Antennas for Non-Specialists
Keigo lizuka
Department of Electrical and Computer Engineering, University of Toronto
10 King's College Feoad, Toronto, Canada MSS 144
‘E-mail: keigoJjizuka@utoronto,ca
Abstract
This article reporis the experience of giving a hands-on antenna course to @ group of paricipants who were not antenna
specialists. The discussion ofthe results is presented in the format of a student-insiructor cialog. The questions asked by the
participants were sometimes very challenging to answer, especially without resorting to mathematical formulas. For the benefit
Of those antenna instructors who are interested in imitating this course, a set of instructions for performing the experiments is
presented athe beginning of each experiment; these can be Used as worksheets Io hand out tothe participants,
Keywords: Antennas; antenna theory; antenna arrays; antenna radiation pattems; antenna measurements; reffetion: mobile
‘antennas; engineering education; radlomes; impedance matching; baluns; current measurement; coaxial transmission fines
BR srenz.nany mau: prs have sed sng wits
onnections: cellular phones, Keyless entries to automobiles,
‘and remote controls for household items. Replenishing, vending
‘machines, which sella wide range of commas from soft drinks
ta concer tickets, has become easier through wireless eomections
that monitor the machines’ inventory. Fach of hese examples
requires connections tha need 2 pair of antenas.
(Omron Corporation, 4 manufacturer of automation compo:
nents, approached me and asked me to present a practical course
fon “Antennas for Non-Specilists” to newly recruited technical
Stal who had not yet been exposed to antena theory. [was given
the futher challenge of presenting this course without using any
‘mathematical formas. For the benefit of antena specialists who
‘may encounter a similar situation, or who want 10 build 2 new
antenna instruction laboratory, I would like to report my experi-
tence with this challenge
‘The course consisted ofthe following sessions:
1. Experiment) Measurements of the radiation pattem ofa dipole
2. (Experiment) Distribution of current, charge, and Poyoting
vector ona dipole antenna
3. Discussion) Why do antennas radiate radio waves?
4. Experiment) Refleton ofthe radio wave
5. (Experiment Stering an antenna aray pater,
Although rior knowledge of antenna theory is ot required to per
fem these experiments, siden should poses asi knowledge
of elementary physics
‘This antcle is divided into five major sections, comesponding,
to the five sessions inthe couse, The introductory section of each
{EEE Antonnas and Propagation Magazine, Vol 46, No.1, February 2004
experiment contzns a description of the experimental setup and
the tasks the student is expected to perform. Antenaa instuctrs
wo are interested in imitating this course may find it convenient
10 use these introductory sections as handouts for their students, as
8 guide wo performing the experiments. Following each introduc
tory section, the experimental results are subdivided into topics
and discussed, Te discussion ofthe results is presented in the for-
mat of a student-insructor dialog. Some of the questions that the
‘students ask most frequently are not necessarily easy 10 answer.
1, Measurement of the Radiation Pattern
of a Dipole Antenna
Experimental Instructions
‘Asa preliminary exercise, measure the impedance of $0 ohm
coaxial cables using any method of your choosing. How well do
‘the measurements agree with she $0 chm specification?
After competing the preliminary exercise, measure the rei
tion pater ofa halvave dipole antenna by following these steps:
1. As shown in Figure 1, connec the equipment using the coaxial
cables
2, Rotate the probe (receiving) antenna ata constant radius around
the tansmiting antenna. Make the radius as large 26 space per-
ris. While rotating the probe anenna, Keep the probe's axis tan-
eat tothe constant radius, a shown in Figure I. This orientation
[s used to measure £ (7), whichis the field component tangential
to the are of radius r. Repeat measurements of Far) for various
radi, and verify that the radiation patter is doughnut-shaped, as
shown in Figuee 2
SSN 1045-s24372004820 67006 IEEE 85Mee
Figure 1. The arrangement for measuring antenna radiation
patterns,
Figure 2. A cutout view of the doughmut-shaped radiation p
tern corresponding to £o(r). The length of the line from the
‘origin tothe surface represents the amplitade of £9 (r).
3. As shown in Figure 3, orient the axs of the probe antenna so
‘that it is collinear with the transmitting antenna. This orientation is
used to measure £,(2), which isthe field component in the axial
direction, How does £,(2) change as you increase or decrease
the distance in the vicinity of the transmitting antenna? How does
the stength of F.(2) compare with y(r)? Which component,
Eoin) oF B,(2), would be more advantageous for veryshort
distance communication, such as the case of @ Keyless entry to an
automobile?
[nd of insteuctions.)
