Our next speaker is a UK-based freelance data visualization specialist. You may know him from visualizingdata.com, which has been a staple in data visualization since 2010. And it's grown to become a popular source of information for many, many practitioners. He's been a freelance professional since 2011, focusing on providing data visualization, consultancy, and training services. And he's taken on quite the challenge for this conference. So please help me welcome Andy Kirk. Thank you, Irene. Thank you, everyone, for coming back after the break. So I'm British. Just to get that out of the way straight away. And over the years, I've learned two main things about speaking at conferences. Always make sure that the topic you choose strikes a chord with people. And always avoid using gimmicks and superfluous presentation devices. So that's the main thing that I want to really get out there. Design per niente. Design nitschige. Jara. I'll present you a gift. God. The design of nitschige. Taro here, Togi. The design of nothing. Projectare nulla. The design of nothing. The design of inget. Hmm. It's design for niente. Design para nada. Connuit. Huh? Quoi? The design de rien? Bem, voy en haut. El diseño de la nada. Pero que me estás contando, Andy Kirk? The design of what? Did we really accept this? The design of nothing. Really? I don't know, Andy. Well, speaking of tough crowds, something that I'm really kind of, and we all are naturally, we're drawn to gaps and exceptions and things that don't kind of fit in with the rest and this is a great photograph from many years ago, the defiance of August Landmesser, the single person in the audience who's not saluting, he's there with his arms folded. And so it's in the sense of design and visualization, there's wonderful opportunities from nothing, from not doing things, from the magnitude and things. And when we see nothingness, we're kind of intrigued by what that means and this is a front page from the International New York Times from a couple of weeks ago and that big gap, the kind of data darkness that that gap shows on the left of the Pakistan version of the International New York Times. It kind of reveals a very powerful story about censorship. And the visualization design is the task of handling and presenting and representing zeros and nulls and blanks. It's a very fiddly challenge. It's a very annoying and frustrating process. This is a project to visualize measurements of car speeds in the Netherlands by Eric I want to attempt the surname. But Eric, let's call him Eric B. And what we've got here is a number of things all in one kind of finely balanced display. We've got zero speeds in black. We've got when there are no cars on the road in that kind of empty gray area but also we've got these big chunks of the failure of the sensors to capture the data in the same gray and we can only judge that absence of sensor data based on the fact that we expect data to be there. So it's a very difficult balancing act to fine-tune the representation of things that are absent and not there in terms of magnitude. So the four things I want to talk to you briefly about this afternoon are really the nulls the absence of data the zeros in our data and how we represent things that are zero in size the use of blank and nothingness in design and also finally just some invisible concepts around this issue of nothingness. So first of all null and is anyone in the room got this t-shirt? New Ireland? Oh there's one or two. Hopefully you've got the receipts. That's fine. So when nothing becomes something when we deal with data as we as we all do in this room we're often handling gaps in our data. We're often trying to find ways to kind of fill all those gaps and make sure we've got a kind of perfect data set and it's very easy to get frustrated and kind of down about any gaps that do exist but we should embrace the gaps we should see it as an opportunity to switch and pivot the focus on the absence of data. What does this mean? What does it mean about the absence of measurement devices or the absence of transparency? I often deal with a lot of clients who work with survey data and they always articulate to me this frustration for those data points where there are no responses but once again I see that as an opportunity to learn about why are there no responses is it a measurement failure? Is it a lack of engagement with the question lack of understanding of the question? There's so much richness in that that we can exploit and we live in an age of information overload as we all know and so we're not used to no information we're not used to no data unless you're CNN trying to find hours and hours of coverage of this mission aeroplane we're not used to the absence of data and it's something that was mentioned on the BBC in their coverage that the first week or so in that plane was just anywhere in the world it was very uneasy to see that this in this generation but sometimes the absence of data is very very interesting the Bloomberg visuals that you see there the billionaires the absence of faces to me is fascinating about these hidden billionaires the people we don't know the faces of just as interesting as those that we do see the faces this project by Mitchell Whitelaw in Australia to visualise the metadata of Australian prints and printmaking the bottom row I highlighted in yellow is the no data the no metadata and the lack of thumbnails also reveals something quite useful about the you know the great distances that they have to go yet to kind of capture all this data about printmaking and prints in Australia this project from the South China Morning Post looking at the weather patterns over 70, 80 years there's a big chunk missing there where no data was recorded during the war years and it's such a striking pattern because in many respects the most interesting insight from that graphic this project from Periscopic the state of the polar bear there's a big area on that on that project where there is data deficiency and as you see in the quote there they use this almost as a political statement to try and get Russia to reveal to share and to release the data that they have about the polar bear so whilst in some respects it might be kind of frustrating we don't have the whole picture as it's our advantage and this idea of data darkness is something that is in this age of information overload is becoming more and more prominent through its absence this project looks at some data about kind of industries and the contribution of jobs in different parts of the west of the state and there's a big chunk at the bottom of that stacked bar chart which is no data no revealed data this is the government who are keeping these details back because it's about industries or jobs that they don't want to reveal the details of and that is so fascinating and the big chunk that that represents in itself is kind of revealing and of course the techniques of showing and representing no data is kind of tricky and that uses kind of a soft pastel colour this project from the New York Times uses kind of a texture hashtag to once again to show and give the same emphasis of lack of data data not available as it does to the colour shading of the Coropleth map but sometimes that doesn't quite work out and this attempts by the BBC to show where it's legal to be gay we've got very very similar shade of grey for no data and homosexual acts are legal and it's not different enough for our eyes to be able to see which is just the map and which is actually an important category of the data so when it comes to the absence of data to the nulls in our projects I think this quote from JFORP which he shared recently I think is very important one of the first questions we should be asking about any data set is what's missing what have we got and what does that reveal what can we draw legitimately from that data set in terms of interpretations and what can we learn from the gaps on zeros we're talking about the challenge of something to represent nothing how do we give physical form to the absence of amounts the absence of magnitude often the judgement of zeros it requires local context or local knowledge the facts that we all know Central Park is in the middle of New York means it's far easier to explain that big rectangular gap in the census map of New York this picture that Rob shared Rob Simmons shared on Twitter reveals Mount Etna but you kind of need to know that that exists or that that is a significant gap a significant circle of space and emptiness John Snow you may have heard of him the context, the knowledge of this project is that the the gaps in terms of the lack of deaths in that particular rectangle were the brewery and in the brewery the workers there drank the beer rather than the water so they were kind of fine they didn't get the cholera and it's pretty striking gap in the data I'll just do some quick demonstration just to take that off my to-do list the absence of data is also revealing in terms of in this plot to look at the kind of prime display of human age the gaps in the data there reveal the longevity or the ceiling of our lifespan this project is not actually associated with the finding but the Red Cross during Hurricane Sandy we're using the absence of social media data to reveal where people were struggling as I've said many times in my training course as people have got better things to tweet about than wow this water is really rising my building's collapsing on top of me so while that project isn't the direct source it kind of gives you the idea we can look at the absence of data, the zeros and it's kind of unfortunate that the agency who did that project were called Floating Sheep but anyway so how might we encode zero with form to no magnitude we're running through the kind of classic repertoire of different marks and visual properties we've got quite a few options to work with the position along an axis of a mark or a circle or a hollow circle we can see the zeroness of that mark along the axis bar charts are a little bit more tricky this is an interesting project you play you won't be able to see the details it's a very low res image but this is the uniform distribution so all the different sports the number of players playing that sport who have or wear that number on the back and the number 42 is absent I know nothing about baseball but I understand that this is the retirement of the number 42 jersey for Jackie Robinson but that only exists because we've got the space the blank, the empty achieved from having 42 still included on the x-axis and I just want to make sure at this point that we all know the importance of having zero baseline because we really should not allow this to happen I mean this is one of the very best works graphics I've ever seen in my life the decimalization of the y-axis is just pure joy given that the values are 18 or 19 but but there we go the position along an axis and also the area for an area chart the striking I don't think many of these values actually reach zero but the striking absence of data there is achieved through still including on the x-axis those timelines those dates to