Metallic bonding simulation
What the simulation shows
- A 3D giant metallic lattice — 72 positive metal ions (e.g. Na⁺, Cu²⁺, Al³⁺) arranged in a regular 6×4×3 grid
- 58 delocalised electrons moving freely through the structure at all times
- Bond lines between adjacent ions representing the electrostatic attraction holding the lattice together
- Four interactive modes: voltage, force, heat, and electron visibility toggle
- Colour-coded in dark mode (cyan electrons, steel-blue ions) and projector mode (yellow electrons, navy ions) for maximum classroom contrast
- Tooltips on every ion and electron with AQA-specific definitions on hover or tap
- A teach panel that updates automatically to match whichever mode is active
⚡ Apply Voltage — electrons visibly drift toward the + terminal; sweeping light pulse reinforces directionality; teaches electrical conductivity
🔨 Apply Force — top two ion layers slide smoothly over the bottom two; a slip plane appears; cross-layer bonds disappear, showing no bond breakage; teaches malleability and ductility
🌡 Apply Heat — ions vibrate with increasing amplitude; electrons speed up; ions glow warm red-orange; teaches thermal conductivity
Force + Heat together — both effects run simultaneously; teaches combined properties of metals
Suggested class activity — “Predict, Observe, Explain” (15–20 min)
Setup — pairs or threes at a device, labels ON
| Step | What students do |
|---|---|
| Predict | Before touching any button — ask: “If I apply a voltage, what do you think the electrons will do?” Students write a one-sentence prediction in their books |
| Observe | One student operates the controls; the other watches and narrates what they see out loud |
| Explain | Together they write one sentence linking what they saw to the word electrostatic attraction |
| Repeat | Do the same cycle for Force, then Heat |
| Challenge | Turn electrons OFF, then apply Force — ask: “Can you still explain malleability without seeing the electrons? Why does the lattice not shatter?” |
| Exit question | “Why can’t ionic compounds do what you just saw in the Force demo?” — written individually as the closing task |
Adaptation note — lower-attaining students use the Labels panel throughout; higher-attaining students predict in writing before each toggle and are asked to link observations to Coulomb’s law or bonding model terminology without prompts.