The teaching of optics will become more difficult in the future because the amount of teaching material is increasing rapidly for two reasons: new facts about optics evolve at a rapid rate; understanding the adjacent disciplines becomes more important since optics will be engaged increasingly in interdiciplinary activities. The capacity of the human brain will not increase. The situation is not hopeless, however, for three reasons: the fundamentals of optics will not grow or change drastically, in my opinion; the advancing technologies of computing and communicating may be used more intensively in support of teaching; improvements are possible, if more teamwork is utilized in education. Learning as a team and also teaching by a team is more efficient than traditional procedures. * temporary, ** permanent affiliation

Fourier theory has found application in many areas of science and engineering, but perhaps nowhere has it found a more natural home than in the field of optics. Why? Because optics, by its very nature, allows the utility of this incredible mathematical tool to be viewed directly; in other disciplines, its consequences can usually only be imagined or, at best, observed indirectly. Such a unique characteristic serves as a powerful educational aid for those in the process of learning about the field. The thesis that a polychromatic optical wavefield consists of a superposition of temporal-frequency components is easily demonstrated in the classroom, as is the decomposition of an arbitrary monochromatic wavefield into its plane-wave spectrum. Yet another demonstration helps explain the spatial-frequency performance of an optical imaging system. The now-popular Fourier techniques that provide a solid mathematical foundation for exploring the physics associated with these and other phenomena are discussed.

The advent of laser not only gave an impetus to further development of optics, not only breathed new life irto many branches of this science, not only led to the use of optics for non-optical applications but opened new ways teaching optics as well. Nowadays you cannot teach optics without quantum electronics. But having pointed to new possibilities of optics, quantum electronics by no means revised its fundamental concepts. Moreover quantum electronics is based on fundamental concepts of the XIX—XX century optics. Its appearance, formation, and development confirmed thine, extended the sphere oftheir practicalapplication, and made the bases of optics as a science more striking, spectacular and intelligible.

One of the fundamental problems in American and other societies is interesting young people in science and engineering. Optics offers a unique opportunity to do that since it is one of the areas of physics and engineering which is relevant to everyday life. As professional engineers and scientists in the field, we all have an obligation to be sure that there are sufficient numbers of young people entering the field so that the long term needs of our technological society are met.

Place and importance of optics in the system of general education of highest qualification specialists at Moscow Institute of Physics and Technology (MIPT) are discussed

An attempt is made to answer the question of how much mathematics optics students should know, not only to understand optics, but also to be able to work with optics in the future. Fundamental optics and also some fields of application in optics or related disciplines are examined, in order to specify the mathematics required.

The concept of Optics, its situation as a branch of Physics and the educational value of a course of Optics for a physicist are analyzed in this paper. A list of contents is proposed with a discussion about the importance of the different topics.

The classical 2x2 matrix approach to geometrical optics is very limited for practical use, because fundamental decompositions of system matrices do not yield matrices with physically significant properties. The use of permuted matrices proposed by us previously (J. Opt. Soc. Am. 73, 1350-1359) yields a much more powerful representation that is more useful for teaching from beginning undergraduate to advanced graduate levels. The matrices of the previous theory are still valid, but when they are treated in what might be called the focal plane representation, the matrices obtained by the LDU decomposition have a simple and direct physical meaning. The relationship between the older matrix theory and this one is analogous to the relationship between the Descartes and the Newton formalisms of geometrical optics: matrix components are simplified by measuring all distances from the foci. This facilitates synthesis problems, for which the standard approach is not well adapted. In addition to simple applications like lenses, mirrors and diopters, the theory can be applied to more complex cases like lenslike media, resonators, Fourier transform systems and phase-conjugate mirrors. This theory can be directly generalized for nonsymmetrical systems using a 4x4 matrix formalism. The other theory, where distances are measured from the principal planes, cannot be generalized for nonsymmetrical systems having no principal planes.

Optics education of both the undergraduate and graduate levels available at the Department of Physics and Applied Physics at the University of Massachusetts-Lowell is discussed. A brief history and motivation for establishing the program is presented. Also included are the undergraduate Optics Option curriculum, course requirements for the M. S. and Ph.D. degrees and a selection of both M.S. and Ph.D. dissertation titles.

A renovated facility is being used for a broad-based and flexible approach to teaching optics and optical systems at the undergraduate and M.S. levels. The range of topics included in the curriculum is from conventional geometrical and physical optics to laser physics, optical transformations, electro-optical devices, remote sensing and digital image processing. Emphasis of this paper is on the design and use of the new facilities, and the interrelationships of the various areas presented. The optics complex contains conventional optics teaching laboratory space with soft walls, an electronics teaching laboratory, a holography laboratory with darkroom, and a remote sensing computer simulation modeling and digital image processing laboratory. Moreover, a machine vision facility is a computer networked extended part of the digital image processing systems in an operational mode involving interfaced flexible machine cells. These cells are robotics interfaced in a flexible manufacturing system that is capable of process and machine part prototyping computer networked with a CAD system.

