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Use of advanced technologies in a RF and Microwave Engineering course

Conference Paper · May 2010

DOI: 10.1109/EDUCON.2010.5492495 · Source: IEEE Xplore

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 Use of Advanced Technologies in a RF and
Microwave Engineering Course
Elif Aydın Nergiz E. Çağıltay
Dept. of Electrical and Electronics Engineering Dept. of Software Engineering
Atilim University Atilim University
Ankara, TURKEY Ankara, TURKEY
eaydin@atilim.edu.tr nergiz@atilim.edu.tr

Abstract-- In RF and Microwave Engineering course, usually of antennas [6] and RF-microwaves [7], an RF hardware
students struggle to build connections between the theory design laboratory with project oriented approaches [8],
they have learned and practical applications in the and wireless information networks [9] have been
laboratory. The laboratory applications are usually very integrated in the curriculum of these courses. As Cassara
limited for hands on experience since the high cost and [9] summarizes, some of these implementations exist that
maintenance requirements of the equipment. Additionally, generally focus on wireless networks, radio frequency-
new engineers need to know how to use at least one microwaves, antennas, radar or optical communications.
engineering design tool in order to practice designing RF These implementations and studies show the recognition
components, circuits, or antennas. In this study, a of the importance of these topics in the educational arena.
curriculum model including recent developments and
technologies in the RF and Microwave Engineering field by Parallel to these developments simulation (and CAD)
addressing above problems of the course is proposed. This applications are also started to be used as a critical and
study covers the description of the content of theoretical and efficient tool on these courses. Additionally, Web-based
hands on applications, the integration model of the and Web-assisted education alternatives are a new
technological tools into the proposed curriculum, and the paradigm that is started to play an increasingly significant
instructional approaches used in the new course design role in the instructional design efforts in these fields [4].
which covers the use of a remote laboratory environment, Accordingly, in order to prepare engineers satisfying the
Concept Maps and an engineering design tool. The course is requirements of the industry, new approaches need to be
structured with a balance between theory and laboratory, reflected and emphasized in the curriculum of these
including remote and in lab measurement experiments as courses.
well as modeling and designing microwave components by
means of computer tools and design fabrication. The newly In this study, the current situation and problems of
designed course is implemented at the Atilim University. electromagnetic, RF, and microwave courses offered at
The first semester implementation shows promising results. Atilim University are discussed first. In order to address
the identified problems, this study proposes a curriculum
model that reflects recent developments and technologies
Index Terms—RF and Microwave engineering course, such as remote laboratory environments, simulation tools,
curriculum design, remote laboratory, simulation tools
and mind map graphical representations. This study covers
a description of the content of theoretical and hands-on
I. INTRODUCTION applications, an integration model of the technological
Advances in the telecommunications industry and the tools into the proposed curriculum, and the instructional
widespread deployment of wireless network services have approaches that are used in the new course design. The
affected the career programs related to high frequency newly designed course has been applied during one
technology. These developments have also forced semester in the EE education program at Atilim
practicing engineers, computer specialists, and managers University. This study also describes how the newly
to re-educate themselves in the area of telecom/radio- designed course is offered, as well as the problems faced
communications technology [1], [2]. Parallel to these and gains achieved during this course.
developments, a report by an industry/education
partnership (Global Wireless Education Consortium- II. COURSE DESCRIPTION
GWEC) involving more than 30 universities and 9 large
As juniors, students with an EE major at Atilim
companies in the wireless sector in the USA has identified
University take one semester-long required RF and
new requirements for such professionals as well as noted a
Microwave Engineering course. The aim of the course is
lack of Radio Frequency (RF) specialists [3]. Accordingly,
to prepare the students for their future professional careers
several related educational programs have begun offering
in RF and Microwave Engineering and for the sequence of
courses covering electromagnetic, RF, antenna, and
senior courses, such as Antennas and Propagation, RF
microwave concepts, which are important components of
Microelectronics and Optical Communication Systems
any Electrical and Electronics Engineering (EE) and
and Design Projects. These courses are offered as
computer-related educational curriculum [4] and technical
technical elective courses in the curriculum of the EE
colleges, which are usually supported by hands-on
program of the university. The course is structured with a
experimental environments. For example, a remote
balance between theory and laboratory, including remote
laboratory on frequency modulation experiment principles
and in lab measurement and evaluation, modeling and
[5], a face-to-face laboratory implementation in the field

