A subaperture configuration to test aspheric optical components or systems is developed. The method developed has potential for testing rotationally symmetric aspheres without the use of null lenses. The aperture is divided into annular subaperture regions and an interferometer is refocused for each region to reduce the fringe density. Essential mathematical treatments involving annular subapertures, such as annular Zernike polynomials, are provided in detail. Numerical and experimental validations of the algorithm are described. Tolerance analyses on subaperture measurements are given. Computer programs were written to link the subaperture Zernike coefficients and to determine the full-aperture Zernike coefficients.

No description available.

The degradation of astronomical images caused by atmospheric turbulence will be much more severe in the next generation of terrestrial telescopes and its compensation will require deformable mirrors with up to tens-of-thousands of actuators.<p>Current designs for these correctors consist of scaling up the proven technologies of flexible optical plates deformed under the out-of-plane action of linear actuators. This approach will lead to an exponential growth of cost with the number of actuators, and in very complex mechanisms.<p><p>This thesis proposes a new concept of optical correction which is modular, robust, lightweight and low-cost and is based on the bimorph in-plane actuation.<p><p>The adaptive mirror consists of segmented identical hexagonal bimorph mirrors allowing to indefinitely increase the degree of correction while maintaining the first mechanical resonance at the level of a single segment and showing an increase in price only proportional to the number of segments.<p><p>Each bimorph segment can be mass-produced by simply screen-printing an array of thin piezoelectric patches onto a silicon wafer resulting in very compact and lightweight modules<p>and at a price essentially independent from the number of actuators.<p><p>The controlled deformation of a screen-printed bimorph mirror was experimentally achieved with meaningful optical shapes and appropriate amplitudes; its capability for compensating turbulence was evaluated numerically. The generation of continuous surfaces<p>by an assembly of these mirrors was numerically simulated and a demonstrator of concept consisting of 3 segments was constructed. / Doctorat en Sciences de l'ingénieur / info:eu-repo/semantics/nonPublished

Acompanha: Radiações e telescópio: uma proposta para o ensino médio: caderno de sugestões de atividades educacionais / Este trabalho apresenta características e discussões pertinentes à pesquisa desenvolvida no Programa de Pós-Graduação em Formação Científica, Educacional e Tecnológica da Universidade Tecnológica Federal do Paraná – UTFPR – Campus Curitiba/PR. Esta pesquisa é constituída de elementos que permeiam a problematização do ensino de Física para o 3º ano do Ensino Médio das escolas públicas em geral e em particular do Colégio Estadual Paulina Pacífico Borsari, em Curitiba/PR. A referida pesquisa apresenta estratégias de ensino para abordar Radiações no Ensino Médio, tendo como objeto motivador os telescópios espaciais, dentro da perspectiva do agir comunicativo de Jürgen Habermas, do uso do discurso no âmbito explicativo com o intuito de atingir a estrutura cognitiva do aluno, para que este consiga relacionar os conceitos aprendidos com os demais âmbitos: objetivo, social e subjetivo. Ao fazer as relações nos três âmbitos citados, espera-se que aluno tenha conseguido estabelecer na sua estrutura cognitiva inter-relações entre os conhecimentos prévios e os novos conceitos. Esse processo envolve a assimilação e retenção de novos conhecimentos, de acordo com os modelos teóricos estabilizados, para aprendizagem significativa, de acordo com a Teoria da Aprendizagem Significativa de David Ausubel e colaboradores. Os dados desta pesquisa foram constituídos por meio de: registros escritos em diário de campo, elaborados pelo pesquisador; gravações em áudio das atividades educacionais desenvolvidas; mapas conceituais elaborados pelo professor e pelos alunos; questionários respondidos pelos discentes. Esses dados foram analisados por meio de Análise de Conteúdo. Entre os resultados, podem ser destacados indícios de assimilação de conceitos científicos para a ampliação de âmbito explicativo e estabelecimento de relações entre ciência e tecnologia em referência aos âmbitos objetivo, social e subjetivo. / This study presents characteristics and relevant discussions on research conducted at the Postgraduate Program in Scientific, Educational and Technological Formation in Federal University of Technology-Parana- UTFPR-Campus Curitiba / PR. This study consists of elements that permeate the questioning of the teaching of Physics for the 3rd year of high school in public schools in general and in particular the State College Paulina Pacific Borsari, in Curitiba / PR. This research presents teaching strategies to address radiation in high school, with the space telescopes as motivating objects, from the perspective of communicative action by Jürgen Habermas, considering the speech use in explanatory domain in order to achieve student cognitive structure, so that this learner can relate the learned concepts with other domains: objective, social and subjective. By making the relationships in the three mentioned domains, it is expected that the student has been able to establish interrelationships in their cognitive structure between prior knowledge and new concepts. This process involves the assimilation and retention of new knowledge, according to stabilized theoretical models, aiming a meaningful learning, according to Meaningful Learning Theory by David Ausubel and colleagues. Data from this study were constituted by: written records in field diary, made by the researcher; audio recordings of the developed educational activities; conceptual maps made by the teacher and students; questionnaires answered by students. These data were analyzed by means of Content Analysis. Among the results, it can be highlighted some evidence of assimilation of scientific concepts for the expansion of explanatory domain and of establishment of relations between science and technology in reference to objective, social and subjective domains.

