A Reflective Practicum for Transforming Instructor’s Industrial Skills into the Teaching of Electromagnetics

A Reflective Practicum for Transforming Instructor’s Industrial Skills into the Teaching of Electromagnetics

Abstract

Which Citation Styles Can You Handle?

We get a lot of “Can you do MLA or APA?”—and yes, we can! Our writers ace every style—APA, MLA, Turabian, you name it. Tell us your preference, and we’ll format it flawlessly.

Contemporary electromagnetic Computer-Aided Design (CAD) tools augmented with parametric and optimization capabilities are extensively used in industry for design, validation, and prototyping to reduce time-to-market, resources, cost, and risks associated with the development of new systems. Unfortunately, this technology still remains largely underutilized in undergraduate ElectroMagnetics (EM) education. This paper describes an approach for stimulating the analysis and design learning experience of undergraduate systems engineering students by engaging them in cooperative, experiential, simulation-assisted teaching and research activities utilizing project-based pedagogy. A case study is chosen in the realm of microwave-assisted material processing, which is not typically covered in undergraduate engineering curricula. The objective is to increase students’ interest in EM fields and waves by providing a well-rounded learning experience to break the monotony often encountered in the heavily theoretical and abstract topics involved with a minimum of complex analytical formulations, reinforce fundamental principles and mathematical analyses offered in the class, foster students’ motivation and enthusiasm, reflect on today’s technological advancement in industry, and stimulate participation of undergraduate students in open-ended research problems.

Index Terms— Electromagnetic Education, Cavity Resonators, ANSYS HFSS, CST Microwave Studio, Microwave Heating, Simulation-Based Learning

1. INTRODUCTION

It is globally acknowledged that engineering EM courses are often regarded by students to be abstract, mathematically saturated, and the most difficult that any undergraduate can take [1]-[7]. In a traditional undergraduate EM course, the fundamentals of Maxwell’s equations and their physical applications are conveyed from the instructor to students via visual representation of spoken and written words explaining the set of physical phenomena observed by Gauss, Ampere, Faraday, and Maxwell’s contribution to Ampere’s law (displacement current density)  via vector mathematical manipulations such as curl, divergence, Laplacian, and gradient applied to static and time-varying field quantities. Heavy reliance on mathematical derivations to solve simple and idealized canonical problems often obscures intuitive understanding and requires a long learning cycle to comprehend and connect to real-world applications. For most students this is a passive learning experience which cultivates the belief that finding the right formula, and apply vector operators to phasor quantities using hand-held calculators are the key to solving a problem. This approach creates a substantial gap between classroom teaching and real-world engineering problems. Moreover, this approach is far removed from current professional engineering practice to be a satisfactory experience for students.

Closed-form analytical solutions for problems encountered in radio-frequency components, wireless systems and antennas are only available under idealized assumptions such as highly symmetric, oversimplified, 0-D (point source radiator), 1- or 2-D homogeneous geometries and uniform excitation, to mention a few. Additionally, even those unrealistically simplified problems, such as analyzing the resonant frequencies, internal fields, and power dissipated within closed, Perfectly Electric Conducting (PEC) rectangular and cylindrical cavity resonators symmetrically loaded with dielectric material involve analytical manipulations not trivial for most undergraduate students where the simple use of pencil and paper cannot provide the answer. On the other hand, reliance on rigorous analytical treatment produces more confusion than elucidation creating a void for basic design skills such as how to couple power into the cavity. It should be noted that although hand calculations significantly reinforce understanding of fundamental concepts, contemporary CAD simulation tools are instrumental to introduce design and real-world applications that assist students to infer the usefulness of the theory, reflect on the limits of analytical expressions, investigate the implications of various design alternatives, and ask “what if” questions.

Are Writing Services Legal?

Totally! They’re a legit resource for sample papers to guide your work. Use them to learn structure, boost skills, and ace your grades—ethical and within the rules.

