doctsent resime ed 113 433 95
TRANSCRIPT
ED 113 433
AUTHORTITLE
INSTITUTIONSPONS AGENCYBUPEAU NOPUB DATEGRANTNOTE
EDPS PRICEDESCRIPTORS
IDENTIFIERS
DOCTSENT RESIME
95
Hull, Daniel M.Development of Generalizable Educational Programs inLaser /Electro - Optics Technology: Final, Report.Technical Education Research Center, Waco, Tex.Office of Educati,on(DHEW), Washington, D.C.BR-8-0491Jan 75OEG-8-080491-,4701(085) .
64p.
. .4MF-50.76 HC-$3.32 Plus Postage"Counseling; *Cours4ii, Descriptions; *CurricUrumDevelopment; Curriguium Guides; *Electronics;Instructional Materials; *Lasers; VIptiCs; 'PostSecondary Education; Technical Education
eLaser Electro Optics Technology* ,
CE 094 393
ABSTRACTThe purpose of the Laser/Electro-Optics Technology
(LFOT) Project was to establish a pilot educational program, ;developa'flexible curriculum,-prepare and test instructional materials,transport the curriculum and instructional materials into othereducational institutions by establishing relevant LEOT programswherever they are needed, and to assure that faculties in theseschools provide students with requisite knowledge and skills toprepare technicians for useful employment in this field. Thecurriculum which was developed is.intended for use by two-yearpostsecondary technical institutions. '`the educational philosophywhich was adopted focused on laboratory learning, i.e., teachingprinciples by doing things with your hands (at opposed to theorylectures or training in simple manipulations or procedures). Thereport begihs by describing the project objectives and detailing thedegree and manner in which these objectives were accomplished. Allend products of the project are briefly described '(curriculumoutlines, instructional materials, support documents, and career'counseling guides). There is discussion of the roles of theIndustrial Advisory Committee, the Evaluation Team, and theInstitutional Pilot Program. Following this is a short description ofdissemination activities. (Athor)
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U S DEPARTMENT OF HEALTHEDUCATION t WELFARENATIONAL iNSTITUTEC/F
EDUCATION
$ DOCUMENT HAS SEEN REPRO.DuCEO EXACTLY As RECE,vED FROM
PERSON OR ORGANtZAT,ON OR tG,NAT,NG T PON TS OT vEw OROP,N.ONSSTATED DO NOT NECESSARILY REPRE-SENT 00,GiC,AL NAT,ONAL tNSTITuTEEOUCAT,ON POST'ON OR POL CX
FINAL REPORT
Project No. 8-0491Grant No. OEG -8=080491 -4701 (085K._
DEVELOPMENT OF GENERALIZABLE EDUCATIONAL PROGRAMSIN LASER/ELECRO-OPTICS TECHNOLOGY
Daniel M. Hull
The Technical Education Research Centers, Inc.Southwest Center,:P.O. Box 4395
Waco, Texas 76705
-January 31, 1975
The research reported herein was,performed pursuantto a grant with the Office of Education, U. 4Department of Health, Education, and Welfare. Con-tractors undertaking such projects under Governmentsponsorship are encouraged to express freely theirprofessional judgment in the conduct of the project.Points of yiew or opinions stated do not,, therefore,necessarily represent official Office of Educationposition or policy.
U. S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE
Office of Education
FOREWORD ,
a
rn response to the needs of the laser andectro- optics industries, a curriculum has been
gned and instructional materials have been-deve ed which are being used by two-ye air post-seconda technical institutions throughdut thenation to ET-rapare men and women to w .ork in theseemerging.--techr9Iogies. The ructional material'sare also 'ng used industries, institutionsand go ernment age cies for retraining existingemployees wAo are a 'tiring this field..
The adaptability of t esa\materials to awide variety of educational environments (atPostsecondary institutions as well as employerplah;ts), is due to the curriculum learning object-ives' being performance based and. the instructionalmaterEils being prepared in relatively independent,modular units.
This project -"effotC:was ditected at a com-pletely new educational field. Prior to theinitiation of this project, no organized educe-
, tional programs existed for preparing laser/electro-Optical technicians. The program protedures, themodular format and the dissemination activ.itiesfor this highly successful research actj.vity canserve. as a Model for future curriculum developmentprograms intended to serve a.national need.
NRoy W. DuggerPrincipal Investigator
V
ACKNOWLEDGEMENTS
The Lazer/Electro Optics Technology Projecthas involved,mariy- people, institutions, industries,and organizations over a five year period. Anyattempt to classify their contributions as majoror minor would be inappropriate.
In terms-et continued support and encouragementfor the project, credit must be given to DF.,..:WalterJ.1)Bro4pking.and others of the U. S. Office ol'Edu-c4tionstaff who, provided valuable assistance atmany points. Key TERC personnel who contributed tothe project were Mr. C. B. Doss, former ProjectManager, and Dr. Anthony V. DaMommio, ProgramSpecialist. President Maurice W. Roney of TexasState Technical Institute and the chairman of itsLaser Devartment, Dr. JOhn D. Pierson provided thefacilitkies for the Pilot Program and the technicalexpertise for the development of curriculum andinstructional materials.
-Program guidance and conitent were provided bythe Evaluation,Team and the Inddstrial AdvisoryCommittee. Among these groups were three gentlemento whom this program owes much:
Dr. Arthur H. Guenther, Chief Scientist,Aix Force.. Weapons Laboratory,
Dr. Leno S. Pedrotti, Chairman, PhysicsDepartment, Air Force Instie-t.reof Tedhnology
Mr. John Ready, Honeywell Research Laboratories
//
Daniel . HullProjec Manager
z
TABLE OF CONTENTS
Foreword
Acknowledgements
Table of Contents
I. INTRODUCTION
II. PROGRAM OBJECTIVES
III. PROGRAM ACCOMPLISHMENTS
IV. CURRICULUM
V. INSTRUCTIONAL MATERIALS
VI. PROGRAM SUPPORT DOCUMENTS
VII. CAREER COUNSELING GUIDES
VIII. ROLE OF INDUSTRIAL ADVISORY COMMITTEE
IX. REPORT OF THE EVALUATION TEAM
X. ROLE OF INSTITiTIONAL PILOT PROGRAM
XI. DISSEMINATION ACTIVITIES AND ACCOMPLISHMENTS
APPENDIX
4
I. INTRODUCTION
A very rapid growth of the Laser/Electro-Optics indus-try has been experienced within the past decade. Since thediscovery of the first laser in 1960, teams of scientists andengineers throughout the country have emerged to develop newand\hetter lasers and have found useful applications for lasersand electro optical devices.. Today, lasers are used extensivelyin medicine construction, materials processing', testing andmeasurement , in military and space systems, and in laboratoriesto aid in s phisticated Tesearch activities such as inducingcontrolled nuclear fusion.
Although an abundant supply of scientists and engineersis available to predict,new laser materials, techniques andapplications, there is a shortage of trained manpower to testthese ideas. For over a decade, industry has had increasingneed for laboratory and field` technicians that can implementexperimental setups, understand safety precautions as. they,relate to eye and skin hazards, procure and maintain components,and operate and troubleshoot laser and electro-opeical systems.During this period, industry has had to select electronic en-gineers and te.ohnicians and provide "on the job training" todevelop laser and electr'o- optical technicians. For the mostpart. this approach has met with only limited success -- these"converted techs" usually do not have the fundamentals inlasers and optics and they require years to become familiarwith the wide variety of mat rials, components and specialtechniques used in the field. This problem is compounded bythd lack of instructidpal" mat rials in lasers and electro-optics that are of a practical, nature rather than theoreeicaltreatise.
The purpose of the-Laser/Electro-Optics Technology.(LEOT) Project was to establish a pilot educational program,develop a flexible curriculum, prepare and test instructionalma erials, transport the curriculum'and instructional materialsi to other educational instituti6ns by establishing relevantEOT programs wherever they are 'needed throughout the nation,
and to assure that faculties in these schools provide studentswith requisite knowledge and skil s to prepare technicians foruseful employment in this field. Occupational surveys,*taskanalyses, course outlines, instructional materials, equipmentlists, labofatory designs, and faculty and administrative sup-port materials have all been mpleted. The curriculum whichwas developed is intended fo use by two year pbst secondary
0
technical institutions. The education philosophy yfiich wasadopted focus'sed upon "laboratory learning", teachingprinciples by doing things with youll,hands (1.-Svopposed totheory lectures or,training in simple manipylations or proce-dures).
The pilot program jestablished at /Texas State TechnicalInstitute, (TSTI) in. Waco s been in'operatiom over fiveyears, with 69 students currently enrol d and 44 graduates,all employed with starting annual salaries .. ing from $6,144to $15,999. Laset/Electrp-Optics educational pro: -us 'Usingproject materials are being conducted at six educational n
tutions throughout the country, and seven other institutionsare planning to initiate programs in the-near future. Thisincludes a Spanish/Bilingual program, at the TSTI campus inHarlingen, Texas. In addition, three industries and one pro-fessional society are using the instructional materials devel-opedon this project for retraining and updating existingemployees.
/
This report will /begin by describing the project objet7tives and detailing the degree and manner in which theseobjectives were accomplished.' All end products of the projectwill be described (curriculum, instructional materials, sup-port documents, and counseling guides)'. The discussion willthen be/directed toward the roles of, the Advisory Committee,the Evdluation Team and the Institutional-Pilot Program.,,FolloWinc this will be ,a description of didsemination activi-ties and results.
The purpose of this report is to provide an account of
t
the project ,Activities to the graneing agency and tiis-other------/ .
organizations involved in similar -t-e-chni_cal_ pducartnn research.more ap/Propriate document for the LEOT faculty and adminis-
trative/Oanners°is the LEOT Curriculum Guide which was devel-o this project and is available from the TechnicAl Educa-tion Research Centers: Other prograi support documentS andthe instructional modules'can also be obtained 'from TERC.
1 -2
IL PROGRAM OBJECTIVES
The specific program objectives as outline in the grantproposal and the gress reports are listedbelow:
Perform an Occup Tonal Analysis to quantitativelydetermine the major types and characteristi,cs ofemployers of Electro-Optics Technicians and thejob types and levels for technicians which are needed.'
V Perfothe knowle
t_eristiclevels of 1-75,-er
ti
Task Analysis,-determining from employersand skill requirements and behavioral
required for the different types orlectro-Optics Technicians.
C. Cu ri Utiliz-ing the results of the0 upationaLAnalysis and the Task Analysis, designthe structure or outline of a generalizable education-
,al program (probably two year, Associate Degree level)'whidh.will,prepare technicians who will be broadlyemployable within the fields of Laser/Electro-OpticsTechnology.
Curriculum Development, Pilot Testing and Evaluation
1. Acquire facilities and equipment for Laser/,Electro-Optis Laboratories to be used in thePilots Instructional Program; provide teacherorientation for the instructional staff.
2. Develop, test, and evaluate instructionalmaterials for a generalizable LEOT program.Tranglate the materials into Spanish for bilin-gual instructional programs.
Establish a pilot instructional program. Iden-tify, select and test students.
4. Establish a system' for continuous evaluation,throughout the developmentprogram of proceduresand end products.
5. Prepare-documents to assist _administrators,facility and staff in program planning, curricu-lum identification, staff selection, 'mpIementao-tion, facilities design and equipment selection. ,
IIti
6. Developinified physics instructional/materials/for use in pre-technology programs':
E. Di seminationO)f Adapted LEOT Programs to Schoolsother than the Pilot Program.
Develop Snd implement a disiSemination plan fortransporting to other institutions the curricu-lum and instructional materials in Laser/ElectroOptics Technology.
2. Produce a'`10 -12 minute motion picture film forrecruiting high school students into Laser/Electro7Optics programs which are offered bytheir local institutions.
-sx
3. Develop, test and evaluate five Career Counseline.C4ides to enhance the effectiveness of communica-ting employment and tr/aining opportunities inn/ew and emerging occupations such as Laser/Electro- Optics Techno ogy..
4. Conduct training workshops for faculty andadministrators who are interested in implementingan instructional' program using4ome or all "ofthe LEOT curriculum and instructional materials.
.
5. Provide insructional materials and consultantservices inprogram planning and implementationfor schoolswho are considerig programs usingLEOT materials.
4
10.
II. PROGRAM A PLISH NTS
he program was origina ly conceiv as Electro-OpticsTe chnology. In the Occupational Analys' a survey wasttempted of over seven hun red employ s f electro-optics
technicians in thirteen ma or cities, t determine the jobcategories, applications, evel of. m. oyee and rojectednumbers of job openings over a deca e. The re ults of thissurvey were extremely dif icult t analyze and generalizebecause of the low percen age o responses and wide diversity,of jobs. However, based pon the experience gained in thisactivity, several conclu ions werereached:
1. The emphasis in the technology should be in therapidly emerging/area of Lasers; hence the transfor-mation to Laser/ Electro-Optics Technology (LEOT).
2. The specifics of a Task Analysis leading to theevolvement of behavioral learning objectives shouldbe obtained from a working Advisory Committee ofindustrial/institutional employers of LEO technicians.
The membership of the inational LEOT Industrial AdvisoryCommittee (IAC) was carefully selected to be broadly repre-sentative of the entire field, from component manufacturers,equipment manufacturers, research laboratories, defense andspace establishmentS, applications oriented industries, andAEC laboratories'. Priorities for selection were based oninformation obtained-in -tie Occupational Analysis. The mem-bership of the IAC and its very significant role in the entireresearch activity is described in Sieciion VIII. This committeemet in working sessions twice a yer in 1,971, 72, and 73, andwas singularly the most important resource on the project;
c. The only cost of this committee to the project was the mem-bey's travel expenses., and the employers of several membersvoluntarily paid this expense in addition to their regularsalary -- thus, an example of the, excellent industrialsupport for this project.
The first two meetings of the IAC were primarily concernedwith the development of a generalized task analysis and the iden-tification ofthe depth to which technical information was/required'of technicians. The IAC emphatically statedon manyoccasions that calculus and theoretical concepts in physicswere neither required nor desired in preparation for technioians
they hired. Initially, each. IAC member provided a listing ofthe "tell most desirable skills of an effective Laser/ElectroOptic Technician". The composite list included the fifteen/skills which follow:
1. Troubleshoots and repairs, laser systems.
2. Performs tests and measurements using electronidevices.
3. Performs alignment procedures on optical systespecially those which involve lasers and larelated optics.
4. /Prepares and reads shop drawings and schem CS.
5,/ Maintains a laboratory notebook, performs ata re-/. duction, and.,prepares reports.
6. Operates interferometers, spectrometers monochrom-ators and spectrophotometers.
7. Operates laser systems, inc d int a-cavity modu-lation and 9-switching de es.
8. Utilizes basic laser and electrical'safety practicesin the laboratory.
9. Performs optical inspec,tions and ,cleaning of opticalcomponents.
10/10 Operates and, calib ates photodetectors, p otomultpliers, optical ower. meters and calori ters.
4
Processes pho ographic film and pl es.
12. Produces and reconstructs bolo ams./.
13. Selects laser and,4tical mponents based on optical,electronic and; echanica /properties using manufacturers'catalogues and other trade publications.
14. Troubleshoots and repairs electro-optic devil/
15. Fabricates and assembl's compo ants f aser// s
/eleciro-optic device and sys ems.
Tr' -2
12
The IAC further delineated this list into 156 tasksnecessary for a technician to perform as a, Laser Efectro-Optics' Technician. These 156 tasks were then rated by. theIAC in relation to the'importance of each task. Tasks.withaverage rat,ings_or higher were utiliZed in the jormaion of
0 instructional courses. Because so many tasks received highratings-from'the'IAC a deoision was made that 'Certain groupsofitems citems should be taught within the core program. Otherwise,the number of tasks included w4.thin the LEOT program wouldhave bec'o'me too large. SpecifdicallY, the items related toshop practice and to electroni0 and instrumentation:were,inclAided in .the core.
