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Karen Porter-Davis
CLASS LEVEL
High School Advanced/Honors/Gifted Physics /AP Physics
LESSON TIME
3 to 4 days (with extended activities)
PROBLEM
What are semiconductors and why are they important for integrated circuits in
microelectronics?
ABSTRACT
Semiconductors are solid crystalline substances that tend to have greater electrical
conductivity than insulators, but less than good conductors. The valence band of a
semiconductor is full similarly to that of an insulator, but the band gap is much smaller
(about 1 eV compared to about 5 eV). In fact, the band gap in several semiconductors is
so small that electrons are easily able to be thermally excited into the conduction band.
This means that the electrical conductivity of many semiconductors is strongly reliant on
temperature. Even though conductivity is not dependent only on the number of free
electrons, materials with less than one free electron per million atoms will not easily be
able to conduct electricity. To have practical uses for semiconductors the conductivity
must be greatly increased and raising the temperature is not a very reliable way to
achieve this goal. However, it is accomplished by doping (adding a very small amount of
other atoms in with the semiconductor), which increases conductivity by adding either
electrons or holes to a semiconductor.
By putting together n-doped and p-doped semiconductors diodes and transistors can be
created. In these devices, voltage and current can be varied in more complicated way
than directed by Ohm’s Law. To build a practical circuit it is important to have switches
(on/off switches are related to binary code) that can control current, voltage, and
resistance. Semiconductors can easily be manipulated to become conducting or insulating
materials and can change their conductive properties very quickly. This allows for the
possibility of building millions of tiny semiconducting “switches” on a single chip.
• Structures of atoms.
• Structure and properties of matter.
• Interactions of energy and matter.
SCSh2. Students will use standard safety practices for all classroom laboratory and
field investigations.
SCSh4. Students will use tools and instruments for observing, measuring, and
manipulating scientific equipment and materials.
SCSh5. Students will demonstrate the computation and estimation skills necessary
for analyzing data and developing reasonable scientific explanations.
SP5. Students will evaluate relationships between electrical and magnetic forces.
a. Describe the transformation of mechanical energy into electrical energy
and the transmission of electrical energy.
b. Determine the relationship among potential difference, current, and
resistance in a direct current circuit.
OBJECTIVES
a. Students should be able to describe and demonstrate how electrons and holes
move throughout a semiconductor.
b. Students should understand and demonstrate the idea of “doping” a
semiconducting material and the difference between p and n doping.
c. Students should understand how diodes are formed and their applications.
d. Students should demonstrate how LEDs work in a series and parallel circuit.
e. Students should be able to describe the uses and importance of transistors in
our modern world.
BACKGROUND
When identical atoms are far apart they have the same energy levels and wave functions,
but as the atoms are brought closer together, their wave functions overlap. Because no
two electrons in the same system can occupy the same state, the energy level in an atom
is altered by the influence of the electric field of another atom. This causes energy levels
to split. Adding a few more nearby atoms causes further splitting and when many atoms
interact, the energy levels are so closely spaced that they can be represented as energy
bands. The bands are separated by values of energy that no electron can possess. These
energies are called forbidden gaps. For atoms in the ground state, the lower energy
levels are completely full. The outermost band that holds electrons is called the valence
band. The lowest band that is not filled to capacity with electrons is called the
conduction band. Electrical conduction in solids explained in terms of these energy
bands and forbidden gaps is called the band theory of solids. This band theory explains
why solids fall into three categories: conductors, insulators, and semiconductors.
The electrons move rapidly and randomly (106 m/s) in a conductor due to collisions with
the cores of the atoms. However, if an electric field created by a potential difference is
applied there will be a net force pushing the electrons in one direction. Although their
motion is not greatly affected, they have a slow overall movement directed by the field
called drift velocity (10-5 m/s or slower). If temperature is increased, the speeds of the
electrons also increase which causes them to collide more frequently with the atomic
cores. Therefore, as the temperature increases, the conductivity of metals decreases
because the drift velocity decreases. As conductivity is reduced, a material’s resistance
rises.
