OP-TEC

The World-Wide Laser Industry Has Recovered Quickly

2011-04-13T13:34:00.005-05:00

Despite a 30% dip in 2009, the world-wide laser industry recovered over 27% in 2010, to $6.37 billion; it is expected to grow over 12% in 2011 to $7.1 billion, according to the LFW Annual Laser Market Report.

As shown in the chart, 2/3 of the market is in the Communications and Materials Processing industries.

Diode lasers amount for 51% of the market and non-diode lasers account for 49%. One of the largest growth areas is fiber lasers, experiencing a 41% growth in 2010 and an even greater rate in 2011.

The demand for new laser technicians continued to outstrip the supply by over 4:1. Colleges report that 2010 grads received multiple job offers again in 2010. Job prospects for this year also look very good.

Reference: Overton, Gail, Anderson, Stephen G, Belforte, David A., & Hausken, Tom (2011). Skies may be clearing, but fog still lingers. Laser Focus World, January 2011, 40-42. http://www.qmags.com/2FE1161B162147DB111616AC3513143E462FF14B817.htm

Restoring Declining AAS Programs Using Emerging Technologies

2010-10-20T18:16:00.008-05:00

In the last several years many colleges across our country have experienced a decline in enrollment and graduates from their technician education programs. Five colleges have experienced this in photonics-related programs. As OP-TEC attempts to build national capacity for preparing photonics techs we have concentrated on these declining programs--and we are experiencing very rewarding results in every case. The declining, or recently closed programs often have valuable labs and equipment that newly developing programs might take 3-5 years to accumulate.

But the declining programs frequently have some "baggage" that has to be eliminated. This may be in the form of some outdated curricula, courses, lab equipment, inactive employer advisory committees--and faculty. Eliminating this "baggage" is not easy for technical deans and department chairs; it takes an understanding of emerging technologies and their implications on technician careers. It also requires that the administrators have the courage and institutional support to make some very difficult changes.

Over the last 3-4 years this restoration process that has been successfully achieved at Tri-County Technical College, in Pendleton SC. TCTC was one of OP-TEC's original Partner Colleges, when we began the Center over four years ago. But TCTC had to drop out for several years until they could re-establish their focus in photonics education.

The background, strategies, process, curricula and results of TCTC’s restoration is documented in an OP-TEC Monograph entitled “Restoring a Declining Photonics Program at Tri-County Technical College.” The monograph can be read or downloaded, without cost from OP-TEC’s web site, by clicking the monograph title above.

This is a relatively brief monograph, but it shows the causes, the restoration process and the results. Of particular interest is the Lessons Learned section, which emphasizes the following success factors:
• Persistence
• Having the right people in right position
• New curriculum strategies
• Technical assistance, mentoring and partnerships with other photonics colleges.

Eugene Grant, Dean of Industrial & Engineering Technology, Tri-County Technical College, is to be congratulated for his efforts in restoring Photonics Education at TCTC.

Dan Hull

Some Great Visual Resources for Your Science and Photonics Facilities

2010-09-20T17:04:00.032-05:00

Do you need some posters to decorate the walls of your classrooms, labs and halls? Two of the photonics professional societies, SPIE and the Optical Society of America (OSA), have created some excellent posters that they provide to K-12 schools and colleges, free for the asking. These posters will not only add color and class to your facilities, they provide interesting education and career information about optics and lasers. To view and request copies of these posters, you will need to visit their web sites.

The SPIE web site is http://www.spie.org/ but you can go directly to the page that shows the posters by visiting www.spie.org/x31474.xml. There are many posters shown that you may want. SPIE will send them to you rolled up in a tube. We have had them mounted on foam board for a few dollars. Then they can be hung on walls or positioned on tables, unframed or framed. Some of the ones that I found particularly interesting are:

• Introduction to Popular Applications of Optics & Lasers (new) — This poster shows novel applications that everyone can recognize, but may not know that they were enabled by optics and/or lasers. I think it is particularly useful for elementary and middle school students—and their parents.

• Future of Lasers: Illuminating the Future (new) — This is a futuristic look at new laser applications in healthcare, energy, manufacturing and communications. I think it makes a great addition in either high schools or colleges.

• Invent Your Future (new) — This is my favorite! It explores & encourages photonics careers in science and technology. I think it is particularly appropriate for middle and high schools. We have this one mounted in the entrance of OP-TEC. Others are mounted throughout our Center.

• Posters that relate to photonics applications in other fields include:
 Lithography
 Remote Sensing
 Metamaterials
 Biophotonics
 Sensors
 Nanotechnology
 Energy

The OSA web site is

http://www.osa.org/ but you can go directly to the page that shows posters & other educational materials by visiting http://www.osa.org/Foundation/Youth_Education/Classroom_Materials/default.aspx.

There are two OSA Poster Series:

• Optical Phenomena Posters (four, 11” x 34” — request the set)
 Lasers
 Fiber Optics
 Biomedical Optics
 Spectroscopy

• Make waves—Discover Science Series (new, four, 11” x 34” — request the set)
 Acoustics
 Cross Polarization
 Echolocation
 Lasers

These posters will also be sent to you rolled in a tube; and they are best displayed if they are mounted on foam board. They are printed in five languages, so specify if you want yours in English. We have six of these posters displayed in the OP-TEC office.

Educational Pamphlets to accompany OSA posters: OSA has also developed very high quality educational pamphlets to support the posters described above. These 8.5" x 11", 4-8 page documents contain scientific explanations of the phenomena/equipment, experiments and career profiles of photonics scientists, engineers and technicians. They are available as printable PDFs that you can download from the web site.

Other free educational resources: OSA & SPIE also have several CDs and digital explorations, described in their web sites, that are useful for introducing photonics and careers to young people.

One example that particularly impresses me is Lighten Up! Discovering the Science of Light. This 36 page color booklet, developed through a collaborative effort between OSA Foundation and the Girl Scouts of America, is an exciting educational resource guide for girls, ages 11-15. You can request copies from OSA and GSA, or you can download a PDF and print your own copies.

Someone once said, “The best things in life are free.” I’m not sure they were referring to educational materials in lasers and optics, but the saying sure fits for these resources.

Dan Hull

Helping Graduating Photonics Technicians Find the Right Job and Be Successful

2010-08-25T09:50:00.016-05:00

Recent reports from our photonics colleges reveal that graduates are having no problem getting job offers, even in these slow economic times. The survey we conducted last year indicates that in 2010, employers will need an additional 1200 photonics techs; and the demand will continue at this level for at least several more years. We remain in a “seller’s market” for photonics techs.

But even with the many job opportunities available to them, graduating techs need to approach their job search armed with wise advice and guidance. They’ve worked hard for this opportunity and they deserve to get off to a good start. And there’s no one better to provide this advice to them than photonics techs that went through the process a few years ago. Last year, OP-TEC established the Photonics Alumni Council for Technicians (PACT). College faculty proposed alumni for membership and sixteen outstanding graduates were selected for the first council of PACT. But the selected alumni didn’t just want to be recognized for their success, they wanted to “give something back”; they wanted to help other techs that were just beginning their career; and they wanted them to benefit from their own experiences—good and bad. So they provided significant input to the preparation of a pamphlet entitled “How to Search for and Find Your First Job.” This four-page publication addresses the following topics:

“Money isn’t everything”, but it helps. (Explains other employer benefits that are also important.)
Where do you want to live? Where would you be willing to live?
What kind of work do you want to do?
Have you prepared a resume?
What do you hope will happen in the interview?

Shortly after the first pamphlet was published, the PACT set out to develop a second one entitled, “How to Make Your First Year on the Job a Success."

It included the following topics:

You haven’t learned everything when you graduate.
Your mother doesn’t work here, so learn how to survive on your own.
You’re personally responsible for the quality and timeliness of your work.
Your value as an employee will depend on your soft skills as much as your technical expertise.
When possible, volunteer to represent your employer in community or charitable events.

Employers who have reviewed the pamphlets have enthusiastically recommended that all future techs and new hires have copies of these materials. You can review them also, by clicking here.

OP-TEC is providing limited copies of these pamphlets to any college—or employer—that requests them. And we can provide a print-ready copy to colleges that want to customize the pamphlets with their institutional identification. We’re not trying to sell them; we just want them to be used.

This year the PACT is considering the preparation of additional pamphlet(s) that could be used to help high school students consider a career as a photonics technician.

What a great way for these recent grads to “give back” to the photonics field—and to help young people that could greatly benefit from their advice.

SCIENCE AND A SYMPHONY - Artistic Laser Light Show With an Orchestral Performance of “Oscillate”

2010-04-16T13:39:00.018-05:00

Over 200 central Texas science teachers and other educators were invited guests at a March 20 multimedia concert by the Waco Symphony Orchestra. The event was one of many LaserFest celebrations being held this year throughout the country to commemorate the 50th year of the laser, which was invented in 1960. The purpose of the LaserFest celebrations is to call attention to the many ways that lasers have enhanced our daily lives—from laser printers and copiers to digital sound reproduction and fiber optics, to mention only a few of the applications that are now commonplace.
The WSO concert featured a new composition by Jon Barrett, a Baylor University graduate student. The composition, titled “Oscillate,” was performed in conjunction with a specially designed laser light show.
Barrett’s piece was a natural match for a laser light show. Barrett composed it as a musical reflection of what he called the “never-ending ballet of patterns, interconnected and interdependent with one another, large and small.” “Our cells are born from our parents’ cells,” he noted, “and through division give rise to more cells until finally dying. Our lungs respire through a pattern of inhalation and exhalation. Our heart pumps blood through our bodies, circulating oxygen to our cells. Electrical charges constantly course throughout our nervous systems, giving us control of our bodies and a sense of the world and, ultimately, the Cosmos.” “Oscillate,” which won Baylor’s 2009 Symphony Overture Competition, is also a study in the juxtaposition of opposites—loud and soft, high and low, light and dark, fast and slow, transparent and opaque textures, serious and comical tones, and art and popular musical styles.

The laser light show, which was custom-designed as a visual interpretation of Barrett’s music, was provided by Prismatic Magic, a nationally known laser light show company. Prismatic Magic’s president, Dr. Chris Volpe, is a physicist with a specialization in optics and lasers.

Prior to the concert, OP-TEC, Texas State Technical College, Baylor University, and the City of Waco jointly hosted the guest teachers at a reception in Baylor’s new science building.

Over 100 pictures of the laser light show, as well as a 10-minute audio-video recording of the performance, can be seen on the OP-TEC website, www.op-tec.org/lasershow.

Recent Trends in Solid State (LED) Lighting

2010-02-08T10:07:00.008-06:00

The acceptance of Light Emitting Diodes (LEDs) as the preferred lighting device continues to grow in all sectors throughout our country, but especially in municipalities. U.S. cities are seizing upon LEDS as a viable strategy to “Go Green”, particularly in applications where low maintenance is more important than lower initial costs.

According to an article entitled “U.S. Cities Go Green with LEDs”, in the Optical Society of America’s (OSA) February issue of Optics and Photonics News (OPN), cities as well as public and commercial institutions are demonstrating the use of LEDs to realize long term cost savings and reduce pollution in the operation of traffic lights and street lighting. Although LED’s are still more expensive than fluorescent lights, their initial costs are offset by their higher efficiencies and longer lifetimes. Maintenance costs to replace failed lighting are very expensive in street lighting and traffic lights. And LED’s don’t usually “fail suddenly”, like incandescent and fluorescents. When they begin to fail their light production usually drops about one-third, which means that there is more time to schedule and coordinate repairs.

James Brodrick, manager of the DOE’s solid state lighting program, claims that the use of high efficiency LEDs could reduce U.S. energy consumption for lighting by over 30% in two decades, which would eliminate the need for 44 power plants generating 1000 megawatts each, and cut the equivalent of 47 million automobiles’ greenhouse emission. LEDs are also more efficient in outdoor lighting because they are more directional and can be applied where they are needed. The clean, uniform lighting provided by LEDs also improves visibility.

All new traffic signals now use LEDs, which provide a cost savings of approximately $48/year, due to reduced maintenance and the fact that LEDs produce the desired colors, rather than having a broad band source that has to be filtered, like fluorescents and incandescents.

The DOE is encouraging the use of LEDs by funding municipalities and educational institutions for demonstration and test sites. (Visit http://www.ssl.energy.gov/ for more information.) The OPN article, cited above, describes several successful examples of DOE-funded initiatives.

LED use is also growing in home use, particularly in outdoor lighting. But the cost and reluctance to switch to a somewhat different lighting effect have delayed widespread use like municipalities have experienced. “The Energy Independence and Security Act of 2007, which set efficiency standards for light bulbs, is also helping to promote LED use. Traditional incandescent bulbs do not meet the standards that go into effect in 2012”, Brodrick said. “By 2020, advanced incandescents will fall below the standards as well. Only CFLs and LEDs are likely to meet the 2020 standards.

OP-TEC continues to follow LED technology advances in lighting, in order to anticipate the need for new technicians in this field. So far most of the production and installation jobs appear to be at

the craft level.

Questions or comments? Please contact us!

Click here to read the full OPN article, "U.S. Cities Go Green with LEDs."

Click here to visit the DOE's Solid State Lighting website.

