Teaching Electromagnetics: Innovative Approaches and Pedagogical Strategies

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
Acknowledgments
Contributors
Chapter 1: Introduction
	1.1 Preamble
	1.2 Educational Approaches in Focus
	1.3 Organization
	References
Chapter 2: Teaching and Learning Electromagnetics in 2020
	2.1 Introduction
	2.2 Topics and Coverage
		2.2.1 Undergraduate Curricular Models
		2.2.2 Broader Considerations for EM Curriculum Content
	2.3 Numerical Methods and Visualizations
	2.4 Changing Learning Styles
	2.5 Educational Objectives and Global Perspectives for Teaching Electromagnetics
	2.6 Conclusions
	References
Chapter 3: An Experiential Learning Approach in Electromagnetics Education
	3.1 Introduction
		3.1.1 Experiential Education
		3.1.2 Experiential Learning in Training Professional Engineers
	3.2 Methodology
		3.2.1 Structure of the Course
			3.2.1.1 Course Assessment Items
			3.2.1.2 Laboratory Resources
			3.2.1.3 Assignment Topics
		3.2.2 Experiential Learning Cycle
		3.2.3 Examples of Student Work
			3.2.3.1 Compilation of Student Assignments
		3.2.4 Student and Alumni Reflections and Feedback
	3.3 Conclusions
	Notes
	References
Chapter 4: Teaching and Learning Electromagnetics through MATLAB ® Programming of Electromagnetic Fields
	4.1 Introduction
		4.1.1 Overview of Pedagogical Approach
		4.1.2 Creativity in the Technical Core of the Curriculum
		4.1.3 Challenges of Electromagnetics Instruction and Learning
		4.1.4 Understanding Student Learning Styles
		4.1.5 Importance of Adapting Instructional Methods to Motivate Learners
		4.1.6 Background on Computer-Assisted Learning and Programming in Technical Education
		4.1.7 Utilizing MATLAB to Deepen Learning and Inspire Creativity
		4.1.8 Novelty and Broader Impacts of Proposed MATLAB Programming of Electromagnetics in the Creativity Thread
	4.2 Methods and Implementation
		4.2.1 Introducing MATLAB Programming of Electromagnetic Fields in an Electromagnetics Course
		4.2.2 Illustrative Examples from Creativity Thread MATLAB Assignments in Electromagnetics Classes
	4.3 Results and Discussion
	4.4 Conclusions
	Acknowledgement
	References
Chapter 5: Interactive Computational Tools for Electromagnetics Education Enhancement
	5.1 Introduction
	5.2 Description of the Virtual Tools
		5.2.1 MATLAB-Based Interactive Tool for Teaching Electromagnetics
			5.2.1.1 Description of the Application
			5.2.1.2 Example of an Electrostatics Problem
			5.2.1.3 Course Overview
			5.2.1.4 Summary
		5.2.2 Transmission Line Fault Analysis Using a MATLAB-based Virtual Time-Domain Reflectometer Tool
			5.2.2.1 Description of the Application and Examples
			5.2.2.2 Plane Wave: Transmission Line Analogy
			5.2.2.3 Summary
		5.2.3 A MATLAB-based Visualization Package for Planar Arrays of Isotropic Radiators
			5.2.3.1 Description of the Application and Examples
			5.2.3.2 Summary
		5.2.4 A Ray-shooting Visualization MATLAB Package for 2D Ground-Wave Propagation Simulations
			5.2.4.1 Description of the Application and Examples
			5.2.4.2 Summary
	5.3 Conclusions
	Note
	References
Chapter 6: Computational Electromagnetics and Mobile Apps for Electromagnetics Education
	6.1 Introduction
	6.2 Computational Electromagnetics for EM Education
		6.2.1 Explicit FDTD Method
		6.2.2 Implicit FDTD Methods
			6.2.2.1 Fundamental ADI (FADI) FDTD Method
			6.2.2.2 Fundamental LOD (FLOD) FDTD Method
		6.2.3 M1-D Explicit FDTD Methods
			6.2.3.1 M1-D FDTD Method for Transmission Lines and Stubs
			6.2.3.2 M1-D CL-FDTD Method for Coupled Transmission Lines
		6.2.4 M1-D Implicit FDTD Methods
			6.2.4.1 M1-D FADI-FDTD Method for Transmission Lines and Stubs
			6.2.4.2 M1-D FADI CL-FDTD Method for Coupled Transmission Lines
	6.3 Mobile Apps for EM Education
		6.3.1 Electromagnetic Polarization
		6.3.2 Plane Wave Reflection and Transmission
		6.3.3 Transmission Lines and Coupled-Line Structures
		6.3.4 Educational Study and Survey Results
		6.3.5 Applications and Extensions of Mobile Apps
	6.4 Conclusion
	Bibliography
Chapter 7: Teaching Electromagnetic Field Theory Using Differential Forms
	7.1 Introduction
		7.1.1 Development of Differential Forms
		7.1.2 Differential Forms in EM Theory
		7.1.3 Pedagogical Advantages of Differential Forms
	7.2 Differential Forms and the Electromagnetic Field
		7.2.1 Representing the Electromagnetic Field with Differential Forms
		7.2.2 1-Forms; Field Intensity
		7.2.3 2-Forms; Flux Density and Current Density
		7.2.4 3-Forms; Charge Density
