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  Home > JCE Print > Journal of Chemical Education > Issues > 2005  > May  >
In the Classroom
The Pythagorean Theorem and the Solid State
Brenda S. Kelly and Allen G. Splittgerber
Department of Chemistry, Gustavus Adolphus College, Saint Peter, MN 56082-1498

Cover
May 2005
Vol. 82 No. 5
p. 756

Abstract
Solid-state parameters such as radius ratios, packing efficiencies, and crystal densities may be calculated for various crystal structures from basic Euclidean geometry relating to the Pythagorean theorem of right triangles. Because simpler cases are often discussed in the standard inorganic chemistry texts, this article only presents calculations for closest-packed A-type lattices (one type of particle) and several compound AB lattices (A and B particles) including sodium chloride, cesium chloride, zinc blende (sphalerite), wurtzite, and fluorite. For A-type metallic crystals, the use of recommended values of atomic radii results in calculated densities within 1% of observed values. For AB lattices, assuming ionic crystals, the use of recommended values of ionic radii results in density determinations that are usually but not always close to observed values. When there is covalent character to the bonding, the use of covalent radii results in calculated densities that correlate well with observed values. If interionic or interatomic spacings are used, the calculated densities are always close to the observed values. As indicated by a survey of the standard inorganic texts, these calculations are generally not presented. However, as an illustration of the application of simple mathematical principles to the study of chemistry, discussion of the methods presented in this manuscript may be of value in classroom presentations pertaining to the solid state.
More Information
*  Citation
Kelly, Brenda S.; Splittgerber, Allen G. J. Chem. Educ. 2005 82 756.
*  Keywords
Crystallography / Crystal Growth; Inorganic Chemistry; Solid-State Chemistry
*  History
Created:
Last Updated:
March 28, 2005
April 15, 2005
  Home > JCE Print > Journal of Chemical Education > Issues > 2005 > May > Page 756


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