give it a home to give zero a home on things like parallel coordinates or by extension in the line charts it's kind of still valid to represent zero but the difficulty on this as those of you familiar with parallel coordinates will know that the left most of those two maps is actually representing null so it's kind of misleading it also shows the same high to the same position for zero so that's a very tricky thing to try and pull off when it comes to color shading once again the main thing and the main theme about representing zero is we need to have a home to see the absence so in this color scheme it goes from zero to I think it's about 70 plus but the white is the zero so all those gaps are legitimate zeros in this project looking at the unemployment rate across the states the first band is begins from zero but it's not white because actually would not expect any part of the U.S. to have zero unemployment rate so it doesn't start from white to not imply the fact that there is in some respects a zero state this work by the Guardian U.S. the gear rights analysis across the states of the U.S. there's some interesting use of texture there to show where laws are prohibited or banned in terms of homosexuality so that's a nice way to differentiate from also the absence of any law or kind of lack of clarity we also see the use of density so this is work by interactive things to look at the Fukushima outbreak and the top left most there just has a single trait a single dot and it's not pure zero but once again the idea that we give a frame we give a home in a grid to the presence of zero is a nice and effective device and likewise on the wind map I don't expect there are many places on the wind map that is zero winds but where they are it does still have a home the coordinate of the map and that black area still allow you to see the zero this next project I think came out this week but it's a nice flip it kind of shows where people don't live the fact that despite a population of 310 million 47% of the land of the US is unoccupied so that's a really nice way to show zero when it comes to things like networks core diagrams, this is a project from Jan Willam-Tolk for Scientific American looking at the interactions between different entities in a hospital between patients and physicians and nurses there are obviously plenty of interesting insights to me once again the kind of contrarian view is that there are two or three dots on that perimeter that show that there are no interactions there are people just operating in isolation or receiving no care and treatment during the given sample period not everything does work so when we've got the the judgment of angle we can't see zero degrees when it comes to using area of circles now this is very small but Newey and St Helena are pretty much zero and yet the graphic still includes a very small circle to give them a home so that's kind of fraudulent let's play a strong word we'll scrap that from the recording but it shows you that with area we still have to show something or we have to eliminate it for tree maps obviously in the stock exchange there will always be a value but for that same approach there is a zero state and so for these type of encodings we have to think alternative approaches use of annotations use of a separate call out to say that there are also these zeros included which feels kind of disappointing because it's just a label of value and we're not able to encode it but still that seems to be one of the only options we've got in many respects moving on to blank so this is about when we're trying to use nothing to represent something and this is a great quote from a book by Alex White the single most overlooked element in visual design is emptiness but space must be used deliberately there's a kind of interesting website which I'm sure very few of you have been to called this page intentionallyleftblank.com and this is a place where they kind of recreate that idea that you used to have in books where there's a place holder for blank and as you can see there in the quote internet wanderer is a place of quietness and simplicity on the overcrowded world wide web so in a sense what we're talking about here is almost like visual punctuation marks the ability to kind of allow us to breathe and have a little space and time and the most elegant infographics out there from the likes of the mastery of Jonathan Corham and this project from Simon Scar you know they embrace emptiness they embrace blank to give us that kind of that sense of a paragraph break of a comma of a full stop they allow it to breathe and live and it's almost like the courage of empty the courage of a editor to say we will give you this real estate and we won't care if you do use blank we won't care that we lose in the potential to use that as advertising revenue so it is quite a courageous statement and Kennedy showed this before but what I love about this is now we haul it for graphics that involve endless scrolling but I love the fact that this embraces it to show the depth and the fact that you've got plenty of thousands of feet of nothingness the sense of scale and the sense of the journey to the bottom of the seas really kind of captured and portrayed through this project and we could wait all day for the bottom but we'll skip on this is a graphic from the independent newspaper from a number of years ago but that striking emptiness of the countries that did not lack the immediate ceasefire is so striking and so effective editorially and there are many similar examples the Nigeria polio cases the gap on the right just shows how much progress has been made and then it stands Nigeria out that kind of shines the light on the exception this was a graphic that caused a lot of stir on the on the World Wide Web a couple of months ago from Reuters this is looking at the kind of glass ceiling that persists for for women at the executive level and a lot of discussions have been about how it didn't quite capture the ceiling and so the the remake from Francis on the right there shows the height of, you know, essentially the optimum level, the 50% which then reveals just how far that ceiling is away from the actual and the utilization of blank space is something that we can exploit this graphic from Christian Shooks from a few years ago now but the beauty of this is it kind of exploits the space of the absence of data above to show that very striking shape of the profitability of avatar. We're having to fit that into a scale or having to use the dreaded log scale it fits it into the space above and utilizes the empty space the kind of the kind of bravado of this work from Accurat to go diagonal to utilize the space of the diagonal real estate. I've never seen that before but I mean it's very Italian isn't it but it's something that's, you know, quite striking and kind of courageous and obviously a lot of this is going back to the origins of Gestalt from I think it was 1912 and the different understanding about how we perceive shape and relationships between shape and nothingness and the famous FedEx arrow that's kind of embedded and hidden within that logo and the same can be utilized in visualization or information design so this once again that you put this op-ed from the New York Times I'm sure some of you have seen from a couple of weeks ago the print version is on the left and actually the web version on the right is actually that idea of kind of the disappearance into thin air of the play which is very striking I'm kind of reluctant to move on the slide but I will do anyway because this is something that dominated the agenda last week and created me all sorts of nightmares because it was lambass I mean the whole might of the worldwide web were pounding on this poor lady who created this graphic she lied she lied she should be hung drawn and quartered and she just said no I tried something it didn't work sorry but you know the flaw of this it wasn't deception it wasn't lying it wasn't some agenda by Reuters it was just an attempted copy of the one we saw before Simon who works with Christine play two or three desks away is an influence and you can see that she's tried that kind of dribblin but the use of the axis on the bottom creates that sense of an enclosure which makes it look like it's a white area chart rather than red so it's just an unfortunate byproduct of a slight mistake and then just to finish off with the invisible a bit more think about nothingness so just a few random themes of nothingness I mean this is actually an advertising from a couple of years ago but there's something so kind of intriguing about this it's about the the idea that a good books hard to put down it kind of also suggests that not many people are reading or that that person's got a very powerful kindle light but you know it's kind of a really kind of intriguing in its nothingness it doesn't tell you what to think but it invites you to think itself and we should at least quote one said the best design is invisible the viewer should not see your design they should only see your content and I think Mike this morning talked about Dita Rams, good designers as little designers as possible and it's the same idea and this is a beautiful graphic I'm not sure I think that Lubey might be in the audience but this is a beautiful piece of work where the design is almost invisible there are no clicks it's just hover and move and the the friction between your curiosity about the subject there's no obstacles to that you just move around and explore it it's a very invisible design piece this quote from I'll just go with the name Antoine for now I won't attempt the surname at this stage of the day but you know you have a cheap perfection design when there's nothing more sorry not when there's nothing more to add when there's nothing more to take away from the most elegant infographics there's nothing superfluous, there's nothing redundant or remaining it's all there and it's all serving a purpose another quote from the clearest most precise graphic in the world communicates nothing if nobody looks at it and Jen was talking in her presentation about the fact that Scientific American is not required reading so there's a requirement sometimes to seduce people to convince people to look at something but no one will see it no one will see the insight but conversely far too often we see things where there is nothing to take away and you know this is well it's quite a stinker unfortunately but there you go and lastly sometimes there are points where we reveal that people know precisely nothing where in the world is the Ukraine I'm sorry America but there's no problem here so just to leave with the end of this talk pay attention to nothing care for nothing because it really is worth something


To learn more about the STM32WB series, visit our website at www.st.com. Here you will find data sheets, reference manuals, application notes and other related materials that will help you speed up your development. You can also visit or even join the ST community at community.st.com. Thank you for following this training session and see you soon for new online trainings.


