
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 acoustooptic modulators. 



¤ 
Understand the properties of laser modes, including the determination of the frequencies of various longitudinal modes using FabrePerot interferometers. 



¤ 
Recognize the properties of an optical heterodyne receiver. 



¤ 
Understand the use of the Faraday Effect to produce magnetooptic modulators and optical isolators. 



¤ 
Use the acoustooptic Bragg diffractor to redirect laser beams and produce frequencytranslated 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 laserrelated 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 redesign and rethink one of the 6 experiments he/she performed, including an indepth 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 acoustooptic modulators. 



¤ 
Understand the properties of laser modes, including the determination of the frequencies of various longitudinal modes using FabrePerot interferometers. 



¤ 
Recognize the properties of an optical heterodyne receiver. 



¤ 
Understand the use of the Faraday Effect to produce magnetooptic modulators and optical isolators. 



¤ 
Use the acoustooptic Bragg diffractor to redirect laser beams and produce frequencytranslated 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 laserrelated 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 redesign and rethink one of the 6 experiments he/she performed, including an indepth analysis of the history of the science demonstrated in the experiment. 

  

(c) 
¤ 
Understand the use of the Faraday Effect to produce magnetooptic modulators and optical isolators. 



¤ 
Safely use laser systems with the understanding of operational hazards. 



¤ 
Use the acoustooptic Bragg diffractor to redirect laser beams and produce frequencytranslated 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 laserrelated 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 redesign and rethink one of the 6 experiments he/she performed, including an indepth 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 redesign and rethink one of the 6 experiments he/she performed, including an indepth 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 laserrelated 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 redesign and rethink one of the 6 experiments he/she performed, including an indepth 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 redesign and rethink one of the 6 experiments he/she performed, including an indepth 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 redesign and rethink one of the 6 experiments he/she performed, including an indepth 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 acoustooptic modulators. 



¤ 
Understand the properties of laser modes, including the determination of the frequencies of various longitudinal modes using FabrePerot interferometers. 



¤ 
Recognize the properties of an optical heterodyne receiver. 



¤ 
Use the acoustooptic Bragg diffractor to redirect laser beams and produce frequencytranslated laser beams. 



¤ 
Seveal laboratory reports requiring the analysis of laboratory data vs. theoretical calculations. 



¤ 
Final comprehensive report requiring the student to redesign and rethink one of the 6 experiments he/she performed, including an indepth 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 acoustooptic modulators. 



¤ 
Understand the use of the Faraday Effect to produce magnetooptic modulators and optical isolators. 



¤ 
Seveal laboratory reports requiring the analysis of laboratory data vs. theoretical calculations. 



¤ 
Final comprehensive report requiring the student to redesign and rethink one of the 6 experiments he/she performed, including an indepth analysis of the history of the science demonstrated in the experiment. 

  