The remaining tasks with high =ratings were separatedinto groups of related items. These groups formed the basisfor the development of courses in the LEOT Model Curriculum.,This structuring leil,to-the-td-ent-ification of ten courses forthe LEOT7-program. When the content of courses had been iden-
the learning objectives for each course were dividedinto a series of,ins,tructional modules. As a check, theoriginal list of 1.56 tasks was compared with the behavioralobjectives in the instructional modules to verify that thecourse content was valid.
At the onset of curriculum definition and development-asix member, Evaluation Team was-established to provide continuous,unbiased evalqation of all aspects of program developMent.In addition tothe Team hieff the various members had speci-\fic responsibilities fo following areas: IndustrialEmployment, Curriculum 'pment, Technical Instruction?Tests/Mea ement, and ling. The Team, met quarterlyfor two ears during c- urriculum developmentperiod :nd con icantly to the structure andaccoun ability of 'th ment process and the use ofbehavio al learning es, explicitly stated at thebeginnin of each i ru onal module. The role of theEvaluation desc d in detail in'Section IX.
As the definition of on t for the. instructionalmodules began to evolve fro task Analysis, the TEECthstaff designed the module format and wrote several instruc-tional units for critique by the IAC, the .Evaluation Team .
and the faculty, in the pilot program at TSTI. Based uponthe comments from these groups the module format was revised,and the content was changed in terms of depth of understanding,technical complexity and reading. level.
Because of the large numberof LEOT modules, which were
111-5
KM
141
'1
identified ( 9Y) and the technical complexity of the materialwas so specializeil the TtitC Project Manager made a decisionto itaintain a minimal writing and editing staff and to con-tract.the writingrof module drafts to consultants who are"experts in the fi4ld". Prior to a writing agreement, the
:author' was provided 'the of measurable objectives for themodule and an "Aid to Writers of Instructional Modules". ThisRode".of operation proved.to be much more efficiepT and yieldedinstructional materials which were relevant and extremelypractical.
. 7(it
A flow chart, of the-4Avelopment procedure used foi LEOTinstructional modules is shown in Figure II-1. This type ofrecord with an accompanying schedule was maintained on eachmodule throughout the development phase. The following editsor tests were 'performed on each module.
iZ
o 4 TERC Clerical 'Staff 'checks for, typographical errors,,,grammar, dnd format.'
o ---Imembe.rs edit for j ob relevance and technicalcontent.
o _TgRC staff_ works with Pilot 'Progr'am faculty to verifythe _-experimental procedure end equipment requ'irements.
--N.
The Evaluation Team members review.to determine reading"level, prerequisites and whether behavioral objec7tives can be met with' information in the discussion. I
/o Tecillical Edit Team edi...s for technical accuracy and
... .
(f symbols and units. 1consistency o
'I
o Revised materiials'were Service Tested.with student's lbin the Pilot 'Program using pre and post tests to w
determine the effectiventts of the materials inconveying the learning objectives to the students. i'
?/'--Thest results were reviewed by a member of the Eval
,.cation Team. Language changes fdl- better beadabilityrestift-ed_from student criticit
-------,,...
After careful examinSt.4,o,n of th4 LEOT course content,a decision 4".is made-to integrate the, content of the physicsinstructional materials (for use in pre technology programs) .
into the LEOT modules, particularlY those dealing with Intro-duction to Lasers, Geometrical Optics and Wave Optics. Acopy of the Model Curriculum and a complete list of tee Instruc
''
tional Modules are presented in Sections IV and V. All in-'Structional modules have been completed, edited, revised and
------t-ested.
Figure
Flow Chart, for
DEVELOPMENT PROCEDURE OF LEOT MODULES
fm0C.141iwan M.EltAsSIO13AUTHOR
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MODULE TITLE
MODULE NO
AUTHOR
OATE DUE
DATE RECEIVED % -
1AC EDIT NO 1
IAC EDIT NO2
opATE COMPLETED
MOO W.R.ASSIGNS
EDITS
ORIGINAL SENTTO (ICE
(001,40510CITCPM
tDoCATON (./)
TORS(1)
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PANTHERKOROT 51INT
(41.../.------
AUTHORSCOPT
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COORNATORC.ECNSAu THOR SREVISIONS
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IS ACOURSE
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SlObVtE COURSE LIAI LEOCOORNIATOR I TO CAE .1 TXE RASSE lo a Lc s 4. a RE:ROT If
COWS-ETC:, FOR EDITCOURSE ..-'---
TRANSLATE 0IN MARL N CEOS
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SERVICETESTED
aREVISED
ENDkrw
I/70/74
F
Translation of completed modules into Spanish/Bilingualversions by specialists at, the TSTI, Harlingen Campus beganin 1973. The modules are translated as they are needed inthe TSTI instructional program; to date, all modules inCourses #1, and 2and most of the modules in Cours,es 03, 6
and 7, have been translated. By the end of 1975, all modulesare expected to be translated.
To assist the administrators, faculty and staff of otherinstitutions contemplating the implementation of LEOT programs,Program Planning Guides were prepared. These guides include:
1. LEOT Curriculum Gubde
2. Career Opportunities in Lasers
3. LEOT Educational Equipment and Supplies
These documents are completed and ha e been used extensivelyto provide information in program p anning, local employerneeds survey, curriculum identification, staff selection,implementation, facilities design, safety considerations, andequipment selection. A more complete description of theProgram Support Documents As provided in Section VI.
a
Five Career Counseling Guides were developed to enhancethe effectiveness of communicating employment and trainingopportunities in new and emerging occupations such as- Lasers'Electro-Optics Technology. Two of the guides are intendedfor use by high school counselors, two for students and onefor parents of students who plan to enter a programi-m7re-cli--z=--_nical education. The titles of the guides are:
1. Co.unsel.ing for Careens
2. Preparing for a Career
3. A Parents Guide to Technical Education
A Student Guide to Securing a Job
5 Career Counseling the Disadvantaged
All five guides have been written, tested, revised and eval-uated. They are all extremely well received by high schoolcounselors.
An effort was made to produce a 10-12 minute motion
111-7
piture film for recruiting high school students into Laser/Etectro-00tics programs which are'offered by their localinstitutions. After working on this film for over a yearthe company which was selected to pre-pare the film declaredbankruptcy and ceased to operate. They returned uneditedportions of the film to TERC', but since the contract calledfor payment upon receipt of a satisfactory version, no fundswere disbursed for their effort.
Grant funds to complete the LEOT project were severelyimpacted due to inflated costs of materials and services.It was unlikely that sufficient funds or time were availableto initiate another contract for a training film. Further-more, upon being notified of the aforementioned circumstances,the Advisory Committee recommended that the recruit-ing film be given low priority compared to the instructionalmodule development and the dissemination activities. Basedon these circumstances and discussions with the USOE ProjectOfficer the task to develop a recruiting film was dropped andnunds were diverted to the dissemination activity.
Extensive dissemination efforts were active during thelast eighteen months of the project. Interest in the programby schools was five times greater than had been anticipated.;and Industry has become involved in using the instructionalmaterials for retraining and updating existing employees.Details and results of the dissemination activity are includedin Section XI.
rty
C)
A
7
7
IV. CURRICULUM
, The Laser/Electro-Optics Technology (LEOT)structional materials lwere developed to support an inten-sive-two-year, full-time curriculum of post-secondary study.The model curriculum and adaptations which use it, aredesigned for maximum flexibility and the greatest possibleuse of existing classroom and laboratory-oriented courses 1.nphysics (optics) electronics, mechanics, drafting instrumen-tation, fabrication, communications, English, mathematics,lasers and safety.
The curriculum sequence for a quarter system on thefollowing page is designed to concentrate on the primaryskill requirements for laser and electro-optical technicians.It fully satisfies training requireMents for the-fifteen LEOT
i
duties previously described. The ontent of the technical-specialy &ourses is suggested, bu should be teft flexibleto allow for the course pluencing which best fits a specifiC-institution's needs.
Course descriptions have been developed-1 which match thecourse titles on the model curriculum. Although the topicslisted under course title headings are not all-inclusive,their depth of coverage makes them suitable for use in schoolcatalogs. LEOT program planning should`- be based on a study
',9-f the topics listed in each of thePsupportivelinstructional/ modules, and from other material selected by LEOT planners ateach particular insitution. This procedure will yield thedepth of classroom and laboratory planning and sequencingnecessary to assure the success of the program.
FIRST QUARTER
Mathematics Ia
Types-of, numbers, basic arithmetic operations, powersof 10 and scientific notatio basic algebraic expressionsandeoperations, expone , powers, roots, basic laws of ex-ponents, concept of the function, linear algebraic functions;quadratic algebraic functions, graphical representation offunctions, rectangular coordinate system, equation of a
e. .
cy
619_
4
MODEC,CURRPCULUMFOR
LASER/ELECTRO-OPTICSQUARTER PLAN.,,..L
Codrse
First Quarter
TECHNOLOGY
HoursClass Lab
4
3
3
3
0
3
3
3
Mathematics IDC CircuitsPhysicsIntroduction to Lasers
Second Quarter
13 9
Mathematics II 4 0Drafting 2 3
AC Circuits 3 3
Electronic and MechanicalFabrication 1 3
Geometrical Optics 3 3
13 12
Third' QuarterWave Optics 3 3
Laser/Electro-Optics Components 3
Electronic Instrumentationand Calibrations
, 3 3
'Semiconduct=or and Vacuum TubeFundament4ls 3
//12 12
Fourth QuarterLaser Technology 3 3
Experimental Optical Methods 3 3
Technical Communications 3 0
Industrial Safety 2
Solid State Circuit Analysis 3-7" 3
14 9
,
Fifth QuarterLaset/Electro-Optic Devices
urementLaser/Electro-Optic Measurement3
3',
3,
3
Digital Circuits I /
3 3
Machine Tool and Shop Practics. 3 3
12 12
Sixth QuarterLaser Applications , 3 . 3
Laser Projects 3 . 3
Digital II 3 3
Introduction o ComapterHardware . 3 3
12 12
Per.. WeekStudyTotal:
8. 126 126 126 12
26 48
8 124 9
.
6 12
2 -6
6- ---12/
26 5,1"
I
//6, 126; 12
/6 .12
6 V24 42/
6
6 I
6 9
4: 6 e.iy
6 1228 51
6';'
126 12
6 1,2
6 1224 48
6 126 12
%
i
6 12
6 1224 48
20
_straight line, distance between 2 points, slope of a line,intercepts-, simultaneous, inear equations, 2 x 2 and 3 x 3'determinants, use of slide rule and electronic calculator formultiplication, division, powers, roots.
DC Circuits
Simple model of the atom, charge, 'electric field,potentialdifference, current, resistance, Ohm's Law, powerlaw; Kirchhoff's quations (series circuits, parallel cir-cuits, series-paral el circuits), resistor color code, poten-tiometers, rheostats anAiNyoltage dividers,,Thevenin's and -I
Norton's equivalent circu"tt theorems, types and propertiesof batteries,: electrical symbols and Schgmatic diagrams,measuring direct current_a-n-d voltage with a VOM, conversionof heat, light and pr sure into electricity, the ohmmeter,simple switdhes, t e voltmeter, the ammeter, resistive inputtransducers (tlfrei-mistors, platinum resistance thermometer,strain gauge), magnetism, magnetic fields induction, DC .
motors.
Physics
International System (SI) of units, dimensional analysis,\conversion from one set of units to another, fundamental andderived quantities, measuring instruments, significant figures;vectors and scales, static forces, kinematids, simple harmonicmotion, laws of motion, work, energy, power, mechanics offluids, temperature, thermal expansion, gas laws, kinetictheory of an ideal gas, heat exchangers, specific heat, phasesof matter,%lpngitudinal and transverse waves, wave fronts,phase, amplitude, wavelength, wave speed, reflection andstanding waves, sound waves, interference and beats.
Introduction to Laser?
Elements of a lai"Ar, operation of a helium-neon gaslaser, laser physics, oRt.ical cavities, properties of laser
\__ light, survey of,laser4Systems.
7= SECOND QUARTER
Mathematics II
Review of formulas from plane and solid geometry,
IV -3
21
radian measure, angular motion three-dimensional coordinatesystems (rectangular, Qilindrical, spherical); trigonometricfunctions and identities, small angle approximations, planepolar coordinates, graphs of trig functions, inverse trigfunctions, exponential fulictions, Lo-g-a-r-i-e-ints-riie of logtables, -logarithmic function's, semilog and log-lp,g graphicalplots, addition and subtraction of vectors, vector components,unit vectors, vector 'and scalor products, use of slide'ruleand electrpnic calculator for trig functions, logarithms,and exporiential functions, experimental error and signifi-cant figures (absolute and relative error, addition, sub-traction, multiplication and division of experimental num-bers), probable error, standard deviation.
Drafting
Basic exercises in lettering, use of drawing instruments,fabrication sketches, geometrical construction, pictorials\and dimensioning.
AC Circuits
---AElectromagnetism, alternating current, a simple a-cmotor, sine waves and their properties,' capacitance, die--lectric strength, types of capacitors, RC circuits, capaci-tive reactance, impedance, Olase angles, vector representa-tion of instantaneous vol,tag s, apacitors in'series and Ninparallel, time constants, in uc ance, Lenz's law, Faraday'slaw, RL circuits, inductive e ctance, transformers, RLCseries and parallel circuits, AC generators, 3-phase circuits,3-phase induction motors, 3-phase synchronous motors, capaci-tiveinput and inductive input transducers.
/ 4 .
leCtronic and Mechanical 'Fabrication
Shdp safety, use of, handtools, measuring instruments,bench work, use of jigs, assembly of machined parts, use ofhand drill and drill press and bender, soldering and desold-ering techniques,-circuit component layout, circuit boardfabrication, cabling, color codes and wire sizes.
Geometrical Optics
Reflection and refraction of light, graphical ray tracingtechniques, f-stops and apertures, imagirig with a single lens,.types of lenses, primary and secondary focal points, thin;ens equation, imaging with multiple lenses, simple opticalsystems (microscopes, telescopes, collimators). c
0Va 22
THIRD QUARTER
Wave Optics
Light as an electromagnetic waver 1 ght sources, radio-metric,units, absorption, scattering, interference, diffrac-tion, holography and polarization.
Laser and Electro-Optic Components
Optical tables and benches, component support, proper-,
ties and uses of filters, optical windows, beamsplitters,etalons, mirrors, lenses, polarizers, gratinis, photographicsupplies and non-linear materials.
Electronic Instrumentation and Calibrations
Meter movements, calibration of ohmmeters, voltmeters,ammeters, use of shunts, potentiometer circuits, Wheatstonbridge, AC bridges (Wien, Owens, Hay, Capacitance, Inductance),use of function generator, VTVM, recording potentiometer(strip chart recorder), use of thermocouples, wattmeters, .
emphasis on use of the oscilloscope for voltage, phase andfrequency measurements and troubleshooting, familiarizationwith various types of scopes (vectorscope-S, dual-trace withtriggered sweep, sampling scopes).
.
.---
.,
,s, -. '/
Semiconductor and Vacuum tube Fundamentals
Physical model fpr,semiconductors, the p-n j'unctien anddiode action, vacuum codes, rectification, half-wave andfull-wav,e rectifiers, ridge rectifier: voltage doubler4andtripler eircuikts, filt ring (RC, RC ff-section-and LC section),voltage regulatfon and Zener generator, junction transistor,hybrid transistor parameters, load line analysis and-biasing,transistor characteristic curves, single-stam transistorampl'ifie'rs "(common base, common emitter, and common collector),
.
silicon-controlled rectifiers, silicon controlled switches,unijunctiori transistors, field -'effect transistors, use of acurve tracer, vacuum tube characteristics (triodes, pentodes,beam power t.ubes, load lines, Common amplifier clrcufts).
