Energy level statistics at the metal-insulator transition in the Anderson model of localiza

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科技英语

科技英语

第三节科技英语中的复合词与专有名词1. H (耐热的,抗热的,不传热的)2. E (带宽)3. J (流线型的)4. B (基岩)5. G (耗电量大的)6. A (太空行走)7. I (用水制冷的) 8. D (液态的)9. F (用防火材料保护的,阻燃的) 10. C (网络)II.1. stress shock, stress-related diseases2. solid-state semiconductor devices3. energy-efficient appliances4. topsoil5. steam engine6. soil organisms7. windborne dust8. the chain reaction9. Fuelwood shortages10. heat- and scratch-resistant surfacesIII.1. nylon2. volt3. pasteurization4. Morse code5. Bunsen burner6. mackintosh7. Doppler effect8. Xerox9. newton 10. ampere第四节科技英语中的复数形式与缩略语I.1. bacteria2. spectra / spectrums3. radius4. Fungi5. nucleus6. formula7. phenomenon8. Algae/Algas9. larvae /larvas 10. stratumII.1. F (computer disc read-only memory)2. J (ear, nose, and throat)3. A (ribonucleic acid)4. H (unidentified flying object)5. C (microwave landing system)6. B (video-display terminal)7. I (personal computer)8. E (ultraviolet)9. G (computer-aided manufacturing)10. D (artificial intelligence)III.1.上述定理和定律不但对直流电路而言是正确的,对交流电路而言也同样是正确的。

从自行车上摔下来自自学错过的课程英语作文

从自行车上摔下来自自学错过的课程英语作文

从自行车上摔下来自自学错过的课程英语作文全文共3篇示例,供读者参考篇1Falling Off My Bike and Missing ClassesI'll never forget the day I learned a valuable lesson about taking shortcuts and not paying attention. It was a crisp autumn morning and I was running late for my 9am English Literature class. Instead of taking the longer but safer route around campus, I decided to cut through the wooded trail that went past the University Lake. I had ridden my bike down that bumpy path hundreds of times, but on this particular morning I wasn't being as cautious as I should have been.I was peddling along at full speed, thoughts consumed with the essay I had due that day that I hadn't even started. I remember hitting a large rock and losing control of the handlebars. The next thing I knew, I was lying on the ground, my bike on its side next to me. The left side of my body was throbbing in pain and I could feel warm blood trickling down from a cut above my eyebrow.After a few minutes of catching my breath and assessing the damage, I slowly stood up. Nothing seemed to be broken, but I was definitely banged up. I gingerly picked up my bike, relieved to see it didn't have any major damage aside from a bent rim. As I limped along the trail towards the main campus, I felt a mix of embarrassment at my own carelessness, disappointment that I had missed my class, and worry about how this injury might set me back.When I arrived at the student health center, the nurse took one look at my bloody face and disheveled appearance and immediately ushered me to an exam room. After getting cleaned up and having a few butterfly bandages applied to close the gash above my eye, the doctor concluded I had narrowly avoided a concussion but would need to take it easy for the next few days to recover from my bumps and bruises.As I slowly made my way across the sunlit quad towards my dorm room, still wincing from the pain shooting through my left shoulder, I thought about all the important lectures and discussions I would likely miss over the next few days of recovery. English Literature wasn't just another requirement I had to check off, it was one of my favorite classes and the one I was most engaged in this semester.I dreaded getting behind and having to fight through the challenging reading material on my own without the professor's expert guidance. Group projects and lively class debates were a core part of the curriculum, so missing those would put me at a real disadvantage. I couldn't help but kick myself for taking that shortcut instead of leaving earlier to get to class on time by taking the longer paved path.Over the next few days as I was confined to lying in bed icing my swollen limbs, I had to watch all my exhausted classmates shuffle past my door to and from their lectures. The dull throbbing in my shoulder was a constant reminder of my mistake. My roommate did his best to keep me updated on what I was missing, but just hearing about the lively Socratic discussions on the finer points of Shakespeare's finest works made me feel worse about falling behind.After being out for a week, I was finally cleared to return to classes. Walking into that English Literature lecture hall and seeing my confused professor greet me with a concerned look immediately filled me with shame and regret. I couldn't even make eye contact as I handed her the typed note from the campus health center explaining my absence.Just catching up on all the reading, lectures, and assignments I had missed was utterly overwhelming. I found myself staying up past midnight almost every night, chugging energy drinks as I desperately tried to synthesize all the nuanced analysis and literary criticism I had fallen behind on. Group mates who were forced to pick up my slack due to my injuries were understandably frustrated.Writing became even more of a struggle as I was putting assignments together at the last minute without being fully immersed in the concepts we had covered in depth. My grades began to slip and I started losing the passion that had drawn me to this particularly challenging but rewarding major in the first place.The missed classes, lack of sleep, playing catch up, and subpar work took a toll, but it wasn't until I received my midterm essay grade that I felt the full impact of my mistake. Seeing that disappointing 'C' grade with the professor's comment about how my thesis lacked substantive analysis and thoughtful literary interpretation was a real wake-up call.In that moment, I realized how paying attention, time management, and consistent effort were all essential to truly understanding and appreciating the works we were studying atthis level. There were no shortcuts - I had paid the price for my impatience and lack of discipline. A hard lesson had been learned.From that point on, I made it a priority to go over each reading assignment twice, taking diligent notes and looking up any references or historical context I didn't fully grasp. During lectures, my pen never stopped moving as I worked to capture every key point and insightful perspective my professor offered. I also made an effort to participate more and ask questions when I needed clarification rather than letting things go over my head.Most importantly, I started budgeting my time much more diligently each day to balance all my various class responsibilities along with other commitments like my part-time job and extracurricular activities. No more sleeping in until the last minute and then frantically rushing across campus - I made sure to wake up early to get to class on time and find a good seat.As the semester progressed, my hard work, dedicated studying habits, and enthusiasm were rewarded. The literary concepts I had initially struggled with after missing classes began to click into place. I could engage in insightful debates and wrote analytical essays that impressed my professors and classmates.Getting A grades on assignments I had invested full effort into felt incredibly satisfying.Even though the experience of falling off my bike and suffering that painful injury was humbling and caused me to get behind, it turned out to be an invaluable learning experience. Looking past the physical wounds, the deeper lesson of discipline, diligence, and taking pride in your work really sank in for me.The shortcut I tried to take not only put my safety at risk, but nearly derailed my academic progress for the entire semester. While the road to understanding complex literary works can have many twists and turns, I learned you have to embrace the journey and be present for all of it to fully appreciate the final destination. It's a lesson that will stick with me long after I graduate and enter the working world.篇2Missing Classes from Falling Off My BikeYou know that feeling when you're coasting along on your bike, the wind in your hair, not a care in the world? Well, that carefree vibe came to a crashing halt for me - literally. One minute I was whizzing down Miller Road on my rusty oldten-speed, the next I was laying on the pavement, my bike a tangled mess of metal next to me. I'm not sure exactly what happened - maybe I hit a rock or my chain slipped - but the result was a spectacularly unpleasant tumble onto the hard asphalt.As I tried to pull myself up into a sitting position, wincing at the scrapes and bruises that were already forming, I realized with a sinking feeling that my left wrist was bent at an unnatural angle. Crap, I thought, this can't be good. Sure enough, a few hours and an X-ray later at the emergency room, the doc confirmed I had a broken radius bone. She wrapped me up in a splint and sent me home with a prescription for painkillers and strict instructions to stay off my feet and keep my wrist immobilized for at least four weeks.At the time, I didn't fully grasp how much that one momentary lapse in bike control was going to disrupt my life, especially academically. My injury occurred halfway through the spring semester of my junior year, which was already a crucially important time, academically speaking. I was taking some really challenging upper-level courses in my biology major, like genetics, biochemistry, and animal physiology. Honestly, these intense science classes with their heavy workloads and hardconcepts were already pushing me to my limits even before the