A project-based pedagogical approach has been implemented in a core EM fields and waves course offered in the Systems Engineering Department of the EIT College at UALR. The instruction focuses on exploiting the industry-grade ANSYS’s High Frequency Structure Simulator (HFSS) (http://www.ansys.com) and CST Microwave Studio (MWS) (http://www.cst.com) to solve and design modern engineering problems.  These tools are used as supplementary instructional aids (not as a substitute) for the classical style of education to link theory to real-world applications and improve design skills using progressive, multiple case studies with design content. The hypothesis being tested in the teaching pedagogy is how to transform one of the multidisciplinary industrial and academic research experience acquired by the instructor [8]-[14] to a teaching and learning paradigm to be used by students both inside and outside the classroom in order to develop essential skills required in professional engineering practice.

Although many recent careers in industry require competence in HFSS and/or CST; however, there is a notable lack of adequate coverage in many electrical and/or systems engineering curricula worldwide. It should be noted that the need to incorporate simulations to enhance undergraduate EM teaching and their educational benefits has been demonstrated in [2], [3]. Abstract mathematics need no longer be the sole approach of analysis. Students whose strengths might lie instead in numerical and computational analysis, algorithm development, and programming can become productive contributors as well. More importantly, CAD tools enhance the students’ abilities to solve open-ended design problems, work well in teams, and communicate effectively in written and oral forms.

A key objective of the approach reported in this paper is to promote active classroom learning and self teaching by engaging students in design projects that link theory to actual systems. Students are trained, in a mixed laboratory/classroom environment, on the use of state-of-the-art, time-domain and frequency-domain EM solvers to enhance teaching and research using applications that involve analysis of mode tuning and design of realistic cavity resonators under different loading conditions for high-power microwave material processing. Students are given the opportunity to learn and discover material independent of the instructor and take pride in their work and creativity.

What’s the Price for a Paper?

Starts at $10/page for undergrad, up to $21 for pro-level. Deadlines (3 hours to 14 days) and add-ons like VIP support adjust the cost. Discounts kick in at $500+—save more with big orders!

HFSS and MWS allow students to study the response of a device in the time domain and display frequency characteristics via a discrete Fourier transformation. Students can test many configurations in order to compare their merits and conduct parametric studies to evaluate the influence of different design parameters on the performance, contribute their elements to the model, and investigate how the optimization of a design parameter may impact the overall performance metrics. Moreover, the projects provide opportunities for students to acquire soft skills, such as teamwork, self regulation, commitment, and communications skills through daily logs, formal technical laboratory reports, and oral presentations at the end of the course.

The teaching methodology is based on project-driven curriculum that offers hands-on laboratory experiences with a progressive range of complexities. Suites of progressively more difficult hands-on simulations, that do not require programming and/or sophisticated analytical skills which are beyond the undergraduate level, have been offered to give students opportunities to learn by “doing.” This approach motivated students to develop their analytical abilities to formulate, model and simulate real-world engineering problems, analyze, validate, and optimize the final solution. The curriculum promotes research-based educational strategies by involving undergraduate students in research activities early in their careers. Students developed sufficient skills and confidence to engage in professional presentations and publications in their senior year [15], [16].

The rest of the paper is organized as follows. In section II, the instructional pedagogy is described. Course details are presented in section III. Representative laboratory tutorials and design projects are provided in section IV and V, respectively.  Finally, section VI concludes the paper. The models presented in this paper are available to instructors and students upon request.

II. DESCRIPTION OF THE INSTRUCTIONAL PEDAGOGY

Is My Privacy Protected?

100%! We encrypt everything—your details stay secret. Papers are custom, original, and yours alone, so no one will ever know you used us.

Integrating theoretical inquiries of Maxwell’s equations with experimentation to illustrate real-world applications is more pronounced in undergraduate EM courses. Abstract concepts extracted from experiments such as the set of four equations of Maxwell, vector operations on 3-D spatially and temporally varying field quantities and the diverse topics to be covered tend to frustrate students who have been dealing mostly with scalar quantities. Regrettably, a major obstacle for undergraduate students is prerequisite mathematical skills [17]. Moreover, due to time constraints and the need to cover a wide range of topics of practical nature in the context of systems engineering education, we have developed a new teaching paradigm to impart an intuitive feeling and build knowledge in a hands-on fashion.

