Design a reconfigurable dipole antenna, which is able to reconfigure between three different frequency bands: 3.5 GHz, 4 GHz, and 5 GHz.
Simulation Project
Specifications and Requirements
ELEC875
Choose any ONE of these task:
A. Design a reconfigurable dipole antenna, which is able to reconfigure between three different frequency bands: 3.5 GHz, 4 GHz, and 5 GHz.
B. Design a reconfigurable microstrip patch antenna, which is able to reconfigure between two different frequency bands. The first band should be 2.5 GHz and the second band should be 5 GHz.
Specifications
Simulation Projects can be conducted “individually” or in a group of “two
students”. Under no circumstances, more than two students are permitted in
a group.
For task A, following are the specifications
1. Use copper material for any metallic parts
2. Thickness of the dipole should be no more than ?/15
3. Switch to be used: PINN Diode (for specifications and lumped element data, you can select any supplier provided you include the datasheet in your submitted zip folder)
4. Only one port should be used to feed the dipole
Specifications
Simulation Projects can be conducted “individually” or in a group of “two
students”. Under no circumstances, more than two students are permitted in a
group.
For task B, following are the specifications
1. Substrate: Rogers RT/Duriod 5880 (lossy)
2. Thickness of the substrate: 1.6mm
3. Switch to be used: PINN Diode (for specifications and lumped element data, you can select any supplier provided you include the datasheet in your submitted zip folder)
4. Only one feeding point should be used, e.g., microstrip transmission line or coaxial probe
5. Input impedance should be referenced to 50-ohms
Requirements
You are required to present the following results during Demo (for the chosen task):
1. Initial antenna design for each case and its input impedance in frequency domain (No Reconfiguration)
2. Briefly explain mechanism chosen to achieve reconfiguration and design choices
3. Relevant results (e.g. input impedance in frequency domain, radiation pattern, etc) for both, ON and OFF states, assuming only resistive lumped elements
4. Relevant results (e.g. input impedance in frequency domain, radiation pattern, etc) for both, ON and OFF states, assuming realistic lumped element models using data-sheets
5. Comparison between the results of resistive lumped elements and realistic lumped elements, and justifications/recommendations to improve the design model
Evaluation and Deliverables
• Simulation Project Demonstration and Viva will take as specified in iLearn using the usual room.
• Please have all your Project files open on the PCs on the day, ready for demo.
Ensure that you copy the results folders and bring it along on the day so that the
simulations need not be executed during the viva and the results are readily
available. For instance, after copying, your files should be similar to:
•
Evaluation and Deliverables
• Before attending the viva, you must upload all your .CST files as one zipped folder through iLearn. In this step, do not include the results folders, only the design files are required. For instance:
iLearn
Evaluation Rubric
Grade Expectation
HD Student demonstrates excellent understanding of simulation software and modelling processes. Command on reconfigurable design is evident and simulation models are perfectly working. Student clearly understands the results and confidently analyses them. Student presents a solid argument about design choices and demonstrates excellent understanding of modelling tools.
D Student demonstrates very good understanding of simulation software and modelling processes. Familiarity with reconfigurable design is demonstrated and a simulation model is well developed relative to opportunity. Student clearly understands the results and analyses are appropriately conveyed. Student is confident about the design choices and demonstrates fluency in modelling tools.
Cr Student demonstrates good understanding of simulation software and modelling processes. Familiarity with reconfigurable design is demonstrated and a simulation model is well developed relative to opportunity. Student understands the results.
P Student demonstrates basic understanding of simulation software and modelling processes. Familiarity with reconfigurable design is demonstrated and a simulation model is presented, adhering to the specifications. Student is able to interpret the results.
F Student does not demonstrate understanding of the simulation software and modelling processes. Model is flawed and no appropriate simulation results produced. Student is not able to interpret the results and justifications are flawed.
Specifications and Requirements
ELEC875
Choose any ONE of these task:
A. Design a reconfigurable dipole antenna, which is able to reconfigure between three different frequency bands: 3.5 GHz, 4 GHz, and 5 GHz.
B. Design a reconfigurable microstrip patch antenna, which is able to reconfigure between two different frequency bands. The first band should be 2.5 GHz and the second band should be 5 GHz.
Specifications
Simulation Projects can be conducted “individually” or in a group of “two
students”. Under no circumstances, more than two students are permitted in
a group.
For task A, following are the specifications
1. Use copper material for any metallic parts
2. Thickness of the dipole should be no more than ?/15
3. Switch to be used: PINN Diode (for specifications and lumped element data, you can select any supplier provided you include the datasheet in your submitted zip folder)
4. Only one port should be used to feed the dipole
Specifications
Simulation Projects can be conducted “individually” or in a group of “two
students”. Under no circumstances, more than two students are permitted in a
group.
For task B, following are the specifications
1. Substrate: Rogers RT/Duriod 5880 (lossy)
2. Thickness of the substrate: 1.6mm
3. Switch to be used: PINN Diode (for specifications and lumped element data, you can select any supplier provided you include the datasheet in your submitted zip folder)
4. Only one feeding point should be used, e.g., microstrip transmission line or coaxial probe
5. Input impedance should be referenced to 50-ohms
Requirements
You are required to present the following results during Demo (for the chosen task):
1. Initial antenna design for each case and its input impedance in frequency domain (No Reconfiguration)
2. Briefly explain mechanism chosen to achieve reconfiguration and design choices
3. Relevant results (e.g. input impedance in frequency domain, radiation pattern, etc) for both, ON and OFF states, assuming only resistive lumped elements
4. Relevant results (e.g. input impedance in frequency domain, radiation pattern, etc) for both, ON and OFF states, assuming realistic lumped element models using data-sheets
5. Comparison between the results of resistive lumped elements and realistic lumped elements, and justifications/recommendations to improve the design model
Evaluation and Deliverables
• Simulation Project Demonstration and Viva will take as specified in iLearn using the usual room.
• Please have all your Project files open on the PCs on the day, ready for demo.
Ensure that you copy the results folders and bring it along on the day so that the
simulations need not be executed during the viva and the results are readily
available. For instance, after copying, your files should be similar to:
•
Evaluation and Deliverables
• Before attending the viva, you must upload all your .CST files as one zipped folder through iLearn. In this step, do not include the results folders, only the design files are required. For instance:
iLearn
Evaluation Rubric
Grade Expectation
HD Student demonstrates excellent understanding of simulation software and modelling processes. Command on reconfigurable design is evident and simulation models are perfectly working. Student clearly understands the results and confidently analyses them. Student presents a solid argument about design choices and demonstrates excellent understanding of modelling tools.
D Student demonstrates very good understanding of simulation software and modelling processes. Familiarity with reconfigurable design is demonstrated and a simulation model is well developed relative to opportunity. Student clearly understands the results and analyses are appropriately conveyed. Student is confident about the design choices and demonstrates fluency in modelling tools.
Cr Student demonstrates good understanding of simulation software and modelling processes. Familiarity with reconfigurable design is demonstrated and a simulation model is well developed relative to opportunity. Student understands the results.
P Student demonstrates basic understanding of simulation software and modelling processes. Familiarity with reconfigurable design is demonstrated and a simulation model is presented, adhering to the specifications. Student is able to interpret the results.
F Student does not demonstrate understanding of the simulation software and modelling processes. Model is flawed and no appropriate simulation results produced. Student is not able to interpret the results and justifications are flawed.
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