0
IV-5
4
a
Laser Technology
FOURTH QUARTER
Laser power and energy meas rementg, characteristics offlashlamps, discharge circuits and pulse forming. networksfor optically pumped solid 1 ers, CW arc lamps and power sup-plies for CW lasers, coolin systems for CW-pumped solid lasers,s fe operation and measurements with argon, CO2, ruby, Nd:YAdye and semiconductor lasers, study of ls-er Q-switching wita ruby laser.
Experimental Optical Methods
Types and properties of optical materials, cleaningoptical components, types of glass and glassworkinz equip-ment, glassforming operations, glass seals, vacuum systems,thermocouple and ion gauges and gauge controllers,61acuumval *ies cold traps, mechVnical and oil diffusion pumps,'evacuation and charging of vessels, vacuum deposition ofthin. films.
Techni'cal Communications
;Techniques of collecting, data and organizing, writing,Ad editing technical reports, use of lab notebooks, pre-paration of equipment and component specifications.
Industrial Safety /
General laboratory safety practiCes, chemica and elec-tric hazards, and control measures, safe electr al wiringpractices, toxic fumes, noise hazards, and pe Onnel prottion.
olid State Circuit Analysis
Multi-stage transistor amplifier circuits, cascadeamplifie/rs, decoupling, frequency r sponse, transformer coup-ling push-pull amplifiers, comple ntary symmetry, DC ampli-fiers, chopper amplifiers, Darli gton configuration, phaseinversion, feedback fundamenta' (negative feedback, /currentfeedback, voltage feedback), 'eedback regulation for powersupplies, series and shunt r glulator circuits, positive f9ed-back waveform generators, n gative resistance wave6rmzgnera-tors, tunnel diodes and ci cuits, UFT relaxation os llatorand staircase generator, haracteristics of ideal-operationalamplifiers and common co figurations, character stics.ofreal op -amps, prgctical circuit's for voltage nd curxentrefererice sources usin: op-am s waveform ge erator ci itsusing op7ampsi inttgr ted ci cuit-op;=z
IV-6
FIFTH QUARTER
Laser/Electro-Optic-Devicas.
Photodetectorsalorimeters and laser power meters,holographic equipment and supplies, techhiques and setupsfor making holograms, photographic instrumentation inductingoscillostope, SLR, and streak cameras and special purposeimaging ,devices, laser modulation and Q-switching devicesincluding electrO-optic, rotating prism, acousto-optic and
_bleachable dycollimator.s, sisolators.
methods, use of laser collimators and auto-atial filters, beam-expanders and Faraday
I
Laser/Electro-Optic Measurements
Wavelength; dispersiwith dividad=circle prismmonochroMators and spectrFabry-Perot interferomet4modes in a laser.output,etalon, Mithelson interfeferomgterin- optical'-tesmeter";for measuring refrtion, cOricept of the modof USAF 1951 resolution
Digital Circuits I
on and refractive indak measuremedts/grating, spectrometer, use of°photometers, use of scanningr for observation of longitudinaluse of fixed spacing Fabry-Pero.trqmeter, use of rwyman,-Green inter-ing, use of Mach-Zehnder interfaro-ctive index of hgas,.spatial resolu-lation transfer function (MF), usearget,to measure MTF of a lens. _
(
.Introduction to,digital measurements, -biasing conditions,of npn and pnp transistor switches, relays. as switching ele-ments, gating circuits, diode gate and coincidence circuits,AND gate, anticoincidence circuits using diodes, OR gate,tiansistor driven gate, AND gate, classification of gates,digital IC's diode logic resistor- ransistor logic, diode-transistor logic, direc coupled transistor logic, transistor-transistor 1pgic, emitte coupled logic, flip-floips, bistableMultivibrator circuit, g tes, JK lip- flops, master- slaveJKFF, mdnostable multivi rator, Schmt tiger circuits andtheir applacations,. .
Machine -T6,ols and Shop Practice
Operation of 6ngin lathe, millinggrinder, sheet metal cu ter and bender,saw. Preparation of sh p drawings, useances, familiarization f different fabric ion mmechanical and chemical finishes.
machi , drill press,hole unch and bandof ensio al to r-
"e'',4*
f
Iv - 7.
2.5
/
Lasero.Aeplicatioss,.
cutting, dr'illin'g onid welding with/wiqaser, air pollu-tion monitoring with lasers, data prap'essing and data d4isplay,optical memories,, holographic non-degtructive testing, Aedical
-applications of lasers, ranging an,.d angle tracking, optical-e-ammunications systems.
Laser Proiects,
Construction and testing of a laser, optical or electro-optic device such ag a helium-neon laser,, CW-pumped Nd:YAGlaser, CO2 laser, optical power meter, autocollimator, LEDcommunications link or photomultiplier power supply. Main-laining a laboratory notebook.
Migital Circuits II
Numbering systems, binary, conversion.,codes includingbibary-coded decimal (BCD) sys em. octal, digital logic,Boole=an atgebra-symbols and poperties, NOR _gate and NAND"gate, half-adder and full-adder circuit configurations, digitalsymbols,'countersand registers, modulo N counters, analog' .
to digital (A/D) and digital,to analog (D/A) conversions,binary ladder resistor network's, multiplexing integratingop-.A.mp as a,D/A converter, digital readout devices, digital
-instruments including digital voltmeter (DVM), frequency syn-thesizer, phase frequency detector.
Inrodtirtion to Computer Hardware
Stddy and use of input/output (I/O) devices used with' digital computers; interfacing and'troubleshooting techmiques,data acquisition and, computer graphics.
CURRICULUM OPTIONS
It sho'uld be emphasized that a full LEWD program is no,,necessary to dev4klop graduates trained with skills to enablethem to be useful in the world of work. The IndustrialAdvisory Committee has verified that the five courses listedon the next page, when included as all 1E0 option to a cOm-°patible electrollics pfogram produce technicianswhqare highly'
IV-8be
.`c
4
-
useful to industry; particularly in those companies or insti-tutions where the laser or electro-optical device is 'incor-porated as a coMpongnt to a larger instrument or system (i.e.a rada,r system).
Course 1. Introduction to Lasers(11 modules)
Course 2.- Geometrical Optic.s(11 modules)
Course 5. Wave Optics(9 modules)
4Cotirse 6. Laser:,Electro-Optics.,,Components;, (11 modules)
4
Course 9. Ldser''Projects
ti(7 modules student,selects only one
These courses have been integrated into exist' g six=quarter programs in technological fields allied to /Lasertechnology. An e_xample Model Curriculum for a two yearElectronics Program with a Laser/Elect.ro-OptiCs Option isshown on the next page.
A sW6)nd suggested option would involve the inclusionof several LEOT courses into an existing program injechni-cal Physics or Electro-Mechanical Technology (EMI'). Agraduate from one of these programs with a specialty inLaser /Electro - Optics would most easily find employment inapplied research activities such as exist at several govern-ment and non-profit research institutions:'The L-EOT instrtfc-tkonal modules which would integrate into these programs -eaisiry would be found in codrses'1, 2, 4, 5 and 10 (see listing,Section V.)'
Othe*r programs and courses to which the supportiveinstructional modules apply are known to include:,
ChemistryCivil TechnolovvConstruction Technology-Industrial TechnologyOptical TechnologyVacuum TechnologyGlassworking Techndlogy.
In' addition, LEOT modules are being integrated intoexisting 4-year bachelor's degree programs in laser techno-logy, electrical engineering and, applied,physics.
0
MODEL CURRICULUM FOR AN ELECTRONIC TECHNOLOGY PROGRAM
WITH
LASER/ELECTRO-OPTICS TECHNOLOGY OPTIONQUARTER PLAN
Course'
First QuarterMathematics IDC CircuitsElectronic nd Mechanical.
..
FabricatioPhysicsDrafting
Second QuarterMathematics IIAC CircuitsElectro-Mechanical ControlsIndustrial SafetyIntroduction to Lasers
Third Quarter . ..
Electronic Instrumentation &Calibrations
Semiconductor'& Vacuum :Tube'Fundamentals
Machine Tools &.Shop PracticesGeometrical Optics
Fourth QuarterSolid Stela_ Circuit AnalysisMicrowaves --
Conversational CoMputer LanguagesLaser/Electro-Optic Components
Fifth Quarter'Digital Circuits ICommunications IWave OpticsTechnical Communications
Sixth Quarter-
. Digital Circsuits II0Codmunications T---1'Laser ProjectsIntroduction to Computer Hardware
'
IV-10
!-Hours Per Week
Class Lab Study Total
4 0
3 3
1 3
3 3
2 3
13 12
4 0
3 3
3 3
2' 0
3- 3
9
3 3
3 3
-23 3
3 3
12 12
3 3
3...
3
3 3.
12 12
3 3
3 3
3 3
3 3
12 12
3 3
3 3
3 3
3 3
12 12
8 ,12
6 12
2 6
6 124 9
26 51
8 126 126 124 (-) 6
6 1230 54
6 12
6 -12-6 126 12
24 48
6 126 126 12-
6 1224 48
6 126 126 126. 12
24 48
6 126 126 126 12
24 48
4-
f
V. INSTRUCTIONAL MATERIALS
Aseries of laboratory oriented Laser/Electro-Optics_Instructional Modules have been developed, each modulerepresenting approximately one independent learning experience.The major divisions of these Laser/Xlectro-Optics InstructionalModules are as follows:
Introduction, which identifies the topic and often. -includes a rationale for doing exercises.
Objectives, which are stated in terms of action- orientedbehaviors and which include such action words asoperates, measures, calculates, identifies, and de-
, fines, instead of words with many interpretationssuch as kngw, understand, learn and appreciate.
Discussion, which presents the backgroundtheory andtechqiqueS supportive to_tbe objectives of the-'lesson..This material muse be -well organized andfree of extraneous and irrelevant material. Sen-tences are written clearly and concisely. Diagrams'and illustrations are used to assist in supportingideas an&concepts.
Materials, which identifies the equipment required tocomplete the exercise.
Procedures, which is the experiment section ur "hands-on" portion of the module. It includes step-by-step instructions. The experiments are designedto reinforce student learning, and data sheets foreach experiment are provided in each module
Problems, which are included for the purpose of reviewingandreinforcing the points covered in the exercise.
Reference Materials, which are included as supplementaryreading/viewingfor the student.
The modular materials are adaptable to school semesterand quarter systems and are arranged for easy adaptation tolocal,cstate and regional accrAitation requirements. Someeducational institutions have implemented the full programand others have integrated select groups, of modules intor,
YC
1.f="1
29
r
Rf
C.
rexisting electronics and vacup.m programs. Also, a number ofthe 99 supportive instructional modules are being used toenrich existing courses in physics (optics).
The average length of a module is approximately fortypages. A list o,f titles of instructional modules follows,grouped by courses within the LEOT Model Curriculum. Two,modules are not included in the laser courses but the subjectswere identified by the IAC as being extremely valuable tothe LEO technician. These Modules are:
a. Module A-1. Measurement and Errors
b. Module Maintenance of a Laboratory Notebook
C.)
V-2
0
L
UN
ITI
UNIT
II
UNIT III
UNIT 'IV
COURSE 1.
INTRODUCTION TO LASERS
LASER FUNDAMENTALS
MODULE
MODULE
MODULE
MODULE
1- 1
ELEMENTS AND OPERATION OF A LASER
1 2
OPERATION OF AN OPTICAL POWER METER
1- 3
WAVE PROPERTIES OF LIGHT
14 INTRODUCTION Td LASER SAFETY
LASER .PHYSICS
MODULE
1...
5
MODULE
1... 6
MODULE
1...
7
ENERGY LEVELS IN ATOMS
LASING ACTION
OPTICAL CAVITIES AND MODES OF
OSd.IU.ATION
PROPERTIES OF LASER LIGHT
MODULE
9COHERENCE
MODULE
1- 9
POWER AND DIRECTIONALITY
LAm SYSTEMS
MODULE
1 -10
FIE IUM-NEON GAS LASERS -
CASE STUDY
,MODULE
1.-1
LASER CLASSIFICATIONS AND
OPERATING MODES
14TRODUCTION TO LASERS" CONSISTS OF ELEVEN MODULES.
THE FIRST
TEN MODULES ARE DESIGNED TO INTRODUCE THE NEW STUDENT TO THE
OPERATION OF A LASER, THE PRINCIPLES' OF A LASER, ITS OUTPUT
CHARACTERISTICS, AND SAFE OPERATING PRACTICES.
THESE MODULES
ARE ALL TAUGRT USING LOW POWER, HELIUM-NEON LASERS.
THE LAST
MODULE SURVEYS THE VARIOUS TYPES OF LASERS ACCORDING TO THE
ACTIVE MATERIALS, OUTPUT CHARACTERISTICS, AND APPLICATIONS.
UNIT
I.
COURSE 2.
GEOMETRICAL OPTICS
INTRODUCTION
MODULE
2- 1
MODULE
2- 2
MODULE
2- 3
MODULE
2- 4
MODULE
MODULE
2- 6
MODULE
TO GEOMETRICAL OPTICS
LIGHT PAYS
PRINCIPLES OF REFLECTION
REFLECTION OF LIGHT AT A PLANE
BOUNDARY
REFLECTION OF LIGHT AT A
SPHERICAL SURFACE
2- 5
PRINCIPLES OF REFRACTION
REFRACTION OF LIGHT AT A PLANE_
B
2- 7
REFRACTION
TIM OF LIGHT AT A CURVED
BOUNDARY
UNIT
II.
OPTICAL COMPONENTS AND SYSTEMS
MODULE
2- 8
IMAGING WITH A SINGLE LENS
MODULE
2- 9
IMAGING WITH A MULTIPLE LENS
MODULE
2-10
F-STOPS AND APERTURES
MODULE
2-11
OPTICAL SYST':MS
THERE ARE THREE DIFIERENT METHODS FOR 1.1fERMINING WHAT HAPPENS TO
LIGHT AS IT IMPINGES ON A SURFACE 0°I,BOW.PARY SEPARATING TNO OPTICAL
MEDIA.
THE FIRST METHOD INVOLVES AN APF%'CATION CF THE LAWS OF 11E-
ELECTION AND REFRACTION WHICH ENABLE THE STUDENT TO TRACE MATHE-
MATICALLY A RAY OF LIGHT REFLECTED FROM AND TRANSMITTING THROUGH A
SURFACE.
THE SECOND METHOD OF DETERMINING HOW A PAY OF LIGHT WILL
BE REFLECTED AND REFRACTED IS A RELATIVELY sirPLE AND ELEGANT TECH-
NIQUE KNOWN AS GRAPHICAL RAY TRACING.
THIS TECHNIQUE REQUIRES NO
MATHEMATICAL OR ANALYTICAL SOLUTIONS AND CAN BE EXTENDED TO MCRE
COMPLICATED SYSTEMS.
IT WILL IN MANY CASES PROVIDE AN INSIGHT INTO
HOW LIGHT PROPAGATES THROUGH COMPLICATED OPTICAL SYSTEMS.
THE
THIRD METHOD IS THE EXPERIMENTAL TECHNIQUE IN WHICH THE STUDENT
WILL TAKE AN EXPERIMENTAL SET UP AND ACTUALLY TRACE A RAY OF LIGHT
THROUGH AN OPTICAL SYSTEM.
IT IS THE INTENT OF THIS COURSE TO PROVIDE THE STUDENT WITH MATHE'
MTCAL ABILITY, TIE KNOWLEDGE TO EMPLCY THE GRAPHICAL-RAY TRACING
CHNIOUE, AND.THE'EXPERIMENTAL EXPERTISE TO TRACE A RAY OF LIGHT
THROUGH A SYSTEM USING ANY ONE OF THESE TECHNIQUES FOR A LARGE
VARIETY OF OPTICAL COMPONENTS SYSTEMS..,
IMII
TIs
COURSE 3,
LASER TECHNOLOGY
LASER COMPONENTS AND MEASUREMENTS
MODULE 3- 1
PULSED LASER FLASHLAMPS AND
POWER SUPPLES
MODULE 3- 2
POWER SOURCES FOR CW LASERS
MODULE
3.. 3
Cr SOLID LASERS - EFFICIENCY AND
COOLING.
