ELTE 307 Optical Electronics PDF

Optical Electronics ELTE 307 Dr.
Mohamed Sobh Taher
Modern University
Modern University For Information and Technology

Electrical Engineering Department
For Information and Technology
Electrical Engineering Department
Lectures Notes of
Optical Electronics
ELTE 307
Prepared By
Dr: Mohamed Sobh Taher
(Third Edition
Spring 2023)
Optical Electronics ELTE 307 Dr. Mohamed Sobh Taher
Table of Contents
Chapter (1) Geometrical optics

1.1 History of Optical Electronics
1.2 Introduction
1.3 Reflection and refraction of Lights
1.4 Mirrors
1.5 Lenses
1.6 Prisms
1.7 Refraction in a Prism
Chapter (2) Absorption of Light

2.1 Introduction
2.2 Source of Lights
2.3 The de Broglie Wavelength
2.4 Characteristics of Absorption
2.5 Energy Transitions and Photons
2.6 Energy Level Diagram
2.7 The Forced Oscillator
2.8 The Inhomogeneous wave equation
2.9 Refractive index and absorption coefficient
2
Chapter (3) Semiconductor Optoelectronics

3.1 Appearance of insulator, metal and semiconductor
3.2 Colours of Semiconductors
3.3 Periodic table and semiconductors
3.4 Energy bands in semiconductors
3.5 Semiconducting materials
3.6 Electron and hole concentrations
3.7 Probability of occupancy
3.8 Heterojunctions
3.9 Quantum Wells and Super-lattices
Chapter (4) Semiconductor Laser (LED & LD)

4.1 TYPES OF OPTICAL SOURCES
4.2 Light Emitting Diode LED
4.3 Principles of LASER Diode
4.4 The Lasing Action
4.5 RPBFHG
4.6 Longitudinal Moodes of LASER CAVITY
4.7 DFB
4.8 DBR
4.9 VCSELS
3
Chapter (5) Photo detectors

5.1 Communication System
5.2 p-n Junction
5.3 Absorption Coefficient
5.4 The pin Photodiode
Chapter (6) An optoelectronic integrated design practice project
References
4
Chapter (1)
Geometrical optics
1.1 History of Optical Electronics

1- Mirror discovered by workers' near tomb of Pharaoh Sesostris II (1900 B.C).
2- Ancients used mirrors of polished copper, bronze, and (copper/tin alloy).
3- The idea to send a beam of light to a distant location and use its energy or its
momentum has been around since antiquity. Archimedes‟ mirrors reflecting
sunlight and focusing it onto the Roman fleet of commander Marcellus off the
coast of Syracuse in 214 BC is the best-known example.
4- Galileo (1564-1642) used optical system to look at Jupiter and its moons.
5- Willibrord Snell (1591-1626) discovered the Law of Refraction and refraction
now named with his name.
6- Johannes Kepler (1571–1630) discovered total internal reflection
7- Francesco Maria Grimaldi (1618-1663) discovered diffraction
8- Christiaan Huygens (1629-1695) extended the wave theory of optics. He
realized that light slowed down on entering dense media.. He explained
polarization and double refraction. Huygens„ principle says that a wave
propagates as if the wave-front were composed of an array of point sources
each emitting a spherical wave..
9- Isaac Newton (1642-1727) "I procured me a triangular glass prism to try
therewith the celebrated phenomena of colors." (Newton, 1665)
10- Leonhard Euler (1707-1783) further developed the wave theory and
designed achromatic lenses by combining lenses of different materials.
11- Augustin Fresnel (1788-1827) did experiments to establish the wave
theory and derived expressions for reflected and transmitted waves.
5
12- James Clerk Maxwell (1831-1879) unified electricity and magnetism

with his now famous equations and showed that light is an electromagnetic
wave propagating through the aether.
13- Albert Einstein (1879-1955) showed that light: is a phenomenon of
empty space; has a velocity that is constant, independent of observer
velocity,which has incredible consequences for the concepts of space and time.
Light speed is constant in space.
1.2 Introduction
 Lights – Huygens and Newton
Huygens said Lights as wave, while Newton said Lights as particles. They did not
agree with each other!
Huygens Newton
 Lights – Einstein and Planck

In 1905 Einstein had demonstrate the related wave and particle properties of light
while Planck –prove that extract an equation “WAVE-PARTICLES DUALITY”
E = h
Where the left side is the total E of the Photon (particle side) and the right side is
Frequency (wave side)
6
Einstein Planck
 Light is emitted in multiples of a certain minimum energy unit. The size of the
unit – photon.