2010 Update on Photonics for Optical Communications - Photonics is the Key to Broadband Access

2010-01-11T10:56:00.006-06:00

Background
Early use of the Internet depended on “dial-up access” using telephone lines, which was limited to a bit rate less than 56 kbit/second. This allowed computers to “talk to each other” and exchange and access text information. But shortly, computers were developed that could process information faster; higher-speed transmission lines were needed.

In the 1990’s broadband Internet access, using co-ax cable and twisted pair wires, expanded the bit rate up to 256 kbit/second, and served the business community well by speeding up transmission times and enabling higher data rates and larger data files, like pictures and video transmission.

To expand the use of the Internet to more users, and to allow rapid transmission over longer (intercontinental) distances, fiber optics cabling has been installed for transoceanic Internet cables, across large land distances and in urban areas where business use is very dense. The use of fiber optics means that we are transmitting information over optical (laser diode) beams where the carrier frequencies are many orders of magnitude greater than the radio frequencies sent over copper wire. Over the last decade, the use of laser transmitters, optical receivers and fiber optics transmission cables ushered in photonics technology to enhance Internet and telecommunications services.

Cell phones required wireless transmission over radio and microwave frequencies. Their wide-spread use required transmission towers positioned every 10-50 miles apart throughout the land; the cell phone towers “talked to each other” around the world by connecting through synchronous, orbiting satellites. Computers also began communicating “wirelessly” by tying into the communication towers and satellites.

Digital Communications has become more complex and more crowded: We’re outgrowing our infrastructure
Smart phones (such as iPhones and BlackBerries) combine cell phones with computer access to the Internet, requiring broadband access. Today, according to the International Telecommunications Union, 60 out of every 100 people in the world own and/or are using cell phones and smart phones; and more than 85 percent of the world’s online population has used the Internet to make a purchase.

Over the last 3 years, the surge of computer and smart phone use for social networking (e.g. Facebook and Twitter), as well as video streaming and video conferencing, has placed an enormous demand on broadband access that can only be met by greatly increasing the bit rates to 1-10 megabit/second. This can be accomplished by changing our entire digital infrastructure for distance transmission as well as local area networks (LANs).

Note: Distance transmission provides Internet service to a building or communication tower, and LANs distributes the Internet service to users within the facility. In a home or small office LANs are relatively simple, but still must be fast. In large corporations, college/universities, and Internet businesses, such as Google, LANs support the use of huge megaservers.

Photonics technologies will provide the tools and techniques to reconfigure our digital infrastructure
Fiber optics networks, carrying optical signals generated by laser diodes, are the technology tools that will allow us to reconfigure the digital network. In 2009, the US Federal Communications Commission (FCC) defined "Basic Broadband" as data transmission speeds exceeding 768 kilobits per second (Kbps), in at least one direction: downstream (from the Internet to the user’s computer) or upstream (from the user’s computer to the Internet). The trend is to raise the threshold of the broadband definition as the marketplace rolls out faster services. Broadband penetration is now treated as a key economic indicator.

As the bandwidth delivered to end users increases, the market expects that video on-demand services streamed over the Internet will become more popular, though at the present time such services generally require specialized networks. The data rates on most broadband services still do not suffice to provide good quality video, as MPEG-2 video requires about 6 Mbit/s for good results. Adequate video for some purposes becomes possible at lower data rates, with rates of 768 kbit/s and 384 kbit/s used for some video conferencing applications, and rates as low as 100 kbit/s used for videophones using H.264/MPEG-4 AVC. The MPEG-4 format delivers high-quality video at 2 Mbit/s, at the low end of cable modem performance.

Technology applications change the landscape
Because of falling costs to acquire the equipment, businesses may have dozens or even hundreds of video cameras on their premises, carrying video on the LAN. The combination of lower prices and technology advancements enhances security and enables fewer people to keep track of assets that may be scattered far and wide.

Telepresence, the latest generation of video conferencing that uses large flat screens and high-definition video to replicate face-to-face meetings, is gaining traction.

As these trends grow, new bandwidth-hungry applications appear. Enterprise bandwidth demand escalates month after month and requires upgrades in electronic apparatus and larger copper cables. Information technology (IT) managers scratch their heads wondering how to accommodate these requirements. It won’t be done with copper. We need massive shifts to fiber delivery systems, using laser diode transmitters and other photonics components, especially in outlying rural areas.

Verizon Conducts World's First 10 Gigabit-per-Second Fiber-to-the-Premises Field Test Waltham, Mass. – December 16, 2009
Last month, Verizon became the first telecommunications company in the world to successfully field-test a passive optical network system known as XG-PON that can transmit data at 10 gigabits per second (Gbps) downstream and 2.4 Gbps upstream, four times as fast as the current top transmission speeds supporting the company's all-fiber FiOS network. Additional demonstrations of this nature are expected by Verizon and other companies in early 2010.

Photonics is the key to the future in broadband access
A few weeks ago, the Federal government announced that it will hand out the first $182 million of a $7.2 billion pot of stimulus money that will go toward building high-speed Internet networks and encouraging more Americans to use them.

The money is being targeted for "last-mile" connections that link homes, businesses and other end users to the Internet; "middle-mile" connections that link communities to the Internet backbone; computing centers in libraries, colleges and other public facilities; and adoption programs that teach people how to use the Internet and encourage them to sign up for broadband services. By March 2010, additional stimulus funds will be released to build our country’s broadband access.

The need is evident, the technology has been proven and stimulus funds are being applied. It is quite possible - even likely - that 2010 will be the year of massive development for broadband infrastructure. And photonics components will pave the way.

What’s your perspective on this? Am I too optimistic? Have I understated the case? Will U.S. photonics suppliers be the main beneficiaries in this market? Are we ready? Will we need even more photonics techs? How about retraining needs?

Leave your comments here or contact me by e-mail!

Photonics Colleges Receive “High School Pipeline” Grants

2009-12-11T13:41:00.014-06:00

Many colleges that offer educational programs in emerging technical fields are making innovative changes in their curricula and student recruiting strategies. Their goal is to increase the number of students who enroll in and complete their programs, and to make their curriculum content more relevant to changes in employer requirements for technicians. This is especially true for colleges with photonics programs.

Photonics specialties are being designed to build on a “systems-oriented” technical core that is capable of supporting related technologies such as robotics, telecommunication, microelectronics, and biomedical equipment. These revitalized programs have a broader student appeal than more narrowly focused programs because they prepare students to pursue interesting, rewarding careers in multiple advanced technologies.

Targeted recruiting efforts to build the “high school pipeline” have been created using cost-effective strategies designed to inform teachers and students about career opportunities in photonics and related fields and the requirements for entering and succeeding in postsecondary photonics education programs. In many cases, students can begin those programs while they are still in high school through dual-credit courses.

In the last three years, several of OP-TEC’s Partner Colleges have incorporated both of these strategies - resulting in an impressive 15-50% increase in student enrollment over the last two years. The colleges have documented their methodologies and achievements in monographs that have become models for photonics program improvement. Other photonics colleges have begun to adopt these “best practices,” hoping to realize similar improvements.

Two colleges that are rebuilding their photonics technician programs in an impressive manner are Central New Mexico Community College (CNMCC) and Monroe Community College (MCC). Over the last several years the well-established optics and photonics programs at these institutions have experienced severe declines in enrollment due to faculty retirement and an obvious need to update their curricula and labs. Early this year, these two colleges, with new faculty and significant support from regional photonics employer clusters, engaged in program improvement initiatives that resulted in a redesigned curriculum core that supports OP-TEC photonics infusion courses. The colleges have also engaged in partnerships with nearby high schools to develop dual-credit courses in photonics.

This week OP-TEC will award $15,000 matching grants to each college to increase its enrollment through “high school pipeline” efforts.

CNMCC will use its grant to hire a dedicated high school recruiter who will meet with students, parents, and teachers at nearby high schools to inform them of career opportunities for photonics technicians and opportunities to enroll in CNMCC’s photonics program, even while still in high school. This effort is patterned after the model developed by Indian River State College. The New Mexico Optics Industry Association is sponsoring high school dual-credit photonics courses in an effort to jump-start the process. In the summer of 2010, CNMCC will also conduct two week-long “boot camps” for secondary students who are interested in photonics, using the model developed by the Northpointe two-year campus of Indiana University of Pennsylvania (an OP-TEC Partner College).

MCC will use its grant to fund two four-day training programs for high school science and math teachers that will take place in the summer of 2010. The teachers will be introduced to a variety of fundamental concepts pertinent to optics and photonics. They will also participate in lab experiments that apply the concepts. The objective is for the teachers to be able to replicate those experiments in their classrooms. Through the OP-TEC grant, MCC will provide supplies for the labs of the participating high school teachers. MCC is supporting the high school outreach efforts through the NY/Rochester Photonics Industry Cluster and several high school intermediary organizations.

Increasing the number of completers of postsecondary photonics technician programs is vital to the security and economic competitiveness of our country. The demand for photonics technicians by our nation’s employers far exceeds the supply currently being produced by our colleges. Early this year, OP-TEC commissioned a national study by the University of North Texas (UNT) to determine the number of new photonics technicians needed by U.S. employers. The study concluded that 2100 new photonics technicians will be needed in 2010 and that 5900 more will be needed over the next five years. Last year, OP-TEC surveyed U.S. two-year colleges to assess our nation’s ability to produce new technicians. The results of this survey showed that the U.S. has 28 photonics colleges with a combined enrollment of 780 photonics students and about 230 completers each year. Obviously, the gap between supply and demand - 2100 needed versus 230 supplied - is large. OP-TEC is attempting to close this gap in three ways:

Starting new photonics education programs (Three colleges began offering photonics for the first time this fall.)
Increasing student enrollment in and completion of existing photonics education programs through the “HS pipeline” initiative
Helping colleges provide photonics education for employed technicians

For more information about the OP-TEC/UNT study, or to download the report, please visit http://www.op-tec.org/2009survey.

Laser and Optics Applications Modules

2009-12-02T10:30:00.013-06:00

The applications of lasers, optics and fiber optics in energy, manufacturing, telecommunications, medicine, defense, environmental control and consumer products have expanded enormously in the last decade - and new applications (such as displays and solid-state lighting) are emerging daily. For this reason, Photonics (lasers, optics and fiber optics) is regarded as a critical “enabling technology”. And because of this role, the need for new photonics technicians has grown to an annual rate of more than 2,100 jobs in 2009. (OP-TEC Industry Survey)

Some of these jobs are being filled by recent graduates of the 30+ photonics colleges in the U.S. Others are being filled by the infusion of photonics education/training in these photonics-enabled fields. Some colleges that offer technician programs in these other fields are adding photonics education to their existing curricula. Others are restructuring their technical curricula into an “electronics systems core” with specialties in emerging fields like photonics. And many colleges are beginning to offer photonics courses to employed technicians that have been reassigned to jobs using photonics equipment and processes.

OP-TEC has responded to these educational needs in photonics by creating flexible curriculum and teaching modules that can be used to adapt programs and courses to the variety of education and training requirements needed by industry. These modules are configured in two categories:

Two Foundation Courses in Photonics: “The Basics”

Fundamentals of Light and Lasers (six modules)
Elements of Photonics (six modules)

Nineteen Application Modules in Lasers, Optics, Electro-Optics and Fiber Optics: "The Photonics Enabled Technologies (PET)"

Applications in Manufacturing:

Laser Welding & Surface Treatment
Laser Material Removal: Drilling, Cutting & Marking
Lasers in Testing & Measurement: Alignment, Profiling and Position Sensing
Lasers in Testing: Interferometric Methods and Nondestructive Testing

Applications in Defense and Homeland Security:

Lasers in Forensic Science & Homeland Security
Infrared Systems for Homeland Security
Imaging System Performance for Homeland Security Applications

Applications in Biomedicine:

Lasers in Medicine & Surgery
Therapeutic Applications of Lasers
Diagnostic Applications of Lasers

Applications in Environmental Monitoring:

Basics of Spectroscopy
Spectroscopy & Remote Sensing
Spectroscopy & Pollution Monitoring

Applications in Optoelectronics:

Photonics in Nanotechnology
Photonic Principles in Photovoltaic Cell Technology
Photonics in Nanotechnology Measurements: A Study of Atomic Force Microscopy

Other Applications:

Principles of Optical Fiber Communications
Photonic Devices for Imaging, Storage & Display
Basic Principles & Applications of Holography

These modules, based on The National Photonics Skill Standards for Technicians, have been reviewed by industry experts and tested in classes/labs. They are being used in a variety of technical education curricula to support the photonics content needed in areas that are enabled by photonics. They will also be used by faculty and others to learn about these new applications of photonics in their particular field of interest.

OP-TEC will continue to add to these PET modules as the needs arise. In 2010, we will be focusing on energy and solid state lighting applications.

For more information about OP-TEC’s PET modules or to obtain review copies, please click here to visit our website. If you have any questions or comments, please e-mail us at op-tec@op-tec.org.

What would life be like without lasers? Part C - Using Lasers to Burn and Read CDs and DVDs

2009-11-02T11:32:00.015-06:00

CDs and DVDs are everywhere these days. Whether they are used to hold music, data or computer software, they have become the standard medium for distributing large quantities of information in a reliable package. Compact discs are now easy and cheap to produce. If you have a computer and CD-R drive, you can create your own CDs, including any information you want.