Insulators: In an insulating material the valence band is filled to capacity and the
conduction band is empty. In these materials the valence band and the conduction band
are separated by a forbidden gap. For an electron to move from the valence band to the
conduction band it must gain a large amount of energy (5-10 eV). Though electrons
possess some kinetic energy due to their thermal energy, the average kinetic energy of
electrons at room temperature is not enough for them to jump the forbidden gap. Even
with a small electric field, almost no electrons gain enough energy to reach the
conduction band, so there is no current.
An atom from which an electron has broken free from its valence band is missing an
electron is said to contain a hole. A hole is an empty energy level in the valence band.
The atom now has a net positive charge. If an electron breaks free from another atom, it
can land on the hole and become bound to an atom once again. When the hole and a free
electron recombine, their opposite charges cancel each other. The electron, however, has
left behind another hole on its previous atom. The negatively charged, free electrons
move in one direction and the positively charged holes move in the opposite direction.
Pure semiconductors that conduct as a result of thermally freed electrons and holes are
called intrinsic semiconductors. Because so few electrons or holes are available to carry
charge, conduction in intrinsic semiconductors is very small; thus, their resistance is very
high. (Figure below: modernworldview.net/energy/im2.gif)
Conductivity does not just depend on the number of free electrons; however materials
with less than one free electron per million atoms will not conduct electricity very well.
To practically use semiconductors their conductivity must be immensely increased. This
is accomplished by adding a small amount of other atoms (impurities) to the
semiconductor (extrinsic semiconductor). These impurities are referred to as dopants,
and will increase conductivity by either adding electrons or holes to a semiconductor.
There are two types of extrinsic semiconductors:
n-type semiconductors: This type conducts by means of adding electrons. Silicon and
germanium each have four valence electrons, if a dopant with more than 4 valence
electrons (ex. Arsenic – 5 valence electrons) is added four out of the five electrons will
bind to a neighboring silicon (or germanium) atom to fill its valence band. The fifth
electron is not needed in bonding and so can move relatively freely. This is called the
donor electron. The energy of this donor electron is so close to the conduction band that
thermal energy can easily remove it from the impure atom and place it into this
conduction band.
p-type semiconductors: This type conducts by means of adding holes. In this case,
instead of adding a dopant with more than 4 valence electrons, one with less than 4 is
added. For example, a gallium atom only has three valence electrons. If a gallium atom
replaces a silicon atom, one binding electron is missing. The gallium atom is called an
electron acceptor. This is because the gallium atom creates a hole in the silicon (or
germanium) semiconductor. Only thermal energy is needed to excite electrons from the
valence band into this hole creating a hole on a silicon atom that is free to move through
the crystal. Conduction is the result of the motion of positively charge holes in the
valence band.
ELECTRONIC DEVICES
Diodes: The simplest semiconductor device is the diode. It is a device that allows
electric current to pass more easily in one direction than in the other. A diode consists of
joined regions of p-type and n-type semiconductors. Instead of two separated pieces of
doped silicon being joined, a single sample of intrinsic silicon is treated first with a p-
dopant, then with an n-dopant. Metal contacts are coated on each region so that wires can
be attached. The boundary between the p-type and n-type regions is called the junction.
The holes and electrons in the p- and n-regions are affected by the junction. There are
forces on the free-charge carriers (electrons and holes) in the two regions near the
junction. The free electrons on the n-side are attracted to the positive holes on the p-side.
The electrons readily move into the p-side and recombine with the holes. Holes from the
p-side similarly move into the n-side, where they recombine with electrons. As a result
of this flow, the n-side has a net positive charge, and the p-side has a net negative charge.
These charges produce forces in the opposite direction that stop further movement of
charge carriers. The region around the junction is left with neither holes nor free
electrons and is called the depletion layer. Because it has no charge carriers, it is a poor
conductor of electricity. Thus, a junction diode consists of relatively good conductors at
the ends that surround a poor conductor.
