As part of its altruistic activities, the Indian Student Chapter of Optica, Hyderabad-India carried out an Optics Sensitization program for the under-privileged school students. Onus was on delivering the complex aspects of lights like interference, diffraction, polarization, reflection, refraction, dispersion, scattering etc., through experiential learning using optical kits. Since most of the students belonged to the deprived sections of the society who were never exposed to complex optical gadgets, we used rudimentary but effective tools for demonstration purpose. The ubiquitous laser and a telescope were also displayed for the students to appreciate how light-based technologies have revolutionized the human society. A do-it-yourself session was also organized for the students to make themselves a crude telescope. Audience comprised both of students and teachers. We could record an overwhelming response for the program from the participants who despite the financial limitations, showed eagerness to pursue science as a future career option especially follow the path of light and optics.
{"title":"Outreach education in optics: International Day of Light activities for under-privileged school students","authors":"Sumit Ghosh","doi":"10.1117/12.2672794","DOIUrl":"https://doi.org/10.1117/12.2672794","url":null,"abstract":"As part of its altruistic activities, the Indian Student Chapter of Optica, Hyderabad-India carried out an Optics Sensitization program for the under-privileged school students. Onus was on delivering the complex aspects of lights like interference, diffraction, polarization, reflection, refraction, dispersion, scattering etc., through experiential learning using optical kits. Since most of the students belonged to the deprived sections of the society who were never exposed to complex optical gadgets, we used rudimentary but effective tools for demonstration purpose. The ubiquitous laser and a telescope were also displayed for the students to appreciate how light-based technologies have revolutionized the human society. A do-it-yourself session was also organized for the students to make themselves a crude telescope. Audience comprised both of students and teachers. We could record an overwhelming response for the program from the participants who despite the financial limitations, showed eagerness to pursue science as a future career option especially follow the path of light and optics.","PeriodicalId":432518,"journal":{"name":"International Topical Meeting on Education and Training in Optics and Photonics","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115125842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Active learning strategies have been developed to enhance students' understanding of optics and photonics in the introductory physics course at the university, college and secondary levels. This paper will present examples of such activities that are designed to actively engage students in the learning process. These include activities using low-cost commonly available materials, those using technology and those designed for active, virtual learning. Research evidence of improved learning will also be presented.
{"title":"Active learning of optics and photonics including virtual options","authors":"D. Sokoloff","doi":"10.1117/12.2669304","DOIUrl":"https://doi.org/10.1117/12.2669304","url":null,"abstract":"Active learning strategies have been developed to enhance students' understanding of optics and photonics in the introductory physics course at the university, college and secondary levels. This paper will present examples of such activities that are designed to actively engage students in the learning process. These include activities using low-cost commonly available materials, those using technology and those designed for active, virtual learning. Research evidence of improved learning will also be presented.","PeriodicalId":432518,"journal":{"name":"International Topical Meeting on Education and Training in Optics and Photonics","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120990710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Danny C. Hutama, Harry Ao Cai, Ozan Oner, Mustafa Hammood, L. Chrostowski, J. Lundeen, K. Dolgaleva, D. Deptuck, M. Rilling, M. Posner
This study provides a comprehensive and up-to-date portrait of the skills desired by the Canadian photonics industry. To accomplish this, we investigate Canadian job postings on popular employment websites in the fields of optics and photonics to characterize clusters of skills in high demand. We supplement this investigation with an analysis of responses to a questionnaire distributed to over 300 companies with Canadian operations. We present the resulting information in a manner to support evidence-based policy decisions, such as recommendations for improvements to educational programs to better meet the training needs conveyed by the Canadian photonics industry.