accident.So having to deal with the bone-jarring pain, restricted mobility, and grogginess from the strong meds on top of everything else ended up being a massive obstacle. I missed a whole week of classes right after the accident while the swelling went down and I waited for my splint. Once I did make it back, simply getting to campus was like running a gauntlet - hauling my bulky splint and bag of books onto the bus, then navigating crowds of pedestrians while also trying not to put weight on my tender wrist. Let's just say by the time I made it to the biology building I was already drained, achy, and in no mental shape for advanced lessons on regulatory enzymes or the chromosomal theory of inheritance.Speaking of which, taking notes one-handed in those intense lectures was basically impossible. I could barely get down bare-bones summaries and formulas, never mind full explanations and examples from the professors. My lab classes for those science courses were even more disastrous - I obviously couldn't participate or even be present for procedures involving hazardous materials or complicated equipment. My lab partners basically had to do all the work while I looked onhelplessly from the side. I felt so guilty about being such a liability to them.But the issues didn't stop at just the science curriculum - my injury made it extremely difficult to keep up with writing assignments as well. Typing papers and upload them to the online portals was slow and painful one-handed. My handwriting has never been great, but having to awkwardly scrawl out essays and worksheet responses with my non-dominant hand made it nearly illegible. More than once I had to turn in subpar work or request extensions at the last minute because I simply couldn't produce quality written material with my busted wing.As for studying and doing practice problems, that too was severely compromised. Holding a textbook for long periods put strain on my wrist, so I couldn't do long reading sessions. Working out detailed math and science calculations one-handed was majorly time-consuming and error-prone. Online lectures and videos were hard to follow because I couldn't pause them to jot down notes or rewind portions I missed.Worst of all, my focus and short-term memory just felt incredibly foggy a lot of days from dealing with the lingering pain, fatigue from hauling my splint around everywhere, and grogginess from the strong painkillers. I swear some lectureswent in one ear and out the other while I spaced out. It was like my brain was stuck in low-power mode from devoting so many resources to dealing with the physical issues.To make a long story short, my grades really tanked that semester. My GPA, which had been a respectable 3.5 before, plummeted down to a 2.8. Suddenly I was at risk of losing honors status, academic scholarships, and even getting on academic probation. All because of one stupid, careless bike accident.In the aftermath, I beat myself up constantly wondering if there was anything I could have done differently - pushed篇3Falling Off the Learning CurveI've always prided myself on being a pretty good student. Not at the very top of the class, but solidly above average. I work hard, I'm organized, and I make sure to attend all my classes religiously. At least, that was the case until a few weeks ago when a stupid accident made me miss over a week of classes and fall behind in a huge way.It all started on a beautiful spring morning. I was running a little late for my 9am lecture on Early British Literature. Instead of taking the bus like I normally do, I decided to hop on my bike toget to campus a bit quicker. In hindsight, this was pretty dumb considering I'm a notoriously clumsy person who hasn't ridden a bike with any regularity since I was about 12 years old. But at the time, I figured how hard could it be? It would be just like riding a bike!I should have known better than to tempt fate with that old cliché. Not even five minutes into my bright idea, I was approaching a tight turn a little too fast. I slammed on the brakes, but it was too late. The bike started wobbling uncontrollably until it slipped right out from underneath me. The next thing I knew, I was lying on the ground, my books and papers scattered all around me, with a sharp pain shooting through my right wrist.At first, I just lay there feeling sorry for myself and wondering what kind of hilarious viral video I would inevitably become thanks to the novelty of seeing an uncoordinated English major utterly fail at basic motor skills. But once the initial shock wore off, it became clear that my wrist was seriously messed up. I could barely move it without searing pain. I managed to shakily call an Uber to take me to the campus health center, silently berating myself the whole time for my stupidity.The diagnosis was not good - a nasty sprain that would need to be immobilized for at least a week. I was sent home in a thickwrist brace and loaded up on painkillers, with strict instructions to rest as much as possible. As if that weren't enough, my laptop had fallen out of my bag during the spill, leaving half the screen shattered into a thousand little pieces. I suddenly had a very real injury to deal with, no access to any of my class materials, and a head that was swimming from a combination of pain meds and self-loathing.For the next few days, I tried my best to keep up with my reading assignments using one hand to hold the books. But retaining any information was nearly impossible through the haze of drugs and self-pity. And of course, there was no way I could take decent notes during lectures in my condition. Before I knew it, I had missed a whole bunch of material and was desperately behind in most of my classes.By the end of the week, as the swelling in my wrist finally started to go down, the panic set in. I realized I had huge chunks of reading and notes that I had to catch up on, not to mention assignments due and test dates looming. I spent the next several days in a kind of work frenzy, reading like a madman and trying to piece together a coherent understanding of Beowulf and The Canterbury Tales from a bunch of half-baked class discussion notes and scattered out-of-context quotes.To make matters worse, there were parts of lecture notes that made absolutely no sense to me because I had missed the crucial context and buildup. Things like "Grendel as manifestation of theið?" and "Role of courtly love in SGGK?" left me scratching my head and spiraling into depths of confusion. I tried emailing my professors for extra help, but got little more than the email equivalent of a shrug in response. I definitely got the sense that, in their minds, missing a week of 400-level English was the academic equivalent of jumping into a basketball game for the first time and immediately fouling out after two minutes. Not the biggest vote of confidence, to say the least.In the end, I somehow managed to catch up by relying heavily on Google, every literary analysis page on Wikipedia, and those little spiral-bound study guides that basically just spoil the plot of classic books. But it was an incredible struggle, and I can say with certainty that I emerged from those few weeks with only the most tenuous grasp on important themes, symbols, historical context, and other critical components that make up a true understanding of the material. Those specific stories and poems just sort of exist in my brain as a jumbled series of disconnected plot points and half-recalled quotes that don't fully come together into a cohesive whole.And it's not like this experience was limited to mymajor-specific English classes either. I fell behind and had to do triage for all my other classes too - history, philosophy, foreign language, you name it. By the time I was back on my feet, I felt like I had sustained some kind of academic concussion that left my brain scattered in a million different directions.The really frustrating thing is, I know this could have all been avoided if I had just taken the bus to campus like I usually do that morning instead of being an idiot and trying to bike. But I suppose part of being a student is learning hard lessons about overconfidence, time management, and how quickly and easily you can derail your own academic progress through one small lapse in judgment.In a way, that might actually be the most valuable lesson I took away from this whole saga. Sometimes, you need the occasional devastating setback to kick your butt into gear and remind you why you need to take your studies seriously at all times. I certainly won't be making the mistake of neglecting my academic responsibilities and thinking I can just skate by based on talent alone. Not after being run over by the full weight of an entire semester's worth of critical learning that I very nearly let slip through my fingers.So yeah, this little life experience ended up being one of my biggest teachers, even more so than the actual classes I missed out on. I paid the price for my arrogance and lack of focus. But at least now I know to stay far away from bicycles and take the safer transportation option from here on out. And more importantly, I gained a new sense of humility and buckled down on my commitment to being a dedicated, fully-present student from here on out. Getting straight A's is great and all, but there's no substitute for putting in the actual work and showing up mentally for every single class. That's the real key to academic success.。

