EECS 330
Applied Electromagnetics II
Laboratory Manual
The University of Michigan
Ann Arbor, MI 48109-2122
Fall 2013
Copyright 2013 - Victor Lee and former EECS 330 Professors and GSIs
http://www.eecs.umich.edu/emag/
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Contents
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Lab Exercise 7: Agilent EEsof EDA - Advanced Design System (ADS)
7.1 Pre-Lab Assignment . . . . . . . . . . . . . . . . . . . . . . . .
7.2 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7.2.1 Computer Aided Design . . . . . . . . . . . . . . . . . .
7.2.2 Advanced Design System (ADS) . . . . . . . . . . . . . .
7.2.3 Scattering Parameters (S-Parameters) . . . . . . . . . . .
7.2.4 Transmission Lines . . . . . . . . . . . . . . . . . . . . .
7.2.5 Lab 7 Overview . . . . . . . . . . . . . . . . . . . . . . .
7.3 In-Lab Exercises . . . . . . . . . . . . . . . . . . . . . . . . . .
7.3.1 Objective . . . . . . . . . . . . . . . . . . . . . . . . . .
7.3.2 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . .
7.4 Post-Lab Assignment . . . . . . . . . . . . . . . . . . . . . . . .
7.5 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7.6 Lab Write-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Lab Exercise 8: ANSYS - HFSS
8.1 Pre-Lab Assignment . . . .
8.2 Introduction . . . . . . . . .
8.2.1 Antennas . . . . . .
8.3 In-Lab Exercises . . . . . .
8.3.1 Objective . . . . . .
8.3.2 Exercises . . . . . .
8.4 Post-Lab Assignment . . . .
8.5 References . . . . . . . . . .
8.6 Lab Write-Up . . . . . . . .
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Course Project
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9.1
9.2
9.3
9.4
9.5
9.6
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Project Requirements . . . . . . . . . . . . . . . . . . . . . . . .
9.3.1 Project Proposal Requirements . . . . . . . . . . . . . . .
9.3.2 Project Proposal Recommendations . . . . . . . . . . . .
9.3.3 Project Mid-Term Review Requirements . . . . . . . . . .
9.3.4 Project Mid-Term Review Recommendations . . . . . . .
9.3.5 Project Presentation Requirements . . . . . . . . . . . . .
9.3.6 Project Final Report Requirements (Some may or may not
apply to particular projects) . . . . . . . . . . . . . . . .
9.3.7 Project Final Report Recommendations . . . . . . . . . .
Available Laboratory Equipment . . . . . . . . . . . . . . . . . .
Background Information . . . . . . . . . . . . . . . . . . . . . .
9.5.1 Software Packages . . . . . . . . . . . . . . . . . . . . .
9.5.2 Printed Circuit Boards (PCBs) . . . . . . . . . . . . . . .
9.5.3 RF/Microwave Connectors . . . . . . . . . . . . . . . . .
9.5.4 RF Power . . . . . . . . . . . . . . . . . . . . . . . . . .
9.5.5 Modulation . . . . . . . . . . . . . . . . . . . . . . . . .
Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.6.1 Suggested EECS 330 course projects: . . . . . . . . . . .
9.6.2 High-Data-Rate Wireless Communication System for
Video Transmission . . . . . . . . . . . . . . . . . . . . .
9.6.3 High-Range Wireless Communication System for Audio
Transmission . . . . . . . . . . . . . . . . . . . . . . . .
9.6.4 Electronically Steerable Antenna Array . . . . . . . . . .
9.6.5 Frequency Modulated Continuous Wave (FMCW) Radar
System . . . . . . . . . . . . . . . . . . . . . . . . . . .
9.6.6 Monopulse Radar System . . . . . . . . . . . . . . . . .
9.6.7 Choose Your Own Project . . . . . . . . . . . . . . . . .
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7
Lab Exercise 7: Agilent EEsof EDA
- Advanced Design System (ADS)
7.1
Pre-Lab Assignment
1. Read the entire laboratory exercise before continuing with the pre-lab assignment.
2. Calculate the input impedance seen by terminal 1 (Term1) in Figure 7.1.
Note that terminal 2 (Term2) should be treated as a resistor with a value of
Z0 Ω. Give your answer in terms of arbitrary circuit values ’L’, ’C’, and
’Z0 ’ (you may assume the two inductors have the same value).
Figure 7.1: Low-pass filter for Lab 7.
3.
(a) Substitute the component values shown in Figure 7.1 into the expression you derived to obtain the input impedance seen by terminal 1.
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(b) Plot both the magnitude (in dB, see 7.2.3) and phase (in degrees) of
the reflection coefficient (S11 ), using Eq. 2.59 in Ulaby et. al. and
MATLAB, as a function of frequency (from 20 MHz to 4 GHz).
4. Read chapter 3, section 8 in Pozar’s Microwave Engineering textbook, 4th
edition (available on CTools). Use Eq. 3.197 from that chapter to calculate
the conductor width (W ) of a 50 Ω transmission line for a substrate with
a dielectric constant of r = 2.2 and dielectric height of d = 32 mil. See
Figures 7.2 and 7.3.
Figure 7.2: Cross-sectional view of a microstrip transmission line with labeled substrate parameters.
Figure 7.3: Cross-sectional view of a microstrip transmission line with labeled E and B field lines.
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7.2
7.2.1
Introduction
Computer Aided Design
The use of commercial simulation and design software has become essential as
their capabilities have become more advanced and project designs have become
more complex. Computer aided design (CAD) software is essential in engineering
for saving time and money. Futhermore, CAD software can verify analyticallyderived solutions and increase confidence that a particular problem has been resolved correctly. However, it is not uncommon for engineers to become overreliant on CAD software and trust in simulation results that are for the wrong
problem (i.e. the simulation was not setup correctly). It is imperative for engineers to understand the basics and fundamentals of their field of study to determine whether simulation results are valid and if they make sense. For example,
when simulating the circuit in Figure 7.1, it’s possible that someone may forget to
ground the bottom of capacitor C1. However, by realizing that the magnitude of
the transfer function above the cutoff frequency only decreases by 20 dB/decade
instead of the expected 60 dB/decade, one can go back to the drawn schematic
and quickly fix the problem.
7.2.2
Advanced Design System (ADS)
Advanced Design System (ADS) is a common CAD software used in the radio
frequency (RF) and microwave industry as well as other fields (e.g. mixed signals,
SerDes, etc.). It is the self proclaimed ”premier RF & microwave design platform”
and is available on both Windows and Linux.