.MODULE
1- 4
LASER POWER AND ENERGY MEASUREMENTS
UNIT
II
LASER SYSTEM'S
eg
.0
1
..C
MODULE
3- 5
ION GAS LASERS
MODULE
MODULE
3- 7
OPTICALLY PUMPED CW SOLID LASERS
MODULE
3- I
OPTICALLY PUMPED, PULSED SOLID LASERS
MODULE
9LASER Q-SWITCHING - GIANT PULSES
MODULE
3-10
ORGANIC DYE LASERS
MODULE
3-11
SEMICONDUCTOR LASERS
3- 6
MOLECULAR GAS LASERS
..
THE LASER TECHNOLOGY COURSE EXPLORE
IN DEPTH SIX SPECIALIZED
.GROUPINGS OF LASERS, WHICH INCLUDE
ON GAS LASERS, MOLECULAR GAS
LASERS-, OPTICALLY PUMPED CW SOLID LASERS, OPTICALLY PUMPED PULSED
SOLID LASERS, ORGANIC DYE. LASERS AND SEMICONDUCTOR LASERS.
THESE
SIX MODULES ARE INDEPENDENT OF EACH OTHER AND A SELECTION OF ANY
ONE OR A GROUP OF THEM CAN BE TAUGHT FOR A MORE SPECIALIZED COURSE.
AN UNDERSTANDING,OF THESE MODULES
PRESUPPOT
KNOWLEDGE OF LASER
,FUNDAMENTALS, OUTPUT PARAMETERS AND1AFETY, AS COVERED IN COURSE Le
INTRODUCTION TO LASERS.
t
'4.
UNIT 0
UNIT
II.
UNIT III.
COURSE 4.
EXPERIMENTAIAPTICAL METHODS
OPTICAL MATERIALS
MODULE
4- 1
TYPES AND PROPERTIES OF OPTICAL
MATERIALS
MODULE
4- 2
LIMITATIONS AND TESTING OF OPTICAL
MATERIALS
MODULE
4- 3
CLEANING OPTICAL COMPONENTS
GLASS FABRICATION
MODULE
4- 4
GLASSES AND GLASS WORKING EQUIPMENT
MODULE
MODULE
VACUUM TECHNOLOGY
.alMODULE
4- 7
VACUUM SYSTEMS
MODULE
4- 5
GLASS FORMING OPERATIONS
6' GLASS SEALS
MODULE
4- 8
EVACUATION AND CHARGING OF LOW-
PRESSURE DEVICES
4- 9
VACUUM DEPOSITION OF THIN FILMS
COURSE P 4 IS DESIGNED TO PROVIDE THE
STUDENT ;TFH'.SKILLS AND
KNOWLEDGE ON THE FUNDAMENTALS OF
OPTICAL VATERIALS7 GLASSaCRKING
AND VACUUM SYSTEMS.
THE LABORATORY EXPERIENTS :N THE
t.".7DULES
WERE DEVELOPED TO BE USED WITH
SIMPLE, INEXPENSIVE EQUIPMENT,
MODULES
,2, AND 3 DESCRIBE THE
VARIQUS TYPES OF OPTICAL MA-
TERIALS
GLASS, CRYSTAL, AND PLASTICS) THEIR
PROPERTIES, PROPER
CARE AND CLEANING TECHNIQUES.
THESE MIOIDULE5 CAN BE TAUGHT IN-
DEPENDENTLY OR AS A UNIT.
MODULES q,
b SHOULD BE TAUGHT
SERIALLY AS A UNIT.
COPPLETIO_OF THIS UNIT WILL ENABLE
THE
STUDENT TO PRODUCE USEABLE GLASS
FORMS, TUBING BENDS, SEALS AND
REPAIRS AS WELL AS A FAMILIARIZATION OF WHAT
TYPES OF SERVICE HE
CAN, EXPECT FROM A SCIENTIFIC GLASS SHOP.
MODULES ,71 8, & 9 SHOULD ALSO BE
TAUGHT SEpALLY AS A UNIT.
THIS
SERIES IS DESIGNED TO EXPOSE THE
STUDENT T
THE PRACTICAL LABORATORY
)TECHNIQUES OF VACUUM SYSTEMS AND THIN
FILM DEPOSITION.
COURSE 5,
LIGHT SOURCES AND WAVE OPTICS
UNIT
I.
GENERATION AND MEASUREMENT OF
LIGHT.:,
MODULE
5- 1
SOURCES AND THEIR,CHARACTERISTICS
MODULE
5- 2
RADIOMETRY AND PHOTOMETRY
UNIT
II.
WAVE OPTICS
MODULE
5- 3
WAVE NATURE OF LIGHT
MODULE
5- 4
REiLECTION AND
REFRACTION
MODULE
5- 5
PROPAGATION
MODULE
5- 6
INTERFERENCE
MODULE
5- 7
DIFFRACTION
MODULE
5- 8
POLARIZATION
SPECIAL APPLICATIONS OF' WAVE OPTICS
MODULE
5- 9
HOLOGRAPHY
UNIT
3
COURSE 6.
LASER\AND ELECTRO-OPTIC COMPONENTS
UNIT
I.
SUPPORT HARDWARE FOR OPTICAL COMPONENTS
MODULE 6- 1
OPTICAL TABLES AND BENCHES
MODULE 6- 2
COMPONENT SOPORTS
'
COURSE # 5 CONSISTS OF NINE MODULES.
THE FIST TWO MODULES CON-
SIDER THE GENERATION AND MEASUREMENT OF LIGHT, INCLUDING THE FUN-
DAMENTAL ORIGIN OF LIGHT, DIFFERENT TYPES OrLIGHteSOURCES, SPEC-
TRAL CNAPACTERISTICS OF LIGHT SOURCES, RADIOMETRY AND PHOTOMETRY.
----
.....Z
Erf
lEX
TSIX NODULES ARE CONCEP1ED WITH T4E WAVE NATURE OF LIGHT,
H IS IN SHARP CONTRAST TO THE GEOMETRICAL RAY NATURE
/F
LIGHT
TREATED IN COURSE r 2.
THESE MODULES CONSIDER REFLECTIO
REFRAC-
Tim AND PROPAGATION OF LIGHT FROM THE VIEW-POINT OF
WAVE OPTI,CS.
THEY TREAT THE ESSENTIAL PRINCIPLES OF INTERFERENCE,
,
DIFFRACTION AND POLARIZATION OF LIGHT, ALL
WAVE PHENOMENA AND ARE
IMPORTANT TO A SOUND UNDERSTANDING OF LASER/ELECTRO-OPTICS TECH-
NOLOGY.
THE FINAL MODULE IN THIS COURSE APPLIES THE PRINCIPLES
OF WAVE OPTICS TO YHE SCIENCE OF HOLOGRAPHY, ONE OF THE CURRENTLY
IMPORTANT AREAS OF LASER TECHNOLOGY MADE POSSIBLE BY THE LASER.
UNIT
II,
LASER AND ELECTRO-OPTIC COMPONENTS
MODULE 6- 3
PHOTOCRAPHIC COMPONENTS & SUPPLIES
MODULS 6- 4
WINDOWS
MODULE 6- 5
MIRRORS, FLATS AND' TLONS
\MODULE 6- 6
Fl
AND BEAM SPLITTERS
MODULE 6- 7
PRISMS
MODULE 6- 8
LENSES
MODULE 6- 9
GRATINGS
MODULE 6-10
POLARIZERS
MODULE 6-11
NON-LINEAR MATERIALS
COURSE fl 6, LASER 'AND ELgCTRO OPTICAL COMPONENTS DEALS WITH T E
'TOOLS OF THE TECHNOLOGY
.THE MODULES IN 'THIS COURSE DO NO
ATTEMPT TO EXPLAIN THEORIES
R PRINCIPLES, BUT INSTEAD DESCR BE
THE HARDWARE THAT IS AVAILAAL, HOW TO DETERMINE THE QUALIT
OF
A COMPONENT THAT IS REQUIRED,
ND
hOTO ACCUIRE IT.
AS
A:
EXAMPLE:
THE MODULE Oti LENSES ONLY BRIEFLY REVIEWS THE P
N-
CIPLES OF REFRACTION WITH CURVE
SURFACES (SO THAT THE MODULE
IS NOT DEPENDENT UPON PREREOUISI E MODULES), THEN GOES I:
0 A
DETAIL' OF THE VARIOUS ABERRATION
THAT CAN BE CAUSED IN
ENSES,
THE VARIETY OF LENSES THAT ARE AV.ILABLE AND WHEN
THEY .HOULD BE
USED.
IN THE MODULE ON FILTERS, T E EMPHASIS IS UPON
ERFOR:110E
AND COST, -$0 THAT THE TECHNICIAN WI L
KNQV WHF,N HE CA' USE A ../.1;
FILTER AND WHEN HE NEEDS ONE THAT C STS 500.UU. THE
IDEAS WHICH
'ARE,
NVEYED, ARE INTENDED TO PROVIDE THE STUDENT TH
BENEFITS HE
WOULD ORDINARILY DERIVE ONLY FROM YEA S OF PRACTIC
IN THE LAB-
ORATOR
.
EACH MODULE IN THE COURSE IS INCEPENDE
OF THE
THERS, AND CAN
BE TAUGHT SEPARATELY OR IN ANY SEQUENCE'.
C
1 0
0'
UNIT
UNIT
COURSE 7.
LASER/ELECTRO-OPTIC DEVICE
TICAL DETECTION DEVICES
MODULE 7- 1
PHOTODETECTORS
MODULE 7- 2
LASER POWER & ENERGY DET CTORS
PHOTOGRAPHIC TECHNIQUES
4
MULE 7- 3
PHOTO INSTRUMENTATION EQUIPMENT
M DULE'7- 4
HOLOGRAPHIC TECHNIQUES AND EQUIPMENT
UNIT III.
ER BEAM MANIPULATORS
ULE 7- 5
COLLIMATORS AND AUTOCOLLIMATORS
ULE 7- 6
BEAM EXPANDERS AND SPATIALFILTERS
ULE 7- 7'
ISOLATORS
ULATION DEVICES AND 0-SWITCHING
ULE 7- 8
MECHANICAL AND BLEACHABLE DYE
METHODS
DULE 7- 9
ELECTRO-OPTIC MODULATORS
DULE 7-10
ACOUS71i0-OPTIC DEVICES
SE M
VER THE THEORY AND
OPERATLON OF SPECIAL 'PURP6SE
VICES
URE'LASER OUTPUT PA
METE S, TO MANIPULATE LASER
BEAMS,
AN
ODULATE OR Q-SWITCH LASER
.ALSO INCLUDED ARE
S ECIAL T
HH i UES IN PHOTOGRAPHY A D HOL SRAPHY.
DOLE 7-2
SNDERSTOOD MUCH BETTER IF IT IS PRECEDED BY MODULE
1.
WITH
IEXCEPTION ALL THE MODULES I
COURSE SEVEN ARE
LATIVELY I DmPENDENT OF EACH OTHER, WHICH
PROVIDES THE FLEXI-2,
ILITY OF SELEcTING ISOLATED MODULES FROM
CO RSE y TO DEVELOP
COURSE FOR SPECIAL NEEDS AND INTERESTS.
0
iCOURSE 8.
LASER APPLICATIONS
UNIT
I.
MATERIALS PROCESSING
'
MODULE
8- 1
WELDING
MODULE
8-2
DYNAMIC CUTTING AND DRILLING
UNIT
DATA PROCESSING
MODULE
8- 3
DATA RECORDING AND MANIPULATING
MODULE
8- 4
DATA DISPLAY
TESTING AND MONITORING
MODULE
8- 5
ENVIRONMENTAL TESTING & MONITOR!
MODULE
8- 6NONDESTRUCTIVE TESTING
UNIT
IV.
RANGING AND ANGLE TRACKING
MODULE "87,...7'-`RANGEFINDING
MODULE
8- 8
ALIGNMENT AND ANGLE TRAC
-UNIT
V.
MEDICAL APPLICATIONS
MODULE
8- 9
LASERS IN
RGERY AND
DENTISTRY
UNIT
VI.
OMMUNICATIONS
UNIT III.
MODULE
8-10
LASER COMMUNICATION SYSTEMS
COURSE 1' 8 eONSISS OF TEN MODU tS, ARRANGED IN SIX UNITS OF
RELATED MODULES.
THE PUPPOSt Of COURSE r
IS TO'DESCRIBE
SOME OF THE LASER APPLICATICNS THAT ARE EMERGING FROM THE
LABORATORY AND CO"P.G INTO PR CTICAL USE IN INDUSTPY.
THE
COURSE WILL ALSO PPOVIDE TRA IING FOR THE STUDENT IN THESE
APPLICATIONS,.
THE' CCURSE B GINS WITH LASER MATERIALS PRO-
CESSING, WHICH liLUDE
wDING, CUTTING AND DRILLING.
THE
SECOND UNIT DESC4 BES T
USE OF LASERS FOR DATA PROCESSING,
INCLUDING RECORDING, DATA MANIPULATING, AND DISPLAY.
A UNIT
ON TESTING AND MONITORING SUPVEYS.APPLICATIONS IN'LUVIRON-
' MENTAL TESTING AND IN NONDESTRUCTIVE TESTING, PARTICULARLY
HOLOGRAPHIC NONDESTRUCTIVE TESTING.
THE GROWING USES OF
LASERS FOR MEASUREMENT OF RANGE, ANGLE TRACKING, AND ALIGN-
MENT ARE DISCUSSED IN THE NEXT UNIT.
LASER APPLICATICNS IN
SURGERY AND DENTISTRY ARE COVERED IN A UNIT ON MEDICAL AP-
PLICATIONS.
THE FINAL UNIT, ON COMMUNICATIONS DESCRIBES THE
USE OF LASERS AND OTHER ELECTRO OPTICAL DEVICES,-AUDIO AND
VIDEO COMMUNICATIONS ALONG WITH THE RELATIVE ADVANTAGES AND
DISADVANTAGES AS COMPARED WITH R.F. AND MICROWAVE TECHNIQUES.
UN
ITI.
UNIT
II.
COURSL 9.
LASER PROJECTS
LASER/ELECTRO'OPTIC SYSTEMS
MODULE
MODULE
MODULE
MODULE
9- 1
9- 2
9- 3
9...
4
ELECTRO-OPTIC
9.
410DULE
MODULE
MODULE
9- 6
9- 7
OPEN-CAVITY HELIUM -NEON
LASER
COMMUNICATIONS LINK
CW PUMPED ND:YAG LASER
CARBON DIOXIDE LASER
DEVICES'
AUTOCOLLIMATOR
POWER SUPPLY AND CALIBRATION
OF\A PHOTOMULTIPLIER
OPTICAL POWER METER FOR CW LASERS
COURSE if 9 CONSISTS OF SEVEN MODULES WHOSE END PRODUCT IS A
SERIES OF WORKING, STUDENT -BUILT LASERS AND ELECTRO -OPTIC DEVICES.
THESE MODULES ARE DESIGNED TO EXPOSE THE STUDENT TO A WIDE VARIEVY
OF MATERIALS, FABRICATION AND CALIBRATIOA METHODS, AND MEASUREMENT
TECHNIQUES USED IN TYPICAL LO WORK ENVIRONMENTS
ALTHOUGH DESIGN
INFORMATION FOR VARIOUS PARTS OF A GIVEN DEVICE
E.G.,
t, MIRROR MOUNTS
FOR A CU9 LASER) IS PPOVIDED IN THE APPROPRIATE MODULE, THE STUDENT
SHOULD BE ENCOURAGED TO USE HIS OWN'INGENUITY IN SOLVING DESIGN
PROBLEMS.
OTHE IMPORTANCE OF KEEPING AN ACCURATE LABORATORY NOTEBOOK IS STRESSED
IN THESE MODULES.
