ECE329
General Information
Calendar
Supplementals
Homework
Exams
VR Labs
Blackboard

ECE 329 - Fields and Waves I

Fall2024

Announcements

  • Welcome to ECE 329 Fall 2024 at ZJUI!

  • Official annoucements will be made through Blackboard. Please get tuned to them.

About This Course

    ECE 329 is the first course of the intermediate level EM sequence in ECE curricula. It is required for both electrical engineering and computer engineering majors. It provides an introduction to EM fields and waves and their fascinating engineering applications. Through this course, you will develop knowledge and skills in electromagnetics and build interest and even enthusiasm towards electromagnetics.

    Check the Calendar page for a detailed coverage of this course.

Instructors

    Instructor Prof. Shurun Tan
    Lecture Tue 9:00-9:50am LTN A201
    WF 10:00-10:50am LTN A201
    Email srtan@intl.zju.edu.cn
    Office Hours Wed 9:00am-9:50am LTN A201

Teaching Assistants

Discussion Forum

    All course-related questions are encouraged to be posted on Blackboard Forum and all are encouraged to join the discussions. You can also e-mail the instructors and TAs individually if your question is personal.

Prerequisites

  • MATH 241: Vector calculus basics ( Vector Calculus Primer)

  • PHYS 212: Electric and magnetic field basics

  • ECE 210: Linear circuit and system analysis tools

Lecture Notes and Reading Materials

Supplementary Textbooks (Not Required)

Mathematica (Not Required)

    In Optional column of the Calendar page, you will find links to a Mathematica notebook for each class. These notebooks can be a resource for better understanding the materials we cover in class. No prior experience with Mathematica is required. Watching the following videos prior to starting your first Mathematica experience will be useful: Notebooks, Methods to Get Started, Basic Calculations, Basic Graphics, Making Interactive Models.

    To access Mathematica, you can log into the University of Illinois Web Store with your UIUC credentials and search for Mathematica. You can then follow the instructions to either install Mathematica on your PC or use Mathematica Online.

Instructional Objectives

    1: Principles: an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.

    2: Design: an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.

    A. (after 13 lectures), the students should be able to do the following:

    • Use Lorentz force equation to calculate the electric and magnetic fields in a region for a specified set of forces on moving charges, use Coulomb's or Gauss' Laws to calculate the electric field due to a charge distribution, apply the same principles in reverse to design a charge distribution that produces a specified electric field (1,2)

    • Calculate the electrical potential of curl-free static electric fields using Poisson's or Laplace's equations, understand the lumped circuit voltage concept in terms of potential differences of quasi-static fields surrounding compact circuit components (1)

    • Relate curl of a field to its circulation, understand Maxwell's boundary condition equations and use them to calculate static electric fields and displacement from specified surface charge distributions (1)

    • Calculate static polarization field and displacement in dielectric media bounded by conductors, understand the Drude-Lorentz models for conductivity and susceptibility, calculate capacitance and conductance in slab, cylindrical, and spherical geometries (1)

    • Calculate static magnetic fields due to simple current distributions and understand them to be manifestations electrostatic fields seen from reference frames in constant relative motion (1)

    • Calculate circulation and curl of magnetic fields and relate them to linked currents and local current densities using Ampere's Law, calculate magnetic fields of infinite current sheets and solenoids, understand the vector potential and its use for static magnetic field calculations under Coulomb's gauge (1)

    B. (after 23 lectures), the students should be able to do all of the items listed under A, plus the following:

    • Understand induction and Faraday's law, calculate induced emf from linked magnetic flux variations, calculate inductance for solenoids and cylindrical geometries (1)

    • Express charge conservation in terms of a continuity equation and understand the need for a "displacement current" term in Ampere's Law (1)

    • Obtain the TEM wave-equation from the full set of Maxwell's equations, calculate its d'Alembert wave solutions in free space, relate the solutions to radiation from time-varying current sheets (1)

    • Calculate the stored energy and transported power densities of TEM waves in the context of Poynting Theorem, and express monochromatic plane wave solutions using phasors and frequency-domain form Maxwell's equations (1)

    • Calculate the attenuation of TEM plane waves in lossy media (1)