Capabilities
ADS can be used to design transmission-line-based circuits, passive circuits, active circuits, and system-level components. It can also incorporate linear and nonlinear device models and be used for DC, AC, transient, S-parameter, etc. analysis
of components. ADS will be used in this laboratory exercise to help solidify your
understanding of applied electromagnetics. In particular, we will be evaluating
the performance of electronics filters and transmission-line-based circuits. Later
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on, you may require the use of ADS for your design project and perhaps even after
this semester during another course or for your job.
7.2.3
Scattering Parameters (S-Parameters)
Scattering parameters (S-parameters) are a quantitative characterization of the linear behavior of an arbitrary electrical network and can be used similarly as with
ABCD-, G-, H-, T-, X-, Y-, Z-, parameters. S-parameters are able to address the
issue of accurately measuring voltages and currents of electrical networks at RF
and microwave frequencies.
 − 
  +
S11 S12 . . . S1N
V1
V1
+
..
V −  


.
S2N  V2 
 2   S21
 ..  =  .
 .. 
.. 
 .   ..
.  . 
VN−
VN+
SN 1 . . .
SN N
(7.1)
S-parameters can be defined by the relation shown in Eq. (7.1). They relate the
incident, forward propagating voltage magnitude from the network ports to the
received, backward propagating voltage signal at the port of an arbitrary electrical
network. Let’s look at the S-parameters of a 1-port network, which is given by
[V1− ] = [S11 ][V1+ ], to get a better understanding. From this relation, it can be
understood that S11 = [V1− ]/[V1+ ] represents the reflection coefficient seen at the
port of the device. For a 2-port device, such as the one shown in Figure 7.4, the
S-parameters are related to the port voltages by Eq. (7.2).
V1−
S11 S12 V1+
=
S21 S22 V2+
V2−
(7.2)
Here, S11 and S22 represent the reflection coefficient at port-1 and port-2, respectively. Furthermore, S12 and S21 represent the transmission coefficient from port-2
to port-1 and port-1 to port-2, respectively. In other words, S12 is the voltage signal arriving at port-1 due to incident voltage signal at port-2. For an ideal low-pass
filter, S21 and S12 would have value of 1 at dc and would decrease to 0 with increasing frequency.
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Figure 7.4: A generic two-port network
S-parameters are commonly expressed in decibels (dB), which are a logarithmic representation of power ratios. The equation to convert a power ratio to dB
is
10 × log10 (P1 /P2 ).
(7.3)
Therefore, it follows that the conversion from S-parameters, a voltage ratio, to dB
is performed with the following equation.
Sij [dB] = 20 × log10 (Sij [Ratio])
(7.4)
In Eq. 7.4, an extra factor of 2 is multiplied to Eq. 7.3 since power is proportional
to voltage squared. Examples of the conversion between ratio values and their
representation in dB are given in the table below.
Sij [Ratio] Sij [dB]
1
0
1/2
-6
2
6
0
-∞
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Note that S-parameters for passive devices should always be ≤ 1.
Determining S-Parameters
Determining the S-parameters of a network requires one to be able to solve the
S-parameters matrix for a single element. The equations that describe a 2-port
network are as follows.
V1− = S11 V1+ + S12 V2+
V2− = S21 V1+ + S22 V2+
(7.5)
(7.6)
In order to solve for S11 independently from the other elements, we need to use
the following relation.
S11
V1− = +
V1 V2+ =0
(7.7)
The requirement that V2+ = 0, which means that the incident, forward propagating
voltage at port-2 should be 0, can be enforced by connecting port-2 to a matched
load. This ensures that no there is no incident or reflected voltage provided by
port-2, and allows the reflection coefficient of port-1 (S11 ) to be measured. A
similar process can be used to determine the value of the other elements in the Sparameters matrix. Note that the requirement of connecting a matched load to the
electrical network terminal/port implies that the port itself has a given impedance.
Therefore, the S-parameters of an electrical network depend on the assumed value
of the port impedance. For RF and microwave devices, the port impedances are
typically 50 Ω, which is a set industry standard.
7.2.4
Transmission Lines
From EECS 230, we understand that as the size of a structure or circuit becomes
comparable to the wavelength of the highest frequency signal of interest, the signals must be considered as propagating waves that have temporal and spatial dependency. Transmission lines are structures that guide the propagation of electromagnetic waves. They direct and contain electrical energy. Some of the most
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familiar types include twisted pair, coaxial, optical fiber, etc. transmission lines.
However, there are many other types of transmission lines that have distinct advantages compared to the aforementioned. One of particular interest is the microstrip
transmission line.
Microstrip Transmission Lines
Microstrip transmission lines are a type of quasi-TEM transmission line in the
sense that they can be considered as TEM for most practical purposes. Microstrip
transmission lines are very amenable for the design of RF and microwave circuits,
as will be demonstrated here.
7.2.5
Lab 7 Overview
Laboratory exercise 7 will review some topics covered in other EECS courses,
introduce the design of microstrip transmission lines, as well as introduce you to
some of the utilities of ADS. ADS will be used to analyze the performance of a
low-pass filter and explore the change in performance with different implementations. Usage of basic MATLAB functions will also be required.
MATLAB Review
The following MATLAB functions may be useful for the laboratory exercises.
More information about each function can be obtained by using the help command followed by the function name in MATLAB. For example, enter ’help
plot’ for a description of the plot function.
• plot(x, y)
• semilogx(x, y)
• semilogy(x, y)
• loglog(x, y)
• polar(theta, rho)
• log10(x)
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• angle(h)
• abs(x)
• xlabel(’text’)
• ylabel(’text’)
• title(’text’)
• grid
• smithchart(y) or smith(data, ’s11’)
7.3
7.3.1
In-Lab Exercises
Objective
To learn how to simulate simple circuits comprised of lumped components and
transmission lines using Advanced Design System (ADS).
7.3.2
Exercises
Please follow the instructions given by the instructor during the lab and complete
the following exercises. It is recommended that you create/use a new schematic
for each exercise.
1. Use ADS to simulate the simple low-pass filter shown in Figure 7.5. The
circuit is comprised of two inductors and a capacitor. The component values
are given in the figure. Plot both magnitude (in dB) and phase (in degrees)
of the reflection coefficient (S11 ) and the transmission coefficient (S21 ) from
20 MHz to 4 GHz. There should be a total of four traces.
2.
