Efficient phase locking of two dual-wavelength fiber amplifiers has been demonstrated by using a self-feedback coupling and intracavity filtering configuration, and the effect of bandwidth and wavelength spacing on their phase locking performances have been investigated in experiment. Two independent fiber lasers with different operating wavelength were combined incoherently by a 3 dB fiber coupler to form a dual-wavelength seed source laser, which was injected into the fiber amplifiers’ coupling array through the self-feedback loop. The effect of bandwidth and wavelength spacing was researched by altering the seed laser’s pump power and operating wavelengths respectively. As long as the feedback loop and the single-mode fiber filtering configuration were well constructed in the unidirectional ring laser cavity, stable phase locking states and high fringe visibility interference patterns could always be obtained in our experiment. When the spacing of two operating wavelength was varied from 1.6 nm to 19.6 nm, the fringe visibility decreased slightly with the increase of wavelength spacing, and the corresponding fringe visibility was always larger than 0.6. In conclusion, we believe that efficient phase locking of several multi-wavelength laser sources is also feasible by passive self-adjusting methods, and keeping the component laser beams’ phase relationship stable and fixed is more important than controlling their operating wavelengths.
Experimental teaching plays an import part in quality education which devotes to cultivating students with innovative spirit, strong technological talents and practical ability. However, in the traditional experimental teaching mode, the experiments are treated as a vassal or supplementary mean of theoretical teaching, and students prefer focus on theory to practice. Therefore, the traditional experimental teaching mode is difficult to meet the requirements of quality education. To address this issue, the reform of experimental teaching is introduced in this paper taking the photoelectric detector experiment as the example. The new experimental teaching mode is designed from such aspects as experimental content, teaching method and experimental evaluation. With the purpose of cultivating students’ practical ability, two different-level experimental content is designed. Not only the basic experiments used to verify the theory are set to consolidate the students’ learned theoretical knowledge, but also comprehensive experiments are designed to encourage the students to apply their learned knowledge to solve practical problems. In the teaching process, heuristic teaching thought is adopt and the traditional ‘teacher-centered’ teaching form is replaced by ‘student-centered’ form, which aims to encourage students to design the experimental systems by their own with the teacher’s guidance. In addition to depending on stimulating the students’ interest of science research, experimental evaluation is necessary to urge students to complete the experiments efficiently. Multifaceted evaluation method is proposed to test the students’ mastery of theoretical knowledge, practice ability, troubleshooting and problem solving skills, and innovation capability comprehensively. Practices demonstrated the satisfying effect of our experimental teaching mode.
The Students Innovation Training Program (SITP) has become an effective method to impel the teaching reform and improve undergraduate’s innovative practical ability in Chinese colleges and universities, which is quite helpful for students to understand the social requirement, to grasp the basic means of scientific research and to improve their innovative practical ability and team work spirit.
In this paper, three problems have been analyzed and discussed based on our organizing and instructing experience of SITP in recent years. Firstly, the SITP is a synthetically training project, and it is quite suitable to cultivate the students’ innovative practical ability. Because SITP is similar to the real scientific research activity, and both of them include the steps of project application, solution design, research implementation and project summary etc. By making great efforts to these basic training steps, the undergraduates’ innovative practical ability has been improved systemically. Secondly, a new talents cultivation system has been constructed based on SITP by integrating the subject competitions, graduation design and other conventional training activities, which is quite good to improve the training quality and decrease the total training class hours. Thirdly, a series of long-term effective operation and management guidelines have been established to ensure the SITP work normally, including doing a good job of project evaluation, setting up a reward and punishment system and creating a good atmosphere for innovation.
In conclusion, great efforts have been made to enhance undergraduates’ innovative ability, and the research results will provide useful reference for improving the training effects and reforming talents cultivating mode further.