{"title":"A study of the skills required by the Canadian photonics industry","authors":"Danny C. Hutama, Harry Ao Cai, Ozan Oner, Mustafa Hammood, L. Chrostowski, J. Lundeen, K. Dolgaleva, D. Deptuck, M. Rilling, M. Posner","doi":"10.1117/12.2670448","DOIUrl":"https://doi.org/10.1117/12.2670448","url":null,"abstract":"This study provides a comprehensive and up-to-date portrait of the skills desired by the Canadian photonics industry. To accomplish this, we investigate Canadian job postings on popular employment websites in the fields of optics and photonics to characterize clusters of skills in high demand. We supplement this investigation with an analysis of responses to a questionnaire distributed to over 300 companies with Canadian operations. We present the resulting information in a manner to support evidence-based policy decisions, such as recommendations for improvements to educational programs to better meet the training needs conveyed by the Canadian photonics industry.","PeriodicalId":432518,"journal":{"name":"International Topical Meeting on Education and Training in Optics and Photonics","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124945753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Schools and universities primarily prepare graduates for the workforce. Conventional pen-and-paper-tests which include multiple choice or theoretical derivations are mainstays in the assessments in most STEM subjects. Practical laboratory tasks, many of which involve carrying out experiments, are also prevalent as assessment components. However, to what degree do these types of assessments test student competency in an applied context? That is, how authentic are these activities in assessing would-be workforce-ready graduates? Authentic assessment focuses on activities that reflect, as accurately as possible, the tasks and contextual environments that employees would typically carry out and be exposed to in a real-world setting. We review developments in authentic assessment and how it can be applied in general STEM as well as specifically optics and photonics contexts.
{"title":"Authentic assessment in optics and photonics","authors":"N. Wong","doi":"10.1117/12.2672861","DOIUrl":"https://doi.org/10.1117/12.2672861","url":null,"abstract":"Schools and universities primarily prepare graduates for the workforce. Conventional pen-and-paper-tests which include multiple choice or theoretical derivations are mainstays in the assessments in most STEM subjects. Practical laboratory tasks, many of which involve carrying out experiments, are also prevalent as assessment components. However, to what degree do these types of assessments test student competency in an applied context? That is, how authentic are these activities in assessing would-be workforce-ready graduates? Authentic assessment focuses on activities that reflect, as accurately as possible, the tasks and contextual environments that employees would typically carry out and be exposed to in a real-world setting. We review developments in authentic assessment and how it can be applied in general STEM as well as specifically optics and photonics contexts.","PeriodicalId":432518,"journal":{"name":"International Topical Meeting on Education and Training in Optics and Photonics","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124735667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fabry-Perot interferometers are optical resonators used for developing high-resolution sensing devices. With the ability to detect and resolve the fine features of a transmission spectrum with high precision, these devices are commonly used to determine the resonant modes of a laser cavity, which often feature closely-spaced spectral peaks with narrow line widths. The most common configuration of a Fabry-Perot interferometer is a resonator consisting of two highly reflective, but partially transmitting, spherical mirrors that are facing one another. In this work, we present an experiment of how the academic knowledge acquired can be applied to the development of technologies that improve the quality of life. We believe that the teaching of experiment-oriented topics, combined with a dynamic and dialogue-based classroom delivery, can encourage greater class participation. This experiment is designed around commonly used optoelectronic devices, such as LEDs, to engage students' interest. Additionally, students will learn to investigate non-trivial features of such devices, for example, that it is possible to relate the emission spectrum of a resonant cavity to physical parameters that affect the cavity, such as temperature or refractive index.
