The idea for these demonstrations occurred when while preparing a demonstration for a course, I realized that I was reinventing the overhead projector. Because the projector is so readily available, I undertook to see how much could be done with it using additional inexpensive and readily available materials. No fundamental novelty is claimed, since projectors have been around for at least 300 years, and people have probably tried most everything. Moreover, most of these demonstrations are variations on classics that can be done in many ways. The purposes of this work are to point out just how much can be done so easily on the projector, to provide guidance in optimizing the demonstrations, and to provide information on vendors and useful materials. Most important, I hope to encourage people to do demonstrations. The projector is obviously ideal for many demonstrations of human vision, but I have not undertaken these, leaving them to specialists in the field.

Physical demonstrations of diffraction and image formation for educational purposes have long been hampered by limitations of equipment and viewing facilities: it has usually been possible to demonstrate diffraction and image formation for only a few simple apertures or objects; it has often been time consuming to set up the optical bench used for the demonstration and difficult to keep it aligned; a darkened demonstration room has normally been required; and, it has usually been possible for only small groups of people to view the diffraction patterns and images. In 1990, the Optical Sciences Center was awarded an AT&T Special Purpose Grant to construct a device that would allow diffraction and image formation demonstrations to be conducted while avoiding the limitations noted above. This device, which was completed in the fall of 1992 and is affectionately called 'The Defractionator', makes use of video technology to permit demonstrations of diffraction, image formation and spatial filtering for large audiences in regular classrooms or auditoria. In addition, video tapes of the demonstrations can be recorded for viewing at sites where use of the actual demonstrator is inconvenient. A description of the system will be given, and video tapes will be used to display previously recorded diffraction phenomena and spatial filtering demonstrations.

Introductory textbooks on basic optics introduce gratings and Fabry- Perot spectrometers separately with the logic that they are based on (i) diffraction and interference or (ii) division of wavefront and division of amplitude. Since in modern classrooms, most of the experiments can be carried out with highly coherent and collimated laser beams, we propose to introduce that gratings and Fabry-Perots are equivalent to each other by using a 'pencil' He-Ne beam illuminating a plane-parallel Fabry-Perot at an angle. It produces a set of distinct and parallel pencil of beams by multiple reflection resembling a multiple slit illumination. When these beams are superposed by a focusing lens, a multiple slit diffraction grating like pattern is observed. One can use an appropriately spaced etalon and reflectivity to demonstrate the evolution of resolving power by allowing step-by-step an increasing number of beams to interfere at the focus and slowly resolve the longitudinal modes (or frequencies) of the He-Ne laser.

The opportunity to perform demonstrations and laboratory works in optics based on united compact equipment set is shown. Basic technique approaches and design are considered. The list of demonstrations and laboratory works is suggested. The techniques and their instrumental facilitation can be easily rearranged both for high and for secondary schools.

The present paper describes the experience of application of portable optical laboratory in optical practicum developed directly for training and demonstrations of basic optical laws and phenomena in high-schools, colleges and nontechnical universities all over Russia. The laboratory includes the portable optical platform with built-in laser and lamp sources, kit of optical components and software. These accessories provide the attractive and smart teaching in general optics during lectures, lessons and practice at schools and colleges. The portable optical laboratory provides 28 basic lab works and demonstrations in reflection, refraction, absorption and dispersion of light, interference, diffraction, polarization of light, image formation and waveguide propagation of light in optical fibers. Due to their interdependence one can teach and learn a whole course of general optics. The individual work of students and school children with optical kit stimulates and develops their creative abilities and experimental skills, as well increases the effectiveness of education. The kit is provided with optional elements for a number of extra experiments with holography, polarizing light propagation, simple optical devices etc. These extensions allow to modify the education process according to teacher's point of view. The conception of optical class-room based on portable optical laboratories is discussed. The effectiveness of individual and small-group training is analyzed.

The majority of undergraduate courses in electronic and electrical engineering include some element of optoelectronics particularly fiber optics for communications. The majority of tutors prefer to include experimental demonstrations of underlying concepts within the course structure but for fiber optics this is difficult to achieve within a realistic teaching budget. This paper describes our experiences at Strathclyde in providing experimental back-up to such courses through a simple waveguide experiment and an experimental simulation of an optical communication system demonstrating the principal features thereof. The two experiments, which are deigned to be incorporated in the third year of an undergraduate four or five year program, illustrate the concepts of modes, polarization dependence in thin films, the difference between light emitting diode and laser diode, source performance in optical communications and the influence of material and intermode dispersion on system performance. They also examine noise limitation and the potential bit error rate performances which the system offers. They are designed to fit within a realistic budget and are configured as mini projects and occupy a few days of laboratory time.

In this paper, it is shown that twisted nematic liquid crystal television display panels (LCTV's) can be used as programmable optical elements to demonstrate basic optical phenomena (e.g., interference and diffraction) in the student optics laboratory. The LCTV'S considered are pixelated with gray levels appropriately manipulated to generate an optical element by electrically addressing the LCTV using image processing software. Programmable optical elements such as single or multiple apertures and slits, gratings (amplitude and phase), apertures with programmable shape and size, phase objects (wavefronts), and programmable pupil functions such as anamorphic lenses, lenslet arrays, and spherical lenses with programmable size, focal length, and generalized pupil functions that include wavefront aberration functions are discussed and the methods used to generate them are described. It is demonstrated that the LCTV combines the merits of discrete optical elements and graphic user interface based software tools to provide a simple and inexpensive means to study optical elements.

There are many analogies between Interference patterns and Moire patterns. Let a laser beam be represented by a transparent tape covered with a set of black stripes, that are perpendicular to the length of the tape. If the stripes are straight, parallel and have a constant separation, the tape represents a light beam that is both spatially and temporally coherent. If two such tapes intersect, moire fringes are formed that bisect the angle between them. These fringes remain stationary even if the two tapes move in a direction parallel to their length. This is true for any velocity, as long as it is the same for the two tapes. The situation is the same for interference fringes, they bisect the angle between the two beams and the separation of the two types of fringes also obey the same equations. The interference fringes are stationary, even in spite of the fact that the two beams both move with the impressive velocity of 300 000 km/sec. If you move one of the tapes seven stripes more than the other, then seven moire fringes will pass a stationary point. It is the same with interferometry, if you move one mirror seven half waves then seven interference fringes will pass a stationary point. That is the reason why we can measure velocity by use of the Doppler shift in spite of the fact that light has the impressive frequency of more than 100 000 000 Mc.

Character recognition by matched filtering is almost impossible to accomplish without the use of a liquid gate when the object to be recognized is on a transparency. This paper suggests a simple method to overcome this problem. A practical application to fingerprint recognition is discussed.

The principle of operating and manufacture of kinoform's elements is described. As examples the first approximations of axisymmetrical lens kinoform: two-stage phase plate (Wood's plate), three- and four-stage phase plate are considered.

In meeting the growing demand for graduates who have background in optical engineering,the Department of Electrical Engineering and Computer Science and the Photonics Research Center at the U.S. Military Academy have jointly developed an instructional program that familiarizes every student with principles of laser operation and provides undergraduate research opportunities in optics for electrical engineering majors and others. The program includes a series of laboratory demonstrations in the Photonics Research Center for students in all majors during their sophomore year. For electrical engineering majors, the program also offers a senior level photonics engineering course, advanced individual study in laser applications, and a variety of capstone design projects. Advanced individual study may include up to three semesters of experimental research similar to masters degree thesis work in a graduate program, while the capstone project is accomplished in one semester by design teams based on the design-build- test methodology. Both types of projects address real-world requirements specified by faculty advisors or external mentors. Our integrated approach to optics education supports ongoing state-of-the-art research in the Photonics Research Center and provides technically qualified graduates to meet the demands of the field Army of the 21st century.