ain problems highlighted at that time was curriculum issues in the state's public schools, period. In some instances, teachers' employees still are not. The report referenced that in some instances. Okay, hold on. Curriculum materials and lesson plans. Maybe we don't have a quote. Why don't we just put the quotations before in some instances? I'll tell you what, Jim, you've got the idea, right? Yeah. Yeah, yeah, yeah. I just want to show how I like to leave the teachers on. Oh, Lord, editorial committee. We'll have you, it's sort of bogged down that time. I might get to weigh the quote to all together or this is my word. Yeah, yeah, if you could just get the point about curriculum materials. Okay. You're kind of in the problem with that. Okay, let's put it in the word. That's why we're here. Okay, then we have the Act 54 report. Yeah. Is this on page three? On page three, yeah. Page three, sentences 11 through 16. Is that our committee? That would be, I mean, should that be in there? Because it seems like that's out of our roles and responsibilities because that's involving state employees, not public schools. I mean, I think it's a good idea. I'm just wondering if it belongs. It's just a finding and findings won't appear in the law later either, will they? Page three. Findings don't appear in the Green Book. Is that Reggie? That's right. Findings don't appear in the Green Book. Findings appear in, this is section law here. Yeah. So no, we're not here in the Green Book. We'll be in the Act itself. Right. So maybe you could just explain Green Books in session law. Yeah, so session law, so session law is used when something usually has a short time frame. So I've talked about it for a section of session law. Never made it into the Green Books because basically it's a program that's going to go away after a couple of years. So like the effective data of all your goals have session law, doesn't go into the Green Books. So session law is stuff that basically is designed to be temporary in nature. Background information maybe. Appears in the Act itself, but when you put the thing to be, when you're changing the Act and you think that the Green Books, it doesn't go there. Right. So what follows here may be some changes to the Green Books. Correct. So I'm comfortable keeping some of that thing in place. Okay. Others, and then harassment. So if people look over, I think I want to make sure we're moving on to the part of the bill. So definitions, ethnic groups, this is where we wanted to add abnaki and other indigenous people. And the other definitions, okay. Now we get to the creation and composition of the group. So we know that on page five we're subtracting the assistant attorney general. Are we going to add the executive director of racial equity? I would propose that that go in. Sure. Okay. Just as a member. As a member. As a member. Yeah. Not as a convener, not as a leader. So in terms of members we have, and then the eight members, and they are to be selected by the members and members. This is a proposal group. Who appoints those members? Do we say who appoints those members? The members that are appointed by the coalition. By the coalition. By the coalition. Okay. Okay, good. So we're going to stay out of that and let them appoint their members. Sound wise? Mm-hmm. Yes. So Chief Stevens should ask them? Yeah. Correct. Not us. So then we have, and the other question was, do we need some of the independent schools? But what about a student member? That's part of the coalition. That'd be part of the coalition. I mean, I think everyone agrees that's important. But I'm comfortable having that conversation and thinking about it as a process move forward. I'm comfortable with that. You already have the independent schools here. Oh, we do. Yeah. It's on line 11. Okay, great. Student. I just would like to advocate again for a historian who's trained. Who's trained. I mean, I'm not saying that. We have a Vermont based college level faculty expert in ethnic studies. Yeah. On line 16 on page four. But is that a historian or is that something? I mean, I understand. Imagine if someone's doing ethnic studies, they're gonna have to have a story to respect them. So, yeah. I believe yesterday in our testimony, Fitzburg from Oregon, that she had said that in their experience engaging with historians, that typically individuals who have expertise in ethnic or social equities curriculum would actually be historians traditionally. And so I think that the intent of the law around that will come through, probably be reflected in the selection. If you talk about knocking off the assistant attorney general. Yeah. So we're gonna replace it with the executive director of racial equity. Yeah. So we're not changing from 17? No. How is pre-K getting in here? Through the NEA. Okay. And the Vermont criminal leaders association. The leaders, yeah. Okay. So then it gets down to on page five, line 13. We're working on operations. Yes. The ad neck, you wanted to be included in that. We're agreeing that we're just gonna leave it to the coalition. If they can ask the coalition to do that. I wouldn't mention the coalition has an interest in including them. They have an interest in the coalition. Yeah. Good. So the working group shall represent a graphic, a graphic, not a picture. So let's take this to page six. The years. We discussed that. Okay. So it's about two years. So the working group shall cease to exist in July of 22 for three years. Yep. Yeah. Is that okay? Yeah. It's okay with me. Yeah. Yeah. This is gonna take some time. Yeah. Yeah. Can they ask for an extension? Yeah. Okay. It happens all the time. You may have noticed that we've been dealing with that question of late in the mother area now. That's okay. And the secretary of education can be at the first working group. Was this appropriation? This was updated with current numbers, correct? I'll reconfirm it. There's a formula that JFO has that gives computers to go back and check. This will be, if we pass this out, this will go up to appropriations anyway. Right. If you change here, I think you would wanna check with JFO is if you are taking a state employee and the racial equity director in place, oh, I'm sorry, they were both state employees. I'm mixing them up. For some reason I thought we subtracted them. Yeah, yeah. I'm starting to get fried, so don't mind me. Oh, they talked about this then. That was if they were gonna be going through statutes. Right. And since that's a, they might do it, might not do it, I'd say we hold on on that. Yeah. My recollection was that the school board's association had encouraged VISBIT but felt as though their representative could encompass that viewpoint in, bring it to the working group. Bring it to the, yeah. Okay. Yes. The duties and realizing that it's noon, we're gonna do our best to complete this in 15 minutes. If not, we'll do our best to do it in half an hour. Okay. So we know in line four, we wanna strike the work curriculum. I heard yesterday that I should just have the board's standards and be not even one statewide in there. Yeah. I've been working through periods I can refer to the statute that requires the city board to issue standards. So I could look into the statutory requirement. So to review, so you're saying I didn't quite hear you the best. So the working group should reduce that, if you say statewide, but statewide standards, I've got to buy the state board of education under section one, six, wherever it is. Yeah. So just to make sure it's effective the statutory requirement. Okay. Yeah. So they have two years to review that. So recommended state board updates and additional standards to recognize fully the district contributions perspective of ethnic groups and social groups. These recommended additional standards shall be designed to. Are we, where are we with that language? Dylan, you have a comment on that? No, I support the language in the proposal based upon the many discussions along the way.  