United States

Most of the exoplanets discovered by the&amp;nbsp; Kepler &amp;nbsp;mission were detected by the&amp;nbsp; transit method , which gives the radius of the planet. Use of the&amp;nbsp; radial velocity&amp;nbsp; or&amp;nbsp; Doppler-detection &amp;nbsp; method &amp;nbsp;gave us the mass for a number of these planets which allows their densities to be determined.&amp;nbsp;&amp;nbsp;Comparison of these densities to the densities of the planets considered to be of similar type based on radii in our own solar system shows that some exoplanets of similar size to low-density “ ice-giants ,” like Uranus or Neptune , have greater densities more like the smaller , rock-metal&amp;nbsp; terrestrial &amp;nbsp;or Earth-like planets of our solar system and that the reverse is true; that some smaller, more Earth-sized , exoplanets have lower-densities more similar to the larger ice and gas giants in our solar system.&amp;nbsp;

AAPT WM 21

Densities of Extra Solar Planets

super-earth

doppler-detection method

transit method

density

[![](https://assets.underline.io/uploads/markdown_image/1/image/985c8a40b04e56675221c8549975de3c.png)](https://drive.google.com/file/d/1B70nPIeeeqdG4UU70NlYXuKVOHLRuJEo/view?usp=sharing)

### ** History of DRC**
The Device Research Conference (DRC) began in the pre-transistor era with the 1942 establishment of the Conference on Electron Device Research (CEDR). Following William Shockley’s 1948 CEDR presentation of the transistor device, the Solid-State Device Research Conference (SSDRC) was established, with invitation-only attendance.

In the ensuing decades, many exciting firsts were presented at SSDRC, including the use of impurity diffusion in silicon and germanium, the first practical MOSFET, and the first lattice-matched heterojunction.

In 1969, under the leadership or Herbert Kroemer and Cal Quate, the CEDR and SSDRC merged into DRC. In 1970, attendance was opened to all, and the first DRAM (dynamic random-access memory), room temperature lasers, and first CCD (charge-coupled device) were reported—all in the same 1970 DRC meeting!

1976 saw the first official coordination of tandem meetings between DRC and the Electronic Materials Conference (EMC) to bring together the electronic materials and device communities—a custom which persists to this day. In 1991, DRC began publishing its digest with IEEE; they can all be found [here on IEEE Xplore](https://ieeexplore.ieee.org/xpl/conhome/1000199/all-proceedings). Throughout this period, DRC featured reports of many novel and record-setting devices, including the HEMT (High Electron Mobility Transistor), VCSEL (Vertical Cavity Surface Emitting Laser), HBT (Heterojunction Bipolar Transistor), and nanoscale MOSFETs.

In recent years, DRC has continued to be the world’s premier forum to present innovative semiconductor device research with work on organic thin film transistors, graphene and carbon nanotube transistors, and 2D materials all featuring prominently in the 1990s through to the present day. In 2017, we celebrated DRC’s 75th anniversary with special sessions and an [article in the Journal of the Electron Device Society](https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=8168249&isnumber=8232486). DRC technical topics continue to evolve with emerging device trends such as memory devices, quantum devices, optoelectronics/photonics, and wide bandgap power devices to reflect the exciting work being done by a diverse community of device engineers around the globe.

Today, as we look forward to the next 75+ years of device innovation, DRC continues to lead the way in showcasing top-caliber research, facilitating vibrant discussion and debate and acting as a platform to nurture the next generation of device engineers. We welcome you to join us at the next DRC!

To learn more about DRC's history, please see [Aaron Franklin, Debdeep Jena and Deji Akinwande, "75 Years of the Device Research Conference—A History Worth Repeating," in IEEE Journal of the Electron Devices Society, vol. 6, pp. 116-120, 2018. doi: 10.1109/JEDS.2017.2780778](https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=8168249&isnumber=8232486).

### **Topics**
* Biological Devices
* Devices for Extreme Conditions
* Heterogeneously Integrated Devices
* Memory Devices
* Modeling and Simulation of Devices
* Nanoscale and Vacuum Devices
* Optoelectronic and Optical Devices
* Other Emerging Devices
* Power Devices
* Quantum Devices
* RF and Terahertz Devices
* Spintronic and Magnetic Devices
* Thin-film Devices
* Wide-bandgap Devices
 
### **Invited Speakers**
* Patrick Fay, University of Notre Dame
* Susanne Hoffmann-Eifert, Peter Grünberg Institute
* Sanghyeon Kim, Korea Advanced Institute of Science and Technology
* Sriram Krishnamoorthy, University of California, Santa Barbara
* Mario Lanza, King Abdullah University of Science and Technology
* Xiuling Li, The University of Texas at Austin
* Marko Radosavljevic, Intel Corporation
* Siddharth Rajan, The Ohio State University
* Giordano Scappucci, Delft University of Technology
* Fisher Yu, University of Arkansas
* Wenjuan Zhu, University of Illinois at Urbana-Champaign