(a) Use the LineCalc tool in ADS to determine the length and width of
the conductor of a microstrip transmission line such that the transmission line will have a 50 Ω characteristic impedance and a phase delay
of 90◦ at 1.5 GHz. Use the following substrate parameters: relative
dielectric constant (permittivity) r = 2.22, relative permeability µr =
11
Figure 7.5: Low-pass filter for exercise 1.
1.0, substrate thickness H = 32 mil, loss tangent tan δe = 0.0009, conductor thickness T = 35 µm, and conductor conductivity σ = 5.8 × 107
S/m.
(b) What is the effect of raising the dielectric constant on the characteristic
impedance?
(c) What is the effect of raising the height of the substrate on the characteristic impedance?
3. Use ADS to simulate the microstrip transmission line shown in Figure 7.6.
Set the impedance of terminal 1 (Term1) to be ZG = 50 Ω and the impedance
of terminal 2 (Term2) to be ZL = 75 Ω. Set the width and length of the
microstrip line such that Z0 = 50 Ω and electrical length = 60◦ at 2.45 GHz.
Use the same substrate parameters as in Exercise 2.
(a) Plot both magnitude (in dB) and phase (in degrees) of the reflection
coefficient (S11 ) from 20 MHz to 4 GHz.
(b) Plot the reflection coefficient (S11 ) on a Smith Chart as well.
Figure 7.6: Transmission line for exercise 3.
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4. Repeat the setup used in exercise 3 but change the microstrip transmission
line width such that Z0 = 75 Ω.
(a) Plot both magnitude (in dB) and phase (in degrees) of the reflection
coefficient (S11 ) from 20 MHz to 4 GHz.
(b) Plot the reflection coefficient (S11 ) on a Smith Chart as well.
(c) Explain why the results from this exercise and exercise 3 are different.
5. In this exercise, we will use ADS to simulate the low-pass filter from exercise 1 with realistic interconnections and components. Instead of the
lumped components from before, use the provided .s2p files to represent
the circuit elements. Place 150 mil microstrip transmission lines with a 50
Ω characteristic impedance between all circuit elements as shown in Figure
7.7. In addition, place a microstrip tee at the center node of the circuit. Use
the same substrate parameters as in the previous exercises.
(a) Overlay the traces of the reflection (S11 ) coefficient magnitudes, in dB,
from this exercise and the results from exercise 1, from 20 MHz to 4
GHz.
(b) Overlay the traces of the transmission (S21 ) coefficient magnitudes, in
dB, from this exercise and the results from exercise 1, from 20 MHz
to 4 GHz.
(c) What is the difference in the 3 dB cutoff frequency?
Figure 7.7: Low-pass filter circuit diagram for exercise 5.
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7.4
Post-Lab Assignment
1. Use Advanced Design System (ADS) to simulate a 50 Ω characteristic
impedance (Z0 ), 30 cm long microstrip transmission line that is terminated
with a 150 Ω load. The generator is assumed to have a 50 Ω impedance.
Use the following substrate parameters: relative dielectric constant (permittivity) r = 3.55, relative permeability µr = 1.0, substrate thickness H = 32
mil, dielectric loss tangent tan δe = 0.0027, conductor thickness T = 35 µm,
and conductor conductivity σ = 5.8 × 107 S/m.
(a) Use LineCalc to determine the
i. width (W ),
ii. effective relative permittivity (KEff ), and
iii. effective propagation constant (β)
of the transmission line at 1.5 GHz. Be sure to include the units.
(b) Compare your answers with the results obtained using Equation 3.194
(β), 3.195 (e ), and 3.197 (W ) in Pozar’s book. Comment on the similarities/differences.
(c) Use the Equation Editor in ADS to find the input impedance with respect to the generator terminal. Plot the real and imaginary parts of
Zin over a frequency range of 100 MHz to 4 GHz.
(d) Use Equation 2.79 in Ulaby et. al. to find the input impedance with
respect to the generator terminal. Plot the real and imaginary parts of
Zin using MATLAB. Are they the same?
2.
(a) Solve Problem 2.33 in Ulaby et. al. analytically.
(b) Implement the circuit shown in Figure P2.33 in ADS using microstripbased transmission lines components (MLIN and MTEE). (Note that
in Figure P2.33, the transmission lines are represented by two wires
to indicate the signal and ground connection. In ADS, you only need
to use MLIN for the signal connections. The ground connections can
be connected together using the wiring tool.) Assume that λ is the
wavelength of a 1.5 GHz signal propagating within the transmission
line. Use the following substrate parameters: relative dielectric con14
stant (relative permittivity) r = 3.55, relative permeability µr = 1.0,
substrate thickness H = 20 mil, loss tangent tan δe = 0.0027, conductor
thickness T = 35 µm, conductivity σ = 5.8 × 107 S/m. Terminate the
transmission line on the left with a terminal. Solve Problem 2.33 part
(c) using ADS by plotting the real and imaginary parts of Zin versus
frequency (500 MHz - 2.5 GHz).
(c) Replace the load resistors with terminals.
i. Plot S21 and S31 in dB versus frequency.
ii. What is the percentage of power delivered to each of the loads at
1.5 GHz (with respect to the power incident from port 1)?
3. Modify the circuit shown in Figure P2.33 so that the one of the 0.2λ transmission lines has a characteristic impedance of 100 Ω.
(a) Plot the real and imaginary parts of Zin versus frequency (500 MHz 2.5 GHz).
(b) Replace the load resistors with terminals.
i. Plot S21 and S31 in dB versus frequency.
ii. What is the percentage of power delivered to each of the loads at
1.5 GHz (with respect to the power incident from port 1)?
iii. Why does the percentage of power delivered to each of the loads
not add up to 100%?
4. Make sure you follow the instructions in section 7.6.
7.5
References
• Advanced Design System Documentation
– http://edocs.soco.agilent.com/display/ads2011/
doc
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7.6
Lab Write-Up
For this lab, include the following items in your write-up:
• Cover page with name, uniqname, laboratory section, etc.
• Summary/overview of the pre-lab, in-lab, and post-lab.
• Calculations (show your work!). Also include all units.
• Any tables and figures (with labels on x-axis and y-axis and other pertinent
information).
• MATLAB code.
• Comparisons and comments on results.
• Answers to all questions (pre-lab, in-lab, and post-lab).
• A summary paragraph describing what you learned from this lab.
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Lab Exercise 8: ANSYS - HFSS
8.1
Pre-Lab Assignment
1. Read the entire laboratory exercise before continuing with the pre-lab assignment.
2. In Ulaby et. al., read the Chapter 9 Overview (3 pages) and sections 9-1 (5
pages), 9-2.3 & 9-2.4 (4 pages), 9-3 (4 pages), 9-9 (8 pages), and 9-10 (4
pages), which will help you with the rest of the pre-lab questions.
