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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 85 Mee 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 — Lresein amee 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

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