Registration is required to attend this event. If you have not already done so, please use the link below to register for a ticket to the conference:

https://www.mrs.org/drc-2022/registration

Registration Is Required

DRC 2022

DRC continues to be the world’s premier forum to present innovative semiconductor device research with work on organic thin film transistors, graphene and carbon nanotube transistors, and 2D materials all featuring prominently in the 1990s through to the present day. In 2017, we celebrated DRC’s 75th anniversary with special sessions and an article in the Journal of the Electron Device Society. 
DRC technical topics continue to evolve with emerging device trends such as memory devices, quantum devices, optoelectronics/photonics, and wide bandgap power devices to reflect the exciting work being done by a diverse community of device engineers around the globe.

Most of the exoplanets discovered by the&nbsp; Kepler &nbsp;mission were detected by the&nbsp; transit method , which gives the radius of the planet. Use of the&nbsp; radial velocity&nbsp; or&nbsp; Doppler-detection &nbsp; method &nbsp;gave us the mass for a number of these planets which allows their densities to be determined.&nbsp;&nbsp;Comparison of these densities to the densities of the planets considered to be of similar type based on radii in our own solar system shows that some exoplanets of similar size to low-density “ ice-giants ,” like Uranus or Neptune , have greater densities more like the smaller , rock-metal&nbsp; terrestrial &nbsp;or Earth-like planets of our solar system and that the reverse is true; that some smaller, more Earth-sized , exoplanets have lower-densities more similar to the larger ice and gas giants in our solar system.&nbsp;

poster

AAPT® is a strong professional physics science society dedicated to the pursuit of excellence in physical science education.

Winter and Summer National Meetings:
These National Meetings, held each winter and summer, are opportunities for members, colleagues, and future physicists from around the world to:

- participate in physics workshops
- meet and greet other physics educators
- form networks nationally and locally
- engage exhibitors and learn about the latest physics resources
- discuss innovations in teaching methods
- share the results of research about teaching and learning.

If you're not able to log in, you're most likely using **incorrect login credentials**. Double-check that you are using the same email and password that you used to register for the conference, submit your abstract or access your AAPT membership. There may also be **an issue with your AAPT meeting registration**. Please email aapt2021@underline.io and programs@aapt.org and we will work quickly to resolve this issue.

An astronaut floating at rest in Skylab and a hurricane floating over a very smooth ocean are similar. The astronaut can suddenly rotate arms, but torso also moves and total angular momentum stays zero. The hurricane can begin spinning, but it also orbits in the opposite direction and total angular momentum stays zero. It is wrong to think that a hurricane has only spin angular momentum. It is also wrong to think that they are blown west by trade winds. They move west because the earth is a sphere and the Coriolis force is proportional to the sine of the lattitude angle. This, and Bernoulli's principle makes them also move poleward, again because the earth is a sphere. The existence and motion of hurricanes demonstrates that the earth spins and is spherical. Application of what we know about the formation and motion of hurricanes, applied&nbsp;to sunspots yields new insight.

Angular Momentum of Astronauts, Hurricanes, and Sunspots

Learn about 19 different physics activities embedded into an astronomy context developed by the Temple/AAPT team of the NASA Space Science Education Consortium. Many of these materials can be incorporated into an online learning environment. Activities cover topics as wide-reaching as spectroscopy and the likelihood of identifying life in outer space, periodic relationships and solar activity, electromagnetism and auroral currents, motion graphs and coronal mass ejections, and geometric optics and solar eclipses.

Physics in an Astronomy Context: Resources from the NASA SSEC

Filling an important niche in the discipline-based science education research domain, the Journal of Astronomy &amp; Earth Sciences Education JAESE is entering its 8 th year.&nbsp; Initially started to fill the gap left by the termination of the Astronomy Education Review j ournal, JAESE publishes education-based research studies across the broad field of Earth, &nbsp;space, and planetary sciences including the disciplines of astronomy, climate education, energy resource science, environmental science, geology, geography, agriculture, meteorology, planetary sciences, and oceanography education. JAESE uses a double, blind-peer review process to insure the scholarly quality of the astronomy education research studies published.&nbsp; Moreover, JAESE uses an open-access financial model where nominal open-access costs are charged to authors and institutions rather than annual memberships, large library subscriptions, or expensive “gold” open-access fees.