3. Using Equation 9.46 from Ulaby et. al. and MATLAB, plot the normalized
radiation intensity of a half-wave dipole as a function of θ on a polar plot
(see Figure 8.1). Use the polar(arg1, arg2, etc.) function. What
does it represent?
4. Calculate the wavelength of a 400 MHz plane wave propagating in free
space. Calculate the frequency of a plane wave propagating in free space
with a wavelength of 10 mm.
5. Using Equation 9.107 from Ulaby et. al. and MATLAB, plot the array
factor of an antenna array that consists of two dipoles separated by λ/2 as
a function of θ on a polar plot. Assume a uniform amplitude distribution
with uniform phase. Use the polar(arg1, arg2, etc.) function to
create the plot. What does the plot represent? See Figure 8.2 (Note that the
array pattern shown here is for a non-uniform phase distribution).
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Figure 8.1: Dipole placed at the origin of a spherical coordinate system.
From Ulaby et. al.
Figure 8.2: Two half-wavelength dipole array. From Ulaby et. al.
8.2
8.2.1
Introduction
Antennas
Antennas are used for a wide range of applications such as wireless communications, radar, radio astronomy, energy harvesting, sensors, etc. They allow guided
electromagnetic waves to become freely radiating waves and vice versa. They can
be considered as two-port devices that are designed to transfer energy from one
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port to the other as efficiently as possible, where one port is connected to a transmission line and the other port is ”connected” to its unbounded surroundings. The
art of antenna design involves creating a device of the desired impedance and efficiency that transmits and receives electromagnetic waves of the desired frequency
and polarization, to and from the desired direction (radiation pattern). Antennas
come in a variety of shapes and configurations. In this laboratory exercise, the
basic properties of dipole antennas and antenna arrays are explored.
Dipole Antennas
Dipole antennas are a type of linear (wire) antenna. They consist of two wires
that lie along the same axis. An illustration of a dipole antenna is shown in Figure
8.1. At frequencies that have a wavelength much larger than the length of the
dipole antenna, the current along the wire length is considered to be a constant
value. Dipole antennas that are designed to operate in this regime are known
as Hertzian dipoles. They are very simple, small, and low cost. However, their
input impedance is generally a very large, negative imaginary value (they appear
as small capacitors), and therefore they are not well matched to standard 50 Ω
components and systems.
For frequencies with a wavelength that is approximately twice the length of the
dipole antenna, the current distribution along the wire length has the shape of a
sinusoid, as shown in Figure 8.3. Dipoles designed for this frequency are known
as half-wavelength dipole antennas. These antennas, which can be modeled as
series connected resistor, inductor, and capacitor, are designed to resonate at the
frequency of operation and therefore, their input impedance is purely real with a
value of approximately 73 Ω. For frequencies with a wavelength smaller than the
dipole length, the input impedance varies greatly, as shown in Figure 8.4.
Dipole antennas are usually fed/terminated with a coaxial cable. However, in
practice, this type of dipole design results in radiation pattern characteristics that
differ from those predicted from analytical calculations. This is due to the inherently different nature of coaxial cables and dipole antennas, which can be considered as two-wire transmission lines in this regard. This can be illustrated as
follows. Each wire of the dipole antenna ideally has equal and opposite current
flow. However, when connected to a coaxial cable, one wire will be connected to
the signal line of the coaxial cable and the other will be connected to the outer
shielding. The balanced and unbalanced electrical properties (such as impedance)
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Figure 8.3: Diagram of a center-fed half-wavelength dipole antenna. From
Ulaby et. al.
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Figure 8.4: Input impedance of a dipole antenna as a function of length.
From antenna-theory.com
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of the two conductors of a dipole antenna (upper and lower wire) and the coaxial
cable (inner and outer conductor), respectively, alter the antenna characteristics
(such as radiation pattern). This problem can be resolved by the use of a balun,
which adjust the abrupt transition from a balanced to unbalanced structure. Another solution is to use a monopole antenna, which emulates the radiation pattern
of a dipole antenna with a single wire by using the concepts of image theory and a
conducting ground plane, as shown in Figure 8.5. In this laboratory exercise, we
will be simulating a dipole antenna using an ideal feed/termination to bypass the
need for a balun.
Antenna Arrays
While there are many different types of antennas that provide a myriad of electrical characteristics and radiation patterns, there are many application where the
performance of a single antenna is insufficient. In these cases, multiple antennas
are arranged in an array to obtain much better performance while maintaining a
simple and cost effective design. The resulting antenna pattern is a function of the
spatial arrangement, number of elements, and the radiation pattern of the individual antenna. In this lab exercise, we will also be exploring the radiation patterns
of antenna arrays.
22
Figure 8.5: Diagram of a quarter-wavelength monopole antenna above a
conducting plane. From Ulaby et. al.
23
8.3
8.3.1
In-Lab Exercises
Objective
To learn how to simulate simple structures using HFSS.
8.3.2
Exercises
Please follow the instructions given by the instructor during lab and complete the
following exercises.
1. Using ANSYS HFSS, simulate a half-wavelength dipole with a wire radius
of λ/200, source gap of 0.125 mm, and overall length of 0.475×λ, where λ
is 10 mm. (This is the same design as the one from the tutorial)
(a) Plot the magnitude of S11 in dB versus frequency.
(b) Plot the real and imaginary components of the input impedance versus
frequency.
(c) Plot the radiation pattern normalize(GainTotal) for φ = 0◦ versus θ.
2. Modify the design from exercise 1 such that the antenna radiates at 400
MHz. This can be done by changing the design parameters that were defined
at the very beginning of the tutorial.
(a) What is the overall length of the dipole?
(b) Plot the magnitude of S11 in dB versus frequency.
(c) Plot the real and imaginary components of the input impedance versus
frequency.
(d) Plot the radiation pattern for φ = 90◦ versus θ.
(e) Overlay the radiation pattern calculated in the pre-lab with the simulation results. Comment on similarities and differences.
3.
(a) Plot the normalized(GainTotal) for θ = 90◦ versus φ for the 400 MHz
antenna designed in the previous exercise.
24
(b) Using HFSS, plot the normalized array factor of a 2-element 400 MHz
dipole antenna array with an antenna separation of λ/2 for θ = 90◦
versus φ.
(c) Overlay the radiation pattern calculated in the pre-lab with the simulation results (need to normalize the gain from both datasets before
plotting them). Comment on similarities and differences.
