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Nowadays, it is assumed of many applications, companies and parts of the society to be always available online. However, according to [Times, Oct, 31 2011], 73% of the world population do not use the internet and thus aren't “online” at all. The most common reasons for not being “online” are expensive personal computer equipment and high costs for data connections, especially in developing countries that comprise most of the world’s population (e.g. parts of Africa, Asia, Central and South America). However it seems that these countries are leap-frogging the “PC and landline” age and moving directly to the “mobile” age. Decreasing prices for smart phones with internet connectivity and PC-like operating systems make it more affordable for these parts of the world population to join the “always-online” community. Storing learning content in a way accessible to everyone, including mobile and smart phones, seems therefore to be beneficial. This way, learning content can be accessed by personal computers as well as by mobile and smart phones and thus be accessible for a big range of devices and users. A new trend in the Internet technologies is to go to “the cloud”. This paper discusses the changes, challenges and risks of storing learning content in the “cloud”. The experiences were gathered during the evaluation of the necessary changes in order to make our solutions and systems “cloud-ready”.
We report the use of the Raman spectral information of the chemical compound toluene C7H8 as a reference on the analysis of laboratory-prepared and commercially acquired gasoline-ethanol blends. The rate behavior of the characteristic Raman lines of toluene and gasoline has enabled the approximated quantification of this additive in commercial gasoline-ethanol mixtures. This rate behavior has been obtained from the Raman spectra of gasoline-ethanol blends with different proportions of toluene.
All these Raman spectra have been collected by using a self-designed, frequency precise and low-cost Fourier-transform Raman spectrometer (FT-Raman spectrometer) prototype. This FT-Raman prototype has helped to accurately confirm the frequency position of the main characteristic Raman lines of toluene present on the different gasoline-ethanol samples analyzed at smaller proportions than those commonly found in commercial gasoline-ethanol blends. The frequency accuracy validation has been performed by analyzing the same set of toluene samples with two additional state-of-the-art commercial FT-Raman devices. Additionally, the spectral information has been contrasted, with highly-correlated coefficients as a result, with the values of the standard Raman spectrum of toluene.
Theoretical details about optics and photonics are not common knowledge nowadays. Physicists are keen to scientifically explain ‘light,’ which has a huge impact on our lives. It is necessary to examine it from multiple perspectives and to make the knowledge accessible to the public in an interdisciplinary, scientifically well-grounded and appealing medial way. To allow an information exchange on a global scale, our project “Invisible Light” establishes a worldwide accessible platform. Its contents will not be created by a single instance, but user-generated, with the help of the global community. The article describes the infotainment portal “Invisible Light,” which stores scientific articles about light and photonics and makes them accessible worldwide. All articles are tagged with geo-coordinates, so they can be clearly identified and localized. A smartphone application is used for visualization, transmitting the information to users in real time by means of an augmented reality application. Scientific information is made accessible for a broad audience and in an attractive manner.
In many scientific studies lens experiments are part of the curriculum. The conducted experiments are meant to give the students a basic understanding for the laws of optics and its applications. Most of the experiments need special hardware like e.g. an optical bench, light sources, apertures and different lens types. Therefore it is not possible for the students to conduct any of the experiments outside of the university’s laboratory. Simple optical software simulators enabling the students to virtually perform lens experiments already exist, but are mostly desktop or web browser based.
Augmented Reality (AR) is a special case of mediated and mixed reality concepts, where computers are used to add, subtract or modify one’s perception of reality. As a result of the success and widespread availability of handheld mobile devices, like e.g. tablet computers and smartphones, mobile augmented reality applications are easy to use. Augmented reality can be easily used to visualize a simulated optical bench. The students can interactively modify properties like e.g. lens type, lens curvature, lens diameter, lens refractive index and the positions of the instruments in space. Light rays can be visualized and promote an additional understanding of the laws of optics. An AR application like this is ideally suited to prepare the actual laboratory sessions and/or recap the teaching content.
The authors will present their experience with handheld augmented reality applications and their possibilities for light and optic experiments without the needs for specialized optical hardware.
Monitors are in the center of media productions and hold an important function as the main visual interface. Tablets and smartphones are becoming more and more important work tools in the media industry. As an extension to our lecture contents an intensive discussion of different display technologies and its applications is taking place now. The established LCD (Liquid Crystal Display) technology and the promising OLED (Organic Light Emitting Diode) technology are in the focus.
The classic LCD is currently the most important display technology. The paper will present how the students should develop sense for display technologies besides the theoretical scientific basics. The workshop focuses increasingly on the technical aspects of the display technology and has the goal of deepening the students understanding of the functionality by building simple Liquid Crystal Displays by themselves.
The authors will present their experience in the field of display technologies. A mixture of theoretical and practical lectures has the goal of a deeper understanding in the field of digital color representation and display technologies. The design and development of a suitable learning environment with the required infrastructure is crucial. The main focus of this paper is on the hands-on optics workshop “Liquid Crystal Display in the do-it-yourself”.
Member Lens
(2013)