This article analyzes the features of fostering optoelectronic students’ innovative practical ability based on the knowledge structure of optoelectronic disciplines, which not only reveals the common law of cultivating students' innovative practical ability, but also considers the characteristics of the major: (1) The basic theory is difficult, and the close combination of science and technology is obvious; (2)With the integration of optics, mechanics, electronics and computer, the system technology is comprehensive; (3) It has both leading-edge theory and practical applications, so the benefit of cultivating optoelectronic students is high ; (4) The equipment is precise and the practice is costly. Considering the concept and structural characteristics of innovative and practical ability, and adhering to the idea of running practice through the whole process, we put forward the construction of three-dimensional innovation and practice platform which consists of “Synthetically Teaching Laboratory + Innovation Practice Base + Scientific Research Laboratory + Major Practice Base + Joint Teaching and Training Base”, and meanwhile build a whole-process progressive training mode to foster optoelectronic students’ innovative practical ability, following the process of “basic experimental skills training - professional experimental skills training - system design - innovative practice - scientific research project training - expanded training - graduation project”: (1) To create an in - class practical ability cultivation environment that has distinctive characteristics of the major, with the teaching laboratory as the basic platform; (2) To create an extra-curricular innovation practice activities cultivation environment that is closely linked to the practical application, with the innovation practice base as a platform for improvement; (3) To create an innovation practice training cultivation environment that leads the development of cutting-edge, with the scientific research laboratory as a platform to explore; (4) To create an out-campus expanded training environment of optoelectronic major practice and optoelectronic system teaching and training, with the major practice base as an expansion of the platform; (5) To break students’ “pre-job training barriers” between school and work, with graduation design as the comprehensive training and testing link.
“Fiber optics” course plays a supporting effect in the curriculum frame of optics and photonics at both undergraduate and postgraduate levels. Moreover, the course can be treated as compulsory for students specialized in the fiber-related field, such as fiber communication, fiber sensing and fiber light source. The corresponding content in fiber optics requires the knowledge of geometrical and physical optics as background, including basic optical theory and fiber components in practice. Thus, to help the students comprehend the relatively abundant and complex content, it is necessary to investigate novel teaching method assistant the classic lectures. In this paper, we introduce the multidimensional pattern in fiber-optics teaching involving theoretical and laboratory simulations. First, the theoretical simulations is demonstrated based on the self-developed software named “FB tool” which can be installed in both smart phone with Android operating system and personal computer. FB tool covers the fundamental calculations relating to transverse modes, fiber lasers and nonlinearities and so on. By comparing the calculation results with other commercial software like COMSOL, SFTool shows high accuracy with high speed. Then the laboratory simulations are designed including fiber coupling, Erbium doped fiber amplifiers, fiber components and so on. The simulations not only supports students understand basic knowledge in the course, but also provides opportunities to develop creative projects in fiber optics.
In this paper, we propose and demonstrate a single-element beam shaper for transforming a fiber laser beam into a near-diffraction-limited dark hollow beam. The single-element beam shaper contains two aspheric surfaces. One aspheric surface redistributes the intensity distribution of the incident beam and the other re-collimates the output beam. The distributions of these surfaces are derived by the energy conservation condition and constant optical path length condition. The comparisons between the single-element beam shapers based on different working principles are analyzed in detail. Based on the Fourier optics and Geometrical optics, the near field, far field intensity distribution and wavefront distribution of the output beam are studied in detail. The influences of deviations of the beam shape from the assumed value, distance between dual aspheric surfaces and optical alignment errors are studied in detail. Results show that the shaping errors of the single-element Keplerian beam shaping system are much smaller than that of the single-element Galilean beam shaping system. The wavefront distribution of the output beam is maintained. The dark hollow intensity distribution of the output beam can be maintained for a certain distance in the near field and the far filed intensity distribution exhibits airy disk pattern.
The generation of vortex laser beam by using phase-only liquid crystal spatial light modulator (LC-SLM) combined with the spiral phase screen is experimentally and theoretically studied. Results show that Gaussian and dark hollow vortex laser beams can be generated by using this method successfully. Differing with the Gaussian and dark hollow beams, far field intensities of the generated vortex laser beams still exhibit dark hollow distributions. The comparisons between the ideal generation and experimental generation of vortex laser beams with different optical topological charges by using phase only LC-SLM is investigated in detail. Compared with the ideal generated vortex laser beam, phase distribution of the experimental generated vortex laser beam contains many phase singularities, the number of which is the same as that of the optical topological charges. The corresponding near field and far field dark hollow intensity distributions of the generated vortex laser beams exhibit discontinuous in rotational direction. Detailed theoretical analysis show that the main reason for the physical phenomenon mentioned above is the response error of phase only LC-SLM. These studies can provide effective guide for the generation of vortex laser beam by using phase only LC-SLM for optical tweezers and free space optical communication.
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