3D lattice of alternating layers. If the type X atoms are lattice points, are the type Y atoms lattice points too? Debate this question in your group and once you agree on an answer, check it with the PGTA. Note it here. Task 1 Outline Investigate the packing of spheres in two dimensions and three dimensions by making space filling models of unit cells. Explore the structural properties of the resulting unit cells. Material - Epoxy glue - 31 ping pong balls Instructions Simple cubic unit cell Start by aligning 4 balls in a square grid pattern and gluing them together ensuring that they form a square. Repeat this with a second set of 4 ping pong balls. Once the square arrangements have hardened, place one square grid on top of the other and glue them in place. This should be done to form a regular cube. Draw a sketch of the resulting unit cell. Note that all edges are the same length and that if rotating the unit cell in 90 increments, the unit cell looks the same as in any other orientation. The unit cell itself is defined from the centre points of each atom associated with the unit cell. Given this is the case, how many atoms (ping pong balls) are inside the unit cell? Body centred cubic unit cell Start by aligning 3 balls in straight row. Glue them together taking care to keep them straight. Now glue 2 extra balls to the central ball, in the same plane as the original 3, but at right angles. See on the figure on the right, where the purple balls are the 2 extra balls you are adding. This will form another straight line of 3 balls. The two straight lines intersect at the middle ball. Now, keeping this in place on the table add an extra ball on top of the first layer as per the diagram to the right. The purple ball with the two blue balls below it should form a right angled triangle (with the right angle centred on the purple ball). NOTE the actual ping pong balls are all white!! Once the glue has dried, turn the model over and repeat this step. The resulting structure should be a cube, with a single ping pong ball at the centre of the structure. Draw a sketch of the resulting unit cell. Note that all edges are the same length and that if rotating the unit cell in 90 increments, the unit cell looks the same as in any other orientation. The unit cell itself is defined from the centre points of each atom associated with the edges of the unit cell, defining a cube. Given this is the case, how many atoms (ping pong balls) are inside the unit cell? Face centred cubic unit cell Create two shapes that look like the second stage of the body centred unit cell (as shown in the first figure to the right). Let these dry until set. Now place 4 balls as shown in the second figure to the right, to create a square pattern. Once dried, place the other grid of 5 balls you prepared on top of this, aligned directly with the first layer. The result should be a cube, with an extra ball present on the face of each side of the cube, hence a face centred cubic structure. Explore the location of voids in the structure. Voids are the natural gaps present between the atoms in the structure. Draw a sketch of the resulting unit cell. Note that all edges are the same length and that if rotating the unit cell in 90 increments, the unit cell looks the same as in any other orientation. The unit cell itself is defined from the centre points of each atom associated with the edges of the unit cell, defining a cube. Given this is the case, how many atoms (ping pong balls) are inside the unit cell? You should take the resulting models of the unit cells away with you and refer back to them during the course of the year as structure types, Miller planes, and other structural aspects are taught. Task 2 Outline Investigate the structure of some common ionic materials using ball and stick models. Build and explore the symmetry of these structures. Explore the structure around a model of an edge dislocation. Material One model building box set (Minit lattices group set). The students need to divide themselves into groups. Form as many groups as boxes of model kits available. Sall students in the group should contribute to the building of the group’s model. Each group will build one or two of the models listed below. All members of the group must contribute. Please do not mix materials from one box to another. For each structure, you will be given some basic instructions, but you will need to look up the structure online and then use the kits to try and replicate the structures. Each structure should be produced to a scale of at least 3x3x3 unit cells for salt materials, but preferably 5x5x5 unit cells. For the edge dislocation you should build it as a 10x10x10 unit cell structure. Sodium Chloride This material is an ionic solid. It has its basis as a face centred unit cell of chloride ions. However, in the voids that can be found along the edges of the unit cell, we can find sodium ions. Find the octahedral green and grey atomic centre pieces. Start by creating rows of 3 of these connectors using short straws in a green-grey-green-grey pattern, making sure you end on the same colour the row started on. 9 rows must be made, 5 following a green-grey-green pattern, and 4 of the rows follow a grey-green-grey atomic centre pieces pattern. All bonds must be the same length. Now connect these individual rows together to create a grid. The grid should at all times follow the pattern that a green atomic centre is connected only to grey atomic centres (and vice versa). In other words, there should never be a situation where a green atomic centre is connected to another green atomic centre (and likewise grey to grey). Compare your model to one available online and adjust as needed. Fluorite (or anti-fluorite) This model takes a bit more effort. You will need to find twice as many tetrahedral atomic centre pieces as 8 coordinate centre pieces – these allow 8 bonds to be attached to each atom. Connect four of the shortest connectors to each of the red pieces. Then connect four of these to one of the 8 coordinate centre pieces, all on the same side. Now, use the connecting rods and 8 coordinate centre pieces to arrange the structure to achieve the structure as in the image to the right. This is a single unit cell. Build the structure to achieve a grid of 3x3x3 unit cells. You need to use only the short connectors for all bonds, do not try