THE SUPPLEMENT-ARV rpULE ON LABORATORY NOTEBOOKS
IS A GENERAL PREREQUISITE FOR COURSE w
1/4
SHOULD BE NOTED THAI A GIVEN MODULE IN COURSE # 9
WITH ONE
EPTION, CAN BE ACCOMPLISHED BY ONE PERSON IN ONE 12 WEEK PERIOD,
-PR VIDED THAT ALL OF THE MATERIALS FOR THE
PROJECT AND
NECESSARY.
MACHINE TOOLS ARE AVAILABLE. BEFOREHAND.
MODULE V"7, CW PUMPED
.
ND:YAG LASER, NORMALLY REQUIRES THREE OR FOUR STUDENTS FOR COM-
PLETION IN ONE QUARTER.
---,
.
THE STUDENT SHOULD MEET WITH
HI.5 INSTRUCTOR AT SPECIFIED INTER-
VALS TO ADVISE Hilt OF PROGRESS (AND PROBLEMS) ON THE VARIOUS MAJOR
'
TASKS (MILESTONES) INVOLVED IN THE PROJECT.
IN ADDITION, A ROUND-
TABLE DISCUSSIOH'-ON ALL STUDENT PROJECTS, ONCE A WEEK, IS A HELP-
FUL OUTLET IN AIRING DIFFICULTIES ENCOUNTERED, IN GENERATING IDEAS
FOR SOLVING PROBLEMS, AND IN STIMULATING INTEREST.
\COURSE 10.
LASER/ELECTRO-OPTIC MEASUREMENTS
UNIT
I.
SPECTRAL MEASUREMENTS
'
MODULE
10 -1
SPECTROMETERS
MODULE 10.2
MONOCHROMATORS
010 -3
SPECTROPHOTOMETERS
UNIT
II.
INTERFEROMETRIC MEASUREMENTS
, -U
NIT
III.
MODULE
MODULE
MODULE
MODULE
10 -4
MICHELSON INTERFEROMETER
.
FABRY-PEROT INTERFEROMETER
10 -6
TWYMAN-GREEN INTERFEROMETER
10 -7
MACH"ZEHNOER INTERFEROMETER
SPATIAL RESOLUTION
MODULE
1070".. SPATIAL RESOLUTION OF OPTICAL
('SYSTEMS
7.!
THIS COURSE CONSIDERS THE STANDARD INSTPUPENTS AND MEASURt6ENT
TECHNIQUES IN LASER /ELECTRO-OPTICS TECHNOLOGv WHICH ARE IMPOR'
TAUT TO THE TECHNICIAN.
THE FIRST THREE MODULES TPEAT OPTICAL
INSTRUMENTS UNDER THE GENERAL NAMES OF SPECTROMETERS, M040'
,C)j ROMATORS AND SPECTROPHOTOMETERS.
THE MODULES EXPLAIN THEIR
USE IN MAKING SPECTRAL MEASUREMENTS OF LIGHT SOURCES TO DETER'
MINE,BOTP WAVELENGTH AND INTENSIIX DISTRIBUTION OF THE LIGHT.
THE NEXT SET OF MODULES DISCUSSES THE VARIOUS'TYPES OF'INTER'
FEROMETE1S AVAILABLE TO THE TECHNICIAN AND THEIR MANY USES IM
MAKING INTERFEROMETRIC MEASUREMENTS ON SMALL THICKNESSES, SUR-
FACE IRREGULARITIES, WAVELENGTH DETERMINATION, ETC. 4tHE
LAST MODULE IN THIS COURSE CONSIDERS AN IMPORTANT PROBLEM IN MOD-
ERN OPTICS WHICH INVOLVES THE SPATIAL RESOLUTION OF OPTICAL SYSTEMS.
THE EM6IASIS IN THjSiOURSE IS ON OPTICAL MEASUREMENTS WITH OP-
TICAL INSTRUMENTS.
THE THEORY AND PRINCIPLES WHICH UNDERLIE TUE
OPERATION OF THESE INSTRUMENTS, PRESENTED IN DETAIL IN COURSE 51
ARE REFERRED TO AGAIN IN EACH MODULE TO STRENGTHEN THE STUDENTS
UNDERSTANDING OF WAVE OPTICS.
NEVERTHELESS, IT IS THE INTENT OF
COURSE 10 TO ENABLE THE STUDENT TO OBTAIN'LABORATORY EXPERIENCE
IN LASER ELECTRO'OPTIC MEASUREMENTS WITH MODERN OPTICAL EQUIP-
MENT.
A
VI. PROGRAM SUPPORT DOCUMENTS
The followAng program support documents have be'en pre-pared and are being used by institutional administrators,faculty and staff for determining the feasibility of imple-menting an,LEOT program, program pladp-ing, local employerneeds, curriculum identification, staff selection andprikgramevaluation.
,
LEOT Curriclum Guide - A comprehensive descriptionof the/origins, composition, planni'ng, implementation,and administration of th. LEOT curricu'lum. Includesa detailed list of capi al equipment'needed, withcost information and p anning guides,'And a detailedbibliography of books nd materials on"laser tehvno-logy and related fields. (90 pages).
2. Career Opportunities for LEOT Listspotential employers of LEOT technicians, dividedinto six,_geographical regions of the United States,And describes varkpus klnds of career opportunities.(52 pages)
3. LEOT Educational Equipment and Supplies - Describesspecifications and estimated costs for all -capitaland expendable,equipment and materials needed toimplement a full LEDT''program. (41. pages)
4. LEOT Evaluation Manual------Describes and evaluatesthe_ TE-RC/LE-0T-p-fe-gram dev- ment; presents valiand effective proced -s for use by curriculum andprogram managers n evaluating new or modified .pro-:.grams. .(150 ! -ges)
S.
rS
VI-1
C)
.0
r
VII. CAREER COUNSELING GUIDES
1!
alt In an effort to enhance the effectiveness of communi-_"--4
y- eating to prospective students the formal liteparation an.0'.empaoyment op4itunities in new and emerging occupations,.,five{ Career' Counseling Guides .were' developed, tested andevanated, The,. author of these guides is the head of coun-.
t.-) seling activities lorthe San Antonio, Texas, Independent. .School District.
The important emphasis in these materials is on encour-aging.students to train for technical careers. Figures arepresented to show the earning power of trained technicians,ansi_suggesti6ns are made for career p the using technicaltraining rather that, or in addition t , traditional collegeeducation. , ;
The Career Counseling Series eotitains five volumes.:
VOLUME 1: /Counseling for Careers (44 pages)
.The fit-st career counseling guide Ls, directed to highschool oounselors who wish to expand their career counselingefforts in addition to.maintaining the traditional academicor 'indiviuAl *counseling.' 1,ent.staristics and case studiesare presented to show the value of- learning a salable skillas a direct entry into the-wdrld of work or as a means tocontinued higher education. Employment opportunities are'grouped into career clusters, following the classificationsdeveloped by the U.S. Office of Edu6atiOn, to show counselorsand school' administrators how they can stare'a realistic'career awareness program even at the elementary revel. Abroad approach to .career counseling s outlined, with emphasison making counseling more releyAnt to the 75X of the studentswho will not obtain a college degree. P
1
The volume includes suggestiOns on materiald4that schoolsor counselors can obtain for student, as well as,aadresseswhere, such materials can be obtained. A, method of. settingup a Career*Corner in the,,counseling office or in the libraryis outlined. Other recommendations for group counseling,career night,progfams,,and individual student,counselingprOgrams are incldded.-
"117kl;
f.
,
*
NTH -1/
.
nt7
.
7
VOLUME 2. P-r-e .aria,-Th
r'(43 pages)
A second career cou ling guide is directed to students.After defining some corn njerms used in various kinds of work(e.g., blue collar, Sourneyman, etc.) it describes the U.S.Office of Education career clusters and suggests4 methods ofcollecting' information about careers, Samples 6f CareerInformation Sheets are presented and explained: these areforms on which specific information about various careers/ cabe collected and compared.
The guide discusses different levels of employm nt withindifferent job categories, describes entry leve ski is, andpresents a comparIgbn between starting work arly (immedIatelyafter high school graduation) and delaying/emloyment until'additional training cats, be obtained. Alter ivecareertraining paths are described, with compa t/kVe cost figures.Attention is given to projecting employmen'E trends in thefuture.
OLUME 3. A Parent's Guide .to Technical-Education (64 pages)
In-Volume 3, tiOna and alternatives in education andcareer chOices are 'd scribed, to allow parents to help theirteen-age children m ke intelligent decisions about the future.A comparison is made between emp15-iymenr immediately after_high post-sec ary two-year training ,
programs; an careers'.ee education for p fessional career. Tech-. nical careers are described, and probable trends.in educationare- discussed. An informal version of the Career InformationSheet described above is also included here, as well ai aValdes Inventory to help students and parents evaluate thevarl'ous alternatives..
VOLUME 4. A Student Guide for Securing a Job (79 pages)
`This guide is designed as a'do-it-your-qelf employment 4.-
,service. It attempts to reduce the anxietyiof- the job-seekerby describing what may happen, how to prepare for it, and' -:
bow to evaluate ussible employment alternatives. The guideincludes frequently- encountered' forms, as well as suggestionstfor'developing letters of appliCation, resumes, and otherdocuments that may be needed.. Thp forms reproduced in the . ./'
gUide are composites oflmany forms: collected from businessand industry; they have undergone trial and revision in highschool busines and technical programs and are fell ta be
,
current and representative of .what 'May be encounteredbystudents In't e job market.
1
VII-2
VOLUME 5.t
Career Counseling the Disadvantaged (64, pages) -,).,
. nDirected tocounSelors, counselor trainees, employment/cons ltants, school administrators, and planners of programsfor t e disadvantaged, this last career counseling guide'emphasizes the problems of tli'e disadvantaged in our society.A per on may be socially, physically, culturally, or economically disadvantaged and may feel certain thatJthere is no wayto-improve his life. It is the counselor's job to under ,
stan the factors contributing to these feelings and to planmay' of bringing about change. Using., case studies, the
orllustrates the cyclical effect of poverty and thehievement inertia that develops when failutl'becomes
it. Suggest-ions are given for utlizing existing comunIty facilities to break this cycle. A'progressive goal
attainment concept is presented to assist in planning fora` career.* __
V11-3,
,
le y"
t.
VIII. ROLE OF INDUSTRIAL.ADVISORY COMMITTEE
It is the consensus of the Project Managers, the TERCstaff, the faculty at TSTI, and the Evaluation Team that thekey element of success in this project was an enthusiastic,involved Ind4strial Advisory Committee. The following indi-viduals serviced on the LEOT Industrial Advisory Committee:.
Dr. Jay Chivian -Advanced Technology.'Center, Dallas, TexasDr. Alex Glass - Lawrence Livermore Laboratories -*
Livermore, CaliforniaDr. Arthur Guenther - Air Force Weapons Laboratory -
Kirtland, AFB, New MexidoDr. Dave Hardwick - Tropel - Fairport, New YorkMr. Dan M. Hull Lockheed Electronics Aerospace Systems -
Houston, TexasMr. Frank Kessler - Texas Instruments, Inc.; Electro-
Optics\Division - Dallas', TexasMr. Robert- G. Klimasewski - Burleigh Instruments, Inc. -
Rochester, New.York ,
Mr. Doug Lilly - NASA Manned Spacecraft4nter Houston,. Texas
. Raymond Marlow - Nuclear Systems Inc. - Garland,Texas
Dr. Leno Pedrotti - AF Institute o1 Tech4Ology, PhysicsDept. - Wright Paterson AB,' Ohio-
Dr. Dougla's A. Pinnow, - Bell Telephone LaboratoriesMurray Hill, New Jersey
Mr. R. James Rodkwell, Jr. - The Children's HospitalResearch Foundation -,Ciacinnatti, Ohio
Mr. Earl J. Scribner - Stanford Research Institute -Menlo Park, California -
Dr. Jacob Silverman - N rth American Rockwell CorporationCanoga Park, Califo nia
Dr. Donald Sims - KORAD/ ADRON - Santa.Monica, California,Dr.Jon E. Sollid - Los lamos Scientific Laboratory -
Los Alamos, New Mexi oMr. Robert E. Steinman - aertner Scientific Corporation -
Chicago, IllinoisDr. Forrest C. Strome E stman Kodak Company Research
Laboratories - Rochester, New YorkMr. Robet A. Wallace -'A erican Optical\Corporation -
Fradiligham, Massachus ttsMr. ErieJ,0, Woodbury - Hushes Aircraft Company - Culver City
Calif orntia
V/
0 4
The Industrial Advisory Committee was organized and, assembled by the Project'Manager for the purpose of providingTask Analysis data and reviewing instructional matee,ials interms of relevant content and technical accuracy. The Indus-trial Advisory Committee responded in this.capacity and per-formed much more.
The individual members wrote,fourarticles in,profepsionaljournals and newsletters, introducing the program to theircolleagues. Evidence is available to show that'this publicityresulted in job opportunities for gradu'ates of the Pilot Edu-cational Program.
At all Industrial Advisory Committee meetings (whichwere held in Waco, Texas) 'at least two members of the Commit-tee took timeout to present talks on laser activities attheir company to the,students of the Pilot Program. Thisgenerated an enthusiasm in the students and provided them an
.
in.sight on typical 'job functions o,p LEOT_technicians. ,Studentfield trips were made to three indirrrIal sites of committeemembers. Over twenty graduates of the Pilot Program havebeen hired by organizationst'-represented by Industrial Advisory iCommittee members.
erganizations represented by the Industrial AdvisoryCommittee membership have donated equipment valued at over$200,000 to the LEOT Department at TSTI. 'This amount should,be considered as part of the itching funds for the Project.In addition, several stlitOvnt scholarships and co-op arrange-ments have been arrangethreugOthese organizations.
4
/ An indirect, but very'sign4k nt, contribution made by/the Industrial Advisory CommitEte-and the Evaluation Team wasthe publicity in the news media that TSTIreceivefij each timethe groups met .111. Waco. These types of news releses'consis-tently resulted in several prospectiYe students inquiringabout the LEOT program at TSTI.
In summary, the members of the Industrial AdvisoryCommittee felt very strongly that this was their program.They had a great deal to say :.When, they met .(and in coyres-pendence afterwards) and the TERC staff made every effortto listen tothem and respond accordingly. The IndustrialAdvlsory Committee did not design the curriculuM nor did theydesign the format of the instructional materials; but theywere the resource upon,which the curriculum and materialswere based. 3
As additional evidence of`the Industrial Advisory Com-o
41
mittee's enthusiasm for this project, it is worthwhile tonote:
o Five members authored instructional modules,
o All members edited modules; two members were solicited- to edit the entire 99 modules.
o One member left,his position of employment to becomethe Project Manager.
o One member is working with TERC to establish shortcourses using the instructional materials.
o One member is teaching courses at his organizationusing the instructional materials.
o Three members have taken the,initlative" to 'haveprograms stablished at institutions in their,
4
etn localities
a
.11
o-
VIII 3
LEOT
J
d.2
IX. REPORT OF 4c1-1EEVALUATION TEAM,
..
(The following report T.tas received from,
the Chiefof the LEOT Tvaluation Team after the conclusion ofthe-final meeting in December 19-74. The repor,t has notbeen edited or changed by the TERC, Project Manager).
"The basic function of evaluation in occupationaledficatioth is to provide information concerning the speci-fically and effectiveness of the curriculum and instructionalactivity. Such feedback is needed to insure instructionalspecification and effectiveness, student development, qualitycontrol, and a bas.is for change and improvement. At leastfour groups require this information: students, instructionalstaff, employers of graduates and educational administrators.Unless instructional activities are successful in preparingindividuals for the future, they have no'rationale for exis-tence. This focus allows for a definition of the productin terms of skills, knowledges and abilities of the graduate.Educational evaluation, therefore,,bas a responsibility ford1termining the extent that the graduate,is trained for thatgoal.