The Disc
A CD is a fairly simple piece of plastic, about four one-hundredths (4/100) of an inch (1.2 mm) thick. Most of a CD consists of a piece of clear polycarbonate plastic, shaped like a disc. During manufacture, this plastic is impressed with microscopic bumps arranged as a single, continuous, extremely long spiral track of data. Once the clear piece of polycarbonate is formed, a thin, reflective aluminum layer is sputtered onto the disc, covering the bumps. Then a thin acrylic layer is sprayed over the aluminum to protect it. The label is then printed onto the acrylic. A cross section of a complete CD looks like this: The Spiral
A CD has a single spiral track of data, circling from the inside of the disc to the outside. What the picture on the right does not even begin to impress upon you is how incredibly small the data track is -- it is approximately 0.5 microns wide, with 1.6 microns separating one track from the next. (A micron is a millionth of a meter.) And the bumps are even more miniscule...

The Bumps
The elongated bumps that make up the track are each 0.5 microns wide, a minimum of 0.83 microns long and 125 nanometers high. (A nanometer is a billionth of a meter.) Looking through the polycarbonate layer at the bumps, they look something like this:The bumps are arranged in a spiral path, starting at the center of the disc. The CD player spins the disc while the laser assembly moves outward from the center of the CD.

CD Player Components
The CD player has the job of finding and reading the data stored as bumps on the CD. Considering how small the bumps are, the CD player is an exceptionally precise piece of equipment. The drive consists of three fundamental components:

A drive motor spins the disc.
A laser and a lens system focus in on and read the bumps.
A tracking mechanism moves the laser assembly so that the laser's beam can follow the spiral track.

You will often read about "pits" on a CD instead of bumps. They appear as pits on the aluminum side, but on the side the laser reads from, they are bumps.

The incredibly small dimensions of the bumps make the spiral track on a CD extremely long. If you could lift the data track off a CD and stretch it out into a straight line, it would be 0.5 microns wide and almost 3.5 miles (5 km) long! To read something this small you need an incredibly precise disc-reading mechanism. The key element in this mechanism is the pinpoint beam of a laser.

The fundamental job of the CD player is to focus the laser on the track of bumps. The laser beam passes through the polycarbonate layer, reflects off the aluminum layer and hits an opto-electronic device that detects changes in light. The bumps reflect light differently than the "lands" (the rest of the aluminum layer), and the opto-electronic sensor detects that change in reflectivity. The electronics in the drive interpret the changes in reflectivity in order to read the bits that make up the bytes.

The hardest part is keeping the laser beam centered on the data track. This centering is the job of the tracking system. The tracking system, as it plays the CD, has to continually move the laser outward. As the laser moves outward from the center of the disc, the bumps move past the laser faster. Therefore, as the laser moves outward, the spindle motor must slow the speed of the CD. That way, the bumps travel past the laser at a constant speed, and the data comes off the disc at a constant rate.

CDs store music and other files in digital form -- that is, the information on the disc is represented by a series of 1s and 0s. In conventional CDs, these 1s and 0s are represented by millions of tiny bumps and flat areas on the disc's reflective surface.

To read this information, the CD player passes a laser beam over the track. When the laser passes over a flat area in the track, the beam is reflected directly to an optical sensor on the laser assembly. The CD player interprets this as a 1. When the beam passes over a bump, the light is bounced away from the optical sensor. The CD player recognizes this as a 0.

The advent of CD burners marked a huge cultural shift. The technology made it feasible for the average person to gather songs and make their own CDs. Today, writable CD drives (CD burners) are standard equipment in new PCs, and more and more audio enthusiasts are adding separate CD burners to their stereo systems.

CD burners darken microscopic areas of CD-R discs to record a digital pattern of reflective and non-reflective areas that can be read by a standard CD player. Since the data must be accurately encoded on such a small scale, the burning system must be extremely precise.

In addition to the standard read laser, a CD burner has a write laser. The write laser is more powerful than the read laser, so it interacts with the disc differently: It alters the surface instead of just bouncing light off it. Read lasers are not intense enough to darken the dye material, so simply playing a CD-R in a CD drive will not destroy any encoded information.

Questions or comments? E-mail us!

References:

Brain, Marshall. "How CDs Work." 01 April 2000. HowStuffWorks.com. <http://electronics.howstuffworks.com/cd.htm> 02 November 2009.

Harris, Tom. "How CD Burners Work." 01 August 2001. HowStuffWorks.com. <http://computer.howstuffworks.com/cd-burner.htm> 02 November 2009.

What would life be like without lasers? Part B - Lasers and Fiber Optics in High-Speed Internet & Smart Phones

2009-10-20T13:20:00.012-05:00

The Internet, fax machines, smart phones, and other mobile devices are a way of life in modern society. All these technologies rely on lasers and fiber optics.

The properties of laser beams that allow them to be excellent carriers of high-data-rate signals (like high-speed Internet) are: 1) they are extremely high-frequency (0.3 GHz) carriers; and, 2) they have the coherence properties of radio or microwave radiation. These properties allow laser beams to carry many concurrent high-frequency signals.

Laser beams travel through the air in straight lines except when they are bent by lenses or prisms or reflected by mirrors. Optical fibers permit the transmission, or “piping,” of laser beams in flexible cables that can be wrapped around corners or laid on the ocean floor. An optical fiber is a fine glass or plastic strand that carries light internally along its length. Fiber-optic cables, which consist of bundles of optical fibers, are used to transmit laser beams in high-data-rate (high-bandwidth) optical communication. Optical fibers prevent the laser signals from being blocked or scattered by clouds or other particles in the atmosphere or by electromagnetic interference. This means that laser beams can travel over long distances without significant distortion or attenuation.

Fiber-optic cables can support Internet systems with up to 3 trillion bits per second at transfer rates as high as 111 gigabits per second (Gb/s), although 10 or 40 Gb/s is typical. The fibers used in long-distance telecommunication applications are always glass because glass causes only minimal attenuation. Both multi-mode and single-mode fibers are used, with multi-mode fiber used mostly for short distances (up to 600 yards) and single-mode fiber used for longer distances.

The process of communicating using fiber optics involves five basic steps: Creating the optical signal by modulating the laser output beam, relaying the modulated laser signal along the fiber, ensuring that the signal does not become too distorted or weak, receiving the optical signal, and converting the signal into an electrical signal.

Optical fibers are widely used to transmit telephone signals, Internet communication, and cable television signals. Due to much lower attenuation and interference, optical fiber has significant advantages over electrical transmission in long-distance and high-demand applications. Because of these advantages, optical fibers have largely replaced copper wire in core communication networks in the developed world. For example, many landline cell tower connections are made over optical fiber.

As one of the most talked about technological breakthroughs of the last few decades, laser/fiber-optic Internet carries a big name and responsibility in today’s world. Through the use of lasers and fiber optics, the computer and the Internet have evolved into realities that not too long ago were considered purely imaginary. Computers that used to take up entire rooms can now fit in a person’s back pocket. The Internet, which was created to help secure U.S. military networks, has now united the world with information.

With lasers and fiber optics, the frustrating days of slow Internet connections are forever in the past. Some people argue that wireless Internet is still faster than fiber-optic Internet, but that is not true. Laser/fiber-optic Internet is nearly a million times faster than wireless. A fiber-optic Internet cable can carry up to around three trillion bits per second. At that rate, the Library of Congress could be downloaded to your computer within a minute, compared to about eighty years for a dial-up connection (Fiberoptics VP).

The first transatlantic fiber-optic cable was installed in 1988, using glass fibers so transparent that repeaters (to regenerate and recondition the signal) were needed only about every 40 miles. In 1997, the Fiber Optics Link Around the World (FLAG) became the longest single-cable network in the world, providing infrastructure for the next-generation Internet. The 17,500-mile cable begins in England and runs through the Strait of Gibraltar to Palermo, Sicily, before crossing the Mediterranean to Egypt. It then goes to Dubai and UAR before crossing the Indian Ocean, Bay of Bengal, and Andaman Sea, through Thailand, and across the China Sea to Hong Kong and Japan (National Academy of Engineering).

Transistors get a lot of attention in the digital world, but the backstage heroes are lasers. Red lasers brought us compact discs and cheap long-distance communication. Blue lasers, which cram even more data into a small spot, became a hit around 1999 and have made possible Blu-ray DVDs (Elizabeth Corcoran, Forbes Magazine, June 08, 2009).

Gordon Snyder, Director of the NSF/ATE ICT Center, says, “The entire landline infrastructure is being replaced with fiber.” More valuable comments about this from Gordon can be found at the following blogspots:
http://ictcenter.blogspot.com/2009/09/why-verizon-is-sunsetting-public.html
http://ictcenter.blogspot.com/2009/09/verizon-no-longer-concerned-with-tele.html

Questions or comments? Post your comments here or e-mail me!

What if there were no lasers today?

2009-09-24T09:45:00.025-05:00

When you hear the word, “laser” what are you reminded of? Luke Skywalker? Star Wars? High-tech wars between spacecraft?

Well, those concepts make good movies and TV shows, but they don’t make very good sense - in a practical way. In the last 40+ years, we have created a wide range of lasers (some whose output you can’t even see) and we’ve learned how to control them and use them to make our life better and to do things we’ve never been able to do with any other device - incredible breakthroughs in medicine, communications, manufacturing, entertainment and lots more. Unless we happen to be involved in the development of some application of the laser we probably don’t even know they are being used - right before our eyes!

Lasers now come in a variety of configurations and output wavelengths (colors), in continuous and pulsed beams, and at high and low power levels. We can often find a “laser solution” to a particular problem by selecting a laser with an output that suits our needs best. The unique properties of lasers that make them useful are:

Monochromatic - Most lasers emit a beam of light at a very pure color (or wavelength). This means that the beam will be selectively transmitted, absorbed or reflected when other beams of light are not affected the same way.

Collimated - A laser ray can be made to remain a very narrow beam that will travel long distances without spreading out much. A laser beam can be sent all the way to the moon and spread so little that it still makes a powerful spot when it hits something.

A powerful Source of Heat that can be directed and pin pointed to an exact spot where it may melt or vaporize the target material, and yet leave the surrounding material unaffected.
Coherent - Because laser light is much better organized than ordinary light, lasers have the same “information-carrying” properties that radio waves have, except the laser is working at much, much higher frequencies. This allows huge amounts of information, and many, many channels to be sent over a laser beam. Sometimes the laser beam is sent in the air; and sometimes it is “piped” in tiny plastic or glass strands called “fiber optics”.

So what are some common uses of lasers that we use every day? Here are a few:

Supermarket Checkout Systems
A low-power laser beam is scanned across the “bar codes” that are attached to products we buy. When we check out at a superstore, we just place the product with its bar code face down on the window of the scanner, the laser beam sweeps across the bar code and the reflected laser beam is read as a code that identifies the product. This uses the collimated and monochromatic characteristics of the laser.

LASIK Eye Surgery
LASIK (laser-assisted in situ keratomileusis) is a surgical procedure that uses a laser to correct nearsightedness, farsightedness, and/or astigmatism. In LASIK, a thin flap in the cornea is created using a femtosecond laser. The surgeon folds back the flap, and then removes some corneal tissue underneath using an excimer laser. The flap is then laid back in place, covering the area where the corneal tissue was removed. With nearsighted people, the goal of LASIK is to flatten the too-steep cornea; with farsighted people, a steeper cornea is desired. LASIK can also correct astigmatism by smoothing an irregular cornea into a more normal shape. This application uses the collimated, monochromatic and heat properties of the laser. (Unfortunately, laser pioneers are too old to be considered good candidates for LASIK.)

Laser Printers & Copiers
The physical phenomenon at work in a laser printer is static electricity, the same energy that makes clothes in the dryer stick together. A laser printer uses this phenomenon as a sort of "temporary glue" to hold toner on a photoconductive drum. The laser "writes" the print information on a photoconductive revolving drum, which then transfers it to a sheet of paper. This uses the collimated and heat properties of the laser. The information is then sealed to the paper with heat from a fuser, producing a very high-resolution copy.
(From www.howstuffworks.com/laserprinter.htm )

There are more laser applications to talk about (internet, displays, entertainment, pointers, and defense/homeland security equipment); but, those will have to wait until there’s another blog posting.

Questions or comments? Post your comments here or e-mail me!

Technical Challenges During the Emergence of the Laser - 1960’s

2009-08-24T11:24:00.009-05:00

Q-Switched Ruby Laser with "Rat’s Nest" Calorimeter - 1962
Click here to view the image above in a larger format.

In the late 1950’s and early 1960’s, scientists accomplished the extraordinary feats of predicting, discovering and making the first lasers operational. Throughout the 1960s, scientists continued to lead in discovering new solid, gas and liquid materials that could be used as the active medium in lasers, providing new output wavelengths, higher energy and/or pulsed power outputs and greater efficiencies.