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designing microwave components by means of computer– they have learned and how to relate it with the theory that
aided design (CAD), and fabricating. they learn during the classroom instructions.
A. Course Content Problem 2: The instructor usually group students into
The course is designed as an introduction to RF and 8-10 for each demonstration section. However this number
Microwave (MW) systems. The following concepts are is also still high for the demonstration sections and it is
covered in this course: analysis of transmission lines and usually not possible to organize smaller student groups
waveguides, the Smith chart, scattering parameters and because of the high number of students enrolling this
matching networks, LC networks, single and double stub course.
tuning using the Smith chart, RF and microwave passive Problem 3: The instructors also face with some
components and system parameters, high frequency maintenance problems in the laboratory since students
configurations of filters and amplifiers, PCB realization of accidentally broke some parts of the equipment. For
RF and Microwave circuits, microstrip lines, and RF, example, once a student has broken while connecting
Microwave, and Antenna design tools and measurement 2.4mm to SMA adaptor of the Vector Network Analyzer
techniques. (VNA). The instructor had to order this part from the
company and it took three months to fix the problem.
B. Course Objectives Accordingly, the instructor could not be able to use this
In this course, students should acquire the following port of the VNA in that year and only be able to show
skills and be able to: measuring S11 parameter.

ƒ state the applications of electromagnetic spectrum Problem 4: There is a need for implementation of new
above 300MHz frequency band; technological tools in these courses. It is very important
for the industrial organizations that the new engineers
ƒ identify wave propagation on transmission lines should know how to use at least one engineering design
and expand it to include microstrip structures; tool in order to practice on designing RF components,
ƒ identify the fundamentals of transmission line circuits or antennas. For example, our graduates are
systems, radio frequency (RF) and microwave usually getting a job offer easily and becoming more
components, sub-systems, and technology; competitive if they have experience on the design tools for
RF, microwave or antenna. Additionally, the simulation
ƒ operate tools and equipment used in the design tools such as CAD, help them to better figure out and
and analysis of RF and Microwave components experience the real-world industrial applications based on
and sub-systems, the theories that they have learned in the classroom.
Introducing a simulation tool in such introduction courses
ƒ design microwave components such as a
also help students to better prepared for the advanced level
microstrip line, microwave filters and single-stage courses such as RF and microwave circuit or antenna
microwave transistor amplifiers. design and design project courses. In these courses they
C. Laboratory Activities have a quick start without loosing time on learning and
Laboratory experience is an important part of an practicing on the simulation tools.
electrical engineering (EE) education. As shown in recent Problem 5: There is a need for implementation of new
Internet-based remote and virtual laboratory studies, instructional approaches used in these courses. The
effective learning in EE education can only be achieved by instructors of these courses should provide some
approaches that combine theoretical courses with instructional approaches for building relationships
laboratory work where the learner can practice as between the theory and practical content of the course.
necessary [1]. Laboratory experiments are usually Otherwise, students are having problems to build this
performed as demonstrations on the following subjects: relationship by themselves and they think that some of the
scattering parameters measurement, VSWR measurements theoretical content is not applied in theory. As a result,
and transmission line impedance, power measurements, students usually forget the theoretical information because
and antennas measurement. of the loss of connection with the theory and practice
components of the course. During the laboratory hours,
students always complain about finding related theory on a
D. Problems with the Course specific experiment that they are working on and
The course instructors face with several problems in performing and usually their intension is on thinking that
this course. We can group these problems under three the lecture instruction (theory of the course) is not related
main headings: Laboratory hands-on experience problems, with the experiments that they are performing. On the
implementation of new technological tools in these other hand, students’ learning expectation differ each
courses and implementation of new instructional other. Some students prefer to reach directly to the content
approaches used in these courses. that they are searching for, while others prefer to study the
content from the beginning and then continue the
Problem 1: Since the only chance to provide the
experiments. Some of them prefer the graphical
laboratory experiments by means of demonstrations in the
representations while the other prefer to read the text [10].
laboratory, it is usually not clear for the students that what
Accordingly, the instructors may have problems offering

