ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.2 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.45
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Applied Physics
Areas: Optics
Center Faculty of Physics
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
Scenario 1
- To introduce the student with the laser technology and providie the basic structures for the understanding of the physical phenomena in a laser.
- To get the student to dominate in an operative way the models that explain whow the laser works.
- To describe the different types of laser in a satisfactory way and discuss its most relevant applications.
Learning outcomes:
To finish the course the student will demonstrate:
- who has knowledge about the subject and is able to provide the basic structures for the understanding of physical phenomena in a
To be
- which dominates the models on which the operation of a laser is based
- that is capable of satisfactorily describing the different existing types and discussing the most relevant applications
Scenario 2 and 3
There are not changes
Scenario 1
1. Laser basics
What is it? Brief history of the laser. Basic schema of a laser. Properties of the laser radiation. A glance to the types of laser
2. Optical cavities
Geometry and stability. Longitudinal modes and the resonant condition. Paraxial wave equation and gaussians beams. Transversal modes. Active optical cavity
3. Amplification of radiation
Photons and atomic structure. Interaction of radiation with matter; Einstein model. The emission linewidth. Amplification of radiation. Pumping and population inversion. Gain saturation. Gain analysis of the . Semiclassic theory of interaction of radiation with matter
4. Laser oscillation
Introduction to oscillation. Emission in the stationary state. Modal competition. Control of the spectrum of the laser. Pulsed lasers, Q-switching and mode-locking
5. Types of laser
Gas lasers. Dye Lasers. Solid state lasers. Diode lasers . Special lasers
6. Laser applications
Daily applications. Scientific applications. Medical applications. Industrial applications. Optical communications
Scenario 2 and 3
There are not changes
- Christopher C. Davis, “Lasers and Electro-Optics”. Fundamentals and Engineering. Cambridge University Press, 1996.
- Joseph T. Verdeyen, “Laser Electronics”. Prentice-Hall International Inc., 1995.
- Anthony E. Siegman, “Lasers”. University Science Books. 1986.
- William T. Silfvast, “Laser Fundamentals”. Cambridge University Press. 1996.
- Peter W. Milonni, Joseph. H. Eberly, “Lasers”. John Wiley & Sons, 1988.
- Rami Arieli, "The Laser Adventure". http://perg.phys.ksu.edu/vqm/laserweb/
- Describing a basic schema of laseer working.
At the time of approving this teaching program, considering a possible scenario 2 or 3, we are also in the process of requesting and acquiring new electronic bibliographic material; for this reason, the teaching staff of the subject will specify in the Virtual Campus what bibliographic material can be found in electronic format in the USC library when the funds are available.
Online resources:
- Rami Arieli, "The Laser Adventure". http://perg.phys.ksu.edu/vqm/laserweb/
Links are included in the Virtual Classroom to existing materials on the web, as well as other teaching material to compensate for the loss of access to any of the bibliographic funds of the USC.
Scenario 1
BASIC AND GENERAL
CB1 - That students have demonstrated to possess and understand knowledge in an area of study that starts from the base of education
general secondary school, and is usually found at a level that, while supported by advanced textbooks, also includes some aspects that
they imply knowledge coming from the vanguard of their field of study.
CB2 - That students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills that are usually
demonstrate by means of the elaboration and defense of arguments and the resolution of problems within their area of study.
CB3 - That students have the ability to gather and interpret relevant data (usually within their area of study) to issue
judgments that include a reflection on relevant social, scientific or ethical issues.
CG1 - Possess and understand the most important concepts, methods and results of the different branches of Physics, with a historical perspective of their development.
CG2 - Have the ability to gather and interpret relevant data, information and results, obtain conclusions and issue reasoned reports
in scientific, technological or other problems that require the use of knowledge of Physics.
CG3 - Apply both the theoretical and practical knowledge acquired as well as the capacity for analysis and abstraction in the definition and
approach of problems and in the search of their solutions both in academic and professional contexts.
TRANSVERSALS
CT1 - Acquire analysis and synthesis capacity.
CT2 - Have the capacity for organization and planning.
CT5 - Develop critical reasoning.
SPECIFIC
CE1 - Have a good understanding of the most important physical theories, locating in their logical and mathematical structure, their support
experimental and the physical phenomenon that can be described through them.
CE2 - Be able to clearly handle orders of magnitude and make appropriate estimates in order to develop a clear perception of
situations that, although physically different, show some analogy, allowing the use of known solutions to new problems.
CE3 - Be familiar with the most important experimental models, besides being able to perform experiments independently,
as well as describe, analyze and critically evaluate the experimental data.
CE4 - Be able to compare new experimental data with available models to check its validity and suggest changes that improve the
concordance of the models with the data.
CE5 - Be able to perform the essentials of a process or situation and establish a working model of it, as well as perform the approximations
required in order to reduce the problem to a manageable level. He will demonstrate critical thinking to build physical models.