By 1961, electrical and mechanical engineers also joined laser R&D staffs in the development and refinement of laser systems and related equipment. We were faced with technical challenges for which we were not prepared in our education and/or prior experience. Some of the challenges we faced were:

Engineers and physicists did not usually work together or even speak the same technical language. We learned to work in teams and to develop mutual respect for each other - because we needed each other’s unique experience and expertise.
There were no textbooks and few journal articles about lasers; we had to learn about them as we worked on them. We were discovering new phenomena and revising existing theories.
In the 1960’s, most engineers’ knowledge of optics was limited to what they learned in a few weeks of study in sophomore physics. Many of us had to learn more depth in geometrical optics from a book by Jenkins & White; wave (or physical) optics from a book by Strong.
Light was traditionally measured in photometric units (lumens, foot candles, angstroms etc). We had to transition to radiometric units (joules, watts, nanometers etc).
Safety aspects of laser beams was neither known nor respected. Laser safety became an R&D field of its own. Laser safety goggles had not been invented.
There was no instrument used to measure the energy in an optical pulse (i.e. output of a pulsed laser.) Robert M. Baker, a Fellow Electronics Engineer at the Westinghouse Defense Center, devised and tested a “rats nest” calorimeter, composed of tens of meters of coated, fine copper wire, tangled and placed in a small beaker. The pulsed laser beam was directed into the “rats nest”; the change in electrical resistance, due to the heat rise in the copper, was measured; the temperature rise in the wire was calculated and related to the laser pulse energy absorbed by the “rats nest”.
The physics of “negative absorption” or “optical gain” could only be understood through an understanding of modern physics and quantum mechanics. Some of us had “lightly” learned these fields in graduate studies; others had to struggle through these topics in other ways.
Operation of solid lasers, like ruby, required fluent knowledge and facility in cryogenics and high voltage power supplies and capacitor banks. Most engineers had to learn these practices “on the job”.
As new applications of lasers were proposed in fields such as defense, materials processing, medical therapeutics, communications, remote sensing and others, engineers were required to devise, revise and adapt equipment to accommodate laser and optical components, devices and systems.
We learned, by mistakes, that a high power, pulsed ruby laser cannot be focused with an achromat lens without destroying the cement that joins the components of the lens together. Achromat lenses were not needed for monochromatic laser light.
We also learned that most anti-reflective coatings, needed on gas laser tubes and the ends of solid laser rods, were also vulnerable to damage by the laser radiation. We solved this problem by positioning the end of the laser rods and the windows at Brewster’s angle to minimize reflections; thereby eliminating the need for AR coatings.

This list is far from comprehensive, but it’s what first came to mind and it’s long enough for this blog posting. Perhaps you were also working on lasers in the 1960’s. I would invite you to comment on other challenges that you faced.

Visit http://www.laserfest.org/ to learn more about the 50th anniversary celebration of the laser!

Celebrating 50 years of the Laser in 2010

2009-08-13T12:13:00.007-05:00

A little more than 48 years ago, when I was a fledgling young electrical engineer at the Westinghouse Defense Center in Baltimore, I had a fortunate occasion that transformed my career into one of the most exciting experiences I could expect in my life. I was developing and testing some electronic timing/counting circuits for airborne radar systems; I was bored to death and wondering why I had dragged my young wife up to Baltimore from Texas to live in this “foreign land”, away from friends, relatives and Mexican food.

My engineering manager approached me just before lunch one day in June 1961, and showed me a copy of the latest issue of Scientific American magazine. He said, “Here, read this article about a helium-neon laser that had been created at Bell Labs. We want to build the second one, and I want to know if you would like to have this assignment.” I read the article, struggled through the quantum mechanics, modern physics and optics, and couldn’t imagine any practical applications for this curious device. But I also couldn’t think of anything else that I wanted to do, so I returned from lunch and responded with “why not”?

We had the HeNe lasing @ 1.153 microns (with a flat mirror Fabry-Perot etalon cavity) before the end of the year. Then we set out to build a ruby laser like Ted Maiman had demonstrated at Hughes. When we got it to operate (with a pulse energy output of about two joules), we focused the beam, with a one-inch focal length lens, on a razor blade, and blew a hole in it. Now we knew the potential application; we had the ultimate weapon to “blow ICBM’s out of the sky” and save the USA from nuclear weapon destruction! The Department of Defense also caught the laser fever; within months, R&D $$ for laser development began to flow like a river. We tried to make more powerful lasers by discovering other materials that would lase (someone even reported that they had made jello to lase.) We built ruby laser oscillator/amplifiers to raise the output power and sent them to military labs for more testing.

I not only shot more razor blades, I shot other, more exotic materials; calculated the volume of material removed and measured the impulse generated by the rapid “blow-off” at the material’s surface. In 1963 Soviet Premier Nikita Khrushchev visited the United Nations, beat his shoe on the podium, and showed a hand ruler that had a small hole in it made from a ruby laser. He declared that the USSR had the ultimate weapon that would allow them to control the world. By that time, I had determined that it might be more effective to “throw the laser at the ICBM” than it would be to try to shoot it out of the sky. Laser weapons’ research continued, and some useful devices have no doubt been developed that have made our military more efficient and our country safer.

But many more unique, useful laser applications have been developed in medicine, surgery, telecommunications, manufacturing, homeland security, lighting, displays and nanotechnology, to name a few. Lasers (today, a part of photonics) is an enabling technology that has provided new solutions to difficult problems, made our country a safer place to live and improved our quality of life. I’m so glad that I am a part of this scientific achievement. I’m an engineer and an educator; I didn’t discover the laser, but I am proud to have been part of its development; I’ve contributed to new applications; and I’ve been working for the last 35 years to build the laser (photonics) technician workforce - a critical element in this exciting and useful field.

Next year, the American Physical Society (APS), along with other sponsors, like OP-TEC, is leading a national celebration to commemorate the 50th year of the laser. This celebration is called LaserFest.

Check out the plans, information, history and opportunities to participate in LaserFest by visiting the APS web site at www.laserfest.org.

For the next several weeks I will be writing about LaserFest and some of my early memories of the emergence of the laser, including some early pioneer colleagues, technologies that had to be created/changed to support laser development, the transition from “laser systems development” to “laser applications development”, and the need/response for laser technicians.

The Photonics College Network Was Launched!

2009-08-03T09:21:00.005-05:00

The OP-TEC Photonics College Network (OPCN) was initiated last week, at the HI-TEC Conference in Scottsdale, Arizona. Twenty-three faculty members and administrators were present, representing 18 of the nation’s 29 photonics colleges. Two additional faculty members also attended, representing two other colleges that are planning to start new photonics programs in the near future.

The OPCN met for five hours over two evenings, and accomplished the following:

In a “networking session”, members exchanged contact information, program descriptions and student recruitment brochures.
Members asked OP-TEC to create and maintain an OPCN community web site, open only to members, for the purpose of sharing successful strategies and engaging in discussions on issues and problems related to photonics technician education.
Members agreed to participate in conducting Regional Needs Assessments of photonics technician job opportunities.
Members agreed to participate in quarterly teleconferences, beginning in September 2009.
Members requested OP-TEC to develop and conduct monthly webinars on photonics education innovations and technical updates. These 1-hour webinars will be led by OPCN members, OP-TEC center staff and technical experts. Topics will be agreed upon in the next six weeks, and the webinars will begin in the fall of 2009.

OP-TEC announced that matching mini grants would be awarded in 2009-2010, on a competitive basis, for selected OPCN members to initiate proven strategies to increase photonics student enrollment/retention at OPCN colleges.

Dr. Fred Seeber, Professor Emeritus at Camden County College, provided a seminar to the OPCN members on Laser Safety, highlighting the recently released ANSI Z136.5 Safe Use of Lasers in Educational Institutions. Copies of the new ANSI Standard were given to each OPCN member in attendance.

The following colleges were represented at the meetings: Bellingham Technical College; Camden County College; Central Carolina Community College; Central New Mexico Community College; College of Lake County; Delaware Technical College; Idaho State University (2-yr program); Indian Hills Community College; Indian River State College; Indiana University of Pennsylvania (2-yr Northpointe Campus); Irvine Valley College/CACT; Ivy Tech Community College; Monroe Community College; Northwest Vista Community College; Pima Community College; Sinclair Community College; Texas State Technical College; TriCounty Technical College; Valencia Community College; and, Wallace State Community College.

Membership in OPCN is available, without charge, to other two-year colleges offering photonics education. If you would like additional information about OPCN, please contact us at op-tec@op-tec.org.

Retraining for Photonics Technicians

2009-07-09T13:46:00.008-05:00

Many U.S. employers of photonics technicians are hiring workers that are underprepared for their jobs. Some of these techs are educated/trained in other technical fields; some have only a high school education, or some post secondary education in an unrelated field. A recent study conducted for OP-TEC reveals that employers are hiring 400-600 unprepared photonics techs each year. Employers don’t want to do this, but they’re doing it to survive; they need to fill staffing slots to meet their commitments and our colleges aren’t turning out enough photonics grads.

We need 2200 new photonics techs this year, but our colleges are only producing about 250 completers. OP-TEC is working with our U.S. colleges to start more photonics AAS degree programs and to increase the enrollment and completion rates of existing programs. But it will take years for us to “build our capacity” to have enough completers to fill the annual demand for photonics techs.

In the meantime, employers will continue to “make do” with underprepared workers; and these new or transferred workers will have to “learn on the job”. On the job training (OJT) is important and useful, but it is usually limited to survival training on specific equipment and processes that are peculiar to an employer’s current equipment and work assignments. It rarely includes the basic knowledge and skills that underpin the technology and provide the foundation for survival and/or growth. In the case of photonics, this basic knowledge/skill includes geometric and wave optics, laser operation and output characteristics - and laser safety.

So, what can be done “in the meantime”? If photonics techs need some education and training in this field, and if they are near one of the colleges in our country that offers photonics courses (see a map of these college locations in my May 6 blog posting), then they should investigate the offerings that are available locally. But this option may not be practical for the following reasons:

There is not a photonics college within commuting distance.
You may not have the time available to attend the college 2-3 evenings/week.

To address the need of employed photonics techs for education/training in this field, OP-TEC has developed and tested hybrid online courses in optics and photonics that can be offered by any college that has the appropriate faculty and labs to teach them. The course is hybrid because of the way it is delivered. Students can take the classroom part of the course “online” from their homes, workplace or while they are on the road. Videos of the lab activities are also shown online. Periodically, students come to the college to conduct the hands-on lab activities. This can be once every other two weeks or all at the end of the course, depending on the preference of the students and the college. If sufficient students from one employer constitute a course, the labs could be conducted at the employer worksite.

The six modules in the first course cover the following basic topics:

Nature and Properties of Light
Optical Handling and Positioning
Laser Safety
Geometric Optics
Wave Optics
Principles of Lasers

Employers have verified that these topics constitute the “core” of basic photonics. Supplemental math material can also be included for those students who need to brush up on their skills in algebra and trig.

In our nation’s present economic condition, with a high jobless rate, the news about available jobs in photonics sounds like a golden opportunity for some unemployed workers to “get back on the payroll” and enter some rewarding careers. But if you’re unprepared for a job, you’ll probably stay at the entry-level job, with little chance for advancement; you might even get laid off when a more qualified person can be hired. So, if you want to have a successful, rewarding career as a photonics technician, it’s important that you build your knowledge and skills in the basics of photonics technology.

If you’re interested and need to get connected with a photonics college, contact OP-TEC. Or, if you’re an employer looking for a way to upgrade your techs in photonics, we can help you find a college to provide these services. Contact us for more information!

OP-TEC Will Prepare You to Teach Optics, Lasers, and Photonics

2009-06-04T15:57:00.005-05:00

Photonics is an “enabling technology.” This means that optics, lasers, fiber-optics, and other electro-optics devices may introduce new solutions, enhance devices, or improve the performance of processes in fields such as medicine, telecommunications, environmental monitoring, manufacturing/materials processing, defense/homeland security, alternative energy, lighting, displays, and many other areas where today’s students will be tomorrow’s workers. Beginning now and growing rapidly in the future, photonics will be as integral to technology as electronics has been for the past several decades.

If you are teaching science or technology in high school, are you introducing optics and photonics to your students and giving them the foundation they will need in this area? Or if you are a college faculty member in a technical field, are you providing the basics of photonics and its applications related to your field, so that your students will enhance their career opportunities and be prepared to grow in their jobs?

OP-TEC has two courses that secondary and postsecondary educators can use to provide the photonics foundations their students will need. If you’re interested, we can help you get started.

The courses cover topics in basic light sources and optics, laser principles and laser safety, fiber optics, holography, and laser applications. The courses can be tailored to cover applications in the particular field the student is studying.

The costs for putting in Course 1 may be a lot less than you think. We have an equipment list for colleges and are developing a lower-cost version for high schools. You may even be able to borrow some of the equipment from your physics labs.

For the last two years, OP-TEC has provided hybrid online courses to train high school teachers and college faculty about lasers and optics and how to teach these courses. This spring 22 educators enrolled in training for Course 1. Over a 12-week period, they have studied (with the help of an online moderator) all six modules, engaged in online discussions, worked the problems, and observed streaming videos of the labs, where they recorded data and performed calculations. This month, the completers will travel to a ”photonics college” for three days, where they will work all of the labs, meet with experienced faculty members, and gain information about equipping and setting up a photonics lab. OP-TEC will provide the faculty training course without charge to qualified teachers. Their only costs will be their travel expenses to the “photonics college.”

