Tuning Beam for Coursera - design Thinking for Innovation 

 When tuning beam on an ion implanter , it can be difficult to achieve the desired outcome .   There are   many inputs , many manipulations of the system , and several desired outputs .   Before an ion implanter is   signed off or accepted at a customer site , a technician must prove that the tool can perform as   promised .   To be more specific for our purposes only , the beam must reach a specific maximum current   and we will be investigating the beam shape as a possible cause of not reaching the maximum current . 

 The tool I wish to describe is Visualization .   There are already many cues from the software on the   operator interface , but understanding them and “ seeing ” what the beam is doing in your mind ’s eye can   really help when trying to get the tool to attain that maximum beam current .   The tool measures many   different things at different points in the beamline and interpreting these measurements can help the   technician pinpoint the weak link in the beam tuning . 

 The application of the visualization tool should work like this .   The technician can look at the final   beam measurements .   How close is the beam to the desired current ?   Assuming the beam injection   setup is close to a historically good beam , the technician must dig deeper .   What does the beam shape   look like ?   Is it too wide , too tall ?   Now the technician must visualize where in the beamline the beam is   tuned for the specific shape that is outside of normal operating conditions .   The technician can now   increase the voltage on the suspected tuning optic and check the beam shape again .   Did the beam   shape change ?   In the desired direction ?   The technician can use these visualization techniques to tune   specific parts of the beam with much more certainty than guessing and checking . 

 The insight the technician can gain from implementing the visualization tool is more confidence as the   beams are tuned with more ease and at much faster paces .   The technician will be able to independently   check their assumptions and develop a firmer understanding of what the beam may look like and what   kind of adjustments will affect it and to what degree . 

 At this point , we want to weigh our options on using another approach from our toolbox .   Our clever   technician was already using the Learning Launch when trying to manipulate the beam after the   visualization exercise .   The technician was trying to pinpoint the most likely element to adjust while   visualizing the beam and then running an experiment to see if the adjustment worked or not . 

 If we had tried to use Mind Mapping instead of Visualization , the technician could have had similar   results .   After identifying how the beam should be manipulated , the technician could have made a list or   diagram of the different things that can be adjusted .   From there , each adjustment could be categorized   by how it is supposed to affect the beam .   By categorizing each as position , angle , or size , the technician   could then pick from a shortened list to make the desired adjustments . 

 Determining which tools is more effective probably depends more on the personal experience of the   technician .   With a more advanced understanding of the tool , the technician can probably visualize it   better .   If visualization is difficult , Mind Mapping is probably more fail safe , but more time consuming to   implement . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Tuning Beam for Coursera - design Thinking for Innovation 

 When tuning beam on an ion implanter , it can be difficult to achieve the desired outcome .   There are   many inputs , many manipulations of the system , and several desired outputs .   Before an ion implanter is   signed off or accepted at a customer site , a technician must prove that the tool can perform as   promised .   To be more specific for our purposes only , the beam must reach a specific maximum current   and we will be investigating the beam shape as a possible cause of not reaching the maximum current . 

 The tool I wish to describe is Visualization .   There are already many cues from the software on the   operator interface , but understanding them and “ seeing ” what the beam is doing in your mind ’s eye can   really help when trying to get the tool to attain that maximum beam current .   The tool measures many   different things at different points in the beamline and interpreting these measurements can help the   technician pinpoint the weak link in the beam tuning . 

 The application of the visualization tool should work like this .   The technician can look at the final   beam measurements .   How close is the beam to the desired current ?   Assuming the beam injection   setup is close to a historically good beam , the technician must dig deeper .   What does the beam shape   look like ?   Is it too wide , too tall ?   Now the technician must visualize where in the beamline the beam is   tuned for the specific shape that is outside of normal operating conditions .   The technician can now   increase the voltage on the suspected tuning optic and check the beam shape again .   Did the beam   shape change ?   In the desired direction ?   The technician can use these visualization techniques to tune   specific parts of the beam with much more certainty than guessing and checking . 

 The insight the technician can gain from implementing the visualization tool is more confidence as the   beams are tuned with more ease and at much faster paces .   The technician will be able to independently   check their assumptions and develop a firmer understanding of what the beam may look like and what   kind of adjustments will affect it and to what degree . 

 At this point , we want to weigh our options on using another approach from our toolbox .   Our clever   technician was already using the Learning Launch when trying to manipulate the beam after the   visualization exercise .   The technician was trying to pinpoint the most likely element to adjust while   visualizing the beam and then running an experiment to see if the adjustment worked or not . 

 If we had tried to use Mind Mapping instead of Visualization , the technician could have had similar   results .   After identifying how the beam should be manipulated , the technician could have made a list or   diagram of the different things that can be adjusted .   From there , each adjustment could be categorized   by how it is supposed to affect the beam .   By categorizing each as position , angle , or size , the technician   could then pick from a shortened list to make the desired adjustments . 

 Determining which tools is more effective probably depends more on the personal experience of the   technician .   With a more advanced understanding of the tool , the technician can probably visualize it   better .   If visualization is difficult , Mind Mapping is probably more fail safe , but more time consuming to   implement .
### Output: 