SEM and TEM images of BNNTs grown by SSP‑LPP.

1. Design and manufacturing of large area, thick cBN films Peter X. Feng, University of Puerto Rico, DMR 0706147 With the support of the DMR, the researches are taking an integrative experimental and theoretical approach to develop a new technique for the fabrication of cubic boron nitride (BN) materials and BN graphene nanosheets. A super-short-pulse laser‑produced plasma (SSP‑LPP) deposition technique combined with a novel line-focusing technique is employed. The hardness of the cBN films more than 35 GPa (35000 N/mm2) have been obtained. SEM and TEM images of BNNTs grown by SSP‑LPP. They also successfully used the new YAG laser SSP-LPP deposition technique for the mass production of boron nitride nanotubes (BNNT) as shown in figure above. Structural and electrochemical properties of BNNT samples were studied. The corresponding invention disclosure on the new technique is being submitted to the UPR Intellectual Property Office. More recently, the BNNTs were also tested for rechargeable battery electrode applications. Electrochemical testing showed that the BNNT electrodes can deliver a reversible capacity of 205 Ahcm-2m-1 in Li-ion cells, which is higher than the theoretical capacity of graphite electrodes, commonly used in commercial batteries.

2. Design and manufacturing of large area, thick cBN films Peter X. Feng, University of Puerto Rico, DMR 0706147 The researchers also spent a significant part of their time to visit local schools and participate in various physics education activities, as well as give talks and demonstrations that illustrate basic concepts of physical sciences as shown. The stress is to teach students the methods of analysis using logic and critical thinking. New approach is to combine in-class lectures and hand-on instructions to contribute to promoting physics and material science careers among students. Educational visit and talk to the UPR elementary school with the participation of graduate students. Through hands-on approach, and attendance of joint group meetings, students have an opportunity to ask questions, and gain insight into how different fields of scientists work together toward a common goal. Students working with those from different but related disciplines would learn the value of cross-disciplinary approaches. All these approaches greatly raise students’ interests during training activities, and effectively convert students’ feeling from “forced to learn” to “willing to learn”, As a result, physics, initially being a boring and tedious subject, becomes exciting to students.