"Training involves quality control procedures as an inte-g&al function of training development, modification, revision.and impr-owement. Training evaluation includes a systematiccollection, analysis and interpretation of feedback information.
"Procedures for quality control or training evaluation`should be based on an instructional technology and begunwith the devglopment of a course and should involve everyone.There should be a systematic process of evaluation that iscontinuous. Evaluations are made at any point pric5r to thedevelopment of a course, during a course, at the end of acourse and on the job. The student, instructor, supervisorand the administrator should all be involved in training eval-uation.
"Instructibnal technology; as conceived in this project,involved at least five major aspects:
1. The determination of training requireMents for thefirst essential aspect of a training technology.A task analysis must be, conflucted to insure thatan indivudbal is trained fo'r the relevant tasks thathe will have to perform on the job.
1X-1
02 The construction of measureable objectives must he
specified before the development of a trainingcourse. These should be done in such a way thatthe student knows precisely what is to be achievedin the course and that the student, the instructor,and the after training supervisor have a clear ideaof the achievement specifications.
3. Evaluation of prior knowledge and proficiencies isthe third sequence. By knowing what the students'knowledge and proficiencies are, course content canbetter be determined including the level at whichthe course should start.
4. Designing a, relevant program is the fourth sequence.This should be based on a review of the relevantresearch, content, and instructional methodology.
5. The last step makes use of(,2)ality'control princi-ples. This step involves a rigorous quality con-trolled program that operates continuously. Itinsures that the tasks for which the course trainsare appropriate, relevant, and are achieved in aefficient and effective. manner. This mandates theuse of a criterion-referenced measurement system.
c "The TERC/LEOT program made considerable use of thesystems' approach to training and evaluation. A TERC surveyindicated the need for electro-optic technician would appre-ciably be increased by 1975. This survey further amplifiedthe need to include lasers because 43% of electro-optic tech-nicians, reported using lasers in their work. Following thislead, Texas State Technical Institute made a survey focusing ,
on Lased Electro-Optic Technology which estabiised the needfor a LEOT Training program. In addition, the LEOT IndustrialAdvisory Committee was establirshed to provide technical assis-tance,and adv4e,in the development of the LEOT program.Surveys were also conducted,in telvis of requisite tasks andtools of,LEOT's work in laser related industries. The resultsof these surveys were used by the TERC/LEOT staff to planand develop courses for the LEOT program. In addition, theLEOT Industrial Advisory Committee rated 156 tasks.- Becausemany of the tasks received high ratings from the AdvisoryTeam, the EvaluStiow Team suggested that certain groupings beta4ght within the core program.
"The Test and Measurement expert of the Evaluation team,initially was-not satisfied with the original module objec-tives-nor the measurements. He worked with modular writing
IX-2
staffs and other experts to show the characteris'tics thatmeasureable objectives mdst have and how they can be measured.A significant number of modules were re-ddveloperto meethis specifications. Further checks by him revealed that hewas successful in his instruction.
"The Counseling member of the team made an analysis ofentering student profiles. He also reviewed modules andmade analysis of their reading complexity. He.found thatthe initial writing of modules was at too high a level for anumber of_modules. Feedback was given to module writers andrevisions were made at'the appropriate level.
"The Curriculum Development expert on the team was con-cerned that performance type skills were taught through demon-stration and student performance of those skills. He wishedto insure that module content was necessary and sufficient tothe modules objectives.
"The_amdustrial Employment Specialist was concernedthat performance and knowledge levels were compatible withjoy -requirements and that training aids and equipment weresupportive to.the module. He was also concerned with eachobjective contributing to the program g'oal.-
"The Technical-Instruction expert started off reviewingevery module to insure that,it was technically accurate,current, met the needs of the laser industry and that thematerial within each module was cohesive and concise. Hesoon learned that he needed some assistance; thus, anotherexpert and he were responsible for reviewing each module thatwas developed. Where modules did not meet the requiremdntsof these two experts, they were changed by the 'experts orthey insisted that the original authors rewrite these:jandreturn them for further review.
"Numerous service tests were made to try out modules.Where revisons were indicated they were accomplished.
"A more formal service test was made on eight modulescovering the Nature of L.ight (which hav'e since been integratedinto the Wave Optics Course). For the purpose of this study,n11 eight end-of-course tests were administered to the students,prior to their taking this unit of instruction. The same
9 .module post tests were administered upon completion of each ,
module and again a few weeks after completion of the Flit of.'instruction. In addition, the instructor made notes of dif-i t-fi.culties encountered in the instruction of the class andstudent reactions to each module. All of these data were used.
IX-3
1
by the Evaluation Team to determine the over-all effectivenessof this unit and the modifications that should be made. Inaddition to the modifications they required, the team concluded:that students had little knowledge and skills of content ofthese modules, and that they achieved considerable\a a resultof instruction, both in terms of over-all achievement andstudent gains. Student reactions were found to be favorableto the modular format.
"In summary the team members expressed pride in havingbeen part of the TERC/LEOT project. They felt that the mater-ials for the program, in general, are outstanding and that'the program meets the requisite, characteristics that theteam specified earlier. TERC personnel have also been success-ful in making a good beginning on the dissemination ofLEOT materials. However, the team felt that more effort isrequired and worthwhile .on the dissemination of the LEOTprogram."
TERC/LEOT EVALUATION TEAM MEMBERS
Technical Instruction - Dr. Arhur Guenther, Air Force WeaponsLaboratory, Kirtland AFB, New Mexico.
Test and Measurement - Dr. John Hampton, Oklahoma StateUniversity, Stillwater, Oklahoma
Curriculum Development - M. Arnold H. Potthast,"WisconsinBoard of Education, Madisoh, Wisconsin
Industrial Employment - Mr. John Ready, Honeywell, Inc.,Hopkins, Minnesota
Counseling - Mr. Henry C. Ryniker, Independent School District,San Antonio, Texas
Team Chief - Dr. Michael A. Zaccaria, Educational Consultant,San Antonia, Texas
IX-4
44-;
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X.ROLE OF INSTITUTIONALPILOT PROGRAM
The pilot instructional. Program for the Laser/ElectroOptics Technology Project was established in September,.1970, at Texas State Technical Institute in Waco, Texas. Inthat period the department chairman, Dr. John D. Pierson,was hired, and four" second year electronics students trans-ferred into the program. Laser and Electro-Optics courseswere taught, beginning in September, 1970. The LEOT Projectencouraged and partially supported this initial effort bypurchasing some equipment and supplies, pd\ying the TSTIfaculty for project work in curriculuT development, and pro-viding classroom and lab instruction by members rof the TERCproject staff. The first LEOT graduates were all employedin April, 1'972. To: date, forty-four students have been em-ployed by' institutions and industry, and sixty nine studentsare currently enrolled.
The following activities are representative of the rolewhich the Pilot Instructional Program has contributed tothe LEOT Project:
o Faculty and staff, have contributed to the developmentand evaluation of the curriculum and course descrip-tions.
o The faculty has contributed to the writing and editingof the instructional modules. Students in the pro-gram have also critiqued the materials from a "learners,vlewpOint".
o All the modules' experiMental procedures and equip-ment have been verified in the school's laboratories,largely by the faculty and students.
o The modules were "service tested" in the courses offeredat TSTI. Service testing involved pretesting, posttesting and retention testing (when practical) ofstudents whose profiles were known. Service testingwas also accomplished to a limited extent at theother schools who later,rimplemented LEOT programs.However, the test data-were more complete and moremeaningful At the" Tint Institution where the trainingenvironment 'was known and controlled.
o The experience wiliCh the faculty gained in using these
6
4.2
47
materials has significantly influenced modificationsin the structure and suggested ins--ruction
mthodology. For instance, it was leallned that a .
high student drjo,pbut rate was experienced in the firstquarter because a s udent did not have any exposureto laser--cOurses. curriculum was changed toinclude_Course nt.roduction to Lasers, in thefirs_k-qyar-Eei. owever, it was also learned that'
--this course was too long and complex to be taughtin the first quarter. This resulted in\sever
.modules moved into Course 413 and -an° er module(on Opticaa Power Meters) being change' individualized, self pacedinstruction with an accompanying tapecassette.
o The Industrial Advisory Committee members were ableto relate to the type of instruction-to sJhich theproject was dedicated because 'they could visit withstudents in the pilot program and could observe thelabs. An interview by the Industrial Advisory Committee with a student who had graduated and been workingsix months also proved invaluable to the project.
iz
X-2
a.
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XI. DISSEM [NATION ACTIVITIES ANDACCOMPLISHMENTS
4.1
Technical educationcurriculum research and developmentcan only achieve the national, significance for which it wasintended if the ideas and materials can be transported toother educational environments besides the pilot program.From the beginning of this project, an emphasis has beenplaced on eventual national dissemination. However, theproject management felt that attempts at dissemination onother programs were far too limited in -terms of the programflexibilities and the places where the'education would takeplace.
Very early in the project, attempts were made to alertthose in the technology and in schools that programs wouldsoon be available. Table XI-1 lists articles-Lin Newspapers,Magazines, journals and books describing the'LEOT projectand/or the pilot program.
.As schools and industry learned about the activities,TERC began working with them, supplying them with//aft copiesof curriculum and instructional modules. seemedappr'opriat'e, the Project Manager would visit in titutionz.: toassist them in planning. As early as 1973, TERC taught,a'short course for an organization where a large number ofLEO technicians worked.
The curricula an1d7tth-einstr-uCtional materials ?or theLEOT project were desighed for maximum flexibil-i-ty-so thatlocal, educational institutions could implement programs thatwould more nearly meet local needs. This also eves theschool administrators and faculty the opportunity to "inventit here."
Examples of schools who have adapted the LEOT projectmaterials to their local needs and capabil4ies are:
A. San Jose City Col/ege - Implemented a LEOT option totheir existing /program in Vacuum and GlassworkingTechnology. /Graduates are particularly useful togas laser manufacturers who are centralized in theSan Francisco ar0.
)3, Idaho State Universit IMplemented a LOT optionto an existing Electro ics Technology.
XI-1
\,
44.
Table XI-1
Articles in Newspapers, Magazines, Journals and Books,
'
De-scribing the Laser/Electro-Optics Project or the Pilot Program r
1. Albertson, L. "School of Skills". The Texas Star'.April 2, 1972. pp. 8-13.
2. Doss, C.B., and J. D. Pierson. "The Laser/Electro-OpticSProgram at Texas State Technical Institute". TechnicianEducation Yearbook. pp. 51 -54.-
3. Editor: "first Student Chapter Formed-at Texas StateTechnical Institute". Lasersphere.
4. News Article "Laser Evaluation Team Studying t8TI Program".Valley Morning Star. Harlingen, Tex'as. Dec. 10, 1974.
5. Goldman, L. Applications of the Laser. CRC Press, 1974.
6. Gould, G. "Help Wanted: 100,000 Laser Technicians".Lasersphere. July 15, 1972. pp. 100-11.
7. Guenther', A.- "Answering the Call for Trained Laser\Electro-Optics:Technicians". Laser Focus. June, 1973.
8.' Hull, D41., and ,other. '"Adaptability Through ModularInstructional Materials". Technical Education Reporter.Sept. - Oct., 1974. pp. 37 -45.
9. Jones, J. "What Do You Do After You Purchase Your Laser ".Optical Spectra. Nov., 1974. p. 6.
10. Pierson, J.D., and D.M. Hull. "Laser/Elettro-Optics and' the Technicians Who Handle It". Industrial Education.
Dec., 1974. pp. 42-44.
11.x. Rockwell, R.J., "Growth in Technical training'.', Laser-sphere. p. 15.
, .
12. Rockwell, R. J., "The Laser/Electro-Optics Technic 4
Lasersphere. March 15, 1972. p. ?.
XI-2
C. Texas State Technical-Insti.tute, ltarlingen, Texas* Implemented: the.Model Curriculum-Including allLEOT modules .translated itto*Spanish/BilingUalves.t.onS-. Ninety-five percent of the studentsattending this campus (located 25 miles from theTexas-Mexico border) are Mexican-Americays.
.
D. The Universi, ty Of Illinois 7 Incorporated more than30-modules in a graduate laboratory coursefor engineers, physicists and chemists.
In September, 1973, email announcement consisting Of,a cover memo; a list of instructional modules and a replyfOrM was inadeto approximately 2200 technical schools i.n theUnited States.. The reply form had a requested return date ofOctober 26, 1973. 4 second mailing was made, in November tothe institutions which halnot replied to the first mailing'.
By December, 717,ifeplies had been received representing33% of the total mailed, -some ,600 more than the pxl?ected
' return. The following is a breakdown as tO.the replies andtypes .of data requested:
o 494 institutions requested additional information;223 did"not
o 55 Institutions provide technical instruction' aSpreparation for job requirements in Lasers
o 54 institutions provid technical instruction asp'Teparation for job requirememts in Elettro-Optic/
o 80 institutionspYovide technical\instruction a6preparation for job requiremets/in Optics
o 190 requests for a sample rom Cfourse 1
53 requests for a sample froourse 2
Jo 29 requests for a sample from Course 3
O
,o 9 requests 'for a sample from CoUrse 4 ,
.,
*. ,
6Cif 49 requests for a sample from TOurse:5,-- .
o 4 requests .for a ,sample from Course, . . .1. -.
6 request's for a sample from Course 7 1'1 .. e,
45 reOests for .a sample from, Course
/O
"4 requests for.a ammple"from Course 9
7 requests fOr a 'sample from Course...10
a 279 requests tftr the-LEOT Curricu/uM and Equipment",material ,
'43 272 requests for'Patential Employer Information
o '48% of requests for a module can be fulfilled with amodule from Course. 1
.
.
o ,85% of requests for a'rilwdliule can be fulfilled with a'module from Course 1, 2,.5 and 6
o 94% of reque sts for a module can be fulfilled'with amodule from 1, 2, 5,,5 and 8
.' '.... t i . .' lMailouts have been made to all those who re:sponded, and ,the
materials th4t'were requested, haire been sent. FollowuP'anthese schools is continuing. ',
, . . . ..
, ,,, .
iIn August,,1974,.a,Workshop was held for 4dmimittratore ..,
and faculty Who- wer-e'inEeres.t.ed in using the LEOT cutriculpm,and/or instructional materials. the workshop was attended
. 1ky twenty-11wo participants. , .
.. ..
,, ,'
t V -'. 0,It was suggested by the Industrial Advisory Committee
'
that less than half of the requirements locn.140 'technicianswas for ne* hires'. 'A large percengage of theed14,patonil,'requiremenbs,involves the , retraining and updatiipg Nof'existing . ,
erdpaoyees.: To meet these. needs, TERC made significanteflorts,t
:to have,these materials 'used in""inllouse" industrial training
. programs and in short courses. . ,..
.t. ' ..
In..July,:197, TERC cqnd6cted;a One, weekshorl course' inLasers for engineers and technicians Sat' the 4,,awrenc'eLiverNote
., -Labs.` T11 instructional matet-ials.fax. the curse consisted ,
' oA selected LEOT modules from Course .1., 3' and 7. The presen-tations and Ictb demonstrations were,vide-otiped,
. .. ;
,,,,
.., ,. .
,
.,...For the,past..three years the .Universixy,of.CincinnyA...
s
has beenusing LEOT modples in their Lasee Safety -Short-Course,,,. . In August, 1974; TERC, the Uniyersity ?.f.Ci'innati, an.d the
Laser jnstitute of America jointly sponsored a 'one week shortnc
,., course on "1,ntrOductioll to'Las4ers'., The content is the-entfre. Cdurse 1 of the EOT 'modules. Morning sessions consisted
.
,d. gelictures.,allesi afte'rnoons were deCioted to the lab exercises ,
.outlined tn the modules. This.coure wilk be offered twice.,
,
.,- in ,1975I, .. V.
. . . .p..
', o t
441
Ce
". .