They're trying to work through a wide array of the biomes. If they find that any of this language conflicts with any of their goals, I'm sure they'll be back to tell us with their report. And that will give us a chance to check in. Yeah. This is the work in progress. We're just gonna go right now. Okay, with that tech, Chris. Yep. So then we have the nine through 20, anything in there? I'm just glad that the coalition is going to look at standards one of the first things because I do think a lot of this is there. Yeah. And this one, maybe not all of it, but. Okay, then we get to the one about the statutes. Which group, too. So might we limit it to try the 16th? Of course, education shows up in other statutes, other books as well. It does, but since they're focused on standards and effect on curriculum, they might frame it that way. So that might be the word relevant in place of all existing? Well, yeah, we're focused on what relevant means. Wonderful word, relevant. We have a recommendation. Was that from Dr. Boucher this morning? Maybe I'm misremembering, but I have written down, review all existing state's Board of Education rules, substituting Board of Education rules for statutes. I'm not really suggesting, and I just wrote it down. I forget why, I feel like somebody recommended that. There was some conflicting information provided by different constituencies that I've been in contact with recently. And given the Deputy Secretary's testimony from this morning, I'm inclined not to touch that for now. If you're living the scope just to statutes of dealer standards and curriculum, do you want to change the major or shall? Wait a minute. No. No. Because I think the reason there is just to give them the option of working on what they need to work on. And if they've got time and energy, they'll be able to do this. They're gonna be really busy. But I don't require you to do that. I think there's not really a requirement. But in terms of line four, ensuring that school curriculum is that the ones that we want? Or do we want to change that to standards? Or what do we want to do? Ensuring that what? The most critical thinking environment this is yet. So I was thinking, it was ensuring that schools promote critical thinking. Think of it with content. Doesn't use the word curriculum. Okay. It's a problem. Lawyer? I think it's better. Yeah. We're doing the same thing. Publicly, all publicly funded schools. Yeah, well. Yeah. At the end of the bill, when you're talking about the safe or adopting standards, you can specify them what they apply to or what they could apply to. So you can do that later. So yeah, can we say schools instead of just say schools? That's what we're saying, schools? So Jim, you're saying schools would be okay. Yeah, that's right. Okay, everybody good with that? Yeah. Yep. Okay, same thing, good, yeah, sure. Then they shall report. Not publish or report. Not publish. They shall report. Who writes this report? Do they have staff writing this report? Or is it the band are writing this report? We can't show you too much. We can have the staff, can we have the report? We can't really write these reports when we're working with them. It doesn't say publish a report. This is a report. So they might be a man that's sitting in the seat. Okay, yeah. They shall report. Yeah, and this language resembles other reports that I've worked on as a staff person in my days in state government at times. And typically there is technical expertise provided by an agency, in this case it would be the agency of education, but I will say in my experience it's the stakeholders who really have a lot to do with the quality and breadth of the report. So with the excellent representation here, I imagine it would be a team effort. Yeah. So we're okay? And hopefully they have an English major or a newspaper editor, like this committee. I know one thing on this language here. So the first thing is to look at obviously standards. The second is to look at statutes. And now they're issuing a report. And the report includes any statute, and I would say state board rule or a school district policy. So now it's bringing in state board rules and it's through policies. But they hadn't been introduced earlier. Right. Yeah. Should we make the report just on the progress of their work? Well, the section to come talks about exactly what they have to report. We'll get to that section. So this is more about the content, such as content in the report. Recommendation for language? And I'm saying it's wrong, by the way. I'm saying that they look at this stuff anyway. They want to work at it. And they have to find things they can report it. So I'm saying it's the first time. We haven't used the word state board rule yet. So I'm going to work it out. North Indian policy. Is there another way to help them present it? Does it work or should I have an introduction for it? Can you make the work out? Should there just be a date there? So we could drop that paragraph because on page 10, line 17, we have them submitting a report that includes recommended statutory changes. Recommendations for training. Peter, what line are you on? So I'm on page 10, line 17. So there's a date. Okay. Okay, so what's the difference between this thing and this one back here? What's the difference between what's happening on page? Are you correct? Page eight. Page eight. Line 16. But I think what's happening on line 16 of page eight and the whole next page is it's giving some guidance as to what they're looking for. When they're looking through statutes and they're looking through, they look at rules and policies, what they're trying to achieve here. So if you go on to page the next page, there are ABC, all these criteria, basically, to use for their evaluation and evaluation. Do you even have a date of this report? The date is coming. It's in that section you referred to. Thank you. So this is a more substantive right where we have to consider and then the details of the reporting come later in terms of the timing. So this talks about what it's supposed to include in the report and then what it's supposed to be done. I'm a little tangled, anybody else? So we're talking about two reports then? They're actually three reports. Yeah. So if you go, maybe we should just, we're ahead for a second and then go back because we're going to go to page nine, line 19, and that's the reporting subsection. So you have three different reports doing three different dates and these sections are about timing and what has to be in those reports. So March, December, and the one that's going to be the second report. So this is right after the report. And the statutory changes under some division for you to. So this one of the two in March, 2020, is just telling us how they've fallen. Yeah, so who's going to be working through its work plans? It's basically a kind of, the exact report for the plan. And then by line 10, the second report is on December 15th, 2020. That's more substantive. It has, again, they're working through members, but now it's talking about recommending steps for changes and recommendations for training and appropriations. And then the third report is two years later, sorry. July 1st, 2022. And again, that's any further separate changes they recommend. And again, recommendations for training and appropriations. So this could include requests for funding in a sense. So we want to provide this training to schools. Yep, yeah, training and appropriations, yeah. So that takes us back to page eight. I'm still confused on the relationship of. Yeah, I'm confused. It's on page eight and nine. Yep. We're doing. Yes. So, let's see. If we jump back real quick. Page seven, top of the page, we have the duties of the working group, which says what it's going to do at the end of its time in existence. Those provisions follow. Then on eight, it's spelling out what it can do to achieve the goals that were just described on the previous page. So it's review will lead to that final report, final recommendations. If page eight describes the scope of review, it walks us through there. The scope of review. It involves. That's a moral and distance policy. Right, and so then if you look, it's clarified though, as you go down, it says when those reports are happening. And so then it lays out the reports. So there's three reports. This is spelling out what it does. So this is interesting. You had asked earlier, Representative Elder indicated that on the top of page eight, there was some discussion about what that should say. And he brought up state board rules. Part of the impetus for that discussion, which I had with an individual knowledgeable with education law, was that it should be consistent throughout the document. And so I think that's just something we need to flag. Where the reference is later around state board rules, it's to me, what that is doing is clarifying what this group is gonna look at. And by saying that they may review it, you are setting up the possibilities for their analysis, which will inform the findings of their report, which we will be receiving fits of throughout their life, essentially.  