UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
EL891 RF System and Circuit Design
2.
School which will be responsible for management of the module
Engineering and Digital Arts
3.
Start date of the module
September 2014
4.
The number of students expected to take the module
10
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
EL825 Communications Systems
6.
Level of the module
M
7.
The number of credits which the module represents
15
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
9.
Prerequisite and co-requisite modules
None
10. The programme(s) of study to which the module contributes
MSc/PDip in Broadband and Mobile Communication Networks
11. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
On successful completion of the module, students will have:
1. A comprehensive and critical understanding of physical layer communications
principles as applied in links.
2. An ability to apply their knowledge to the analysis and design of antennas and
supporting RF transmission devices.
3. A conceptual understanding of the requirements of matching and balancing in
transmission.
4. An ability to apply their knowledge to the design of microwave and RF devices in
layout and symbolic form.
These outcomes are related to the programme learning outcomes in the appropriate
curriculum maps as follows:
A1-A4, B1, B2, B4, C1-C3, C6
12. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
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UNIVERSITY OF KENT
The intended generic learning outcomes are related to programme learning outcomes for the
MSc/PDip programme in Broadband and Mobile Communications Networks as follows:D1,
D2, D4-D7
1. Students will show ability to deal with complex issues systematically and creatively
and make judgements in the absence of complete data, and show self-direction in
tackling and solving problems (D1).
2. Students will use ICT (D2).
3. Students will demonstrate effective communication to specialist (and non-specialist)
audiences (D4).
4. Students will show that they can learn independently for CPD, will use critical
thinking, reasoning and reflection and demonstrate autonomy in time and resource
management. (D5-D7).
.
13. A synopsis of the curriculum
RF AND MICROWAVE THEORY (PRY) 6 x 2 hour lecture classes
Review of Transmission line theory and network analysis: Telegraphist’s equations,
characteristic impedance, propagation constant. Definition and properties of S-, Z- and Yparameters. Practical examples.
Cables, Circuit transmission lines and waveguides: RF cables and connectors. Circuit
transmission lines: Microstrip, CPW and stripline, design
equations. Rectangular
waveguide and advanced transmission lines.
Passive components and matching: Resistors, capacitors and inductors at high
frequency. The transmission line as circuit component. Lumped element matching, Stubs,
quarter wave and tapered matching techniques. Practical Examples.
RF AND MICROWAVE DESIGN (BS) 6 x 2 hour workshops
Couplers & power dividers: Properties of dividers and couplers; the T junction and
Wilkinson divider; directional couplers and hybrids. Practical design examples
Filters: Design Methods and implementation techniques. Practical design examples
Control circuits: The PIN diode; Switches, attenuators and phase shifters. Applications.
RF amplifiers: The RF FET; general performance criteria and design considerations.
Amplifier stability. Practical design of narrow-band RF transistor amplifier. Dynamic
Range, gain compression, 3rd order intercept and intermodulation. Noise sources and
noise figure in cascaded systems.
ANTENNAS for MOBILE and WIRELESS SYSTEMS (JCB) 6 x 2 hour workshops
Antenna gain, directivity, radiation patterns, polarization and bandwidth. Free space and
plane earth EM wave propagation and Link budgets. Use of spectrum for wireless
systems.
CAD modelling and design of small dipoles and loops, resonant dipoles and
balanced/unbalanced transitions, patch and slot antennas, antenna matching, mutually
coupled and phased arrays, reflector antennas, mobile, circularly polarised, wide
bandwidth and RFID antennas.
Outline of Radar, Stealth & RFID operation. Waveguide antennas.
Coursework
3 Simulation Labs: 4 hours on Antenna simulation design exercise, 4 hours on
Transmission Systems, 4 hours on RF and Microwave simulation Design.
14. Indicative Reading List
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UNIVERSITY OF KENT
Recommended Reading
Pozar, D. Microwave Engineering 4th edition, Wiley, 2012, 978-0-470-63155-3
Kogure, H. Introduction to RF Design Using EM Simulators, Artech House, 2010, 978-160807-155-5
Kraus, J.D. Antennas for all applications 3rd edition, 2002, 978-007232-103-6
Collier, R.J. Transmission Lines - Equivalent Circuits, Electromagnetic Theory, and
Photons, Cambridge University Press, 2013, 978-1107026001
Background Reading
Wireless Communications, Rappaport, 2nd Edition – 2002, 978-0130422323
Antennas and Propagation for Wireless Communication Systems – Saunders and
Aragon-Zavala, 2007, 978-0-470-84879-1
15. Learning and Teaching Methods, including the nature and number of contact
hours and the total study hours which will be expected of students, and how these
relate to achievement of the intended learning outcomes
There will be 36 contact hours consisting of 24 hours of taught simulation workshops in
the RF and Microwave Design and the Antennas for Mobile & Wireless Systems courses.
The RF and Microwave Theory course will consist of 12 hours of lectures and examples
classes. In addition, there will be 12 hours of assessed simulation labs across the 3
courses. The total student workload will be 150 hours.
Subject specific learning outcomes 1 and 2 are mainly delivered through Antennas for
mobile and wireless systems, outcome 3 is mainly delivered through RF and Microwave
Theory and outcome 4 is mainly delivered through RF and Microwave Design.
Additionally, these courses also partially contribute to all 4 stated outcomes.
Generic learning outcomes 1 and 2 are delivered through the laboratories and
workshops, outcome 3 is delivered through workshops, and outcome 4 is inherent in all
aspects of the teaching and delivery of the module.
The total student workload will be 150 hours.
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Subject specific learning outcomes 2 and 4 are assessed in the three assessed
workshops, and 1 and 3 are assessed in an unseen 2-hour examination.
Generic learning outcomes 1 and 2 are assessed mainly in the laboratories/workshops,
outcome 3 in the examination and laboratories and outcome 4 in all components of
assessment, including the examination.
Weighting between coursework and the examination is 33:67.
17. Implications for learning resources, including staff, library, IT and space
Computer rooms with appropriate CAD software required for lecture workshops and
simulation labs.
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the
University’s disability/dyslexia support service, and specialist support will be
provided where needed.
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UNIVERSITY OF KENT
19. Campus(es) where module will be delivered 1
Canterbury Campus
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module
proposals"
................................................................
..............................................
Director of Learning and Teaching/Director of Graduate
Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
.................................................................
..............................................
Head of School
Date
…………………………………………………….
Print Name
1
Required for information purposes only. Changes of campus will not require re-approval of the
module specification.
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UNIVERSITY OF KENT
Module Specification Template
Last updated February 2013
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