A-level-A2化学unit4部分内容整理

A-level-A2化学unit4部分内容整理

A-level-A2化学unit4部分内容整理Rate of reaction=change in concentration/rate , orrate=K[A]x[B]yK:the rate constant at a particular temperature[A]&[B]:the concentration of substances A & Bx:the order with respect to A, and y is the order for BThe overall order of reaction:the sun of the individual orders,x+yColorimetry measures the intensity of a color in a reaction mixture with time, such as in the oxidation of iodide ion to give brown iodine.In clock reaction the reaction is timed until a sudden color change happens when a certain amount of product is formed.Mass change is used when a gas is produced.Volume change is an alternative to mass changed for gases.Titrimetric analysis uses titrations to measure changing concentration of a reactant or product.HALF_LIFE:the time needed for any reactant concentration to fall to half of its.The diagram shows that the reaction is:*Exothermic- the products are at lower energy level than the reactants*Subject to an energy barrier, the activation energy in route 1*Able to follow an alternative pathway in route 2,with lower barrierA catalyst increase the reaction rate by proving an alternative reaction pathway with a lower activation energy.Catalyst and reactants can be in the same physical state, called homogenous.in different way,called heterogeneous.Process Reactants Catalyst Type of catalyst Haber synthesis Nitrogen,hydrogen Iron Heterogeneous Catalyst converter in carExhaust gases Platinum HeterogeneousConstant process,sulfuric acid manufacture Sulfur dioxide,oxygen gasesVanadiun(V) oxide HeterogeneousEsterification Solutions ofacid,alcoholHydrogen ions homogeneouslnK=-Ea/RT + a constantEa:the activate energy for the reactionR:the gas constant and has the value 8.31 JK-1mol-1T:the kelvin temperature (absolute temperature)Gradient=-Ea/Rrate=K[A][C]2the reaction is first order with respect to A- so A is involved in the rate-determining step the reaction is second order with respect to substance C-so moles of C are involved in the rate-determining stepR--I + OH-1*****R--OH + I-1S N2 mechanism,meaning substitution/nucleophilic/second orderThe slow step involves only one species and does not spend on the concentration of hydroxide ions.Rate=K[RI]The mechanism must be consistent with the evidence:*if the reaction is second order overall it must involve 2 different species.*if the reaction is first order overall (only 1 species in the rate equation) then this is the rate-determining step and it must be a 2-step reactionEntropy (symbol S) is a measure of disorder in a system.As the temperature of a material increases,the particles gain energy and their motion also increase.Higher temperatures, therefore,increase the disorder of the particles.Entropy increases with change of state to grater distance between particles and consequent increased disorderThe ions in solid sodium chloride are more ordered than the same ions dissolved in water.Dissolving sodium chloride causes the entropy to increase.Change Example Change in theentropy Reason for the changeReaction releasing a gas Zinc with sulfuricacid releasinghydrogenpositive (increasingentropy)Gas molecules aremore disorderedthan particles in thesolutionGas reaction where molecules combine,reducing the total number Haber process formaking ammoniaNegative Fewer productmolecules thanreactantmolecules,reducingthe disorderA standard entropy S is the entropy of a substance at standard temperature and pressure,and is expressed per mole of substance.The standard entropy change for physical or chemical processes is the difference in the entropies of the products and reactants measured under standard conditions:S[system]=S[product] - s[reactant]Spontaneous processes are often exothermic.Exothermic reactions give out heat(negative H),which increase the disorder of the surrounding particles.Some endothermic reactions are also spontaneous at room temperature.They have positive value for HWhether reactions occur spontaneously or not cannot be explained in terms of enthalpy changes alone.S[total]=S[system] +S[surrounding]For any spontaneous change S[total] must have a positive value.Total disorder must increase.S[surroundings]=-H/T (exothermic reactions have negative H but transfer energy to the surroundings,which increase their entropy.Change Exo/endothermic S[surroundings]S[system] S[total] why is thechangespontaneousDissolving sodium nitrite in water Endothermic Decrease Increasebecause thecrystallinelattice isdestroyed+ S[system] islargerSodium metal burning in Cl Exothermic Increase Decreasebecause acrystallinelattice isformed+ S[surroundings] is largerAmmonia gas and hydrogen chloride gas combine t give solid ammonium chloride Exothermic Increase decrease because alattice forms+ S[surroundings] is largerA feasible reaction has S[total]=S[system]- H/T*The entropy change in the system*The temperature measured in kelvin*The enthalpy change with the surroundings,HSpontaneous reactions can only happen for Stotal more than 0.A chemical reaction is feasible when S total has a positive value.Energy must first be provided to start such reactions*a spark*heat(as in the decomposition of CaCo3 above)*light (visible or UV)*lattice energy-the solid must separated into individual ions to dissolve (an endothermic change)*hydration enthalpy- the separated ions interact with the surrounding polar solvent,such as water (an exothermic change)H(solution)=-H(lattice energy) + H(hydration)A positive H(solution) corresponds to an overall endothermic change-dissolving is not favoured. It may still be favoured by an increase in entropy.Solid sodium chloride is a highly ordered 3-D lattice with a low entropy value.On dissolving,the ions separate and move independently,the entropy of the system therefore increases,favouring the change.A negative H(solution) corresponds to an overall exothermic change and so dissolving is favoured in term of enthalpy.The products have less energy than the reactants in general,although dissolving is regarded as a physical not a chemicalchange.The lattice enthalpy (or energy) of a compound is a affected by:1.the change on the ions---larger charges increase the force of attraction between oppositely charged ions2.the size of ions---smaller ions fit closer and this increase the force of attraction3.the degree of covalency in the ionic bonding---whether the bonding is 100% ionic and the ions completely separate, as the ionic model assumes.4.ionic radius---small ions have a great density5.ionic charge---larger charges increase the charge densityDynamic equilibrium:When both forward and reverse reaction in a reversible reaction continue but the rate of the forward reaction is equal to the rate of the reverse reaction:H2(s)+I2(s)=2HI(g)when hydrogen and iodine gases are first mixed in a closed system,the forward reaction alone begins since there are no products present.As the amounts of reactants fall,the forward rate decreases.Physical changes can also result in dynamic equilibria:I2(s)=I2(g)Important industrial reactions that are reversible include:*the Haber process for ammonia-N2(g)+3H2(g)=2NH3(g)*the contact process for sulfric acid-2SO2 (g) +O2 (g) =2SO3(g)*esterification -for example CH3COOH(I)+C2H5OH(I)=CH3COOC2H5(I)+H2O(I) Equilibrium law:There is a relationship between the reactant and the product equilibrium concentrations at a particular temperature.K c:the equilibrium constantHomogeneous:all liquids or all gases.Hetergeneous:more than 1 physical state is present.K c>>1:the products are favored,and the position of equilibrium lies well over to the product side.K c<<1:the reactant are favored,and the position of equilibrium lies well over to the reactant side.K c is very large indeed,such as 1×1010:the reaction has one to completion. K c is tiny,such as 1×10-10:NO reaction has occurred.。

基于两步法的钙钛矿薄膜制备以及其在低温钙钛矿电池的应用

基于两步法的钙钛矿薄膜制备以及其在低温钙钛矿电池的应用

摘要基于两步法的钙钛矿薄膜制备以及其在低温钙钛矿电池的应用近年来,受能源危机及环境问题的影响,人们一直在寻找一种能够替代传统化石能源方法。

其中太阳能电池以低成本及可再生的优势吸引了越来越多人的注意。

在过去的五年当中,钙钛矿太阳能电池(PSC)效率飙升,成为太阳能电池领域里冉冉升起的一颗新星。

虽然钙钛矿电池器件效率一直在上升,但是依然存在一些问题制约着钙钛矿太阳能电池的发展, 例如:1.在平面结构钙钛矿太阳能电池中,理想的钙钛矿层成为获得高能量转换效率的必要条件之一。

人们发现在CH3NH3PbI3中存在适量的碘化铅晶体能够钝化钙钛矿薄膜晶界,抑制电子空穴的复合,提升短路电流。

两步顺序沉积法已经广泛用于在钙钛矿太阳能电池中。

这种方法将PbI2前驱体薄膜浸渍到碘化甲胺(CH3NH3I,MAI)中制备CH3NH3PbI3活性层。

通过该方法制备的PSC的光伏性能的差异总是被归因于不同浸渍时间将会引起PbI2完全/不完全转化为CH3NH3PbI3。

2.无机金属氧化物电子传输层被广泛地用于钙钛矿太阳能电池中。

大多数无机电子传输层需要高温以形成导电性良好和无缺陷的薄膜。

而这些方法将会限制其在柔性器件中的使用以及将来商业化的应用。

因此,如何得到一种可低温柔性制备的电子传输层成为钙钛矿太阳能电池领域里一项重要的问题之一。

针对以上两个问题我们提出两种解决方案:1.为了解决第一个问题,我们采用溶剂蒸汽退火(SVA)方法制备大晶粒尺寸的PbI2晶体,以制备得到高质量的钙钛矿薄膜。

使用该方法,发现在CH3NH3I溶液中增加的PbI2浸渍时间会降低得到的PSC的能量转换效率,而钙钛矿膜中PbI2 / CH3NH3PbI3的含量并没有明显的变化。