This is the legal drafting question is, are we consistently, is the scope consistently delineated throughout the process? And as long as it is, and as long as our attorney can tell us with certainty it is, it's sort of that Scribner's question. It might need to be clarified at some later stage of this, but I think it's clear what we're asking them to look at and when they're going to report to us their findings. I think that disconnecting this draft is that line one of page eight talks about being able to review this stuff. Don't have to, when they are on, and line 16 talks about what they're recording, I think they should be set up. So I think they should, if you're gonna set this up, I think you could say may review all existing six statutes, state board rules, school district policy relating to standards in the curriculum. So limit that topic. So that refers to twice. And then they'll be reporting on those things. So that makes more sense to me in terms of consistency. I'm really glad that we're keeping the word may. Yes. Right. Are we okay with saying school district policy or is that guiding a little bit? Almost reporting that to us. Right. Okay. That means school district policy. And sort of how long I had to say line as we move into page nine. And again, there's nothing, nobody's making anybody do anything here. But we are getting into areas like established disciplinary response on 14, whether it be established disciplinary responses to racial or ethnic and social group incidents that include utilization of restorative practices where appropriate. Just a root. That level of specificity in comparison to how not specific a lot of the rest of it is confused by. Who can speak to that? It does, I will say, co-sponsoring this bill. That would appear to be in the wheelhouse school district policy. When you say school district policy, is the state school district policy? Because each, so they're gonna look at every district's policy, school district policy? That would be for the working group to determine through their scope of work. Because we're giving them the permission to say, hey, we recognize this is an area that impacts the work and the goals that we're trying to accomplish. So you may look there. Should you have the time? Okay, so you may go to your school, look at policy and go, oh, troublesome.  So we would be interested in hearing if that's showing up in school policy. Yeah, like the Mays. Particularly when it makes certain things like this. Chamber in this case? Yeah. That one right up, doesn't it? That was a long one. I was confused at the bottom. It was good. I do want to just point out on line nine, page nine, line eight, that the ability-based bias that we wanted to change it to ableist bias. Yes. Where it says ability-based, the current language is ableist. Ableist? And there's a based, no based or biased. Ableist. Ableist bias, excuse me, yes. Take out bias, too. Yeah. Able, no. No, it's not, it hasn't got your bias. Ableist is deracist, right? That's kind of right, yeah. Oh, okay, right. Racist, sexist, gender, or ableist, or biased based on. So, ability-based bias becomes ableist. Yeah, okay. That's just an ableism. Line 17, where it says all. What page? Page nine, yeah. Ensure that the school provides all its personnel training in how to best address bias. Should we strike all?  I'm not, you know, I thought it could say ensure that the school provides personal training in how to best address bias incidents, but. I agree with that. Yes. That's right, it's a personal training. Do you hear that? Yeah. You're all right. That might be a little beyond what they could do. This little unpaid group. But we're still under the may do all this. Yeah, yeah. Category. Moving down to reports, is that right? On page nine. Yeah, let's publish it. Yeah, and just, I don't want to confuse anyone more here, but if you look at page eight, this might be important. There is a shall with this part, but it's what you're including in the report. Page eight, line 16, this is about the report itself. You are reviewing these areas, but you're doing it through the lens of what follows on page nine. And so looking at things like a personnel training question would just be within the scope of review that you might look at as you try to compile your report. And so I just, that's sort of a, it's a word backflip for everyone to understand, but. I feel very comfortable. But you bring up a good point though. Just in terms of that says shall, and that's basically requiring the working group to take in all the ABCs that follows it, and they might look at that and say, that's just overwhelming, since you have to include all of it for none of it. Well, the shall though is, I think you look at the shall on line 16, right? Yeah. So it says shall, and then it says that it has identified as needing, so it's a name first in terms of where they have to live. So I think that's, yeah. This is one of the many reasons why we have a lawyer. Are we up to page 11? Okay, this is the State Board of Education. Oh, if we could, there okay. If we can look at on page 10, line 10, this is the second report of the committee. So it's going to on line 13, recommends that sort of changes. I think because now it's going to be looking at state board of rules and policies, I wouldn't say it's recommending changes because that's really beyond your scope, but I think these observations on this findings in those two areas. Okay. If you did that there, you'd also do it in the next section of the report as well. So they would do the report and find it at the point you're recommending changes. Yeah. Yes. Thank you. And that is the same function because ultimately the state board or state policy makers here would need to make changes in order to adopt it. So let's say so that's the membership, report findings, recommendations for training. It's the report. So membership sort of changes training and preparations and their findings, that's the policies and rules. This actually is interesting because we spent a lot of time I think thinking about how do we push this down? Once the work is done, what are policy makers going to have to do to ensure that this happens, right? And we have a local control education system. So what we've heard in testimony is that training may be needed, I'm guessing it will be needed, and in appropriation at some point may be needed to ensure this happens. For instance, if you were to have implicit bias training at all of our wrong schools, clearly that would carry a cost. But it's for, once we're confronted with the information provided by this working group, it would be for those policy makers to determine what the appropriate way to address those needs were. And so they'll recommend the working group's recommendation would be extremely important to guiding that work. Right, I thought that slightly distracted some. I understand what you're saying, but I think it definitely makes sense because they may say, we think you should set up a grant program and have schools apply for training money. You should be providing, as she said, this was a great one, come up with a self-evaluation tool for SUs, SU coordinates to evaluate curriculum. I kind of fell in love with that one, by the way. You may bring it up for the working group as they're going through their process. That's really getting on the ground. I think I'm comfortable. Oops, let's slide down. All right, what line are we up to? I think you're on duty, so please, 11, 5, 3, 2, 1. Consider adopted. Was that part of the problem with the board yesterday? State board? Yeah, yeah, she said it. She said it. She said it on line four? Yeah. 1, 6. She said it was on adventures. I didn't make the note, but that's exactly what they do. I thought it was because it's a standard. No, I thought that's why they wrote those things. Also, let's see where the part says statewide curriculum. Yeah. So just trying to process what we've heard. I imagine we would strike out curriculum here. Just say consider adopting ethnic social equity studies standards. Right. I would, again, cross-reference the statute under which they're required to do that. And it seemed like that's what Deputy Secretary Boucher said earlier. It seems clunky, I think, was essentially what she said in her phrase. But that's the way the system works, that's what I got. There is no statewide curriculum, right? Right. They were just standard. There are just standard. And then we've had the point that the first sentence and second sentence in this paragraph don't work together very well. I'm sorry. Same section here. So the first sentence talks about shall consider. And the second sentence talks about it will consider when determining the standards to adopt. And then it's the direction to adopt something. Yeah. So I think this could be changed to connect these two sentences and just say, state board shall consider adopting standards taking into account the report submitted by the working group. You may have your name all over the stock into it, Jim. There's general powers and duties. Can you say everything we've been through so far? It's sectional law, OK? Yeah. It's an all-temporary, couple-year long. Next section, section two is amenity and our statute and the green books. So this would be the green books. So this will allow us to get a statewide report, but not necessarily a disparate comparison report. They're able to gather that data and it just can't report them. Yeah. The school is 60 in students. Yeah. So I think the students back from the old terminology is probably SUs are big enough to report an SU. Yeah. Yeah. And the current law says school by school. We're amending that to school. Right. We're pulling back. Right. We're pulling back a little bit. Jim, can you do a strike-all on this? Sure. And are people feeling pretty good that it's possible this afternoon we're going to be able to vote? Yeah. Yeah. Yeah. Could you just explain why it was meant