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Everything seemed poised against any proposed physical and experimental stability of a structure like graphene. “Thermodynamically impossible”– a not uncommon shutdown to proposed novel physical or chemical concepts– was once used to describe the entire field of proposed two-dimensional crystals functioning separately from a three-dimensional base or crystalline structure. Rudolf Peierls and Lev Davoidovich Landau, both very accomplished physicists respectively known for the Manhattan Project and for developing a mathematical theory of helium superfluidity, rejected the possibility of isolated monolayer to few-layered crystal lattices. Their reasoning was that diverging thermodynamic-based crystal lattice fluctuations would render the material unstable regardless of controlled temperature. This logic is flawed, but not necessarily inaccurate– diamond, for instance, is thermodynamically metastable at room temperature and pressure in that there exists a slow (i.e. slow on the scale of millions of years) but continuous transformation to graphite. However, this logic was used to support an explanation of thermodynamic impossibility that was provided for graphene’s lack of isolation as late as 1979 by Cornell solid-state physicist Nathaniel David Mermin. These physicists’ claims had clear and consistent grounding in experimental data: as thin films become thinner, there exists a trend of a decreasing melting temperature and increasing instability that renders the films into islands at somewhere around ten to twenty atomic layers. This is driven by the thermodynamically-favorable minimization of surface energy.
Many nanotechnology-related principles can be demonstrated in a way that is understandable for elementary school-aged children through at-home activity videos. As a part of a National Science Foundation funded grant, Dr. Qing Hua Wang’s research group at Arizona State University developed a nanotechnology-related activity website, Nano@Home, for students. In conjunction with ASU’s virtual Open Door 2021, this creative project aimed to create activity videos based on the Nano@Home website to make the activities more interactive for students.
There is surprisingly little scientific literature describing whether a hockey slap shot positively or negatively transfers to a driving golf swing. Golf and hockey use a similar kinematic sequence to send the ball / puck towards a target, but does that directly translate to positive skill transfer between the two sports, or are there other important factors that could result in a negative skill transfer? The aim of this study is to look further into the two kinematic sequences and determine their intertask skill transfer type. A field experiment was conducted, following a specific research design, in order to compare performance between two groups, one being familiar with the skill that may transfer (hockey slapshot) and the other group being unfamiliar. Both groups had no experience in the skill being tested (driving golf swing) and various data was collected as all of the subjects performed 10 golf swings. The results of the data analysis showed that the group with experience in hockey had a higher variability of ball distance and ball speed. There are many factors of a hockey slapshot that are likely to develop a negative intertask skill transfer, resulting in this group's high inconsistency when performing a golf swing. On the other hand, the group with hockey experience also had higher mean club speed, showing that some aspects of the hockey slapshot resulted in a positive skill transfer, aiding their ability to perform a golf swing.