Simulation of Diamond, Graphite and Graphene structure

Bonding, structure, and the properties of matter, Chemistry, Science

Simulation Description

Diamond, Graphite & Graphene — Interactive 3D Carbon Allotropes · Giant Covalent Structures

This simulation lets students explore all three carbon allotropes in 3D, switching between them to compare bonding, geometry, and electron behaviour directly. Each mode has its own camera angle chosen to reveal the structure’s key feature — diamond at a 3/4 angle to show the 3D lattice, graphite slightly overhead to reveal the layers, graphene near top-down to make the single-sheet 2D nature obvious.

What students can do:

  • Hover any atom to read what that carbon atom is doing in that allotrope — bond count, angle, and whether its electron is localised or free. The tooltip slides in with a cyan highlight.
  • ◇ Geometry — highlights a central atom in cyan and animates the bond geometry. In diamond the four tetrahedral bonds glow and thicken (109.5°, sp³); in graphite and graphene three trigonal planar bonds are shown (120°, sp²). Students can switch between structures with Geometry on to directly compare sp³ and sp² hybridisation.
  • ⚡ Electrons — in diamond, the bonds pulse faintly to show electrons are locked (no conduction). In graphite, nine glowing particles trace paths across all three layers. In graphene, the same electrons spread across the single sheet. Switching mid-animation between graphite and graphene shows both conduct for the same reason.
  • Graphite van der Waals — dashed diagonal lines show the weak inter-layer forces. Because the simulation implements correct AB (Bernal) stacking, the lines are diagonal rather than vertical — atoms sit above ring centres, not above other atoms. The lines brighten when Electrons is on, linking electron delocalisation to inter-layer cohesion.
  • 🏷 Labels — opens a teach panel that updates contextually for all 9 state combinations (structure × mode). Each state has an AQA-aligned body sentence plus a longer sub-note covering exam language, uses, and extension content (sp²/sp³ labelled as extension).
  • Accessibility — full SEND modal: Irlen overlays, dyslexia spacing, reading ruler, reduce motion, extra slow, three text sizes, high contrast, projector/classroom mode (light background). Keyboard shortcuts 1/2/3/G/E/L/T/C.

Suggested Class Activity

“Carbon Detective” — Predict, Observe, Explain Suitable for: Year 10–11 GCSE Chemistry/Science · ~20–30 min · pairs or individual

Setup

Each student (or pair) gets a printed prediction sheet before opening the simulation. The sheet has four columns: Structure, Bonds per carbon, Bond angle, Conducts electricity? with the three allotropes as rows — all cells blank.

Phase 1 — Predict (5 min, no simulation)

Students fill in their predictions from memory or prior reading. This activates prior knowledge and creates cognitive investment before the visual.

Phase 2 — Explore (10 min)

Students open the simulation and work through three tasks in order:

  1. Switch to Diamond → toggle Geometry. What angle do the highlighted bonds make? Hover the glowing atom. Does the tooltip match your prediction?
  2. Switch to Graphite → toggle Geometry. How does the bond angle change? Now toggle Electrons. Where do the glowing particles go? What does that tell you about conductivity?
  3. Switch to Graphene → toggle both Geometry and Electrons. How is graphene the same as graphite in bonding? How is it different in structure?

Students correct their prediction sheet in a different colour pen as they go — the correction is deliberate so they see exactly what they misremembered.

Phase 3 — The Van der Waals Question (5 min)

Direct students to graphite with Labels on. Ask:

“There are two types of line in the graphite view. What is the difference between them? Why does graphite feel slippery but diamond does not?”

The dashed lines (van der Waals) vs solid lines (covalent bonds) are the visual answer. Students write two sentences explaining: one for within-layer bonding, one for between-layer forces.

Phase 4 — Exam Practice (5–10 min)

One of these depending on tier:

Foundation: “Explain why graphite can conduct electricity but diamond cannot. Use the word ‘delocalised’ in your answer.” (3 marks)

Higher: “Diamond and graphene both consist only of carbon atoms. Explain, with reference to bonding and structure, why their properties are so different.” (6 marks)

SEND Adaptations

  • Reduce Motion + Extra Slow toggled on for students who find animated particles distracting — point them to the Labels panel instead which gives the same information as text.
  • Irlen overlay set before starting for students who use one.
  • The prediction sheet itself acts as a sentence starter scaffold — completing cells gives students the vocabulary they need for Phase 4 answers before they write.
  • Paired working — one student controls the simulation, the other reads tooltips aloud. Switches after graphite. This works well for students who find cursor precision challenging.