The optics education programs for undergraduates and graduates at Tianjin University are introduced. Some teaching experiences with students,and practice with modern optical technology are presented in the paper. The combination of optical education with academic research works are described as well.

You know that in the large entity until recently called the USSR, great changes have taken place. The educational system also changes. The contents of our report relate to the system of optical education which has been used up to the end of the 80-ies. In conclusion I'll try to discuss the basic trends of its reformation. All figures and data in our report correspond to the USSR within its borders before August, 19 1991.

Certainly, there is currently a great wealth of educational opportunity in the United States for students interested in optics. In the current Guide to Optics Programs Worldwide published by SPIE -The International Society for Optical Engineering (SPIE, 1991), there are over 80 listings for the United States and 28 in other countries — and this does not claim to be an exhaustive listing since it requires the institution offering the program to send in the information. The Optical Society of America also publishes an informative listing in a Guide to Optics Courses and Programs in North American Colleges and Universities (OSA 1990). This guide includes most of the physics departments and many electrical engineering departments that offer one course, several courses, a concentration or a formal degree. Both of these listings cover the range from the associate level to the doctoral level of programs and courses. This explosion in the number of programs is really quite recent given the history of education in optics in the United States.

Based on the results of enquete to the industry in the year of 1990-1991, recent statistical data on "Optics Educations in and for Industry in Japan" will be reported. The contents of enquete are divided into the following three questions: (1) Optical education system and the way of performance in the industries, (2) Requirements to the university education from industries, (3) Possible way of joint research projects between industries and universities.

Since the establishaent of first speciality of optical instruaentation in Zhejiang University and Beijing Institute of Technology in the early 1950's, the great progress in optical engineering education has been aade in China . At present , aore than ten universities and colleges offer undergraduate and graduate prograas in optical engineering . Suaaary information of acadeaic institutions of higher engineering education that offer prograas in optical engineering is given in this paper. With the execution of the open-door policy and of the refora in economic , scientific and technological sectors, optical engineering as like others is now undergoing a refora , exploration and evolution in China . This paper presents the change , challenge and opportunity the institutions are facing . Taking Optical Engineering Departaent at Zhejiang University as an example, the activities and measures adopted are described . Revised undergraduate and graduate prograas are also illustrated in this paper.

The teaching of optics in France has undergone important changes during the past twenty years. After a long period of domination of optics in physics teaching, the part of optics went down ; it is now increasing again both because the cultural role of optics has gained a better recognition and because of professional demand in the ever developing applications of optics in optoelectronic and optronic systems.

An approach that has proved effective for preparing optics graduates for their first job in the industry, is presented. A growing number of universities and colleges are offering coursework in optics and optics related fields at the graduate as well as undergraduate level. Some of these are part of degree programs in optics/optics related field, some are a part of a concentration or area minor program in optics and in other cases these courses are just stand alone courses. Some of these courses also have a lab component. Some of the optics graduates go on to pursue doctorate degree and some seek employment in the industry upon completion of their B.S. or M.S. degree. Optical engineering/science is being recognized more and more as a discipline in its own right and the demand in the industry for such graduates has grown and is expected to continue to grow. The preparation of the optic graduates, based only on coursework, for a job in the industry is considered adequate but can be enhanced substantially by including some experience which is as close as possible to the work experience at a typical first job in the industry.Some of the degree programs achieve this through a "Co-Op program" in which a student spends one/two semesters at the college/university taking courses, followed by a semester as an intern in the industry. Another approach is to provide to the students, while they are in school taking courses, an experience which is similar to what they will encounter at their first job in the industry. We have used this latter approach effectively for our M.S. (Applied Optics) students. Our Center for Applied Optics Studies works with businesses, industries, and government agencies in helping solve some of their problems. This usually involves developing a new or improved product or process, or doing a feasibility/evaluation study. The M.S. (Applied Optics) students are required to do a thesis and, whenever possible, we have required them to use one of these problems as the focus of their M.S. thesis project. The following list of Master's thesis of recent graduates provides an indication of the variety and type of problems: 1. "Prototype Right Angle Fiber Optic Connector and Bend Loss of Optical Fibers" 2. "Optical Nondestructive Testing of Meltalic Honeycomb Bonding" 3. "Measurements of Static Displacements Using Digital Speckle Pattern Interferometry and Image Processing" 4. "Studies of Wavelength-Dependent Loss Effects in Optical Fiber Components and Sensors" 5. "Lens for Microlithography" 6. "Non-invasive Study of Human Cardiac Cycle Using Holographic Interferometry" 7. "Veiling Glare in the F4111 Image Intensifier" 8. "Characterization of a Heat-Treated Photoretractive Crystal, Barium Titante" 9. "Phase-Conjugate Shear-Interferometer" 10. "Forward Light Scattering from Optical Fibers" Most of these thesis projects were driven by industrial interaction and involved a close liaison with an engineer/scientist from the organization that had a vested interest in the solution of the problem. Examples of other industrially driven projects where M.S. (Applied Optics) students as well as undergraduate students gained useful experience, though not reflected in the list of thesis, are: 1. Development of a New Brightness Meter for the Paper and Pulp Industry; 2. Feasibility Study and Subseguent Development of a Vision Inspection System. The progress on many of these projects is measured by the satisfactory completion of well defined milestones on a pre-set project schedule. By participating in these type of industrially driven projects, the students get exposed to some of the concepts of project management as well.

