The use of an electromagnetic analysis of 3-D planar structures is described with respect to the educational requirements of students from the college freshman level through the graduate level. The analysis is intende...
The use of an electromagnetic analysis of 3-D planar structures is described with respect to the educational requirements of students from the college freshman level through the graduate level. The analysis is intended primarily for microwave use; however, there is also significant potential interest from the student of high speed digital design. The analysis is used for passive planar circuits with any number of layers. The third dimension is represented by vias. A mature graphical user interface is provided allowing rapid capture of structure geometry, color visualization, and animation of the resulting current distributions. The software is also explicitly designed to work in conjunction with popular circuit theory based microwave software and with SPICE.
作者：
Iskander, M.F.Reed, T.Breen, J. III.Electrical Engineering Department
University of Utah Salt Lake City Utah 84112 Dr. Iskander edited two special issues of theJournal of Microwave Power
one on “Electromagnetics and Energy Applications” March 1983 and the other on “Electromagnetic Techniques in Medical Diagnosis and Imaging” September 1983. He authored one book onElectromagnetic Fields and Waves published by Prentice Hall 1992 he edited theCAEME Software Book
Vol. I 1991 and coedited two books onMicrowave Processing of Materials
one published by the Materials Research Society in 1991 and the second to be published in 1992. The holder of seven patents he has contributed 16 chapters to eight research books published more than 100 papers in technical journals and made numerous presentations in technical conferences. In 1983 he received the College of Engineering Outstanding Teaching Award and the College Patent Award for creative innovative and practical invention. In 1984 he was selected by the Utah Section of the IEEE as the Engineer of the Year. In 1984 he received the Outstanding Paper Award from the International Microwave Power Institute and in 1985 he received the Curtis W. McGraw ASEE National Research Award for outstanding early achievements by a university faculty member. In 1991 he received the ASEE George Westinghouse National Award for innovation in Engineering Education. He also received the 1992 Richard R. Stoddard Award from the IEEE EMC Society. In 1986 Dr. Iskander established the Engineering Clinic Program in the College of Engineering at the University of Utah. Since then the program has attracted more than 45 research projects from 18 different companies throughout the United States. He is also the director of the NSF/IEEE Center for Computer Applications in Electromagnetics Education (CAEME). He coorganized symposia on “Microwave Processing of Materials” held in conjunction with Materials Research Society meetings Springs of 1990 and 1992 in San Francisco. He also organized several workshops and special
With the availability of a large number of software packages for electromagnetic (EM) education through the national Computer Applications in Electromagnetic Education (CAEME) center [1] and other individual efforts, ...
With the availability of a large number of software packages for electromagnetic (EM) education through the national Computer Applications in Electromagnetic Education (CAEME) center [1] and other individual efforts, there have been some concerns regarding the ability to integrate this software effectively in routine classroom teaching. Basically, congested EM curricula do not provide instructors with sufficient time to include software demonstrations and simulations during class periods. It is also not clear whether students will be able, adequately and independently, to understand basic underlying concepts and physical phenomena from visualization of colorful graphics and from the output of performed simulations. To help integrate available EM software in classroom teaching for both instructor use and student independent study, CAEME developed three interactive video lessons for student instruction. Interactive media lessons integrate and allow individuals to interactively manipulate information from multimedia such as video, software, and animated graphics, and also include instructional information such as quizzes and tutorials. In this article, we present the features of three interactive video lessons in EM developed by CAEME. These lessons include tutorials, simulations from CAEME software and videos, and quizzes to evaluate student understanding. The lessons use animated graphics illustrating specific dynamic phenomena and specific measurement procedures. They also keep a record of student quiz scores for instructor use. These, as well as other features of the three developed interactive video lessons, and the software and hardware requirements for developing such lessons, will be described.
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