by doing a strike-all? It's basically doing a strike-all makes it much easier. If we just amend something, then this goes on the calendar and then we have just a section of what we are amending. By doing the strike-all, we're putting in all the language we just did and we're keeping it in one clean document that doesn't have everybody going back and forth trying to figure out what we changed. This is always available to everybody, but the new one will be what we actually passed. It's just cleaner. So we're making changes all over the place. Harry, bringing back to the beginning, which is in high schools. Yeah. So in that section, we talked about the duties to the board. I'm not sure if we decided to, well, since the students in pre-K and 2 would vote, so it's ambiguous. Ask whether it's only for public schools or for independent schools. That's still a piece we haven't sorted out yet. Can we have a look at Patty? We didn't hear about that. Okay. We'll look at her. We'll ask her and we'll see about it. We'll look at it. We'll look at it. We'll look at it. We'll see about it. We'll see about it. We'll see about it. We'll see about it. Yes. Do we have Laura there? Laura just? I think she does. no, she doesn't. She does. She does. But she does more than this? Yes. She doesn't do that. So they're not there. But how does that happen? You don't have to make a difference. Okay. And I said, we've got the sexual department. That's true requirements of the state board to adapt standards for public schools Okay, I think they only apply to an infant school if the school meets education quality standards I think only one school in the state does that which is that for So I think I think basically this is a basic public school requirement If I reference the statutes I've mentioned a few times it would be implicitly saying It's for public school Make sure that they don't go there Yeah, I saw what you were saying I'm going to say no go there, I'm going to say how it's constructed currently What kind of change you'd be making possibly if you I would suggest we don't go there at this point We just would in an infant school And then the senate wants to tackle that point of issue I have to leave the senate something to do So leave the public schools on me And that leaves the act title appropriate The title on page one is standards for public schools Let's go with that draft We might have draft 3 But right now we're doing draft 2 I don't think we're going to have draft 18 Nor will it be relevant pages So this is also a small improvement So whether we come back After the governor's address


you can follow along with this presentation using printed slides from the nano hub visit www.nano hub.org and download the PDF file containing the slides for this presentation print them out and turn each page when you hear the following sound enjoy the show I'll just begin talking about the interface charges and then pick up the real meat of the discussion in the next class now one thing we realize that this interface between silicon and silicon dioxide that region is a very complicated region you know silicon part you understand diamond lattice do you remember from long back diamond lattice one for the body along the body diagonal and everything silicon is beautiful every electron where they are supposed or every atom where they're supposed to be very nice but as soon as you go to the oxide first of all oxide is amorphous meaning they are in random places so that's what I have shown here that the silicon and oxygen they are sort of randomly configured and then there are also dangling bonds like silicon hydrogen and I explain in a second why they come I have shown on the top how a silicon oxygen bond silicon dioxide actually looks like so the little tetrahedra with four red circles just focus on one element with four circles around this rates are oxygen and little balls inside in so which is a let's say a whitish color that that one is silicon silicon binds with silicon binds with four oxygen right so it binds with four red atoms you see and every red atom every oxygen is sort of bound by between two silicones every rate look at every rate every rate has two silicon atoms the white atoms sort of connecting it up therefore you have silicon dioxide because every silicon connects to four but every oxygen is shared between two so as a result effectively every silicon has four halves right four halves and that gives you silicon dioxide so this is the amorphous structure of silicon dioxide this random networks of tetrahedra this is not diamond lattice diamond that is doesn't look like this this is a tetrahedra but it looks like very different from diamond lattice right so that's silicon dioxide so anytime a oxygen is missing that's a trap that's where all those charges were being trapped before in what I was showing you before and each of the tetrahedra that's what I wanted to make the oxygen is a red and that's being shared between two silicon that's the ash colored ash colored atoms so you can see why this is called a silicon dioxide many times again you will put it on a flat surface because difficult to draw into dimension and draw correspondingly and I have shown you before right how the tetrahedra you pull on tetrahedra out and late flat and this has the four covalent bonds I've shown you before but you realize that the atoms on the surface are unsatisfying because everybody has sort of four nearest neighbors atoms on the surface how many did they have they have sort of three and one of them is sort of dangling and that's not a good thing anytime a bond is unattended that can cause trouble and what happens do you remember that we calculated how many atoms do I have on a surface one zero zero surface one one one surface do you remember and because those bonds are dangling those bonds can capture electrons so those will all come as surface states do you remember the surface state surface recombination velocity and all so this is those from exactly from that diagram so you will have a series of surface states because the crystal is no longer periodic you're stopping it as a result you will have a series of dangling bonds which are not the solution of the periodic Schrodinger equation how many do I have such dangling bonds okay I will you have done this in a homework how many how many could it be number of atoms silicon atoms is on the order of 10 to the power 22 23 right per centimeter cube so if you just make an estimate number per centimeter squared on one zero zero surface would be on the order of 10 to the power 14 per centimeter square per centimeter square and if you didn't do anything that is the defect number of defects you would have had that's the blue line that's the blue line number of defects you would have had 10 to the power 14 per centimeter square that's huge number of defect no hope that a freely exposed silicon will carry any current through its surface no hope every every one of them will be caught by caught by those dangling bonds because it wants another electron wherever it gets it if it's going from source to drain it will catch it and keep it for itself so this is going to be a horrible situation so when you put the silicon dioxide remember that silicon the tetrahedra I just showed you a silicon shared between 4 oxygen and the oxygen being shared between 2 silicon remember the previous picture so that has been laid flat laid flat on the page and that's how it looks so as soon as you bring oxygen a bunch of those dangling bonds are satisfied because they take care of it but the silicon dioxide has a different lattice constant than silicon therefore not all of them are satisfied you can see that the oxygen has taken care of some silicon but a fraction of them are still dangling and therefore when you oxidize it reduces the density to 10 to the power 12 right because many of them have been taken care of the oxygen but still 10 to the power 12 one we did with 10 to the power 12 number of centimeters squared of interface traps so then that is the story of 1960s that they then spend a huge amount of time to pull this push this interface defect density down to 10 to the power 10 nowadays now what is generally done in this case that if you have a lot of dangling bonds on the surface silicon surface then of course the first thing one would do is to bring down the silicon dioxide and this is the flattened version of the silicon dioxide where you see the silicon being sort of nestled between four four atoms oxygen atoms and every oxygen being shared by 2 silicon and that gives you the formula silicon dioxide because silicon half of the four each one gets and that's why it's silicon dioxide now of course what it does is that what you can do then is do this anneal it's called a forming gas anneal forming gas many means that once you have grown the silicon dioxide after that you put it in a chamber where you bring in some form of hydrogen some form so there are various ways you can bring in silane on various compounds you can bring in but