 Explain the photoelectric effect - electron can be emitted if light is shone on a
piece of metal

 Energy of the light beam is not spread but propagate like particles
Photons
 Photons
When dealing with events at an atomic scale it is often best to regard
light as composed of particles – photon. Forget it being wave.
A quanta of light Electromagnetic radiation quantized and occurs in
finite "bundles" of energy = photons The energy of a single photon is
given, in terms of its frequency, f, or wavelength,, as,
Eph = hf = hc/
7
8
9
What happens to light when it encounters a surface?
01
Constractive and Destructive Interference

Light beams can interference with each other , two points sources as shown as
in figure (1) , (2)
Fig. Constractive VS Destructive Interference
00
Young’s Two-Slit Experiment
02
The next figures show that Light is not only a wave, but also a particle
03
 Particle- Wave Duality

Quantum mechanics acknowledges the fact that particles exhibit wave properties. For
instance, particles can produce interference patterns and can penetrate or "tunnel"
through potential barriers. Neither of these effects can be explained using Newtonian
mechanics. Photons on the other hand can behave as particles with well-defined
energy. These observations blur the classical distinction between waves and particles.
Two specific experiments demonstrate the particle-like behavior of light, namely
the photoelectric effect and blackbody radiation. Both can only be explained by
treating photons as discrete particles whose energy is proportional to the frequency of
the light. The emission spectrum of an excited hydrogen gas demonstrates that
electrons confined to an atom can only have discrete energies. Niels Bohr explained
the emission spectrum by assuming that the wavelength of an electron wave is
inversely proportional to the electron momentum.
The particle and the wave picture are both simplified forms of the wave packet
description, a localized wave consisting of a combination of plane waves with
different wavelength. As the range of wavelength is compressed to a single value, the
wave becomes a plane wave at a single frequency and yields the wave picture. As
the range of wavelength is increased, the size of the wave packet is reduced, yielding
a localized particle.
04
 A ray of light
is an extremely narrow beam of light.
All visible objects emit or reflect light rays in all directions
05
Our eyes detect light rays
We think we see objects but we really see images.

Images are formed when light rays converge
When light rays go straight into our eyes, we see an image in the same spot as the
object.
06
1.3 Reflection and refraction of Lights

 Reflection (bouncing light)

st
 1 Snell’s law
Reflection is when light changes direction by bouncing off a surface. When light is
reflected off a mirror, it hits the mirror at the same angle (θi, the incidence angle) as it
reflects off the mirror (θr, the reflection angle). The normal is an imaginary line
which lies at right angles to the mirror where the ray hits it.
Θ i = θr
normal
reflected ray incident ray
θθ
Mirror
07
1.4 Mirrors
It is possible to see images when converging light rays reflect off of mirrors
Also consistent with “principle of least time” If going from point A to point B,
reflecting off a mirror, the path traveled is also the most expedient (shortest) route
08
Mirrors reflect light rays
How do we see images in mirrors?

Light from the object reflects off the mirror and converges to form an image.
09
Sight Lines
We perceive all light rays as if they come straight from an object.The imaginary light
rays that we think we see are called sight lines.
Image Types
Real images are formed by light rays. Virtual images are formed by sight lines.
21
Plane (flat) Mirrors

Images are virtual (formed by sight lines) and upright. Objects are not magnified:
object height (ho) equals image height (hi). Object distance (do) equals image
distance (di).
Spherical Mirrors (concave & convex)

Concave & Convex (just a part of a sphere)
C: the center point of the sphere
r: radius of curvature (just the radius of the sphere)
F: the focal point of the mirror or lens (halfway between C and the
sphere) f: the focal distance, f = r/2
20
Concave Mirrors
 
 Curves inward
 
May be real or virtual image
22
Light rays that come in parallel to the optical axis reflect through the focal point.
23
Example (1)
 The first ray comes in parallel to the optical axis and reflects through the
focal point.

 The second ray comes through the focal point and reflects parallel to the
optical axis.

 A real image forms where the light rays converge.

24
Example (2)
 The first ray comes in parallel to the optical axis and reflects through the focal
point.

optical axis.

 The image forms where the rays converge. But they don‟t seem to converge.

 A virtual image forms where the sight rays converge.
25
Convex Mirrors
 
 Curves outward
 
 Reduces images
 
 Virtual images
◦ Use: Rear view mirrors, store security…
CAUTION! Objects are closer than they appear!
26
Convex Mirrors (curved out)

Light rays that come in parallel to the optical axis reflect from the focal point.
The focal point is considered virtual since sight lines, not light rays, go through it.
27
Example (3)
 The first ray comes in parallel to the optical axis and reflects through the focal
point.

optical axis.

 The light rays don‟t converge, but the sight lines do.

 A virtual image forms where the sight lines converge.

28
Lens & Mirror Equation
1 11
f di do
ƒ = focal length
do = object distance
di = image distance
f is negative for diverging mirrors and lenses
di is negative when the image is behind the lens or mirror
Magnification Equation
d
m
h
i  i
ho do
m = magnification
hi = image height
ho = object height
If height is negative the image is upside

down if the magnification is negative
the image is inverted (upside down)
29
Refraction (bending light)

 Refraction is when light bends as it passes from one medium into another.

 When light traveling through air passes into the glass block it is refracted
towards the normal.

 When light passes back out of the glass into the air, it is refracted away from
the normal.