我们通过紫外-可见光吸收,X射线衍射,傅里叶变换红外光谱(FT-IR)和扫描电子显微镜的测试探究了这种变化的来源。

我们将这种光伏性能的异常减少是因为CH3NH3PbI3壳层对PbI2核的插层/脱嵌。

外文翻译--半导体

外文翻译--半导体

外文原文SemiconductorA semiconductor is a solid material that has electrical conductivity between those of a conductor and an insulator; it can vary over that wide range either permanently or dynamically.[1]Semiconductors are important in electronic technology. Semiconductor devices, electronic components made of semiconductor materials, are essential in modern consumer electronics, including computers, mobile phones, and digital audio players. Silicon is used to create most semiconductors commercially, but dozens of other materials are used.Bragg reflection in a diffuse latticeA second way starts with free electrons waves. When fading in an electrostatic potential due to the cores, due to Bragg reflection some waves are reflected and cannot penetrate the bulk, that is a band gap opens. In this description it is not clear, while the number of electrons fills up exactly all states below the gap.Energy level splitting due to spin state Pauli exclusionA third description starts with two atoms. The split states form a covalent bond where two electrons with spin up and spin down are mostly in between the two atoms. Adding more atoms now is supposed not to lead to splitting, but to more bonds. This is the way silicon is typically drawn. The band gap is now formed by lifting one electron from the lower electron level into the upper level. This level is known to be anti-bonding, but bulk silicon has not been seen to lose atoms as easy as electrons are wandering through it. Also this model is most unsuitable to explain how in graded hetero-junction the band gap can vary smoothly.Energy bands and electrical conductionLike in other solids, the electrons in semiconductors can have energies only within certain bands (ie. ranges of levels of energy) between the energy of the ground state, corresponding to electrons tightly bound to the atomic nuclei of the material, and the free electron energy, which is the energy required for an electron to escape entirely from the material. The energy bands each correspond to a large number of discrete quantum states of the electrons, and most of the states with low energy (closer to the nucleus) are full, up to a particular band called the valence band. Semiconductors and insulators are distinguished from metals because the valence band in the semiconductor materials is very nearly full under usual operating conditions, thus causing more electrons to be available in the conduction band.The ease with which electrons in a semiconductor can be excited from the valence band to the conduction band depends on the band gap between the bands, and it is the size of this energy bandgap that serves as an arbitrary dividing line (roughly 4 eV) between semiconductors and insulators.In the picture of covalent bonds, an electron moves by hopping to a neighboring bond. Because of the Pauli exclusion principle it has to be lifted into the higher anti-bonding state of that bond. In the picture of delocalized states, for example in one dimension that is in a wire, for every energy there is a state with electrons flowing in one direction and one state for the electrons flowing in the other. For a net current to flow some more states for one direction than for the other direction have to be occupied and for this energy is needed. For a metal this can be a very small energy in the semiconductor the next higher states lie above the band gap. Often this is stated as: full bands do not contribute to the electrical conductivity. However, as the temperature of a semiconductor rises above absolute zero, there is more energy in the semiconductor to spend on lattice vibration and — more importantly for us — on lifting some electrons into an energy states of the conduction band, which is the band immediately above the valence band. The current-carrying electrons in the conduction band are known as "free electrons", although they are often simply called "electrons" if context allows this usage to be clear.Electrons excited to the conduction band also leave behind electron holes, or unoccupied states in the valence band. Both the conduction band electrons and the valence band holes contribute to electrical conductivity. The holes themselves don't actually move, but a neighboring electron can move to fill the hole, leaving a hole at the place it has just come from, and in this way the holes appear to move, and the holes behave as if they were actual positively charged particles.One covalent bond between neighboring atoms in the solid is ten times stronger than the binding of the single electron to the atom, so freeing the electron does not imply destruction of the crystal structure.Holes: electron absence as a charge carrierThe notion of holes, which was introduced for semiconductors, can also be applied to metals, where the Fermi level lies within the conduction band. With most metals the Hall effect reveals electrons to be the charge carriers, but some metals have a mostly filled conduction band, and the Hall effect reveals positive charge carriers, which are not the ion-cores, but holes. Contrast this to some conductors like solutions of salts, or plasma. In the case of a metal, only a small amount of energy is needed for the electrons to find other unoccupied states to move into, and hence for current to flow. Sometimes even in this case it may be said that a hole was left behind, to explain why the electron does not fall back to lower energies: It cannot find a hole. In the end in both materials electron-phonon scattering and defects are the dominant causes for resistance.Fermi-Dirac distribution. States with energy εbelow the Fermi energy, here μ, have higher probability n to be occupied, and those above are less likely to be occupied. Smearing of the distribution increases with temperature.The energy distribution of the electrons determines which of the states are filled and which are empty. This distribution is described by Fermi-Dirac statistics. The distribution is characterized by the temperature of the electrons, and the Fermi energy or Fermi level. Under absolute zero conditions the Fermi energy can be thought of as the energy up to which available electron statesare occupied. At higher temperatures, the Fermi energy is the energy at which the probability of a state being occupied has fallen to 0.5.The dependence of the electron energy distribution on temperature also explains why the conductivity of a semiconductor has a strong temperature dependency, as a semiconductor operating at lower temperatures will have fewer available free electrons and holes able to do the work.Energy–momentum dispersionIn the preceding description an important fact is ignored for the sake of simplicity: the dispersion of the energy. The reason that the energies of the states are broadened into a band is that the energy depends on the value of the wave vector, or k-vector, of the electron. The k-vector, in quantum mechanics, is the representation of the momentum of a particle.The dispersion relationship determines the effective mass, m*, of electrons or holes in the semiconductor, according to the formula:The effective mass is important as it affects many of the electrical properties of the semiconductor, such as the electron or hole mobility, which in turn influences the diffusivity of the charge carriers and the electrical conductivity of the semiconductor.Typically the effective mass of electrons and holes are different. This affects the relative performance of p-channel and n-channel IGFETs, for example (Muller & Kamins 1986:427).The top of the valence band and the bottom of the conduction band might not occur at that same value of k. Materials with this situation, such as silicon and germanium, are known as indirect bandgap materials. Materials in which the band extrema are aligned in k, for example gallium arsenide, are called direct bandgap semiconductors. Direct gap semiconductors are particularly important in optoelectronics because they are much more efficient as light emitters than indirect gap materials.Carrier generation and recombinationWhen ionizing radiation strikes a semiconductor, it may excite an electron out of its energy level and consequently leave a hole. This process is known as electron–hole pair generation. Electron-hole pairs are constantly generated from thermal energy as well, in the absence of any external energy source.Electron-hole pairs are also apt to recombine. Conservation of energy demands that these recombination events, in which an electron loses an amount of energy larger than the band gap, be accompanied by the emission of thermal energy (in the form of phonons) or radiation (in the form of photons).In some states, the generation and recombination of electron–hole pairs are in equipoise. The number of electron-hole pairs in the steady state at a given temperature is determined by quantum statistical mechanics. The precise quantum mechanical mechanisms of generation and recombination are governed by conservation of energy and conservation of momentum.As the probability that electrons and holes meet together is proportional to the product of their amounts, the product is in steady state nearly constant at a given temperature, providing that there is no significant electric field (which might "flush" carriers of both types, or move them from neighbour regions containing more of them to meet together) or externally driven pair generation. The product is a function of the temperature, as the probability of getting enough thermal energy to produce a pair increases with temperature, being approximately 1×exp(−E G / kT), where k is Boltzmann's constant, T is absolute temperature and E G is band gap.The probability of meeting is increased by carrier traps – impurities or dislocations which can trap an electron or hole and hold it until a pair is completed. Such carrier traps are sometimes purposely added to reduce the time needed to reach the steady state.DopingThe property of semiconductors that makes them most useful for constructing electronic devices is that their conductivity may easily be modified by introducing impurities into their crystal lattice. The process of adding controlled impurities to a semiconductor is known as doping. The amount of impurity, or dopant, added to an intrinsic(pure) semiconductor varies its level of conductivity. Doped semiconductors are often referred to as extrinsic.DopantsThe materials chosen as suitable dopants depend on the atomic properties of both the dopant and the material to be doped. In general, dopants that produce the desired controlled changes are classified as either electron acceptors or donors. A donor atom that activates (that is, becomes incorporated into the crystal lattice) donates weakly-bound valence electrons to the material, creating excess negative charge carriers. These weakly-bound electrons can move about in the crystal lattice relatively freely and can facilitate conduction in the presence of an electric field. (The donor atoms introduce some states under, but very close to the conduction band edge. Electrons at these states can be easily excited to conduction band, becoming free electrons, at room temperature.) Conversely, an activated acceptor produces a hole. Semiconductors doped with donor impurities are called n-type, while those doped with acceptor impurities are known as p-type. The n and p type designations indicate which charge carrier acts as the material's majority carrier. The opposite carrier is called the minority carrier, which exists due to thermal excitation at a much lower concentration compared to the majority carrier.For example, the pure semiconductor silicon has four valence electrons. In silicon, the most common dopants are IUPAC group 13(commonly known as group III) and group 15(commonly known as group V) elements. Group 13 elements all contain three valence electrons, causing them to function as acceptors when used to dope silicon. Group 15 elements have five valence electrons, which allows them to act as a donor. Therefore, a siliconcrystal doped with boron creates a p-type semiconductor whereas one doped with phosphorus results in an n-type material.Carrier concentrationThe concentration of dopant introduced to an intrinsic semiconductor determines its concentration and indirectly affects many of its electrical properties. The most important factor that doping directly affects is the material's carrier concentration. In an intrinsic semiconductor under thermal equilibrium, the concentration of electrons and holes is equivalent. That is,n = p = n iIf we have a non-intrinsic semiconductor in thermal equilibrium the relation becomes:n0 * p0 = (n i)2Where n is the concentration of conducting electrons, p is the electron hole concentration, and n i is the material's intrinsic carrier concentration. Intrinsic carrier concentration varies between materials and is dependent on temperature. Silicon's n i, for example, is roughly 1.6×1010 cm-3 at 300 kelvin (room temperature).In general, an increase in doping concentration affords an increase in conductivity due to the higher concentration of carriers available for conduction. Degenerately (very highly) doped semiconductors have conductivity levels comparable to metals and are often used in modern integrated circuits as a replacement for metal. Often superscript plus and minus symbols are used to denote relative doping concentration in semiconductors. For example, n+ denotes an n-type semiconductor with a high, often degenerate, doping concentration. Similarly, p−would indicate a very lightly doped p-type material. It is useful to note that even degenerate levels of doping imply low concentrations of impurities with respect to the base semiconductor. In crystalline intrinsic silicon, there are approximately 5×1022 atoms/cm³. Doping concentration for silicon semiconductors may range anywhere from 1013 cm-3to 1018cm-3. Doping concentration above about 1018cm-3is considered degenerate at room temperature. Degenerately doped silicon contains a proportion of impurity to silicon in the order of parts per thousand. This proportion may be reduced to parts per billion in very lightly doped silicon. Typical concentration values fall somewhere in this range and are tailored to produce the desired properties in the device that the semiconductor is intended for.Effect on band structureDoping a semiconductor crystal introduces allowed energy states within the band gap but very close to the energy band that corresponds with the dopant type. In other words, donor impurities create states near the conduction band while acceptors create states near the valence band. The gap between these energy states and the nearest energy band is usually referred to as dopant-site bonding energy or E B and is relatively small. For example, the E B for boron in silicon bulk is 0.045 eV, compared with silicon's band gap of about 1.12 eV. Because E B is so small, it takes little energy to ionize the dopant atoms and create free carriers in the conduction or valence bands.Usually the thermal energy available at room temperature is sufficient to ionize most of the dopant.Dopants also have the important effect of shifting the material's Fermi level towards the energy band that corresponds with the dopant with the greatest concentration. Since the Fermi level must remain constant in a system in thermodynamic equilibrium, stacking layers of materials with different properties leads to many useful electrical properties. For example, the p-n junction's properties are due to the energy band bending that happens as a result of lining up the Fermi levels in contacting regions of p-type and n-type material.This effect is shown in a band diagram. The band diagram typically indicates the variation in the valence band and conduction band edges versus some spatial dimension, often denoted x. The Fermi energy is also usually indicated in the diagram. Sometimes the intrinsic Fermi energy, E i, which is the Fermi level in the absence of doping, is shown. These diagrams are useful in explaining the operation of many kinds of semiconductor devices.Preparation of semiconductor materialsSemiconductors with predictable, reliable electronic properties are necessary for mass production. The level of chemical purity needed is extremely high because the presence of impurities even in very small proportions can have large effects on the properties of the material. A high degree of crystalline perfection is also required, since faults in crystal structure (such as dislocations, twins, and stacking faults) interfere with the semiconducting properties of the material. Crystalline faults are a major cause of defective semiconductor devices. The larger the crystal, the more difficult it is to achieve the necessary perfection. Current mass production processes use crystal ingots between four and twelve inches (300 mm) in diameter which are grown as cylinders and sliced into wafers.Because of the required level of chemical purity and the perfection of the crystal structure which are needed to make semiconductor devices, special methods have been developed to produce the initial semiconductor material. A technique for achieving high purity includes growing the crystal using the Czochralski process. An additional step that can be used to further increase purity is known as zone refining. In zone refining, part of a solid crystal is melted. The impurities tend to concentrate in the melted region, while the desired material recrystalizes leaving the solid material more pure and with fewer crystalline faults.In manufacturing semiconductor devices involving heterojunctions between different semiconductor materials, the lattice constant, which is the length of the repeating element of the crystal structure, is important for determining the compatibility of materials.中文译文半导体半导体是一种导电性能介于导体与绝缘体之间的固体材料。

