We report the inscription of as many as 10 superimposed Bragg gratings of high reflectivity in a 25-mm segment of fiber. Using hydrogenated boron codoped and germanosilicate fibers, we inscribed 10 superimposed gratings with reflectivities above 80% and 6 superimposed gratings with reflectivities above 98%, respectively. The superimposed gratings had unequal wavelength spacing and were written over a 20-nm wavelength span in the region of 1530 nm. The inscription of each new grating caused an increase in the FWHM linewidth of the existing gratings, while their reflectivity was unaffected.
Many concepts in the physics curricula can be explained by the inverse square law. Point-like sources of gravitational forces, electric fields, light, sound and radiation obey the inverse square law. This geometrical law gives the ability of unifying educational approach of various cognitive subjects in all the educational levels. During the last years we have been using engaging hands-on activities to help our students in order to understand the cohesion in Nature and to export conclusions from experimental data. The development of critical thinking is also stimulated by student‘s experimental activities. Teaching students to think critically is perhaps the most important and difficult thing we do as science teachers. In this paper three activities are described, which were executed by students. These activities are concerning the electromagnetic radiation and the main goal is to confirm the inverse square law. We used three activities entitled as: “Inverse square law-Light”, “Photometer construction” and “Radioactive source”.The significant motive for this work constituted the following question: “Is it possible to find lab activities which bring out unification and a non-piecemeal description of physical phenomena, helping students to think critically?”.
Many concepts in the physics curricula can be explained by the inverse square law. Point-like sources of gravitational forces, electric fields, light, sound and radiation obey the inverse square law. This geometrical law gives the ability of unifying educational approach of various cognitive subjects in all the educational levels. During the last years we have been using engaging hands-on activities to help our students in order to understand the cohesion in Nature and to export conclusions from experimental data. The development of critical thinking is also stimulated by student‘s experimental activities. Teaching students to think critically is perhaps the most important and difficult thing we do as science teachers. In this paper three activities are described, which were executed by students. These activities are concerning the electromagnetic radiation and the main goal is to confirm the inverse square law. We used three activities entitled as: “Inverse square law-Light”, “Photometer construction” and “Radioactive source”.The significant motive for this work constituted the following question: “Is it possible to find lab activities which bring out unification and a non-piecemeal description of physical phenomena, helping students to think critically?”.
The purpose of this paper is to provide an insight to the term Massive Online Open Courses (MOOCs), the practices, trends and challenges for the higher education institutions. MOOCs, although having a short history, literally took off in 2012 when MIT and Harvard created “edX”, former Stanford professors created “Coursera”, a private company created “Udacity” and UK’s Open University created “Future Learn”. Nowadays, the majority of academic institutions in US and Europe are offering MOOCs to their students, providing a wide variety of online courses in difference subjects with the option, if wanted, to obtain a course certificate. The arrival of MOOCs has greatly affected higher education worldwide, since learners have greater access and more options for their education, they are forcing higher education institutions to reevaluate their educational approaches and to comply with the current educational trends. There are many reasons why students decide to participate in a MOOC. Naming a few, to obtain a degree, to get a new job, to get promotion, to get a post retirement job, to be admitted in a college, to use it as corporate training. For this reason, both state and private universities begin to reexamine their educational strategy and methods, in a local and international level. The question that arises regards whether MOOCs can be considered to be the future in education, or it will be proved that this increasing interest is nothing more than a bubble what will bust in the foreseeable future.
This paper presents a course module containing exercises based on simulation tools that can be used to efficiently educate Electrical and Electronic Engineering undergraduate students on the electrical behavior of solar cells and photovoltaic arrays. This module is taught as part of the ''Alternative Energy Sources'' course added to the curriculum of the Electrical and Electronic Engineering Educators Department of ASPETE in 2013. The concept is to offer our undergraduate students the opportunity to deeply understand the electrical behavior of solar cells and photovoltaics by virtually experimenting with individual solar cells and photovoltaic arrays creating their necessary models in the popular platform of MULTISIM (the simulator from National Instruments). This is important for the success of the learning process of this course, which is not accompanied with a real-world laboratory that would be expensive to implement.
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