 Since light refracts when it changes mediums it can be aimed. Lenses are
shaped so light is aimed at a focal point.
31
nd
2 Snell’s law
Also called the law of refraction, gives the relationship between angles and indices of
refraction:
n1 sin1 = n2 sin2
 is the angle the ray makes with the normal!
30
Total Internal Reflection

Recall Snell‟s law:
n1 sin1 = n2 sin2
n2
sin = sin
n
1 1 2
Suppose n2>n1. The largest possible value of sin(2) is 1 (when2 = 90). The largest
possible value of sin(1) is
n2
sin = =1.
n
1 1
( )
This value of is called the critical angle,C. For any angle of incidence larger than
or equalC, all of the light incident at an interface is reflected, and none is
transmitted.
32
1.5 Lenses
The first telescope, designed and built by Galileo, used lenses to focus light from
faraway objects, into Galileo‟s eye. His telescope consisted of a concave lens and a
convex lens.
Light rays are always refracted (bent) towards the thickest part of the lens.
Beam aberration
When lenses do not form perfect images, and there is some degree of distortion
introduced by the lens which causes the image to be an imperfect replica of the object
we name this case aberration.
33
We have two main classes of aberrations:

1- Different indices of refraction for different light frequency.
2- Because spherical surfaces are not the ideal shape with which to make a
lens Concave Lenses
Concave lenses are thin in the middle and make light rays diverge (spread out).
If the rays of light are traced back (dotted sight lines), they all intersect at the focal
point (F) behind the lens.
34
Example (4)
 The first ray comes in parallel to the optical axis and refracts from the focal
point.

 The second ray goes straight through the center of the lens.


35
Convex Lenses
Convex lenses are thicker in the middle and focus light rays to a focal point in front
of the lens.
36
Example (5)
 The first ray comes in parallel to the optical axis and refracts through the
focal point.

 The second ray goes straight through the center of the lens.


37
1.6 Prism
Refraction in a Prism
Since all the colors have different angles of deviation, white light will spread out into
a spectrum
 
 Violet deviates the most
 
 Red deviates the least
 
The remaining colors are in between
38
Total deviation
39
41
Chapter (2)
Absorption of Light
2.1 Introduction
 Photons
"What is known of [photons] comes from observing the results of their being
created.“ Eugene Hecht
Photons have no mass and always travel at the speed of light. The momentum of a single photon is: h/λ, or ℏ k
Light is not only a wave, but also a particle
40
2.2 Source of Lights
1-
2-
3-
4-
42
2.3 The de Broglie Wavelength

De Broglie postulated that a particle of mass m and momentum p has a wavelength
p = mv
where h is Planck‟s constant. This wavelength for material particles is now called the
de Broglie wavelength. It depends inversely on the particle‟s momentum, so the
largest wave effects will occur for particles having the smallest momentum.
43
Energy is Quantized
Relating wavelength to momentum by using the de Broglie equation, the discrete
values of wavelength of the particle in the box lead to discrete values of momentum,
and discrete levels of energy
A confined particle can only have certain energies. This is called the quantization of
energy. The number n is called the quantum number; each value of n characterizes
one energy level of the particle in the box.
How Light Interacts with Matter.

 
 Atoms are the basic blocks of matter.

They consist of heavy particles (protons and neutrons) in the nucleus,
surrounded by lighter particles (electrons).
44
How Light Interacts with Matter.

 
 An electron will interact with a photon.
 
 An electron that absorbs a photon will gain energy.
 
 An electron that loses energy must emit a photon.
 
The total energy (electron plus photon) remains constant during this process.
2.4 Characteristics of Absorption


 involves transitions from ground state energy levels to “excited”
Absorption
 states
◦ The reverse process is called emission

For absorption to occur, the energy of the photon must exactly match an energy
 level in the atom (or molecule) it contacts
◦ Ephoton = Eelectronic transition

 
 We distinguish two types of absorption
◦ Atomic
◦ Molecular
How Light Interacts with Matter


Electronsbound to atoms have discrete energies (i.e. not all energies are
 allowed).

Thus,only photons of certain energy can interact with the electrons in a given
atom.
45
2.5 Energy Transitions and Photons

The energy of photon that can interact with a transition jump depends on the energy
difference between the electronic levels.
46
Unique Atomic Signatures

Each atom has a specific set of energy levels, and thus a unique set of photon
wavelengths with which it can interact.
2.6 Energy Level Diagram

 
 Absorption and emission for the sodium atom in the gas phase
 
Illustrates discrete energy transfer
ΔEtransition = E1 - E0 = hv = hc/
47
Molecular Absorption

More complex than atomic absorption because many more potential transitions
 exist
◦ Electronic energy levels
◦ Vibrational energy levels
◦ Rotational energy levels
Emolecule = Eelectronic + Evibrational + Erotational

Eelectronic > Evibrational > Erotational
 
Result - complex spectra
48
49
2.7 The Forced Oscillator
51
50
52
53
2.8 The Inhomogeneous wave equation
54
2.9 Refractive index and absorption coefficient
55
56
Absorption spectrum of air

Air consists of numerous molecules that are non-absorbing in the visible, but can be
absorb very strongly elsewhere.
57
Chapter (3)
Semiconductor Optoelectronics
3.1 Appearance of insulator, metal and semiconductor
 Appearance in term of color depends on the interaction between the light with
the electronics configuration of the material.

