Fibre-optic components fabricated on the same substrate as integrated circuits are important for future high-speed communications. One industry response has been the costly push to develop indium phosphide (InP) electronics. However, for fabrication simplicity, reliability and cost, gallium arsenide (GaAs) remains the established technology for integrated optoelectronics. Unfortunately, the GaAs bandgap wavelength (0.85 microm) is far too short for fibre optics at 1.3-1.5 microm. This has led to work on materials that have a large lattice mismatch on GaAs. Here we demonstrate the first light-emitting diode (LED) that emits at 1.5 microm fibre-optic wavelengths in GaAs using optical transitions from arsenic antisite (As(Ga)) deep levels. This is an enabling technology for fibre-optic components that are lattice-matched to GaAs integrated circuits. We present experimental results showing significant internal optical power (24 mW) and speed (in terahertz) from GaAs optical emitters using deep-level transitions. Finally, we present theory showing the ultimate limit to the efficiency-bandwidth product of semiconductor deep-level optical emitters.

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A comparative study investigating the integration of supplemental teaching resources in materials science education was developed for the purpose of determining the effectiveness of teaching strategies. Digital stories created by students, excerpts from the Nova Making Stuff documentaries, YouTube educational videos and student generated demo-kits were used as part of the investigation whereby two 9th grade science classes (n~26) were evaluated. Each participant in the study received one period (40-min) of a traditional lesson on Materials Science including specific content, vocabulary, and a pre- and post- lesson assessment. Additionally, the students in each class participated in a 30-min supplemental component, e.g. video or activity-based demonstration using aforementioned kits or video compilation. Pre- and post- evaluations (e.g. open-ended and likert questions) were administered to all of the participants. As hypothesized, the students’ feedback and performance on assessment activities reveal that the use of multimedia and activity-based resources may be equally effective teaching methods as traditional methods.