Forward Biased
If a battery is applied to the p-n junction so that the positive side of the battery is
connected to the p-type side and the negative side of the battery is connected to the n-type
the following occurs:
Figure: http://hyperphysics.phy-astr.gsu.edu/hbase/solids/diod.html
When the battery voltage exceeds the junction voltage (0.6V for silicon) the p-type
material is positive and the n-type material is negative. The excessive electrons now in
the n-type material are attracted across the depletion layer to the positive p-type material
with its excessive number of holes. As a result current flows and the junction is said to be
forward biased. As current flows the junction has low resistance.
Reverse Biased
If a battery is applied to the p-n junction so that the positive side of the battery is
connected to the n-type side and the negative side of the battery is connected to the p-type
the following occurs
Figure: http://hyperphysics.phy-astr.gsu.edu/hbase/solids/diod.html
Figure: http://www.ibiblio.org/obp/electricCircuits/Semi/03251.png
The negative connection of the battery has the effect attracting the holes in the p-type
material away from the material and the positive side of the battery has the effect of
attracting the electrons in the n-type material away from the material. As a result the
depletion layer increases making the insulating effect bigger. This stops a flow of
current across the junction. As no current flows the junction has high resistance. It
should be noted that a small leakage current does occur from the few minority charge
carriers, but this is very small.
In general, diodes tend to permit current flow in one direction, but tend to inhibit current
flow in the opposite direction. The graph below shows how current can depend upon
voltage for a diode. (Figure: http://www.ibiblio.org/obp/electricCircuits/Semi/03253.png)
• When the voltage across the diode is positive, a lot of current can flow once
the voltage becomes large enough.
• When the voltage across the diode is negative, virtually no current flows.
When reverse-biased, an ideal diode would block all current. A real diode lets perhaps
10 microamps through -- not a lot, but still not perfect. And if you apply enough reverse
voltage (V), the junction breaks down and lets current through. Usually, the breakdown
voltage is a lot more voltage than the circuit will ever see, so it is irrelevant. (acts as a
high resistor)
When forward-biased, there is a small amount of voltage necessary to get the diode
going. In silicon, this voltage is about 0.6 - 0.7 volts. This voltage is needed to start the
hole-electron combination process at the junction. This type of semiconductor acts as a
small resistor. It does not obey Ohm’s Law!
One major use of a diode is to convert AC voltage to a voltage that has only one polarity.
When a diode is used in a circuit for this purpose it is called a rectifier.
LEDs – Light Emitting Diodes: Diodes can do more than provide one-way paths for
current. Diodes made from combinations of gallium and aluminum with arsenic and
phosphorus emit light when they are forward-biased. When electrons reach the holes in
the junction, they recombine and release the excess energy at the wavelengths of light.
This happens in any diode, but you can only see the photons when the diode is composed
of certain material. These diodes are called light-emitting diodes (LEDs). Basically,
LEDs are just tiny light bulbs that fit easily into an electrical circuit. But unlike ordinary
incandescent bulbs, they don't have a filament that will burn out, and they don't get
especially hot. They are illuminated solely by the movement of electrons in a
semiconductor material, and they last just as long as a standard transistor.
Benefits of LEDs and IREDs, compared with incandescent and fluorescent illuminating
devices, include:
Low power requirement: Most types can be operated with battery power
supplies.
High efficiency: Most of the power supplied to an LED or IRED is converted into
radiation in the desired form, with minimal heat production.
Long life: When properly installed, an LED or IRED can function for decades.
Typical applications include:
Indicator lights: These can be two-state (i.e., on/off), bar-graph, or alphabetic-
numeric readouts.
LCD panel backlighting: Specialized white LEDs are used in flat-panel
computer displays.
Fiber optic data transmission: Ease of modulation allows wide communications
bandwidth with minimal noise, resulting in high speed and accuracy.
Remote control: Most home-entertainment "remotes" use IREDs to transmit data
to the main unit.
Both CD players and supermarket scanners must detect the laser light reflected
from the CD or bar code. Diodes can detect light as well as emit it. A reverse-
biased pn-junction diode is usually is usually used as a light detector. Light
falling on the junction creates pairs of electrons and holes. These are pulled
toward the ends of the diode, resulting in a current that depends on the light
intensity.