Evolution of the Journal of Astronomy & Earth Sciences Education

For the past few years, the fall semester algebra-based introductory physics labs have been teaching skills alongside content. We instruct students on how to create models and how to use those models to answer experimental questions. When a student is presented with an experimental question, they are given minimal assistance and must design their own experiment based on prior knowledge. For our lab on buoyancy, we introduce the topic in lab first before going into more detail in the lecture. The end goal is for students to discover that the buoyant force is equal to the weight of the water displaced. Students then analyze the results of their experiment and compare class data using a t-test, another learned skill.. We present this discovery lab to give others ideas for new labs that can be done in courses involving physics for the life sciences.

Discovering Buoyancy as an Open-ended Lab

The wave equation for electromagnetic waves, the Helmholtz equation, has the same form as the Schrodinger equation of quantum mechanics. We present the generation of optical beams in Mathieu modes, whose angular solution is the same as the wavefunction for the quantized pendulum. The light in such a mode is generated by a spatial light modulator and imaged by digital cameras. The intensity of the light in the far field is proportional to the probability of finding the pendulum bob as a function of angle. In this experiment students can investigate, quantization, wavefunction symmetry, probabilities and explore non-classical aspects of the quantum solutions. Superpositions can also produce wave-packets that resemble the classical motion. We also focus on states that approximate the harmonic oscillator.

An Advanced Lab on the Quantum Pendulum

My upper level Acoustics course was thrust into virtual mode. I designed a “do this at home” lab exercise which my students could perform with readily available equipment found at home. We did a quick study of the Helmholtz Resonator by using an empty 2 L soda bottle, a measuring cup, a ruler and a smartphone. By measuring the frequency with different amounts of water in the bottle, the students were able to extract a good value for the volume of the empty bottle from their graphical analysis of the data.&nbsp; (Many of them were surprised to discover that it is NOT 2.0 L.) As an assessment of their ability to extend the analysis, an exam question provided them with data for a small pendant-style ocarina, from which they were able to deduce the interior volume of the ocarina. Both the lab and the extension will be described.

A virtual Helmholtz Resonator lab

We conducted research on student difficulties used it as a guide to develop, validate and evaluate a quantum interactive learning tutorial (QuILT) on Larmor precession of spin to help students learn about time-dependence of expectation values in quantum mechanics. The QuILT builds on students' prior knowledge and strives to help them develop a good knowledge structure of relevant concepts. It adapts visualization tools to help students develop intuition about these topics and focuses on helping students integrate qualitative and quantitative understanding. Here, we summarize the development, validation and in-class evaluation. We thank the National Science Foundation for support.

Quantum Interactive Learning Tutorial on Larmor Precession of Spin

Just-in-Time Teaching (JiTT) is an instructional strategy involving feedback from students on pre-lecture activities in order to design in-class activities to build on the continuing feedback from students. We investigated the effectiveness of a JiTT approach, which included in-class concept tests using clickers in an upper-division quantum mechanics course. We analyzed student performance on pre-lecture reading quizzes, in-class clicker questions answered individually, and clicker questions answered after group discussion, and compared those performances with open-ended retention quizzes administered after all instructional activities on the same concepts. In general, compared to the reading quizzes, student performance improved when individual clicker questions were posed after lectures that focused on student difficulties found via electronic feedback. The performance on the clicker questions after group discussion following individual clicker question responses also showed improvement. We discuss some possible reasons for improved performance at various stages. We thank the National Science Foundation for support.

Just-in-Time Teaching and Peer Instruction Using Clickers in Quantum Mechanics

We describe the development, validation and in-class evaluation of a Quantum Interactive Learning Tutorial (QuILT) on quantum key distribution, a context which involves an exciting application of quantum mechanics. The protocol used in the QuILT uses single photons with non-orthogonal polarization states to generate a random shared key over a public channel for encrypting and decrypting information. The QuILT strives to help upper-level undergraduate students learn quantum mechanics using a simple two state system. It actively engages students in the learning process and helps them build links between the formalism and the conceptual aspects of quantum physics without compromising the technical content. The in-class evaluation suggests that the validated QuILT is helpful in improving students’ understanding of relevant concepts. We thank the National Science Foundation for support.

A Quantum Interactive Learning Tutorial on Quantum Key Distribution

We developed and validated a Quantum Interactive Learning Tutorial (QuILT) on Mach-Zehnder Interferometer with single photons to expose upper-level students in quantum mechanics courses to contemporary applications. The QuILT strives to help students develop the ability to apply fundamental quantum principles to physical situations and explore differences between classical and quantum ideas. The QuILT adapts visualization tools to help students build physical intuition about quantum phenomena and focuses on helping them integrate qualitative and quantitative understandings. Findings will be presented from in-class implementation of the research-validated QuILT. We thank the National Science Foundation for support.

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Angular Momentum of Astronauts, Hurricanes, and Sunspots

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