1.4 Impedance of Coaxial Cables
Discussion of the Experimental Results
Instructor: We will now discuss the results of the prelimi-
nary exercise, which was to measure the impedance ofthe $0 ohm
‘coaxial eables that are used to connect the equipment
6
Student: When I measure the impedance of the cosxil
cable, my multimeter eads infinite ohms. | was expecting 8 road-
ing of 50 ohms. Is there something wrong with my measurement?
Instructor: You have made a conmnon mistake, which isto
attempt fo measure the impedance with a multimeter designed for
‘de measurements, This will result in an impedance measurement of
infinite ohms. Instead of a multimeter, you should use a voltmeter
designed for high Frequencies, such as an impedance bridge or a
vector voltmeter.
‘Student: I don’t quite understand th
frequencies. Can you elaborate?
implications ofthe high
Instructor: The coaxial cable consists of inner and outer
‘conductors. The two conductors in the coaxial cable are spaced by
‘an annular gap that forms a capacitor. Even though the capaci-
tance, C farads per unit length, is small, as the frequency is
increased, the susceptance, jexC, becomes a quantity that cannot
be ignored,
Anoiter quantity of concer isthe inductance, As an alernat-
ing current flows through the conductor, a time-varying magnetic
flux is created. The time-varying megnetic fx induces a counter
clectromagnetic force that resists the original current flow in the
concuctor. The amount of counter-clectromagnetc force is quanti-
fied as the inductance, L henses per unit of length, ofthe coaxial,
cable, Even though the amount Z is small, as the frequency is
increased, the reactance, jal, becomes a quantity that can no
Tonger be ignored.
‘As the length of the coaxial cable is increased, the coaxial
cable can be short circuited by the capacitance, but the series
inductance helps the cosxial cable wo be open-cireuited. These (wo
‘mutually counteracting effets balance as the length of the cable
{Gn terms of the wevelength) is increased, and this finally reaches
‘To measure Fg)
long the x axis
‘Transmitting antenna
—
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Tomeasue
Sia ange
pre
Dresiving ati
Figure 3. A close-up of the relative positions of the transmit-
ting and receiving (probe) antennas for measuring Eo(r) a
£,(2)- Ea(y) is the field component tangential to radius r.
£,(2) Is the fied component in the axial direction of the
‘transmitting antenna.
IEEE Antennas and Propagation Magazine, ol AS, No, February 2004“The characteristic impedance can be obtained by measuring the
current, i(), into an inftaely long coaxial cable when a voliage,
(0), ata high fequeney is applied. Taking the quotient gives
4) soohms
(0)
Student: An “infinitely long” cable is an idealization. tn
practice, how long should the cable be to make an accurate
‘measurement ofthe characteristic impedence?
%
Instructor: A long cable, of the order of hundreds of wave
engi, would be needed to make an accurate measurement of the
characteristic impedance. This leads to another common mistake
that students make: auempting lo measure tbe impedance of a
‘coaxial eable that sto shor.
‘A beter way 10 measure the impedance ofthe coaxial cable
isto use the slotted line, shown in Figure 1, and ase of calibrated
load impedances. This method is based an the fact thatthe reflec
‘ion is diminished when the Toad impedance becomes the same as
that of the costal cable (his is precisely the principle chat is used
{o match the antenna to the coaxial cable). The slowed ine (oe the
insort in Figure 1) is used to monitor the standing-wave pattern on|
the line that is eaused by the existence of the reflection on the
coaxial eable. A voltage standing wave ratio ( Ppa Yin ) Of unity
means no reflection
In other words, you should measure the voltage standing
‘wave ratios with different loads, As the impedance of the load
approaches that of the coaxial cable, the volage sanding wave
‘aio approaches unity, The load impedance that gives a voltage
Standing wave ratio of unity isthe characteristic impedance of the
coaxial cable
‘Student: Why isthe impedance of the counil cables impor
tant inthe design ofa tansmitng antenna systema?
Instructor: In order fo send the maximum mirowave power
fut ofthe antenna into air fom the microwave signal generator,
the impedance of the antenna has to be designed to be ak clase a5
possible to that ofthe coaxial cable, Ifthe antenna impedance is
‘ot the same as that ofthe coaxial cable, the signal is elected at
the antenna driving point and goes back into the signal genecator
instesd of flowing into the antenna wire, andthe amount of raia-
tion is reduce,
Besides 2 decrease in the transmitted power from the
antenna, the voltage maxima ofthe standing wave can cause acing
inside the coaxial cable, when the transmiter power is pushed to
te Tit. Prevention of arcing inside the coaxial cable conaesting
«high-power transmitter on the ground tothe antenna on the tap of|
‘tower needs serious consideration,
Student: Is it always necessary to use 50 ohm coaxial
cables?
Instructor: The important point «o remember is that the
antenna impedance should mach the impedance of the coaxial
‘able, and for this reason, cables with @ chractristic impedance