小学下册P卷英语第6单元综合卷

小学下册P卷英语第6单元综合卷

小学下册英语第6单元综合卷英语试题一、综合题(本题有100小题,每小题1分,共100分.每小题不选、错误,均不给分)1.The __________ is the energy needed to start a chemical reaction.2. A _______ can grow in small spaces.3.The _______ of a substance affects its reactivity. (温度)4.My _____ (舅舅) is visiting us next month.5.The playground is _______ during recess.6.My favorite animal is a _____ (lion/tiger).7. A _______ is a process that produces heat.8.The main component of the atmosphere is _____.9.I enjoy building with my ________ (玩具名称).10.The Ring of Fire is known for its ______ activity.11.The _______ (青蛙) is often found near ponds.12.The weather is _______ (非常糟糕).13.What do you call the time when the sun rises?A. SunsetB. SunriseC. NoonD. Midnight14.What do you call a young dog?A. PuppyB. KittenC. CubD. Foal15. A __________ is a chemical reaction that releases energy.16.What do you call a baby hawk?A. EyasB. KitC. PupD. Calf17. A homogeneous mixture has a _____ composition throughout.18.The process of turning liquid into vapor is called ______.19.The _____ (socks) are mismatched.20.What do we call the time it takes for the Earth to spin around its axis?A. DayB. MonthC. YearD. CenturyA21.How many inches are in a foot?A. 10B. 12C. 14D. 16B22.Mushrooms are a type of ______ (真菌), not a plant.23.Oxygen is necessary for ______.24. A mixture of sand and salt can be separated by ________.25.The __________ (生态平衡) is vital for our planet's health.26.The chemical formula for ethyl alcohol is ______.27.I want to learn how to ________ (做饭).28.My sister is a good ________.29. A lizard can lose its ______ (尾巴) to escape predators.30.What do we call the main character in a story?A. AntagonistB. ProtagonistC. Supporting CharacterD. Minor CharacterB31.What is the name of the highest mountain in the world?A. K2B. Mount KilimanjaroC. Mount EverestD. Mount McKinleyC32.What is the capital of Saint Kitts and Nevis?A. BasseterreB. CharlestownC. Sandy PointD. CayonA33.The element sodium is a ______ metal.34.In art class, we can draw and ________ (涂色). I love using bright ________ (颜色).35.His favorite hobby is ________.36.The __________ was a time of increased scientific discovery.37.The _____ (teacher/student) is reading.38.What do we call the layer of the Earth that is made up of molten rock?A. CrustB. MantleC. CoreD. Lithosphere39.The __________ (自然现象) fascinate scientists.40.The _______ of sound can create harmonics in musical instruments.41.The Milky Way galaxy is a spiral ______.42.She _____ (likes/dislikes) chocolate ice cream.43.I enjoy taking part in school ________ (比赛) to improve my skills.44.The clock says it’s ___. (three)45.My ________ (玩具名称) helps me understand the world around me.46.I hear a ___. (bell)47.The sun is ________ (温暖) today.48.My favorite pizza has ________ (奶酪).49.The chemical formula for lead(II) oxide is _____.50.The kitten is ___ in the basket. (sleeping)51.The element with the symbol Sc is __________.52.What is the name of the largest freshwater lake in the world?A. Lake SuperiorB. Lake VictoriaC. Caspian SeaD. Lake BaikalD53.My brother loves going to ____ (amusement parks).54.The ________ (旅游活动) boost local economies.55.She is ________ a picture.56. A battery stores ______ energy.57.What is the capital of Germany?A. MunichB. BerlinC. FrankfurtD. Hamburg58.What is the weather like when it snows?A. HotB. ColdC. WarmD. HumidB59.I saw a ______ (rabbit) in the garden.60.I like to solve ______ (难题) because it challenges my mind. It’s satisfying when I find the answer.61.I like to take long walks in the ______ (大自然). It helps me feel peaceful and connected to the world.62.The _____ (花园) is beautiful in spring.63.What is the largest continent?A. AfricaB. AsiaC. EuropeD. North AmericaB64.The process of forming a precipitate occurs in a _______ reaction.65.What do you call a baby eagle?A. EagletB. ChickC. HatchlingD. Fledgling66. A pure substance has a fixed _______ and composition.67.The first woman to run for President in the U.S. was _______. (维尔玛·皮克特)68.My sister is very ________.69.What is the main ingredient in butter?A. MilkB. CreamC. CheeseD. YogurtB70.My dad is a great __________ (朋友) and mentor.71.The main product of photosynthesis is _______.72.The chemical symbol for uranium is ______.73. A lever helps us lift _______ easily.74.She is ______ her homework carefully. (doing)75.The leaves are _____ in autumn. (falling)76.My favorite _____ is a teddy bear.77. A sound wave can be ______ by different materials.78.The _____ (turtle) is slow.79.I have a ___ (favorite) movie.80.What do you call a person who studies insects?A. EntomologistB. BiologistC. ZoologistD. BotanistA81.My __________ (玩具名) is a great __________ (名词) for learning.82. A saturated fat has no double ______.83.The symbol for palladium is _______.84.The __________ were fierce warriors from Scandinavia. (维京人)85.I have a toy _______ that can run fast.86.In the wild, some plants are __________ (稀有的).87.What do you call a collection of facts and information?A. DataB. StatisticsC. ResearchD. All of the aboveD88.I like to play ______ games with my friends.89. A _______ (蝙蝠) is often seen at dusk.90. A flamingo is pink because of its _______ (饮食).91.The kangaroo carries its baby in its ________________ (育儿袋).92.I have a toy _______ that rolls and spins everywhere I go.93.My favorite _____ is a cuddly lion.94.The butterfly lays its eggs on _______.95.What is the term for a baby kangaroo?A. CubB. KidC. JoeyD. CalfC96.I have a toy _______ that spins and plays music when you push a button.97.What do we call the practice of growing plants for food?A. AgricultureB. HorticultureC. GardeningD. All of the aboveD All of the above98.Plants can also _____ (提供) food for animals.99.The _____ (river) is flowing.100. A __________ is a reaction that involves a change in energy.。