(d) What is the effect of the creating an array of antennas?
8.4
Post-Lab Assignment
1. Complete the probe feed patch antenna example given in
probe feed patch antenna.pdf file (see in CTools/Resources). Include
all plots that you make for this example.
2. (Optional/Bonus Project. If completed, your grade for this lab exercise will
increased by 10% of your original grade. Note that no partial credit will be
given for this problem and no help will be provided by the course instructors.): Modify the simulation files from the in-lab portion of this laboratory
exercise to design an experiment that demonstrates the effect of placing a
human hand or other dielectric materials within the vicinity of the antenna.
(a) Discuss the experiment that you have designed.
(b) What is your hypothesis?
(c) Discuss the simulation results of the experiment.
(d) What conclusions can you draw from your simulation results?
(e) How do these conclusions apply to the real world applications of antennas?
3. Make sure you follow the instructions in section 8.6.
8.5
References
• HFSS Documentation
25
– C:\SW\Ansoft\HFSS14.0\Win64\Help
8.6
Lab Write-Up
For this lab, include the following items in your write-up:
• Cover page with name, uniqname, laboratory section, etc.
• Summary/overview of the pre-lab, in-lab, and post-lab.
• Calculations (show your work!). Also include all units.
• Any tables and figures (with labels on x-axis and y-axis and other pertinent
information).
• MATLAB code.
• Comparisons and comments on results.
• Answers to all questions (pre-lab, in-lab, and post-lab).
• A summary paragraph describing what you learned from this lab.
26
9
Course Project
9.1
Introduction
A semester long course project is the main portion of the laboratory component
of EECS 330. The project will be assigned at the beginning of the semester and
the laboratory periods after which all the lab exercises have been completed will
be dedicated to it. The course project is designed to facilitate your understanding
of electromagnetic fundamentals and other aspects of electrical engineering as
well as the engineering process. These projects will require design, fabrication,
assembly, simulation, characterization, etc. You are encouraged to choose the
from one of the following projects that are fall within the scope of this class or
propose your own project. Students will be working in groups of two or three.
Projects will be evaluated based on a series of progress reports, a final report, and
an oral presentation in front of the class.
9.2
Objective
To gain hands-on design and measurement experience with real-world applications.
27
9.3
Project Requirements
1. Submit project proposal
2. Submit project mid-term review
3. Submit final report draft
4. Deliver 20 minute presentation (15 minutes + 5 minutes Q&A)
5. Submit final report
9.3.1
Project Proposal Requirements
• Introduce the application/motivation/importance of the project
• Detailed timeline/project schedule/Gantt chart
• Assignment of tasks to individual group members
• Bill of materials
• Block diagram of proposed design
• Design verification procedure
• Goals/Features
• References
9.3.2
Project Proposal Recommendations
• Length should be 3 pages
• Include tables/figures
• Determine the basic goals of your project and then add more advanced features and goals that will differentiate it
• Note: The project requirements are setup to help you succeed; all the project
requirements should ultimately help with completing the project on time,
completing the final report, and completing the project presentation
28
9.3.3
Project Mid-Term Review Requirements
• Include detailed budget, what has been purchased, what needs to be purchased, and when
• Indicate what has been done during the time between the project proposal
deadline and the project review deadline
• Include detailed block diagram of designs, test/measurement setup
– Indicate the input and output of each block in complete detail
– Include references for design and test/measurement setup
• Include all relevant design equations as well as simulation and measurement
results
• Include code used to program/control the devices used in the project
• Indicate if any part of your project is different than what was discussed in
the project proposal
– Complete justification for why each and every change was made must
be included
– Update the list of tasks and the division of work
• Indicate the challenges that you have encountered and how you have addressed them or expect to address them
• Discuss design specifications and how you will achieve them
• References
9.3.4
Project Mid-Term Review Recommendations
• Length should be 6 - 10 pages
• Should be an update of your project proposal
29
9.3.5
Project Presentation Requirements
• Provide brief introduction
• Discuss design specifications
• Discuss challenges and resolutions
• Discuss your accomplishments
• Provide a demonstration of your project (recorded/live)
9.3.6
Project Final Report Requirements (Some may or may
not apply to particular projects)
• Include detailed budget
• Include list of all components used in the design and testing/demonstration
of your project
• Include detailed block diagram of designs
– Indicate the input and output of each block in complete detail
– Include references for the overall design
• Discuss design specifications
• Discuss test/demonstration setup
– Include block diagram of setup
• Include all relevant design equations as well as simulation and measurement
results
• Include all code used to program/control the devices used in the project
(please submit a softcopy as well)
• Discuss possible improvements to your project
• References
30
9.3.7
Project Final Report Recommendations
• Length should be as long as necessary to represent the amount of work that
has been done on the project (i.e. no page limit)
• The document Project Final Report Template is to serve as a guide for organizing the content of the report and to demonstrate how to reference other
work. The final report does not need to be in the double column format or
use that template at all.
• Focus on the following criteria
– Content/Comprehensiveness
– Structure/Organization
– Clarity
– References
– Relevance to course topics
9.4
Available Laboratory Equipment
The following is a list of the equipment that is available for use for your project.
Please note that not all of the equipment is necessarily available in the EECS 330
laboratory and arrangement may be necessary to use particular instruments.
• Soldering Station
– For attaching and removing circuit components from soldering boards
and PCBs
• DC power supply
– For powering active components such as amplifiers, oscillators, phaselocked loops, etc.
• Signal generator with amplitude and frequency modulation capability
– For testing the demodulation circuits in AM and FM receivers
• Arbitrary waveform generator
31
– For controlling the output of the voltage controlled oscillators
• Oscilloscope
– For characterizing the output of circuit components and the overall
project
• N-type, BNC, and SMA cables
– For connecting the microwave components together
• Network analyzer
– For characterizing antennas and measuring insertion loss of the components
• Calibration kit for network analyzer
– For calibrating the response of the network analyzer
• Spectrum analyzer
– For measuring the output power of devices and received power spectrum
9.5
9.5.1
Background Information
Software Packages
Use of Advanced Design System (ADS) and ANSYS HFSS is encouraged for the
design of your project.
References
• Advanced Design System Documentation
– http://edocs.soco.agilent.com/display/ads2011/
doc
• HFSS Documentation
32
– C:\SW\Ansoft\HFSS14.0\Win64\Help
9.5.2
Printed Circuit Boards (PCBs)
The use of printed circuit boards (PCBs) is necessary when designing high frequency circuits. In these instances, the length of the wires are comparable to the
wavelength of the signals and many undesirable effects will occur. For example,
the signal on the wire may couple to other wires, the wire may start radiating
energy, and the skin effect will increase the effective resistance of the wire. To
avoid these issues, microstrip lines and other transmission line based interconnects should be used to guide the propagating signals. Some references on how to
build/prototype RF and microwave based circuits are provided below.
