Production
There are several methods of producing DLC, which rely on the lower density of sp2 than sp3 carbon. So the application of pressure, impact, catalysis, or some combination of these at the atomic scale can force sp2 bonded carbon atoms closer together into sp3 bonds. This must be done vigorously enough that the atoms cannot simply spring back apart into separations characteristic of sp2 bonds. Usually techniques either combine such a compression with a push of the new cluster of sp3 bonded carbon deeper into the coating so that there is no room for expansion back to separations needed for sp2 bonding; or the new cluster is buried by the arrival of new carbon destined for the next cycle of impacts. It is reasonable to envisage the process as a "hail" of projectiles that produce localized, faster, nanoscale versions of the classic combinations of heat and pressure that produce natural and synthetic diamond. Because they occur independently at many places across the surface of a growing film or coating, they tend to produce an analog of a cobblestone street with the cobbles being nodules or clusters of sp3 bonded carbon. Depending upon the particular "recipe" being used, there are cycles of deposition of carbon and impact or continuous proportions of new carbon arriving and projectiles conveying the impacts needed to force the formation of the sp3 bonds. As a result, ta-C may have the structure of a cobblestone street, or the nodules may "melt together" to make something more like a sponge or the cobbles may be so small as to be nearly invisible to imaging. A classic "medium" morphology for a ta-C film is shown in the figure.
Read more about this topic: Diamond-like Carbon
Famous quotes containing the word production:
“The myth of unlimited production brings war in its train as inevitably as clouds announce a storm.”
—Albert Camus (1913–1960)
“The heart of man ever finds a constant succession of passions, so that the destroying and pulling down of one proves generally to be nothing else but the production and the setting up of another.”
—François, Duc De La Rochefoucauld (1613–1680)
“It is part of the educator’s responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.”
—John Dewey (1859–1952)