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Two-dimensional conjugated metal-organic frameworks (2D c-MOFs) have attracted increasing interests for (opto)-electronics and spintronics. They generally consist of van der Waals stacked layers and exhibit layer-depended electronic properties. While considerable efforts have been made to regulate the charge transport within a layer, precise control of electronic coupling between layers has not yet been achieved. Herein, we report a strategy to precisely tune interlayer charge transport in 2D c-MOFs via side-chain induced control of the layer spacing. We design hexaiminotriindole ligands allowing programmed functionalization with tailored alkyl chains (HATI_CX, X = 1,3,4; X refers to the carbon numbers of the alkyl chains) for the synthesis of semiconducting Ni3(HATI_CX)2. The layer spacing of these MOFs can be precisely varied from 3.40 to 3.70 Å, leading to widened band gap, suppressed carrier mobilities, and significant improvement of the Seebeck coefficient. With this demonstration, we further achieve a record-high thermoelectric power factor of 68 ± 3 nW m−1 K−2 in Ni3(HATI_C3)2, superior to the reported holes-dominated MOFs.

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Metal–organic frameworks (MOFs) are emerging as an appealing class of highly tailorable electrically conducting materials with potential applications in optoelectronics. Yet, the realization of their proof-of-concept devices remains a daunting challenge, attributed to their poor electrical properties. Following the authors’ recent report on a semiconducting Fe₃(THT)₂(NH₄)₃ (THT: 2,3,6,7,10,11-triphenylenehexathiol) 2D MOF with record-high mobility and band-like charge transport, here, Fe₃(THT)₂(NH₄)₃ MOF-based photodetector operating in photoconductive mode capable of detecting a broad wavelength range from UV to NIR (400–1575 nm) is demonstrated. The narrow IR bandgap of the active layer (≈0.45 eV) constrains the performance of the photodetector at room temperature by band-to-band thermal excitation of charge carriers. At 77 K, the device performance is significantly improved; two orders of magnitude higher voltage responsivity, lower noise equivalent power, and higher specific detectivity of 7 × 10⁸ cm Hz¹/² W⁻¹ are achieved under 785 nm excitation. These figures of merit are retained over the analyzed spectral region (400–1575 nm) and are commensurate to those obtained with the first demonstrations of graphene and black phosphorus based photodetectors. This work demonstrates the feasibility of integrating conjugated MOFs as an active element into broadband photodetectors, thus bridging the gap between materials’ synthesis and technological applications.

Hoy en día la docencia está atravesando cambios de gran magnitud debido a la modernización de las infraestructuras y de las herramientas docentes, que intentan aportar una educación más eficiente para los alumnos y de más calidad. Principalmente, se espera que el rendimiento académico del estudiante aumente y que tengan una interacción más elevada con las herramientas que ofrece el docente. Este es el caso de la utilización de guías docentes que aportan al docente una visualización de como fomentar un aprendizaje con estrategias determinadas que ayuden a que los alumnos se impliquen y avancen en la materia de forma inclusiva. En la actualidad cada vez son más los docentes que utilizan herramientas como las guías docentes con el objetivo de saber cómo adaptar el trabajo según edades y sobre todo como hacer que los alumnos sientan un ambiente educativo óptimo. Por este motivo aumenta la cantidad de docentes impartiendo conocimientos a través de esta herramienta. Todo ello nos lleva a la conclusión de que el futuro pasa por la utilización de guías docentes y la interacción global con ellas. Por otro lado, nos encontramos con unas tasas de abandono escolar elevadas. Esta realidad social nos indica que el modelo educativo actual no está cumpliendo sus objetivos principales y no está consiguiendo una docencia eficaz y de calidad. De ello extraemos la conveniencia tanto de conocer las necesidades de los alumnos, como de que los docentes estén bien formados y preparados para impartir una docencia cualificada. Debido a esta necesidad de aportar a la sociedad información y apoyo para brindar una educación más eficaz, y aprovechando que las guías docentes aportan una visualización de como orientar a los profesores y que eso repercuta en una educación óptima para los alumnos, en el presente trabajo se propone la creación de una guía docente de estrategias para fomentar la motivación de las necesidades psicológicas básicas de los alumnos. Para conseguir ser directa la guía se basa en todas las estrategias a seguir para conseguir fomentar de una forma correcta la autonomía, la relación y la competencia de los alumnos y la implantación de cuatro supuestos prácticos por estrategia. Los cuatro supuestos prácticos se diferenciarán en la edad de los alumnos abordando desde Educación Primaria, Secundaria, Bachillerato, Formación profesional y Nivel universitario, creando así una herramienta docente que abarca todas las etapas escolares y con ejemplos de cada etapa escolar. Así conseguimos una herramienta con una gran valía y utilidad para los docentes de la disciplina de Educación Física en todas las edades docentes. Nowadays teaching is going through changes of great magnitude due to the modernization of the infrastructures and of the teaching tools, that try to offer a more efficient education for the students, and of more quality. In first place, it is expected that the academic achievement of the students increases, and that they have more interaction with the tools that the teacher offers. This is the case with the use of teaching guides that give the teacher a visualization of how to encourage learning with specific strategies that help students to engage and advance in the subject in an inclusive way. Today, more and more teachers are using tools such as teaching guides in order to know how to adapt work according to age and above all how to make students feel an optimal educational environment. This is why the number of teachers teaching through this tool is increasing. All this leads us to the conclusion that the future depends on the use of teaching guides and the global interaction with them. On the other hand, we have high dropout rates. This social reality tells us that the current educational model is not meeting its main objectives and is not achieving effective and quality teaching. From this we learn the convenience both of knowing the needs of the students, and of the fact that the teachers are well trained and prepared to give a qualified teaching. Because of this need to provide society with information and support for more effective education, and taking advantage of the fact that the teaching guides provide a direct visualization of how to guide teachers and that this has an impact on a more optimal education for students , This paper proposes the creation of a teaching guide on strategies to encourage motivation of the basic psychological needs of students. In order to be direct the guide is based on all the strategies to be followed in order to achieve a correct promotion of the autonomy, the relation and the competence of the students and the implementation of four practical assumptions per strategy. The four practical assumptions differ in age from the pupils by dealing with primary, secondary, secondary, vocational and university education, thus creating a teaching tool that covers all stages of school and with examples from each stage of school. In this way we obtain a tool with great value and usefulness for the teachers of the discipline of Physical Education in all the teaching ages.