As a faculty member who had completed OP-TEC's "Faculty Development" course last year for Fundamentals of Light & Lasers, Course 1, I can report that I am delighted with the support of OP-TEC's staff and their college partners! I am working to build our photonics/laser program at my campus. We are adopting the OP-TEC materials for our college and this will be the first semester that we will be using the OP-TEC Course 1 textbook. OP-TEC has been very helpful with helping me develop my course locally. I strongly recommend other faculty who wish to add photonics to their colleges & universities to consider taking the OP-TEC Faculty Development course!” Tom Millen, Assistant Professor, Electronics & Computer Technology, Ivy Tech Community College

OP-TEC will offer both courses in c/y 09-10. So if you are interested, please contact us and let us help you help your students become qualified for the jobs of tomorrow in the emerging field of photonics.

Photonics Summer Camps and Institutes for High School Teachers and Students

2009-05-18T16:59:00.008-05:00

Emerging technologies such as photonics and nanotechnology must be experienced to be appreciated. Unfortunately, community and technical college offerings in these fields are some of the best kept secrets in the country. High school teachers, counselors, students - and their parents - need to experience these technologies first hand, and they need to learn about the wonderful, rewarding career opportunities that are available to young people.

Visits by college representatives to high schools and “gee whiz” demonstrations may open some doors, but they must be followed up by experiences in the college laboratories where students and their teachers can see how the equipment is being used and to participate in “hands-on” lab activities.

The “middle 50%” of our high school achievers are frequently not encouraged to consider careers in emerging technologies. Most of these young people are capable of mastering the math, science and technology that these careers require - and they are more inclined to enjoy and benefit from education when they see that it has a purpose. They deserve these rewarding, challenging jobs that are available to them, and our country deserves the talents that they can provide if they are encouraged and educated.

Colleges that offer technician education programs in new and emerging technologies must be engaged in intense, focused outreach efforts to high school students, teachers and counselors to build the “high school pipeline” and strengthen their enrollments. Some of the institutions in OP-TEC’s Photonics College Network (OPCN) have initiated novel and successful outreach efforts to nearby high schools. Two of them have written monographs, documenting their strategies and successes.

Texas State Technical College (TSTC) Waco employs a young, marketing-trained recruiter and the regional Tech Prep coordinator to make the initial contact with high schools throughout the state. Interested teachers, students and counselors are invited to attend hands-on, one-week summer institutes in lasers and nanotechnology. The classes are held in the TSTC labs and the attendees reside in on-campus dorms. The TSTC monograph contains descriptions of recruitment strategies, format/agenda of the institute, costs, labs/equipment and the participant manual. Enrollment in each year has doubled; this summer (the 3rd) enrollment is expected to be 60 attendees (~3 institutes). Examples of comments from participants include:

“..The presenters and presentations were excellent…I will be recommending this venue to my counterparts and my students.” (teacher)

“The LEO program is really awesome. It doesn’t just teach you about lasers, it also teaches responsibilities….I plan on coming back for the week program next year. I also hope to come to TSTC for college after that.” (student)

Indiana University of Pennsylvania's (IUP) Northpointe Regional Two-Year Campus, uses a comprehensive approach with nearby high schools that has four elements. These four elements are provided below and presented, in detail, in the IUP monograph.

Presentations in High School Classrooms - Hands-on presentations about lasers and electro-optics to high school 10th and 11th grade science classes reinforce the science principles, show interesting applications and describe career opportunities and educational pathways.
On-Campus Electro-Optic Experiences - Half day sessions at the college for 30-40 high school sophomores, juniors, seniors and their teachers, to familiarize them with EO labs and college life @ IUP.
Electro-Optics (EO) Summer Camps for Students - One week sessions where students experience laser and optics science/technology and learn about career opportunities from local and regional employers.
Workshops for Teachers and Counselors - One-day experiences to participate in laser/electro-optics hardware activities/demonstrations, discuss educational plans and tour local electro-optics industries.

Over the last three years the outreach efforts have grown from serving 500 students and teachers in 2005-06, to over 2000 students in 2007-08. They have contributed to significant student interest and enrollment growth.

To view, save and/or print these monographs from the OP-TEC website, please click on the title(s) below to access the monograph PDF file.

TSTC Waco’s Photonics Summer Institutes for High School Science & Technology Teachers
Authors: Dr. Larry Grulick & John Pedrotti, TSTC; Dan Hull, OP-TEC

Outreach Activities to Enlist High School Students for Electro-Optics Technician Programs at Indiana University of Pennsylvania, Northpointe Two-Year Campus
Authors: Dr. Feng Zhou, IUP; Dan Hull, OP-TEC

For more information about OP-TEC's free Program Planning Guides and monographs or to request a complimentary bound copy, please click here.

Contact Information:
For more information about the TSTC Summer Institute, please contact john.pedrotti@tstc.edu.
For more information about the IUP outreach activities, please contact fzhou@iup.edu.

The Photonics College Network

2009-05-06T09:43:00.007-05:00

Last week I wrote about the rewarding career opportunities for photonics techs that are educated/trained at two year colleges. I also mentioned that there are over 25 community and technical colleges in the U.S. that prepare students for these careers. Most of these colleges have hard-working, competent faculty and excellent facilities. Some have new photonics offerings, some have been in operation for over 30 years - and some are struggling to overcome obstacles, such as low enrollment, retiring faculty or curricula that needs a “new look”. Overall, these colleges currently have about 700 photonics students and 280 completers each year. (Recall that our recent study revealed that U.S. employers need about 2100 new photonic techs this year.)
OP-TEC is working hard to close the gap between supply and demand. We are working with over 200 colleges that are considering or planning new programs in photonics; but new programs take time to develop - this is our long-term strategy. Our short term strategy is to help some of the 30 colleges with existing photonics programs to revitalize and grow. We believe, that with some assistance, the existing programs could significantly increase their output of completers in 2-3 years. (We’ve seen that happen in the last 3 years with our 7 Partner Colleges.) Some of that assistance will come from OP-TEC, but much of the help they need is what they can provide for each other by networking and sharing best practices. To facilitate this OP-TEC is forming the OP-TEC Photonics College Network (OPCN).

Membership in OPCN is available for faculty and administrators of two-year colleges that offer courses/programs in optic and photonics. There is no fee to join, but members will benefit - and be a benefit to others, if they are active, in terms of communication, information-sharing and participation in electronic and/or on-site meetings.

Potential benefits include, but are not limited to, the following:

Opportunities to network with photonics faculty and administrators of approximately twenty-five U.S. colleges currently or recently offering photonics education.
Access to OPCN e-mail distribution list, member roster, web forum and other networking tools to collaborate and exchange ideas and best practices.
OP-TEC curriculum designs, teaching modules, planning guides and monographs of best practices in photonics education.
Professional development opportunities and technical assistance through OP-TEC to update, enhance and strengthen photonics programs.
Support and information on how to increase program enrollment.
Identification of state-wide photonics employers and access to needs assessment survey process.
News updates on emerging trends in photonics applications and educational innovations.
Eligible for OP-TEC Mini-Grants for program improvement.
Information about other potential grant opportunities such as NSF/ATE, DOE and DOL grants.
Opportunities for OP-TEC fellowships to attend conferences or workshops.
Information on lab equipment availability, used equipment donations or auctions and possible exchange program.
Use of and training on OP-TEC’s hybrid, online course for high school dual credit and for retraining employed technicians.

The inaugural meeting of OPCN will take place July 19-20, in Phoenix, during the pre-conference of the HI-TEC conference. A limited number of Fellowships to attend HI-TEC are available to OPCN members through OP-TEC. To learn more about the HI-TEC conference, visit http://www.highimpact-tec.org/.

The Photonics Colleges represent an enormously important national resource. They are a critical link in providing the competent workforce that U.S. employers will need to remain globally competitive in this emerging technical field.

For more information about OPCN or to request a membership application, please contact Donna Flanery at dflanery@op-tec.org or call 254-741-8338 x394.

Need a Job? Learn to be a Photonics Technician

2009-04-20T12:57:00.006-05:00

Lots of good people in the U.S. have lost their jobs, or are worried about losing their jobs in the near future. And, many of the jobs that are being eliminated aren’t going to come back after the recession is over because the market is changing and the jobs have become obsolete. It’s time for some people to plan new careers and get the education and training they will need to fulfill their plans. Many high school seniors who planned to attend a university may also be rethinking a more affordable - and possibly more rewarding - education at a community or technical college.

So, whether you’ve recently lost a job, or are worried about the security of the job you’re in, or are just beginning to plan for a career, you might want to consider becoming a photonics technician. A national study of U.S. employers, conducted for OP-TEC, has identified more than 2,100 current jobs for photonics techs that need to be filled this year; this need continues to grow over the next five years. Employers polled for this study early this year - in the height of the current recession - said that jobs for photonics techs were available and not being filled. (A report of this jobs study will appear on the OP-TEC website in a few weeks.)

Most employers want photonics techs that have been educated and trained at 2-year colleges. Starting salaries for photonics techs range from $40,000 to about $55,000 per year. We currently have about 30 colleges throughout the U.S. that offer education/training in photonics technology - and that number will grow substantially in the next several years, because these colleges just can’t keep up with the demand.

There are several avenues to becoming a photonics tech:

Earn an AAS degree in Photonics - If you are currently (or soon to be) a student in higher education, you can enroll in one of the 30 U.S. colleges that offer photonics education. (Six have recently been highlighted in my blogs; the name and contact information of a college near you can be obtained from OP-TEC.) The most important requirements for student success in photonics are a willingness to work hard and the ability to use high school math (algebra, geometry and trig.) If you’re willing to work hard, the college will help you through any math problems you may have. You’ll also get to experience “hands-on learning” in some interesting high-tech labs using lasers and fiber optics, etc.

Earn an Advanced Certificate in Photonics - If you already have an AAS degree in an electronics or manufacturing-based technology, you can build on the education you have, and be employed in a photonics-enhanced field by taking several courses in optics, photonics and laser applications. (See “Photonics-Enabled Technologies” in the OP-TEC web site.) If you are currently employed, you might want to take these courses in a “hybrid, online” format, to reduce the time you have to spend at the college.

Retrain in Photonics to Enter a New Career - If you already have education in mathematics, science and another field of engineering technology (like semiconductor manufacturing), the retraining process may take as little as one semester (or 3-4 courses). These courses may also be available in a hybrid, online format.

If you are interested in pursuing a career in Photonics and need to get connected to a college that offers education in this field, contact OP-TEC and we’ll “hook you up”. If you’re a faculty or administrator, and are interested in your college offering education in Photonics - OP-TEC can help you. If you are a photonics college & want to quote parts or all of this blog, please feel free to do so.

For more information about OP-TEC, photonics technician careers or colleges offering photonics education, please contact us!

Technician Career Opportunities in Energy

2009-04-08T09:10:00.005-05:00

One of the hot topics in the news these days is JOBS. People are losing jobs because the demand for their services has been reduced. In some cases, people are losing jobs because the field they are in is becoming obsolete, or is changing so rapidly that their knowledge, skills and experience are obsolete. In other cases these people are working to deliver products and services that are not globally competitive - thus, sales are down and employers are having to create their products and services with less labor, or by out sourcing the work offshore to remain competitive and survive.

In most fields, technicians remain in high demand; but in certain cases we’ve seen that situation change overnight - and the casualties emerge. As technical educators, we would be well-advised to re-examine our curricula and look for ways to assure that our tech grads continue to have core knowledge and skills that will sustain them throughout a career of 40+ years.

One promising area to examine is how the technician’s work relates to energy - now and in the future. Energy is the other hot topic that is being discussed today. But the supply, availability and efficient consumption of energy is not a temporary issue. It is one that we will all have to deal with constantly for the next several generations.

So how should we organize our examination of energy related topics to identify elements that should be included in our curriculum? Here’s my suggestion.

There are four aspects of the energy issue that are being addressed. I recommend that we all examine the curriculum in the various areas of technical education, using these energy aspects as organizers to study their impact on our particular field, and project, with the help of employer advice, the changes in core knowledge and skills that will be necessary to sustain employability.

Energy Sources

Conventional: fossil fuels and hydroelectricity - How will these be used more effectively in the future? What changes will be made to improve the conversion efficiency and reduce harmful combustion emissions? Will these changes require new equipment, new control systems or different chemicals to control the combustion process?
Alternative energy sources: especially solar, wind and geothermal - At OP-TEC, we are looking at the use of optics and lasers to improve the efficiency of solar voltaics, like holographic planar windows on collectors, and the use of femtosecond lasers to treat silicon so that it can convert more infrared wavelengths into useful electric energy.

Energy Storage

Larger and more effective energy storage devices will be needed to temporally redistribute energy collected from solar electric and wind generators. Last week’s blog dealt with the critical need for new battery technologies, and the possible implications it may have on technician education.
Improvements in the storage and retrieval of geothermal energy are also likely.

Energy Availability (distribution)

New solar electric parks, wind farms and nuclear plants will likely be located in remote sites that are far away from populated areas where the generated energy will be used. This condition will require the design, construction and maintenance of massive new electrical transmission systems. What technologies will these new transmission systems require? Will they be overhead, or underground? Will new metering, relaying, switching and transformer equipment be used? Will there be a need for large AC-to-DC convertors?

Energy Consumption

The cheapest, fastest and easiest sources of energy are those that we save through energy conservation. This means getting by with less and doing more with less - sometimes it can also mean doing better with less. Thirty years ago, when our nation faced an energy crisis, we demonstrated our resilience and patriotic spirit by engaging in unprecedented acts of energy conservation. Most of the accomplishments of that era were due to attitudes, thermostats, insulation and caulking.