the bottom line is you bring in that hydrogen molecule or hydrogen molecule which reacts on the surface and then every hydrogen sort of ties up ties up the dangling bonds and you realize it needed one it had one dangling bond hydrogen has one electron one proton and it's a small atom so it can just get through anything and therefore they will come down and essentially passive it all those bonds and now all the silicones are satisfied electrons can grow or go on unimpeded from source to drain without being sort of trapped by the dangling bond off of silicon now this process is very important but before even before that so first of all this will reduce it to a tremendous amount but even before you bring in silane what is done at many times is that this processing of silicon dioxide the growth of silicon dioxide generally has to be done at a very high temperature the temperature you see here in degrees centigrade is 1100 or 1200 degrees C and that will give you a look at the plot it gives you about 2 times 10 to the 11 here you have not yet done this hydrogen or forming guess an eel or the passivation not yet but you still have 10 to the power about 2 times 10 to the power 11 even when you anneal it at 1200 degrees C and it's very important that you keep the anneal temperature very high because if your anneal temperature is low then the number of defects that you have a dangling bonds that you have in the surface can be a very large number one thing I want to point out that this is 111 surface that's where the experimental data is reported from but if it is on 100 surface it will be one third less and this is something you should understand because this is something people often ask you in various interviews and other things that why is silicon is on 100 surface although in many cases 111 surface might have better mobility right it could have better mobility the reason is that when you cut in terms of one zero zero surface the number of bonds you have per centimeter squared is actually less and that they are for the number of dangling bonds are less and as a result you have less strap on one zero zero surface and therefore people prefer to do it and one zero zero surface but here is a 111 surface and you have that certain number the interesting thing is that if you anneal it at a particular temperature and then anneal simply means heating it up just put it in a chamber a piece of silicon and raise the temperature of the furnace like in a microwave you put something in raise the temperature so raise the temperature and if you do that then essentially the number of defects will go down now these are essentially broken silicon bonds which are about to react with oxygen that was coming down but didn't have a chance to so high temperature helps in the reaction process now the best one is of course if you always anneal it in the ambient nitrogen or hydrogen environment rather than pure dry O2 so in that case you can see you can have a flat region even at lower temperature let's say 800 or 9900 degrees because it ties up all the bonds on the on the surface now once you have done it once you have done it then you can see the defect density might go from 10 to the power 12 you can see the blue curve which is ad oxidized and do you see between these two so this is saying that in the mid gap region remember the mid gap regions are the ones that are most interesting we're talking about traps right do you remember Shockley-Ridhall that if you have a lot of traps close to the conduction and valence band doesn't matter the ones that are most effective for Shockley-Ridhall recombination or surface recombination are the ones that are in the middle mid gap region and you can see here that number is on the order of 10 to the power 12 if you do not do any forming as anneal or do not tie it up with hydrogen but as soon as you do so you can see that the number reduces to 10 to the power 10 and this is these today is what you need in order for an operating good MOSFET that you can buy for your Pentium and other processes numbers on the order of 10 to the power 10 number of states per centimeter square now when this defects goes from 10 to the power 12 to 10 to the power 10 after this hydrogen passivation now these defects correspondingly the signature of it that you have been able to reduce the number of defects is also reflected in the CV characteristics you can see here on the bottom right hand side that I have plotted the capacitance as a function of gate voltage now do you see that this capacitance is flipped because the all the capacitances that we had been looking into accumulation was on the negative gate voltage because the substrate was p-type now this particular experiment I have taken it from the book or particular diagram I have taken it from the book in that case the substrate is n-type if it is n-type then you realize that all the voltage polarity required to see accumulation depletion and inversion those will all get the other other way around and you can see that before you have a strange CV curve that goes from it has the accumulation on the right hand side to a particular value do you notice that C divided by C naught is equal to 1 because in accumulation the charge is just sitting next to the oxide so that's why you have it one and then as you go through this threshold of flat band region and gradually go to the accumulation region I'm sorry the inversion region then you can see that on the other side starting from minus 10 volt this is essentially flat and it will lower value of capacitors what frequency is this this is at relatively high frequency right because this is not a higher otherwise it would have gone back and this is a capacitor structure how do you know because in transistor you would have never seen that the flat region well which is at high frequency because in transistor high frequency even at high frequency it goes back to 1 right threshold voltage minus 10 volts here you see that that's where it becomes flat alright now this blue curve corresponds to that very high defect density 10 to the power 12 let's say what happens that after you anneal the effectiveness is reflected by the sharpened by much sharpened the rate rate CV characteristics and you can see it remains flat for more regions the flat band is close to one and the threshold voltage has gone down significantly you see that it's my about minus 2 minus 3 volt and this has happened because all the interface traps that were trapping charges before you know this QF and QIT that was the interface chart those have been taken out therefore your threshold voltage has gone back now this is very important that you understand the physics of this stretch out this is called this blue car this sort of looks like you have stretched the rate curve out so that's why it's called a stretched out CV it gives you a lot of information about the status of the surface remember surface is everything in MOSFET surface is everything and so that gives you a status so we want to understand why this blue curve looks like this why is it stretched out like this so that is what I want to explain to you now this is very important to understand that just like donors is an atom donor is an atom let's say which gives away electron right close to the conduction when gives a electron every trap have very similar characteristics but in this particular case these donor levels the surface levels of course are spread throughout look at the left hand side plot I have plot the conduction and valence band and I have plotted the just close to the interface between silicon dioxide and silicon now the blue and the red these are actually the same surface states now the dotted line is a Fermi level now this is let's assume that these levels are donor like these are not donors these are donor like what it means is that you know when your donor level is below the Fermi level then the donor is full right because it hasn't given away its electron when a donor doesn't give away its electron then it has as many protons as the number of electrons therefore because it hasn't given away anything therefore anything below that dotted line Fermi level is charged zero it has not given away its electrons full donor levels they are first charged zero what about the ones above which are the red dumbbell shape thing what about them those are above Fermi level in above Fermi level typically these are Fermi function is zero therefore they are empty and if the donors are empty then these are positively charged okay look at the so if that that happens if it is donor like if on the other hand look at the middle panel let's assume now that these are not donor like these are accepted like now in this case what does an acceptor do again you see in the middle panel the dotted line being the Fermi level below sorry the the levels above the blue lines small blue blue blue lines in those cases those are empty right above Fermi level they are empty if they are empty that means they have not caught any anymore electrons so