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ANTSY—Assembly for Nanotechnology Survey Courses

by Gerhard Klimeck, Dragica Vasileska, Margaret Shepard Morris, Michael Anderson, Philathia Rufaro Bolton, Craig Titus, Cristina Leal Gonzalez, Jamie E Hickner

Version 10
by Gerhard Klimeck
Version 31
by Amy Lee

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1 [[Image(antsy_large_600pix.gif, class=align-center)]]
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This nanoHUB "topic page" provides an easy access to selected nanoHUB Education Material for a nanotechnology Survey Course that is openly accessible and usable by everyone around the world.
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This nanoHUB "topic page" provides an easy access to selected nanoHUB educational material for a survey course on nanotechnology that is openly accessible.
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We invite you to participate in this open source, interactive educational initiative:
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We invite users to participate in this open source, interactive educational initiative:
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* [/contribute/ Contribute your content] by uploading it to the nanoHUB. (See "Contribute Content") on the nanoHUB mainpage.
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* [/contribute/ Contribute your content] by uploading it to the nanoHUB. See "Contribute Content" on the nanoHUB mainpage.
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* Provide feedback for the items you use on the nanoHUB through the review system. (Please be explicit and provide constructive feedback.)
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* Provide feedback through the review system for the items you use on the nanoHUB. (Please be explicit and provide constructive feedback.)
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* Let us know when things do not work for you - file a ticket through the nanoHUB "Help" feature on every page
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* Let us know when things do not work by filing a ticket through the nanoHUB "Help" feature on every page
11 * Finally, let us know what you are doing and [http://www.nanohub.org/feedback/suggestions/ your suggestions] improving the nanoHUB by using the "Feedback" section, which you can find under "[http://www.nanohub.org/support/ Support]"
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Thank you for using the nanoHUB, and be sure to [http://www.nanohub.org/feedback/success_story/ share your nanoHUB success stories] with us. We like to hear from you, and our sponsors need to know that the nanoHUB is having impact.
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Thank you for using the nanoHUB, and be sure to [http://www.nanohub.org/feedback/success_story/ share your nanoHUB success stories] with us. We like to hear from you, and our sponsors need to know that the nanoHUB is having an impact.
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== Bucky Balls, Carbon Nanotubes, Graphene, Crystal Structures, Lattices ==
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== Bucky Balls, Carbon Nanotubes, Graphene, Crystal Structures, and Lattices ==
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18 === [/tools/antsy Crystal Viewer] ===
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[[Image(/site/resources/tools/crystal_viewer/buckyball.jpg, 120 class=align-right)]] [[Image(/site/resources/tools/crystal_viewer/si.jpg, 120 class=align-right)]] [[Image(/site/resources/tools/crystal_viewer/fcc.jpg, 120 class=align-right)]] [[Image(/site/resources/tools/crystal_viewer/bcc.jpg, 120 class=align-right)]] The [/resources/5065 Crystal Viewer in ANTSY] tool enables the interactive visualization different Bravais lattices, and crystal planes, and materials (diamond, Si, !InAs, !GaAs, graphene, buckyball). It is supported by homework assignment in
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[[Image(/site/resources/tools/crystal_viewer/buckyball.jpg, 120px, class=align-right)]] [[Image(/site/resources/tools/crystal_viewer/si.jpg, 120px, class=align-right)]] [[Image(/site/resources/tools/crystal_viewer/fcc.jpg, 120px, class=align-right)]] [[Image(/site/resources/tools/crystal_viewer/bcc.jpg, 120px, class=align-right)]]
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The [/resources/5728 Crystal Viewer in ANTSY] enables the interactive visualization different Bravais lattices, crystal planes, and materials (diamond, silicon, indium arsenide, gallium arsenide, graphene, and buckyball).
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First-time use of the tool is supported by:
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[[Resource(6788)]]
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It is supported by a homework assignment in
28 [/site/resources/2008/01/03815/crystal_hw1.doc MS Word] and [/site/resources/2008/01/03816/crystal_hw1.pdf Adobe PDF] format.