An optimum combination of general professional and highly specialized education of opticians-designers is an acute problem in teaching opticians. The experience of the Optical Faculty, the Moscow Institute of Surveying, Aerophotography and Cartography (MIIGAiK)that it would be reasonable to train opticians - designers through a uniform curriculum for the first four years of studying with differentiation in narrow specialization for the last year and a half.

Lens design is both the art and the science involved in the application of basic optical principles to the creation of a set of parameters describing a lens for an optical instrument employing refracting or reflecting components. The techniques involved in lens design incorporate the setup of a system using basic optical principles, the iteration of that initial description using geometrical optical principles and the analysis of the system in terms of its ability to convey information or energy to a detector.

The holo-diagram is a diagram originally designed as a tool for teaching the making and evaluation of holograms. It was soon found to include much more general uses than first expected. During the 20 years since its introduction we have applied this diagram to explain many different fields such as holography, interferometry, diffraction. Fermat's principle, light-in-flight recordings, threedimensional measurements with ultrashort lightpulses and the special theory of relativity.

The recommendations of a group of 36 university and industrial researchers, who met in a 3-day workshop in July 1990, are reported. The workshop addressed the question of what optoelectronics topics should be in Electrical Engineering, Physics, and Photonics curricula.

In this paper some personal views based on over 20 years experience of teaching optics at undergraduate level and applied optics at postgraduate level are presented, distinctions are drawn between undergraduate optics and applied optics.

A program is proposed that alleviates to some extent the educational problems created by the introduction of the many new technical areas into electrical engineering. It presumes the time-tested philosophy of circular learning, namely, successive review and extension of knowledge and understanding with successive courses. We propose a one year program that provides a broad overview of the foundations to all subsequent courses; thus included within this program are the first essentials of a wide variety of later studies. In addition, it is proposed to divide the science of electrical engineering into broad fundamental areas which will be made up of the appropriate parts that are taught today separately. Included, as a fundamental concept in this scheme, is also proposed to embed in the already existing areas any new diverse topic such as optics, superconductivity, etc. In the present study we have used the optics to test our new philosophy on engineering education.

Problems of special high education in laser applications are discussed. Education in the field of laser techniques, applied optics, interaction of laser radiation with matter is imperative and in demand for many application areas. At laser technology chair (St.PIFMQ), besides laser technology, the basic education in three subject areas of laser applications is given: lasers in environment studies, laser medicine and laser safety. The education in laser technology is considered in more detail. The information about optical systems for technological lasers, laser techniques and physics, and laser beam interaction with solids are given in theoretical courses, in laboratories of lasers in microelectronics and lasers in optics technology and in the practical classes. This education offers an opportunity for professional activity in R&D and production in many fields of laser applications.

The education system for optical design and assembly can be done by integrating the optical design program with expert system and stock lens kit and test equipment through microcomputer and digit optical bench with Robot vision system. Student set up the lens set according to their ideal and calculation to build up the optical system in optical bench make the design more real. The student learning optical knowledge by two ways: the learning by doing (Rote learning) and learning by being told. The level of information refers to the degree of generality. After input the datam and question the program answers the student the conclusion about the goal the subgoal, shows how it reached the conclusion by pring out the rules. Student can keep asking explanations. The explantation help the student to get all the full understanding of the system’s reasoning process as well as to debug the error of the knowledge base.

An outline is presented for a program to teach the modelling of optical components such as couplers, filters, resonators, interferometers, etc. to senior electrical engineering students. The program exploits the student’s background in linear algebra, circuit analysis and transmission line theory. It is designed to complement an elective course in microwave engineering. Numerous simulation examples associated with optical communication, measurement and sensing provide the experimental environment.

The scope of this paper is to present a specific program of an Electrooptics Communication course taught for ten years during the final year at undergraduate level at CTEH. Our interpretation of the subjects to be given in such a course is to supplement optical concepts and integrate them with previously taught basic principles in telecommunication courses, physics and electromagnetic theory. This means that the course relies upon former knowledge of electronic engineering of old established communication technologies, such as microwave radio, coaxial transmission, wire-pair data communication systems and telecommunication theory. In this way, EE students receive a condensed but balanced integration of EO communication concepts from the various disciplines. These elements allow them to design and implement in their final year, practical projects of Electrooptic communication circuits and systems, which excell today in device availability and economics.

