GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)

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Competency-focused Outcome-based Green Curriculum-2021 (COGC-2021) Semester-IV

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Course Title: Antenna & Wave Propagation

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(Course Code: 4341106)

1. RATIONALE

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Antennas play vital role in wireless communication as a terminal component of transmitter and receiver systems. The quality of signals at receiver depends on type of transmitting and receiving antennas, their orientation, transmitting frequency and geographical terrain. For installation & maintenance of wireless systems the basic knowledge of wave propagation theory is essential. This course will help the students to select and install antennas of desired operating frequency for the particular application. It is therefore a core engineering course for EC engineers and hence students should learn this course for efficient working in the wireless communication field.

2. COMPETENCY

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The course content should be taught and with the aim to develop different types of skills so that students are able to acquire following competency

•  Identify the appropriate antenna and use them for specific wireless communication applications.

3. COURSE OUTCOMES (COs)

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The practical exercises, the underpinning knowledge and the relevant soft skills associated with the identified competency are to be developed in the student for the achievement of the following COs:

• a) Interpret electromagnetic wave radiation by elementary antenna with related parameters.
• b) Select the different antenna arrays for the specific application.
• c) Select the antennas for indoor/outdoor and special applications.
• d) Select the antenna positioning for specific mode of wave propagation.
• e) Identify the concepts of satellite communication and its applications.

4. TEACHING AND EXAMINATION SCHEME

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Legends: L -Lecture; T - Tutorial/Teacher Guided Theory Practice; P -Practical; C - Credit, CA - Continuous Assessment; ESE -End Semester Examination.

Note:*micro project of 10 marks. It is the responsibility of the institute heads that marks for PA of theory & ESE and PA of practical for each student are entered online into the GTU Portal at the end of each semester within the dates specified by GTU .

5. SUGGESTED PRACTICAL EXERCISES

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Following practical outcomes (PrOs) are the sub-components of the Course Outcomes (Cos). Some of the PrOs marked ’ * ’ are compulsory, as they are crucial for that particular CO at the ’ Precision Level ’ of Dave ’ s Taxonomy related to ’ Psychomotor Domain ’ .

Note

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• i. More Practical Exercises can be designed and offered by the respective course teacher to develop the industry relevant skills/outcomes to match the COs. The above table is only a suggestive list .

The following are some sample ’ Process ‘and ‘Product ‘related skills (more may be added/deleted depending on the course) that occur in the above listed Practical Exercises of this course required which are embedded in the COs and ultimately the competency.

6. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

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These major equipment with broad specifications for the PrOs is a guide to procure them by the administrators to user in uniformity of practical’s in all institutions across the state.

7. AFFECTIVE DOMAIN OUTCOMES

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The following sample Affective Domain Outcomes (ADOs) are embedded in many of the above-mentioned COs and PrOs. More could be added to fulfill the development of this course competency.

• a) Work as a leader/a team member.
• b) Follow safety practices while using electrical, electronics, pneumatic instruments and tools.

The ADOs are best developed through the laboratory/field based exercises. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy ’ should gradually increase as planned below:

• i. ‘Valuing Level ‘in 1 st year
• ii. ‘Organization Level ‘in 2 nd year.
• iii. ‘Characterization Level ‘in 3 rd year.

1. UNDERPINNING THEORY

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The major underpinning theory is given below based on the higher level UOs of Revised Bloom’s taxonomy that are formulated for development of the COs and competency. If required, more such UOs could be included by the course teacher to focus on attainment of COs and competency.