假如尼尔斯来到我们的中间英语作文500字

假如尼尔斯来到我们的中间英语作文500字

全文分为作者个人简介和正文两个部分:作者个人简介:Hello everyone, I am an author dedicated to creating and sharing high-quality document templates. In this era of information overload, accurate and efficient communication has become especially important. I firmly believe that good communication can build bridges between people, playing an indispensable role in academia, career, and daily life. Therefore, I decided to invest my knowledge and skills into creating valuable documents to help people find inspiration and direction when needed.正文:假如尼尔斯来到我们的中间英语作文500字全文共3篇示例,供读者参考篇1If Niels Bohr Came Among UsOh my gosh, can you imagine if the great Niels Bohr just randomly showed up at our school one day? That would be absolutely crazy! Niels Bohr was this brilliant physicist fromDenmark who revolutionized our understanding of atomic structure and quantum theory back in the early 20th century. He's definitely one of the most important scientists who ever lived.I've been learning all about Bohr's atomic model in physics class. It was a huge breakthrough at the time. Before Bohr, scientists kind of just accepted the plum pudding model that J.J. Thomson proposed. Basically, Thomson thought the atom was a big blob of positive charge with negative electrons scattered throughout it, kind of like raisins in a plum pudding dessert. But that didn't really fit with experimental evidence.Then Niels Bohr came along and said, "Hold up, I have a better idea!" He proposed that the atom has a positive nucleus in the center, with negative electrons orbiting around it in specific shells or energy levels. It was kind of like a tiny solar system. This atomic structure model made so much more sense and could actually explain the spectrum of light emitted by hydrogen atoms.Another huge contribution from Bohr was founding the basis for understanding quantum theory. He figured out that electrons can only exist in those discrete energy levels or shells, not just anywhere. And when they jump between those levels,that's what causes atoms to absorb or emit light of specific wavelengths. Wild, right?Bohr was awarded the Nobel Prize in Physics in 1922 for his revolutionary atomic model and work on quantum mechanics. He deserved it 100%. His insights transformed physics forever. Can you imagine if he just randomly popped into our classroom during physics period? I would be starstruck for sure!I bet Niels Bohr would blow all of our minds with his genius intellect and passionate lectures. He was totally obsessed with physics and finding the fundamental laws of the universe. I could picture him at the front of our class, messily scribbling equations on the chalkboard with chalk dust flying everywhere as he tried to explain these mind-bending quantum phenomena.Of course, he would probably get frustrated that we're still beginners struggling to understand basic concepts like atomic orbitals and blackbody radiation. "You must be joking!" he might exclaim in his thick Danish accent as we stared blankly at yet another equation he derived from first principles. I'm sure the pace of a Bohr lecture would be absolutely dizzying.At the same time, I'll bet Bohr would be an incredibly patient and caring teacher. From what I've read, he cultivated this famous "Bohr spirit" of free expression and open debate in hisresearch team. He embraced different perspectives and encouraged creative thinking. So in our classroom, Bohr would probably be very nurturing and want each of us to feel comfortable asking questions or proposing ideas, even if they seemed a bit half-baked.I could totally see him putting on a fun little demonstration to illustrate quantum principles too. Maybe he would set up a light source and use prisms or diffraction slits to show us the wave-particle duality and quantization of light. Or he might do an experiment involving atomic spectroscopy to drive home the point about discrete energy levels. Knowing Bohr, it would likely involve pipes, cables, and vacuum tubes sprawled across the lab bench in a chaotic mess that only a genius could understand. But it sure would make atomic physics feel real and alive!Just interacting with someone of Bohr's intellectual caliber and pioneering spirit would be so valuable and inspiring, even if he talked way over our heads at times. This was a man who shaped humanity's understanding of the fundamental nature of matter and energy. He wasn't afraid to challenge the status quo and think in completely new ways. That courage and creativity in the face of the unknown is what drives scientific revolutions.Part of me wonders if we mere high school students could even begin to comprehend the insights and discoveries of a mind like Niels Bohr's. His contributions to quantum theory and models of atomic structure were so profound and consequential that they're still mind-boggling a century later. Having the chance to learn from and engage with him directly would be a tremendous opportunity that could change our perspective forever.At the same time, maybe Bohr's genius wouldn't seem so alienating up close and in person. From the photos and recordings I've seen, he came across as down-to-earth, approachable, and full of playful humor despite his brilliance. Sure, he would be operating on another level intellectually. But at his core, Bohr was simply a man fascinated by the deepest mysteries of the universe, just like we kids are fascinated by even the basics of how atoms and matter work.So if Niels Bohr suddenly appeared in our classroom, I think the overall vibe would be charged with awe and excitement. This giant of 20th century science walking among us? His very presence would lend immense weight and importance to our studies of quantum phenomena. At the same time, I'm sure Bohr's warmth, passion and unwavering scientific ideals wouldinspire us to approach physics with renewed vigor and confidence in our ability to one day understand the deepest truths of nature, just like he did. It would be an unforgettable experience that could spark a lifelong love of science and discovery in all of us. I really hope it happens someday!篇2If Niles Came to Our MidstWhoa, you guys will never believe what just happened! You know that super old book we had to read for English class, A Connecticut Yankee in King Arthur's Court by Mark Twain? Well, something crazy like that totally went down at school today!It all started during Mr. Henderson's history class. We were learning about the medieval period and going over all the crazy stuff people believed back then. You know, like how they thought the world was flat and that diseases were caused by bad smells? Dumb, right?Anyway, right in the middle of Mr. H's lecture, there was this huge boom of thunder that shook the whole classroom even though it was sunny outside. Then this blinding flash of light exploded right in the center of the room. When the spots clearedfrom my eyes, there was this dude standing there dressed in the weirdest getup I've ever seen.He had on these tight leggings with a puffy shirt and this long jacket thing that went down to his knees. And get this - he was wearing tights! On his head was this funny hat with a feather sticking out the side. I thought it was bad when my little brother went through that Shakespeare phase and wouldn't stop talking in ye olde English. This guy looked like he had gone all out at one of those medieval fairs.Of course, everyone started cracking up at his ridiculous outfit. A few of the football players started chanting "Shakespeare in the park! Shakespeare in the park!" I guess they thought he was promoting some school play or something.The guy just looked around at all of us like we were the crazy ones, which made everyone laugh even harder. Finally, Mr. Henderson got the class settled down and asked the guy who he was and what he was doing here.In this super deep voice that definitely didn't match his goofy costume, he announced, "I am Niles Kalcheim, a most learned engineer from the 24th century. An unforeseen dysfunction has materialized in my chrono-displacement moduleduring its trial run, projecting me backward through thespace-time continuum."I'm not gonna lie, half of what he said went completely over my head. All I caught was "24th century" and I thought maybe this was some sort of stupid prank where one of the AV club nerds was trying to play dress up as a time traveler or something.But then the dude - Niles, I guess - went and proved he really wasn't from around here. He pulled out this shiny rectangular thing from his pocket - which actually looked kinda like one of the smartphones we're finally allowed to have at school next year. Only this one didn't have a screen or buttons or anything. It was completely smooth on both sides.Niles must have done something to activate it though because all of a sudden it projected this hologram image that hung in the air in front of him! It looked just like one of those 3D projectors they use for video games and stuff, except whatever tech he was using was a million times better. The colors were brighter and more realistic than anything I've ever seen before.The hologram was of the most bizarre contraption I've ever laid eyes on. It looked like a jungle gym designed by an insane person, with all these twisting metal tubes and giant spheres interconnected in some nutso pattern. As the hologram slowlyrotated, more and more crazy details became visible and my mind was completely blown."This is a prototype for a molecular disassembler," Niles proclaimed, like that was supposed to mean something to those of us living in the modern age rather than the 24th century.He started rambling on about how this "disassembler" could break down any object on an atomic level and convert it into elemental components or just pure energy. He claimed with enough of these crazy machines, his century had unlimited recycling and could rearrange matter itself however they wanted!Even Mr. Henderson looked dumbfounded by all this super advanced science Niles was spewing out. I figured either this guy was legitimately insane or he really was some kind of visitor from the future.That's when Niles said the words that convinced me this wasn't just an elaborate prank: "Perhaps a demonstration would render my displacement more fathomable."Before anyone could stop him, he aimed that little shiny rectangle at Mr. Henderson's desk and some kind of energy beam shot out of it. The heavy wooden desk just...disappeared!Vanished into thin air like it had never existed! All that was left behind were little sparkling particles slowly wafting through the space the desk used to occupy before they faded away completely.You can imagine the chaos that erupted after that. The girls started screaming, a few guys nearly fainted, and pretty much everyone dove for cover like Niles was about to disintegrate us all next. Even