This paper describes recent efforts at developing a low cost undergraduate laboratory demonstrating current technologies used in integrated optics. The lab was targeted at undergraduate seniors to acquaint them with the role of integrated optics in the communications industry. This project examined two different types of integrated optical devices (1) glass waveguide devices using ion-exchange technique, and (2) polymer devices. Both device types can be implemented using equipment and materials already available in a standard university integrated circuit (IC) fabrication facility. The results of this project identify the polymer fabrication technology as best suited for the average environment found in undergraduate laboratories.

Historically, the van Cittert-Zernike (vC-Z) theorem on the far-field degree of coherence due to a finite incoherent source was developed by using complex integral propagating mutual intensity function that is normally beyond the 'introductory' mathematical background for many students. In 1920, Michelson demonstrated his steller interferometer to measure the separation between a double-star (two point sources) using Young's double slit on his telescope. He observed that the visibility of the fringes oscillate with the change in the slit separation for a given double-star spacing. Then in 1957, Thompson & Wolf (TW) carried out an experiment to illustrate the physical meaning of the coherence function as the fringe visibility using Young's double-slit experiment. We propose to use Michelson and TW experiments as the starting point to introduce the vC-Z theorem. One can sum the cosine fringes due to each point of the extended incoherence source produced by the double-slit placed at the observation plane where the correlation is to be measured. The visibility of this resultant cosine fringes is precisely the correlation function derived by the customary vC-Z theorem. We use a double Fourier transform lens set up that eliminates the need to develop the rigorous Fraunhofer diffraction integral. One only need to sum the plane waves with regular tilt angles at the lens focal planes. The mathematical formulation becomes easily accessible and the physical meaning of limited increase in the spatial coherence due to the propagation of Huygens-Fresnel wavelets from incoherent source become physically meaningful.

There are many excellent science teachers, each of whom has a number of well-tested, successful demonstrations or ideas on how to teach some aspect of the field of optics. This reservoir of ideas is a valuable resource for integrating optics teaching into other science disciplines and into the general curriculum. How do we tap this resource? This paper outlines the usefulness of collecting ideas on optics teaching with the intention of publishing the collection in book form, while giving credit to each contributor. The authors are currently involved in collecting a wide range of ideas on teaching optics in order to crate a book that is useful in a variety of teaching situations. We hope that one result of this will be to encourage the teaching of optics in a large number of classrooms and at all grade levels.

During the past ten years a number of workshops were conducted which introduced holography into about 25 high schools in central Indiana. Sand box systems were constructed. Participants were provided with minimal equipment including a 5 mW laser and associated optics. both reflection and transmission holograms were produced. The workshops included several phases. During the first phase teachers were introduced to basic principles and gained hands-on experience with their systems. During the second phase staff visits to the classes assisted teachers in implementation. During the third phase teachers brought selected students for training and review. Second year workshops utilized first year participants as workshop trainers. Workshops were concluded with a review session which included a section on curriculum design to include holography in the physics lesson planning. Continuing enthusiasm for optics and specifically holography suggests that this is a great way to generate science interest in the secondary schools. The workshops were supported with Eisenhower funds administered by the Indiana Commission for Higher Education.

The concept of polarization and its most basic consequence, Malus' Law, is usually not taught in the elementary or middle grades because of conceptual difficulties. We introduce the concept of polarization using sunglasses to understand the consequences of parallel and crossed polarizers. We then expand the concept with four puzzles. The puzzles are cut out of sheets of linear polarizers and are viewed through a (hand held) spinning polarizer. The first puzzle is constructed out of wedge shaped pieces of linear polarizer so that the wheel appears to rotate when viewed through the spinning polarizer. The second puzzle consists of concentric circles that appear to radiate outward. The third and fourth puzzles are four- and twelve piece wedges that are manipulated to produce different symmetric designs. We have tested these activities on fifth and sixth graders, and find that they enjoy the manipulative as well as the problem solving aspects of the puzzles. They are also able to understand that when light is polarized, 'whatever it is that waves' (the electric field) is oriented in one direction. The materials are inexpensive and can be easily made by teachers for classroom learning.

In 1 991 , I knew no more about optics than any other person who wears contact lenses and has had frequent eye tests. Many science opportunities pushed me into Optics work: a workshop given by an S.F. Science Leadership Team colleague, using the 6th-8th grade GEMS guide: More Than Magnifiers. We made a pinhole camera, a simple telescope and a projector. I'd already used the GEMS guide: Color Analyzers for color filter work with 2nd and 3rd grade students, and I thought that More Than Magnifiers was possible with younger students. In Spring, 1991, I met Dr. Gareth Williams, LASE Project Director, NSF (Lasers in Secondary Education) project at San Jose State. I spent two hours working with lasers, thought the activities were interesting as well as beautiful, and finally found a use for the mystifying trigonometry I'd taken back in 1961! Triangulation to measure height! As a Science Leadership Team member in my school district, I went to a 3-week Exploratorium Light and Color workshop in July, 1 991 . I went to NEWEST at NASA Ames for two weeks, and in addition to exciting astronomical and aeronautical science information, learned about a simple Optics kit made from scrap plastics.

The Laser Applications in Science Education (LASE) project at San Jose State University explores the use of HeNe and visible diode lasers as key teaching tools for an introductory, inquiry-based, precollege laboratory course in electro-optics. Since 1990, National Science Foundation grants and cost-sharing funds from industrial supporters have allowed over one hundred elementary, middle, and high school teachers to attend workshops designed to show the teachers how to present the course material later to their students as prescribed exercises. This experience then leads the students into open-ended 'menus' of further things to try, and perhaps publish their results in the project journal LASE LOG or compete in science fairs. This paper describes course content (set experiments and menus) ranging from laser surveying, refractive index measurements, fiber optics, lenses, scanning and chopping systems, irradiance measurements, polarization, diffraction, visible diode lase construction, and holography. The place of such a course, both potential and realized, in secondary education is also discussed.

This paper describes some of our experiences in Tucson in support of optics education in the middle school. A workshop for middle school teachers and work with middle school classes has identified a number of approaches that may be effective for the integration of optics into the middle school science curriculum.

A kit of electro-optical components is described which, when assembled and aligned, allows one to transmit voice signals over a beam of light. The kits were developed for TOPTICS '92, an optics convention held in the city of Tucson to showcase local optical companies and education opportunities to the public-at-large. One aspect of the convention was to involve school children with the world of optics. These kits proved to be an excellent way to link educators and their students with parents, optics professionals, and even the local media. The kits consist of all the necessary electrical components to build a transmitter (using an LED) and a receiver (using a phototransistor). The circuits are assembled on an electronic breadboard which is part of the storage case for the parts themselves. Optically, the light beam is collimated and focused using inexpensive Fresnel lenses. Distances over which one's voice may be sent are variable, determined by one's ability in optical alignment. Students in the 5th grade were the first to use the kits, sending their voices about 200 feet. The educational success of these kits is described in this paper.

In this communication we make a brief presentation of the branch of Applied Optics of the University of Mihno's undergraduate course of Applied Physics. The course of Applied Physics began in the year 1988/89. Previously we had just a course devoted to the formation of future physics and chemistry teachers at high school level. The Applied Physics course specialized in Optics appeared due to the growth of the physics department and due to request from the industry. The Applied Physics course has two specialization's on the field of applied optics: Optometry; and Optics and Lasers. The topics covered in the two first years of the course ar common to the two branches. On the second semester of the third year the students must choose between either one. The number of students on the Optometry branch was usually almost four times the number of Applied Optics and Lasers students. Nevertheless this tendency is rapidly changing. A short analysis of the result obtained will be presented focusing on last couple of years' advances. Presented will also be the results of an inquest made on students's opinions about the quality of the course, and their own performance and expectations.