" ., . .. .. r. .XI-4 -
.." Ws .eid .. ;
. 1 4/ i r 2. go o
i I ..
,or a-re.planning LEOT Project M.aterials. A m6re detailed:explanatk of LEOT'distemination activitieb in six organu,-,tions is provided in' an article bY,H411:in the SePtember/Oct-obct, issue of the-TechniCal Efimcation Regrort,. This articleis included., in the AppendiX to"thisepc)'rt.
An attempt, wa* made to obtain a publisher for th e'LEOXProject Materihls.and,the,Career Counseling Guides. In
\accordance with the terms of the Grant, notice w.aa eent,viaPubilThers Alert Service on, _fa Re4uest for Prb.posals.. Separate.requests'wee sent for the,,LEOT materials and the Cdu.neling"',Guides'. Four Companies expressed an illterestfii onlythe
.... : J ...v0 )
I0
1 , 4'-
c V ,4 ,
,.
' In Nov-ember, 1975, four LEOT modules were compiled for--a ode-day. Professional Advawcement Course ( NC) pr4s.ent,edby TERC and TSTI personnel.., ThisPAC-was..h ld at the. Laser'Institute of America and the.Socjety fo P' to InstrunientaGionIlnwineexs s National Meeting "in San,Frarlcisco, California.
Table XI-2 lists thesorganizweions who ar'e currently using,
CoCnseling Guides and three companies were.,Lnterested in'both.
';RFP's were sent.to all parties,. who.re:questea :them. .. '
.'''''', : .
I .; ...'1 e' IP ''
: A,4held
.' ns
bidder-s meeting was at the Marina Hotel of-thec ,
Da0aA/Fort Worth AirliOrt on Noliember 25, 1974. One bidder'attended. On:Dkember 21, 1974,'when all bi.ds,.weredue; nonewere received.. Subsequent followup,.a week latex, revea:ed
t, in -gemeral, arl the organizations wh.o had indicated anterest.were.ourrently 'financially-limited and could not
inliest, in new puelcatien ventures that appeared to them to' .be lkmi..tedAip br ad appeal. '
a 4
TERC plans o continue.to-supn*ly materia/OO inter fistedindividuals ,and ioirganizarions,6n arei-m drsible basi .
' ,
,
0 40
I
4- , ; //t
Table-X132
a.
Organizations Tho',ate Using or Planning to Usd LEOT.
Project Materials
A:4 ; PROGRAMS ESTABISHED ,
Institution
(1). TSTI; 'Taco
(2) TSTI, Harlingen
(3) San Jbege City College
4), tate Univ.
-62)' Univ. of'/11inois
Type of Program
*Model CurriCuium
LEOT Optiqn to Vacuum & ,'
Glassblciwing,
LEOT Oftipn to Elec-tronics
Graduate Course,for Engrs.,Physicists, Chemists
(6) Univ. of Cincinnati ". Short Courses2Intro. toLasers & Laser Safety '
4
Total Total StartingStudents Grads' , Salary Range
Modified Model Curriculum 113 . 44 6144-15,999
20
33
48
3
l_
300 300
4' $9,000-11,000
(1) Laser Institute ofAmerica
(1) Lawrence Livermore Labs
(2) Los,AlaMos Scientifictabs
(3) Honeywell Research Labs
Industry
Retraining
Retraining
Retraining
Professional Societies
B. PROGRAMS .BEING PLANNED TYPE PROGRAM
(1) University of Albuquerque.(2) University of New Mexico"
(Northern)(3) San Francisco City Coll.(4) Springfiela Technical
Professional Development'Course
44 Students
START DATE
Night Courses Fall '75Retraining Fall '75
EMT OptionModel Curriculum
Has not been determinedFall '75
1st
' Community College -
(5) Raymond Walters General '
and Technical College(6) Univ. of Houston,
Clear Lake Campus(7) Wentworth:Institute
t
I
OQ
iLtronics .Option
Masters of Laser lech'-'
Three year curriculum
Fall '75
Fall '75
Has not been determined
a
1
APPENDIX
v-
"Adaptability Through Modular Instructional Materials",
Technfcal Education Reporter, Sept.-Oct., 1974, pp. 37-46
rs
c,
LEOT. MO ULES
Adaptability Through ModularInstructional Materials
Daniel 41 //k//, Technical EducationResearch Centersgouthwest
Daniel M. Hull rs.eived his BS from theUniversity of Icsas and his MS in Ile_trt-cal I- ngineering from the University of(Pitts-burgh Ilehas thirteen years of experienceas an enginscr amd manager of laser develop-ment and applisat ion at Loskheed, SandiaCorporation and Westinghouse Mr. Hull isno manager of the Laser/I leetro-OpticsTechnology Program at Technit:31 I dui.tionRescarsh snit rs,Souiliv.est in Was°, Tc xar
/
TECHNICAL EDUCATION REPORTERSeptember- October (974,
ti
LasedElectro-Optics Technology requires flexible teachingmaterials for diverse educational options. The author intro-duces lasers. LEOT modules. and six differing educational
, programs.
The use of lasers spread rapidlyafter the first one was made opera-tional in 1960. As a result, a demandemerged for a new kind of specialistthe latr/electrooptics technician. Re-sponding to this need,"the U.S. Officeof Educatioh gave Technical Edtiati-07ThiResearch Centers (TERC) a grant kir aproject to analyze the new occupationand to develop a curriculum and in-structional materials for it.
By means of an occivational analy-sis, the project confirmed that a varietyof technicians were working with lasers.Theo, technicians frequently#were in-volved with other kinds of electro-optical systems as well. Moreover, theproject 'found that not only techni-cians, but also engineers and other pro-fessionals were seeking a better under-standing of the hardware and labora-tory practices associated with lasers.Althotigh there were certain tasks per-formed by almost all of these personnelconcerned with lasers, many other ac-tivities were common to only a few
places of employment:To take account of the diversity of
personnel and tasks, educaelpnal pro-grams in this new field had to' varysignificantly in-character and cowerrt.Two-year programs in laser/electro-
optics technology (LEOT) were an evi-dent need, for example, and so werelaser options within existing programsin Vacuum and Glassblowing Technol-ogy and in Electronics. Furthermore,laboratory laser courses were attractivepotential additions to baccalaureateand graduate level studies in physicsand engineering. Also needed wereshort courses and industrial in-housetraining programs- with laser informa-tion for employed technicians and pro-fessionals.
The cballengs,faced by the LEOTcurriculum developers was to deviseinstructional materials for-use in all
\these settings. To be adaptable to suchdiversity of learning environments,
the materials had to be both flexibleand valid.
fit; 37
WHAT ARE LASERSThe laser is a device which converts electrical power into a special beam
of light power This beam results from "Light Amplification by StimulatedEmission of Radiation," or LASER. A laser beam differs from ordinarylight in several ways:
it is directional and collimated so that it spreads very little as it4t. s prop,agaltes thr6ugh space. For example, a laser b6m transmitted
from the earth illuminates en area on the moon less than two milesin diameter Since the beam diffuses so little, the intensity within thebeam remains high. ,,ep
O its light waves do not vary significantly in length. Therefore, laserlight has the purest color of any light source known to man.its light waves are "in phase," so laser communications systems can
transmit many wide-band signals with minimal interference problems.O its energy can be concentrated into an extremely short duration
pulse to produce tremendously high bursts of light power. Thispower can cause explosive effects by rapidly heating materials toseveral million degrees.
Various types of lasers are in use, differing in their construction andmethods of operation. They have output wavelengths ranging,from theultraviolet to the vis:ple region and extending to the far infrared. Somelasers are small enoug:i to be held in the hand and have an output powerless than a flashlight Other lasers occupy 10,000 square foot buildings andare powerfultenoygh to melt holes through thick metal plates.
As heat sources, lasers are employed in welding or drilling materials andg in repairing eye retinas. In surgery or clothing manufacturing, they can
serve as precise cutting toots,.while they are information transmitters inradar and communication sYste'his Lasers are also used for aligning objectsand rr easuring distances in such fields as highway construction. Grocerystores and other merchandizing establishments are beginning to experimentwith computer linked lasers which scan the priCes of items on automaticcheck-out counters. Among its many uses, the laser even has a photographicapplication in non-destructive testing of objects and in art, it can producea "hologram''a negative from which a three-dime C sional object can beI
reconstructpd. *
A-MODULAR APPROACH, To assure flexibility. TERC chose a
modular approach to curriculum devel-opment \Iodides are short instruc-tional units with clear Jnd measurablelearning objectives. 1Ithough shortfilms are 'sometimes used to convey theunit of information. modules are usu-ally based on booklets ,They can in-clude laboratofy exercises to provide"hands'-'on" experience, in fact. labora-tory learning can be the key elementof each module as in the LEOT mod-ules developed by the project.
38
Typically, modules begin with astatement of the topic to be covered,then present the information, and con-clude with questions to test the stu-dent's understanding of the material.No previous knowlcdge is assumed inmost modules. They are independentunits which might be arranged and re-arranged to produce a great variety ofCourses.
If the modules are valid, they effecttively .,nil efficiently teach the studentwhat he or she needs to know to beable to work competently in a remune-
J
t
rative and satisfying jab. Not only mustthe materials foster learning, but theymust also have Tolerant content. Theymust present information which re-flects what employers want their tech-nicians to know and be able toicto.
In the case of TERC's LEOT Proj:ect, a national Industrial AdvisoryCommittee consisting of sixteen mem-bers identified the duties normally ex-pected of technicians working withlasers. An occupational survey eon-'firmed these duties and continuedguidance from the Advisory Committeeensures current validity.
The duties of the Laser/Electro-Optics technician are many. They con-struct systems in -which the laser is animportant component and keep lasersclean, aligned and calibrated. They alsoselect and purchase LEOT hardware,including such specialized inStrumentsas interferometers and spectropho-tometers. In addition, the LEO tech-nician must have considerable expertiseto operating laser systems and perform-ing exacting tests and measurements.Monitoring, troubleshooting and repair-,mg laser systems are among the tech-niciaris other responsibilities. S7
-4--
TECHNICAL EDUCATION REPOR'T'ERSeptemberOctober 197(
These duties were subsequentlybroken down into 155 specific tasksfor which leariiing objectives were es-tablished. The objectives formed thebasis for the subject mat ter of the ingd-ules, A total of 101 modules were care-fully developed and grouped into thefollowing ten courses
Course
Course =2
cot, r,e
Course z---;
introduction to Liters(11 modules)
Geometrit'31 Optics( I 1 modifies)I aser Technology
(I 1 modules)I, penmental OpticalMethods( 9 modules)
'Course =5 Nave Optics(11 modules)
Course Laser and Electro-Opt les Compornts( II modules)
Course Laser/Electro-OpticsDevises
(10 modules)Course =`6
Course =) -
Course =10
Plus
Laser Applications(10 modules)Laser Projects(7 modules)
LaseriElectro-OpticsMeasurements(8 modules)
2 modules on lab note-books and Measure-ment accuracy
The technical accuracy of thesemodules was then chocked by membersof the Induselial Advisory Committee,and by two emierienced technicaleditors. 'alidity wad obt.pined by ,an-corporatiug "hands -on" learning ex-perien.es which used laboratory equip-ment '-a pital of dial found in thewpm/anon-, whith employ LEO tech-nicians effectiveness or thesemodu16 was subsequently verified
t through pre-oati'd post-tests conductedwith .tudents in the pilot LEOT pro-granr-at the Texas State Technical In-
, stitme in Waco", Tem.
tC
'/, ' °MA:11N 1( -11)13CATION REPORTERSeptember October 1974
LEOT MODULES /SAYS and MEANS
A twa-year Model LEOT Curricu-luni is being tested at TSTI fAliowever.schools which. implement LEOT in-structional materials are cautioned thatboth the Model Curriculum and theLEOT course content are based on-broad, national needs, and might notadequately represent local demands.They are accordingly urged to formtheir own Industrial Advisory Commit-tees for setting educational objectivesand choosing the LLOT Modules relevant to their local needs.
OPTIONS
For Instance, the LEOT program atSan Jose City College is skillorientedin response to the character of its stu-dent body and the needs of local em,ployers. By introducing several groupsof LEOT modules into the college'sexisting program in N,JCUllfil and Glass-blowing Technology . it became possibleto offer a laserfelectro-optics option.The San Jose students can now obtainthe skills necessary for various entry-level jobs depending on how much ofthe two-year program they complete.(This program and the others.skeichedhere are elaborated in the descriptionswhich follow.)
In contrast, the Technical School ofIdaho State University has elected toinitiate a Laser/Electro-Optics optionin its Electronics Technology Program,It should be emphasized that a corn-plete two-year laser Program is notnecessary to provide students withLEOT skills useful in the world ofwork Employers yr .research instrtu-lions which , nc,orporate" a laser oreleciro-optical device as a componentof a larger instrument:or system (e.g.transmitter for -a radar syttern) findthe laserielectro-optics option in anelectronics program to be especiallyat t
Selected LEOT modules can also beincluded as texts 'in physics and engi-neering laboratories. The University ofIllinoii'at Urbana has successfully ex-perimented with this use of the LEOT
modules since last fall. In addition themodules have been used effectively inshort courses which attempt to famil-iarize a, wide variety of students withthe laser and its many applications.The oneweek courses in Introduction'to Lasers and in Laser Safety. given atthe University of Cincinnati are un-portant examples of how the modulescan be used to advantage for intensivetraining.
Employers engaged training orretraining personnel can also benefitfrom the modular approach. Currentexamples of this are the AEC Con-tractor Laboratories -Sandia. Los Ala-mos. and Lawrence Livermore Labswhere major workforce shifts into thedevelopment of high, power lasers andthe use of lasers for generating electricpower have made substantial retrainingnecessary. The LEOT modules have
-facilitawd this retraining.
LEOT MODULES POINT THE WAYFor over ten years, the laser pnd
electro-optics field has had a shortageof trained technicians. With advent ofthe LEOT modules, both educationalinstitutions and industry have beenprovided with teaching options thatdid 4i0i exist before. The success of themodules has been due to the7r validityand flexibility. characteristics that have_made them adaPtable to a number oflearning environments. !tidied, themodular approach may be the mosteffective for'all technologies that havea diversity of applications. The use ofmodules in curriculum developmentwill hopefully extend far beyond theLaser/Electro- Optics field.
. by Daniel M. Hull
39
Motivated Students Innovate
4.
Johnny Jones. Texas State TechnicalMslit fe
Johnnj, Jones hold, BS and MS degrees inPh)%is from Stephen I .Austin State Universit, in I C kJ% \ tier eonst.rui.ting a IleCdlaser system for his thesis project. he joinedthe I.J.er I keiro,Optits 1Jeulty at TexasState I ethrucJI Insiitute in Waecc:----.
The LaseriElectro-Optics Depart-ment of the Waco Campus of TexasState Technical Institute (TSTI) firstopened its doors to students in 1970.Since that time. the Department has'grown to three technical faculty mem-bers and over one hundred students.The Department offers a two-year cur-riculum .end ani option of two addi-tional years. Fifty graduates are cur--,rently employed in the laser and opticsinduct nes 4)1 ten states Each two-year
graduate lias had several job offers withan average -starting salary of 59300annually;
One of the reasons for the successof the TST1-Waco program has beenthe constant scrutiny of its LEOT ctir-riiiltuti A growmg'understanding ofindustrial needs an increasing availa-bility of text materials. and a willing-ness to listen to the needs of its stu-dents have all contributed to, thedevelopment of the program.
A chief disadvantage of the originalcurriculum was that students did nottake their first laser course until thethird quarter Ilecause:first-year stu-dents had little contact with theirmajor department, many became dis-enchanted with their major and a high
is
rrocfrfrerwrifir-17.1P1.77477'e#12
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I
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, .. 1, . i . "" V.67 :
, ;.1
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Johnny Jones Deft) and student
attrition of first year students resulted.A revised curriculum overcame thisdifficulty by giving students two lasercourses in the first quarter and at leastone in each succeeding quarter.