{"title":"Asymmetric Fabry-Perot cavity onto optical fibre tip to developing high performance sensing devices","authors":"O. Arrizabalaga, E. Arrospide, J. Zubía","doi":"10.1117/12.2670772","DOIUrl":"https://doi.org/10.1117/12.2670772","url":null,"abstract":"Fabry-Perot interferometers are optical resonators used for developing high-resolution sensing devices. With the ability to detect and resolve the fine features of a transmission spectrum with high precision, these devices are commonly used to determine the resonant modes of a laser cavity, which often feature closely-spaced spectral peaks with narrow line widths. The most common configuration of a Fabry-Perot interferometer is a resonator consisting of two highly reflective, but partially transmitting, spherical mirrors that are facing one another. In this work, we present an experiment of how the academic knowledge acquired can be applied to the development of technologies that improve the quality of life. We believe that the teaching of experiment-oriented topics, combined with a dynamic and dialogue-based classroom delivery, can encourage greater class participation. This experiment is designed around commonly used optoelectronic devices, such as LEDs, to engage students' interest. Additionally, students will learn to investigate non-trivial features of such devices, for example, that it is possible to relate the emission spectrum of a resonant cavity to physical parameters that affect the cavity, such as temperature or refractive index.","PeriodicalId":432518,"journal":{"name":"International Topical Meeting on Education and Training in Optics and Photonics","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115885735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Quantum Mechanics in the headlines today captures the imagination of the public, deep wallets of investors and industries, and prioritizes academic and national research programs throughout the world. It all begins with superposition and entanglement. Canonical educational approaches, however, may not build the intuitive or the computational ability required of practitioners where quantum is center-stage. An APS News front-page article by Meredith Fore details and explores the current situation: ”The Newest Frontier: Building a Skilled workforce. Education in Quantum Mechanics has lagged for years. Experts are trying to change this.” Here we highlight innovations and experiences coupling our curriculum, advanced labs, and undergraduate research to best address these educational questions and skills-based needs. Our approaches are based on ready-available two-state, two-particle entangled light source table-top experiments and finite-dimensioned (familiar) vector spaces as opposed to infinitely dimensioned function-space solutions to differential equations with little intuitive connection and/or easy access to experimental experience. Our Physics and Photonics and Optical Engineering Quantum I course has migrated from a traditional text to one espousing these new directions (M. Beck. Quantum Mechanics, Theory and Experiment) and our experiments are centered around a commercially available educational entanglement source (Quantum Design, quTool’s quED) with avalanche single-photon detectors, coincidence electronics, with standard and add-on experiments that are in step with the text but, as a kit, come more student-ready. This approach may better promote quantum technologies, prepare scientists, technicians, and engineers, and offer deeper insight to what quantum is really telling us.
{"title":"Quantum mechanics in a quicker, more intuitive, and accessible way","authors":"E. Deveney, Elif Demirbas, S. Serna","doi":"10.1117/12.2670760","DOIUrl":"https://doi.org/10.1117/12.2670760","url":null,"abstract":"Quantum Mechanics in the headlines today captures the imagination of the public, deep wallets of investors and industries, and prioritizes academic and national research programs throughout the world. It all begins with superposition and entanglement. Canonical educational approaches, however, may not build the intuitive or the computational ability required of practitioners where quantum is center-stage. An APS News front-page article by Meredith Fore details and explores the current situation: ”The Newest Frontier: Building a Skilled workforce. Education in Quantum Mechanics has lagged for years. Experts are trying to change this.” Here we highlight innovations and experiences coupling our curriculum, advanced labs, and undergraduate research to best address these educational questions and skills-based needs. Our approaches are based on ready-available two-state, two-particle entangled light source table-top experiments and finite-dimensioned (familiar) vector spaces as opposed to infinitely dimensioned function-space solutions to differential equations with little intuitive connection and/or easy access to experimental experience. Our Physics and Photonics and Optical Engineering Quantum I course has migrated from a traditional text to one espousing these new directions (M. Beck. Quantum Mechanics, Theory and Experiment) and our experiments are centered around a commercially available educational entanglement source (Quantum Design, quTool’s quED) with avalanche single-photon detectors, coincidence electronics, with standard and add-on experiments that are in step with the text but, as a kit, come more student-ready. This approach may better promote quantum technologies, prepare scientists, technicians, and engineers, and offer deeper insight to what quantum is really telling us.","PeriodicalId":432518,"journal":{"name":"International Topical Meeting on Education and Training in Optics and Photonics","volume":"2019 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114906828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The laboratory-based Optics course was envisioned by the Department as a bridge to upper-level laboratory courses, thus students must display increased initiative and collaborative skills. In recent years since the pandemic began, it appears student initiative has declined. Activities within the course have been refined and new ones developed to build technical skills such as problem solving and optical design. New activities have been developed as well to build soft skills, for example, self-awareness, time management and adaptability. The new activities appear to improve soft skill development. Technical skill development was positive, however it is not clear that the revisions resulted in a significant improvement.