and form the unit cell sides using any of the connectors. Sphalerite structure This model follows the same pattern as the fluorite model, but only half of the number of tetrahedral connectors are required. You will need to find as many tetrahedral atomic centre pieces as 8 coordinate centre pieces – these allow 8 bonds to be attached to each atom. Connect four of the shortest connectors to each of the tetrahedral pieces. Now use the connecting rods to achieve the structure as in the image to the right. This is a single unit cell. Build the structure to achieve a grid of 3x3x3 unit cells. You need to use only the short connectors for all bonds – do not try and form the unit cell sides with any connector. Diamond Use only the tetrahedral central connectors, build the structure to create the diamond structure. Use the image on the right as a template. Extend this to produce a structure around 20x20x20cm in size – or as close to it as possible with the limitations of the number of atom sites available. Edge dislocation Start by building a base layer of simple cubic unit cells. This must be a grid 8x3 unit cells in size. Add a second layer of unit cells with the same 8x3 grid size. On the next layer have 3x3 unit cells on the one side, and 3x3 unit cells on the other, leaving a gap of 2x3 unit cells empty in the middle. On the next several layers repeat this, until it is possible to connect the 3x3 and 3x3 grid in the middle with a connector of the same size as the unit cell. Now try to connect as many of the gaps as possible – you may cut connectors to size. The end structure should look something like the one in the image on the right. Go around and look at the various structures that have been constructed. Rotate the structures and identify where the unit cells are located. Count the number of atoms (for the structure types, not for the edge dislocation) in the unit cell. Look for planes of atoms in the structures (rotate them to different directions to observe the planes that appear). Make notes or sketches as you see fit. Consider taking pictures or videos of the models for your own future study of the structures. Before the end of the session, please break down your models and return all the pieces back to the box you started from. write a lab report on this with Abstract Introduction outlining the background of the experiment, and the aims/objectives The experimental methods used. Results found Discussion outline the meaning and implications of the results Conclusions
This laboratory explored how crystalline materials can be described in terms of lattices, unit cells and common structure types. In two dimensions, close packing of identical spheres was investigated using ping-pong balls, and appropriate 2D Bravais lattices and unit cells were identified. In three dimensions, simple cubic (SC), body-centred cubic (BCC) and face-centred cubic (FCC) unit cells were constructed as space-filling models, and the number of atoms per unit cell and the locations of voids were determined. Using ball-and-stick model kits, the structures of common ionic and covalent solids—sodium chloride (rock salt), fluorite/anti-fluorite, sphalerite and diamond—were built and examined in terms of coordination, packing and symmetry. Finally, an edge dislocation was modelled to visualise a common crystal defect. The experimentally built models were compared to idealised online structures and theoretical expectations. Overall, the experiment demonstrated how an apparently complex three-dimensional crystal can be reduced to a simple repeating unit cell, how packing efficiency relates to structure type, and how defects distort local atomic arrangements.
Many technologically important materials—metals, ceramics, semiconductors and salts—are crystalline. In a crystal, atoms, ions or molecules are arranged periodically in three dimensions. This periodicity can be described by:
Different choices of primitive vectors give different but equivalent unit cells. In two dimensions these fall into a finite set of families called the 2D Bravais lattices; in three dimensions there are 14 3D Bravais lattices, grouped into crystal systems (cubic, tetragonal, orthorhombic, hexagonal, trigonal, monoclinic and triclinic).
Because atoms experience strong short-range repulsion and longer-range attraction, many crystalline solids adopt close-packed arrangements that maximise packing density. In 2D this corresponds to dense packings of disks (our ping-pong balls); in 3D, the most common close-packed arrangements are hexagonal close packing (HCP) and cubic close packing (CCP, equivalent to the FCC lattice).
Real materials are seldom perfect. Ions of different sizes arrange into interpenetrating sub-lattices (as in NaCl, fluorite or sphalerite), and real crystals contain defects, such as vacancies and dislocations. Edge dislocations, corresponding to an extra half-plane of atoms inserted into the crystal, play a crucial role in plastic deformation of metals and ceramics.
The overall aim of this laboratory was to develop an intuitive and practical understanding of crystallography by building and analysing physical models. Specifically, the objectives were to:
Ping-pong balls were used as hard-sphere models for atoms in two dimensions. On a flat surface, balls were arranged in different tessellating patterns. Two main arrangements were explored:
The patterns were inspected visually to identify:
For each packing, the packing density (fraction of area occupied by the circles) was calculated by relating the area of the chosen unit cell to the area of the circles within it.
A Minit Lattices–type model kit was used to build ball-and-stick models.
From the provided tessellating image (Figure 1 in the script), a repeating pattern of equivalent points (e.g. intersection of three petals of the same colour) was identified. Connecting nearest equivalent points defined a primitive hexagonal lattice, consistent with a 2D Bravais lattice exhibiting six-fold rotational symmetry.
Using ping-pong balls on a flat surface, two distinct close-packing arrangements were identified:
Square packing (square lattice)
Hexagonal (triangular) packing (hexagonal lattice)
Thus, both the square and hexagonal 2D Bravais lattices can be arranged so that each circle contacts its neighbours, but the hexagonal packing is more efficient, giving the highest packing density.