As I began preparing the talk on which this article is based its subject matter began to evolve, moving from the original topic of computer display tools for optics education toward the more general topic of personal computers in higher education, especially in science and engineering; and so this article will be directed more broadly to that topic. The starting point for this discussion is that modern personal computers or desktop computers have unparalleled capacities for:

Modern optics looks like a quickly growing tree with its numerous branches rushed upwards and its branched top (Fig. 1) . According to this analogy the problems of the optics education are to interest young talented people in a ripe fruit of that tree, to help them reach the low branches of the tree and to show them the way to the top. There areplenty of ways leading to the fruit-bearing top, and every teacher who works hard in this or that field of optics has his optimal algorithm of reaching the top.

Interactive simulations have been developed illustrating basic principles of physical optics in three major areas: 1) electric field behavior in various polarization states, 2) propagation of traveling plane waves through birefringent and optically-active media, and 3) Fresnel diffraction and its relationship to and interpretation with Cornu's spiral. All of these areas emphasize the wave nature of light as expressed by an oscillating electric field. These simulations make use of high-resolution (VGA) color animation in a PC/MS-DOS environment; this enhances the presentation and appeal of these simulations to students. These simulations are presently being used by 1) physics majors in an upper-level applied optics course and 2) lower-level honor students who are being introduced to research projects in physical optics. The success of these programs as a vehicle for imparting a conceptual understanding of the physical principles involved will be presented.

This report in very short way represents the common experience of colleagues of the Chair of the Theory of Optical Devices in their work in the curriculum structure of training the students in optical design. The results of scientific and practical work in the sphere of the theory and methods of the design of optical systems were laied in the base of this training the same as the results of the analysis of the properties of optical elements.

The Kentucky state legislature has recently instituted a program for public education reform at all levels. This effort is being watched by many states considering similar restructuring of their public school systems. An associated resolution mandates that state universities support this reform effort by serving as a resource for staff development, teacher education, and program development. In keeping with this mandate, the Physics Department of Murray State University (MSU) has adopted a strategic plan which includes the initiation of a series of workshops and seminars for the benefit of regional high school science teachers. A key element in this plan has been the development of a workshop in optics. The focus of this effort is: (1) to provide teachers with resource material, lecture and demonstration ideas, and an introduction to unfamiliar technology, and (2) to subsequently motivate good students toward study and careers in optical physics by involving them in their own learning. Details of this program are given, outlining the structure and content of the workshops as well as an assessment of their reception and success.

Organization of optical education in the typical university of Russia is reported. Fundamental training is carried out according to the typical curricula. Special training includes students research work suggested by industrial enterprises and research centres. A centre of continuing education in training specialists functions at the university. The centre is responsible for continuing education in pre—school establishments, secondary schools, lyceums, high schools, the university and the refresher course.

Nankai University is one of the 30 Chinese key universities that directly under the National Education Cooittee of China. In this paper, the policy and programs, the curri- culuas and research opportunities, and the international cooperations of the optics education at Nankai University on both optical science and engineering are briefly introduced.

Present curriculum of optics education at undergraduate and graduate level at Czech Technical University in Prague namely at the Faculty of Nuclear Science and Physical Engineering is reviewed.Syl 1 abuses of basic and special lectures as well as laboratory tasks and demonstrations are discussed.Following questions are examined - what optics related topics should be implemented into current courses? what new courses should be developed? how the effectivenes of educational process should be increased? Answers to these questions are suggested in the paper.

The aims and curriculum of a one-year Master's course, designed to give a specialised introduction to the field of Opto-Electronics, are summarised. The course was instituted in 1968, when the subject matter was mainly laser physics, laser systems and their applications. Subsequent reviews of the course material, most recently in 1987, have increased the emphasis on optical communications, image processing and other IT material. The course comprises 180 hours of lectures arranged in six 30-hour units: Electromagnetic radiation and design of optical imaging systems; Optical and opto-electronic materials; Photon sources; Photon detectors and image storage; Information theory and optical information processing; Modern optical systems. Practical classes are at the rate of 10 hours per week for two terms. Students also carry out a literature survey and write an essay on a topic of current opto-electronic interest. Following written examinations, successful students carry out a three-month research project in an industrial laboratory or in association with one of the Department's research divisions. Statistics on the recruitment, qualifications and funding of students are presented, together with information on the initial placement of graduates in the optical industry and elsewhere.

A brief outline of the courses concerning Optics which are taught at the University of Valencia is presented. At present, Optics is taught only in BS, MS and PhD degree courses in Physics. Some comments about how the current obligatory reform of curricula may influence the teaching of Optics in the near future are made. We think that the interest of the information here provided resides in an interchange of information which may be used to improve the teaching of Optics in our University.

This is a description of a project in elementary school optics education that originated through a professional society, the Optical Society of America (OSA). The purpose of this paper is to show how the project was started, the process by which the OSA Optics Discovery Kit was finally produced and distributed, and the current efforts to use the kits and to extend the idea to other educational levels. Through this discussion it is hoped that others may find both description of the kit and its generation of use in their efforts to engage the interest of youth in science

There is a published, eyewitness record of a complex display of circles, arcs, and spots of light in the sky over St. Petersburg in 1790. The display can be explained as resulting from the reflection and refraction of light by small, air-borne ice crystals

Advanced geometric optics has been traditionally presented to students as subjects of great mathematical complexity. In addition, there is confusion and misunderstanding about the nature of aberrations. We show here how to improve understanding and make the material more enjoyable through the use of the following pedagogic devices: (1) A matrix approach to paraxial optics. (2) A numerical treatment of non-paraxial optics and aberrations.