{"title":"Developing technical and soft skills in an introductory undergraduate optics course","authors":"M. L. Dark","doi":"10.1117/12.2670570","DOIUrl":"https://doi.org/10.1117/12.2670570","url":null,"abstract":"The laboratory-based Optics course was envisioned by the Department as a bridge to upper-level laboratory courses, thus students must display increased initiative and collaborative skills. In recent years since the pandemic began, it appears student initiative has declined. Activities within the course have been refined and new ones developed to build technical skills such as problem solving and optical design. New activities have been developed as well to build soft skills, for example, self-awareness, time management and adaptability. The new activities appear to improve soft skill development. Technical skill development was positive, however it is not clear that the revisions resulted in a significant improvement.","PeriodicalId":432518,"journal":{"name":"International Topical Meeting on Education and Training in Optics and Photonics","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122119557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Stump, E. Verlage, Anne Marshall, Saif Rayyan, A. Agarwal, Ira Fay, Richard Eberhardt, S. Saini, Trevor Morrisey, Christian Gabbianelli, Drew Weninger, L. Kimerling
Engineering students in optics and photonics need robust intuitions for the micron-scale behavior of light in dielectric materials. Educators often use textbook images of ray diagrams and static electric field profiles to introduce the behavior of light, after which undergraduate and graduate students are expected to run commercial software simulations to explore the dynamic behavior of waveguide modes. While incredibly powerful and flexible, complex commercial software tools are difficult for novices to use, preventing students from gaining nuanced conceptual insights about the behavior of optical components and devices. The Virtual Manufacturing Lab (VM-Lab) at MIT has created a series of simulations that use novel data visualizations and dynamic electric field profiles to teach the fundamentals of photonic circuit components. This work identifies key misconceptions on the topics of fiber optics, waveguides, and photonic integrated circuits which prevent students from building an accurate model for light propagating in a micron-scale dielectric waveguide. A library of interactive photonics simulations helps students learn about silicon photonics by exploring waveguide modes, mode superposition, on-chip interferometers, resonant structures, and more. In addition, interactive learning games introduce students to the application areas of photonic integrated circuits, including on-chip chemical sensing, hyperscale data centers, RF wireless communication, and LiDAR imaging.
{"title":"Beyond ray optics: building photonics intuition for waveguide modes using digital simulations and games","authors":"G. Stump, E. Verlage, Anne Marshall, Saif Rayyan, A. Agarwal, Ira Fay, Richard Eberhardt, S. Saini, Trevor Morrisey, Christian Gabbianelli, Drew Weninger, L. Kimerling","doi":"10.1117/12.2670774","DOIUrl":"https://doi.org/10.1117/12.2670774","url":null,"abstract":"Engineering students in optics and photonics need robust intuitions for the micron-scale behavior of light in dielectric materials. Educators often use textbook images of ray diagrams and static electric field profiles to introduce the behavior of light, after which undergraduate and graduate students are expected to run commercial software simulations to explore the dynamic behavior of waveguide modes. While incredibly powerful and flexible, complex commercial software tools are difficult for novices to use, preventing students from gaining nuanced conceptual insights about the behavior of optical components and devices. The Virtual Manufacturing Lab (VM-Lab) at MIT has created a series of simulations that use novel data visualizations and dynamic electric field profiles to teach the fundamentals of photonic circuit components. This work identifies key misconceptions on the topics of fiber optics, waveguides, and photonic integrated circuits which prevent students from building an accurate model for light propagating in a micron-scale dielectric waveguide. A library of interactive photonics simulations helps students learn about silicon photonics by exploring waveguide modes, mode superposition, on-chip interferometers, resonant structures, and more. In addition, interactive learning games introduce students to the application areas of photonic integrated circuits, including on-chip chemical sensing, hyperscale data centers, RF wireless communication, and LiDAR imaging.","PeriodicalId":432518,"journal":{"name":"International Topical Meeting on Education and Training in Optics and Photonics","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129750270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drew Weninger, Samuel Serna, S. Saini, Luigi Ranno, E. Verlage, Samuel Bechtold, Pablo Bedoya-Ríos, Juejun Hu, L. Kimerling, A. Agarwal
MassTech Collaborative has helped to make the Commonwealth of Massachusetts a beacon for advanced manufacturing. In partnership with the AIM Photonics manufacturing institute, MassTech has launched five Laboratories for Education and Application Prototypes (LEAPs) within academic institutions and/or companies spread across Massachusetts, to develop a skilled workforce in integrated photonics. Hands-on and in-person workshops, bootcamps and laboratory courses are offered at these LEAPs to learners from academia, industry, and the government. The MA LEAP network stands as an excellent self-sustaining model for hands-on STEM education and workforce training for the rest of the country.