From visual inspection and counting of equivalently shared atoms:
Simple cubic (SC)
Body-centred cubic (BCC)
Face-centred cubic (FCC)
In the FCC model, visual inspection revealed both tetrahedral voids (small gaps between four spheres forming a tetrahedron) and octahedral voids (gaps between six spheres forming an octahedron). These voids correspond to potential interstitial sites in real crystals.
From the ball-and-stick models:
NaCl (rock salt)
Fluorite / anti-fluorite
Sphalerite (ZnS)
Diamond
The edge dislocation model appeared as a simple cubic lattice in which an extra half-plane of atoms terminated within the crystal. Locally:
The dislocation line itself ran along the edge where the extra half-plane ended, visualising the core of an edge dislocation.
The calculation of packing densities showed that:
This confirms that the hexagonal (triangular) Bravais lattice provides the densest 2D packing of identical circles. This result mirrors close packing in real materials: many metals adopt close-packed arrangements (HCP or CCP/FCC) in 3D because these maximise the number of nearest neighbours and minimise empty space, leading to lower potential energy and higher density.
The observation that different valid unit cells can be drawn on the same pattern (e.g. primitive vs centred choices) reinforces a central idea of crystallography: the unit cell is not unique. However, “conventional” cells are often chosen to reflect the maximum symmetry, which is why hexagonal or cubic cells are typically preferred for highly symmetric lattices.
The SC, BCC and FCC ping-pong ball models highlighted how the number of atoms per unit cell and packing efficiency increase from SC to FCC:
Although explicit 3D packing densities were not calculated in this lab, known results show that FCC (and HCP) are more densely packed than BCC, which in turn is denser than SC. The presence of well-defined tetrahedral and octahedral voids in FCC explains why many ionic solids can be understood as “host” FCC lattices with the other ion species occupying interstitial sites (as in NaCl, fluorite and sphalerite).
Physically handling the models helped to link abstract crystallographic descriptions to 3D geometry: for example, rotating the FCC model made it easier to see different families of planes ({100}, {110}, {111}) as closely packed or more open planes.
The ionic structures (NaCl, fluorite, sphalerite) and covalent diamond structure illustrate how bonding type influences structure:
NaCl: The 6:6 coordinated rock salt structure balances electrostatic attraction between oppositely charged ions, while keeping like-charged ions as far apart as possible. The FCC–octahedral void picture shows how both sub-lattices interpenetrate with high symmetry.
Fluorite / anti-fluorite: The 8:4 coordination pattern reflects a different size and charge ratio between cations and anions. Occupation of all tetrahedral sites by the smaller species allows efficient packing while maintaining charge neutrality.
Sphalerite: The 4:4 tetrahedral coordination is characteristic of both covalent (diamond) and some ionic/covalent mixed structures. Sphalerite can be viewed as an “ionic cousin” of diamond, with Zn–S bonds in place of C–C bonds.
Diamond: Purely covalent sp³ hybridisation leads to a very rigid 3D network. The tetrahedral coordination and relatively low packing density (compared with close-packed metals) contribute to diamond’s extreme hardness but also its brittleness.
By rotating and inspecting these models, it became clearer how coordination numbers, void types and sub-lattices emerge naturally from the underlying simple lattices (typically FCC or simple cubic).
The edge dislocation model provided a tangible picture of a line defect in a crystal. The extra half-plane of atoms produced:
Although the experiment did not directly measure mechanical properties, the model highlights why dislocations greatly influence plastic deformation:
Understanding where unit cells “break down” near defects is important for interpreting real crystallographic data (e.g. broadening in X-ray diffraction peaks) and for designing stronger materials through dislocation pinning.
A repeating pattern of equivalent points in 2D can be described in terms of a 2D Bravais lattice and unit cell; in the supplied figure, a primitive hexagonal lattice was an appropriate description.
Two key 2D close-packed arrangements of identical spheres—square and hexagonal packings—were constructed and analysed. The calculated packing densities, and , showed that hexagonal packing is the most efficient.
Space-filling models of simple cubic, body-centred cubic and face-centred cubic unit cells demonstrated how the number of atoms per unit cell increases from 1 (SC) to 2 (BCC) to 4 (FCC), and how FCC contains distinct tetrahedral and octahedral voids that are crucial for ionic structures.
Ball-and-stick models of NaCl, fluorite/anti-fluorite, sphalerite and diamond connected theoretical structure descriptions to tangible 3D arrangements, highlighting the relationship between lattice type, coordination number, void occupation and bonding.
The edge dislocation model illustrated how an extra half-plane of atoms distorts the ideal crystal lattice locally and provided a physical picture of a line defect important for mechanical behaviour.
Overall, the laboratory successfully met its aims of developing practical skills in representing and interpreting crystal structures, deepening understanding of unit cells and Bravais lattices, and linking microscopic structural features to macroscopic material properties.
If you’d like, I can now help you trim this into the exact word limit you need or adapt it to match specific results/values you measured in your own session.