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When diamond anvil cell (DAC) sample chambers are outfitted with both thermal insulation and electrodes, two cutting-edge experimental methods are enabled: Joule heating with spectroradiometric temperature measurement and electrical resistance measurements of samples heated to thousands of kelvin. The accuracy of temperature and resistance measurements, however, often suffers from poor control of the shape and location of the sample, electrodes, and thermal insulation. Here, we present a recipe for the reproducible and precise fabrication of DAC sample, electrodes, and thermal insulation using a three-layer microassembly. The microassembly contains two potassium chloride thermal insulation layers, four electrical leads, a sample, and a buttressing layer made of polycrystalline alumina. The sample, innermost electrodes, and buttress layer are fabricated by focused-ion-beam milling. Three iron samples are presented as proof of concept. Each is successfully compressed and pulsed Joule heated while maintaining a four-point probe configuration. The highest pressure-temperature condition achieved is ∼ 150 GPa and 4000 K. [ABSTRACT FROM AUTHOR]

Organic electronics has developed rapidly over the past 40 years. In 1977, a seminal discovery was reported that showed that a polymer known as polyacetylene could conduct electricity as well as metals could. This was a groundbreaking discovery that led to a Nobel Prize in Chemistry in 2000. The polymers that are used in organic electronics have now been widely studied for use in organic solar cells (OSCs), organic field effect transistors (OFETs), printable electronics, flexible electronics, antistatic coatings, actuators, and more recently in bioelectronics. In particular, the utility of organic electronics is seen in the commercial success of using organic electronic materials in organic light-emitting diodes (OLEDs) where OLED displays can be seen in mobile phones and as flat panel displays. In this paper, we provide a tutorial targeting upper secondary students describing how these special classes of polymers function, and how they can be synthesized. The paper further discusses the use of these materials in two applications: organic solar cells and organic light-emitting diodes. The paper ends with a brief discussion about hands-on activities that can be carried out in the upper secondary student science classroom.

Ultra-sensitive sensors based on the resonant properties of whispering gallery modes (WGMs) can detect fractional changes in nanoscale environments down to the length and time scales of single molecules. However, it is challenging to isolate single-molecule signals from competing noise sources in experiments, such as thermal and mechanical sources of noise, and—at the most fundamental level—the shot noise limit of classical light. Additionally, in contrast to traditional bulk refractive index measurements, analyzing single-molecule signals is complicated by the localized nature of their interactions with nanoscale field gradients. This perspective discusses multifaceted solutions to these challenges, including the use of quantum light sources to boost the signal-to-noise ratio in experiments and leveraging the power of supercomputers to predict the electronic response of molecules to WGM optoplasmonic fields. We further discuss the role of machine learning in WGM sensing, including several advanced models that can predict molecular polarizability and solvent effects. These advancements in WGM spectroscopy and computational modeling can help to decipher the molecular mechanics of enzymes, enable studies of catalysis on the nanoscale, and probe the quantum nature of molecules. [ABSTRACT FROM AUTHOR]

The IUPAC Subcommittee on Polymer Education has been pursuing the development of a compact syllabus covering the essential topics required for a tertiary education in polymer science, with numerical and short answer exercises addressing each topic. The primary goal of the document is to provide a framework for a complete course made freely available worldwide so that any educator can implement a professionally-curated course in polymer science for their students without needing expensive textbooks or reliable internet access. An important secondary goal is to popularize the use of approved IUPAC terminology in polymer science by using it consistently throughout the document and providing references to IUPAC source documents. Professor Melissa Chin Han Chan was an active and enthusiastic participant in the project who played a significant role in its design and implementation. The late Professor Richard 'Dick' Jones also had a keen interest in the project and had a great influence on its direction and structure. This brief note is dedicated to these two illustrious polymer scientists. [ABSTRACT FROM AUTHOR]

The Empire State mine in Balmat, New York, is known for its fine mineral specimens, including sphalerites, calcites, pyrite, pyrrhotite, halite, and quartz. The article acknowledges the lack of detailed documentation on mineral discoveries in the area but provides a list of 116 known minerals from the Balmat mines. The Empire State mine, owned by Titan Mining Corporation, is one of six zinc mines in the region. The rocks in the mines have undergone metamorphism, and the formation of mineral pockets occurred due to fluid movements. Recent discoveries of minerals in the mine have attracted attention from collectors and researchers, and it is hoped that future documentation will provide more information about these finds. [Extracted from the article]

