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ABET Course Objectives and Outcomes Form

Course number and title: EE172L Laser Laboratory
Credits: 4
Instructor(s)-in-charge: O. Stafsudd (stafsudd@ucla.edu)
Course type: Laboratory
Required or Elective: A pathway laboratory course.
Course Schedule:
Lab: 4 hrs/week. Meets once weekly.
Outside Study: 8 hrs/week.
Office Hours: 2 hrs/week by instructor. 2 hrs/week by each teaching assistant.
 
Course Assessment:
Homework: 6 pre-laboratory assignments.
Labs: 6 laboratory reports.
Exams: 1 final comprehensive report including experimental design.
 
Grading Policy: Typically 33% lab performance, 33% final report, 33% lab reports and pre-lab assignments.
Course Prerequisites: EE172 (Introduction to Lasers) [may be taken concurrently].
Catalog Description: This is a laboratory course. In this course, properties of lasers are studied. Optical propagation, modulation, interferometry, and communication are part of the laboratory experience. For the comprehensive final report, the student must re-design one of the 6 laboratory experiments, giving the student the opportunity to gather more data and create an enhanced version of the basic experiment.  
Textbook and any related course material:
R. Gunther, Modern Optics, Wiley, NY, 1990.
Course description and laboratory instructions are distributed in the beginning of the course.
 
Course Website
Topics covered in the course and level of coverage:
Introduction to the laboratory, course description and laboratory instruction handouts, safety lecture. 4 hrs.
Experiments on propagation of laser beams and diffraction, magneto-optic modulation, and Bragg diffraction and modulation. 12 hrs.
Experiments on acoustic optic modulator, optical heterodyne detection, and Fabre-Perot interferometers used to study laser modes. 12 hrs.
Opportunity for students students to perform additional experiments to be included in their final comprehensive report. 8 hrs.
Course objectives and their relation to the Program Educational Objectives:  
Contribution of the course to the Professional Component:
Engineering Topics: 0 %
General Education: 0 %
Mathematics & Basic Sciences: 0 %
Expected level of proficiency from students entering the course:
Mathematics: Strong
Physics: Strong
Chemistry: Not Applicable
Technical writing: Some
Computer Programming: Not Applicable
Material available to students and department at end of course:
  Available to
students
Available to
department
Available to
instructor
Available to
TA(s)
Course Objectives and Outcomes Form: X X X X
Lecture notes, homework assignments, and solutions: X X X X
Samples of homework solutions from 2 students: X
Samples of lab reports from 2 students: X
Samples of exam solutions from 2 students: X
Course performance form from student surveys: X X
Will this course involve computer assignments? NO Will this course have TA(s) when it is offered? YES

  Level of contribution of course to Program Outcomes
(a) Strong  
(b) Strong  
(c) Strong  
(d) Average  
(e) Average  
(f) Average  
(g) Average  
(h) Some  
(i) Average  
(j) Average  
(k) Average  
(l) Average  
(m) Average  
(n) Average  
Strong: (a) (b) (c)
Average: (d) (e) (f) (g) (i) (j) (k) (l) (m) (n)
Some: (h)

:: Upon completion of this course, students will have had an opportunity to learn about the following ::
  Specific Course Outcomes Program Outcomes
1. Predict the propagation of laser beams in free space and their diffraction by simple obstructions, e.g. slits. a b m n
2. Calculate the results of the interaction of laser beams with acousto-optic modulators. a b m n
3. Understand the properties of laser modes, including the determination of the frequencies of various longitudinal modes using Fabre-Perot interferometers. a b m
4. Recognize the properties of an optical heterodyne receiver. a b l m
5. Understand the use of the Faraday Effect to produce magneto-optic modulators and optical isolators. a b c n
6. Safely use laser systems with the understanding of operational hazards. c f h j
7. Use the acousto-optic Bragg diffractor to redirect laser beams and produce frequency-translated laser beams. a b c m
8. Use CCD cameras for the accurate measurement of laser beam profiles and interference phenomena. a b c
9. Use spectrum analyzers to analyze complex waveforms. a b e k
10. Use advanced digital oscilloscopes to analyze TV images. b e k l
11. Identify the waveforms produced by amplitude and phase modulation/FM. a b c k
12. Design a laboratory experiment that demonstrates the properties of a laser or laser-related component. a b c g
13. Several homework assignments introducing the underlying science used in each experiment. a b k
14. Seveal laboratory reports requiring the analysis of laboratory data vs. theoretical calculations. a b m n
15. Opportunities to interact weekly with the instructor during the laboratory. Because the groups of students are small (typically 2 or 3), there is a weekly opportunity for the instructor to directly interact with the students using a conversational form. a b c d e f g h i j k
16. Final comprehensive report requiring the student to re-design and re-think one of the 6 experiments he/she performed, including an in-depth analysis of the history of the science demonstrated in the experiment. a b c e g k l m n

