Periodic Boundary Conditions - Practical Implementation: Continuity and The Minimum Image Convention

Practical Implementation: Continuity and The Minimum Image Convention

To implement periodic boundary conditions in practice, at least two steps are needed.

The first is to make an object which leaves the simulation cell on one side enter back on the other. This is of course a simple operation, and could in code be e.g. (for the x dimension, assuming an orthogonal unit cell centered on the origin):

if (periodicx) then if (x < -xsize*0.5) x=x+xsize if (x >= xsize*0.5) x=x-xsize endif

The second is to make sure that every distance between atoms, or other vector calculated from one atom to another, has a length and direction which corresponds to the minimum image criterion. This can be achieved as follows to calculate e.g. the x direction distance component from atom i to atom j:

if (periodicx) then dx = x(j) - x(i) if (abs(dx) > xsize*0.5) dx = dx - sign(xsize,dx) endif

Naturally both operations should be repeated in all 3 dimensions.

These operations can be written in much more compact form for orthorhombic cells if the origin is shifted to a corner of the box. Then we have, in one dimension, for positions and distances respectively:

! After x(i) update without regard to PBC: x(i)=x(i)-floor(x(i)/xsize)*xsize !For a box with the origin at the lower left vertex ! Works for xs lying in any image. dx=x(j)-x(i) dx=dx-nint(dx/(0.5*xsize))*xsize

For non-orthorhombic cells the situation can be considerably more complicated.

In simulations of ionic systems considerably more complicated operations may be needed to handle the long-range Coulomb interactions.

Read more about this topic:  Periodic Boundary Conditions

Famous quotes containing the words practical, continuity, minimum, image and/or convention:

    The best way to teach a child restraint and generosity is to be a model of those qualities yourself. If your child sees that you want a particular item but refrain from buying it, either because it isn’t practical or because you can’t afford it, he will begin to understand restraint. Likewise, if you donate books or clothing to charity, take him with you to distribute the items to teach him about generosity.
    Lawrence Balter (20th century)

    Every generation rewrites the past. In easy times history is more or less of an ornamental art, but in times of danger we are driven to the written record by a pressing need to find answers to the riddles of today.... In times of change and danger when there is a quicksand of fear under men’s reasoning, a sense of continuity with generations gone before can stretch like a lifeline across the scary present and get us past that idiot delusion of the exceptional Now that blocks good thinking.
    John Dos Passos (1896–1970)

    After decades of unappreciated drudgery, American women just don’t do housework any more—that is, beyond the minimum that is required in order to clear a path from the bedroom to the front door so they can get off to work in the mourning.
    Barbara Ehrenreich (20th century)

    For me, the child is a veritable image of becoming, of possibility, poised to reach towards what is not yet, towards a growing that cannot be predetermined or prescribed. I see her and I fill the space with others like her, risking, straining, wanting to find out, to ask their own questions, to experience a world that is shared.
    Maxine Greene (20th century)

    Mankind owes to the child the best it has to give.
    —United Nations Convention on the Rights of the Child, 1989.