Sublithospheric diamonds and the inclusions they may carry crystallize in the asthenosphere, transition zone, or uppermost lower mantle (from 300 to ∼800 km), and are the deepest minerals so far recognized to form by plate tectonics. These diamonds are distinctive in their deformation features, low nitrogen content, and inclusions of these major mantle minerals: majoritic garnet, clinopyroxene, ringwoodite, CaSi perovskite, ferropericlase, and bridgmanite or their retrograde equivalents. The stable isotopic compositions of elements within these diamonds (δ11B, δ13C, δ15N) and their inclusions (δ18O, δ56Fe) are typically well outside normal mantle ranges, showing that these elements were either organic (C) or modified by seawater alteration (B, O, Fe) at relatively low temperatures. Metamorphic minerals in cold slabs are effective hosts that transport C as CO3 and H as H2O, OH, or CH4 below the island arc and mantle wedge. Warming of the slab generates carbonatitic melts, supercritical aqueous fluids, or metallic liquids, forming three types of sublithospheric diamonds. Diamond crystallization occurs by movement and reduction of mobile fluids as they pass through host mantle via fractures—a process that creates chemical heterogeneity and may promote deep focus earthquakes. Geobarometry of majoritic garnet inclusions and diamond ages suggest upward transport, perhaps to the base of mantle lithosphere. From there, diamonds are carried to Earth's surface by eruptions of kimberlite magma. Mineral assemblages in sublithospheric diamonds directly trace Earth's deep volatile cycle, demonstrating how the hydrosphere of a rocky planet can connect to its solid interior. Sublithospheric diamonds from the deep upper mantle, transition zone, and lower mantle host Earth's deepest obtainable mineral samples. Low-temperature seawater alteration of the ocean floor captures organic and inorganic carbon at the surface eventually to become some of the most precious gem diamonds. Subduction transports fluids in metamorphic minerals to great depth. Fluids released by slab heating migrate, react with host mantle to induce diamond crystallization, and may trigger earthquakes. Sublithospheric diamonds are powerful tracers of subduction—a plate tectonic process that deeply recycles part of Earth's planetary volatile budget. [ABSTRACT FROM AUTHOR]

Decades of measurements of the thermophysical properties of hot metals show that pulsed Joule heating is an effective method to heat solid and liquid metals that are chemically reactive or difficult to contain. To extend such measurements to hundreds of GPa pressure, pulsed heating methods have recently been integrated with diamond anvil cells. The recent design used a low-side switch and active electrical sensing equipment that was prone to damage and measurement error. Here, we report the design and characterization of new electronics that use a high-side switch and robust, passive electrical sensing equipment. The new pulse amplifier can heat ∼ 5 to 50 μm diameter metal wires to thousands of kelvin at tens to hundreds of GPa using diamond anvil cells. Pulse durations and peak currents can each be varied over three orders of magnitude, from 5 µs to 10 ms and from 0.2 to 200 A. The pulse amplifier is integrated with a current probe. Two voltage probes attached to the body of a diamond anvil cell are used to measure voltage in a four-point probe geometry. The accuracy of four-point probe resistance measurements for a dummy sample with 0.1 Ω resistance is typically better than 5% at all times from 2 µs to 10 ms after the beginning of the pulse. [ABSTRACT FROM AUTHOR]

To improve polymer education for 9-12 and undergraduate students, a plastic electronics laboratory kit using polymer semiconductors has been developed. The three-module kit and curriculum use polymer semiconductors to provide hands-on inquiry activities with overlapping themes of electrical conductivity, light emission, and light-harvesting solar energy conversion. Many of these themes are critical to contemporary polymer molecular electronics research. The kit includes modules to synthesize and evaluate the electrical properties of conductive colloidal polyaniline (PAni), to construct a polymer light-emitting diode using poly[2-methoxy-5-(2-ethylhexyloxy)-1,4-phenylenevinylene] (MEH-PPV), and to build a polymer solar cell using MEH-PPV and nanoparticulate TiO[subscript 2]. Designed initially for high school science classrooms, the activities developed also meet new ACS undergraduate education requirements for macromolecular, supramolecular, and nanoscale systems in the curriculum and can be used in undergraduate teaching laboratories. The modules and kit have also been implemented in professional development workshops for training 9-12 science educators to help integrate the activities into their classrooms.