References
• Microstrip Line and RF Circuit Prototyping Techniques
– http://fab.cba.mit.edu/classes/MIT/862.
10/projects/cranor/Physics_of_Information_
Technology.html
– http://www.hparchive.com/Bench_Briefs/
HP-Bench-Briefs-1989-01-03.pdf
– http://home.sandiego.edu/˜ekim/otherjunk/rf_
proto.pdf
• Rogers Corporation University Program
http://rogerscorp.force.com/samples/samples_
university
9.5.3
RF/Microwave Connectors
There are a variety of connectors for RF/microwave frequency based components.
Each has its own applications. The most common connectors available in the
EECS 330 laboratory are N-type, BNC, and SMA. Please treat the laboratory
equipment, including cables and connectors, with great care since they are high
33
precision components that can be very expensive. More information about the
different type of connectors are given in the references below.
References
• Coaxial Connector Overview
http://www.home.agilent.com/upload/cmc_upload/All/
CoaxialConnectorOverview.pdf?&cc=US&lc=eng
• Connector Care for RF & Microwave Coaxial Connectors
http://cp.literature.agilent.com/litweb/pdf/
08510-90064.pdf
9.5.4
RF Power
RF power is commonly given in units of dBm. The units of dBm are used to indicated power in on a logarithmic scale where 0 dBm is equivalent to 1 mW. Therefore, 3 dBm is equivalent to 2 mW, 10 dBm is equivalent to 10 mW, etc.
References
• dBm
http://en.wikipedia.org/wiki/DBm
9.5.5
Modulation
Information is wirelessly transmitted and received by modulating a sinusoidal
waveform. A generic sinusoidal waveform has a general form of Acos(ωt + φ).
The foundation of modulation is to store information in a sinusoidal waveform by
encoding the information into the variables A, ω, and φ. There are both analog
and digital modulation techniques. More information about modulation can be
found in the references below.
34
References
• Modulation
http://en.wikipedia.org/wiki/Modulation
• Digital Communications, By John G. Proakis and Masoud Salehi.
http://mirlyn.lib.umich.edu/Record/005861752
9.6
Projects
A list of suggested projects is given here for you to choose from along with a list
of different applications to pursue and some suggested tasks/goals. You are also
encouraged to devise your own tasks/goals and even your own project, as long as
it falls within the scope of the course topics.
9.6.1
Suggested EECS 330 course projects:
• High-Data-Rate Wireless Communication System for Video Transmission
• High-Range Wireless Communication System for Audio Transmission
• Electronically Steerable Antenna Array
• Frequency Modulated Continuous Wave (FMCW) Radar System
• Monopulse Radar System
• Choose Your Own Project
9.6.2
High-Data-Rate Wireless Communication System for
Video Transmission
Overview
High-data-rate communication systems are becoming more prevalent as the number of electronic devices that people use increases. Low-power short-range communication standards such as Bluetooth, ZigBee, Medical Implant Communica35
tion Service (MICS), etc. are used for a variety of industrial, scientific, and medical (ISM) applications. In this project, a Texas Instruments (TI) based sub-GHz
transceiver development kit (Model #: CC11XL) will be available for you to program/configure. A picture, which shows the contents of the kit, is given in Figure
9.1.
The TI CC11XL is a powerful and versatile transceiver chip. It is able to use
2-FSK, 4-FSK, GFSK, and OOK, which are all digital modulation techniques,
and can transmit up to 12 dBm of power. Simple test software that can measure
bit error rate (BER) and received signal strengh is already preloaded onto the
development kit. In addition, a helical antenna has been built into the PCB, which
allows one to easily test the overall system. Furthermore, the antenna can also be
bypassed, allowing you to use an antenna you have designed yourself.
Project Tasks/Goals
• Utilize the TI CC11XL Development Kit (See Figure 9.1)
• Program the transmitter
• Interface to computer
• Characterize transmitter/receiver
• Measure data rate, dynamic range, power consumption, efficiency, propagation loss through various obstacles
• Determine how different carrier frequencies and modulation techniques affect the performance
• Investigate the affects of low signal strength and low signal-to-noise ratio
on the data link
Examples
There are many applications for low-power short-range high-data-rate communications systems such as video surveillance for home security or child/pet monitoring and data transfer between electronic devices. One objective could be to use
the transceiver chip made available to transfer a live video stream. An example
block diagram for such a system is shown in Figure 9.2. The data from a digital
36
Figure 9.1: The Texas Instruments CC11XL Development Kit.
video camera, such as the one built into a laptop, would be fed into the USB port
of the TI CC11XL development kit. Then, the data is transmitted from one of
the CC11XL transceivers to the other, which sends the received data to another
computer to reconstruct the transmitted images/video.
Another objective could be to perform wireless data transfer between two computers. Currently, there are two Raspberry Pi’s available for such use. The block
diagram for a wireless data transfer system using the Raspberry Pi’s is shown in
37
Figure 9.2: The block diagram of a wireless video surveillance system that
uses the TI CC11XL transceiver.
Figure 9.3. In this setup, data originating from one of the Raspberry Pi’s is sent
to one of the CC11XL units through either the serial peripheral interface (SPI)
or USB ports. The information is then encoded and wirelessly sent to the other
CC11XL transceiver. The data received by the receiver is then sent to the other
Raspberry Pi, completing the wireless data transfer process.
Figure 9.3: The block diagram of two Raspberry Pis communicating
through the TI CC11XL transceiver.
References
• Texas Instruments (TI) SmartRF Studio
http://www.ti.com/smartrfstudio
• TI SmartRF Transceiver Evaluation Board (TrxEB) Users Guide
http://www.ti.com/lit/ug/swru294a/swru294a.pdf
• TI SmartRF Studio 7 User Guide and Tutorial
http://www.ti.com/lit/ug/swru194b/swru194b.pdf
38
• Antenna Measurement Theory
http://www.home.agilent.com/upload/cmc_upload/All/
ORFR-Theory.pdf
• Raspberry Pi
http://www.raspberrypi.org/
http://en.wikipedia.org/wiki/Raspberry_pi
9.6.3
High-Range Wireless Communication System for Audio
Transmission
Overview
Despite the fact that almost all electronics we use have made the transition to the
digital domain, some applications still rely on analog signals. An example is the
wireless transmission of audio signals. The advantage of using analog modulation
techniques for transmitting audio is that it is not necessary to digitize the audio
signal with an analog-to-digital converter (ADC) and then convert the signal back
to analog with an digital-to-analog (DAC) converter, lowering complexity and
cost. In this project, a long-range, low-power wireless communication link using
analog modulation techniques, such as amplitude modulation (AM) or frequency
modulation (FM), will be designed and implemented using commercial-off-theshelf (COTS) components.