 Normally,
o High resistivity material: insulator transparent


o High conductivity material: metals metallic luster and opaque

o Semiconductors colored, opaque or transparent, color depending
on the band gap of the material.
o For semiconductors the energy band diagram can explain the appearance
of the material in terms of luster and coloration
3.2 Colours of Semiconductors

E= 1.8eV 3.1eV
I B G Y O R
• If Photon Energy, E > Egap  Photons will be absorbed

• If Photon Energy, E < Egap Photons will transmitted
• If Photon Energy is in the range of Egap ;
• Those with higher energy than Egap will be absorbed.
• We see the colour of the light being transmitted
• If all colours are transmitted = White
58
Why do you think glass is transparent?

 Glass is insulator (huge band gap)

 The electrons find it hard to jump across a big energy gap (Egap >> 5eV)

 Egap >> E visible spectrum ~2.7- 1.6eV

 All colored photon are transmitted, no absorption hence light transmit
– transparent.
What is semiconductor?
Semiconductors possess electrical conductivity between metals and insulators
59
3.3 Periodic table and semiconductors

IIB IIIB IV V VI
B C N O
Al Si P S
Zn Ga Ge As Se
Cd In Sn Sb Te
Hg Tl Pb Bi Po
 IV (Si, Ge)

 III-V (GaAs, GaN, InP, InSb)

 II-VI (CdS, CdTe, ZnS, ZnSe)

 I-VII (CuCl, CuI)

 I-III-VI2 (CuAlS2，CuInSe2)

 II-IV-V2 (CdGeAs2, ZnSiP2)
61
3.4 Energy bands in semiconductors

The solution of the Schrödinger equation for the electron energy in the periodic
potential created by the atoms in a crystal lattice, results in a splitting of the
atomic energy levels and the formation of energy bands.
Each band contains a large number of finely separated discrete energy levels that
can be approximated as a continuum.
The valence and conduction bands are separated by a “forbidden” energy gap of
width Eg bandgap energy
60
Materials with a large energy gap (>3eV) are insulators, those for which the gap is
small or nonexistent are conductors, semiconductors have gaps roughly in the
range 0.1 to 3 eV
62
Energy band structure for metals, semiconductors and insulators
Electrons and holes


In the absence of thermal excitations, the valence band is completely filled and
 band is completely empty. Thus, the material cannot conduct
the conduction
 electricity.

As the temperature increases, some electrons will be thermally exited into the
empty conduction band, result in the creation of a free electron in the
conduction band and a free hole in the valence band.
63
Band gap and optical absorption edge

・ When photon energy E=h is less than Eg, valence electrons cannot
reach conduction band and light is transmited.
・ When photon energy E=h reaches Eg, optical absorption starts.
64
Color of transmitted light and band gap
65
Energy-momentum relations
2
E p
2
 k
2
2 m0 2m0
p
k
p is the magnitude of the momentum
k is the magnitude of the wavevector associated with the electron‟s
wavefunction m0 is the electron mass
Effective mass
Near the bottom of the conduction band, the E-k relation may be approximated by
the parabola
2
E E k
2
c 2mc
2
E E k
2
v 2mv
Ec,Ev: the energy at the bottom of the conduction band and at the top of the
valence band
mc,mv: effective mass of the electron in the conduction band and the hole in the
valence band
66
Photon Emission Is Unlikely in an Indirect-Gap Semiconductor
Photon emission in an indirect-gap semiconductor
67
The recombination of an electron near the bottom of the conduction band with a
hole near the top of the valence band requires the exchange of energy and
momentum. The energy may be carried off by a photon, but one or more phonons
are required to conserve momentum. This type of multiparticle interaction is
unlikely.
Photon Absorption is Not Unlikely in an Indirect-

Gap Semiconductor！
Photon absorption in an indirect-gap semiconductor
The photon generates an excited electron and a hole by a vertical transition; the
carriers then undergo fast transitions to the bottom of the conduction band and top
of the valence band, respectively, releasing their energy in the form of phonons.
Since the process is sequential it is not unlikely.
68
3.5 Semiconducting materials

 Si: widely used for making photon detectors but not useful for
fabricating photon emitters due to its indirect bandgap.

 GaAs, InP GaN etc.: used for making photon detectors and sources.