Faculty members involved in the optics program in the Department of Electrical and Computer Engineering at Syracuse University have diverse research interests. We use this diversity in our teaching methods/materials to educate future engineers. Our instructional methods, both classroom and laboratory, are designed to provide physical insight of optical devices and systems. Our electro-optics laboratory is equipped with three optical benches, four helium neon lasers, a Nd: YAG laser, optical peripheral equipment, a variety of acousto-optic signal/image processing set up, and related electronic equipment of reasonable sophistication.

Optics in general physics courses is intended for optical mentality formation providing for the army of engineers to understand and realize the modem optics possibilities. Optics education improvement depends on deep modernization of the experimental basis of physics courses. To protect these courses from superfluous theorizing experimental lectures could be inculcated in teaching. For example a cycle of demonstration experiments on polarization properties of birefringent plates is briefly described in the paper. The experimental device for the fundamentals of holography demonstration is also presented in the paper showing the ways of contemporary optical techniques teaching and training.

In response to widespread applications of photonics and increasing needs of industry for qualified personnel, a B.S. program in Photonics was implemented in the fall of 1989 at the State University of New York (SUNY) Institute of Technology, Utica, New York. The curriculum was developed recognizing the strong interdependence of photonics and electronics. It was also made flexible so that the students could move to other areas of science and engineering. This article describes the program and reviews the current applications of photonics which affect the program curriculum. It is expected that the graduates from this program will be better equipped to find suitable jobs and function more effectively in industry.

Practical difficulties of introducing an optoelectronics course into an entrenched electrical engineering curriculum are discussed. Detailed descriptions of a lecture course, designed to meet the needs of engineers, and an accompanying laboratory course in optoelectronics are given.

Laser Applications in Science Education (LASE) is an original, laser-based, hands-on and open- ended approach to the teaching of the principles and applications of modem optics at high school (14-19) level. LASE courses, supported by the National Science Foundation and the British Institute of Physics, have been presented in varying forms to numerous high school teachers. The LASE project includes a handbook for teachers, a newsletter and the continuing field testing development of courses and materials.

Holographic interferometry experiments are very important in holography education. They are mainly divided into double-exposure, real-time and time average holographic interferometries. Because special equipments such as liquid gate and micropositioning base are very expensive, real-time holographic interferometry experiments which are thought to need those equipments are less popular in general laboratories. There are two well known ways to make real-time holographic interferometry experiments. One way is to replace developed film plate to its original place and another way is to develop film plate in-place. These two ways need the above mentioned very expensive equipments. We show some easy ways and use some simple equipments for film plate in-place developing to make the real-time holographic interferometry experiments possible in general laboratories. Comparisons and analyses of different ways are made. Also the diffraction efficiencies for different conditions are measured. We have the conclusion that movable tank processing in-place film plate developing is recommended.

Familiarity with the energy level structure in the active medium of a laser can help in understanding why particular pumping mechanisms are employed and how population inversion is achieved. Also, the allowed modes of operation (CW, pulsed, Q-switched, etc.) of a laser system are dictated by the excitation and decay kinetics of the excited states. Optical spectroscopic studies of the active media can provide insight into the operation of the different types of lasers and at the same time illustrate spectroscopic techniques as well as aspects of the energy level structure of solid, liquid, and gaseous media. A range of experiments and exercises are described illustrating concepts which are common to courses, both in optical spectroscopy and in the physics of lasers, and which could form a useful experimental option to such courses.

A near-infrared reflectance spectrophotometer has been constructed and operated by a group of students with an interest in applied optics. The instrument was created by repairing and modifying a 25 year-old inoperative Cary 14 scanning spectrophotometer. Details of the modification are discussed. Students learn fundamentals of diffuse reflectance measurement, synchronous detection techniques, the use of optical instrumentation, and the physical origin of spectral features. The instrument is presently being used to measure the protein content of agricultural feeds, giving students the opportunity to develop calibration software for data analysis. Additional applications are discussed. Involved students range from college freshmen to graduate students. They, and the surrounding agricultural community, are being educated to the advantages of optical techniques as a method of nondestructive evaluation.

Facilitation of pattern recognition in machine—vision systems or Thematic Mapper imagery can be used to illustrate physical principles through comparative feature extraction techniques in optical and digital image processing. This is demonstrated utilizing coherent image processing with Fourier transforms incorporating filtering techniques such as convolution and inverse Fourier transform. A parallel digital image processing sequence is applied to the same image. Transparencies of the final product image are optically processed with cross—correlation for comparison of results where applicable.