Under the auspices of a joint NSF/DOE grant for science and mathematics, the Electrical Engineering Department of the Engineering School at Western New England College developed a program of instruction in optics and optical applications for local Junior High School students. College level juniors and professors in the electrical engineering department, after the juniors had taken a one semester introductory course in optics and electro-optics, served as instructors in teaching and laboratory instruction in such diverse areas as solar cells/light detection, light sources, simple optics, optical fibers, liquid crystals, and lasers. Concepts such as seismic monitoring, Fourier transforms, power generation, information transfer, and many other applications were explained at level by the college students to the junior high school students with great effectiveness. Students at the lower level caught the enthusiasm of those at the upper level and learned with retention. Seven years into the program, the pros and cons are presented, the now- college bound students and their observations are detailed, and the learning experience for all is assessed, with scenarios for alternate programs suggested.

In this paper we discuss the implementation of a project oriented laboratory course in optics education. Through our discussion we show the relevance and necessity for such a course. The course is tailored not only to make the students to learn concepts, but to build a product from scratch to completion. Emphasis is also made on the design, performance, marketing and aesthetics of the product.

Funding from a NSF-ILI grant has been used to establish an Optics and Laser Demonstration Laboratory at Murray State University. This facility is proving to be very versatile, with experiments and demonstrations supporting undergraduate courses in geometrical and physical optics, modern physics, and an advanced laboratory instrumentation course. The lab includes a CCD camera system which is used by upper level students to investigate diffraction effects, signal/noise ratios of detection systems, and efficiency of binary optical elements. Also, the lab supports two new courses which have been developed to accompany the grant. One course, Laser Physics, is for upper level physics majors, while the second course, Light and Lasers in Action, will use optical phenomena to introduce physical concepts to non-majors of various disciplines. The lab is receiving recognition as the centerpiece for departmental outreach into the public schools. Local elementary, middle, and high school classes visit the lab on field trips and are given demonstrations in optics and lasers. Faculty also transport lab equipment to area schools for demonstrations, and have loaned equipment to schools for use in the classroom and at science fairs. The content, activities, and reception of the lab are described.

A set of take-home experiments associated with a junior-level course entitled Radiometry, Sources and Detectors has been developed. The students are furnished with a small, inexpensive radiometer and a kit of accessories which allow a wide variety of self-conducted experiments to be performed. A laboratory manual has also been developed to guide the student through a series of eleven experiments. The student must prove radiometric concepts in several cases, and must develop the details of the experiment. This paper describes the concept, the apparatus and the experiments, and reports on the results.

A set of computer programs has been developed for the visual presentation of introductory optical phenomena. These computer simulations were created to serve a dual purpose: as demonstration aids in an NSF-sponsored Optics Demonstration Laboratory, and as teaching aids in undergraduate geometrical and physical optics courses. In the field of diffractive optics, simulations include the calculation of intensity patterns for unobscured and obscured apertures in both rectangular and circular geometries. These patterns can be compared to those measured in the laboratory with a CCD camera. A program for calculating the diffraction pattern for a two-dimensional aperture of arbitrary shape has also been developed. These programs, when coordinated with homework assignments, allow students to compare their theoretical derivations with a correct numerical solution for the same problem. In the field of geometrical optics, a ray-trace program appropriate for gradient-index fibers with cylindrical symmetry has been developed. This program enables the student to study the focusing properties of such fibers, and to predict how such properties depend on the index profile and on the length of the optical fiber. Examples of these programs will be presented, along with a report on the success of these programs as a vehicle for imparting a conceptual understanding of the physical principles involved.

A little over ten years ago, the physics department at Rose-Hulman Institute of Technology introduced an applied optics program at the graduate level. Included among the five core courses required for the Master's degree, was a four credit hour course in integrated optics which consisted of both lecture and laboratory. Such a course offering required not only a working knowledge of the lecture material but also the acquisition of appropriate equipment and material to develop a laboratory for demonstrating principles presented in class. Suitable experiments would consist of the fabrication of and the coupling into such elements as planar and channel waveguides. Other experiments would involve the study of phase modulation and amplitude modulation in integrated optical devices. Expertise for offering the course was obtained through a sabbatical taken in the electrical engineering department at the University of Cincinnati in 1983. An important feature available at the university was its microelectronics fabrication laboratory. This experience provided the necessary practical knowledge required to develop an integrated optics course with a laboratory component. Because of the expense of much of the equipment required to fabricate the devices, alternative approaches had to be taken. Some of these approaches included in-house fabrication of large scale equipment, donations of older equipment and integrated optical devices from sister institutions, government educational programs, and corporate funding programs. Although, a laboratory, as originally envisioned, has not yet been fully completed, what is available at present fulfills some of the intended goals.

This contribution is the extension of our communications on conferences Education in Optics in Russia 1991 & Hungary 1993. The aim of the report is to present general principles and detailed program of training labs in Geometrical, Wave and Quantum optics on the General Physics level (for second year students). In recent years this concept has been employed in St. Petersburg Institute of Fine Mechanics & Optics.

The present Optics Age of science had not been foreseen by curriculum- makers in many countries. The result is that during the last 25 years when activity in science, engineering, technology and industry related to optics and lasers was exploding in the advanced countries optics was being de-emphasized in curricula in these countries. The consequence is that these countries including India have not played good enough a role. It is shown that the changes needed are more in attitude, pedagogic tools, terminology, and teaching methodology than in curricular contents. Examples: (1) The sequence of topics be changed, (2) The concept of coherence be introduced by considering thought experiments with different light sources; it is shown that the Michelson interferometer along with an HeNe laser can be used to introduce spatial as well as temporal coherence, (3) Modern terminology be used, (4) Crystal optics which is difficult be divorced from the concept of polarization which is simple; greater attention be paid to polarization helix than to polarization ellipse so that the confusion in 'handedness' is eliminated, (5) Group velocity be introduced as related to stationary phase approximation, (6) Modern terms like irradiance, temporal, spatial, frequency spectrum, spatial frequency, etc be used extensively, and so on.

The main aspect of our approach are enumerated as follow: (1) the importance of the fundamental training in the field of laser sciences and optical education, all-round training; (2) flexibility and individuality of training, the optimum correlation between the curricula of various specialties; (3) the openness of training system and the possibility for students to obtain additional knowledge in different leading national centers; (4) calling for the profession, social protection and guarantee for unpredictable situations and from the demand for marketing of professions.

Most of the time, in the teaching of geometrical and physical optics, the visual system is not considered in the analysis of different phenomena. This situation is often reflected in the physic texts and is responsible of a limited comprehension of physic concepts involved. It is so natural for us to see that it is sometimes difficult for the physic teachers to give up intuitive conceptions about what and how we see. The authors propose that the common sense is not enough. It is necessary to start from a scientific point of view considering contributions from diverse fields of analysis, avoiding the temptation of reducing the behavior of the vision system to a photographic camera. To see is much more than just to record images. Vision seems effortless. Objects are recognized in the environment and actions are carried out accordingly. However, current thinking suggest that the task is performed by the cooperative action of many different modules, each with specific task. These modules may represent different parts of the brain, or different routines in a computer program. This article stands out significant contributions from different approaches: Theory of information processing, Artificial vision, Computational vision, Cognitive psychology theory of learning. These interdisciplinary contributions lead to the conclusion that the vision is an intended process. It is also able to make use of light propagation in the environment. This energy is processed constructing useful visual representations and symbols. The conclusion is that the vision is a cognitive process.