 Ternary and quaternary semiconductors:
AlxGa1-xAs, InxGa1-xAsyP1-y etc.
 give a tunable bandgap energy with variation of x and y.
AlxGa1-xAs is lattice matched to GaAs, means it can be grown on the GaAs

without introducing strains.
Solid and dashed curves represent direct-gap and indirect-gap compositions
respectively.
We can see that a material may have direct bandgap for one mixing ratio x and an
indirect bandgap for a different x.
69
Doped semiconductors

Dopants: alter the concentration of mobile

charge carriers by many orders of magnitude.
n-type: predominance of mobile electrons
n p
 
p-type: predominance of holes
p n
3.6 Electron and hole

concentrations Density of states
 The density of states describes the number of states at each energy level that
are available to be occupied.
( E Ec )1/ 2 , E Ec

(2 m )3/ 2
c ( E ) c
2
2 3
 Density of states near band edges
( Ev E )1/ 2 , E Ec

(2 m )3/ 2
v ( E ) v
2
2 3
71
3.7 Probability of occupancy

Under the condition of thermal equilibrium, the probability that a given state of
energy E is occupied by an electron is determined by the Fermi function.
1
f ( E)
exp[( E E f ) / k BT ]1
Ef: Fermi level, the energy level for which the probability of occupancy is 1/2.
70
72
A p-n junction in thermal equilibrium at T>0K. The depletion-layer, energy-band diagram,

and concentrations (on a logarithmic scale) of mobile electrons n(x) and holes p(x) are
shown as functions of position x. The built-in potrntial difference V0 corresponds to an
energy eV0, where e is the magnitude of the electron charge.
1. The depletion layer contains only the fixed charges, the thickness of the depletion
layer in each region is inversely proportional to the concentration of dopants in the
region.
2. The fixed charges created a built-in field obstructs the diffusion of further mobile
carriers.
3. A net built-in potential difference V0 is established.
4. In thermal equilibrium there is only a single Fermi function for the entire structure so
that the Fermi levels in the p- and n- regions must align.
73
3.8 Heterojunctions
Junctions between different semiconductor materials are called heterojunctions.
P P n
They can provide substantial improvement in the performance of electronic and

optoelectronic devices
Junctions between materials of different bandgap create localized jumps in the energy-band
diagram
74
A potential energy discontinuity provides a barrier that can be useful in preventing selected
charge carriers from entering regions where they are undesired.
This property used in a p-n junction can reduce the proportion of current carried by minority
carriers, and thus to increase injection efficiency


Discontinuities in the energy-band diagram created by two heterojunctions can be
 useful for confining charge carriers to a desired region of space

Heterojunctions are useful for creating energy-band discontinuities that accelerate
 carriers at specific locations

Semiconductors of different bandgap type can be used in the same device  to select
 regions of the structure where light is emitted and where light is absorbed


Heterojunctions of materials with different refractive indices create optical
waveguides that confine and direct photons.
75
3.9 Quantum Wells and Super-lattices

 A quantum well is a double heterojunction structure consisting of an ultrathin

(≤50 nm) layer of semiconductor material whose bandgap is smaller than that
of the surrounding material.

 The sandwich forms conduction- and valence band rectangular potential
wells within which electrons in the conduction-band well and holes in the
valence-band well are confined.
A semiconductor material that takes the form of a thin wire of rectangular cross section,
surrounded by a material of wider bandgap, is called a quantum-wire structure
EEE  E  2
k2
c q1 q2
2mc
2 2
( q / d ) ( q / d )
2
2
E 1 1 2 2
q1  2 mc , Eq 2  2mc , q1 , q21, 2,...,
Density of states
(1/ d d 2 )( m / 2  )
1/ 2
  1/ 2 ,.....E Ec  Eq1  Eq 2
1 c
c (E)(E  Ec  Eq1 Eq 2 )

0,.......................................otherwise
.q1, q21, 2,...,
76
In a quantum-dot structure, the electrons are narrowly confined in all three directions
within a box of volume d1d2d3.
E  Ec E q 1 E q 2 Eq 3

( q / d )
2 2
E 1 1
q1  2mc ,
( q / d
2
E 2 2
)2
q2  2mc ,
( q / d
2 2
)
E 3 3
q3  2mc
q1 , q2 , q3 1, 2, ...,
Quantum dots are often called artificial atoms.
77
Chapter (4)
Semiconductor Laser (LED & LD)
4.1 TYPES OF OPTICAL SOURCES
78
4.2 Light Emitting Diode LED
79
Light Emitting Diode LED
81
80
82
4.3 Principles of LASER Diode
83
84
85
86
87
88
89
91
4.4 The Lasing Action
90
92
93
94
95
96
97
Chapter (5)
Photo detectors
98
5.1 Communication System
99
011
5.2 p-n Junction
010
012
013
5.3 Absorption Coefficient
014
015
016
017
018
019
001
5.4 The pin Photodiode
000
002
003
004
005
006
007
008
009
021
Dr. Mohamed Sobh Taher ELTE 307 Optical Electronics
Chapter (6)
An optoelectronic integrated design
practice project
Optoelectronic technology curriculum is based on optoelectronics,