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lectures that meet the needs and expectations of the other concepts covered in a course. These tools also help
students. the learners build relationships between previous
knowledge and newly introduced concepts, encouraging
III. BACKGROUND OF THE STUDY meaningful learning rather than rote learning (memorizing
concepts, no relationship to previous learning) [18].
In order to solve the above problems, we have
researched the literature to investigate appropriate
IV. NEWLY DESIGNED COURSE
solutions. Some studies that address the problems faced in
this course are summarized in this section. In traditional To improve the course, new approaches have been
ways, the laboratory applications of these courses are proposed for the laboratory and theoretical parts. This
offered by means of face-to-face training in particular section summarizes the proposed curriculum for this
laboratories. Usually, even for ideal cases, face-to-face course.
laboratory applications in these courses have some
limitations for both the instructor and the learner [11]. For A. Laboratory
example, offering such courses requires a large number of In new course design, laboratory session is supported
educators and supporting personnel as well as high setup by Remote RF laboratory [12]. In this environment for
and maintenance costs for some EE laboratories (such as teaching how to use VNA, an electronic performance
those covering radio frequency and microwave support system (EPSS) tool is used [19], [20]. Remote
techniques) [5]. If an open laboratory environment is not experiments provide fundamental knowledge in
provided, students are restricted to a specific schedule and electromagnetic wave propagation, knowledge about the
location for a particular course and are not be able to analytical and graphical methods used in deduction of
repeat the experiments as often as they wish or possibly formulas used in microwaves, the ability to make
need. Students also tend to have very limited opportunities correlations between the physical phenomena (what is
to analyze the experimental data mathematically: usually happening and which are the causes) and the ability to
the measurement device itself is unable to handle a large handle high complexity measurement devices (e.g. VNA).
amount of data. In the absence of time constraints, European Remote Radio Laboratory (ERRL) provides RF
students have the opportunity to process experimental data and microwave remote experiments
by using powerful software analysis tools, thus obtaining a (http://errlmoodle.atilim.edu.tr/).
clearer notion of the functionality of a certain device or
setup. Implementation of Computer Aided Design Program
(CAD)- Additionally, the new course curriculum is
Recent developments in Internet-based services also enriched with the applications on Computer Aided Design
encourage training and educational organizations to Program (CAD) and The AWR® Design Environment
attempt e-learning models. Nowadays, educational and (donated by AWR Corporation) experiments. Laboratory
training organizations, particularly universities, are hours include design tools to be used in the design,
frequently using Internet technologies to enhance and fabrication and analysis of RF and Microwave
supplement traditional face-to-face education. For components. The students, after learning how to use
example remote laboratory platforms enable learners to Microwave CAD program step by step asked to design RF
access physical instruments at a distant location and microwave filter for a substrate and design requirements
perform experiments remotely on the Internet [12]–[15]. given by the course instructor. Selected filters whose have
Hence, a remote laboratory application in the RF domain best properties (not all of them) are fabricated in our
seems to be a very critical tool in order to improve and laboratory by using PCB prototyping system, LPKF
support current educational environments. Promat C100/HF. Fabricated RF filters are measured by
Additionally, computer simulations have been used in using VNA and analyzed.
the curriculum of some EE courses such as Laboratory Applications Design Of the New Course
electromagnetics, RF, microwave, and millimeter-wave
areas [16], [17]. As Gupta et al. state, these simulators First week, laboratory equipment’ are introduced to
encourage building realistic design examples, verification the students in the Remote Lab environment. For this
of these designs, evaluation of the effects of real-life purpose, an electronic performance system (EPSS) tool is
parameters on circuit characteristics before investing in the used which provides just in time training for the users by
actual fabrication of the circuits, and building case studies providing the instruction according to the user needs and
that bridge the gap between classroom instruction of expectations [19], [20].
microwaves and the practice of microwaves in industry Second week, the students learn how to use RF
[4]. According to Gupta et al., for the first time in the Remote Lab website in laboratory hours. Now, the
history of microwave education, the aim of providing students are ready to use laboratory at anytime and
classroom instruction that is 100% relevant to the practice anywhere without guidance .
in industry is becoming possible [4].
Students freely perform the following remote lab
On the other hand, concept maps are the tools used to experiments any time and any where according to their
build relationships among concepts. These tools have been preferences:
used in educational environments to better connect the
relationships among theory and practice as well as among