An interdisciplinary Masters Program with a concentration in Optics and Photonics Technology has been developed under the U.S. Manufacturing Education and Training Activity of the Technology Reinvestment Project. This development has been a collaboration between the University of Alabama in Huntsville, Alabama A&M University, Northwest Shoals Community College, the NASA Marshall Space Flight Center, the U.S. Army Missile Command, Oak Ridge National Laboratory, Advanced Optical Systems Inc., Dynetics, Inc., Hughes Danbury Optical Systems, Inc., Nichols Research and Speedring Inc. These organizations as well as the National Institute for Standards and Technology and SCI, Inc., have been participating fully in the design, development and implementation of this program. This program will produce highly trained graduates who can also solve practical problems, and includes an on-site practicum at a manufacturing location. The broad curriculum of this program emphasizes the fundamentals of optics, optical systems manufacturing and testing, and the principles of design and manufacturing to cost for commercial products. The MS in Physics and MSE in Electrical Engineering Degrees with concentration in Optics and Photonics Technology are offered by the respective UAH academic departments with support from and in consultation with a Steering Committee composed of representatives from each of the participating organizations, and a student representative from UAH.

The Optical Science and Engineering Program at The University of Alabama in Huntsville was initiated in 1993 to provide advanced graduate eduction in fundamental and applied optics with a strong optoelectronics orientation. As a multidisciplinary program with the participation from science and engineering departments as well as the Center for Applied Optics, the OSE program integrates all of the optics assets at UAH to offer outstanding research and instructional opportunities.

Modern electrical engineering students need to learn about any new emerging field that directly impacts and is important to the profession. The development of the low-loss fibers, the miniature laser/detector systems, the photonic switches, the nonlinear optical devices, the optical signal processing, etc., have created the need to incorporate this special new knowledge into electrical engineering curriculum. however, the curriculum is restricted to a specific number of credit hours and, in most cases, it is impossible to add new courses unless other courses, which may be important, are deleted. To alleviate this problem, some 15 years ago Professor Seely and the author proposed the embedded method as a solution to the problem. This method is flexible, can be adopted at any level of instruction, can be incorporated in any field within the electrical engineering discipline, is easily implemented, and can also be adopted by any other field outside engineering which needs such a modification.

This paper outlines a curricular plan for the education of photonics technicians, engineers, and scientists in 4 + 2 + 2 programs. These programs begin at the 9th grade in high school and end either at the 14th grade (4 + 2 programs) with an associate of applied science degree, or at the 16th grade (4 + 2 + 2 programs) with a bachelor of science degrees. Beginning with comprehensive lists of appropriate tasks for photonics technicians - as identified by phonics-related industries - extrapolation is made to specific courses, sequences of courses, and suggested programs. The foundations are set in place first in four-year high school programs, with emphasis on basics in mathematics, science, communications and introductory technology courses. The postsecondary level programs, through the 13th and 14th year, present the breadth and depth of skills required for the development of entry-level photonics technicians. Finally articulated programs from two-year colleges on to four-year colleges are outlined for those who opt to continue on for a bachelor of science degree and who plan to enter the phonics workforce with concentration in electrical engineering and/or optics.

Photonics is defined as the generation, manipulation, transport, detection, and use of light information and energy whose quantum unit is the photon. The range of applications of phonics extends from energy generation to detection to communication and information processing. Photonics is at the heart of today's communication systems, from the laser that generates the digital information transported along a fiber- optic cable to the detector that decodes the information. Whether the transmitted information is a phone call from across the street or across the globe, photonics brings it to you. Where your health is concerned, photonics allows physicians to do minimally invasive surgery using fiber-optic endoscopes and lasers. Researches using spectroscopy and microscopy are pushing the frontiers of biotechnology in activities as widespread as diagnosing disease and probing the mysteries of the genetic code. Advanced sensing and imaging techniques monitor the environment, gathering data on crops and forests, analyzing the ocean's currents and contents, and probing the atmosphere of pollutants. Transportation needs are being impacted by photonic sensors and laser rangefinders that will soon monitor and control the traffic on our nation's highways. In our factories, photonics provides machine vision systems that give a level of quality control human inspectors could never achieve. In manufacturing, lasers are replacing a variety of cutting, welding, and marking techniques, while imaging systems teamed with neural networks are producing intelligent robots. In short, photonics is paving our way into the new millennium. The skill standard is intended to define the knowledge and capabilities - the skills - that workers in the phonics industry need. Phonics will be one of the primary battlefields of the world economic conflict, and it is imperative that U.S. photonics technicians be skilled enough to allow the United States to remain competitive in a global marketplace. The focus of this standard is on the skills necessary for employment as a phonics technician and is not intended to be an analysis of those skills that are important for workers in all occupational areas. A comprehensive treatment of the skills necessary for all workers has been the subject of a number of studies, most notably, the work of the Secretary's Commission on the Achievement of Necessary Skills (SCANS). It is our hope at CORD that the work presented in the standard lends more detail and rational for the accomplishment of the broader skills that should be obtained by all students.

In the competitive semiconductor manufacturing industry, employees who operate equipment are able to make greater contributions if they understand how the equipment works. By understanding the 'why' behind the 'what', the equipment operators can better partner with other technical staff to produce quality integrated circuits efficiently and effectively. This additional knowledge also opens equipment operators to job enrichment and enlargement opportunities. Advanced Micro Devices (AMD) is in the process of upgrading the skills of its equipment operators. This paper is an overview of a pilot program that employs optics education to upgrade stepper operators' skills. The paper starts with stepper tasks that require optics knowledge, examines teaching methods, reports both end-of-course and three months post-training knowledge retention, and summarizes how the training has impacted the production floor.

At Georgia Tech the course on Optical Fabrication was dropped from the catalog because the equipment was obsolete in comparison with current technology. In addition, maintenance was becoming difficult and costly. However, there was still a need to provide students with a feel for the design decisions that must be made when specifying a component. We have designed a course to provide students experience in the use of design and simulation programs for optical systems and components. Three types of simulations were explored by the students: lens design, thin film design, and physical optics simulations. This combined lecture and laboratory introduced the student to commercial design packages and provide the background on the theory used in the simulations. A number of problems and projects have been devised to provide practice in the use of these programs. This paper is a report on the first offering and evaluations of the course by the students.

The acquisition and processing of images has grown into a routine tool used in research and industry today. Image processing tools can also be employed by students to better understand the basic science of the phenomena that they ar studying. Even though students may be able to visualize the physical phenomena of interest during a particular laboratory experiment they often find it difficult to record and quantify their experimental results. Fortunately, computer hardware along with cameras of sufficient resolution are now available to assist in the acquisition of images and sufficiently powerful image processing software is available to perform analysis and measurements on these images. The use of image processing and image acquisition in applied optics lab courses will be discussed. An interdisciplinary program that incorporates image processing and computer graphics into our curriculum will also be discussed. Faculty members from the Physics and Applied Optics, Electrical and Computer Engineering, and Computer Science Departments pooled their resources to create an Imaging Systems Laboratory. We now offer an Imaging Systems Certificate to students of any major at Rose-Hulman who complete a sequence of courses and an imaging project.