Mr. Henderson looked terrified out of his mind, sprawled there on the floor clutching his teacher's edition like it could protect him from whatever power this madman possessed.For his part, Niles just watched everyone's freaked-out reactions with an expression that seemed more confused than threatening. He tried to tell us not to be afraid, that he meant no harm, but no one was listening at that point. A few seconds later, the room was swarmed by campus security rushing in to subdue the supposed lunatic.I'm not sure what happened to Niles after that. They might have hauled him off to jail - or maybe an insane asylum is more likely considering his crazy claims of being a time traveler. Either way, I'm just glad no one else got disintegrated or anything!Can you even imagine how mind blowing it would be if Niles was telling the truth? Like, think about all the insane things wecould have in our time if his future inventions were real! Unlimited energy, the ability to just rearrange atoms however we wanted...I don't think the world today is ready for that level of technological advancement. We'd probably just use it for stupid stuff like binge watching shows without worrying about electricity bills or creating endless amounts of junk food!Still, I can't stop thinking about what might be possible in the 24th century. Just the fact that Niles could travel hundreds of years through time is crazy enough. But being able to disassemble matter into its basic components with the push of a button? If that's for real, it makes you wonder what other miraculous technologies might exist in the future. Maybe they'll have figured out how to teleport between planets or have mastered human cloning or something. Heck, maybe they'll even have figured out how to go into suspended animation so you can just sleep for 300 years and wake up in the future!Whether Niles was an actual visitor from the 24th century or just a highly convincing loon, the whole experience has me looking at the world through a different lens. For so long, our history classes have been stuck looking backward - studying the primitive civilizations, the wars and power struggles of the past. But the truth is that the most important history hasn't happenedyet. The future is where the real game-changers are going to take place that'll make everything we know today look as outdated as those eurth-cultures we learned about carving wheels out of stone.Who knows what unbelievable wonders the 24th century might hold? Flying personal vehicles, artificial intelligence assistants, maybe even some kind of master computer network safeguarding the limitless knowledge of the future! What I wouldn't give for a peek at a history book from that era. I'll bet Niles' crazy desk-dematerializer barely even registers as a significant invention compared to whatever world-altering technologies are commonplace in his time.I just hope that whoever is in charge in the 24th century uses their insane science knowledge for good and not evil. Can you imagine someone like that Thanos guy from the Avengers movies getting his hands on Niles' molecular rearranging tech? He'd be able to disassemble entire planets with the push of a button! Not that we should be worrying about hypothetical supervillains from the future, I guess. We've got enough issues to deal with in the present without borrowing troubles from another millennium.Whew, okay, that's enough of me rambling about the metaphysics of technologies yet to be invented. Whether it was real or an illusion, having a so-called time traveler materialize out of nowhere in the middle of my history class was an experience I'll never forget. It's got me thinking bigger about what might be possible and has honestly made me a lot more excited to see what the future holds - even if it's just our current century rather than the reality-bending architectures of the 24th. We're living in a pivotal time where our wildest science fictions are slowly morphing into patentable realities.Who knows? Maybe a hundred years from now, people will look back and say the real game-changing invention was whatever allowed this written record to be preserved for their eyes to read - the first relic of a primitive篇3If Niels Came Among UsBy A StudentCan you imagine what it would be like if the great Danish physicist Niels Bohr just showed up at our school one day? I've thought about this a lot, and I think it would be totallymind-blowing!First of all, I'm sure nobody would even recognize him at first. He'd probably just look like some old dude with wild Einstein hair and a funny accent. But then once the science teachers figured out who he was, it would be pure pandemonium! They'd be freaking out trying to roll out the red carpet for one of the most important scientists of the 20th century.I can just picture Niels strolling down the hallway, looking totally confused at all the commotion surrounding him. He'd probably be like "What is this peculiar place? Why are all these young people carrying those strange flat objects?" And someone would have to explain to him that we're all students at a school in the 21st century, and those "flat objects" are laptop computers that we use to access vast repositories of human knowledge and dank memes.Once he got past the initial culture shock, I bet Niels would be lowkey blown away by how much science and technology has advanced since his day. A big part of his work was on quantum theory and atomic structure, which laid the foundations for all the crazy quantum computing, nanotechnology, and other cutting-edge fields we're just starting to explore now. He'd probably get a huge kick out of seeing kids coding quantumalgorithms or running atomic force microscope simulations on their laptops.At the same time, I think he'd also be lowkey disturbed by how we sometimes take science for granted or misuse it in problematic ways. Fromatingout of more fossil fuels to industrialized warfare to social media misinformation, I can imagine Niels shaking his head and lamenting how human folly always finds new ways to run amok despite our growing scientific knowledge. He seemed like a pretty philosophical and ethical guy from what I've read, so I bet he'd want to sit us all down for some real talk about using our smarts responsibly.But more than anything, I think having Niels here would totally reinvigorate how we think about and approach science. Too often, we treat it as this dead collection of facts and formulas that we just have to regurgitate onto tests and assignments. Having one of the OG scientific revolutionaries in our midst could breathe new life into it as this radical, living endeavor to constantly question, explore, and reshape our understanding of the universe. Niels literally helped overturn centuries of classical physics doctrine, so he could show us firsthand that science isn't about memorizing - it's about creative thinking, challenging orthodoxies, and pushing the boundaries of human knowledge.I'll never forget reading about Niels's famous quote that "An expert is a person who has found out by her own painful experience all the latest mistakes." To me, that just encapsulates the mindset of a true scientist. It's all about humbly admitting the limitations of our current knowledge, while boldly venturing into new intellectual frontiers and inevitably making new mistakes that eventually lead to new discoveries. That fearless, unorthodox spirit of curiosity is what Niels embodied, and what he could hopefully instill in all of us if he walked among us.Just having a real, flesh-and-blood scientific titan like that in the classroom, wowing us with his brilliance while also showing he was still just a humble, curious human being in search of truth - it would be incredibly inspiring. We're all so used to science being this abstract collection of dusty old books and online resources. But having Niels physically present would make it more visceral and real in a whole new way. We could ask him anything we wanted about his work, his life, his mindset, his experiences - and get answers straight from the source instead of through some detached, sterilized secondhand account.Maybe Niels could even take over and lead some classes for a while, either lecturing on the latest developments in physics while he was alive or even learning about and weighing in onbrand new 21st century concepts. Just being taught by one of the most innovative scientific minds in history instead of a normal teacher would be utterly fascinating. We could get his unique perspective on not just physics, but anything from global politics to the nature of human consciousness. With Niels at the helm, our science classes would become this free-flowing Socratic dialogue where the greatest questions of the cosmos are pondered and no knowledge is too sacred to scrutinize or update as we make new empirical discoveries.Ultimately, having Niels Bohr visit our school wouldn't just be a cool celebrity cameo - it could fundamentally reshape how we experience and think about science itself. No longer would it be this dead, academic pursuit where we just absorb information. It would become an ethos - a living, evolving way of seeing and questioning the world around us with wonder, humility, and fearless curiosity. We'd go from being passive receptacles for established theories to active participants in the never-ending process of exploring, revising, and adding to human knowledge through scientific inquiry.Just picturing Niels Bohr hanging out and sharing his perspectives and life experiences with us has me brimming with excitement. Listening to that pioneering voice - the voice thathelped spark a revolutionary leap in our understanding of the universe - could imbue us with a passion for constantly questioning, challenging, and advancing our scientific narratives. We'd be connected to that grand tradition of intellectual fearlessness that shows no law or dogma is too sacrosanct once the empirical evidence points a new way. The abstract would become flesh. The dead words on a page would breathe with the vitality of the living mind that gave birth to them.Having Niels Bohr walk among us would inject a jolt of life, meaning, and inspiration into how we experience science. We'd glimpse the soul behind the formulas. We'd make a personal connection with one of the great intellectual pioneers who showed us that the universe is an ever-evolving, ever-mysterious place that constantly demands we shed our blinders and seek new truths. Just sharing the same hallways with such a luminary presence could elevate all of our scientific pursuits from rote and tedious textbook repetition to a vibrant, radical mission to boldly meet the unknown and use our minds to unravel its deepest secrets. That's what science is really about - and having Niels Bohr here could finally make us feel that in our bones.。