Advanced concepts are introduced through a series of progressively more difficult, challenge-based, hands-on simulations to give students opportunities to learn by “doing.” This is achieved through in-class demonstrations, laboratory sessions, and design-oriented assignments performed after the prerequisite topics are taught in class. Additionally, student teams are engaged in application-oriented, open-ended research projects involving design of realistic cavity resonators to meet specific performance requirements. The semester-long projects require students to design, analyze, and optimize prototypes based on detailed design specifications. The projects culminate in a functional model implementation and require validation, presentation, and formal documentation.

An “open laboratory” policy is used. Students can access the software tools via VMware any time so that students can better schedule when to work on their projects and share experiences more effectively and a Teaching Assistant is allocated to assist students when needed. At the end of the semester, students’ collaborative teams present their work in written as well as oral forms providing incentive for the development of effective oral and written communication skills in order to experience the processes they would encounter in the daily practice of industrial settings. These activities are synergistic with the Accreditation Board for Engineering and Technology (ABET) Criteria [17] which emphasizes design experience, exposure to modern engineering design tools and contemporary engineering applications. With these thoughts in mind, the curriculum has accounted for the following specific pedagogical issues:

• Break the passivity of traditional lecture formats by teaching students how to apply knowledge, not just acquire it;
• Create an atmosphere of self discovery and experimentation with realistic constraints;
• Help students to identify limitations of analytical solutions and the benefits drawn from CAD tools when idealized techniques fail;
• Provide seamless integration of education and research, incorporate active research results in the classroom, and involve students in hands-on realistic design situations to break down barriers between EM education and its practice in real world;
• Make learning more enjoyable and challenging; and
• Give students a sense of accomplishment.

The textbook used in the course [19], and two research-oriented books covering microwave cavity resonators with applications [20]-[21], provide well-established theoretical treatments to explain fundamental principles. However, applications in undergraduate EM textbooks are introduced using idealized canonical problems with inadequate coverage of research results, and are incapable of providing insight into the limitations of a design topology. For example, classical, oversimplified mathematical models are typically stressed for analysis of microwave cavity resonators without explaining how to couple microwave energy into the cavity. It should be noted that mathematical analysis cannot be dispensed with entirely. Also, we realize that CAD and simulation tools cannot be a substitute for actual laboratory practice- they complement each other. There are distinct advantages in having a teaching aid that can double as a research tool. The curriculum described in this paper provides an easy bridge between learning and doing and integrates research activities into the teaching of the course. This was possible in an environment in which undergraduate students, graduate teaching assistant, and the instructor speak a common language.

Is AI Involved in Writing?

Nope—all human, all the time. Our writers are pros with real degrees, crafting unique papers with expertise AI can’t replicate, checked for originality.

Rather than simply delivering passive lectures, the instructor also acted as a higher level manager to whom the teams report, and could consult for advice on how to proceed. The instructor cultivates skills, focuses efforts, and maintains an active environment of learning, exploration, and discovery.

Computer-based simulations of RF devices are fundamentally different from traditional preplanned experiments, which are intended to verify theory and do little to develop design skills. The two sets of experiments are not mutually exclusive; simulation-based experiments are also used for verification purposes to close the feedback loop of learning. CAD allows students to further explore how the performance of a device is affected if the value of a design parameter is altered either intentionally or due to the unavoidable tolerances in the fabrication process. To summarize, students are required to solve realistic problems such as designing a cavity feed structure made of waveguides or coaxial cables taught in class. Ordinarily, this would be a time-consuming task and/or not possible using conventional analytical techniques known to undergraduates, hence we provide students with the tools and training necessary to make these tasks manageable.

3.        CLASS DETAILS

The course, SYEN 3356: Electromagnetic Fields and Wavesis the first course which introduces students to EM waves and high-frequency systems and is an obligatory core subject in the curriculum. The course provides students with an understanding of transmission lines, waveguides, cavity resonators, power dissipation, and mismatch compensation. The course is accompanied by a laboratory to capture students’ interest. Course delivery is based on an appropriate combination of lectures, simulation-based demonstrations and tutorials, and traditional hardware-based laboratory experiments. The simulation tutorials and design projects are based on students’ interests, elective courses and careers students are targeting, and to a large extent the projects to be chosen for the two-semester Capstone Design Course.

