Browsing by Author "Stender, Anthony S."

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    Atomically thin gallium layers from solid-melt exfoliation
    (AAAS, 2018) Kochat, Vidya; Samanta, Atanu; Zhang, Yuan; Bhowmick, Sanjit; Manimunda, Praveena; Asif, Syed Asif S.; Stender, Anthony S.; Vajtai, Robert; Singh, Abhishek K.; Tiwary, Chandra S.; Ajayan, Pulickel M.
    Among the large number of promising two-dimensional (2D) atomic layer crystals, true metallic layers are rare. Using combined theoretical and experimental approaches, we report on the stability and successful exfoliation of atomically thin “gallenene” sheets on a silicon substrate, which has two distinct atomic arrangements along crystallographic twin directions of the parent α-gallium. With a weak interface between solid and molten phases of gallium, a solid-melt interface exfoliation technique is developed to extract these layers. Phonon dispersion calculations show that gallenene can be stabilized with bulk gallium lattice parameters. The electronic band structure of gallenene shows a combination of partially filled Dirac cone and the nonlinear dispersive band near the Fermi level, suggesting that gallenene should behave as a metallic layer. Furthermore, it is observed that the strong interaction of gallenene with other 2D semiconductors induces semiconducting to metallic phase transitions in the latter, paving the way for using gallenene as promising metallic contacts in 2D devices.
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    Communicating Science Concepts to Individuals with Visual Impairments Using Short Learning Modules
    (American Chemical Society, 2016) Stender, Anthony S.; Newell, Ryan; Villarreal, Eduardo; Swearer, Dayne F.; Bianco, Elisabeth; Ringe, Emilie
    Of the 6.7 million individuals in the United States who are visually impaired, 63% are unemployed, and 59% have not attained an education beyond a high school diploma. Providing a basic science education to children and adults with visual disabilities can be challenging because most scientific learning relies on visual demonstrations. Creating resources to help teachers and service organizations better communicate science is thus critical both to the education of sighted students as well as to the continuing education of individuals with blindness or low vision (BLV). Here, 4 new scientific learning activities that last 5–15 min each are described. These simple exercises are designed to educate the general public, including both those who are sighted and those with BLV. The modules use tactile and auditory approaches to convey basic concepts including the metric system, material strength and deformation, transparency, and the electromagnetic spectrum. These modules were tested on 20 adults with BLV during a science outreach event. Answers to learning assessment questions indicate that the modules conveyed information about the scientific concepts presented and increased an interest in science for most participants.