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IEEE EDUCON Education Engineering 2010 – The Future of Global Learning Engineering Education
813
 Remote Experiment 1: Measurement of Scattering different impedance values and design a LC matching
Parameters of Open, Short and Match load. This network, to use Smith Chart when solving transmission
experiment is developed in order to familiarize users with line problems, to analyze generator and load mismatched
control panel of VNA, fundamental principles of VNA. transmission line.
Furthermore, they can do basic measurements with VNA
AWR Experiment 5: Single Stub Tuning to gain an
and calibrate of VNA, and observe SWR and impedance
ability to use some AWR tools, to improve the ability of
measurements with VNA. Figure 1 shows the actual
simulate, create graphs and analyze a circuit in AWR to
physical laboratory setup for the experiment.
design a microstrip line, to use Smith Chart when solving
transmission line problems, to analyze generator and load
mismatched transmission line, to design single stub tuning
networks in the design of microwave components and
circuits
Remote Experiment 2: Measurement of Scattering
Parameters of RF Filters. In this experiment, users are
familiarized with the basic microwave passive elements
and measurement techniques. The objective of the
experiment is to observe the concepts of reflection and
transmission (return loss, standing wave ratio, reflection
coefficient), to measure the frequency responses and the
behavior considering the direct and reflected wave of a
microwave filter and insertion loss, bandwidth and out-of-
band-rejection. For the experiment on measurement of
scattering parameters the user must set VNA parameters
such as the frequency range and number of points. One of
the scattering parameters must be chosen. In this
Figure 1. Setup for Measurement of scattering
experiment, a user can view transmission characteristics of
parameters of open, short and match load experiment
the filter and find the type of the filter (band pass, low-
In this experiment, fundamental functions and controls pass, high-pass, or not-sure), the frequency at which the
of AGILENT’s 8363B VNA is examined. Open load, minimum attenuation for the filter occurs, minimum loss
short load and 50 ohm load are used as DUT (Device and the 3dB cut-off frequency for the filter, defined as that
Under Test). Calibration procedures are defined, as well. frequency where the transmission coefficient is reduced by
VNA are used by the users to validate concepts like 3dB from the minimum attenuation.
VSWR, reflection, and impedance matching by means of
Remote Experiment 3: Extraction of Physical
Smith Chart. Users can observe differences between
Parameters of a Coaxial Medium with Vector Network
theory and experiments since a remote laboratory works
Measurement is performed. When a typical calibration is
with real physical effects.
processed, the measurement reference plane is moved to
Following three weeks (3-5th weeks), the the very ends of the test cables. But what would happen if
students learn how to use CAD program and to design we had a transition (such as connector, cable, adaptor…)
simple microwave components : between the DUT and reference plane. In this experiment
we perform two measurements, with transition and
AWR Experiment 1: Design a Simple RC Filter to be without transition (Fig. 2). After the measurements we
familiar AWR environment and to understand how to decide the effect of transitions. The effect of a transition
simulate, create graphs and analyze a circuit in AWR. on phase and reflection coefficient (S11) is examined and
AWR Experiment 2: Transmission Line and Microstrip phase constant (β) and relative permittivity (εr) are
Line Analysis to study the behavior of an ideal calculated by means of these measurements.
transmission line (TL) at various lengths , to calculate
width and length of microstrip line by using AWR and to
gain an ability to use some AWR tools , to store the
information of the substrate material used in the microstrip
line, to solidify students understanding of transmission
line theory and be able to design a microstrip line.
AWR Experiment 3: Design a 10-dB T-Attenuator by
Using Lumped Elements in order to strengthen to
simulate, create graphs and analyze a circuit in AWR, to
design a passive RF component, to analyze the network
behavior of multiport microwave systems.
Figure 2. Remote experimental setup for extraction of
AWR Experiment 4: Smith Chart and LC Matching physical parameters of a coaxial medium with vector
Network to get familiar with the Smith Chart by plotting network measurement experiment.

