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Don Groom’s Course Evaluation • Course evaluation question: “Is the instructor aware of the students’ limitations?” • Student response: “Yes, and vice versa.”
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Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Dec 21, 2015

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Page 1: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Don Groom’s Course Evaluation

• Course evaluation question: “Is the instructor aware of the students’ limitations?”

• Student response: “Yes, and vice versa.”

Page 2: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Experiment• You want to measure the aluminum-to-

oxygen ratio in sapphire– Why?– “Flat, smooth and polished”

• Sapphire is known to be a poor conductor• Options

– Coat– Run in low vac (incompatible with current

detectors on Nova NanoSEM)

• What is the effect of coating on the x-ray intensities?

Page 3: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Homework for Monday

• Absorption of X-rays is determined by the Mass Absorption Coefficient, μ/ρ. (Note that μ/ρ is a single entity; nobody ever lists μ alone.)

• This is a standard Beer’s Law absorption phenomenon:

• I(t) = I0*exp[-(μ/ρ)* ρ*t] where ρ is the mass density of the absorber and t is its thickness.

Page 4: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Mass absorption coefficient for carbonAt what

energies dowe want to know the MAC?

Page 5: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

How were samples coated?

• Recipe that came with the Denton Desk II sputter coater– 45 mA ion current– 30 seconds deposition time– 50 mTorr Ar pressure– 10 nm Gold coating

• For what purpose!!!• What is the impact of this coating on

Quantitative EDS Analysis???

Page 6: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Coatings used in your experiment

• Gold sputtered for 30 seconds

• Gold sputtered for 10 seconds

• Gold sputtered for 3 seconds (not used)

• Carbon evaporated thermally– Evaporated onto flat, smooth, polished

sapphire– Evaporated onto rough alumina crucible

Page 7: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Lab reports• Address the definition of “flat, smooth and

polished”– Make a crude estimate of how rough the

crucible bottom really is.

• Project what will happen to measured ratios of constituents whose Z varies by amounts much larger than aluminum and oxygen…like tungsten and oxygen.

• Tiwari is oxidizing niobium. – Can you help him determine the stoichiometry

of his product?

Page 8: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Next Aphorism

• We never have time to do things right the first time.

• We always have time to do them again.

Page 9: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Labs: This Week and Next•What is the working distance for which the EDAX system was designed?

–Measure (and plot) count rate as a function of Z–Be sure to carefully link first.–Problems with moving to a taller sample when the working distance is 3.5 mm–Is it the same for Nova NanoSEM and Quanta and Leo?

•What is the probe insertion depth for which the EDAX system was designed?

–Measure (and plot) count rate as a function of probe insertion depth

Page 10: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

“Trust but verify.”Ronald Reagan

Page 11: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Count rates

• What is a reasonable range for count rates?– What is the cost if you use a count rate that is

too high?– What is the cost if the count rate is too low?– How do you adjust the count rate?

Page 12: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Dead time

• What does “dead time” mean?

• How do you adjust dead time?

• What is an acceptable range of values for dead time?

Page 13: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Amp Time

• Integration time over which signal is averaged to establish a baseline from which the height of the “voltage step” is measured

Page 14: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Stolen from Nicholas Richie

PoorerQuantitativeresults

Shorterdead time

(Amp time)

Page 15: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Plagiarism

• If you steal from one, it’s plagiarism

• If you steal from many, it’s research– R. Polson

Page 16: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Increases dead time

Stolen from Nicholas Richie

Page 17: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Genesis icons continued

EDS really has onlythree adjustable parameters:Collection timeAmp timeCount rate

How do you adjust the count rate?

Page 18: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Preset options

Determines “Live Time” during which data are collected

What kind of time? Live?Clock?RoI?

“None” is also an optionWhat happens when you select it?

Page 19: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Dead time

• Kinds of time– Live time: time during which detector takes

data– Dead time: time during which current

accumulation window is closed– Clock time

• Sum of live and dead time• Actual time we all know and love

Page 20: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Amp time: adjust for dead time of 20 - 40%

1.6 μsec – 102.4 μsec

Page 21: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Microscope control panel and return!

Return to normal operating screen

Page 22: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Peak ID Labels from spectrum

Halographic PeakDetermination: fitsspectrum withtheoretical sum

Possible matchesfor energy wherecursor is located

Move to listof labeledpeaks

Page 23: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Lower tray information

Red while taking dataBlack when finished

Page 24: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Image Tab

Image Tab

Your image here!

Page 25: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Top Center Icons

Return controlto microscope!

RasterFull Reduced Spot User drawn

Page 26: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Collect Image

Page 27: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Brightness and contrastadjust in counterintuitivedirection Use low resolutionand few strips for fasterfeedback.

Page 28: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Random Notes

• Qualitative analysis– All peaks in the spectrum must be present– Will appear as colored lines when you click on

an element in the list of options

Page 29: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Detectors• Si(Li)

– Very common– Less expensive– Require LN2

• SDD– The next big thing– Handle higher count rates for mapping– Do not require LN2– Currently more expensive– Slightly poorer resolution (operate at room

temperature!

• Microcalorimeter– Not a tool; a career!

Page 30: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Si(Li) Detector

Page 31: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Silicon Drift Detector

Page 32: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”

Microcalorimeter

Page 33: Don Groom’s Course Evaluation Course evaluation question: “Is the instructor aware of the students’ limitations?” Student response: “Yes, and vice versa.”