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Exercises:
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[[Resource(5144)]]
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* [[Resource(5144)]]
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33 [[Div(start, class=clear)]][[Div(end)]]
34
35 === [/tools/antsy Carbon Nanotubes and Graphene Sheets] ===
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[[Image(/site/resources/tools/cntbands-ext/cntbands-ext3.gif, 140 class=align-right)]]
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[[Image(/site/resources/tools/cntbands-ext/cntbands-ext3.gif, 140px, class=align-right)]]
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[[Image(/site/resources/tools/cntbands-ext/cntbands-ext4.gif, 140 class=align-right)]]
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[[Image(/site/resources/tools/cntbands-ext/cntbands-ext4.gif, 140px, class=align-right)]]
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Carbon nanotubes and graphene ribbons made of the single element carbon have attracted significant interest in the nanotechnology research community. The [/tools/antsy CNTbands] tool in ANTSY allows students to visualize the material geometries and study the electronic structure of these materials.
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Carbon nanotubes and graphene ribbons made of the single element carbon have attracted significant interest in the nanotechnology research community. The [/tools/antsy CNTbands] tool in ANTSY allows students to visualize the geometries of materials and study their electronic structure.
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41 Additional Lectures / Learning Modules:
42 * [[Resource(2843)]]
43 * [[Resource(231)]]
44 * [[Resource(2843)]]
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* [[Resource(189)]]
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51 == Closed Systems ==
52 === [/tools/antsy/ Quantum Dot Lab] ===
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[[Image(/site/resources/tools/qdot/qdot1.jpg, 140 class=align-right)]]
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[[Image(/site/resources/tools/qdot/qdot1.jpg, 140px, class=align-right)]]
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[[Image(/site/resources/tools/qdot/qdot2.jpg, 140 class=align-right)]]
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[[Image(/site/resources/tools/qdot/qdot2.jpg, 140px, class=align-right)]]
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Individual quantum dots can be created from two-dimensional electron or hole gases present in remotely doped quantum wells or semiconductor heterostructures. The sample surface is coated with a thin layer of resist. A lateral pattern is then defined in the resist by electron beam lithography. This pattern can then be transferred to the electron or hole gas by etching, or by depositing metal electrodes (lift-off process) that allow the application of external voltages between the electron gas and the electrodes. Such quantum dots are mainly of interest for experiments and applications involving electron or hole transport, i.e., an electrical current. The energy spectrum of a quantum dot can be engineered by controlling the geometrical size, shape, and the strength of the confinement potential. Also in contrast to atoms it is relatively easy to connect quantum dots by tunnel barriers to conducting leads, which allows the application of the techniques of tunneling spectroscopy for their investigation. Confinement in quantum dots can also arise from electrostatic potentials (generated by external electrodes, doping, strain, or impurities).
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[/tools/antsyANTSY/ Quantum Dot Lab in ANTSY] computes the eigenstates of a particle in a box of various shapes including domes and pyramids.
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Individual quantum dots can be created from two-dimensional electron or hole gases present in remotely doped quantum wells or semiconductor heterostructures. The sample surface is coated with a thin layer of resist. A lateral pattern is then defined in the resist by electron beam lithography. This pattern can be transferred to the electron or hole gas by etching or by depositing metal electrodes (lift-off process) that allow the application of external voltages between the electron gas and the electrodes. Such quantum dots are mainly of interest for experiments and applications involving electron or hole transport, i.e., an electrical current. The energy spectrum of a quantum dot can be engineered by controlling the geometrical size, shape, and strength of the confinement potential. Also, in contrast to atoms, it is relatively easy to connect quantum dots to conducting leads using tunnel barriers, which allows the application of the techniques of tunneling spectroscopy for their investigation. Confinement in quantum dots can also arise from electrostatic potentials (generated by external electrodes, doping, strain, or impurities).