Acompanha: Radiações e telescópio: uma proposta para o ensino médio: caderno de sugestões de atividades educacionais / Este trabalho apresenta características e discussões pertinentes à pesquisa desenvolvida no Programa de Pós-Graduação em Formação Científica, Educacional e Tecnológica da Universidade Tecnológica Federal do Paraná – UTFPR – Campus Curitiba/PR. Esta pesquisa é constituída de elementos que permeiam a problematização do ensino de Física para o 3º ano do Ensino Médio das escolas públicas em geral e em particular do Colégio Estadual Paulina Pacífico Borsari, em Curitiba/PR. A referida pesquisa apresenta estratégias de ensino para abordar Radiações no Ensino Médio, tendo como objeto motivador os telescópios espaciais, dentro da perspectiva do agir comunicativo de Jürgen Habermas, do uso do discurso no âmbito explicativo com o intuito de atingir a estrutura cognitiva do aluno, para que este consiga relacionar os conceitos aprendidos com os demais âmbitos: objetivo, social e subjetivo. Ao fazer as relações nos três âmbitos citados, espera-se que aluno tenha conseguido estabelecer na sua estrutura cognitiva inter-relações entre os conhecimentos prévios e os novos conceitos. Esse processo envolve a assimilação e retenção de novos conhecimentos, de acordo com os modelos teóricos estabilizados, para aprendizagem significativa, de acordo com a Teoria da Aprendizagem Significativa de David Ausubel e colaboradores. Os dados desta pesquisa foram constituídos por meio de: registros escritos em diário de campo, elaborados pelo pesquisador; gravações em áudio das atividades educacionais desenvolvidas; mapas conceituais elaborados pelo professor e pelos alunos; questionários respondidos pelos discentes. Esses dados foram analisados por meio de Análise de Conteúdo. Entre os resultados, podem ser destacados indícios de assimilação de conceitos científicos para a ampliação de âmbito explicativo e estabelecimento de relações entre ciência e tecnologia em referência aos âmbitos objetivo, social e subjetivo. / This study presents characteristics and relevant discussions on research conducted at the Postgraduate Program in Scientific, Educational and Technological Formation in Federal University of Technology-Parana- UTFPR-Campus Curitiba / PR. This study consists of elements that permeate the questioning of the teaching of Physics for the 3rd year of high school in public schools in general and in particular the State College Paulina Pacific Borsari, in Curitiba / PR. This research presents teaching strategies to address radiation in high school, with the space telescopes as motivating objects, from the perspective of communicative action by Jürgen Habermas, considering the speech use in explanatory domain in order to achieve student cognitive structure, so that this learner can relate the learned concepts with other domains: objective, social and subjective. By making the relationships in the three mentioned domains, it is expected that the student has been able to establish interrelationships in their cognitive structure between prior knowledge and new concepts. This process involves the assimilation and retention of new knowledge, according to stabilized theoretical models, aiming a meaningful learning, according to Meaningful Learning Theory by David Ausubel and colleagues. Data from this study were constituted by: written records in field diary, made by the researcher; audio recordings of the developed educational activities; conceptual maps made by the teacher and students; questionnaires answered by students. These data were analyzed by means of Content Analysis. Among the results, it can be highlighted some evidence of assimilation of scientific concepts for the expansion of explanatory domain and of establishment of relations between science and technology in reference to objective, social and subjective domains.