Concepts in vector calculus, analytic geometry, linear algebra, physics, electric circuits and systems are prerequisites. Basic EM, encompassing electrostatics, magnetostatics, wave propagation and optics, are also taught in two prerequisite physics courses with their associated laboratories prior to taking SYEN 3356. The first week is devoted to reviewing the physical interpretation of gradient, divergence, curl, and ending with Helmholtz theorem for vector fields. The concept of field is defined at first, in terms of its measurable effect; electric and magnetic forces.

Why Are You the Best for Research?

Our writers are degree-holding pros who tackle any topic with skill. We ensure quality with top tools and offer revisions—perfect papers, even under pressure.

In contrast to classical EM courses, only two weeks are allocated to review electrostatics and magnetostatics including dielectrics, continuity equation and steady currents, magnetic forces and media. Then, Ampere’s and Faraday’s laws are introduced culminating in Maxwell’s equations in differential and integral forms and the Poynting’s theorem. Topics discussed next are transmission lines, Smith chart, plane-wave propagation in conducting and dielectric media, coaxial cables, waveguides, and cavity resonators. The scattering matrix is introduced to characterize mismatch and dissipation losses in cascaded, lumped, and distributed circuits.

Classes are presented as three one-hour lectures a week complemented by laboratory work. The laboratory/demonstration sessions are carefully sequenced to remain in step with lecture content and progress in sophistication in synchronization with the students’ increasing familiarity with the topics and CAD tools. Each student is required to complete a project over the semester in topics of current research interest; one case of which is industrial microwave heating as described in this paper. The projects foster inquiry-based learning using industry driven applications to tightly couple the course to the laboratory that brings a multidisciplinary, broad-based approach to analysis, design, and optimization. Projects allow students to go as far as they can at their own pace, provide variable time and flexible schedules that enhance quality and in-depth study, incentives for self-direction, self-motivation, self-activity, and thinking as a part of a team.

4.         LABORATORY TUTORIALS

Two weeks are used to introduce the theory of cavity resonators [20] and [21] including series and parallel resonant circuits, unloaded and loaded Q factors, transmission line resonators, rectangular and circular cavities, excitation of aperture coupled cavity, cavity perturbation, and critical coupling. Instead of repertory problems found at the end of chapters, students are provided with a fully interactive, step-by-step description of a series of CAD-based tutorials along with an input file for the simulation procedure. A typical scenario is for a student to read the tutorial, execute simulations, analyze and post process the intended results, respond to questions, compare results against well-documented analytical solutions if available, and then submit a report that describes the results obtained.

Students are introduced to the proper set of boundary conditions that must be enforced on the outer boundaries of the computational domain: Perfectly Electric Conducting (PEC), Perfect Magnetic Conducting (PMC), Surface Impedance Boundary Conditions (SIBC), and how to excite a port within the waveguide feed in the case of a driven problem.  The reflection coefficient, S₁₁ is used to evaluate the efficiency within which microwave energy is coupled into the cavity and absorbed by the load and conducting cavity walls.

Who Writes My Assignments?

Experts with degrees—many rocking Master’s or higher—who’ve crushed our rigorous tests in their fields and academic writing. They’re student-savvy pros, ready to nail your essay with precision, blending teamwork with you to match your vision perfectly. Whether it’s a tricky topic or a tight deadline, they’ve got the skills to make it shine.

Students are instructed on how to conduct convergence tests to ensure that the fields have been sufficiently sampled in space by automatically varying the number of grid points iteratively to select the spatial resolution required for a predefined convergence criterion such that maximum deviation of the parameter of interest does not change significantly between at least two consecutive adaptive grids. For solutions obtained from time-domain solver of CST, time stepping for each mesh is stopped when the maximum energy inside the structure has decayed to less than 80 dB below its maximum value for an accurate characterization of the cavity in the frequency domain. A concise summary of these tutorials is provided in Table I.

Table I Simulations-based tutorials for SYEN 3356