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IEEE EDUCON Education Engineering 2010 – The Future of Global Learning Engineering Education
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 At certain frequency, phase constant (β) and relative their own RF microwave filters. Students work in a team
permittivity (εr) are calculated by using the measurement to design a filter with specifications that is provided.
2π λ
λ= εr = 0
results and β λ

During following two weeks (weeks 6 & 7), students

perform the following experiments freely by using the
distance laboratory environment [ERRL referans]. During
this period, students are also free to use the physical
laboratory environment to design any RF component.
Remote Experiment 4: RF Amplifier Measurements
experiment. In this experiment basic measurement of
power amplifier (Fig. 3) with VNA is performed for
constant input power. Frequency characteristics are
measured for different frequency values. This experiment
allows the user to become familiar with the power
amplifiers and their frequency band measurement with
VNA. When completed, the user has an idea about
characteristic such as gain, flatness, impedance, return loss
etc . Vector network analyzer measurement capabilities Figure 4. Remote experimental setup for antenna
are also improved. analysis experiment.

B. Theoretical Instruction
One of the problems of this course was building
relationships between course content and laboratory
applications. Accordingly, as shown in Figure 5, we have
developed a concept map in order to help students develop
these relationships. The map in Figure 5 shows how the
relationships between the course content and laboratory
experiments can be formed. The graphical represantation
also helps to better visualize the possible relationships.
In this concept map experiments are connected by lines
to the course content by using keywords. In this way it is
expected that students will be able to build relationships
between the experiments and theoretical content and
analyze the experiment results accordingly. They are also
able to find the theoretical details by using the search
1
functionality of the remote laboratory environment .
We have applied this newly designed course for one
semester at Atilim University. Students’ feedback and
Figure 3. RF power amplifier. course instructor’s opinions were very positive after the
implementation of the new course. They all declared that
the problems that they had faced in previous years were all
Remote Experiment 5: Antenna Analysis. This addressed with the new course design.
experiment is focused on the measurement, of reflected-
transmitted power, of input impedance vs. frequency and
SWR of several antennas (Fig. 4). With this experiment
various measurements on wire, horn and patch antennas
are performed with the Vector network analyzer. Aims of
the experiment are measurement of loss power, reflected
power and transmitted power of the antennas and the SWR
and the input impedance of the antenna at the certain
frequency range.
Last three weeks (8-10th weeks) are reserved to the
students for designing, implementation and measuring 1
http://errlmoodle.atilim.edu.tr/

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 Figure 5. A Concept Map of Course Theory and Hands-on Application Activities

V. DISCUSSIONS AND CONCLUSIONS The course instructor also reported that the remote
laboratory environment significantly improved students’
In this study, we first listed the main problems of the
understanding of the experimental studies when compared
introduction to RF and Microwave (MW) systems course.
to previous years. Additionally, since the students were
Then, in order to address these problems, we proposed a
better prepared to understand the background of the
new curriculum model for both the laboratory and
RF/Microwave components design, they were able to
theoretical parts of the course. Finally, we applied the new
fabricate and measure the RF/Microwave component.
curriculum of the laboratory activities for the course over
one semester. After taking the newly designed course, the students
will not need to learn how to use the design and
The course instructor believes that, because of the new
measurement tools featured in elective courses and design
approaches used in this course, instructors will have more
projects that follow in the sequence of the EE program at
time to extend course content and provide more
this University. These skills are expected to eliminate the
experiments for the students. For example, in this semester
need to provide repeated instructions on the usage of these
the course instructor had time to demonstrate seven
tools throughout the curriculum, which allows for
experiments that had not been studied in previous years.

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