Project Tasks/Goals
• Design and construct a transmitter and receiver using commercial-off-theshelf (COTS) components
• Study and implement a particular modulation and demodulation scheme
• Design and characterize the antenna for the system
• Study propagation for various polarizations
• Investigate the affects of low signal strength and low signal-to-noise ratio
on the data link
• Demonstrate a working communication link
39
• Incorporate carrier frequency tuning
Examples
One project could be to design and implement a wireless loudspeaker system.
The block diagram of such a system is shown in Figure 9.4. In this system, a
microphone provides the input signal to a AM/FM modulator. AM/FM modulation and frequency up-conversion can be performed by using a mixer and voltage
controlled oscillator. The RF signal at the output of the modulator is then sent
to the antenna, which transmits the signal to a receiving antenna. A receiving
antenna then sends the received signal to an AM/FM demodulator, which can be
implemented using an envelope detector or phased-locked-loop (PLL).
Figure 9.4: Block diagram of a wireless loudspeaker system.
Another objective is to design an AM/FM transmitter and receiver. Figure 7.5
shows the block diagram of a generic RF transceiver using analog modulation
techniques. This system is similar to the wireless loudspeaker system. However,
for this setup, the audio input is provided by an MP3 player or computer.
References
• Superheterodyne Receiver
40
Figure 9.5: Block diagram of a wireless speaker system.
– http://en.wikipedia.org/wiki/Superheterodyne_
receiver
– http://en.wikipedia.org/wiki/Intermediate_
Frequency
• Phased-Locked Loop
– http://www.datasheetcatalog.org/datasheet/
philips/NE564D.pdf
– http://en.wikipedia.org/wiki/Phase-locked_loop
• Frequency Mixer
– http://www.minicircuits.com/pdfs/ZEM-4300+.pdf
– http://en.wikipedia.org/wiki/Frequency_mixer
• Radio Receiver Design by Robert C. Dixon
http://web.ebscohost.com/ehost/detail?
sid=f7e30f24-d57e-4ffd-b67d-f5d83cfb7ae5%
40sessionmgr114&vid=1&hid=113&bdata=
JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=nlebk&AN=12816
• Microwave and RF Design - A Systems Approach, edited by Michael B.
Steer
41
http://app.knovel.com/web/toc.v/cid:kpMRFDASA2/
viewerType:toc/?
• MATLAB Communication Systems Toolbox
http://www.mathworks.com/help/comm/index.html
• Antenna Theory - Analysis and Design (3rd Edition), by Constantine
Balanis
http://app.knovel.com/web/toc.v/cid:kpATADE001/
viewerType:toc/?
• AM Modulation
– http://en.wikipedia.org/wiki/Amplitude_
modulation
– http://en.wikibooks.org/wiki/Communication_
Systems/Amplitude_Modulation
– http://demonstrations.wolfram.com/
AmplitudeModulation/
– http://www.fas.org/man/dod-101/navy/docs/
es310/AM.htm
• FM Modulation
– http://en.wikipedia.org/wiki/Frequency_
modulation
– http://www.fas.org/man/dod-101/navy/docs/
es310/FM.htm
– http://www.radio-electronics.com/info/
rf-technology-design/fm-frequency-modulation/
what-is-fm-tutorial.php
42
9.6.4
Electronically Steerable Antenna Array
Overview
Electronically steerable antenna arrays, such as the one shown in Figure 9.6, have
a large range of applications from wireless communication to radar. Antenna arrays have advantages such as fast scan speed, high gain, and do not have mechanical components. Phased array use the amplitude and relative phase difference
between the signal fed into properly spaced antennas to obtain the desired radiation pattern.
Figure 9.6: The AN/FPS-85 Phased Array Space Surveillance Radar provides space situational awareness for U.S. Strategic Command’s space
control mission area. Source: http://www.peterson.af.mil/
library/factsheets/index.asp
43
Project Tasks/Goals
• Study antenna theory
– Far-field approximation
– Study antenna radiation characteristics
• Study antenna arrays theory
– Review the effect of signal amplitude and phase
– Review the multiplication principle
• Design and simulate an antenna array
– Design antenna
– Design signal distribution system
– Design phase shifting mechanism
• Build a working transmit or receive antenna array
• Characterize the antenna pattern
Examples
The block diagram of a simple electronically steerable phase array system is
shown in Figure 9.7. An RF source provides a single frequency signal that is fed
into a power splitter. The output of the power splitter is fed into a phase shifter
and optionally, an amplifier. The conditioned RF signal is then fed into a properly
designed antenna array. A receiver, which is composed of a single antenna, diode
detector, and multimeter, can be use to characterize the antenna pattern of the
transmitting antenna array. An illustration of a possible setup is shown in Figure
9.8.
References
• Phased Arrays
– Ulaby, Chapter 9, Section 9
44
Figure 9.7: Block diagram of an electrically steerable antenna array transmitter and a single antenna receiver for characterizing the antenna pattern.
– http://en.wikipedia.org/wiki/Phased_array
– http://mirlyn.lib.umich.edu/Search/Home?
checkspelling=true&inst=aa&lookfor=phased+
array&type=all&submit=Find&showsearchonly=
false&oft=false
• The Development of Phased-Array Radar Technology, by Alan J. Fenn,
Donald H. Temme, William P. Delaney, and William E. Courtney
http://www.ll.mit.edu/publications/journal/pdf/
vol12_no2/12_2devphasedarray.pdf
• Antenna Theory - Analysis and Design (3rd Edition), by Constantine
45
Figure 9.8: Block diagram of an electrically steerable antenna array transmitter and a single antenna receiver for characterizing the antenna pattern.
Balanis
http://app.knovel.com/web/toc.v/cid:kpATADE001/
viewerType:toc/?
• Array and Phased Array Antenna Basics, edited by Hubregt J. Visser
http://app.knovel.com/web/toc.v/cid:kpAPAAB001/
viewerType:toc/?
• Microwave and RF Design - A Systems Approach, edited by Michael B.