  Program outcomes and how they are covered by the specific course outcomes
(a)   Predict the propagation of laser beams in free space and their diffraction by simple obstructions, e.g. slits.  
  Calculate the results of the interaction of laser beams with acousto-optic modulators.  
  Understand the properties of laser modes, including the determination of the frequencies of various longitudinal modes using Fabre-Perot interferometers.  
  Recognize the properties of an optical heterodyne receiver.  
  Understand the use of the Faraday Effect to produce magneto-optic modulators and optical isolators.  
  Use the acousto-optic Bragg diffractor to redirect laser beams and produce frequency-translated laser beams.  
  Use CCD cameras for the accurate measurement of laser beam profiles and interference phenomena.  
  Use spectrum analyzers to analyze complex waveforms.  
  Identify the waveforms produced by amplitude and phase modulation/FM.  
  Design a laboratory experiment that demonstrates the properties of a laser or laser-related component.  
  Several homework assignments introducing the underlying science used in each experiment.  
  Seveal laboratory reports requiring the analysis of laboratory data vs. theoretical calculations.  
  Opportunities to interact weekly with the instructor during the laboratory. Because the groups of students are small (typically 2 or 3), there is a weekly opportunity for the instructor to directly interact with the students using a conversational form.  
  Final comprehensive report requiring the student to re-design and re-think one of the 6 experiments he/she performed, including an in-depth analysis of the history of the science demonstrated in the experiment.  
(b)   Predict the propagation of laser beams in free space and their diffraction by simple obstructions, e.g. slits.  
  Calculate the results of the interaction of laser beams with acousto-optic modulators.  
  Understand the properties of laser modes, including the determination of the frequencies of various longitudinal modes using Fabre-Perot interferometers.  
  Recognize the properties of an optical heterodyne receiver.  
  Understand the use of the Faraday Effect to produce magneto-optic modulators and optical isolators.  
  Use the acousto-optic Bragg diffractor to redirect laser beams and produce frequency-translated laser beams.  
  Use CCD cameras for the accurate measurement of laser beam profiles and interference phenomena.  
  Use spectrum analyzers to analyze complex waveforms.  
  Use advanced digital oscilloscopes to analyze TV images.  
  Identify the waveforms produced by amplitude and phase modulation/FM.  
  Design a laboratory experiment that demonstrates the properties of a laser or laser-related component.  
  Several homework assignments introducing the underlying science used in each experiment.  
  Seveal laboratory reports requiring the analysis of laboratory data vs. theoretical calculations.  
  Opportunities to interact weekly with the instructor during the laboratory. Because the groups of students are small (typically 2 or 3), there is a weekly opportunity for the instructor to directly interact with the students using a conversational form.  
  Final comprehensive report requiring the student to re-design and re-think one of the 6 experiments he/she performed, including an in-depth analysis of the history of the science demonstrated in the experiment.  
(c)   Understand the use of the Faraday Effect to produce magneto-optic modulators and optical isolators.  
  Safely use laser systems with the understanding of operational hazards.  
  Use the acousto-optic Bragg diffractor to redirect laser beams and produce frequency-translated laser beams.  
  Use CCD cameras for the accurate measurement of laser beam profiles and interference phenomena.  
  Identify the waveforms produced by amplitude and phase modulation/FM.  
  Design a laboratory experiment that demonstrates the properties of a laser or laser-related component.  
  Opportunities to interact weekly with the instructor during the laboratory. Because the groups of students are small (typically 2 or 3), there is a weekly opportunity for the instructor to directly interact with the students using a conversational form.  
  Final comprehensive report requiring the student to re-design and re-think one of the 6 experiments he/she performed, including an in-depth analysis of the history of the science demonstrated in the experiment.  
(d)   Opportunities to interact weekly with the instructor during the laboratory. Because the groups of students are small (typically 2 or 3), there is a weekly opportunity for the instructor to directly interact with the students using a conversational form.  
(e)   Use spectrum analyzers to analyze complex waveforms.  
  Use advanced digital oscilloscopes to analyze TV images.  