Today, we will need to adopt and increase all of those strategies; but we will also develop and utilize new technologies for energy conservation, going even beyond heat pumps and electric cars. Control systems will be redesigned, processes will be improved, better materials will be used and information technology will continue to improve communications and eliminate unnecessary travel time and costs.

This is a brief look at a very important issue for technical educators. I hope it will stimulate you to think about it - and act upon it. I would welcome your comments and extensions to this line of thinking. For the last few years, OP-TEC has developed and tested effective strategies for infusing related technologies to update existing curricula/courses.

And if you want to get serious and collaborate on these topics, please plan to meet with me and Mike Lesiecki at the HI-TEC Conference in Phoenix, July 19-22. We will be leading two interactive sessions on these topics. Click here for more information on HI-TEC 2009!

Batteries for Solar Power: Do we need technicians?

2009-03-18T11:42:00.008-05:00

When I was a young boy, I thought the only places where batteries were needed were in flashlights. Then I learned that we had one in our car to get it started. As a young adult, I knew we needed lots of batteries to operate our children’s toys. Now we need them for laptops. Batteries continuously get more important in my life; now they’re vital to the future of alternative energy—particularly wind energy and solar voltaics. Actually, I think they’re absolutely critical to the practical use of these two forms of “green energy”.

Solar voltaic cells and windmills convert these two forms of free, available, natural energy directly to electricity—and only at the times when they are available (i.e., when the sun is shining or the wind is blowing.) So, the problem is that we have to use their electric energy at the precise time when it is available, or we have to be able to store it until it is needed. We will probably need to store the energy from solar voltaics for at least 6-8 hours; that’s a pretty large supply to store.

I can easily think of two possible ways to store this energy:

1. Hydraulically—Use the electricity to pump water up to the front of a dam, and release it, when it is needed, through turbines to drive electric generators (i.e., hydroelectric power.) The problem with this approach is that there aren’t enough dams available to make this approach more than a “drop in the bucket.”

2. Chemically—This is where we need to go. Use the electricity to “charge large batteries” and discharge them when we need it.

From an energy perspective, we are developing batteries for two purposes. To power hybrid-electric, or all-electric cars and to store alternative energy supplies. We’re not ready for either of these applications yet, but we’re working on it. When we are ready, will we need technicians? And where will they come from?

In the March 2, 2009 edition of Newsweek, there is an article on the future of batteries, entitled “To Pack a Real Punch”, which is an interview with Alex Molinaroli, the president of Power Solutions at Johnson Control. Molinaroli says that batteries are the key to our energy future, “You have to match energy production with the demand. That’s easy to do when you have oil or coal in the ground that you can pile up, but you can’t do that with electricity. You have to be able to store it somehow”. Molinaroli is confident that appropriate battery technology can be developed quickly, now that the demand is evident.

If we can practically develop very large battery systems, then we can use “solar parks”; if not, we’ll have to generate and store solar energy “one building at a time”.

Today, the leading technology in battery development is in lithium-ion batteries; the technology is concentrated in Korea and Japan, and some in China. This development has been driven by the needs in electric car development. Other materials for batteries are also being investigated to reduce cost, charging/recharging time and weight/volume. New breakthroughs in battery technology are likely, and they could emerge in the U.S.

The urgency for U.S. battery technology development has emerged rapidly in recent months. We can still be first in this race (and we need to be). But if we want to keep the products from this new technology in the U.S. we will have to prepare for this race—and part of this preparation is to have the appropriate technical workforce to support it.

What areas of technical education are best suited for preparing the workforce in battery development and production? What are the knowledge and skills required for cutting-edge workers in this field? A few weeks ago, I wrote a few blogs about the potential for optics and electro-optics in solar voltaic development, production and use. Battery storage of solar energy will also be critical.

As technical educators we need to think “outside the box” as we anticipate the knowledge and skills for techs in emerging fields such as solar voltaics. From OP-TEC’s view, we are interested in solar voltaics because of the skills required in optics and electro-optics. But Solar Voltaic Techs (if there are to be such workers) will probably need a combination of knowledge/skills that include optics & electro-optics; but also may include technologies related to new batteries—and possibly other technologies.

Labels: batteries, renewable energy, green energy, solar energy, solar voltaics, optics, photonics, technicians

Central Carolina Community College: An OP-TEC Partner College

2009-03-09T23:09:00.005-05:00

Lasers and Applications
Photonics Technology
Photonics Applications
Photonics Project
Fiber Optics

Upon graduation, students earn an AAS degree in Laser & Photonics Technology as well as a certificate in Electronics Engineering Technology. Placement rate of CCCC LPT graduates has recently been near 100%, with laser systems and communications companies in the Carolinas and in surrounding states. Feedback from employers about the knowledge, skills and work ethics of LPT grads is very positive. A company who hires many of the graduates commented that, in a recent test given to 600 laser technicians “…all of the CCCC graduates scored in the 90 percentile.”

The LPT program was initiated at CCCC in 1987 by Steve Lympany; today it is led by Gary Beasley. The program facilities include two main classrooms and 7 labs. One lab is for electronics, one lab is for electronics and low power lasers/photonics, four labs are for high power lasers, and one lab is dedicated to fiber optics. Since its inception, several hundred students have graduated and are employed in photonics companies throughout the country. Many graduates have also taken advantage of articulation agreements with several universities, which provide a path for students from the LPT program to continue their education, earning a four year degree with only two additional years.

Recruitment and retention of students are the greatest challenge for the LPT program. Recruitment has improved in recent years due to implementing of OP-TEC strategies to “build the high school pipeline”. Retention has also improved due to the use of the supplemental Math for Photonics materials, developed by OP-TEC and tested by CCCC. (See Dec. 18, 2008 blog post.)

In addition to his role as an OP-TEC model, college mentor, and provider of technical assistance CCCC lead instructor, Gary Beasley, has assisted OP-TEC in the following ways:

Reviewed and pilot tested OP-TEC instructional modules.
Hosted an OP-TEC Information Workshop last spring.
Developed and conducted “Laser Workshops” at CCCC for high school, and middle school, students.
Developed and tested lab activities and prepared equipment specifications to support OP-TEC instructional modules.

CCCC’s participation as a Partner College in OP-TEC has provided professional development opportunities for Gary, a leadership role for CCCC in photonics education and has strengthened CCCC’s outreach to high schools through recruitment efforts and on-campus student experiences.

Are you a graduate of CCCC? Tell me about your experience at CCCC. Where are you working now? How did your education at CCCC prepare you for your career?

Contact information for CCCC's LPT Program:
Mr. Gary Beasley
Lead Instructor
gbeasley@cccc.edu
(910) 814-8828
www.cccc.edu/curriculum/majors/lasersphotonics/

Indiana University of Pennsylvania: An OP-TEC Partner College

2009-03-02T15:19:00.006-06:00

Indiana University of Pennsylvania (IUP) has a two-year campus in Freeport, PA (northwest of Pittsburgh), that offers AAS degrees and transfer opportunities to its baccalaureate programs. A growing photonics industry is emerging in this region, including companies such as II-VI Incorporated, a world leader in laser and optical crystal growth and manufacturing technology; Optical Systems Technology, Inc., a manufacturer of night vision productsoptical instruments and lenses; and Sabeus, Inc., a leading independent developer of fiber optic systems for acoustic sensing, intrusion detection and surveillance applications.

In 2002, IUP launched a comprehensive degree program in Electro-Optics (EO) which offers education/training in EO from associate’s degrees to bachelor’s degrees. The multiple entrance and exit points provide considerable flexibility for young people to pursue technical and academic education in photonics. The first level of the program allows students to complete the 64 credits needed for the associate degrees in EO. After earning an associate’s degree, students are prepared for employment as technicians in the photonics industry.

Students may exit the program at this point or continue to the second level of the program which allows them to transfer the entire 64 credits from their associate degree toward a Bachelor of Science degree in Applied Physics (Electro-Optics Track). After completing their BS Physics, the graduates can enter the workforce into highly-skilled positions in the electro-optics industry.

IUP has signed articulation agreements with local high schools which allow their students to earn up to 15 credits toward the associate degree in EO. IUP is also working with local school districts to expand their dual enrollment opportunities with other high schools.

In addition to his role as an OP-TEC model, college mentor, and provider of technical assistance IUP’s lead EO professor, Dr. Feng Zhou, has assisted OP-TEC in the following ways:

Reviewed and pilot tested OP-TEC instructional modules.
Tracked the emergence of new technology developments in solid state lighting and solar energy photovoltaics.
Developed and conducted summer camps for recruiting high school students; prepared a monograph to describe the program outreach activities and its successes.
Designed graphics for use in revising/updating Laser Electro-Optics Technology (LEOT) instructional modules.
Served an internship at OP-TEC in the summer of 2008, to develop labs and equipment lists for OP-TEC photonics courses.

IUP’s participation as a Partner College in OP-TEC has provided professional development opportunities for Dr. Zhou, a leadership role for IUP in photonics education and has strengthened IUP’s outreach to high schools through recruitment efforts, on-campus student experiences and summer camps.

Are you a graduate of IUP? Tell me about your experience at IUP. Where are you working now? How did your education at IUP prepare you for your career?

Contact information for IUP EO Program:
Dr. Feng Zhou
Professor of EO
fzhou@iup.edu
ph 724-294-3300 x27
www.iup.edu/physics/

Indian Hills Community College: An OP-TEC Partner College

2009-02-23T15:36:00.005-06:00

OP-TEC is a consortium of two year colleges that have well-established photonics programs. These “Partner Colleges” are the models for OP-TEC curricula; they develop and test instructional modules, guides, innovative courses and teaching strategies; and they provide technical assistance to colleges that are planning and initiating new offerings in photonics.

Indian Hills Community College (IHCC), in Ottumwa, IA has a 24-year history in Laser/Electro-Optics Technology (LEOT) education. When the LEOT Program was created in 1985, it included some small labs and laser equipment. In 1990, IHCC opened the 128,000 square foot Advanced Technology Center (ATC). The 4000 square foot Laser Electro-Optics Technology laboratory, located in the ATC along with other advanced technology programs, has a large common area equipped with isolation tables, low power lasers, computers, and optical equipment. Surrounding the common area, there are 7 LEOT application laboratories that house a laser machining system, a laser welding system, several medical lasers, a laser stent cutting system, a laser engraving system, and numerous low power lasers, instrumentation, and photonics equipment.

The LEOT AAS degree program at IHCC shares a common electronics core curriculum with the Robotics/Automation Technology program and the Electronics Engineering Technology program. IHCC has also infused one photonics course into the electronics core curriculum, so that students from all 3 majors will receive photonics education/training.

The Electronics Core diploma program includes a photonics course, 3 math courses, 5 electrical/electronics courses, along with other courses in computers, business, communications, and social sciences. The second year of the LEOT program includes 11 laser specialty courses, a physics course, and other general education courses.

Since its inception, IHCC has graduated over 435 LEOT technicians, which have been employed broadly across the nation at firms such as Raytheon, Northrop Grumman, Spectra Physics, Lawrence Livermore National Laboratory, Los Alamos National Laboratory, Laserage and Boston Scientific.

In addition to their role as an OP-TEC model, college mentor, and provider of technical assistance, IHCC provides these services for OP-TEC:

Greg Kepner and the IHCC photonics staff developed the Program Planning Guide entitled Infusing Photonics Education into Manufacturing Technology AAS Programs.
Instructor Bill Gray will be pilot testing an online photonics course for incumbent workers beginning in March 2009.
Instructor Frank Reed has assisted in reviewing the National Photonics Skill Standard and photonics related curriculum materials.
Department Chair, Greg Kepner has presented information at national conferences on IHCC’s innovative Early College Program for area high schools that provides students with the opportunity to earn up to 40 college credits and an Electronics diploma while still in high school.

IHCC’s participation as a Partner College in OP-TEC has provided professional development opportunities for Greg and Bill, a leadership role for IHCC in photonics education and contributed to enrollment growth in IHCC’s photonics programs through their Early College Program partnership with area high schools.

Are you a graduate of IHCC? Tell me about your experience at IHCC. Where are you working now? How did your education at IHCC prepare you for your career?

Contact information for IHCC:
gkepner@indianhills.edu
bgray@indianhills.edu
(641) 683-5284
www.indianhills.edu

Indian River State College: An OP-TEC Partner College

2009-02-16T15:46:00.012-06:00

In addition to their role as an OP-TEC model, college mentor and provider of technical assistance, IRSC provides other, unique services to OP-TEC:

In cooperation with the University of Central Florida, IRSC has developed three instructional modules.
1. Infrared Systems for Homeland Security
2. Imaging Systems for Homeland Security
3. Photonic Principles in Photovoltaic Cell Technology
Dr. Panayiotou has written two Program Planning Guides that are published and distributed by OP-TEC.
1. Infusing Biomedical Applications of Photonics into EET Programs
2. Infusing Defense and Homeland Security Applications into EET Programs
IRSC developed a very successful recruiting strategy consisting of a dedicated recruiter visiting high schools on a daily basis, monthly information sessions, open houses and laboratory tours, radio and newspaper advertising, hosting high school counselor meetings, and summer institutes for high school students. Click here to view the paper on this innovation.