    C. (after 33 lectures), the student should be able to do all of the items listed under A and B, plus the following:

    • Analyze the polarizations of plane waves (emphasis on linear and circular polarizations and handedness), design current sheet antennas to generate waves with desired polarizations (1,2)

    • Calculate reflection and transmission coefficients of normal incidence plane waves and relate to radiation pressure and surface resistance (1)

    • Derive Telegrapher's Equations for guided TEM waves expressed in terms of distributed voltage and current variables and distributed capacitance, inductance, and conductance parameters (1)

    • Calculate time-domain solutions of transmission lines terminated by resistive loads using the bounce diagram technique (1)

    • Calculate the resonance frequencies of open and shorted transmission line stubs, analyze/design filter circuits including stubs (1,2)

    • Analyze quarter- and half-wave transformers and design transmission line circuits containing such transformers (1,2)

    D. (39 lectures), the student should be able to do all of the items listed under A, B and C, plus the following:

    • Calculate load and line impedances, generalized reflection coefficients, and VSWR in losless transmission line circuits using Smith Charts as needed (1)

    • Design quarter-wave and stub-tuners for matching arbitrary loads to transmission line circuits (1,2)

    • Understand the sources of losses in transmission line circuits and compute propagation and attenuation constants on lossy lines (1)

Grading Policy

  • Grade Breakdown

    • Homework 15%
    Midterm Exams (x3) 20% * 3 = 60%
    Final Exam 25%

  • Standard Letter Grade Criteria

    • A+ 97-100
    A 93-96
    A- 90-92
    B+ 87-89
    B 83-86
    B- 80-82
    C+ 77-79
    C 73-76
    C- 70-72
    D+ 67-69
    D 63-66
    D- 60-62
    F below 60

Academic Integrity

    Academic integrity is essential for maintaining the quality of scholarship in the Institute and for protecting those who depend on the results of research work performed by faculty and students in the Institute. The faculty of the Zhejiang University/University of Illinois Urbana-Champaign Institute expect all students to maintain academic integrity at all times in the classroom and the research laboratory and to conduct their academic work in accordance with the highest ethical standards of the engineering profession. Students are expected to maintain academic integrity by refraining from academic dishonesty, and by refraining from conduct which aids others in academic dishonesty or which leads to suspicion of academic dishonesty. Violations of academic integrity will result in disciplinary actions ranging from failing grades on assignments and courses to probation, suspension or dismissal from the Institute.

    Students are expected to abide by the University of Illinois Student Code.

    University of Illinois Student Code Article 1, Part 4: Academic Integrity.

    Ignorance is not an excuse for any academic dishonesty. It is your responsibility to read this policy to avoid any misunderstanding. Do not hesitate to ask the instructor(s) if you are ever in doubt about what constitutes plagiarism, cheating, or any other breach of academic integrity.

    Any academic integrity violations will result in a Faculty Academic Integrity Report(FAIR). Furthermore, the penalty will be as follows:

    • A score of 0 (zero) on the assignment or exam where the first academic integrity violation occurred.

    • A grade of F for the course when the second offense occurred.

  • Note that the standard of proof for a finding of infraction is ''more likely than not''. This means the instructor only need to show with 51% certainty that you committed the offense for the allegations to go on your record. The following is a partial list of academic integrity violations for this course:

    • Copying homework from other students (working together and discussing is acceptable)

    • Copying homework from past solutions

    • Using websites such as Chegg or Course Hero while completing any course assignments or exams

    • Using unauthorized materials during exams

    • Communicating with any person during exams

    • Discussing the exam publicly within 24 hours, or discussing with anyone who has not yet taken the exam

  • Not an academic integrity violation: Distributing any course material without authorization. This includes uploading homework/solutions and exam solutions to web sites or sharing these documents with people not enrolled in the course.

Inclusive Learning Environment

    This classroom is a place where you will be treated with respect. We welcome individuals of all ages, backgrounds, beliefs, ethnicities, genders, gender identities, national origins, religious affiliations, sexual orientations, abilities - and other visible or non-visible differences. All members of this class are expected to contribute to a respectful, welcoming and inclusive environment for every other member of the class.

Students with disabilities

    To ensure equity for each student's educational experience, those with documented disability and required accommodations should contact the instructor early in the semester so that all learning needs may be appropriately met.