Scaling of level statistics at the metal-insulator transition

Scaling of level statistics at the metal-insulator transition
93
H.A.Cerdeira et al. (eds.), Quantum Dynamics of Submicron Structures, 93-98 c 1995 Kluwer Academic Publishers. Printed in the Netherlands.
(1)
where s is measured in units of the mean inter–level spacing ∆. In the
SCALING OF LEVEL STATISTICS
95
0.8 0.6 P (s) 0.4 0.2 0
0 1 2
W
0.8 0.6 P (s) 0.4 0.2 0
4 0 1 2
12 16.5 20
W
12 16.5 20
L=6
L = 28
s
3
s
3
4
Figure 1. The level–spacing distribution P (s) for various disorders near the transition. Continuous curves correspond the Wigner (1) and the Poisson (2) distributions for the metallic and insulating phases, respectively.
arXiv:cond-mat/0112171v1 [cond-mat.dis-nn] 10 Dec 2001
SCALING OF LEVEL STATISTICS AT THE METAL–INSULATOR TRANSITION
I. KH. ZHAREKESHEV AND B. KRAMER
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a r X i v :c o n d -m a t /9811186v 1 [c o n d -m a t .d i s -n n ] 13 N o v 1998Annalen der Physik cJohann Ambrosius Barth 19982The anisotropic Anderson model of localizationThe Anderson Hamiltonian is given as[10]H= iǫi|i i|+ i=j t ij|i j|.(1) We use a simple cubic lattice of size N3with orthonormal states|i at site i= (x,y,z).The potential site energiesǫi are random numbers,uniformly distributed in the interval[−W/2,+W/2].The transfer integrals t ij are restricted to nearest neighbors.They depend only on the spatial direction,thus t ij=t x,t y or t z.We study the two cases of:(i)weakly coupled planes with t x=t y=1,t z=1−γand (ii)weakly coupled chains with t x=t y=1−γ,t z=1.The anisotropy parameterγranges fromγ=0,the isotropic case,toγ=1where the planes/chains are completely uncoupled.We use the Lanczos algorithm[11]to compute the spectrum of H.It is well suited for the diagonalization of our sparse matrices[12]and allows us to compute all eigenvalues of H for system sizes of N=48on a parallel machine within60hours.We use 50%of the eigenvalues around the band center E=0and average over up to400 realizations of the random potential,such that at least2×105eigenvalues are used for each set of parameters{W,γ,N}.Due to the large computational effort,we restrict the systematic investigations to sizes up to N=30.For comparison with predictions of random matrix theory,we unfold the spectra byfitting cubic splines [7]to the integrated density of states.This sets the mean-level spacing to one.We then characterize the local spectralfluctuations by means of the nearest neighbor level spacing distribution P(s)and the∆3statistics.The latter measures the rigidity of the spectra[6].3ResultsExtended states in a metal contribute to charge transport even at T=0.The overlap of the extended states results in level repulsion and their spectral properties are characterized by the GOE.On the other hand,localized states cannot contribute to charge transfer at T=0,resulting in insulating behavior.The energy levels are uncorrelated,consequently the probability that energy levels are close together is very high and the ELS is given by the Poissonian statistics.Thus a change from the GOE behavior to Poissonian may indicate the existence of an MIT.As expected from the isotropic case,wefind P(s)to be close to the GOE statistics at small disorder and close to Poisson statistics at large disorder as shown in Fig.1for an already quite strong anisotropy.For stronger anisotropyγ,the transition occurs at smaller values of the disorder parameter W.In an infinite system,there is a sharp transition from extended to localized behavior at the MIT.However,in anyfinite system,the characteristic lengths scales of the states close to the transition will exceed the system size.Thus for a given N,onefinds characteristic deviations which result in a continuous change from GOE to Poissonian statistics as W is varied across the MIT.Only directly at W c the statistical properties are independent of N,because of the scale invariance of the multifractal wave functions at the MIT[13,4].In order to identify the extended,critical and localized regimes and to determine the critical disorder W c properly,we therefore examine the system size dependence of the ELS.s0.00.20.40.60.81.0P (s )Fig.1:P (s )for weakly coupled chains with N =24and γ=0.9.As an example we show in Fig.2the ∆3statistics for weakly coupled planes at γ=0.9for 4system sizes N ranging from 13to 30.For W =6,we find that upon increasing N that there is a clear trend towards the GOE prediction.On the other hand,the data for W =12tend towards the Poissonian result.At W =9,the ∆3statistics is independent of N within the accuracy of our calculation.Thus the critical disorder for the present example is W c ≈9.In addition to this finite-size dependence,we haveL0.00.20.40.60.81.0∆3Fig.2:∆3(L )for weakly coupled planes with γ=0.9for N =13,17,21,rger N corresponds to larger symbol size.also used finite size scaling analysis for quantities such as α= 300∆3(L )dL .We haveconstructed scaling functions,which further support the values of W c obtained above and confirm the one-parameter scaling hypothesis and thus the existence of the MIT in these anisotropic systems.Details will be published elsewhere [14].The critical disorders obtained by this analysis agree reasonably well with the results from TMM [3]and MFA [4].W c decreases with increasing anisotropy with a powerlaw W c =16.3(1−γ)β,where β=0.25for weakly coupled planes and β≈0.6for weakly coupled chains,respectively.For a given anisotropy and system size,we can also identify a disorder W ′at which P (s )agrees with the socalled “critical statistics”,characteristic for the MIT of the isotropic system (cp.Fig.1).However,this disorder is much smaller than W c for strong anisotropies.And,of course,the value of W ′changes when we change the system size.Thus,P c (s )is not characteristic for the MIT in anisotropic systems.We find that upon increasing the anisotropy that the statistical properties at the MIT drift slowly from the “critical statistics”P c (s )of the isotropic case [5]towards Poisson statistics.In that sense,the states at W c seem to be less extended in the anisotropic system compared to the isotropic case.This coincides with the results of the MFA[4].0.010.10 1.001−γ110W C (γ)10W C (γ)Fig.3:W c (γ)for weakly coupled planes (above)and chains (below)as obtained with various methods.The thick solid line is the TMM result of Ref.[3].The open squares are the disorder values,where the ”critical statistics”is found for system size N =21.4ConclusionsWefind that a metal to insulator transition exists in the anisotropic Anderson model. The critical disorders obtained from the ELS coincides reasonably well with the results from TMM[3]and MFA[4].The system-size independent P(s)and∆3(L)at the MIT depend on the specific values chosen for the microscopic hopping elements t x,t y,and t z.They are different for eachγand the two anisotropy realizations,namely,weakly-coupled planes and chains.Furthermore,the ELS at the MIT is also different from the ELS of the isotropic case.Thus wefind that P(s)at the MIT is not universal,i.e., not independent of the microscopic parameters of the model.We gratefully acknowledge support by the DFG within the Sonderforschungsbereich393.References[1]Q.Li,C.M.Soukoulis,E.N.Economou,and G.S.Grest,Phys.Rev.B40(1989)2835[2]N.A.Panagiotides and S.N.Evangelou,Phys.Rev.B49(1994)14122[3]I.Zambetaki,Q.Li,E.N.Economou,and C.M.Soukoulis,Phys.Rev.Lett.76(1996)3614[4] de,R.A.R¨o mer,and M.Schreiber,Phys.Rev.B55(1997)9463[5]I.K.Zharekeshev and B.Kramer,Phys.Rev.Lett.79(1997)717[6]M.L.Mehta,Random matrices,2nd.ed.,Academic Press,Boston1991[7] E.Hofstetter and M.Schreiber,Phys.Rev.B48(1993)16979[8] E.Hofstetter and M.Schreiber,Phys.Rev.B49(1994)14726[9] D.Braun,G.Montambaux,and M.Pascaud,Phys.Rev.Lett.81(1998)1062;H.Potempa and L.Schweitzer,J.Phys.:Condens.Matter10(1998)L431;L.Schweitzer and H.Potempa,preprint(1998),cond-mat/9809248[10]P.W.Anderson,Phys.Rev.109(1958)1492[11]J.K.Cullum and R.A.Willoughby,Lanczos Algorithms for Large Symmetric EigenvalueComputations Vol.1:Theory,Birkh¨a user,Boston1987[12]U.Elsner,V.Mehrmann,de,R.A.R¨o mer,and M.Schreiber,SIAM p.,accepted for publication[13]M.Schreiber and H.Grussbach,Phys.Rev.Lett.67(1991)607[14] de,R.A.R¨o mer,and M.Schreiber,preprint in preparation。

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