To form a 3D diamond detector electrodes were produced in diamond by a femtosecond laserinduced phase transition of diamond to graphite. The process parameters were varied to study the influence on electrode resistivity and induced stress. A technique for a relative measurement of stress induced in 3D diamond detectors is described. The detector was characterised with a 15 keV photon micro-beam (Diamond Light Source, Oxford) and a 4 MeV proton micro-beam (Ruđer Bosković Institute, Zagreb). The detector shows characteristics consistent with full charge collection. Spatially resolved transient current measurements were obtained with protons for the first time, and the results were compared to simulations of the detector.
A technique for electrode production within diamond using a femtosecond laser system is described. Diagnosis tests to quantify the stress, the diamond to graphite ratio, and the resistivity of these electrodes are discussed. A 3D electronic grade single crystal diamond detector produced using this technique is shown, and the electrodes have a resistivity of O(1 Ωcm). An improvement to the technique through the use of an adaptive wavefront shows a reduction of the diamond to graphite ratio, and smaller, higher quality electrodes were manufactured.
Constructivism learning theory recommends the act of allowing students to create knowledge through their experiences. Very often, it is difficult to build such an investigative framework within material science laboratory sessions that assist students in acquiring the knowledge. This paper focuses on the use of constructivism principles that was established by a constructionism process to allow students acquire cognitive knowledge through manual calculation and manipulation of measured data from a tensile testing experiment. Using a conventional tensile laboratory testing, undergraduate material science students succeeded in using their self-acquired skills to determine the toughness of the plastics, the elastic modulus, yield stress and strains, and the ultimate stresses from the measured graphs. The students were also able to describe the deformation mechanisms involved even though the focus was not on the accuracy of the results. This paper reinforces the need to involve constructivism principles in material science teaching that enhances the learner's knowledge acquisition.
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