in that case what will happen they those will be zero charge because an acceptor until it catches an electron right it is not it's charged neutral okay now on the other hand if it is below then it's full it falls means remember it has one extra place for one extra electron in the outer shell right that's what the acceptor is like boron is an acceptor so it catches one electron it's full as a result everything that is below for acceptors is negative right it takes a minute to think through this but you get the idea now what happens that many times these levels depending on how how the hydrogen bonds are oriented in different direction may either behave like a donor level or an acceptor level so in general order I have seen on the right hand side that generally you have a will have a combination now do you realize the dumbbell shape blue ones these would be positively charged right I'm sorry those would be neutral neutral because below Fermi level donor like and the dumbbell shape red ones those will be positive and similarly what will happen to the ones short red segments on the right these would be below the Fermi level that that means those will be negatively charged because these are acceptors when they have an electron extra electron then they are negatively charged and so from here depending on the Fermi level you can see I can tune how many positive and negative charges I have on the surface right and that will give me different amount of tracial voltage shift so that's what I'm after so let's see what happens now follow with me carefully because this is something the professors like very much and let's see whether I can explain to you what type of substrate I have this is a n type substrate so therefore you can see my CV characteristics is facing to the other side then then what I typically drive typically draw now let me assume that these are donor like all donor like traps now I have bend the band I have applied a positive bias so now the n substrate is in accumulation because it has bought closer to it all the electrons majority carrier now the level the all the different levels are below the Fermi level they are all full if they are all full what is the total amount of charge 0 donor levels all full below the Fermi level 0 charge if it is 0 charge then of course I have whatever my classical standard CV characteristics is no problem if it stayed 0 throughout the voltage swings then I would have this ideal red CV characteristics however however what happens that as you go up by the way on the on the top side I have written alpha VG multiplied by C arc Q ox because this amount of charge depending on the bias will be changing and so alpha the fraction of the total number of defects that contributes to the charge that will be changing depending on the bias there now let's say I'm beginning to go the other way beginning to deplete right so I have to apply a negative bias because n substrate now am as I am beginning to deplete a fraction of the charges fraction of the defects have moved up the Fermi level do you see that therefore now I have some charge contribution which will change my threshold voltage as a result if this fraction for example if it remain the same throughout for all voltages then I would have a fixed shift in the threshold voltage associated with this amount of charge so I would have this blue curve if this was constant I'm not saying it's constant everywhere but if had it been constant this amount of charge then I would have a fixed shift in the threshold voltage and you can see the blue curve has shifted a little bit more if I now try to invert it invert the substrate all the defects are up above the Fermi level everybody is positive huge change in the threshold voltage so I will have the final curve over there now it's supposed to be first curve was supposed to be magenta and the last one is red hopefully you can see that now of course this is going through this phase is as a function of voltage so as if the threshold voltage keeps changing as you keep pulling the bias as if the threshold voltage keeps changing so the real curve you'll be seeing is not the separate three curves of course what you will be seeing is that there will be transition of this curve among this curve from one to another now do you see you have stressed things out now I have just shown you three discrete points of course it will be a continuum of points and you can see therefore the green will become a continuously stressed out CV characteristics you see that right okay so that is for the donor states on this side on the accumulation I'm sorry the depletion and the inversion side but if you have accepted states that will give you a stretch out on the accumulation side this is how now if it is accepted like then what happens then if you are on the starting from now for this CV characteristics I'm starting from the very right very right because look at the band diagram I've applied a large negative bias close to inversion right is close to inversion now this is accepted like all the states are above for me level as a result they are all empty and if they are all empty empty means accepted means it has not accepted anymore electrons it needs electrons therefore the charge is zero so that CV characteristics is ideal CV characteristics no problem now as you are going the other way because now you are sort of going from the accumulation trying to come the other starting from inversion going to the other way of accumulation then as you move down then of course you have a bunch of acceptors states below the formula level now these are negatively charged because they just accepted an additional electron remember when boron catches an additional electron that is when it becomes NA minus so therefore I will have a some negative charge and when I have negative charge you know correspondingly the threshold voltage if you put the values in it will move to the positive side so now this is will be your threshold voltage you see that and then if you really try to accumulate it go to the other way everything is below formula level all acceptor states full negative impact of full negative the curve has completely shifted to the right again because of these charges you will have this transition going because this is continuous process right so due due to acceptor states therefore you have a corresponding stretch out here and so when you pull them together then you see that you have a continuous if you have a combination of both present donors and acceptor present then you will have this stretch out that will go continuously now there is a I show a discontinuity over there that there will not be any discontinuity because you will sum them you will sum them so therefore the effect will sum up I have shown them individually therefore there is a discontinuity over there and that's what your before before annealing CV characteristics now I'll tell you all about hydrogen passivation and other things two lectures down but for the time being this very important to understand that anytime if you see a stretch out you know your you have to improve your surface and then you go and try out various strategies to improve your surface you know this is has got nothing to do with silicon per se it could be gallium arsenide if you have donor and acceptor like surface states you'll have the same problem it could be graphene or it could be anything and this stretch out simply reflects the fact that there is a voltage dependent charging of the surface states and somehow you have to fix it because otherwise your transistor isn't working and so their strategy will be different here hydrogen passivation works other places there are other things that people have done so to conclude this lecture so we're talking about non-ideal threshold characteristics and obviously obviously it's a very important thing for MOSFET design and this non-ideality arise from wide variety of sources your choice of substrate and the gate gate metal aluminum germanium copper silicon this combination dictates what your work function is going to be and in many cases it's a good thing I'll show you later and trap charges where are this what are these trap charges these are essentially charges that could be sodium moves back and forth this day it doesn't happen because of course even not allowed to get into that room anyway these are robots will essentially say thank you you can stay outside they will do all the handling and they don't have sodium chloride in their hands so therefore you don't have that problem but there are other problems but the interface states a very fundamental problem then these almost there is not too many good ways to handle it hydrogen passivation is one one very big and these are all discovered in 1960s by the way and that made the first Intel transistor possible processor possible in 19 early 1970s all in fair child as I said before and now there are other non-ideal effects due to transistor degradation and I will show you in that two class down how this works