Optics is a Held that deals with sources, components, and detectors. Its practice requires that students be familiar with many techniques from the simple measurement of the radius of curvature of a lens surface with a dial gauge spherometer to the analysis of figure errors of the same surface using a phase-shifting interferometer. In this article we describe the laboratory courses available to students in the Applied Optics program in the School of Physics, which is part of the Center of Optical Science and Engineering at the Georgia Institute of Technology. The experiments and projects are intended to provide the student with experiences that will prepare them for work in optics after they graduate.

Lasers are now critical components in many automated manufacturing systems due to the development of bigger, faster, and more easily-controllable lasers, to the improved understanding of the laser-material interaction, and to advances in fixturing and numerical control. As training courses in industrial laser applications technology are not widespread in engineering undergraduate curricula, management and production-line personnel are not familiar with this rapidly-evolving technology and this may act as a brake on its implementation. A training course for industrial personnel is described the purpose of which is to provide an overview of laser and associated technology. The course is comprised of lectures, video segments, case studies of laser applications in industry and demonstrations of a range of lasers being used for various tasks.

This paper describes the design and construction of an organ blood-flow meter which uses an indwelling venous fiber optic catheter and an infrared absorbing indocyanine dye. The instrumentation design consisted of: a light source, fiber bundles, couplers, a photodiode sensor, an electronic filter, and an analog-to-digital conversion circuit. Static tests were done to demonstrate a technique sensitivity for detection of the dye in concentrations as low as 3.1 mg per liter of blood.

The result of detecting in low light level are images with only a small number of photopulses. Only the pixels in which arrive the photopulse have an intensity value different from 0. The work presents an easy procedure for simulating low light level images by taking an standard well illuminated image as a reference. The images so obtained are composed by a few illuniinated pixels on a dark background. The number of illuminated pixels is less than the 1% of the total pixels number, and hence it is difficult to recognize the original object. A procedure for enhancement and recovery the original image is described and applied to low light level images previously simulated. The result is a visual experiment, easy to be performed (using a personal computer and a frame grabber), which state the statistical nature of light.

A simple experimental technique for measuring the lifetime of long-lived excited levels for low intensity monoexponential fluorescence signals is presented. It is based on the measurement of the imaginary part of the Fourier transform of the probability density function of the time of arrival of the first photon after the excitation. Owing to its theoretical and practical contents (photon counting techniques, lifetime measurement techniques), this experimental procedure may constitute a suitable practice for undergraduate students in Optics and Solid State Physics.

We have developed an optical heterodyning experiment for the undergraduate physics laboratory curriculum that permits observation of optical beat phenomena associated with the interference of two light beams with slightly different frequencies. For optical beat frequencies below 10 Hz the interference of the light beams is observed on a viewing screen as a slowly drifting Michelson interference fringe pattern. For beat frequencies greater than 10 Hz the drift of the interference fringes is too rapid to be observed visually; however, if a photodetector is placed so as to detect light from within the rapidly drifting fringe pattern, the time variation of the detected light signal can be amplified and fed to a loudspeaker, allowing an individual student or a lecture audience to hear the beating of the two light beams. Since commercial amateur radio transceivers are used to control the frequencies of the two interfering light beams, the transceivers can be modulated with a voice signal to generate single sideband modulated light beams that can be demodulated using standard optical homodyne detection techniques. This simple optical communications system demonstrates clearly how transmitter and receiver design principles at radio frequencies can be transferred to optical frequencies for the implementation of modem lightwave communication systems.

Optimum choosing of the educational conception, variety of the teaching methods, earlier attraction of student's interest to re - search work, controlling of the level of knowledge allow to form and to develop the physical world view ( PWV ), that will be dee - pend, expended, concretized in following work.

The imaging theory fully based on the wave approach is proposed. In the paraxial region an optical system can be divided into two independent parts. The imaging by the first part consisting of focusing elements is similar to the geometrical imaging. The consideration of the wave propagation through a second part being a set of distorters is sufficient to analyze the diffraction phenomenon occuring in the optical system. The outline of the theory followed by a few practical examples are given.

Located in high-tech "Silicon Valley," California, San Jose State University is ideally suited to provide students with a high quality education in optics, and industry with a partner for optics related research and development projects. There are 130 undergraduate majors and 65 graduate (M.S.) students in the Physics Department. For the past five years the Department has offered a special program leading to the B.S. in Physics with a Concentration in Lasers and Optics. Students take the usual core undergraduate Physics courses plus upper division courses in Modem Optics, Lasers and Applications, Advanced Optics Lab, Advanced Lasers Lab, Advanced Instrumentation Lab, and either Individual Studies or a graduate course in Electro-optics, Graduate Optics, Optical Metrology, or Laser Spectroscopy. Graduates are well prepared to enter the lasers and optics industry or go on to graduate school. Recently, a 4000 square foot area in the Science Building has been renovated to house the new Institute for Modem Optics, an organized research unit in the College of Science. One of the major goals of the Institute is to facilitate collaborative research between the local optics industry and the faculty and students at SJSU. The Institute is well equipped with lasers, optical instrumentation, electronics/computers, and about 10 optical tables. A National Science Foundation Research Experience for Undergraduates Program grant provides research support in optics for about eight undergraduates at any time throughout the calendar year. The National Science Foundation also provides support for "Laser Applications in Science Education," a summer program that provides hands-on experience with lasers for high school science teachers.

