"This is one of the best electromagnetics textbooks on the market. With its understandable language and strong approach, Elements of Electromagnetics is almost perfect."--Lili H. Tabrizi, California State University, Los Angeles
"This is one of the best electromagnetics textbooks on the market. With its understandable language and strong approach, Elements of Electromagnetics is almost perfect." - Lili H. Tabrizi,tag_hash_107_________________________________________
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Create citation alert 0256-307X/26/1/014102 Abstract The vector finite element method of tetrahedral elements is used to model 3D electromagnetic wave logging response. The tangential component of the vector field at the mesh edges is used as a degree of freedom to overcome the shortcomings of node-based finite element methods. The algorithm can simulate inhomogeneous media with arbitrary distribution of conductivity and magnetic permeability. The electromagnetic response of well logging tools are studied in dipping bed layers with the borehole and invasion included. In order to simulate realistic logging tools, we take the transmitter antennas consisting of circular wire loops instead of magnetic dipoles. We also investigate the apparent resistivity of inhomogeneous formation for different dip angles.
We argue that teaching electromagnetism courses with traditional strategies leads students to fail the course and demotivates students to follow the area of wireless communications throughout their engineering careers. Hence new ways of teaching these courses have gained attention. One necessary approach is Visual Electromagnetics (VEM). VEM is an interactive and visual learning environment to provide a more appealing and intuitive means of studying electromagnetics [20]. Three-dimensional (3D) models have been proved helpful for students with high spatial ability in their learning process [21]. Because of the continuous growth of computational power, other numerical approaches have also been proposed [22], which in consequence, have led to novel ways of teaching by employing computational electromagnetics (CEM) [23]. For example, Computer-Aided Instruction (CAI) approaches have used multimedia and software simulation tools very effectively in the last 20 years [24]. More recent works have proposed Method of Moments (MoM) simulation platform for scattering problems under a MATLAB environment [25], computer-assisted problem-based learning projects employing the Finite Difference Time Domain method (FDTD) to model transmission lines performance [26], or have combined theoretical concepts in textbooks and experimental platforms with multimedia interactive interfaces [27].
This paper describes and discusses the implementation of a project-based undergraduate course on applied electromagnetics in the electronics engineering program into the new CDIO curriculum where students are involved as active participants in their own learning experience through PBL. Projects are designed to enhance the practical learning of three core concepts of the course.
The third learning difficulty is more a perspective of the usefulness of the course itself, derived from the misconception that electromagnetics has no application in real life. In addition, computational electromagnetics has been particularly new from the educational perspective since the proliferation of computers in the last 20 years. This fact leads to electromagnetics courses rarely covering fundamental concepts in this area, making itself an open issue in education.
Then, students are asked to set up an additional propagating wave changing from cartesian to the cylindrical or spherical coordinate system. This new configuration helps them visualize radial front waves and allows them to explore concepts such as antenna radiation by proposing a scenario where the center of the radial wave is a radiating structure and what would happen when the radiating is, for example, changed by focusing more intensity in one particular region than others. From this point, the antenna array concept is easily introduced by asking them to configure two radiating elements with different amplitude, phases, and spacing between them.
Other elements add to the positive effects perceived in students after implementing the PBL course. Since its inception in 2015, the number of capstone projects related to electromagnetic transmission has increased slightly, as well as the number of students in the elective classes related to these topics (optical transport networks and wireless communications). Also, after 2014, due to the greater interest generated in the students in the area of electromagnetism, students participated in external events and competitions in this area with outstanding results. Among these achievements, the first place obtained in the design, implementation, and operation of an antenna to reception environmental images from the National Oceanic Atmospheric Administration (NOAA) satellites stands out. be457b7860
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