comprehensive use of optical technology, laser technology,
analog/digital circuits and computer technology to solve various
application problems. Its research contents include optoelectronic
signals formation, transmission, acquisition, transformation and
processing etc. The integrated design practice project is an
effective way to cultivate student’s integrated application ability of
multi-disciplinary theoretical knowledge. Here, An integrated
design project titled “Laser countermeasure - reconnaissance alarm
and jamming system” is presented. In this project, students are
divided into two groups: The Blue Side and the Red Side. Laser
emitting and receiving module, which consists of laser pulse
coding circuit, optoelectronics receiving circuit, signal processing
circuit and buzzer alarm circuit need be designed and debugged by
the Blue Side. For the Red Side, which can receive the opposite
radiation optics signal, encode and generate a deceptive laser
which include the same coding information as the incoming laser.
At last, which lead to the false alarms of Blue Side system? Also,
all modules are need designed and debugged by the Red Side
independently. For both sides, each group constitutes of about
4 students, project period is about 2 weeks. The practical results
show that the project can deepen students' understanding of basic
knowledge of optics, mechanics, electronics and computer,
improve students' analysis and solving problems ability, inspire the
innovation spirit and teamwork spirit.
A complete optoelectronic system is composed of four parts:

optoelectronics, information, feedback control and precision
mechanicals as shown in Figure 1. The optoelectronic part mainly
involves light sources, optical transmission, photo detection and
some other core subject knowledge. The information processing
mainly involves the knowledge of electronic circuits, computer
signal processing and control. The feedback control part is related
to control science and engineering discipline, this part can be
integrated into the information part. And the precision machinery
part is involved in mechanical engineering. Therefore, the
discipline of optoelectronics has the characteristics of
interdisciplinary and integration. As a result, to enhance the
innovative practical ability, the training process of students
majoring in photo electrics has following obvious characters:
(1) The basic theory is difficult, the combination of science and

technology is close;
(2) The disciplines like optics, mechanics, electronics and

computer is tightly integrated;
(3) The frontier and applications research are very active;
(4) The optical instruments are precise and the practice is costly.
Figure 1. Typical optoelectronic system and
the related knowledge structure
1. BASIC CONSIDERATIONS FOR THE TOPIC SELECTION
OF COMPREHENSIVE CURRICULUM DESIGN
According to the characteristics of photoelectric curriculum, the

guiding principle of the integrated design project should serve
deepening the understanding of the theoretical basis knowledge of
photoelectric curriculum, and cultivate the preliminary ability what
integrated application of the multiple courses knowledge to solve
the practical photoelectric engineering problem. Therefore, the
topic of the design project should reflect the essence of the
comprehensive application of the optoelectronic technology
curriculum. The design project should not only highlight
integration within the course, that is integrated application the
knowledge of light source, detector and photoelectric signal
processing, as well as optical signal transformation and
photoelectric signal conversion and electrical signal processing
[3]
,etc. .In addition, it is also necessary to consider the integration
of different courses, that is, using knowledge of multiple courses
like optics, electronics and computers should be utilized to solve
practical problem. At the same time, the projects should strengthen
the practice character and operability. The difficulty and workload
of projects should be adjust to make sure most students can
accomplish within specified time, like 2 weeks.
2. “LASER COUNTERMEASURE – LASER
RECONNAISSANCE ALARM AND INTERFERENCE
SYSTEM” COURSE DESIGN CASE
Background and principle
With the technology development, the requirements for battlefield

detection and alarms, deception and interfere is increasing. The
personnel field investigation and radar warning are insufficient to
meet the needs of modern warfare. Faced with the urgent needs of
the modern battlefield, the laser-based reconnaissance warning and
interference system has been greatly developed. The laser
detection alarm and interference system receives the echo signal of
the target by transmitting a specific frequency laser beam, and the
photoelectric conversion recognizes and generates an audible
alarm signal. transmitting a specific frequency laser beam, and the
photoelectric conversion recognizes and generates an audible alarm
signal.
Composition and main functions
The project is divided into four main modules: 1. Optical system

module, including launch system, receiving system, optical path
debugging; 2. Laser pulse module, including signal generation
circuit, three frequency switching, amplifying circuit, driving
circuit; 3. Photoelectric receiving circuit, including receiving
amplifying circuit, filtering shaping circuit;
3. Related processing module, including sound and light alarm
circuit.
The software and hardware conditions of the system are as follows:

Comprehensive design courseware, teaching material, various chip
instruction; Protel circuit design and simulation software, optical
design software, such as Zemax; Lens and beam splitter of various
specifications; Laser diode, photoresistor, silicon photodiode;
LM324 amplifier, 74LS160 counter, 74LS175 register, NE555
trigger, 74HC4051 multi-channel switch data selector; digital tube;
optical breadboard, electric breadboard, etc.
The integrated design system can support laser reconnaissance

alarm system prototype design and debugging (for the blue side),
laser interference prototype design and debugging (for the red
side), use of both prototype can simulate laser countermeasures
and other design tasks. The reference scheme and countermeasure
such as Figure 2 shows.
Figure 2. Laser reconnaissance alarm and

interference system simulation
For the blue side, the design and experiment tasks include:
1.600Hz square wave signal generator design and experiment;
2. signal amplification and laser diode drive circuit design and

experiment;
3. laser transmission / receiving system design and experiment;
4. Photodetector bias circuit design and experiment;
5. electrical signal amplification and shaping circuit design and

experiment;
6. echo and local signal correlation circuit (or microcontroller) design
and experiment;
7. buzzer, LED sound and light alarm circuit design and experiment.
Note: The 1-5 items are the basic knowledge and basic ability
training content, which are the same for both blue and red For the
blue side, the design and experiment task include:
1.600Hz (frequency adjustable) square wave signal generator design
and experiment;
2. Signal amplification and laser diode drive circuit design and

experiment;
3. Laser launch / receive system design and experiment
4. Photodetector bias circuit design and experiment;
5. Electrical signal amplification and shaping circuit design and

experiment;
6. Counting circuit (or single-chip microcomputer) design and

experiment (* the second pulse circuit to be used by the teacher);
7. Digital tube display circuit design and experiment.

