David D. Allred
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View article: Coherent diffraction imaging in the undergraduate laboratory
Coherent diffraction imaging in the undergraduate laboratory Open
We present an undergraduate optics instructional laboratory designed to teach skills relevant to a broad range of modern scientific and technical careers. In this laboratory project, students image a custom aperture using coherent diffract…
View article: Oxidation of aluminum thin films protected by ultrathin MgF<sub>2</sub> layers measured using spectroscopic ellipsometry and X-ray photoelectron spectroscopy
Oxidation of aluminum thin films protected by ultrathin MgF<sub>2</sub> layers measured using spectroscopic ellipsometry and X-ray photoelectron spectroscopy Open
To maintain high, broad-band reflectance, thin transparent fluoride layers, such as MgF 2 , are used to protect aluminum mirrors against oxidation. In this study, we present, for the first time, combined X-ray photoelectron spectroscopy (X…
View article: The Dynamic Spectroscopic Ellipsometry(SE) Data for Aluminum Thin Films Oxidations
The Dynamic Spectroscopic Ellipsometry(SE) Data for Aluminum Thin Films Oxidations Open
The dynamic spectroscopic ellipsometry(SE) data captured on oxidation of ultra thin evaporated aluminum film over starting a few minutes after evaporation and continued for four hours. The Aluminum layer was ca. 15 nm thick. This data need…
View article: Extreme Ultraviolet Application of Carbon Nanotube Structures
Extreme Ultraviolet Application of Carbon Nanotube Structures Open
Windows for extreme ultraviolet (EUV) sources are challenging because of the lack of transparent materials in these wavelengths. Thus, differential pumping apertures and slits are standard. Our group has developed a carbon nanotube (CNT) w…
View article: Optical constants of evaporated amorphous zinc arsenide (Zn<sub>3</sub>As<sub>2</sub>) via spectroscopic ellipsometry
Optical constants of evaporated amorphous zinc arsenide (Zn<sub>3</sub>As<sub>2</sub>) via spectroscopic ellipsometry Open
We have used spectroscopic ellipsometry to measure the optical constants of evaporated amorphous zinc arsenide (Zn3As2). A five parameter model using a Tauc-Lorentz oscillator was found to fit well each of six amorphous samples deposited o…
View article: Y<sub>2</sub>O<sub>3</sub> optical constants between 5 nm and 50 nm
Y<sub>2</sub>O<sub>3</sub> optical constants between 5 nm and 50 nm Open
We report optical constants of e-beam evaporated yttrium oxide Y2O3 thin films as determined from angle-dependent reflectance measurements at wavelengths from 5 to 50 nm. Samples were measured using synchrotron radiation at the Advanced Li…
View article: Data File 2.csv
Data File 2.csv Open
Delta data for Samples 1 &2 behind fig. 5
View article: Data File 3.csv
Data File 3.csv Open
Beta data for Samples 1 &2 behind fig. 6
View article: data file 1 - tabulated optical constants for amorphous zinc arsenide (Zn3As2).csv
data file 1 - tabulated optical constants for amorphous zinc arsenide (Zn3As2).csv Open
#Tabulated values of the n and k optical constants for the ensemble Tauc-Lorentz oscillator model of amorphous zinc arsenide (Zn3As2)
View article: Data File 1.csv
Data File 1.csv Open
measured Sample 1 reflectance for fig. 3
View article: Data File 4.csv
Data File 4.csv Open
Data for figure 7- Proportional to delta data for Samples 1 & 2 behind fig. 5
View article: Real-Time Monitoring of Aluminum Oxidation Through Wide Band Gap MgF2 Layers for Protection of Space Mirrors
Real-Time Monitoring of Aluminum Oxidation Through Wide Band Gap MgF2 Layers for Protection of Space Mirrors Open
Because of its extraordinary and broad reflectivity, aluminum is the only logical candidate for advanced space mirrors that operate deep into the UV. However, aluminum oxidizes rapidly in the air, and even a small amount of oxide (as littl…
View article: Think First, Act Later - A Course Structure for Improving Student Designed Experiments
Think First, Act Later - A Course Structure for Improving Student Designed Experiments Open
There is a natural tendency for students to act first (e.g.-build and conduct experiments) and think later (e.g.outline goals, identify challenges, predict outcomes, etc.).This is often apparent in labs that include student design componen…