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<CourseUnit xmlns="http://www.manchester.ac.uk/CUICourseUnitDetails" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.manchester.ac.uk/CUICourseUnitDetails.xsd">
  <UnitCode Applicant="Y" Label="Unit code" Student="Y">
    <Code>PHYS40611</Code>
  </UnitCode>
  <UnitTitle Applicant="Y" Label="Unit title" Student="Y">
    <Title>Frontiers of Photon Science</Title>
  </UnitTitle>
  <MaxUnits Applicant="Y" Label="Credit rating" Student="Y">
    <Units>10</Units>
  </MaxUnits>
  <TeachingPeriods Applicant="Y" Label="Teaching period(s)" Student="Y">
    <Period>Semester 1</Period>
  </TeachingPeriods>
  <AcademicCareer Applicant="Y" Label="Academic career" Student="Y">
    <Value>Undergraduate</Value>
  </AcademicCareer>
  <UnitLevel Applicant="Y" Label="Unit level" Student="Y">
    <Level>Level 4</Level>
  </UnitLevel>
  <StaffList Applicant="Y" Label="Teaching staff" RoleLabel="Course Unit Role" Student="Y">
    <StaffMember>
      <Name>Darren Graham</Name>
      <Role>Unit coordinator</Role>
    </StaffMember>
    <StaffMember>
      <Name>David Binks</Name>
      <Role>Unit coordinator</Role>
    </StaffMember>
  </StaffList>
  <OfferedBy Applicant="Y" Label="Offered by" Student="Y">
    <OrganisationList>
      <Organisation>
        <OrgName></OrgName>
      </Organisation>
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    <GroupList>
      <Group>
        <GroupName></GroupName>
      </Group>
    </GroupList>
    <FheqLevels>
      <FheqLevel>
        <LevelNumber>1</LevelNumber>
        <LevelName>FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' </LevelName>
      </FheqLevel>
    </FheqLevels>
    <Ects>
      <MaxUnits>European Credit Transfer &amp; Accumulation System Rating :   5.0</MaxUnits>
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  <MarketingOverview Applicant="Y" Label="Marketing Course unit overview" Student="">
    <Content>&lt;p&gt;Frontiers of Photon Science&lt;/p&gt;</Content>
  </MarketingOverview>
  <UnitOverview Applicant="" Label="Course unit overview" Student="Y">
    <Content>&lt;p&gt;Frontiers of Photon Science&lt;/p&gt;</Content>
  </UnitOverview>
  <Aims Applicant="Y" Label="Aims" Student="Y">
    <Content>&lt;div&gt;	1. To gain an appreciation of the techniques of photon science.&lt;/div&gt;&lt;div&gt;	In particular, to understand how:&lt;/div&gt;&lt;div&gt;	&amp;bull; ultrafast laser pulses are produced, characterised and used&lt;/div&gt;&lt;div&gt;	&amp;bull; nonlinear frequency conversion techniques can be used to change the wavelength of laser beams&lt;/div&gt;&lt;div&gt;	&amp;bull; terahertz-frequency light is produced and detected&lt;/div&gt;&lt;div&gt;	&amp;nbsp;&lt;/div&gt;&lt;div&gt;	2. To illustrate the application of these techniques in scientific research&lt;/div&gt;&lt;div&gt;	&amp;nbsp;&lt;/div&gt;&lt;div&gt;	3. To provide a suitable introduction to students wishing to pursue postgraduate research in&lt;/div&gt;&lt;div&gt;	photon science.&lt;/div&gt;</Content>
  </Aims>
  <LearningOutcomes Applicant="Y" Label="Learning outcomes" Student="Y">
    <Content>&lt;p&gt;On completion successful students will be able to:&lt;br/&gt;&lt;br/&gt;1. Describe the equipment and techniques used by photon scientists to produce and measure ultrafast laser pulses in the UV, visible, infra-red and terahertz spectral regions.&lt;br/&gt;&lt;br/&gt;2. Analyse the optical response of nonlinear materials and explain how it can be optimised to enable the significant wavelength conversion of laser beams.&lt;br/&gt;&lt;br/&gt;3. Describe terahertz radiation and its effect on materials&lt;br/&gt;&lt;br/&gt;4. Explain quantitatively how these techniques can be used in scientific research to gain an understanding of electronic processes occurring on a sub-nanosecond time-scale.&lt;/p&gt;</Content>
  </LearningOutcomes>
  <Knowledge Applicant="Y" Label="Knowledge and understanding" Student="Y">
    <Content></Content>
  </Knowledge>
  <IntellectualSkills Applicant="Y" Label="Intellectual skills" Student="Y">
    <Content></Content>
  </IntellectualSkills>
  <PracticalSkills Applicant="Y" Label="Practical skills" Student="Y">
    <Content></Content>
  </PracticalSkills>
  <TransferableSkills Applicant="Y" Label="Transferable skills and personal qualities" Student="Y">
    <Content></Content>
  </TransferableSkills>
  <EmployabilitySkillsList Applicant="Y" Label="Employability skills" Student="Y">
    <Skill>
      <SkillId></SkillId>
      <SkillDescription></SkillDescription>