		7.2.5 0-forms; Scalar Potential
		7.2.6 Summary
	7.3 Maxwell’s Laws in Integral Form
		7.3.1 Ampere’s and Faraday’s Laws
		7.3.2 Gauss’s Laws
		7.3.3 Constitutive Relations and the Star Operator
		7.3.4 The Exterior Product and the Poynting 2-form
		7.3.5 Energy Density
	7.4 Curvilinear Coordinate Systems
		7.4.1 Cylindrical Coordinates
		7.4.2 Spherical Coordinates
		7.4.3 Generalized Orthogonal Coordinates
	7.5 Electrostatics and Magnetostatics
		7.5.1 Point Charge
		7.5.2 Line Charge
		7.5.3 Line Current
	7.6 The Exterior Derivative and Maxwell’s Laws in Point Form
		7.6.1 Exterior Derivative of 0-forms
		7.6.2 Exterior Derivative of 1-forms
		7.6.3 Exterior Derivative of 2-forms
		7.6.4 Properties of the Exterior Derivative
		7.6.5 The Generalized Stokes Theorem
		7.6.6 Faraday’s and Ampere’s Laws in Point Form
		7.6.7 Gauss’s Laws in Point Form
		7.6.8 Poynting’s Theorem
		7.6.9 Integrating Forms by Pullback
		7.6.10 Existence of Graphical Representations
		7.6.11 Summary
	7.7 The Interior Product and Boundary Conditions
		7.7.1 The Interior Product
		7.7.2 Boundary Conditions
		7.7.3 Surface Current
		7.7.4 Surface Charge
	7.8 Conclusion
	References
Chapter 8: Maxwell’s Displacement Current: A Teaching Approach Infusing Ideas of Innovation and Creativity
	8.1 Introduction
	8.2 Maxwell’s Dynamic Approach to Science
	8.3 The Molecular Vortex Model
	8.4 How Maxwell Introduced Displacement Current Using Mechanical Model
	8.5 Typical Textbook Presentation of Maxwell’s Displacement Current
	8.6 Was Maxwell Justified in Treating Displacement Current as Equivalent to Electric Current?
	8.7 Does the Displacement Current Produce a Magnetic Field?
		8.7.1 No, It Doesn’t!
		8.7.2 Yes, It Does!
		8.7.3 Reflecting on the Question
	8.8 Importance of Retaining the Term Displacement Current
	8.9 A Teaching Approach Infusing Scientific Spirit
	8.10 Conclusion
	Acknowledgments
	References
Chapter 9: Teaching Electromagnetic Waves to Electrical Engineering Students: An Abridged Approach
	9.1 Introduction: The Curriculum Background
	9.2 Course Outline
		9.2.1 Part I: A Generalized Coulomb-Ampère Law
		9.2.2 Part II: Plane Waves
		9.2.3 Part III: Optics
	9.3 Course Projects
		9.3.1 Projects at Microwave Frequencies (10 GHz)
		9.3.2 Projects at Visible Wavelengths
	9.4 How Far Can This Way Lead to? What Do Students Lose?
	9.5 Conclusions
	Note
	References
Chapter 10: Taking Electromagnetics Beyond Electrical and Electronics Engineering
	10.1 Introduction
	10.2 EM as an Appetizer Course for CS and IT Students
		10.2.1 Inclusion of Practical Laboratory
		10.2.2 A Creative Approach to Conducting the Course
		10.2.3 Impacts on Students
	10.3 Example of EM in a non-EE discipline: BioElectromagnetics
	10.4 Conclusion
	Acknowledgment
	References
Chapter 11: HyFlex Flipping: Combining In-Person and On-Line Teaching for the Flexible Generation
	11.1 Introduction
	11.2 Designing Your HyFlex Course
		11.2.1 Backwards Course Design for the HyFlex Course
		11.2.2 Student-Centered Learning
	11.3 Content and Delivery
		11.3.1 The Live HyFlex Classroom
		11.3.2 Online Teaching Materials (Video Lectures)
			11.3.2.1 Best Practices for Video Lectures
			11.3.2.2 Creating Video Lectures
			11.3.2.3 Hosting Video Lectures & Consideration of the Digital Divide
			11.3.2.4 Getting Past Video Creation Challenges
			11.3.2.5 Getting Students to Watch the Videos
			11.3.2.6 The Role of Readings
	11.4 Active Student Engagement
	11.5 Student-Centered Formative Assessment
		11.5.1 Exam Grading Strategy
		11.5.2 Labs
		11.5.3 At Home / Online Labs
	References
Chapter 12: Learning and Teaching in a Time of Pandemic
	12.1 Introduction
	12.2 Experiences and Reflections
		12.2.1 The Digital Divide and Post-COVID-19 (Cynthia Furse)
		12.2.2 Online Teaching of a Laboratory-based Course (Berardi Sensale-Rodriguez)
			12.2.2.1 Laboratory Session 1: Microstrip Lines, Dielectric Materials, and Attenuation
			12.2.2.2 Laboratory Session 2: Monopole Antenna and Single Stub Matching Network
			12.2.2.3 Laboratory Session 3: Antenna Radiation Pattern, Effect of Dielectric Environment, and Communication Links
		12.2.3 Experience of Face-to-Face and Online Teaching (Levent Sevgi)
		12.2.4 Using a Flipped Classroom in an all Online Mode (Uday Khankhoje)
		12.2.5 Transition from Face-to-Face to Blended Learning due to COVID-19 (Hugo G. Espinosa)
	12.3 Final Remarks
	Appendix 12.1
	Note
	References
Chapter 13: Conclusion and Outlook
	References
Index
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