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[/tools/antsyANTSY/ Quantum Dot Lab in ANTSY] computes the eigenstates of a particle in a box of various shapes, including domes and pyramids.
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62 Lectures:
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* [[Resource(189)]] is a nano 101, introductory lecture that starts from particle-wave duality and explores the concepts of quantum dots
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* [[Resource(189)]] is a nano 101 introductory lecture that starts from particle-wave duality and explores the concepts of quantum dots.
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65 Exercises:
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* [[Resource(4194)]] (by the author of the tool)
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* [[Resource(4194)]] (by Lee, Ryu,and Klimeck)
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* [[Resource(4203)]] (by the author of the tool)
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* [[Resource(2846)]] (by Fodor and Guo)
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* [[Resource(2846)]]
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* [[Resource(4203)]]
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74 == Open Systems ==
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=== [/tools/antsy/ Piece-Wise Constant Potential Tool] ===
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=== [/tools/antsy/ Piecewise Constant Potential Tool] ===
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[[Image(pcpbt1.gif, 140 class=align-right)]]
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[[Image(pcpbt3.gif, 140px, class=align-right)]]
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The [/tools/antsy/ Piece-Wise Constant Potential Tool in ANTSY] allows calculation of the transmission and the reflection coefficient of arbitrary five, seven, nine, eleven and 2n-segment piece-wise constant potential energy profile. For the case of multi-well structure it also calculates the quasi-bound states so it can be used as a simple demonstration tool for the formation of energy bands. Also, it can be used in the case of stationary perturbation theory exercises to test the validity of, for example, the first order and the second order correction to the ground state energy of the system due to small perturbations of, for example, the confining potential. The [/tools/antsy/ Piece-Wise Constant Potential Tool in ANTSY] can also be used to test the validity of the WKB approximation for triangular potential barriers.
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The [/tools/antsy/ Piece-Wise Constant Potential Tool in ANTSY] allows users to calculate the transmission and the reflection coefficient of arbitrary five, seven, nine, eleven and 2n-segment piecewise constant potential energy profile. For the case of a multi-well structure, it also calculates the quasi-bound states. Thus the Piecewise Constant Potential Tool can be used as a simple demonstration tool for the formation of energy bands. Other uses include: 1) in the case of stationary perturbation theory, as an exercise to test the validity of the first-order and the second-order correction to the ground state energy of the system due to small perturbations of the confining potential, and 2) as a test of the validity of the Wentzel–Kramers–Brillouin (WKB) approximation for triangular potential barriers.
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85 Exercises:
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87 * [[Resource(4831)]]
88 * [[Resource(4833)]]
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91 * [[Resource(5319)]]
92 * [[Resource(4849)]]
93 * [[Resource(5102)]]
94 * [[Resource(5130)]]
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99 === [/tools/antsy/ Resonant Tunneling Diode Lab] ===
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[[Image(/site/resources/tools/rtdnegf/rtdnegf1.gif, 140 class=align-right)]]
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[[Image(/site/resources/tools/rtdnegf/rtdnegf1.gif, 140px, class=align-right)]]
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[[Image(/site/resources/tools/rtdnegf/rtdnegf2.gif, 140 class=align-right)]]
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[[Image(/site/resources/tools/rtdnegf/rtdnegf2.gif, 140px, class=align-right)]]
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[[Image(/site/resources/tools/rtdnegf/rtdnegf3.gif, 140 class=align-right)]]
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[[Image(/site/resources/tools/rtdnegf/rtdnegf3.gif, 140px, class=align-right)]]
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[[Image(/site/resources/tools/rtdnegf/rtdnegf4.gif, 140 class=align-right)]]
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[[Image(/site/resources/tools/rtdnegf/rtdnegf4.gif, 140px, class=align-right)]]
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A barrier placed in the path of electrons will block their flow. If the barrier is too thin, however, the electrons can tunnel through it because of quantum mechanical effects. Furthermore, if two or more thin barriers are placed in close proximity, electrons will bounce between the barriers and, at certain resonant energies, begin to flow through the barriers.