IRSC’s participation as a Partner College in OP-TEC has provided professional development opportunities for Dr. Panayiotou, a leadership role for IRSC in photonics education and significant enrollment growth in IRSC’s photonics program through their testing of innovative student recruitment strategies with local high schools.

Are you a graduate of IRSC? Tell me about your experience at IRSC. Where are you working now? How did your education at IRSC prepare you for your career?

Contact info for IRSC:
Dr. Chrys Panayiotou
cpanayio@irsc.edu
772-462-7621
Dr. Jose Farinos
jfarinos@irsc.edu
www.irsc.edu

Texas State Technical College: An OP-TEC Partner College

2009-02-09T14:44:00.008-06:00

Laser Electro-Optics Technology (LEOT) is a 72-hour AAS program, containing eight courses (36 hours) in optics, electro-optics, laser fundamentals, laser systems and applications. Graduates of the LEOT program are qualified to work as R&D technicians in energy, defense and aerospace, as field service techs for laser equipment and for laser systems OEM companies.
Nanotechnology is also a 72-hour program, which specializes in nanotechnology instrumentation and measurements. Optics and photonics are an integral part of the curriculum, which provides students access to advanced, industry-standard equipment in lasers and optics, vacuum systems, semiconductor development equipment, scanning electron microscopes, transmission electron microscopes, atomic force microscopes, ellipsometers and laser microscopes.

TSTC is also planning to offer a one-year certificate for Laser Lab Technicians as an “early college” program in the near future.

In addition to its role as an OP-TEC model college and provider of technical assistance, TSTC provides other, unique services to OP-TEC:

John O. Pedrotti, Program Chair, has designed and built a laser/optics fundamentals lab where he conducts one-week, summer workshops for high school teachers and students. John has developed a detailed syllabus lecture/demonstration notes, lab activities and hand-outs for this workshop—which he is willing to share. He is also developing a report describing planning, recruiting and operating the workshop.
John has authored an instructional module in nanophotonics and a Program Planning Guide for infusing photonics in nanotechnology.
Larry Grulick, OP-TEC CoPI, is developing a series of six “Career Videos”, highlighting former photonics students that are successfully employed as technicians. These will be available in summer 2009.
TSTC’s participation as a Partner College in OP-TEC has provided professional development opportunities for John, a leadership role for TSTC in photonics education and significant enrollment growth in TSTC’s photonics programs through the testing of innovative student recruitment strategies such as summer workshops and focused recruiters.

Are you a graduate of TSTC? Tell me about your experience at TSTC. Where are you working now? How did your education at TSTC prepare you for your career?

Contact info for TSTC:
john.pedrotti@tstc.edu
larry.grulick@systems.tstc.edu
254-867-3901
www.waco.tstc.edu/let/

Camden County College: An OP-TEC Partner College

2009-02-02T10:33:00.006-06:00

The LEOT option, with 6 laser specialty courses, 4 electronics courses, 2 physics courses and 2 math courses. This option is also divided into a non-calculus and calculus path depending on the student’s ability and interest to enter employment or a BS program after graduation.
The Fiber/Optics option, with 4 laser specialty courses, 3 fiber/optics courses and 3 electronics courses. Students in the Fiber/Optics option can earn a certificate, a (non-calculus) AAS or select a “calculus path” to enable them to transfer to a 4 year program.
Both options require computer courses.

In addition to their role as an OP-TEC model, college mentor and provider of technical assistance, CCC provides other, unique services to OP-TEC:

Dr. Seeber (who is now emeritus professor at CCC) is the Chair of the ANSI Z136 Committee on the Safe Use of Lasers in Educational Facilities, and the lead author of the ANSI Standard. He writes the safety procedures for OP-TEC teaching materials and conducts mini-workshops on this topic for OP-TEC at regional and national conferences.
Dr. Raman Kolluri has worked with OP-TEC to develop online professional development courses for training new photonics faculty in colleges and high schools. (Another course will be starting in early March, 2009). Fred and Raman also host the “3-Day Capstone” for this course at LITER, where participants work all the labs and counsel with CCC staff on photonics equipment and implementation issues.
Dr. Seeber has begun to develop an OP-TEC Photonics Technician Alumni Council, which will provide a network for communications and leadership among photonics technicians.

CCC's participation as a Partner College in OP-TEC has provided professional development opportunities for Fred and Raman, a leadership role for CCC in photonics education and potential enrollment growth in CCC’s photonics programs through their testing of innovative student recruitment strategies with local high schools.

Are you a graduate of CCC? Tell me about your experience at CCC. Where are you working now? How did your education at CCC prepare you for your career?

Contact information for CCC:
fseeber@camdencc.edu
rkolluri@camdencc.edu
(856) 227-7200
www.camdencc.edu/departments/photonics

Black Silicon for Solar Cells: What does it mean?

2009-01-26T12:42:00.005-06:00

Silicon is the “material of choice” for solar voltaic cells because it takes relatively little energy to excite the electrons in a silicon crystal into the conduction band, where they are free to conduct electricity that can be used to generate electric power. Scientists and engineers have spent many years trying to modify silicon crystals by doping them with other materials that would make the photovoltaic process even more efficient. In the last few years, scientists at Harvard University found that if they blasted the surface of a silicon wafer (in the presence of sulfur hexafluoride gas) with femtosecond laser pulses, the silicon received a heavy doping of sulfur and the surface of the silicon developed deep, microscopic cones. The result was that this newly formed, thin silicon layer, called “black silicon” is 200-500 times more sensitive to light than untreated silicon. How is this possible?

With its new structure, the band gap in the thin silicon layer - the difference between the valence band and the conduction band - is smaller. This means that longer wavelengths of sunlight (infrared) are also able to excite electrons into the conduction band - contributing energy to the solar-electric conversion. Furthermore, by applying a small voltage (a bias) to black silicon creates conditions in which each incoming photon can excite still more electrons. So, not only is the material responsive to wavelengths that silicon-based devices couldn’t detect in the past - it also produces a much stronger signal in response to a weak stimulus. The increased sensitivity makes black silicon good for detection applications; and the increase in absorption wavelengths improves the efficiency of silicon for solar cells.

The Harvard Scientists (Stephen Saylor and James Carey) formed a spinoff company, SiOnyx, to commercialize the process for solar energy and highly-sensitive, imaging applications, such as night vision, surveillance, digital cameras and medical imaging. For over three years, they’ve been pretty quiet about this, but in the last few months, they are starting to talk. Maybe that’s a sign that some of the applications of black silicon are about to “come to market”.

This is another example of photonics (femtosecond lasers) as an enabling technology - this time to enhance the efficiencies of solar voltaic cells.

To read the complete article about black silicon, go to:

www.xconomy.com/boston/2008/10/12/sionyx

What do you think about the potential of “black silicon” for solar cell improvement? What other breakthroughs do you see in solar electric energy?

Solid State Lighting: Energy Conservation through Improved Photonic Efficiencies

2009-01-20T14:08:00.005-06:00

Energy resources and energy consumption aren’t just hot topics for the news media: they’re major, world-wide issues that we must confront for the next few decades. Last week I talked about recent developments in solar electric (voltaics) that may lead to its widespread growth as a renewable energy source. This week, I want to look at how photonics will contribute to energy conservation.

Lighting consumes over 20% of all the electrical energy produced in the world. The incandescent bulb is only about 25% efficient. We are not only losing 75% of the energy supplied to incandescent, in many cases this wasted energy is producing unwanted heat that will require more energy to remove it. Several states and other countries have already moved to ban the sale of incandescent bulbs this year and through 2012. It’s likely that this ban will grow to most or all states soon.

Presently, compact fluorescent lamps (CFL) and fluorescent tubes are the choice for room lighting in most commercial and residential buildings. But fluorescent lighting is only 40% efficient, its color tone does not match sunlight (an aesthetic quality we hold dear) and when they are no longer useable, we have to dispose of devices that contain mercury, which is harmful to the environment.

Solid state lighting (light-emitting diodes, or LEDs) shows the greatest promise for improved lighting efficiency and energy conservation. LED’s have the potential of being over 90% efficient and lasting for 50,000 hours (as compared with a few thousand hours with incandescents and CFLs.) Typical LEDs emit a single color of light from a small source (semiconductor junction.) If we want to use them as white light sources, we have to combine at least three LEDs with different emitting color characteristics. (i.e., red, blue and green) Some optical elements are usually placed in front of the LED’s to spread or diffuse the “point source”.

Presently, LEDs are in use in the following niche applications:

Colored Light Sources—Traffic lights, exit signs, candles and holiday lighting
Indoor White Light—Recessed down lights and refrigerated display cases
Outdoor White Lights— Street and area lights & step, path and porch lights

Of these, the greatest energy savings are coming from recessed down lights and street/area lights (luminaries). For room and hall lighting in commercial and home buildings, special power supplies are being developed to control dimming and color temperatures. These power supplies are the limiting factor on lifetime (~6-10,000 hours).

In May, 2008, General Electric announced the demonstration of roll-to-roll manufactured organic light-emitting diode (OLED) lighting devices. This product will be available in thin sheets which, presumably, could be applied to walls or ceilings of rooms. The OLED offers the potential of having entire walls or the ceiling emit light at controlled colors and levels of intensity.

So, what new or renewed jobs will solid state lighting produce as it inevitably will emerge in the next several years? Will it require retraining for electricians, architects and room designers? Or, will there also be a need for SSL technicians with comprehensive knowledge and skills to rebuild our lighting infrastructure for more energy-efficient consumption?

OP-TEC staff will continue to follow this emerging application of photonics to anticipate new education and training needs.

To learn more about solid state lighting visit www.netl.doe.gov/ssl.

Solar Electric Power: Using Holographic Concentrators to Improve Efficiency

2009-01-13T11:58:00.008-06:00

The use of solar electric power has grown significantly in recent years, particularly in Europe, China and the U.S. The worldwide output of solar installations remains relatively small (~7 GW), primarily because of the high cost of refined silicon and low solar module (PV) efficiency. However, recent breakthroughs have occurred in optical devices to improve the efficiency of the solar-collecting cells and to concentrate greater amounts of solar energy on the cells.

In the December 2008 issue of Laser Focus World, the article, "Holographic planar concentrator increases solar-panel efficiency" by Rosenberg, Kostuk & Zecchino, describes the holographic planar concentrator (HPC) as an approach that achieves both these goals. A holographic film is used in a planar concentrator that:

Collects more indirect and diffuse sunlight throughout the day, and concentrates it on the solar cell. This “passive tracking” allows the collector to produce electrical power for more hours during the day, and during overcast conditions.

Filters the sunlight, allowing only useful wavelengths to strike the photovoltaic (PV). The unwanted wavelengths are blocked, thus preventing a temperature rise which decreases the efficiency of the PV process.

Solar modules with HPC cells are currently being developed to incorporate “bifacial PV cells”, which means that the solar light can strike both sides of the cells, improving the efficiency and using less pure silicon. The reduction of silicon, and other improvements have lowered the cost of a solar module below a dollar per watt.

So it’s quite possible that solar electric collectors are becoming sufficiently efficient and competitive that the rapid expansion of solar energy may be realized in the next few years. Some U.S. plants that will manufacture solar PV systems are scheduled to open in 2009.

It appears that optical devices, such as the HPC, will provide the critical technology that is needed for solar PV’s—another field where photonics is an “enabling technology.

OP-TEC staff and Partner Colleges will continue to track the solar PV development to identify new careers for photonics technicians.

What are your thoughts on the possible emergence of solar electric energy? Do you know of educational courses or programs that are addressing technician needs in this area?

Reference:
Kostuk, Raymond K., Rosenberg, Glenn & Zecchino, Mike (December 2008). Holographic planar concentrator increases solar-panel efficiency [Electronic version]. Laser Focus World, (29)12, pp. 41-44.

Precision Optics Technicians: A Critical Need for Our Country

2009-01-05T21:24:00.006-06:00

Precision Optics Technicians (POTs) create, test and handle optical (infrared, visible and ultraviolet) components that are used in lasers and sophisticated electro-optical systems for defense, homeland security, aerospace, biomedical equipment, digital displays, controlled thermonuclear fusion and nanotechnology. POT’s also integrate precision optical components into these electro-optical systems and maintain them.

There is a perceived shortage of POT’s that could require our country to outsource this work to foreign nations - a situation that would compromise our nation’s security and sacrifice a vital sector of future economic development.

Several factors have contributed to this shortage. Many experienced POT’s have retired, and more are expected to retire in the near future. The two community colleges that have offered education/training in precision optics have discontinued the programs due to faculty retirements and poor support. One of these colleges has committed to update and reinstate its POT program.

Under a supplemental grant from NSF, OP-TEC and the Photonics Industry Clusters are conducting studies and preparing to support the development of additional POT programs at community colleges.

In January, 2009, OP-TEC will complete the National Skill Standards for POT’s - the employer’s specifications for new technicians in precision optics (and the basis for a new curriculum design.)

OP-TEC is designing the new curriculum model for preparing POT’s.

The Rochester Photonics Cluster is preparing a design and an equipment list for college labs to train POT’s.

OP-TEC, through the University of North Texas, is conducting an employer needs assessment to determine the number of POT jobs that will need to be filled over the next five years.