In response to student needs, asurvey-orientation course was also ini-tiated. The course presents studentswith job descriptions and occuptionalopportunities in laser/electro-optics,and facilitates student adjustment tothe TSTI campus.
Another course: "Laser Projects,"is a favorite of many students. Thecourse conies at the end of the two-year program and allows students toapply the knowledge and skills theyhave acquired to individual projects.Most p'r'ojects involve design. construc-tion. and evaluation of equIpment.
)
The students have constructed a vac-uum system for filling gas tubes, aHeCd laser, a ruby laser, a sixwatt HeNe laser, special filters, specialoptical mourns and, most notably, a4 x 8 foot vibration isolation tablet.
The student-built table saved theLEOT program a, considerable expen-diture of funds. The table top consistsof 2,200 pounds of concrete reinforcedwith steel, and rests on five legs madeof concrete pier blocks. Damping isprovided by layers of carpet between.the blocks and by an inner-tube on-thetop of each leg. An air compressor andmanifold provide pressure control forthe tubes. The entire table was con-structed for less than $150, equivalentcommercial tables cost over two thou-sand dollars.
40 TECHNICAL EDUCATION REPORTERSeptemberOctober 1974
Moking Holowarns on 3 y,brat (tee tablebuilt by students
One of the most important assets ofthe I.1 OF Department has always beenhigh student morale In addition to thebutldirw maintaining of equip-ment. student participation in class-room presatation clearly contributesto morare "and the quality of instruc-tion } of perhaps the most importantmotivanolial factor is a clearly (Wined
-41 -1a14U-LI5 and-MEANS
employment goal. Graduates fre-quently visit the Department, speakingabout their jobs, and members,of theIndusnial Advisory Committee and,other representatives of employersoften address the students on trendsand opportunities in the field of lasersand elect rooptics. Such exposure helpsthe student develop. a realistic view ofthe career for which he or she is pre-paring.
py maintaining good relations withindustry. the Department has been ableto respond rapidly to changing man-power needs, as well as beep abreast of
employment opportunities as they be-come available. An additional dividendhas been the donation of equipmentfrom organizations interested in thetraining of technicians.
The Laser/Electro-Optics Depart-ment at TSTI empliagizes job skills. Agreat deal of practical, hands-on labora-tory experience is,i'myirled with ex-posure to as much iii' tlie industry aspossible. While LEOT mOdu makeup the Itiatig portion 'of most oursematerials, they cannot train techni iansby themselves They are an .Inipo aiitand versatile tool when used in cojunction with other source materials,N,additional laboratory exercises, special ''..---)
,projects, and contacts with industry.,',4-lie keyto a successful program is the
imrxiinurn uttlizatio f all resourcesavailable.
An LEOT Option in Electronics
* \ ... fV Ap
,,---.,,
et-4,4, d
E.1t
Richard FR Davis (1100 and students,.
Richard R. Dark, Idaho StateUniversity
Richard R Davis holds .1 BS and an EdMfrom Idaho State Univcroty Ile ha' per-formed research in the field of laser com-munication. and 1% the author ot AF andRh' °resin Apprornnonons Mr. Davis ispresently at the School ot Vocational-Technical I ducatton of Idaho SlateUniversity.
TECHNICAL. EDUCATION REPORTERSeptemberOctober 1974
Idaho State University offers a pro-'gram in Laser/ElectreOp'tics technol-ogy whicli draws upon the alreadyexisting three year electronic technol-ogy curriculum. As an option withinthe electronics department, the LEOTprogram attempts to prepare a tech-nician who is proficient in both elec-trodes and laser/elec tro-optics.
All courses in the LEOT programare -taught by faculty members of theElectro-Technologies programs. If astudent needs a course in English,math or physics, the course is closelyrelat.td to his or her total program. Thiscan best be accomplished by facultymembers who can approach relatedsubject matter from an electronics,laser and optics standpoint.
Student projects are an intportantfeature of every semester after the firstthree. Ranging from three to twelve
by Johnny Jones
weeks in length, these projects encour-age the development of self-relianttechnicians who, can also work inte,inns. Students gain p's ctice in work-ing from engineeimg no s, in manualskills needed to impleme t ideas, andin writing final reports, ese experi-ences reinforce theoretic I conceptsand introduce students to he kind ofwork they will be doing on he job.
The demand for techicians whocombine a knowledge of LEOT with asound electrows base far ekceeds thesupply. This type of graduate is pre-ferred by-companies whiei deyelOp orutilize systems with laser eo9iponents.Already over 75 companies hale indi-cated an interest in employing the firstISU clasiof LEOTs.
by Richard R. Davis1.0
41
Adapting Faciliti6 for Local. Needs
, .,..--r.....---..$ .. ...-
,
.....t'',-.."'. ..":"7-"!!".!ft...:
John .1. Del.eone, .conlhse City College
John J cone 11.n been nwolsed in re-seat( h and de..dopinent in electronics,vticutott. pLrona. and welding technologiesBel ore toinine the San Jose City College heworked for sescral e ng ee r ng lirtn.
San Jose City College cis a two-yearinstitation with no tuition charges andnuninial entrance requirements Theschool offers local residents a chanceto acquire skills that wall qualitythentfor better jobs.
One San Jose program with this ob.jechve fs Vacuum Technology andTechnical Glass Fabrication. The pro-gram; which has been flperating since1965,esolvedm respoin;e to local woyl,force needs It boasts a well-equippedvacuum laboratory, and a completefacility for glass fabrication.
As the manufaCtureirs of gas lasersbAame concentrated in the San f ran-else° Bay. area. San Jose City Collegebegan investigating the feasibility of alaser technician training program. Theschool's existing Vacuum and Class-blowing -Technology program seemedto offer an excellent base for the en-visioned training effort. Vacuum sys-
tents and glassworking facilities arenecessary for making. evacuating. fir-ing and sealing gas laser tubes, as well-as for growing crystals. coating mirrors,and developing semiconductor inte-grated circuits.
With the assistance of an IndustrialAdvisory Coi mittee. an introductorycourse in laser technology was planneddu-ring 1973. In the spring of 1974.thirty-six stii3ents registered for thecourse. The composition of the 'firstclass is fairly representative Of the stu-dent body at San Jose Many of thecourse. participants were veterans, fivewere full-time employees of local eta:-tronics firms. seven were women andsix were physically handicapped.
Although some of the LtOT mod-ules were appropriate for the introduc-tory course, they had to be carefullyselected and modified to meet the
course objectives using existing labora-tory facilities. Moreover, the majorityof students, who entered the courseunprepared for much of the theory,had to spend the fiat semester devel-oping basic mathematic skills. Tjteresulting course utilized sonic of themodules in LEOT course #1, but sub-stituted glassblowing'actiVitres for themore difficult modules.
In general, the shills developed' inthe introductory course provided thestudent with the option to continue inthe program, to wep another vocation,or to enter the industry as an assem-bler Similarly, the expanded laser tech-nology program, scheduled to begin inthe spring of 1975, will encourage stu-dents to "spin oft" and enter industrywhenever they feel they are ready;.
by John J. DeLeone
42 TECHNICAL EDUCATION REPORTER .SeptemberOctober 1974
1
moDuu,s/WAYS and MEANS
Module Use in Continuing Education
R. James Rochwell. Jr University ofCineinnati
R Jon,. Rott,,,,ll. 1r retched ht. RS midNis ,4%.r,., 'loin the l nivOstlyul ( Immo CI II, h 1)1re:, tine. l'hy,tch( ofilk f r I 0,0 00T Nledhal Center"! the I or, 4.( ttkl ik,4 h the turrentpro,h1, n ,4s It1, I t.4.1' 111,1011( 01 ,\Merka.
12.4 4, 14 kl II It h hu1,11,11ed numerousriper. Ind ith 1)r Leont,hltlinon 1,40k. / ewes in!kin( rue
ti
Two ne- eels courses in,laser tech.nologt ate offered as cornsnning edu-cation progr5ins-.11 the University ofCincinnati Ihese courses provide ongoing training for people who are work.tug to lobs \\Inch require sonic knowl-edge of 1,isess and their applications.One of these two courses. "LaserSalety ," has been-Wen thirteen timesduring the last four years, and has beenattended b ()wr five hundred students.The average level of educationalment of these attendees has b,:en apprommatel four years of college.These students have represented indus-trial laser research, laboratories, gov-ernment agencies. corporate or :nth-tally safety units. and legal and instance firms, to name only a few.
At its inception, the Laser Safetycourse was strictly lecture m format.Like most lecture courses, participantswere inundated with facts and theoriesby the second day 01 the weeklongsession, 1 he use of a wide range ofvisual aids silt It as slides. films andclosed circuit television have enhancedthe continually updated lectures. -Asthe course evolved, however, studentdesire to have hands-on experience ledto the present format, which includessome laboratory "workshop" bassionsdesigned to reinforce the lecture ma-
The workshop sessions concentrate
t'S
on optical principles, laser measure-ment, hazard calculation, and controlmeasures. They introduce students tothe basic physical concepts of electrooptics and laseIrs, and then alkow themto verify lase principles in tlir labo-ratory work. In two of these sessions,LEOT modules are now used extenlively to provide hands-on experienceswith lasers and measurement 'equip -ment.
Due to the successful use of thesemodules in the safety short course, asecond short course was planned rely-ing primarily on the LEOT modules.The course, calledIntroduction toLaserls," was given -for the first time in
July of 1974. Participants in this courseincluded engineers and techniciansfrowandustnal and government labo-ratories using laser-related equipment,and teachers front two-year collegesconsidering the implementation ofLEOT options in their programs.
The success of the modular conceptin the continuing education programon laser technology suggests thgt theapproach may be of value in similarprograms at o er institutions. It may,in fact, be the.most appropriate wayfor orienting professionals. from manyfields to a specialised technical topic.
by R. James Rockwell, Jr.
LASER SAFETYThis symbol has beco-me the universal signature for a laser bearh. The
,United States requires that all lasers be labeled with this symbol and asafety classification, nutnbered one through four from least to most dangerods. Lasers range in power from those that can be safely viewed head-onto those which can melt steel.
TECHNICAL EDUCATION REPORTER43SeptemberOctober 1974
Laser Orientation for Graduat
77unnaS A. DeTemple, University ofIllinois at Urbana
-moms, it De I mile reicived Inc BS`JndMS decree, Iron San Diego Slate Collegeand hi, Phl) in I le. I ngineering f romthe Univ.:J.1i y of alittnnia at Berkeley. Heunlit at the linwermty of Ancona beforeJoining the engineering taLulty at theUnRersity of Illinois.
In i973 a new laboratory course inQuantum I lecfronics was initiated inthe Department ()I' I.lec`trical Engineer.mg at lie tlinversit) of Illinois atUrbana. Ae course was developedpartly in response to Wident interestin lasers and partly because the Urbanafaculty perceived the need to trainstudents experimentally for researchat the graduate lever Twenty studentsparticipated in the course during itsfirst year and the number of partici-pants is expected to double this year.
Although ,the Department had pre-vious') oflered three textbook coursesin lasers boll' al the baccalaureate andthe graduate level. the QUalli11111 (Jet,-
tronics Louise 1.c.i) the last laboratorycourse in this vulnect area The Um-versity of Illinois course also representsthe first attempt in the einted Statesto incorporate l LW modules as a
means of prattling hands -on osperi-ence wiah lasers to advanced engineer-ing students The goals of the courseare to illustrate tlis fundamental char-acteristics of lseis, to develop 'alma-
yr) techniques, and to impart infor-mation reglding the use and misuse oflasers.
......T-o attain these goals. the faculty= had to attend to a wide variant.e. in
. student' backgrounds. In addition' toan expected enrollment of studentsfrom the elect ro-met.liatot.al disciplines,
a significant number of chemistry.mining. ;Ind metallurgy students at-tended the course. There were some
44
era
Students
its cr T.ii 1i t mug Is
1..
It
a
c,
Thomas A CeTemple (right)with stue-
ent,
'individuals who had no, baagro nd inQUantiiiii LleLtromo and other whowere starting dissertation resca ch inthe field, all in the same course!
A partial solution to teach' g thisrange of students was found in the
LLOT modules. Since thes were
geared primarily for use in a sociate
degree programs. they had to be con-siderably modified for use vith ad
,winced engineering students. Much ofthe material in the modul was in-,Lorporated into the laborato y notes asurnentation information or expe n-men ts. luterestiugly enough even thosestudents with a graduate evel knowl-edge of Quantum Lieu 01110 founti.the inclusion of the in Attics to behelpful.
In order to quiclay amiliarize stu-dents with lasers, lobo s tory worts be-gins by requiring militias to assembleMe equipment they wi I he using duringthe course. Coursew rk then proceeds
PM' ta"I, ,Zxz,1th'isE`
to an integrated series of lectures and,planned experiments. During the lastthird of the semester, students initiateindividual projects. some of whichconsist of building important pieces ofequipment. This segment of the abfrrseis expected to expand donsiderably ascourse enrollment grows and a greateramount of materials and equipmentbecomes available.
The expansion of the course in
Quantum Electronics confirms the
commitment of the University of Illinois to providing hands-on experiencewith lasers at the graduate and under-graduate levels. Other engineering
schools might consider initiating devel-opment. of similar programs. If theUniversity of Illinois experience is
generally valid, the LOOT modules canbe most useful in developing theseprograms.
by ThornOs A. DeTemple
TECHNICAL EDUCATION .REPORTER.September,October 1974
ki
1,1",01. MODULES/WAYS and MEANS
Training LEOTs in Industfy
el
Raymond IL Dorik, LawrenceLirermore Laboratories
Raymond M. Dos ik is I k:Ironic TechinbanSupers isitr ni t he ( on rolled thermonuclear'teat ti to proeram of Lawrence Livermore1.tho ra ow, %% here he has been employedfor 20 years Ile ssas an ele.tronies techni-cian in t)i I' S Navy and holds an AS in
Ic romes I ront Oublo Valley Ciillege toCrin Of MA.
Ai/LaUirence vermore Laborato-ries in Livernip , California, the de-velopment of I. ser-f usiop for electricalpower plant has been* progressingsteadily T1 e .o.ingove of the laser-fusion program is to develop a new,safer' method of generating electricalenergy from atomic power A problemfor the program is the scarcity of well -trained laser technicians.
None of the technicachools in thenearby coninituuty graduatedtrained laser technicians, and very feweven offered courses in optics. LLU,initially solved. this problem by hiringseven LEOTs. graduating from Texas
TECHNICAL EDUCATION REPORTERScptemberOctoherI974
O
to
:r
.p. r Vrr1;1
Rayrhond M. Dovik (right). technician on left.
State Technical institute. I lowevcr, thefast-grgwing demand for this type ofspecialist at LLL and the availabilityof technicians without laser trainingiiggested the need for an in-house
training program as well.' A one-week exploratory trainingsession held during- the summer of1973 resulted in the partial retrainingof fourteen Livermore staff persons.LIM instructional module .ere usedirf this session. The flexibility of themodules enabled the training staff tochoose only the material 'relevant tothe specific objectives of the trainingsession'-Due to the success of this
effort, the training'program Wasexpantled duriug the summer of 1974to include' 27 students. Among thesewere two electronic engineers engagedin laser research focontrolled thermo-
nuclear ructions, while the,others wereelect roniaTinechanical technicians.
Much of the success of the trainingprogram is due to the cooperation be-tween the Livermore staff and theLE OT staff at TERC and the TexasState.Technical Institute in Waco. LLLhas received 'invaluable assistance, in,implementing the LEPT inodules, andTSTI has gained insight into the needsof one potential employer of its grad-uatei. Such employer-educator coop-eration is badly needed in ,technicaleducation, and the ,Livermore-TSTIex-periment tleserms the atteneimi of all'those concerned about. laser technol-ogy, as well as many tother technicalfields.
by Raymond M. Dovik
G4.
45