We designed a lov cost optical transmission system for use in undergraduate courses in physics and engineering. The system includes boards for bit error rate (BER) measurements, digital and analog transmitters and receivers, master clock, pseudo-random sequence, and noise generators. Programmable logic components were used for both, the BER meter and the pseudorandom sequence generator. The cost, of the equipment and its design simplicity makes it suitable for most teaching laboratories.

A new, two-step scheme for the calculation of complex propagation constants in planar multilayer waveguides is presented. In the first step, by introducing a 'Mode function', a fast determination of an approximate value of the complex propagation constant for a chosen waveguide mode is found. In the second step, in which a fast root-finding algorithm is used, the precise value of the propagation constant is calculated. The result is a significant speeding up of the computational process in comparison to traditional methods of determining complex propagation constants. Implemented in Turbo Pascal Version 5.5 on an MS-DOS AT personal computer with co-processor and 10 MHz clock frequency, the propagation constant of a four layer channel waveguide with absorbing layers can be computed, using the effective index method, in 4 seconds after which the field profiles can be presented within a few seconds.

In general, the microscope is a basic instrument of research, but it also may extensively be used for modern education in physical optics,and especially in Fourier transform optics. This can be shown in a quite new way using a polarizing microscope and birefringent fibers,which can produce a large number of known, less known and even unknown optical Fourier transforms

The use of a hierarchial principle in assemblying opto—electronical devices. Opto-electronical devices (herein after referred to as OED) are complex systems, whose components are optical and mechanical groups, receivers and sources of radiation, electronic blocks, etc. The OED temperature rate stipulates both the quality and reliability of its groups and blocks as well as functioning the device as a whole. Therefore analysing temperature fields and their impact on heat aberrations is part of the whole process in projecting a aevice, and a]so in educating future optics designers.

The first group of students to be trained in optics was admitted to Chernovtsy University in 1962. At thattime the Optical Division was part of the Physical Faculty and was represented by a single specializing department. The research interests of the Department members formed under the influence of leading specialists from all over the country, which gave lectures to the teachers and students of the Optical Division. The lectures were given by Professors A.A. Shishlovsky, G .V.Rozenberg, P. Sapozhnikov, V.M. Broude , V.M.Fine. The teachers and students were able to take part in the seminars held by Professors K.S. .Shifrin, I.V.Obreimov, Yu.N.Denisyuk, A.P.Ivanov. Thanks to the broad scientific contacts, the fields of research have been outlined which included both traditional fields such as optics of scattering objects, the theory of propagation and the theory of radiation transport, spectroscopy of scattering media, and new fields such as optical field coherence, laser theory and technology, holography, etc.

Set of optical elements is presented. The set helps in organization of practical classes for the first and second year students. The set is based on the principle of optical constructing. It contains different optical elements: lenses, mirrors, prisms, crystal plates, polarizers, Fabry-'Perot interferometers, glass absorption light filters, Fresnel biprism, "Newton rings", transparent and reflecting diffraction gratings, phase zone plate and so on. The set presented makes it possible to avoid most of the shortcomings in the organization of practical classes.

The report is devoted to common principles of training opticians in optical design at the level of qualification promotion. Curriculum structure and the peculiarities of the training are represented. The main attention is paied to using the computers on every stage of this process.

As I listened to the excellent talks in this conference, especially in the session on "Education in Optics in Different Countries," and learned about the educational systems in the USSR, the United States, Japan, China, and other countries, I began to muse on the more general question: What are some of the more general characteristics of an educational system (indeed, of any system) that are important for the health and the development of that system, independent of its formal organizational structure? From these musings I would like to offer a few very general and impromptu thoughts in answer to that question.

The profession of the mechanical engineers leads to different, but systems related occupations of the engineers as design, development , production system , integrating , system operation , systems maintenance, materials science, control science and last not least the quality control from the design quality, the quality of production systems and the products quality and last not least to the quality influence of techniques to the biosphere.

Modern laser physics, and more general, optical physics is arising now as a new, very important branch of natural sciences with self-sufficient techniques and relevant scope of research. It's methods and ideas have become of general importance for the whole physics as well as for other natural sciences, health services, environmental control, ecology, communications and technology.

A series of laboratory tests with Fabry-Perot Interferometer begins from adjusting of etalon Fabry-Perot and Zeeman effect observation. Then students Investigate instrumental profile by thin etalon Fabry-Perot transmission measurement and study lowtenprature plasma emission line profiles by comparing the results of real and computer simulation experiments.

A desçripticn of laboratory work on fourier spectroscopy in visible spectral region is given .Student aquire an experience on proceeding with interferoneter, pres— sure scanning device, computer data aquisiticn system and corresponding software they calculate and determinate spectral qualities of instrument in practice.