Transistors: A transistor is a simple device made of doped semiconducting material that
is used in most electronic circuits. It usually consists of three terminals with one type of
semiconductor sandwiched between two layers of the other type (npn or pnp). The
central layer is called the base. The two surrounding regions are the emitter and the
collector. The pn-junctions in the transistor can be thought of as two back-to-back diodes.
Transistors act as miniature electronic switches. They are the building blocks of the
microprocessor which is the brain of the computer. Similar to a basic light switch,
transistors have two operating positions, on and off. This on/off, or binary, functionality
of transistors enables the processing of information in a computer.
PROCEDURES/ACTIVITIES
Day 1:
1) Inquire about the students’ prior knowledge of semiconductors,
energy levels and bands, and dopants. They should have had
some previous education on these subjects in chemistry.
2) Inquire about the students’ knowledge about the important
uses of semiconductors in our modern world.
3) Show power point to help students visualize the lesson. (This
may have to continue into day 2). I find it useful to print out
the power points as notes for my students. This way I have
their attention instead of them rushing to write down every
word they see. I also include my power points on my website
so the students may go back and review. You may need to add
or remove slides due to the depth and breadth of the subject
matter you would like to cover. I will, also, stop periodically
and further explain items on the board or overhead. For
example, with energy bands I may want to draw the Energy vs.
Atomic Separation graphs for two, four and many atoms (pg.
869 – Holt Physics). This breaks up the monotony of me
reading off slides and has the students more involved.
4) Answer any questions the students may have.
Day 2:
Demonstration 1:
Hole Flow
Procedure: Choose 10 students to stand facing the class with their right
palms out. Place a stopper in the hand of every person except the student
on the far right. Beginning at the far right, have each student look to their
right and place their stopper in their neighbor’s palm if that person does
not already have a stopper. All the stoppers will shift one palm to the right,
and the person on the far left will be without a stopper. Ask the students
to consider the movement of the empty space as an electron “hole”. Point
out that the hole moves to the left as the stoppers (the electrons) move to
the right.
Demonstration 2:
n-type Semiconductors
Demonstration 3:
p-type Semiconductors
DAY 3:
1) If you have not completed the activities from Day 2 continue
before lab.
2) Lab Day – THE STOPLIGHT LAB (LEDs diodes); review
lab procedures and either perform as a group activity or a
class project (dependent on the amount of materials).
1) There has been great concern over the disposal of electronics due
to lead and other heavy elements within these appliances. I have
found a great website that has a lesson plan pertaining to this.
http://www.ateec.org/curric/themes/envrisk/computers.html
http://www.tsrtp.ucdavis.edu/newsletters/summer_2002/LeadSold
ers.html
http://www.tms.org/pubs/journals/JOM/9903/Frear-9903.html
http://www.imaps.org/adv_micro/2002may_jun/4.html
THE STOPLIGHT
PROBLEM: How can you design a circuit so that changing the direction of the current
changes the LED that light up?
SAFETY:
MATERIALS:
PROCEDURE:
1. Connect a series circuit with the power supply, the resistor, and the red and
green LEDs to them both. Do not bypass or omit the resistor with an LED.
Always have the resistor between an LED and one side of the power
supply.
2. Reverse the direction of the current in the circuit and note the result.
Measure the voltage across an LED.
3. Connect a parallel circuit with the power supply, the resistor, and the red
and green LEDs to light them both. Do not bypass or omit the resistor
with an LED. Always have the resistor between an LED and one side
of the power supply.
4. Reverse the direction of the current in the circuit and note the result.
Measure the voltage across an LED.
2. Describe what happened when the current was reversed in each of the
circuits?
3. Make a drawing of the stoplight circuit that will allow: the red on, green
off; green on, red off.
5. What change would you observe if you replaced the resistor with a 330-
resistor?
6. If the voltage across the LED was increased, what would happen to the
current?
What does the graph indicate about the resistance of the LED? Is this an
Ohmic or non-Ohmic material?
*Students likely have little familiarity with the basic structures of solid state devices.