Steer
http://app.knovel.com/web/toc.v/cid:kpMRFDASA2/
viewerType:toc/?
• MATLAB - Phased Array System Toolbox
http://www.mathworks.com/help/phased/index.html
9.6.5
Frequency Modulated Continuous Wave (FMCW)
Radar System
Overview
Radar systems are essential for rapid measurements of distance, speed, size, and
presence of objects. They have been essential for many applications such as re-
46
mote sensing and weather forecasting. Many different radar designs have been
developed for various different uses but one of the simplest is the frequencymodulated continuous-wave (FMCW) radar system. Such radar systems are used
to determine the distance of an object and has one of the simplest designs.
Project Tasks/Goals
• Study antenna theory
• Study antenna radiation characteristics
• Study electromagnetic reflection/transmission
• Design and simulate an antenna in HFSS
• Build a working antenna
• Characterize the antenna pattern
• Simulate an FMCW radar system in ADS
• Demonstrate a working FMCW radar system
Examples
The block diagram of a general FMCW radar system is shown in Figure 9.9. First,
a continuously frequency swept RF signal is generated using a waveform generator and voltage-controlled oscillator, and is then fed into a power splitter. One
of the power splitter outputs is connected to a transmitting antenna and the other
is fed into a frequency mixer. The signal transmitted by the antenna propagates
to the object of interest and a portion of it is reflected back. The reflected signal is received by the receiving antenna and amplified before being fed into a
mixer, which compares the frequency of the reflected signal and the signal being
generated by the voltage controlled oscillator at that particular moment in time.
The distance of the object can then be calculated from the difference in frequency
between the two signals and the change in frequency per unit time at the output
of the voltage-controlled oscillator, which is set by the user with the waveform
generator.
47
Figure 9.9: Block diagram of a frequency-modulated continuous wave
(FMCW) radar system.
References
• Ulaby, Chapter 9
• The Development of Phased-Array Radar Technology, by Alan J. Fenn,
Donald H. Temme, William P. Delaney, and William E. Courtney
http://www.ll.mit.edu/publications/journal/pdf/
vol12_no2/12_2devphasedarray.pdf
• Antenna Theory - Analysis and Design (3rd Edition), by Constantine
Balanis
http://app.knovel.com/web/toc.v/cid:kpATADE001/
viewerType:toc/?
• Advanced Radar Techniques and Systems, edited by Gaspare Galati
http://app.knovel.com/web/toc.v/cid:kpARTS0004/
viewerType:toc/?
48
• Microwave and RF Design - A Systems Approach, edited by
Michael B. Steer http://app.knovel.com/web/toc.v/cid:
kpMRFDASA2/viewerType:toc/?
• Forensic Application of FM-CW and Pulse Radar http://www.osti.
gov/bridge/servlets/purl/807365-NeTfKu/native/
807365.pdf
• http://mirlyn.lib.umich.edu/Search/Home?
checkspelling=true&inst=aa&lookfor=fmcw+&type=
all&submit=Find&showsearchonly=false&oft=
false&use_dismax=1
• http://edocs.soco.agilent.com/display/ads201101/
Radar+Applications+Guide
9.6.6
Monopulse Radar System
Overview
The growing interest in autonomous vehicles and vehicle safety has been a large
driver for the development of advanced radar technologies. Systems are needed
for detecting and tracking objects in the vicinity of the vehicle for parking assistance, collision mitigating braking systems, adaptive cruise control, and for
following leader vehicles. In this project, you will design a tracking system based
on a monopulse radar system.
Project Task/Goals
• Study antenna theory
• Study antenna radiation characteristics
• Study electromagnetic reflection/transmission
• Design and simulate an antenna in HFSS
• Build a working antenna
• Characterize the antenna pattern
49
• Simulate the monopulse radar system in ADS
• Demonstrate a working monopulse radar system
Examples
An objective for your project could be to determine the exact location of an object
in a 1- or 2-dimensional space. A block diagram of a monopulse radar system is
given in Figure 9.10. A signal from an RF generator is sent to an antenna, which
radiated the RF energy into the environment. The transmitted waves incident upon
a reflective object are then received by an antenna array. The received signal from
each antenna is then processed through a series of power splitters/combiners and
a phase shifter to output a signal that has been mapped to the location of the
object.
Figure 9.10: Block diagram of a monopulse radar system. From Ulaby et.
al.
50
References
• Ulaby, Chapter 9, Section 8
• The Development of Phased-Array Radar Technology, by Alan J. Fenn,
Donald H. Temme, William P. Delaney, and William E. Courtney
http://www.ll.mit.edu/publications/journal/pdf/
vol12_no2/12_2devphasedarray.pdf
• Antenna Theory - Analysis and Design (3rd Edition), by Constantine
Balanis
http://app.knovel.com/web/toc.v/cid:kpATADE001/
viewerType:toc/?
• Advanced Radar Techniques and Systems, edited by Gaspare Galati
http://app.knovel.com/web/toc.v/cid:kpARTS0004/
viewerType:toc/?
• Microwave and RF Design - A Systems Approach, edited by Michael B.
Steer
http://app.knovel.com/web/toc.v/cid:kpMRFDASA2/
viewerType:toc/?
• http://mirlyn.lib.umich.edu/Search/Home?
checkspelling=true&inst=aa&lookfor=phased+
array&type=all&submit=Find&showsearchonly=
false&oft=false
• Forensic Application of FM-CW and Pulse Radar
http://www.osti.gov/bridge/servlets/purl/
807365-NeTfKu/native/807365.pdf
• http://mirlyn.lib.umich.edu/Search/Home?
checkspelling=true&inst=aa&lookfor=monopulse+
radar&type=all&submit=Find&showsearchonly=
false&oft=false&use_dismax=1
• http://edocs.soco.agilent.com/display/ads201101/
Radar+Applications+Guide
• S-band Monopulse Radar Receiver Design and Implementation, by Mussie
Ghebreegziabiher Hagos
51
http://scholar.sun.ac.za/handle/10019.1/2876
9.6.7
Choose Your Own Project
Overview
There are many interesting applications of the topics covered in EECS 330. You
are welcome and encouraged to design your own project, provided that it builds on
top of the fundamental concepts discussed in the lecture/laboratory of the course
and it is of worthwhile effort. You are also required to work in a team of at least
two; in other words, this cannot be an individual project.
Project Tasks/Goals
• Choose an interesting and challenging project that is relevant to the course
material
• Form a group
• Notify the laboratory instructor that you will be designing your own project
• Submit a draft of your project proposal
References
• You are responsible for doing your own research
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