CE6 - Understand and master the use of mathematical and numerical methods most commonly used in Physics
CE7 - Be able to use computer tools and develop software programs
CE8 - Be able to manage, search and use bibliography, as well as any source of relevant information and apply it to research and technical development of projects
Scenario 2 and 3
There are not changes
A course will be activated on the Moodle platform of the Virtual Campus, to which information of interest to the student will be uploaded, as well as diverse teaching material.
Scenario 1
The general methodological indications established in the USC Degree Physics Report will be followed. Classes will be face-to-face and the distribution of expository and interactive hours follows that specified in the Grade Report.
The tutorials may be face-to-face or telematic, if they are telematic they will require an appointment, which is also recommended for face-to-face.
Scenarios 2 and 3
See Contingency Plan in the Observations section
Scenario 1
For the evaluation of the student, the following aspects will be taken into account:
1) Written exam on theory, questions and problems, on the date set in the exam calendar of the center.
2) Carrying out non-contact activities
3) Resolution of practical exercises in the classroom
At the first opportunity, the student may choose a continuous evaluation based on points 2) and 3).
If opting for this evaluation system, the final grade will result from the weighting of these points.
If they do not choose or do not pass the continuous assessment, the student must take the final exam, point 1), to pass the subject. In this case, the student's grade will correspond to the maximum of the following two options:
i) The grade obtained in the written exam
ii) The grade obtained in the written exam weighted by 60%, plus the score resulting from continuous assessment, weighted by 40%.
The student's grade in the second opportunity will correspond to the grade obtained in the corresponding official exam.
In cases of fraudulent performance of exercises or tests, the provisions of the Regulations for the evaluation of student academic performance and review of grades will apply.
Scenarios 2 and 3
See Contingency Plan in the Observations section
Scenario 1
It is recommended what is indicated in the Memory of the Degree Degree in Physics of the USC, without counting the time allocated to face-to-face or telematic teaching, about 80-90 hours for a subject of 6 ECTS.
Scenario 2 and 3
Without changes
Scenario 1
- To have been, or to be, registered in the matter of Optics I and II and Quantic Physics I and II of the Degree in Physics.
- To perform all the suggested exercises.
- Consultation of the recommended bibliography.
Scenario 2 and 3
There are not changes
CONTIXENCE PLAN before a possible change of scenery
1) Objectives: unchanged
2) Contents: unchanged
3) Bibliographic material: unchanged
4) Competencies: unchanged
5) Methodology:
Scenario 2
Part of the teaching will be carried out telematically:
If the measures adopted by the health authorities allow it, the exposition classes will be carried out electronically (such as via Teams, Virtual Campus) and the interactive ones in person, respecting the official class schedule approved by the center.
If the limitation of capacity dictated by the health authorities does not allow all the students to attend the interactive face-to-face classes, they will be broadcast in streaming. Students will take turns attending face-to-face classes. The number of students per shift will be subject to the rules in force at all times.
At the time of scheduling the activity of the subject, the face-to-face in the assessment tests will be prioritized in front of the interactive face-to-face classes. If due to the inevitable rotation of the students, the assessment tests will consume an unbearable number of hours, the corresponding teaching would be delivered electronically.
The tutorials may be face-to-face or telematic, and will require an appointment.
6) Evaluation system
Scenario 2 and 3
Assessment activities that cannot be carried out in person, if they cannot be delayed, will be carried out electronically through the institutional tools in Office 365 and Moodle. In this case, it will require the adoption of a series of measures that will require that the student have a device with a microphone and a camera while there is no well-equipped assessment software. Students can be called for an interview to comment or explain part or all of the test.
In cases of fraudulent performance of exercises or tests, the one set forth in the Regulations for the evaluation of the academic performance of students and the review of grades will be applied ”.
7) Study time and individual work: unchanged
8) Recommendations for the study of the subject: unchanged
Raul De La Fuente Carballo
Coordinador/a- Department
- Applied Physics
- Area
- Optics
- Phone
- 881813519
- raul.delafuente [at] usc.es
- Category
- Professor: University Lecturer
| Monday | |||
|---|---|---|---|
| 12:30-14:00 | Grupo /CLE_01 | Galician | Classroom 6 |
| Tuesday | |||
| 12:30-14:00 | Grupo /CLE_01 | Galician | Classroom 6 |
| 01.18.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 0 |
| 06.16.2021 09:00-14:00 | Grupo /CLE_01 | 3 (Computer Science) |
| 06.16.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 0 |
| 06.16.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 130 |
| 06.16.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 140 |
| 06.16.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 6 |
| 06.16.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 830 |
| 06.16.2021 09:00-14:00 | Grupo /CLE_01 | Classroom 840 |
| 06.16.2021 09:00-14:00 | Grupo /CLE_01 | Main Hall |