The contemporaiy medicine witnesses and endures extensive and intensive penetration of science and engineering into all fields of diagnostics, therapeutic and surgical treatment procedures, and research. Among different branches of' science and engineering optical science and engineering seem to play a leading role in the development of qualitatively new horizons in medicine. Partially this is due to the advent of lasers - generators of optical radiation with unique properties in broad ranges of wavelengths, intensities and other parameters. To a great extent the development ofnovel optical and litser equipment, diagnostic and treatment procedures in medicine appeared possible thanks to joint efforts of scientists, engineers and physicians. Nonetheless there is a lot of evidence for failures in collaboration of actually good specialists in optics science and engineering on one hsnd and physicians on the other hand. These failures are to a certain extent due to poor understanding of each other by both parties, narrow sightedness ofdesigners, and objective difficulties for working in such interdisciplinaty fields as biomedical optics and/or optical medicine. The amount of success and failures in joint work very much depend on the quality of education and university curricula. We have to admit that up to veiy recently courses on biomedical optics were very rare and did not cover the whole variety ofphenomena, techniques and applications. The aim ofthis presentation is to share the authors' experience and understanding of current status and problems of optical education of medical and physics students in major Russian medical and classical universities.

Semiconductors (the process of making computer chips) is the most competitive component of the electronics industry. To stay competitive, semiconductor manufacturers need employees who continually learn. In an industry in which the knowledge base turns over every three years, keeping engineering professionals on the cutting edge is a challenge. This paper specifically examines the first year activity and outcomes of a regionally based pilot program serving the continuing eduction needs of semiconductor manufacturing engineers. The experimental program's success depends on effective partnering among The University of Texas, The International Society for Optical Engineering (SPIE), the Federal Government, organizations representing displaced engineers, and semiconductor manufacturers in the Southwest.

The following problems are discussed: why, where, what and how to teach in the field of laser applications. The experiences of Laser Technologies department of Technical University 'Institute of Fine Mechanics and Optics' (IFMO) form the basis of this paper. Information from the new Russian Federal Standard for university teaching in the field of laser engineering and laser applications is presented.

Educating engineers and architects in Illumination Engineering and related subjects has become a very important field and a very satisfying and rewarding one. Main reasons include the need to significantly conserve lighting energy and meet government regulations while supplying appropriate light levels and achieving aesthetical requirements. The proliferation of new lamps, luminaries and lighting controllers many of which are 'energy savers' also helps a trend to seek help from lighting engineers when designing new commercial and residential buildings. That trend is believed to continue and grow as benefits become attractive and new government conservation regulations take affect. To make things even better one notices that Engineering and Science students in most disciplines make excellent candidates for Illumination Engineers because of their background and teaching them can move ahead at a brisk pace and be a rewarding experience nevertheless. In the past two years, Cal Poly Pomona College of Engineering has been the beneficiary of a DOE/California grant. Its purpose was to precipitate and oversee light curricula in various California community colleges and also develop and launch an Illumination Engineering minor at Cal Poly University. Both objectives have successfully been met. Numerous community colleges throughout California developed and are offering a sequence of six lighting courses leading to a certificate; the first graduating class is now coming out of both Cypress and Consumnes Community Colleges. At Cal Poly University a four course/laboratory sequence leading to a minor in Illumination Engineering (ILE) is now offered to upper division students in the College of Engineering, College of Science and College of Architecture and Design. The ILE sequence will briefly be described. The first course, Introduction to Illumination Engineering and its laboratory are described in more detail alter. Various methods of instruction including lectures, self work, industrial visits and guest lectures, as well as the accompanying laboratory work are discussed. Feedback from the students was very positive.

In this paper we are to observing the training system for specialists in the physics of optical and laser measurements at the Department of Optics, Saratov State University and at its Branch at Mechanical Engineering Institute of the Russian Academy of Sciences. The training course is presented in educational schedule. The specialists are prepared for researching and designing of laser measurements, testing, and diagnostical methods and systems at universities, academic and research institutes, enterprises with high technological level and at medical institutes and hospitals.

The HRD philosophy in R&D in Canon is based on the three-self spirit (self-motivation, self-awareness and self-management). The Canon's R&D engineers are required a positive attitude, creativity and courage to research and to develop new products. Educational measures in optics being in effect in Canon consist of the in-house training courses, studying abroad, publication and others. Several matters which should be noted in education in optics are also discussed; for example, the relationship among geometrical, physical and quantum optics.

This paper describes how our Technology Transfer Program (T²P) contributes to the continuing education of our technical staff. It describes the process employed from the guiding philosophy through instructor selection to program execution, including the role performed by members of the technical staff in the process. The various types of training offered and program delivery modes are described. Programs specific to optics training (including an optics core curriculum) are discussed, as are relevant non-optics courses.)

Traditional methods used in optics teaching lack clarity and vividness when illustrating abstract notions such as polarization or interference. Here's where computer models may help, but they usually show only a single phenomenon or process and don't let the student see the entire picture. For this reason at Moscow Institute of Physics and Technology was developed the courseware 'Wave Optics on the Computer' consisting of a number of related simulations. It is intended for students studying optics at the Universities. Recently we have developed different simulations in optics for secondary school level. They are included as part of large computer courseware 'Physics by Pictures'. The courseware 'Wave Optics on the Computer' consists of nine large simulation programs and the textbook. The programs are simulating basic phenomena of wave optics. parameters of optical systems can be varied by the user. The textbook contains theoretical considerations on studied optical phenomena, recommendations concerning work with computer programs, and, especially for those wishing to deeper understand wave optics, original problems for individual solution. At the Moscow Institute of Physics and Technology the course 'Wave Optics on the Computer' is used for teaching optics in the course of general physics. The course provides both the computer assisted teaching for lectures support and computer assisted learning for students during seminars in the computer classroom.

In addition to laboratory program of Fourier spectroscopy a computer training program 'Fourier-transform visible spectrometer' has been developed. The program main menu contains items: 'Theoretical part', 'Practical part' and 'Exit'. In the first part such topics as 'Michelson interferometer', 'Fourier spectroscopy advantages', 'Fringe pattern scanning and recording', 'Spectrum with interferogram connection' are discussed. Selecting one of these items students can see textbook pages with schemes and illustrations. Some pictures are animated. 'Practical part' includes modeling of radiation spectra and interferograms. Students can simulate spectrum as a sum of gaussian functions with arbitrary center position and width or as sum of monochromatic lines. Then interferogram with given full path difference and scanning step is calculated and corresponding spectrum is reconstructed. Comparing this spectrum with initial one students investigate the influence of scanning range and step on spectrometer resolution and available spectral range. There is also an opportunity to simulate some device imperfections: not exactly parallel mirrors, occasional mistakes of scanning step, noises, discretion and nonlinear respond of photo detector. The program has Russian and English versions. It is used as a part of laboratory training of physics and instead of lectures on Fourier spectroscopy for the Physics Electronic Department students. For advanced students we have also the program, which simulates Fourier-colorimeter.

The fiber optic as all the other transmission lines, presents some problems like the deformation and the attenuation of signals. Even though these inconvenients are of little magnitude, it's important to keep them in mind, specially if we are studying the optic fiber in high frequency transmissions and in long distances. In the following we present a software designed to calculate and make a graphic comparison of the dispersion in the optic fiber, either if its monomode or multimode.

This paper surveys the basis of the stereoscopic chromatic systems which can be sued to provide advanced three-dimensional physical simulations. Special attention is paid to the easy way for replacing unapproachable or high-priced methods like optical holography and high-tech stereoscopic lens systems. A computer program shows applications of stereoscopic procedures.

The engineering education in optics needs new computer aided methods, to increase the information in this field and to facilitate thus the students work. We organized in our computational laboratory two workshops in flexible computer aided learning and interactive physics. Packages of the CUPS series and Interactive Physics simulations were exemplified. Teachers, researchers, students, engineers and technical staff participated in; the interest of the participants was remarkable, and it materialized in two new research projects, involving the 'Politehnica' University, the Research and Technology Ministry and the 'MATPUR' Enterprise of Pure Materials.

