Quasistatic Bubble Propagation in 1.5 μm Period Ion-Implanted Tracks for 64 Mbit Magnetic Bubble Memory Devices
Ion-implanted tracks with a 1.5 μm period for use in 64 Mbit magnetic bubble memory devices have been fabricated and operated. The bubble material used was (BiSmLu)3 (FeAl)5O12 garnet film, supporting 0.45 μm bubbles. The resist mask patterns for implantation were formed using a 1/10 reduction projection aligner, using rectangular patterns on a reticle. The bubble propagation tracks were fabricated by double deuterium implantation and annealed at 400°C for 30 minutes, with an SiO2 layer deposited on the garnet surface to stabilize the implanted layer. An operating bias field margin in excess of 7% was stably obtained in quasistatic bubble propagation. This shows that the ion-implanted devices have great potential for use in 64 Mbit magnetic bubble memory devices.
Ion-implanted and permalloy hybrid magnetic bubble memory devices
Hybrid bubble memory devices have been proposed and operated with the memory density of 4 Mbit/cm2. In the hybrid bubble memory devices, minor loops are composed of ion-implanted tracks with 4-µm period, and major lines and functional parts including block-replicate and swap gates are composed of Permalloy tracks with a longer period of 12 µm. Passive junctions between ion-implanted and Permalloy tracks have been developed, introducing the tapered ion-implantation technique. Improving the characteristics of the functional parts composed of Permalloy tracks, the hybrid bubble memory devices with block-replicate and swap gates have been operated, and the feasibility of the devices has been confirmed. In addition, the possibility of higher memory density has been shown.
Educating the Educators: Rethinking Subject Matter and Methods
gate? In addition to general requirements in their professional education such as psychological and social foundations and student teaching, what specifically do social studies teachers need to know and be able to do? What, in particular, do they need to study in the subject matters of the social sciences (defined here, for purposes of brevity, to include history and geography), and what should they learn about its effective direction to desired results, that is, method? Usually answers to the first question require reference to the liberal arts component of teacher education and the second to methods in the professional education component. As we shall see, this separation of subject matter and method in the education of social studies teachers, although conventional, poses problems.