At the end of the course, students are expected to demonstrate the following key points of knowledge: o Understanding of the theory, along with the experimental evidence supporting it, which underpins the mathematical models of the main optical devices; o Understanding of the primary methodologies used to analyze the behavior of the most common optical components applied in various Photonics domains. Additionally, students should demonstrate the following skills: o Ability to identify the strengths and weaknesses of commercial devices; o Ability to propose alternative approaches for designing new optical components; o Ability to present, both orally and in writing, a clear and well-structured set of relevant considerations on design assumptions and results; o Ability to read, understand, and critically comment on technical materials about optical devices from books, manuals, datasheets, and other sources; o Ability to apply the learned methodologies to other domains of applied electromagnetism, such as microwave systems and electromagnetic compatibility.

Key notions typically covered in undergraduate courses on applied electromagnetism, such as: o Basic electromagnetic theory (electric and magnetic fields, properties, etc.); o Transmission line theory (i.e., 1D scalar wave equation); o Plane waves; o General characteristics of guided wave propagation. Moreover, solving the proposed exercises may require some experience with computational software such as Matlab, Maple, etc.

Introduction and revision of electromagnetic theory (0.8 ECTS) Discrete optical components (3.5 ECTS) o Reflection and refraction of plane waves in multi-layered dielectric structures; application to the design of anti-reflection coatings, beam splitters, interferential filters, etc. o Crystal optics and interaction with external fields; application to the design of waveplates, isolators and circulators, modulators, etc. Dielectric waveguides and waveguide-based devices (3 ECTS) o Dielectric waveguides: slab (1D), channel (2D, Cartesian coordinates), and optical fibers (2D, cylindrical coordinates). o Introduction to the fabrication and characterization of guided-wave devices. o Coupled mode theory and its application to guided-wave devices: couplers, power splitters, fiber Bragg gratings, etc. Monographic seminar on a selected topic/application (0.7 ECTS).

The course includes lectures on theory, exercise sessions, and experimental demonstrations. Since the main goal is to provide the background and methods needed to understand how to design new components and critically analyze the performance of existing commercial devices, the theoretical derivations focus on real devices. Extensive exercise sessions are integrated into the lectures (the so-called “tutored exercise classes”), in which students are guided to apply what they have learned in the preceding lectures to the design of simplified devices. Experimental demonstrations are conducted either by the instructor or by small groups of students, depending on the availability and complexity of the specific equipment required.

Lecture notes made available through the course website ("Portale della didattica"). To probe further it may be also useful to consult: o K. Iizuka, “Elements of Photonics” vol. I + II, Wiley. o R.G. Hunsperger, “Integrated optics: theory and technology”, Springer-Verlag. o W. Snyder, J.D. Love, “Optical waveguide theory”, Chapman and Hall. o B.E.A. Saleh, M.C. Teich, “Fundamentals of Photonics”, Wiley.

Lecture slides; Exercise with solutions ;

Exam: Compulsory oral exam; Individual project;

The exam is designed to assess students' understanding of the topics covered in the course, as well as their ability to apply theoretical knowledge to the solution of simple design projects. The exam is oral only and typically lasts between 30 and 50 minutes. It consists of a discussion of the topics presented during the lectures and a critical analysis of the results from the assignments completed during the course. Critical analysis refers to the ability to justify the design choices made, explain the results obtained, and relate both to the theoretical framework discussed in the lectures. Students are not expected to design the best possible device, but rather to demonstrate that they have understood the theory and are able to apply it effectively. Assignments may be carried out in teams; however, each student is individually responsible for all material presented during the exam, including any software scripts. There is no specific format required for assignment reports and they may be submitted as documents or presentations. While a formal report is not mandatory, attention to technical quality is expected (e.g., correct use of measurement units, labeled graphs and axes, appropriate legends, etc.). Assignments must be submitted at least one day before the exam date. In the case of group work, the same version of the assignments must be used by all members of the group. This means that only the first student taking the exam will submit the assignments, and that version will be considered final for the entire group, regardless of when the other team members take the exam. The course program — including assignments — is valid until the course is next offered. Students may choose from three grading paths: Basic, Standard (Medium/High), and Top. Basic path requires the critical discussion of two assignments; the maximum grade is 20/30. Standard path requires the critical discussion of three assignments, plus responses to 4–5 questions selected from a list published on the course web portal prior to the exam period; the maximum grade is 26/30. Top path has the same requirements as the Premium path, but with five design assignments; the maximum grade: 30/30 with honors (cum laude).

In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.