Summary: New Techniques in Video Displays
The preceding papers are summarized, with their important points gathered together for convenient reference.
Electrophoretic image display (EPID) panel
A new reflective-type electrophoretic image display (EPID) panel is described which is based on electrophoresis. In the EPID panel, a suspension is mainly composed of pigment particles and a suspending liquid. A dc voltage applied across a suspension layer changes the reflective color of the suspension as a result of the electrophoretic migration of the particles. The precipitation of the particles in the suspension is prevented by making the densities of the pigment particles and the suspending liquid equal. Color combinations of both the pigment particles and the suspending liquid can be used to achieve a desired color display. A reversal between the colors of the displayed pattern and its background can be obtained by changing the polarities of the applied dc voltage. The EPID panel has a memory function because of the deposition of the pigment particles on the electrode surface. A reflective contrast ratio of 40:1 at 75 V dc is demonstrated with experimental EPID panels. Rise and fall times of the panels are 20 ms and 10 ms, respectively, at 100 V ac. Power dissipation of the panel is about 7.5 mW for displaying a numeral "8" (107 by 59 mm2).
The Intuitive Physics of the Equilibrium of the Lever and of the Hydraulic Pressures: Implications for the Teaching of Elementary Physics.
The research field of intuitive physics focuses on discrepancies between 
theoretical and intuitive physical knowledge. Consideration of these 
discrepancies can help in the teaching of elementary physics. However, 
evidence shows that theoretical and intuitive physical knowledge may also 
be congruent. Physics teaching could further benefit from understanding the 
reasons for this congruence. The present study explored these reasons by 
investigating the intuitive physics of the equilibrium of the lever and of the 
hydraulic pressures. It was found that the intuitive-physics law of the lever 
was multiplicative for all participants while the intuitive-physics law of the 
hydraulic pressures differed among participants. Since these laws are 
equally simple and the layman probably has had extensive experience with 
the lever and scarce or no experience with the hydraulic lift, these findings 
support the general hypothesis that physical laws and corresponding 
intuitive-physics laws are congruent when people have had experience with 
the respective phenomena. The results and theoretical considerations suggest 
two strategic principles for teaching elementary physics.