The ion to neutral ratio of the sputtered material have been studied for high power pulsed magnetron sputtering and compared with a continuous direct current (dc) discharge using the same experimental setup except for the power source. Optical emission spectroscopy (OES) was used to study the optical emission from the plasma through a side window. The emission was shown to be dominated by emission from metal ions. The distribution of metal ionized states clearly differed from the distribution of excited states, and we suggest the presence of a hot dense plasma surrounded by a cooler plasma. Sputtered material was ionized close to the target and transported into a cooler plasma region where the emission was also recorded. Assuming a Maxwell–Boltzmann distribution of excited states the emission from the plasma was quantified. This showed that the ionic contribution to the recorded spectrum was over 90% for high pulse powers. Even at relatively low applied pulse powers, the recorded spectra were dominated by emission from ions. OES analysis of the discharge in a continuous dc magnetron discharge was also made, which demonstrated much lower ionization.

Human spatial encoding of three-dimensional navigable space was studied, using a virtual environment simulation. This allowed subjects to become familiar with a realistic scene by making simulated rotational and translational movements during training. Subsequent tests determined whether subjects could generalize their recognition ability by identifying novel-perspective views and topographic floor plans of the scene. Results from picture recognition tests showed that familiar direction views were most easily recognized, although significant generalization to novel views was observed. Topographic floor plans were also easily identified. In further experiments, novel-view performance diminished when active training was replaced by passive viewing of static images of the scene. However, the ability to make self-initiated movements, as opposed to watching dynamic movie sequences, had no effect on performance. These results suggest that representation of navigable space is view dependent and highlight the importance of spatial-temporal continuity during learning

Emission spectra in the visible and near ultraviolet have been recorded for the magnetron sputtering of titanium by argon at pressures between 0.5 and 100 Pa. Intense emission lines from both atomic and ionic material were detected, and comparison of line intensities yielded an ionization fraction of over 10% and an electron temperature of the order of 1 eV for the sputtered material. The ionization fraction decreased with increasing magnetron power, and an optimal operating pressure was found for maximum ion content of the sputtered flux. Scaling laws of emission line intensity with magnetron power indicated the incomplete thermalization of sputtered metal with the sputtering plasma, and spatially resolved measurements of ionization profiles were used to investigate the transport and collisional ionization of sputtered material. Penning ionization of sputtered titanium by metastable argon was found to be the dominant ionization process, and the effect of diffusion of metastable argon was noted. Control of ion content in sputtered fluxes is of interest for the deposition of thin films and for metallization of semiconductors.

Virtual Reality is implemented by a combination of technologies that are used in order to visualize and provide interaction with a virtual environment. These environments often depict three-dimensional space which may be realistic or imaginary, macroscopic or microscopic and based on realistic physical laws of dynamics, or on imaginary dynamics. The multitude of scenarios that VR may be used to depict make it broadly applicable to the many areas in education. A key feature of VR is that it allows multi-sensory interaction with the space being visualized. Here we look at how this combination of multi-sensory visualization and interactivity make VR ideally suited for effective learning and try to explain this effectiveness in terms of the advantages afforded by active learning through experiences. We also consider some of the applications of VR in education and also some of its drawbacks.