OP-TEC will host a meeting in Waco TX, February 19, 2009, for regional teams of colleges and employers that have an interest in initiating education and training for POT’s.

Hopefully, several teams will be identified and committed to begin planning POT education/training programs. OP-TEC will then move forward to secure funding to support them through their start-up process. We will also search for support to equip the laboratories.

We will be building a network of employers and educators for POT education/training. Are you interested in participating? Please contact Christine Dossey cdossey@cord.org at the OP-TEC office.

Math in Photonics Education: It all adds up.

2008-12-18T17:25:00.013-06:00

Recently I’ve been talking about increasing the enrollment in photonics technology courses and programs. Last week we looked at successful strategies for “building the high school pipeline.” But once we’ve enrolled the students, how do we keep them? As I’ve looked at enrollment in photonics programs, I have frequently seen that the number of second-year students is less than half the number of first-year students. This indicates an attrition rate that is much too high.

Faculty at colleges tell me that most of their students love to work with lasers and optics - they’re not dropping out from lack of interest; they’re dropping out because they are struggling with the math.

A few years ago, Gary Beasley, lead instructor in lasers and photonics technology at Central Carolina Community College (CCCC), was losing over 60% of his students in the first semester - mostly because of the math. So, together we began working on that problem.

OP-TEC staff examined the math topics that were required in the first two photonics courses. We found the following eleven topics:

Scientific notation
Unit conversion
Introductory algebra
Powers and roots
Ratio and proportion
Exponents and logarithms
Graphing in rectangular coordinates
Geometry
Angle measure in two and three dimensions
Trigonometry
Special graphs

Then we developed a math supplement titled Mathematics for Photonics Education. In it we included a chapter for each of the eleven topics. Each chapter has a 2–3 page review of the math concept, followed by several pages of example calculations for problems that students typically encounter in photonics courses. The remainder of the chapter consists of exercises for student practice. We also prepared a diagnostic test that Gary (or any photonics professor) could administer to students who were beginning their first courses. The book is not a math text - it is a supplement that every new photonics student can own and keep for reference throughout the duration of his or her work at the college.

The next time Gary taught the first photonics course, every student had a copy of this math supplement - and they all took the diagnostic test. Before he began to teach a new topic, Gary would advise the students that to be successful, they would need to be proficient in a particular math concept. He would then make an assignment from one of the chapters in the supplement. He also identified (from the diagnostic test) the students who were weak on that particular topic. Those students were given a short tutorial in Gary’s office. This “just in time” delivery of math concepts reduced the dropout rate in Gary’s classes from 60% to almost 0%. (One student had to leave for personal reasons.) Gary now uses the math supplement on a regular basis, as do many other instructors. Most are careful not to call it a “math text” or to teach a math course from it; the college math department would probably not be happy with this.

So what have we learned from this? We know that, although most photonics students are capable, many are not as strong as they should be in mathematics. But if we address that problem, we can help a lot of students become successful photonics technicians, we can keep enrollments high, and photonics employers will benefit from having access to a steady supply of well-prepared employees.

In the dual credit high school photonics course that we are currently pilot-testing, we have embedded the supplemental math units in the course to help refresh the skills of the high school students in using these concepts and also to provide a photonics context for how they are applied in the workplace.

The “High School Pipeline” - Building Enrollment in College Programs

2008-12-08T09:19:00.009-06:00

Like most technician programs at public, two-year colleges, photonics technologies are suffering from low enrollments. And many of the students that enroll in photonics programs have to drop out in the first year because they struggle with the math.

The graduates of these programs are all getting multiple job offers and very good salaries - but we don’t have enough grads because we don’t have enough well-prepared students. To solve this problem, we have to “get to the source” of most of our students - the high school graduates.

Most of the students who enroll - and are successful - in photonics technology were recent high school graduates who were in the middle 60% of the achievers. They are capable students that are frequently underperforming, for several reasons:

Most of them are “hands-on” learners (or contextual learners.) They usually do not achieve high grades in science and math classes when the coursework is taught in the typical, abstract mode. They ask questions like, “Why do I have to learn this?”

Many of them are not very interested in school because they couldn’t understand how what they were being asked to learn would ever be useful to them. They may not have “physically” dropped out of school, but they dropped out, “mentally”.

They lack confidence as a student; they don’t think they are “college material.”

Colleges are learning that they can recruit these students in exciting STEM technologies like photonics, and they can help high schools to get them prepared, if they intervene when the students are in the early years of high school. The secret is to engage them in STEM “Career Pathways” that begin in the 9th or 10th grade and continue into college.

How can colleges help? Here are some strategies that have proven successful by some of OP-TEC’s Partner Colleges that teach photonics:

Engage a young recruiter (someone in their 20’s) to frequently visit the high school campuses and talk to the students about photonics - but don’t call it photonics; call it “Lasers”. The recruiters don’t have to be old engineers or technology experts; some of the best recruiters have marketing backgrounds. You can teach them all they need to know about the field in a short time. Some of them are young mothers who want to work part time. Our colleges have all found that the “return on investment” is quite high.

Work with local high schools to offer “Dual Credit” courses in photonics (or lasers) to high school juniors and seniors. Usually these courses are offered as technology courses, not science courses. OP-TEC is pilot testing an introductory photonics course for dual credit (secondary/post secondary). It is being delivered as a hybrid, online course. For one period each day, the students go to a computer lab in the high school and take the online portion of the course. There is a math/science or technology teacher also available in the lab to assist in the math and problem-solving aspects. Every two weeks, the students travel to the college and spend an afternoon in the laser labs. When they complete the course, the students receive high school credit for a technology course - and college credit for a course that counts towards an associate degree in photonics.

So why are these two strategies helping to build college enrollments? First, the recruitment strategy helps them discover a rewarding career field that’s interesting; and shows them an educational pathway that will allow them to begin the process early in high school. Second, the dual credit course allows them to start taking courses that they may use in their career, and it gives them some college credits while they are still in high school - that’s worth some $$.

But it does several other things as well. It assures that their math skills are developed to a level that they can be successful in college. It also places them in the environment of a college campus, and helps them understand that they can do college work. That’s a huge confidence builder for many “middle 60%” students. And, these students are our future technicians.

In the next few weeks I plan to talk about another long-term strategy for recruiting high school graduates. This strategy includes the use of “summer workshops” for both high school teachers and students. This strategy also works well, but takes time.

What other strategies are you using to build up your enrollment? Do you want more information about OP-TEC’s initiatives with student recruiters or dual enrollment courses? Contact us or share your feedback here!

Rebuilding the Electronics Core Curriculum with High-Tech Specialties like Photonics

2008-12-01T15:26:00.022-06:00

Electronics Engineering Technology (EET) programs in most colleges are seeing declines in their enrollments, causing many programs to close. One reason for this decline is that students perceive electronics as a dead-end career path that does not have the high-tech appeal of other emerging technical fields. These closures are having a serious ripple effect that could negatively impact other two-year college technical programs.

In the last several years, three OP-TEC Partner Colleges (Indian River State College, Central Carolina CC and Indian Hills CC) have redesigned their electronics core to incorporate photonics and other high-visibility, emerging technologies such as robotics, biomedical equipment, homeland security and telecommunications. Because of these changes, along with focused, aggressive high school recruiting strategies, these colleges have all experienced significant growth in enrollment. One of the colleges has moved from a low enrollment that placed the program at risk, to enrollments that are exceeding their capacities.

A paper has recently been prepared that describes the process, the curriculum models at the three OP-TEC Partner Colleges and the results. A complimentary copy of this paper is available by e-mail or by download from our website. I encourage you to review this paper and post any comments or questions.

Click here to request a copy of the paper by e-mail!

Click here to view, save and/or print a copy of the paper (PDF file) on the OP-TEC website!

To access this paper from the main OP-TEC website page, http://www.op-tec.org/, simply click on the "Curriculum Materials" link and then select the paper title, Revitalizing Electronics Engineering Technology Programs Through a Core Curriculcum Structure and Emerging Technologies, from the "OP-TEC Photonics Program Planning Materials" list.

Lasers, Optics or Photonics: What should we call it?

2008-11-24T11:06:00.015-06:00

It’s amazing (and at times, perplexing) how we can form strong feelings about things that are somewhat subjective. A good example is the title we give to technical education programs that deal with optics, electro-optics and lasers. At OP-TEC, we choose to call them “photonics”. But is there a clear distinction in these names, and should we choose one title or another, depending on the course content or students that we are teaching?

Optics is a branch of physical science that emerged over a hundred years ago to support astronomy and the studies of color. It deals primarily with light sources and the manipulation of light rays (or beams) by lenses, prisms and mirrors. It helps us understand instruments like telescopes, microscopes and spectrometers.
Electro-optics emerged slightly before the middle of the last century. It deals with the interaction between electronics and optical radiation. Its early applications were with light sensors that converted light to electrical signals. Later, it also dealt with devices that convert electrical power to light.
The development of quantum optics led to the discovery of the laser in 1960. Over the next 20 years, developments in lasers, fiber-optics and light-emitting diodes led us to the term photonics. The name photonics really took hold in the 1980s as laser & fiber-optics applications expanded widely in telecommunications.
In a very precise way, the term photonics connotes:
- the particle properties of light,
- the potential of creating signal processing technologies using photons, and
- an optical analogy to electronics.

But in recent years (since the turn of the century), photonics has become the high tech term that encompasses optics, electro-optics, fiber-optics, lasers and solid-state lighting. Thus, it is our practice to use the term photonics to refer to all technical education programs that incorporate these fields. There are two exceptions:

The fabrication, testing and handling of precision optics is referred to as precision optics technology.
High school technology courses that are designed to provide the fundamentals of photonics should be referred to as Lasers Systems, in order to have the high tech aura that will attract young people to study this field. If photonics is added as a topic in physics or another lab science course, the topic should be named photonics.

How do you feel about this? What is your experience? Please write a response to this controversial topic.

What’s our capacity for producing photonics techs? What's the need?

2008-11-06T16:12:00.008-06:00

This past summer, we attempted to locate all of the two-year colleges that offered education and training on photonics, lasers and/or optics. We examined compilations from a variety of sources, scanned the Internet and asked other colleges. We identified 28 colleges and attempted to contact them. The 26 colleges we reached are:

Camden County College, Central NM CC, Central Carolina CC, Heald College, Idaho State Univ (2 yr) Indian Hills CC, Indian River SC, Indiana Univ/Penn (2yr), Irvine Valley/CACT, Kauai CC, Linn St CC, Maui CC, Monroe CC, Queensborough CC, Pima CC, San Jose CC, Springfield TCC, Stevens Inst of Tech, Three Rivers CC, Univ No Cal (2 yr), Valencia CC, Vincennes Univ (2 yr), Texas State TC, Tri-County TC, Wallace CC, Wash St Univ (2 yr)

Twenty-four of these colleges provided us information on current enrollment and recent completers. Some of the colleges offered complete AAS programs in Laser/Electro-Optics or Photonics; others offered some photonics courses in their electronics core, or as elective courses in other technical specialties; and others offered courses for retraining or upgrading. In total, the 24 colleges had about 700 students enrolled and estimated about 280 completers each year. This is not enough! In 2003, we conducted a needs assessment of employers to determine how many new photonics techs they needed each year. The projected need through 2008 is about 1800 new techs/year. Only 280 new techs available when 1800 are needed is quite a gap! One of OP-TEC’s main goals is to close that gap.

Here’s how we are working on this goal:

About 1/3 of the techs (500-600 teach year) are needed in R&D, for OEMs or in field service - they require a full AAS in laser/electro-optics or photonics.
About 2/3 of the techs (1000-1200) are needed to operate and maintain photonics equipment that is being used in another field where photonics is an enabling technology.
About 1/3 of the techs are already working and need retraining in photonics.

OP-TEC has a developed a plan and curriculum for colleges to serve each of these populations. We will also conduct a new needs assessment later this year to update the data from the 2003 study. It’s possible that our information about colleges that offer photonics education and training is incomplete. If your college has offerings, and you are not in the list shown above, please contact us so that we can add your data to our records.

Keeping Up with What's Happening in Photonics Education

2008-10-06T14:26:00.012-05:00

Things at OP-TEC are moving rapidly. In two short years we have our infrastructure in place, most of our curricula and teaching materials developed and updated, strong Partner Colleges, good employer support/oversight and lots of colleges interested in starting new educational offerings in optics and photonics. I predict that this next year, which began September 1, will produce more new and different programs—and will call for more changes to what we are already doing.

Things are also moving in the photonics field, with new applications and breakthroughs happening almost daily. Many of these changes will affect what and how we will teach to photonics techs. As our network of educators and employers grows I feel a need to “connect” with all of you—to provide information & issues—and to get feedback about things that we all care about. We try to post announcements and recent developments about our products & services on our website, http://www.op-tec.org/. But, there’s also a quicker way to get news & ideas to you—and to get news and feedback from you.

The Blog is an Internet feature that I am still learning about; and I think it fits our network’s needs in a useful, unique way. This is my first attempt at a blog; hopefully they will get more interesting as I get rolling on this. Initially, I plan to post a new blog every 3-4 days; if it works for me and for you, perhaps they might increase in frequency.

Any suggestions for topics? Please e-mail me at hull-blog@cord.org.

2008-08-11T10:55:00.001-05:00

Welcome to the OP-TEC blog!