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Put a potential barrier in the path of electrons, and it will block their flow. But if the barrier is thin enough, electrons can tunnel right through due to quantum mechanical effects. Even more surprising, if two or more thin barriers are placed closely together, electrons will bounce between the barriers, and at certain resonant energies, flow right through the barriers as if they were not there! Check out the [/tools/antsy/ Resonant Tunneling Diode Lab in ANTSY] lab, which lets you control the number of barriers and their material properties, and then simulate current as a function of bias. Devices exhibit a surprising negative differential resistance, even at room temperature! Run this tool online, right in your web browser! View a demo of this tool in action.
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The [/tools/antsy/ Resonant Tunneling Diode Lab in ANTSY] allows users to experiment with this quantum mechanical phenomenon by controlling the number of barriers and their material properties and then simulate current as a function of bias.
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110 Exercises:
111 * [[Resource(891)]]
112 * [[Resource(3949)]]
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118 == About ANTSY Constituent Tools ==
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The Assembly of Basic Applications for Coordinated Understanding of Semiconductors (ANTSY) has been put together from individual disjoint tools to enable educators and students to have a one-stop-shop in semiconductor education. It therefore benefits tremendously from the hard work that the contributors of the individual tool builders have put into their tools.
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The Assembly of Basic Applications for Coordinated Understanding of Semiconductors (ANTSY) has been put together from individual tools to provide educators and students with a one-stop-shop in semiconductor education. It therefore benefits tremendously from the hard work that the contributors of the individual tool builders have put into their tools.
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As a matter of credit, simulation runs that are performed in the ANTSY tool are also credited to the individual tools, which help the ranking of the individual tools. We do also count the number of usages of the individual tools in the ANTSY tool set, to measure the ANTSY impact and possibly also improve the tool.
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As a matter of credit and ranking, simulation runs that are performed in the ANTSY tool are credited to the individual tools. We count the number of usages of the individual tools in the ANTSY tool set to measure the impact of ANTSY and to gather data we can use to improve the tool.
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In the description above we do not refer to the individual tools since we want to guide the users to the composite ANTSY tool. We cite the individual tools here explicitly so they are being given the appropriate credit and on their rspective tool pages are being linked to this ANTSY topic page.
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In the description above we do not refer to the individual tools since we want to guide the users to the composite ANTSY tool. We cite the individual tools here explicitly so they are being given the appropriate credit and on their respective tool pages, on which there are links to ANTSY.
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125 [[Resource(crystal_viewer)]],
126 [[Resource(pcpbt)]],
127 [[Resource(rtdnegf)]],
128 [[Resource(qdot)]], and
129 [[Resource(cntbands-ext)]].
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131 == Additional Reading and Tools ==
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=== [/curricula/ Tool Powered Curricula] ===
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=== [/curricula/ Tool-Powered Curricula] ===
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[[Image(/site/media/images/TPC_Teach_Learn3.png, 360 class=align-right)]]
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[[Image(/site/media/images/TPC_Teach_Learn3.png, 360px, class=align-right)]]
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[/topics/antsy] is part of the series of [/curricula/ Tool Powered Curricula]
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[/topics/antsy/ ANTSY] is part of the series of [/curricula/ Tool-Powered Curricula]
136 ==== Educators ====
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Use the Tool Powered Curriculum to augment existing courses and enhance the student learning. Use turn-key simulation tools to teach concepts, design, and optimization without reading big manuals and installing software. Use it in your class room or for student assignments such as homework’s or projects. ABACUS and AQME are tools which pull together many different nanoHUB tools into a single interface and are augmented with homework and project assignments. Solutions to homework assignments are available to Educators by request.
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Use the Tool-Powered Curriculum to augment existing courses and enhance the student learning. Use turn-key simulation tools to teach concepts, design, and optimization without reading big manuals and installing software. Use it in your class room or for student assignments such as homework’s or projects. ABACUS and AQME are tools which pull together many different nanoHUB tools into a single interface and are augmented with homework and project assignments. Solutions to homework assignments are available to educators upon request.
