Metal–semiconductor contact has been a critical topic in the semiconductor industry because it influences device performance remarkably. Conventional metals have served as the major contact material in electronic and optoelectronic devices, but such a selection becomes increasingly inadequate for emerging novel materials such as two-dimensional (2D) materials. Deposited metals on semiconducting 2D channels usually form large resistance contacts due to the high Schottky barrier. A few approaches have been reported to reduce the contact resistance but they are not suitable for large-scale application or they cannot create a clean and sharp interface. In this study, a chemical vapor deposition (CVD) technique is introduced to produce large-area semiconducting 2D material (2H MoTe2) planarly contacted by its metallic phase (1T′ MoTe2). We demonstrate the phase-controllable synthesis and systematic characterization of large-area MoTe2 films, including pure 2H phase or 1T′ phase, and 2H/1T′ in-plane heterostructure. Theoretical simulation shows a lower Schottky barrier in 2H/1T′ junction than in Ti/2H contact, which is confirmed by electrical measurement. This one-step CVD method to synthesize large-area, seamless-bonding 2D lateral metal–semiconductor junction can improve the performance of 2D electronic and optoelectronic devices, paving the way for large-scale 2D integrated circuits.

Micro-Extinction Spectroscopy (MExS), a flexible, optical, and spatial-scanning hyperspectral technique, has been developed and is described with examples. Software and hardware capabilities are described in detail, including transmission, reflectance, and scattering measurements. Each capability is demonstrated through a case study of nanomaterial characterization, i.e., transmission of transition metal dichalcogenides revealing transition energy and efficiency, reflectance of transition metal dichalcogenides grown on nontransparent substrates identifying the presence of monolayer following electrochemical ablation, and scattering to study single plasmonic nanoparticles and obtain values for the refractive index sensitivity and sensing figure of merit of over a hundred single particles with various shapes and sizes. With the growing integration of nanotechnology in many areas, MExS can be a powerful tool to both characterize and test nanomaterials.

Interactions between fluorophores and plasmonic nanoparticles modify the fluorescence intensity, shape, and position of the observed emission pattern, thus inhibiting efforts to optically super-resolve plasmonic nanoparticles. Herein, we investigate the accuracy of localizing dye fluorescence as a function of the spectral and spatial separations between fluorophores (Alexa 647) and gold nanorods (NRs). The distance at which Alexa 647 interacts with NRs is varied by layer-by-layer polyelectrolyte deposition while the spectral separation is tuned by using NRs with varying localized surface plasmon resonance (LSPR) maxima. For resonantly coupled Alexa 647 and NRs, emission to the far field through the NR plasmon is highly prominent, resulting in underestimation of NR sizes. However, we demonstrate that it is possible to improve the accuracy of the emission localization when both the spectral and spatial separations between Alexa 647 and the LSPR are optimized.

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 to 15 minutes 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.

Four new modules for the scientific education of individuals with visual disabilities are reported. Designed for informal settings, the modules are safe and inexpensive and last 10–15 min each. The module entitled The Sound and Feel of Data represents axes and data points with pipe cleaners and coins, respectively, allowing for a discussion of data presentation and trends without reliance on visual signals. The Conductivity of Materials module tactilely introduces concepts of electron flow in metallic, semiconducting, and insulating materials using marbles, followed by a sound volume representation of the conductivity of everyday objects. The Optical Lenses module uses rope segments secured to a corkboard to trace tactile ray diagrams representing the concept of focusing, diverging, and aberration in optical lenses. Finally, the Chemistry and Physics of Heat module uses the dissolution of ammonium nitrate and sodium sulfate in sealed plastic tubes as well as the crystallization of sodium acetate to describe endothermic and exothermic processes. The modules were tested during an event attended by 38 participants with visual impairments; answers to learning assessment questions as well as pre- and post-module surveys suggest that we were successful at introducing scientific concepts and generating interest in science. This work provides new ways to introduce science that are applicable to all learners, visually impaired or not.