Students will sometimes confuse filament lamps with LEDs.
*DO NOT omit the current limiting resistor – excessive current can destroy LEDs.
Depending on the number of students in your class and the amount of equipment
you have you can put the students into groups of two to four. If you do not have
enough equipment for groups you may perform this as a class activity.
Purchasing Equipment: Here are a few websites that you should be able to order
with, if you do not already have the supplies.
Exploratorium Museum Store - http://www.exploratoriumstore.com/
Science toys and games, puzzles, gifts, books, classroom resources, charts and posters,
videos, and software.
PASCO Scientific - http://www.pasco.com/
Offers a variety of interfaces and sensors (probes) bundled with computer-based
activities for chemistry, biology, physics and general science.
Flinn Scientific - http://www.flinnsci.com/
Sells educational science supplies. Site has especially useful information on lab safety
and lab design.
Sargent-Welch - http://www.sargentwelch.com/
Distributor of thousands of grades K-14 scientific, educational items ranging from basic
glassware to hands-on curriculum products.
Vernier Software - http://www.vernier.com/
Maker of science hardware and software for the classroom, especially CBL products,
probes, and TI programmable calculator programs.
Educational Innovations - http://www.teachersource.com/
Source for inexpensive and hard-to-find science workshop supplies and materials for the
lab, classroom, school workshop, university and home experimenter.
Fisher Science Education - http://www.fisheredu.com/
Thousands of science products geared toward the K-12 education market.
Cambridge Physics Outlet - http://www.cpo.com/
Equipment and software for inquiry-based hands-on teaching of integrated math, science,
and technology. Also, there are interactive science puzzlers and an online products
catalog
The Science Source - http://www.thesciencesource.com/
Offers science kits, toys, supplies, materials, classroom kits, and other science products.
Much of the product line evolved out of curricula developed by the Physical Science
Study Committee (PSSC) at MIT and Project Physics at Harvard University, and products
are available through distributors or online
Frey Scientific - http://www.freyscientific.com/
Scientific supplies and other materials for middle and high schools.
Rubrics and Evaluations: The following pages include the answer sheet to the lab
and two different rubrics. The first rubric is for a non-formal lab report (class
activity) and the second is for a typed, formal report. It is the teacher’s discretion to
choose which one to use.
TEACHER ANSWER SHEET FOR STOPLIGHT
LAB QUESTIONS
1) What voltage was needed to light the LEDs in each circuit?
The LEDs will begin to glow around 1.8 V and be bright at 2.2 V.
3) Make a drawing of the stoplight circuit that will allow: the red on,
green off; green on, red off.
The stoplight circuit will have the LEDs in parallel and reversed in
polarity.
5) What change would you observe if you replaced the resistor with a
330- resistor?
The 330- resistor allows more current to flow through the circuit,
causing the LEDs to glow more brightly.
6) If the voltage across the LED was increased, what would happen to
the current?
What does the graph indicate about the resistance of the LED? Is this an
Ohmic or non-Ohmic material?
0.035
0.03
Current (Amperes)
0.025
0.02
0.015 Series1
0.01
0.005
0
-0.005 0 0.5 1 1.5 2
Voltage (Volts)
THE STOPLIGHT RUBRIC
Name: _______________________________ Date: _____________ Period: _______
Directions: Write a 2-3 page, typed essay (12 pt type, must start at
top of page, doubled spaced) on the topic of transistors. Be sure to
answer the following questions within your essay and include any
references (Reference page does not count towards paper!)
REFERENCES
Serway, Raymond A., and Jerry S. Faughn. Holt Physics. Austin, Texas:
Holt, Rinehart and Winston, 2000.
Zitzewitz, Paul W., Ph.D, et al. Glencoe Physics: Principles and Problems.
Columbus, Ohio: Glencoe/McGraw-Hill, 2002.
Intel.com<http://www.intel.com/education/transworks/flat6.htm>
http://www3.sympatico.ca/silver.fox/Diodes1.html
http://www.ece.gatech.edu/research/labs/vc/theory/doping.html