Development of Project-Based Advanced Optics Laboratory for Undergraduates

工业对受过光学训练的科学家和工程师的持续需求表明需要扩大这一领域的教育机会。雇主尤其希望光学专业的毕业生能够解决问题，善于沟通，并能在团队中成功地工作。这些品质很少在传统的实验室环境中得到解决。这个项目扩展了一个基于项目的高级光学实验课程，作为奥尔布赖特学院新本科光学课程实验部分的顶点。本课程的学生以团队合作的方式设计、实作及测试各种光学装置。这些项目包括一些资助或发表的示范性实验室实验。NSF资助的例子包括DUE-9952773，“提高先进的综合学生光学课程”；du -9650431，“超快现象中高级物理实验室”；DUE-9452517，“迈阿密大学现代光学实验室的改进”。已发表的例子包括K.B. MacAdam等人，“具有光栅反馈和Cs和Rb饱和吸收光谱仪的窄带可调谐二极管激光系统”，Am。物理学报，30 (2)；R.S. Conroy, et al.，“用于本科实验室的可见扩展腔二极管激光器”，Am。物理学报，28 (2)；C. Wieman, et .，“本科实验室的廉价激光冷却和捕获实验”，Am。物理学报，30 (2)；S. Smith等人，“本科生实验室的廉价光学镊子”，Am。物理学报，26 (1999)；和E. Fort等人，“使用全息技术的多路指纹识别”，Am。物理学报，23(2),344 - 344（1999）。这些和其他项目的选择反映了当前的科学和商业光学技术，特别是在光纤，二极管和超高速激光器领域，并要求学生整合他们从以前的课程中获得的光学知识。该实验室的设计具有最大的灵活性和多功能性，以服务于基于项目的格式。这些设备包括光学支架和组件、激光器、脉冲整形技术、光谱设备、数据采集和光学设计软件、光电二极管、CCD相机，以及一些非光学设备，如信号发生器、示波器和离子泵。该实验室的多功能性允许设备用于其他光学和科学课程的实验和演示，以及已经存在的社区外展计划。通过咨询当地光学公司代表委员会，课程结果与行业需求相匹配，他们提供建议和持续评估。

Physics (13) Continued demand by industry for optics-trained scientists and engineers suggests there is a need for expanded educational opportunities in this field. In particular, employers desire optics graduates who are good problem solvers, communicate well, and can work successfully within a team. These qualities are rarely addressed within the traditional laboratory setting. This project expands a project-based, advanced optics laboratory course to serve as a capstone for the experimental portion of the new undergraduate optics curriculum at Albright College. Students in this course work in teams to design, implement, and test various optical devices. The projects include a number of funded or published exemplary lab experiments. NSF funded examples include DUE-9952773, "Enhancement of an Advanced Integrated Student Optics Course"; DUE-9650431, "Intermediate and Advanced Physics Laboratories in Ultra-fast Phenomena"; and DUE-9452517, "Enhancement of the Modern Optics Laboratories at Miami University". Published examples include K.B. MacAdam, et al., "A narrow-band tunable diode laser system with grating feedback and a saturated absorption spectrometer for Cs and Rb", Am. J. Phys. 60, 1098-1111 (1992); R.S. Conroy, et al., "A visible extended cavity diode laser for the undergraduate laboratory", Am. J. Phys. 68, 925-930 (2000); C. Wieman, et al., "Inexpensive laser cooling and trapping experiment for undergraduate laboratories", Am. J. Phys. 63, 317-330 (1995); S. Smith et al., "Inexpensive optical tweezers for undergraduate laboratories", Am. J. Phys. 67, 26-35 (1999); and E. Fort, et al., "Multiplexed fingerprint recognition using holography", Am. J. Phys. 67, 116-119 (1999). These and other projects are chosen to reflect current scientific and commercial optical technology, especially in the areas of fiber optics, diode and ultra-fast lasers, and require students to integrate their knowledge of optics gained from previous coursework. The laboratory is designed for maximum flexibility and versatility to serve the project-based format. The equipment includes optical mounts and components, lasers, pulse-shaping technology, spectroscopic equipment, software for data acquisition and optical design, photodiodes, CCD cameras, and some non-optical equipment such as signal generators, oscilloscopes, and an ion pump. The lab's versatility allows the equipment to be used for experiments and demonstrations in other optics and science courses and in already existing community outreach programs. The course outcomes are matched to the needs of industry by consulting a committee of representatives from local optics companies, who provide advice and ongoing assessment.