We describe recent advances in the development of the original software for studying optics on the General Physics level. Two types of Windows software are reported: the guide-programs for simulation the basic optical experiments and the multichoice test-programs for teachers (to create tests) and for students (to check their knowledge). Application of guide-programs combined with image-files from CCD-camera is presented in two modes; with real equipment and simulation with empirical data- files. The testing system uses GRE approach and accompanied a lot of pictures with main optical circuits or charts. Some illustrations with real screen views for basic optical phenomena are presented.

Due to the high cost and difficulty in obtaining an optical fiber sample to be used in laboratory tests, we have given ourselves the task of looking for an adequate optical-fiber alternative for laboratory practices. We have as a result, found an object that can be used as an alternate optical conductor. This object called 'Venoclisis Hose', is a cylindrical plastic tube, hollow inside, whose main use has been in medical applications as a conveyor of liquids going in or coming out of the human body. In this document, the tests carried out and the results obtained to characterize the venoclisis as an optical fiber are described. This project was undertaken in order to propose the use of Venoclisis as an alternate optical fiber for laboratory work, due primarily to its low costs, as well as how easy it to acquire and measure its parameters as an optical fiber.

Bifrequency pendulum on a rotary platform was tested and used for several years as a tool to teach various optical phenomena, mostly connected with the polarization of light waves. The following optical topics have found their mechanical analogs: linearity and superposition; damping; isotropy versus anisotropy; birefringence, uniaxial crystals; adiabatic following versus abrupt changes; liquid crystalline displays for watches, based on a twisted nematic cell; quantum-mechanical level anti-crossing; center-symmetric ((chi) ⁽³)) nonlinearity and self- rotation of polarization ellipse; angular momentum conservation; non- center-symmetric ((chi) ⁽²)) nonlinearity and second harmonic generation. This pendulum continues to serve as a source of ideas for new optical devices.

Investigations of interaction of laser beams with liquid crystals reveal new fundamental features of nonlinear dynamic systems. Those features are connected with the giant values of optical nonlinearity, multitude of control parameters, specific properties of light propagation in highly anisotropic and inhomogeneous media, and multidimensional (vector) character of light-induced modulations of liquid crystals. Exceptional opportunities to visualize complex spatio-temporal phenomena in real time, in simple experimental situations, and with utilization of low-power lasers and thin layers of materials, provide a great potential for the design of low-cost and portable set-ups for modeling, demonstrations, and general educational purposes.

The end of the cold war and the drastic downsizing of missile research along with the steady retirement of personnel versed in the technical aspects of missile performance evaluation through photographic processes have created a situation where the number of qualified individuals to provide such services is precariously low and where the technology itself is being forgotten. At the Imaging and Photographic Technology Department at the Rochester Institute of Technology we are making a small effort to teach introductory concepts often taken directly from imaging technologies associated with missile range photography. These technologies involve near-miss analysis and basic photogrammetry, streak photography for measurements of velocity, acceleration and event duration, shadowgraph and schlieren imaging, high speed flash photography of explosive events, etc. One of the methods by which a healthy dose of respect for traditional technology is taught is by setting up a mock missile range in the Department's High Speed laboratory. This project includes a missile firing control station, a photography section, a missile assembly area and other interdependent activities. Students build their own rockets, are taught the fundamental principles related to synchroballistic photography, they become range 'officers' and are never in charge of launching their own rocket and acquiring their own data but have to depend on their classmates to perform their assigned roles without error. Eventually the students then analyze the film data and report on the performance characteristics of their missiles. It is the purpose of this paper to share with professional technologists one project that is part of the Imaging and Photographic Technology curriculum at RIT designed to help preserve the technologies which provide the foundation upon which SPIE itself was founded.

The paper describes two practical works in Optics Laboratory of undergraduates to whom the courses on Statistical Optics, Diffraction Methods in Biomedicine and Physical Principles of Laser Measurements are taught. The first work belongs to a training course on Numerical Methods and Computing. Through it the undergraduates can analyze the regularities of speckles forming at coherent beams scattering in random media. The set of educational training software enables students to model the process of strongly focused Gaussian beams and focuses speckle fields scattering from moving phase screen and to investigate the statistical characteristics of scattered field. Another practical work, designed on the base of two-coordinate robot with aerodynamic suspension and a linear pitch drive, is a scanning laser profilometer used for an analysis of the first and second order statistics of statistically inhomogeneous speckles and for examining the profilometer's output signal as well.

As part of our coherent optics course for senior level undergraduates, our students complete a laboratory in which they are trained in laser safety and set up a complete holographic system. The students perform all phases of the setup from aligning pinholes for spatial filters to ensuring the correct illumination levels for plate exposure. The students are then required to investigate some aspect of holography. The topic may be of their own choosing or can be selected from a list of topics provided by the instructor. In this paper we will describe the contribution of various student groups to the analysis of vibrating objects with or without static deformation using real-time holography. Three years ago we started this project by asking two very simple questions; first, 'why are there twice as many fringes in time-average holography?'; and second, 'can the fringe contrast for real-time holography be enhanced?' In the course of this research, we 'discovered' quite a few things which were already well known, and a few things that are not. But in the course of this work, all of the authors, faculty and students, enhanced our understanding of holography and its applications.

Carbon-dioxide lasers are well-known example of optical systems, which can exhibit complex transitions from the CW to the chaotic regime in the intensity caused by the modulation of various systems parameters. They can demonstrate classical bifurcation scenarios with period doubling, bistability, and chaotic attractors. We report on a new method of observing chaos in carbon-dioxide lasers where the simple technique of modulation of the optical feedback parameters is applied. In this approach the parameters of the carbon-dioxide laser itself remain unchanged and modulation is carried out externally. This leads to a system which can be easily assembled and studied in a graduate laboratory. Experimental results show the presence of stable periodic orbits of different periods, bistability of periodic orbits and chaotic attractors with complex transition scenarios, providing a wealth of examples for the student to investigate.

The use of lasers by the academic community continues to dramatically escalate. Academia is inundated with a profusion of lasers, each with a diverse function. Traditional departments such as biology, chemistry, and physics have introduced the use of lasers as an essential element of tutelage. Even the more distinctive departments such as Cancer Research, Civil Engineering, Earth and Planetary Science, Plasma Fusion, Spectroscopy, and so forth, have incorporated the laser in the composition of their educational mechanism. The literature indicates most ocular accidents happen during alignment procedures, which is an everyday activity for educational laboratories. Also, the improper use of laser safety eye wear is a major area of concern for laser safety in education institutions. More Class II, III, and IV lasers are used in universities, colleges, laser electro-optic technical colleges and high schools than probably any other area: for teaching, research, laboratory experiments, and demonstrations. Relatively large numbers of students work in laboratory groups in confined area, with various lasers of different wavelengths in the same laboratory. Open cavity and beam paths of Class IV lasers are common in these environments. Most educational institutions do not have laser safety officers or standard operation procedures. This paper will discuss the development of a new laser safety standard by an ANSI ad-hoc committee and by the executive committee of the ANSI Z-136 intended to provide adequate, reasonable, and practical guidance for educators, students, and spectators found in classrooms, lecture halls, and laboratories associated with universities, colleges, high, and elementary schools.

Students love games using games? While racing the clock and other team, two to five member student teams are learning about laser applications, fiber optic principles, basic optics principles, interference filters, and other electro-optics phenomena. Three laser light, 'game oriented' activities, Mirrors, The Right Image, and Light Links, have proven to be a subtle and common-sense way to teaching students electro-optics technology principles by the direct experience of controlling a laser light beam, connecting fiber optics bundles, and manipulating combinations of convex and concave lenses. In the LASE Game Mirrors, student teams learn about reflection and the angles and locations involved in precisely directing a laser light to a targeted area. In Light Links, students experience the difficulty and the necessity of an 'absolute' match in the precise coupling necessary in the connection of multiple fiber optics bundles. Using the lens set from the Optical Society or America's Optics Discovery Kit, students are individually challenged to use various combinations of lenses to 'produce' The Right Image. Using these student centered activities, LASE Games has proven itself as an effective vehicle to teach students optically associated phenomena and simultaneously assist them to learn that team work is an essential ingredient in the completion of almost any multifaceted task.

