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

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

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

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.

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

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!