The blue and red prototypes specifically contain the following
design tasks:
1. When there is a laser interference prototype in front of the laser

reconnaissance prototype, it can receive the echo signal, and
compare the frequency characteristics of the echo and the emitted
light wave to determine whether to make an audible and visual
alarm;
2. When there is a laser reconnaissance prototype in front of the

laser interference prototype, it can detect the reconnaissance laser
of the other party, measure the frequency of the reconnaissance
laser through the counting circuit and display it, and
simultaneously transmit an interference laser with the same
frequency characteristic to cause the other party to generate an
alarm.
The results of the comprehensive design process of the laser against

the blue and red students are as follows:
1. The circuits designed by the blue and red students using Protel
software are shown in Figure 3(a) and (b) respectively.
2. The optical paths designed by the students of both blue and red are
shown in Figure 4(a) and (b) respectively;
3. The output signal of the laser diode driving circuit designed and
debugged by the blue party, the output signal of the photodetector
bias circuit and the signal amplified by the triode are shown in
Figure 5;
4. The output of the interference laser driver circuit designed and

debugged by the Red Party is shown in Figure 6.
5. The prototypes produced by both blue and red are shown in

Figures 7 and 8, respectively;
(a) The blue side (b) The red side
Figure 3. Laser diagram against the design of the students
themselves (Protel software design)
(a) The blue side (b) The red side
Figure 4. laser light against the light path diagram

designed by both students
Figure 5 Blue square photoresistor bias circuit

student circuit debugging output signal through the
process results (upper transistor amplified
curve: 600HZ signal waveform)
generation circuit output
waveform; lower curve:
photoresistor bias
circuit output waveform;
middle curve:
Figure 6 Red square
student circuit debugging
process results
(Debugging of pulse
frequency and
duty cycle of square wave
generator)
Figure 7 Laser Reconnaissance Alarm Prototype Figure 8 Laser interference prototype physical
(Blue) (red)
Teaching implementation of comprehensive curriculum
design
The comprehensive design of the curriculum is quite different

from the implementation of the teaching of the theory courses.
The teaching is based on the laboratory as the main
classroom, and the teacher is mainly guided and supplemented
by the lecture. In accordance with the principle of
“strengthening practice and student-oriented”, we should
carefully organize and arrange the design practice teaching to
achieve the best results. In order to highlight the teaching
effect of design and practice, teaching activities can be
organized according to the stage of teaching, program
demonstration, design and debugging as shown in Table 1.
Table 1. List of organization activities of comprehensive

design teaching activities of photoelectric technology
Stage
Main design Time and spot
task
Subject lecture Design content, basic Course start,

requirements, design classroom or lab
case
Demonstration Preliminary plan, Early design,

program inspection classroom or library
amendment,
program approval
Design and Theoretical design, Mid-term design, lab
debugging module making, or classroom or

machine debugging library
Inspection and Module acceptance, Late design,

acceptance machine acceptance, laboratory-based
draft design report
Answer speech Group reply, group Late design,
speech evaluation laboratory or
classroom
Grade Design performance Late design, teacher
evaluation by evaluation criteria office
Implementation effect
In the project, students comprehensive use of photoelectric

technology curriculum knowledge to design and debug the
light path, circuit and programming, design prototype, and
submit the design report, which greatly mobilized the
students’ enthusiasm and initiative. In a relatively compact
period, a complete photoelectric engineering design task can
obtain the desired training effect. "Comprehensive design
system of laser countermeasure based on laser reconnaissance
warning and interference" project has supported the teaching
and studying implementation of comprehensive design of
photoelectric technology, a compulsory course for the
photoelectric information science and engineering major of
our university for 10 consecutive years, and the teaching
effect has been evaluated as "excellent" by our university for
many times .
Students feel: "It can be said that this optoelectronic

integrated design experiment is a process of putting theory
into practice and testing the theory with practice; it is also a
process of constantly discovering problems, finding problems,
and solving problems. In this experiment, we deeply realized
the gap between theory and practice.
This gap force us try our best to overcome it, but we felt
infinite pleasure in the process of overcoming. When you
finally complete an experimental design, the sense of
accomplishment and satisfaction is unparalleled. This is a
precious experience, and each of us has learned a lot. ”
"Photoelectric comprehensive design experiment" will become

a valuable asset in our memory! ”one student said.
CONCLUSION
As the connecting fundamental experiment research and