This manuscript will explain how to bring the LASE Project (Laser Applications in Secondary Eduction) to the high school physics classroom. The progress made after three years of implementation of the program at Santa Teresa High School will also be discussed. The goal of the project is to bring significant laser technology and optics to the secondary level with a special emphasis on student research and publication. The project has focused on requiring all students in Physics and Honors Physics classes (32/period) to experience laser labs in small groups working throughout the classroom. In addition to receiving this exposure, all physics students were encouraged to do original research projects and to compete for prizes against other California high school students at the Optical Science Fair held at San Jose State University. Students were further encouraged to publish their results in the LASE Log journal.

A two-week course in optics has been developed and taught as part of the APEX program at the University of Arizona. APEX, (Academic Preparation of EXcellence), is an early-outreach program for minority students in the middle schools of the greater Tucson area. APEX targets financially disadvantaged students who posses skills necessary to be successful in higher education beyond high school. The program promotes academic confidence and career awareness through school-year meetings, field trips, a speakers' bureau, and a summer day camp. The optics course described in this paper has been taught over the last four years to middle school students in the APEX summer camp. The optics course presented is a micro-version of the optics courses taught as part of the B.S. program i Optical Engineering at the University of Arizona. The APEX optics class contains a successful mixture of theory and hands-on demonstrations. Proof of this success is evident at the end of every summer session when, after two weeks and forty hours of optics, the students are eager to learn even more about the world of optics.

The description of the optic laboratory including the projects based on the laser optical complex in Kolmogorov high school is given.

The aim of the actual paper is to enhance achievements of the text 'Optica Fisica Basica: estructurada alrededor del concepto de coherencia luminosa' (in English 'Basic Physical Optics centered in the concept of coherence'). We consider that this book is a very worth tool when one has to learn or to teach some fundamental concepts of physical optics. It is well known that the topics of physical optics present not easy understanding for students. Even more they also present some difficulties for the teachers when they have to introduce them to the class. First, we think that different phenomena like diffraction and polarization could be well understood if the starting point is a deep comprehension of the concept of interference of light and, associated with this, the fundamental and nothing intuitive concept of coherence of the light. In the reference text the authors propose the use of expression 'stable interference pattern of no uniform intensity' instead of 'pattern of interference' and 'average pattern of uniform untested' instead of 'lack of interference' to make reference that light always interfere but just under restrictive conditions it can be got temporal and spatial stability of the pattern. Another idea we want to stand out is that the ability to observe a 'stable interference pattern of no uniform intensity' is associated not only with the coherence of the source but also with the dimensions of the experimental system and with the temporal and spatial characteristics of the detector used - human eye, photographic film, etc. The proposal is well support by quantitative relations. With an alternate model: a train of waves with a finite length of coherence, it is possible to get range of validity of models, to decide when a source could be considered a 'point' or 'monochromatic' or 'remote', an 'infinite' wave or a train of waves, etc. Using this concept it is possible to achieve a better understanding of phenomena like the polarization of light. Here, it is easier to recognize limitations of the model of light. For example, in the interpretation of the effect of retarding plates on polarizated light. When the plate is wider than the coherence length of the wavetrain of light, the effect disappears.

The system of education bachelors, specialists and masters Sci in optics in Taras Shevchenko Kiev National University by fundamental courses of the physics and mathematics also by special courses there was considered. The system of education the masters Sci is discussed.

We present a content of a teaching course on the laser interferometry. We consider paragraphs of optical two beams, holographic, speckle interferometry, laser Doppler anemometry, fiber-optic interferometers and optical correlation processing.

Scalar diffraction theory is usually introduced using the classical Green function approach as a solution to a boundary value problem. I propose a different approach first proposed by Duffieux and later put on a solid mathematical foundation by Arsac and which exploits the close connection between Fourier theory and linear systems theory; it is based on elementary distribution theory, where scalar diffraction appears naturally as a convolution of the diffracting screen with an optical propagator. All the classical expressions such as Rayleigh's integral formula and the Kirchhoff-Sommerfeld diffraction integral are easily derived as special cases. The fact that diffraction appears naturally as a convolution facilitates the integration of diffraction theory with linear systems theory, which has come to play a major role in fourier optics.

This study has been conducted in the context of a degree in Optoelectronics, in which a special component on optoelectronics and optical fiber technology, starts in parallel with a conventional second year university physics course. Despite the considerable success of this optics course, it has become clear that there is a need to improve the presentation of topics such as; diffraction and propagation of monochromatic pulses along optical fibers. In this work we seek to structure an outline of the essential principles of light propagation in a nonconduction, nonabsorbing dielectric, that is consistent with Maxwell's equations and yet avoids the solutions for conducting waveguides and the other traditional analysis that usually follows. The conditions on the electric field E(t) and the magnetic field H(t) applied in the manner prescribed by Diament¹ leads to a series of field equations for interaction with both perpendicular and oblique plane dielectric surfaces. These equations are then solved numerically to obtain familiar and extended results that illustrate the principles of refection, refraction and thin-film filters. We aim to introduce the subject of mode dispersion and include a discussion of pulse compression.

The concept of optical education of students in the Departments of Mathematics and Mechanics and in the Department of Computer Science and Cybernetics of Moscow State University is discussed. Methods of teaching of different aspects of optics in these departments are largely determined by a high mathematical training of students.

The issues pertinent to providing optics education as principal base of fundamental higher education in changing the system used to train personnel in the Ukrainian Universities and Technical Institutes are considered.

We present an overview of the current status of optics education at the Center for Research and Education in Optics and Lasers (CREOL) and the University of Central Florida (UCF). The academic organizational structure of this interdisciplinary program is outlined. Three graduate MS and Ph.D. degree programs in optical science and engineering, electro-optics, and optical physics are offered and coordinated by CREOL. The infrastructure, faculty, and research facilities dedicated to the optics education program are presented. Details of the admission, articulation, degree requirements, optics course offerings, thesis/dissertation research activities, and typical plans of study are included.

During the 20th century, the electronics industry has evolved from radio, television, and audio systems to computer systems. The trace of evolution is clearly from linear systems to nonlinear systems. This is by no means accidental, and is due to the fact that nonlinear systems are more versatile than linear systems. As of now, the successful commercial optical instruments are all linear systems. From the entropy point of view, as the knowledge of human beings further expands, we need more powerful computing capabilities such as memory association and self organization. Based on the fundamental differences between the electron and the photon, this paper presents the argument that optical computing will provide memory association and self organization ability (which compliments the current electronic logical computing). Thus, one can infer that the main future thrust of the optical industry will be in nonlinear optical systems and hybrid combinations with nonlinear electronic systems in order to provide both self organization and logical computing (to emulate, more or less, the computing power of the human brain). Currently, the stat of the ar has already demonstrated successful combinations of linear optical system with nonlinear electronic systems (computers). These kinds of hybrid systems are called electro-photonic systems in the following curriculum. Based on the above vision for the future and taking into account the need for immediate employment, the following curriculum is designed to provide a core training to the students who are interested in choosing optics or electro-photonics as their career. This curriculum is being offered in the upper years at the Physics Department of Chung Yuan University. Electronics, Optics, Electro-photonic System Design and Analysis, Optical System Design and Analysis, Introduction to Optical Computing, Holography, Nonlinear Optics, The Experimental Technology for Electro- photonics (I), The Experimental Technology for Electro-photonics (II). The main thrust among all these courses is the system modeling and analysis. In this paper, the design of this curriculum will be elaborated and the topics for each course will be listed in detail.