Brief descriptions of student laboratory works on laser interferometry: "Object deformation analysis by means of holographic interferometry" and "Small displacement investigation by means of double-exposure speckle-photography" are given in the present paper. Deformation bends of metal plates with rough surfaces are investigated in the first work. Arrangements for recording and reconstruction of virtual and real holographic images are presented. Calculation formula and experimental results are given. Small displacement of plane objects with rough surfaces - inclinations and transverse displacements are investigated in the second work. Calculation formula, arrangements for recording double-exposure specklegrams of a displacement and scheme for observations of Young fringes are given.

The quantum electronics, as a comparatively new branch of physics is developing quickly and. at the same time the teaching of this spe— cialization in the universities should be improving. In Krasrioyarsk State University the specialization "Quantum electronics" was introduced in 1988. As the basis for the curriculum of this specialization there were taken the following items

In this paper the new approach in teaching of laser courses which was developed and used at St. Petersburg Institute for Fine Mechanics and Optics is described. In this approach practical work on investigation of laser beams, theory of lasers, nonlinear optics and applied spectroscopy combine with execution of lab works on IBM PC-AT-286 compatible computers. Introduction of the developed technique into curricula of optical educational institutions will provide to intensify the educational process with increasing of the part of original work of students and also to realize as individual principle of education so as to train groups of students (3-4 persons) as prototype of future teams of scientists. In the paper the perspectives of international co-operation in the field of teaching of general and special optical courses based on expirience of leading optical educational institutions are also considered.

In this work an intracavity adaptive system for controlling the radiation of a CW YAG:Nd3+ laser is proposed. Two types of correctors were worked out: a tilt corrector and a bimorph flexible mirror (BFM) .The system permits to reduce by three times laser beam divergence, to decrease by ten times the power instability and to form various output intensity distributions. Parameters of a laser beam depend on different intracavity distortions. In the majority of cases these distortions act as pure phase ones: fluctuations of refractive index of active medium, thermal mirror deformations etc. This distorts the spatial distribution of the radiation intensity and increase the beam divergence. Placing an electronically controlled mirror into cavity one can reduce such undesirebale effects, influence the geometry of the generated modes and suppress the output power fluctuations. In this work we used two types of adaptive mirrors: a tilt corrector and a BFM. Our first task was to stabilize output power of the CWYAG.'Nd3+laser both 1,064? and second harmonic (0,53?) radiation. For this purpose COAT feedback with simple tilt corrector was used. The main results were -10 times reduction instability of 1,064? radiation and 15 times - 0,53? radiation. The YAG:Nd3+ laser was employed as an example to show the possible correction of the lower aberrations of a thermal lens by the 17 electrode BFM1. Under the laser pump current variation from 10 to 34 A the fivefold compensation for the thermal lens astigmatism and other aberrations was obtained. For enlarging the laser beam on BFM we proposed a resonator shown on Fig. 1. As expanding lens we used the end of the active element (AE) with meniscus. Our BFM differed from the one used in Ref. 1 because it had the form of a concave mirror even without any applied voltage to the electrodes. On the Fig. 2 we show the possibility to reduce the laser beam divergence choosing the voltage on BFM electrodes. Output laser beam profile in the multymode regime of generation is shown by curve 1. Curve 2 on Fig. 2 demonstrates the possibility of threefold reduction of laser beam divergence by the intracavity BFM. Also the experimental results of intracavity formation of radiation spatial structure were obtained. Intracavity phase correction made it possible to influence the output near-field and far-field radiation intensity distribution.

A gradient of erythrocytes concentration is known to exist in the cross-section of a blood vessel as well as of a model tube. The cell concentration redistribution in shear flow takes place due to self—diffusion , as it was demonstrated on susperions of inorganic particles1. Similar effects are expected to occur in the sedimented fraction of RBC suspension along the vertical gap of Couette viscosimeter after the iruction of shear stress . In our work the elastic light scattering was used to estimate the efficiency of non—aggregating erythrocytes self—diffusion in Couette flow by analyzing the disappearance of distinct boundary between erythrocyte continuum and saline.

When the light beam is propagated through nonlinear media the space inhomogeneity of gain and refraction Index arises due to saturation. This effects is manifested as selfaction of beam. New modification of method was elaborated for the solution of beam selfaction problem and has been successfully applied to the study of the transverse dynamics of the beam in nonlinear resonant media (Ref. 1,2).

ning is refractive index n We suggest new methods of refractive index determination which are absolute and realized without complicated ope— rations and equipment. New optical methods are used for non—destructi— ye control of optical materials with different shapes of surfaces. They don't require any information about samples to be controlled. The first new interference method of refractive index determination is used for transparent materials with varifom surface. In this case the order of interference depends on geometric co—ordinates. These equ— ations for passing and reflecting light are :

A method of numerical simulation of thermooptical distortions in various optical elements is reported. Investigations for KDP electrooptic shutters are presented.

The main principles of opto-electronic devices for fine cross—sectional shifts measuring based on the step-function (SF) optical distributions are discuss— ed. Basic mathematical method and its practical development are suggested.