design of comprehensive design experiment teaching, the
students' experimental ability training system plays an
essential role, for students to develop innovative, moderate
difficulty, suitable for experiment teaching of institutions of
higher learning need to comprehensive design experiment
system become the priority of the current experimental
teaching reform.
An excellent optoelectronic course comprehensive design
practice project should have five characteristics: First, it is
teaching, the project should closely follow the key points of
optoelectronic technology knowledge, and focus on
cultivating the students' "interdisciplinary" optoelectronic
system design and analysis capabilities; Second, it is
scientific, the subject task traction teaching mode, which
embodies the unity of scientific knowledge and scientific
process; the precise "quantization" idea runs through the
whole process of design; The third is innovative, with the
main line of photoelectric information processing, to build a
multi-level, large-span organic training system; to stimulate
students' initiative to innovate with a unique team
"confrontation" teaching mode; The fourth is the enlightening,
the teaching mode of the subject task traction fully reflects the
“main body” status of the students in the teaching activities;
The fifth is practicality. On the one hand, it is based on the
design idea of the platform, the system has good versatility,
on the other hand, it focuses on the training of basic
knowledge and skills, and the system is highly expandable.
References
- Handbook of Nanoscale Optica and electronics
Grey Wiederreche
https://www.fulviofrisone.com/attachments/article/405/
handbook%20of%20nanoscale%20optics%20and%20e
lectronics.pdf
-Wenjie Jiang, Jianhua Shi, Wenke Xie, Haotong Ma,

Xuewen Zeng. [Optical Technology], Science Press,
Beijing, (2014).
-Wenjie Jiang, Wenke Xie,Jianhua Shi, Haotong Ma, "

The Study And Practice Of Opto-Electronic Integrated
Design Curriculum’s Teaching " Journal of Higher
Education Research 37(2), 105-109 (2014).
-Hairong Zhong, Wei Xu, Haojun Hu，Chengfang

Duan, " A whole-process progressive training mode to
foster optoelectronic students’ innovative practical
ability," Proc. SPIE (2017). ETOP, Hangzhou, June,
2017
-Wenjie Jiang, Xuewen Zeng,Jianhua Shi, " The
Exploration and Practice of the Establishment of the
Top-quality Course Optoelectronic Technology " Journal
of Higher Education Research 32(4), 43-44 (2009).
‫مع تمنياتي لكم بالتوفيق والنجاح‬
‫ دمحم صبح طاهر‬/‫دكتور‬

ELTE 307 Optical Electronics PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ELTE 307 Optical Electronics PDF

Uploaded by

Copyright:

Available Formats

Optical Electronics ELTE 307 Dr.

Mohamed Sobh Taher

Modern University For Information and Technology

Chapter (1) Geometrical optics

Chapter (2) Absorption of Light

Chapter (3) Semiconductor Optoelectronics

Chapter (4) Semiconductor Laser (LED & LD)

Chapter (5) Photo detectors

Chapter (6) An optoelectronic integrated design practice project

1.1 History of Optical Electronics

12- James Clerk Maxwell (1831-1879) unified electricity and magnetism

 Lights – Einstein and Planck

What happens to light when it encounters a surface?

Constractive and Destructive Interference

Fig. Constractive VS Destructive Interference

Young’s Two-Slit Experiment

 Particle- Wave Duality

All visible objects emit or reflect light rays in all directions

Our eyes detect light rays

We think we see objects but we really see images.

1.3 Reflection and refraction of Lights

reflected ray incident ray

Mirrors reflect light rays

How do we see images in mirrors?

Plane (flat) Mirrors

Spherical Mirrors (concave & convex)

◦ Use: Rear view mirrors, store security…

CAUTION! Objects are closer than they appear!

Convex Mirrors (curved out)

Lens & Mirror Equation

If height is negative the image is upside

Refraction (bending light)

Total Internal Reflection

We have two main classes of aberrations:

lens Concave Lenses

Light is not only a wave, but also a particle

2.2 Source of Lights

2.3 The de Broglie Wavelength

How Light Interacts with Matter.

How Light Interacts with Matter.

2.4 Characteristics of Absorption

◦ Ephoton = Eelectronic transition

How Light Interacts with Matter

2.5 Energy Transitions and Photons

Unique Atomic Signatures

2.6 Energy Level Diagram

Emolecule = Eelectronic + Evibrational + Erotational

2.7 The Forced Oscillator

2.8 The Inhomogeneous wave equation

2.9 Refractive index and absorption coefficient

Absorption spectrum of air

o High resistivity material: insulator transparent

3.2 Colours of Semiconductors

Why do you think glass is transparent?

3.3 Periodic table and semiconductors

3.4 Energy bands in semiconductors

Energy band structure for metals, semiconductors and insulators

Electrons and holes

Band gap and optical absorption edge

Color of transmitted light and band gap

Photon Emission Is Unlikely in an Indirect-Gap Semiconductor

Photon emission in an indirect-gap semiconductor

Photon Absorption is Not Unlikely in an Indirect-