    </Skill>
  </EmployabilitySkillsList>
  <Syllabus Applicant="Y" Label="Syllabus" Student="Y">
    <Content>&lt;div&gt;1. Producing ultrafast laser pulses (2&amp;nbsp;lectures)&lt;/div&gt;&lt;div&gt;Mode-locking; dependence of pulse length and peak power on mode number; active and passive techniques. Oscillator-amplifier systems.&lt;/div&gt;&lt;div&gt;&amp;nbsp;&lt;/div&gt;&lt;div&gt;2. Nonlinear frequency conversion (8 lectures)&lt;/div&gt;&lt;div&gt;Nonlinear optical materials; modification of the wave-equation; three-wave coupling; phase-matching; second harmonic and sum-frequency generation; optical parametric amplifiers and oscillators&lt;/div&gt;&lt;div&gt;&amp;nbsp;&lt;/div&gt;&lt;div&gt;3. Advanced ultrafast laser diagnostics (2&amp;nbsp;lectures)&lt;/div&gt;&lt;div&gt;Single- and multiple-shot autocorrelators. Frequency-Resolved Optical Gating (FROG). Spectral Phase Interferometry for Direct Electric-field Reconstruction (SPIDER).&lt;/div&gt;&lt;div&gt;&amp;nbsp;&lt;/div&gt;&lt;div&gt;4. Terahertz spectroscopy (8&amp;nbsp;lectures)&lt;/div&gt;&lt;div&gt;Pump-probe detection techniques. Methods of generating terahertz radiation (photoconductive antennas and optical rectification). Electro-optic sampling. Time-domain and frequency-domain techniques. Asynchronous optical sampling methods. Applications of terahertz spectroscopy (conductivity processes in semiconductors and biomolecules).&lt;/div&gt;&lt;div&gt;&amp;nbsp;&lt;/div&gt;&lt;div&gt;5. Ultrafast Transient Absorption Spectroscopy (2&amp;nbsp;lectures).&lt;/div&gt;&lt;div&gt;White light continuum generation. Application to carrier dynamics in quantum dots: state-filling effects; carrier cooling and recombination; carrier trapping; multiexciton effects including Auger recombination and biexciton binding energy. Mulitple exciton generation as means of exceeding the Shockley-Queisser limit to solar cell efficiency.&lt;/div&gt;</Content>
  </Syllabus>
  <TeachingMethods Applicant="Y" Label="Teaching and learning methods" Student="Y">
    <Content></Content>
  </TeachingMethods>
  <AssessmentMethods Applicant="Y" Label="Assessment methods" Student="Y">
    <IntroText> </IntroText>
    <Method>
      <MethodId>1</MethodId>
      <MethodName>Written exam</MethodName>
      <MethodWeight>100%</MethodWeight>
    </Method>
  </AssessmentMethods>
  <FeedbackMethods Applicant="Y" Label="Feedback methods" Student="Y">
    <Content>&lt;p&gt;Feedback will be available on students&amp;rsquo; solutions to problem sheets.&lt;/p&gt;</Content>
  </FeedbackMethods>
  <RequirementsList Applicant="Y" Label="Pre/co-requisites" Student="Y">
    <Requirement>
      <UnitCode></UnitCode>
      <UnitTitle></UnitTitle>
      <RequirementType></RequirementType>
      <Description></Description>
    </Requirement>
    <AdditionalRequirement></AdditionalRequirement>
  </RequirementsList>
  <AcademicPrograms Applicant="Y" Label="Academic programmes" Student="Y">
    <AcademicProgram>
      <Program></Program>
      <Plan></Plan>
      <Level></Level>
      <Requirement></Requirement>
    </AcademicProgram>
  </AcademicPrograms>
  <FreeChoice Applicant="Y" Label="Available as a free choice unit?" Student="Y">
    <Content>N</Content>
  </FreeChoice>
  <Accreditation Applicant="Y" Label="Accreditation" Student="Y">
    <Content></Content>
  </Accreditation>
  <RecommendedReading Applicant="Y" Label="Recommended reading" Student="Y">
    <Content>&lt;div&gt;	Dexheimer, S. L., Terahertz Spectroscopy, (CRC Press)&lt;/div&gt;&lt;div&gt;	Hannaford P., Femtosecond Laser Spectroscopy, (Springer Science)&lt;/div&gt;</Content>
  </RecommendedReading>
  <StudyHours Applicant="Y" Label="Study hours" Student="Y">
    <IntroText> </IntroText>
    <ScheduledHours Applicant="Y" Label="Scheduled activity hours" Student="Y">
      <ActivityHours>
        <ActivityType>Assessment written exam</ActivityType>
        <Hours>1.5</Hours>
      </ActivityHours>
      <ActivityHours>
        <ActivityType>Lectures</ActivityType>
        <Hours>22</Hours>
      </ActivityHours>
    </ScheduledHours>
    <PlacementHours Applicant="Y" Label="Placement hours" Student="Y">
      <ActivityHours>
        <ActivityType></ActivityType>
        <Hours>0</Hours>
      </ActivityHours>
    </PlacementHours>
    <TotalHours Applicant="Y" Label="Independent study hours" Student="Y">
      <Hours>76.5</Hours>
    </TotalHours>
  </StudyHours>
  <Notes Applicant="Y" Label="Additional notes" Student="Y">
    <Content></Content>
  </Notes>
</CourseUnit>