The authors take over the following tasks: development of fundamental creative styles of student's thinking; study of some morphogenesis phenomena; the mastery of computer technology of investigations on optical synergetics by the students. The authors have elaborated the system of training-investigating problems presented to students. Each student is put into problem situation of an investigator, solving a new problem concerning the optical morphogenesis in a ring four-mirror interferometer, containing nonlinear medium and linear 2D large-scale transformator of the light field (in the feedback circuit). The phase shift distribution in the cross section of the laser beam is described by nonlinear parabolic equation with displaced space argument. The student must study processes of the optical structures generation by means of the simulation. The content of the training-investigating problems foresees various tasks for the student, for instance an explanation of the simulation results, predictions about the structures shape and behavior, test of the student hypothesis, modification of the physical model.

The report presents a circulation plan of the course of Diffraction Methods in Biomedicine. When teaching the course, the special attention is drawn to an analysis of strongly focused Gaussian beams diffraction in random media. Original materials included in lectures provide the most complete study of the question. The diffraction fundamentals are taught in accordance with Rytov, Kravtsov and Tatarsky's book under the title of 'Introduction in Statistical Radiophysics'. Delivering lectures is combined with practical undergraduate training in speckle optics problems and seminars. The seminars are organized as scientific conferences. Along with theoretical course the laboratory training is foreseen. In particular, the paper describes two set-ups designed for investigations of human pulse waves, cardiovibrations and for measurements of white rats lymph and blood flows in vivo.

Planning for the undergraduate Optical Engineering program at the University of Arizona, which leads to the B.S. Degree in Optical Engineering, was begun in the mid 1980's - primarily in response to a cry from industry that there was a national shortage of individuals with formal training in optics at the baccalaureate level. The curriculum for the new degree was modeled after that of the Institute of Optics at the University of Rochester to some extent, but was given somewhat more of an electrical engineering flavor. In addition to the usual doses of mathematics, chemistry, physics and social sciences found in standard engineering programs, the University of Arizona program requires 22 units (semester credit hours) of electrical engineering, 30 units of optical engineering and 12 units of senior-level technical electives, for a total of 128 units. The program has grown at a moderate rate since it was given official status in 1989, and 72 students were enrolled as Optical Engineering majors during the spring semester 1995; the maximum enrolment of 100 will be likely be reached sometime before the year 2000. A total of 35 individuals have new received the B.S. Degree in Optical Engineering at the University of Arizona. The philosophy and curriculum of this program is described in some detail.

An experience of managing the continuing education and retraining programs at the International Laser Center (ILC) of Moscow State University is discussed. The offered programs are in a wide range of areas, namely laser physics and technology, laser biophysics and biomedicine, laser chemistry, and computers in laser physics. The attendees who are presumably scientists, engineers, technical managers, and graduate students can join these programs through the annual ILC term (6 months), individual training and research programs (up to a year), annual ILC Laser Graduate School, graduate study, and post-docs program, which are reviewed in the paper. A curriculum that includes basic and specialized courses is described in detail. A brief description of the ILC Laser Teaching and Computer Labs that support all the educational courses is given as well.

NAPEM-The National Alliance for Photonics Education in Manufacturing is delivering photonics-based courses in four major manufacturing sectors: semiconductor manufacturing, laser materials processing, durable goods manufacturing, and dual-use manufacturing and end-to-end system testing. NAPEM's mission is to enhance industry competitiveness through providing practical continuing education programs on applying technology in manufacturing processes. Funded through a matching Technology Reinvestment Project (TRP) grant, NAPEM's unique approach unites the strengths of a professional photonics society, university educators, and industry training and human resources personnel in designing, assessing, implementing, and evaluating these innovative programs. This paper will outline the NAPEM program, to date, from SPIE-The International Society of Optical Engineering's administrative perspective. It will identify successful models and lessons learned in program development, delivery and evaluation, and specify recommendations to assist others addressing similar educational issues in training an engineering workforce for the 21st century.

Nowadays in Russit, as well as in Europe, problem of the lack of trained specialists in interdisciplinary fields of science and technology, and among them engineers-physicists and physicists-researchers able to collaborate with biologists and physicians at high today's scientific level, is sharply outlined. As a result, problems are evident in efficiency of employment and development of modern medical diagnostic and therapeutic equipment. Skilled specialists trained in the field of physics and mathematics with substantial knowledge in biology and medicine are needed. Similar situation has been seen in Russia in the field of biophysics in early sixties. Today, in medicine, the growing emphasis is placed on less invasive methods of intervention [1]. The demand of less invasive intervention is best of all met by laser (optical) diagnostic methods and laser treatment. The use of these techniques and laser surgery methods and tools provides shorter hospitalization and rehabilitation time. But the medical personnel and technicians who work now in clinics often can't provide effective, reliable, and safe employment of such intricate equipment as laser units and tools. However, if for the efficient and safe clinical use of lasers training specialists in the field of laser technology and optical units with very general understanding of medico-biological principles of laser radiation effect on bioobjects seems to be sufficient, in the case of basic medical and biological research the participation of specialist with basic education in biotissue optics, properties of coherent radiation, theory of lasers and fiber optics, laser measurements, and principles of spectroscopy, on the one hand, and physiology, biochemical and biophysical mechanisms of radiation action on living systems, principles of medical diagnosis and objective criteria of treatment, on the other hand, is essential. In recent years, the need for specialists trained in physics and laser technology and at the same time with the knowledge of biology and medical disciplines is evident in industry. Many plants and research-productive amalgamations with modem high technologies lost the bulk of orders for the cutting of budget allocations to defense (in the US the reduction of defense spending takes place too [1]). Conversion of industry, the use of high technology facilities for production of technically intricate medical equipment, including laser diagnostic and therapeutical units, is the way out. As a rule, large manufacturers have their own research and design departments, and that is the place where the specialists trained in biomedical optics are needed. It is University with its traditional developed system of basic education in various fields of natural sciences that is able to train specialists who can on the base of basic knowledge and practical skills perform research and design project on their own. At the same time, basic training and additional training of instructors and lecturers for higher school remain the central task of educational process at University. Highly qualified faculty, permanent research activity, close relations with research and development divisions of industrial enterprises and with research groups in clinics, all that forms the basis for realization of the principle of continuity in biomedical optics education: physicist/engineer-physicist -Candidate of Science (Ph.D.) Doctor of Science.

In this paper, we introduce the experimental laser physics laboratory recently developed at Eastern Michigan University which houses an exceptional laser facility, including a highly-versatile 30 gigawatt glass laser system. Current practice and future perspective to use the facility for optics education at both undergraduate and graduate levels are discussed in detail.

Currently in the United States as well as many other countries, the percentage of college students who are interested in science and engineering is decreasing. Can optics, being an area of physics which has so many applications to everyday life, be helpful to reignite student interest? In this paper we address problems related to this falloff of student interest and discuss their possible solutions. In particular, efforts are made to integrate existing techniques for general physics eduction into optics courses at the introductory level.

Mathematical needs for Diffraction and Fourier Optics are examined and some suggestions and examples given. The purpose is to suggest the mathematics needed by optics students for both understanding and working with Diffraction and Fourier Optics.

A conventional optical system can be regarded as a special type of linear system and can thus be treated accordingly. The scalar representation in its paraxial approximation lends itself to particularly simple analysis. Employing an operator representation from a linear-systems point of view, introduces the senior engineering student to Fourier optics in the most natural and straight forward way. This approach eliminates the need for manipulating complicated integral expressions and leads to better insight into the physical processes.