WebTOP: A 3D interactive system for teaching and learning optics

Mzoughi, Taha; Herring, Susan D.; Foley, John T.; Morris, Matthew J.; Gilbert, Peter

doi:10.1016/j.compedu.2005.06.008

Cited by 31 publications

(15 citation statements)

References 17 publications

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“…The goal of The Optics Project on the Web (WebTOP) is to provide those kinds of images Foley et al 2000;Mzoughi et al 2005Mzoughi et al , 2007Morris et al 2004]. WebTOP is a 3D, interactive, computer graphics system that provides the user with computer simulations of optical phenomena that are: (a) interactive, (b) 3D, and (c) animated (for those phenomena for which animation is appropriate) [The Optics Project on the Web 2008].…”

Section: Introductionmentioning

confidence: 99%

WebTOP

Thomas

Davis

Patten

et al. 2008

Proceedings of the 13th International Symposium on 3D Web Technology

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Section: Introductionmentioning

confidence: 99%

WebTOP

Thomas

Davis

Patten

et al. 2008

Proceedings of the 13th International Symposium on 3D Web Technology

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“…The above leading to the students generally feel difficult to learn this course. In order to solve these problems, we try to raise students' interest in teaching content through interesting questions, emphasize visualization, promote students' cognition, emphasize self-exploration and practice, and improve students' awareness [3][4][5]. We through the above several aspects of the reform and experiment to improve students' learning enthusiasm and the teaching effect of applied optics…”

Section: ． Problem On the Course Of Teachingmentioning

confidence: 99%

Cognition and thinking on Applied Optics course's reformation and innovation

Chen

Zhi-jian

et al. 2017

14th Conference on Education and Training in Optics and Photonics: ETOP 2017

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The course of "Applied Optics" is professional and foundational for the specialty of photo-electric information and engineering. According to the characteristics of the specialty, the teaching contents, teaching means, innovations and appraisal methods are mainly discussed in this paper. Firstly, one of the most difficult part to comprehend, the Fermat principle is taken as an example in the teaching content. By using the development history of optics and interesting natural phenomenon, students' understanding of the optical knowledge can be enhanced. Secondly, in various means of teaching art, ZEMAX provides students with a platform of training innovative consciousness and engineering capacity, and it make high cohesion in teaching and scientific research. Thirdly, in the teaching innovation, photoelectric contest can stimulate students' innovative thinking, innovation awareness, and cultivate undergraduate students' optics, mechanics, electricity, numerology integrated design capabilities. Lastly, the reform in the appraisal methods guide students from focusing on the examination results to pay attention to the learning process. Eventually, students' study interest has improved, demand of the engineering practice has adapted, and the well teaching effect has realized.Keywords: Applied Optics, Fermat principle, Innovation, development history of optics 1． INTRODUCTIONThere have been many calls for the reform of the course of the Applied Optics. Although the development of China's optics can be traced back to 3000 years ago, and history books have recorded why people can see, the connection between seeing things and the light is studied. But until 1952 the university began to systematically learn the knowledge of optics firstly, when the establishment of Specialty of Optical Instrument of Zhejiang University for the first time in china. Since then, the opt-electric information science and engineering specialty of other colleges and universities have been successive established.Applied Optics, the professional course, was opened for the first batch of Zhejiang University optical instrument professional students, in optical professional learning. In Hefei University of Technology, the applied optics, not only the professional required course of the "opt-electric information science and engineering specialty" and the "Measuring and controlling technology and instrument specialty", but also one of the most important courses in the discipline of optical engineering. It is not only the prerequisite course of the subsequent courses, but also can constitute a relatively complete optical system of theory to practice with physical optics, image quality evaluation technology, optical experiment, the optical design course. Applied optics teaching not only laid the foundation for the follow-up professional courses, but also try to develop students' critical thinking and problem-solving ability [1][2] course, we need to constantly explore and study the application of optical teaching content and teaching methods, and ...

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“…Among them one should mention remote optical communications laboratories 1 and 3D simulations of the abstract optical effects, 2 while some studies 2,3 have been concerned with the importance of simulation-based learning in the fi eld of optics. However, there are authors who are reasonably pinpointing the problems with virtual laboratories, 4 so that traditional methods are still very important in education today.…”

mentioning

confidence: 99%

Development of a Fibre-Optic Measurement System for Teaching an Advanced Course in Optoelectronic Components for Optical Communications

Jelić

Slankamenac

Živanov

et al. 2013

International Journal of Electrical Engineering & Education

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This paper presents a system which introduces to students the cutting-edge instruments and tools used to teach an advanced course in optoelectronic components for optical communications. It helps them to understand how to connect the system components in a proper way and confi gure their parameters in a specialised software environment. Finally, they can read various results graphically and numerically while performing the assigned task. This is an essential advancement since the previous exercises in the fi eld of optoelectronics were mainly old-fashioned and more theory-oriented. The new practice gives students the opportunity to see and feel the subject matter that is being taught, while working on real problems and using modern instruments and software. They get the chance to experience new and sophisticated fi bre-optic technologies, with technical support from the laboratory staff, which was not the case in the previous practice. The evaluation showed that the students were generally very satisfi ed with the modifi ed course, primarily with the practical laboratory exercises.

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WebTOP: A 3D interactive system for teaching and learning optics

Cited by 31 publications

References 17 publications

WebTOP

WebTOP

Cognition and thinking on Applied Optics course's reformation and innovation

Development of a Fibre-Optic Measurement System for Teaching an Advanced Course in Optoelectronic Components for Optical Communications

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