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“… and more”: Augment your class though interactive lectures from leading researchers providing tool tutorials, nano101 and nano501 lectures, Connect to Use community contributed homework and project assignments in your class. Most lectures are available for interactive online viewing, as pdf downloads, and even podcasts.
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"... and more": Augment your class though interactive lectures from leading researchers providing tool tutorials, nano101 and nano501 lectures. Use community-contributed homework and project assignments in your class. Most lectures are available for interactive online viewing, as pdf downloads, and even podcasts.
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142 Show a student and they will remember; involve them, and they will understand.
143 ====Students:====
144 Enjoy using intuitive and user-friendly tools without software installation and reading massive manuals! You will be able to ask “what if?” questions and get answers rapidly to develop intuition and insight.
145 [/newaccount Register for a free nanoHUB account] or [/login log into your existing nanoHUB account]
146 and begin teaching and learning with the tool powered curriculum.
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=== [/topics/edusemiconductor ABACUS - Assembly of Basic Applications for the Coordinated Understanding of Semiconductors] ===
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=== [/topics/edusemiconductor ABACUS—Assembly of Basic Applications for the Coordinated Understanding of Semiconductors] ===
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[[Image(/site/media/images/ABACUS_Small.png, 360 class=align-right)]]
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[[Image(/site/media/images/ABACUS_Small.png, 360px, class=align-right)]]
152 The curriculum entitled [/topics/edusemiconductor Introduction to Semiconductor Devices] is powered by the tool [/tools/abacus ABACUS]. [/topics/edusemiconductor The ABACUS powered curriculum] is designed to enhance the learning experience of students in existing classes on semiconductor devices in Electrical Engineering curricula. [/tools/abacus ABACUS] is an assembly of different nanoHUB tools that range from crystals, bandstructure, pn junctions, and transistors.
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154 [/topics/edusemiconductor The ABACUS powered curriculum] is a curated page that provides easy access to a variety of different homework and project assignments that are relevant for the teaching of semiconductor devices. Educators can request access to homework solutions. Any community members are encouraged to contribute content to the nanoHUB. We encourage you to alert the authors of the curated page to your contribution for possible inclusion.
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=== [/topics/AQME AQME - Advancing Quantum Mechanics for Engineers] ===
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=== [/topics/AQME AQME—Advancing Quantum Mechanics for Engineers] ===
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[[Image(/site/media/images/AQME_Small4.png, 360 class=align-right)]]
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[[Image(/site/media/images/AQME_Small4.png, 360px, class=align-right)]]
159 The curriculum entitled [/topics/AQME">Advancing Quantum Mechanics for Engineers] is powered by the [/tools/AQME AQME] tool which is an assembly of tools we believe are useful in the teaching of introductory quantum mechanical principles in an electrical engineering or physics curriculum. Commercial semiconductor devices have become as small as a few tens of nanometers and understanding basic quantum mechanical principles of quantization, bands, and tunneling are of critical importance.
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[/topics/aqme The AQME powered curriculum] is a curated page that provides access to a variety of different homework and project assignments that are relevant for quantum mechanical principles. Educators can request access to homework solutions. Any community members are encouraged to contribute content to the nanoHUB. We encourage you to alert the authors of the curated page to your contribution for possible inclusion.
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[/topics/aqme The AQME powered curriculum] is a curated page that provides access to a variety of different homework and project assignments that are relevant for quantum mechanical principles. Educators can request access to homework solutions. Any community members are encouraged to contribute content to the nanoHUB. We encourage you to alert the authors of the curated page to your contribution for possible inclusion.
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[http://www.avi-to-dvd.org AVI to DVD]

nanoHUB.org, a resource for nanoscience and nanotechnology, is supported by the National Science Foundation and other funding agencies. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.