9. SUGGESTED SPECIFICATION TABLE FOR QUESTIONPAPER DESIGN

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Legends: R=Remember, U=Understand, A=Apply and above (Revised Bloom’s taxonomy)

Note: This specification table shall be treated as only general guideline for students and teachers. The actual distribution of marks in the question paper may vary from above table

10. SUGGESTED STUDENT ACTIVITIES

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Other than the classroom and laboratory learning, following are the suggested studentrelated co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should perform following activities in group and prepare reports of about 5 pages for each activity. They should also collect/record physical evidences for their (student’s) portfolio which may be useful for their placement interviews:

•  Prepare the chart of various antenna radiation patterns.
•  Collect details of different types of antenna parameters used in radio/TV transmitter, cellular system, wireless radio set, Radar.
•  Prepare the demonstration model of commonly used antennas.
•  To prepare the chart for Morse code and phonetics.
•  To prepare chart/PPT of applications of antenna as per HF/VHF/UHF and special wireless communication.
•  Prepare the PPT/animations of 3-D radiation pattern and wave propagation of radio waves.
•  Undertakeliteraturesurveyandinternetsearchandalsohandbook/datasheets eachfor specifications of given antenna.
•  InstallandcommissionDTHsystems.
•  Visit Satellite Earth Station (SAC)/ Doordarshan / AIR/ FM Radio Station.
•  HAM radio demonstration workshop.

11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

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These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

• a) Massive open online courses ( MOOCs ) may be used to teach various topics/sub topics.
• b) In Unit I & II, the fundamental wave propagation equations and formulas of electromagnetic wave propagation theory can be explained without mathematical derivations.
• c) For Unit III, IV & V the teacher should arrange visits to different communication research laboratories as well as state of art industries to justify and reinforce the theory taught.
• d) To familiarizing the working of various type of antennas demonstrate the use of radiation measuring meter , radiation generation instrument and various types of antennas as listed in unit III to the students in the lab period.
• e) Introduce the latest simulation software (HFSS, CST etc.) for better understanding of radiation pattern of various types of antennas.
• f) To support and enhance the understanding of the fundamental theory of wave propagation in unit I & V, use of animations and simulation software are recommended.
• g) Guide student(s) in undertaking micro-projects.
• h) ‘L’ in section No. 4 means different types of teaching methods that are to be employed by teachers to develop the outcomes.
• i) About 20% of the topics/sub-topics which are relatively simpler or descriptive in nature can be given to the students for self-learning , but to be assessed using different assessment methods.
• j) With respect to section No.10 , teachers need to ensure to create opportunities and provisions for co-curricular activities .

12. SUGGESTED MICRO-PROJECTS

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Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-projects are group-based (group of 3 to 5). However, in the fifth and sixth semesters , the number of students in the group should not exceed three.

The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The duration of the micro project should be about 14 -16 (fourteen to sixteen) student engagement hours during the course. The students ought to submit micro-project by the end of the semester to develop the industry-oriented COs.

A suggestive list of micro-projects is given here. This has to match the competency and the COs. Similar micro-projects could be added by the concerned course teacher:

• a) To prepare demonstrative models of different antennas ( i.e Dish, Yagi-Uda, Dipole, Helix)
• b) To prepare mobile signal strength booster for antennas.
• c) To fabricate code practise oscillator on PCB using 555 timer.
• d) To prepare chart for recent trends of antenna applications i.e PCB mounted miniature antennas ,Automobile antennas, Car Keys antennas, Wi fi adaptor antennas, LORA antennas, IOT gateways antennas etc.

13. SUGGESTED LEARNING RESOURCES

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14. SOFTWARE/LEARNING WEBSITES

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• a. www.cst.com
• b. https://www.qsl.net/4nec2/
• c. http://www.antennamagus.com/antennas.php?page=antennas
• d. http://emcos.com/Antenna-Simulation-and-Optimization
• e. http://www.apparentlyapparel.com/uploads/5/3/5/6/5356442/_____practi cal_antenna_ handbook_fourth_edition_carr.pdf
• f. http://www.nptel.com
• g. https://www.ansys.com/en-in/academic/students/ansys-electronicsdesktop-student

Instrumentation Workshop

PO-COMPETENCY-CO MAPPING

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Legend: ’ 3 ’ for high, ’ 2 ’ for medium, ’ 1 ’ for low and ’ -’ for no correlation of each CO with PO.

16. COURSE CURRICULUM DEVELOPMENT COMMITTEE

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