  Opportunities to interact weekly with the instructor during the laboratory. Because the groups of students are small (typically 2 or 3), there is a weekly opportunity for the instructor to directly interact with the students using a conversational form.  
  Final comprehensive report requiring the student to re-design and re-think one of the 6 experiments he/she performed, including an in-depth analysis of the history of the science demonstrated in the experiment.  
(f)   Safely use laser systems with the understanding of operational hazards.  
  Opportunities to interact weekly with the instructor during the laboratory. Because the groups of students are small (typically 2 or 3), there is a weekly opportunity for the instructor to directly interact with the students using a conversational form.  
(g)   Design a laboratory experiment that demonstrates the properties of a laser or laser-related component.  
  Opportunities to interact weekly with the instructor during the laboratory. Because the groups of students are small (typically 2 or 3), there is a weekly opportunity for the instructor to directly interact with the students using a conversational form.  
  Final comprehensive report requiring the student to re-design and re-think one of the 6 experiments he/she performed, including an in-depth analysis of the history of the science demonstrated in the experiment.  
(h)   Safely use laser systems with the understanding of operational hazards.  
  Opportunities to interact weekly with the instructor during the laboratory. Because the groups of students are small (typically 2 or 3), there is a weekly opportunity for the instructor to directly interact with the students using a conversational form.  
(i)   Opportunities to interact weekly with the instructor during the laboratory. Because the groups of students are small (typically 2 or 3), there is a weekly opportunity for the instructor to directly interact with the students using a conversational form.  
(j)   Safely use laser systems with the understanding of operational hazards.  
  Opportunities to interact weekly with the instructor during the laboratory. Because the groups of students are small (typically 2 or 3), there is a weekly opportunity for the instructor to directly interact with the students using a conversational form.  
(k)   Use spectrum analyzers to analyze complex waveforms.  
  Use advanced digital oscilloscopes to analyze TV images.  
  Identify the waveforms produced by amplitude and phase modulation/FM.  
  Several homework assignments introducing the underlying science used in each experiment.  
  Opportunities to interact weekly with the instructor during the laboratory. Because the groups of students are small (typically 2 or 3), there is a weekly opportunity for the instructor to directly interact with the students using a conversational form.  
  Final comprehensive report requiring the student to re-design and re-think one of the 6 experiments he/she performed, including an in-depth analysis of the history of the science demonstrated in the experiment.  
(l)   Recognize the properties of an optical heterodyne receiver.  
  Use advanced digital oscilloscopes to analyze TV images.  
  Final comprehensive report requiring the student to re-design and re-think one of the 6 experiments he/she performed, including an in-depth analysis of the history of the science demonstrated in the experiment.  
(m)   Predict the propagation of laser beams in free space and their diffraction by simple obstructions, e.g. slits.  
  Calculate the results of the interaction of laser beams with acousto-optic modulators.  
  Understand the properties of laser modes, including the determination of the frequencies of various longitudinal modes using Fabre-Perot interferometers.  
  Recognize the properties of an optical heterodyne receiver.  
  Use the acousto-optic Bragg diffractor to redirect laser beams and produce frequency-translated laser beams.  
  Seveal laboratory reports requiring the analysis of laboratory data vs. theoretical calculations.  
  Final comprehensive report requiring the student to re-design and re-think one of the 6 experiments he/she performed, including an in-depth analysis of the history of the science demonstrated in the experiment.  
(n)   Predict the propagation of laser beams in free space and their diffraction by simple obstructions, e.g. slits.  
  Calculate the results of the interaction of laser beams with acousto-optic modulators.  
  Understand the use of the Faraday Effect to produce magneto-optic modulators and optical isolators.  
  Seveal laboratory reports requiring the analysis of laboratory data vs. theoretical calculations.  
  Final comprehensive report requiring the student to re-design and re-think one of the 6 experiments he/she performed, including an in-depth analysis of the history of the science demonstrated in the experiment.  

:: Last modified: February 2013 by O. Stafsudd ::

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