{"title":"The Massachusetts LEAP network: building a template for a hands-on advanced manufacturing hub in integrated photonics","authors":"Drew Weninger, Samuel Serna, S. Saini, Luigi Ranno, E. Verlage, Samuel Bechtold, Pablo Bedoya-Ríos, Juejun Hu, L. Kimerling, A. Agarwal","doi":"10.1117/12.2670834","DOIUrl":"https://doi.org/10.1117/12.2670834","url":null,"abstract":"MassTech Collaborative has helped to make the Commonwealth of Massachusetts a beacon for advanced manufacturing. In partnership with the AIM Photonics manufacturing institute, MassTech has launched five Laboratories for Education and Application Prototypes (LEAPs) within academic institutions and/or companies spread across Massachusetts, to develop a skilled workforce in integrated photonics. Hands-on and in-person workshops, bootcamps and laboratory courses are offered at these LEAPs to learners from academia, industry, and the government. The MA LEAP network stands as an excellent self-sustaining model for hands-on STEM education and workforce training for the rest of the country.","PeriodicalId":432518,"journal":{"name":"International Topical Meeting on Education and Training in Optics and Photonics","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122374151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The classical interpretation of Young’s double slit experiment is that, before and after passing through the diaphragm of the double slit, the light behaves as waves. In 1905, Einstein interpreted Photoelectric effect by photon theory of light that revived, in some sense, particle theory. Feynman called the double slit experiment “the only mystery [of quantum mechanics]. For studying the mystery, we propose for the first time both the photon chamber and Postulates of convex lens, and utilize both to the classical wave experiments. Experiments show new phenomena in the classical wave experiments: (1) the non-interference patterns near the diaphragm and interference patterns near the screen coexist; (2) the non-interference patterns evolve to the interference patterns; (3) the interference patterns and the non-interference patterns are produced independently and partially; (4) the light is not EM waves; (5) the light is photons not only in Photoelectric effect but also in the classical wave experiments, and the photons distribute as waves near the screen and on the screen, we referred the phenomena as Photowaves Phenomena. The experimental results in this article are consistent. New phenomena require a consistent interpretation. Author believes that students would be interested in those DIY experiments. Students, while learning/performing, would propose their owe interpretations.
{"title":"New experiments/phenomena in optics: photoelectric effect to photowave phenomena","authors":"Hui Peng","doi":"10.1117/12.2670639","DOIUrl":"https://doi.org/10.1117/12.2670639","url":null,"abstract":"The classical interpretation of Young’s double slit experiment is that, before and after passing through the diaphragm of the double slit, the light behaves as waves. In 1905, Einstein interpreted Photoelectric effect by photon theory of light that revived, in some sense, particle theory. Feynman called the double slit experiment “the only mystery [of quantum mechanics]. For studying the mystery, we propose for the first time both the photon chamber and Postulates of convex lens, and utilize both to the classical wave experiments. Experiments show new phenomena in the classical wave experiments: (1) the non-interference patterns near the diaphragm and interference patterns near the screen coexist; (2) the non-interference patterns evolve to the interference patterns; (3) the interference patterns and the non-interference patterns are produced independently and partially; (4) the light is not EM waves; (5) the light is photons not only in Photoelectric effect but also in the classical wave experiments, and the photons distribute as waves near the screen and on the screen, we referred the phenomena as Photowaves Phenomena. The experimental results in this article are consistent. New phenomena require a consistent interpretation. Author believes that students would be interested in those DIY experiments. Students, while learning/performing, would propose their owe interpretations.","PeriodicalId":432518,"journal":{"name":"International Topical Meeting on Education and Training in Optics and Photonics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128859420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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