This book treats optics at the level of students in the later stage of their bachelor or the beginning of their master. It is assumed that the student is familiar with Maxwell’s equations. Although the book takes account of the fact that optics is part of electromagnetism, special emphasis is put on the usefulness of approximate models of optics, their hierarchy and limits of validity. Approximate models such as geometrical optics and paraxial geometrical optics are treated extensively and applied to image formation by the human eye, the microscope and the telescope.

This objective of the lab is to have students think as much about sampling and survey design as the EM and GPR methods. Students will draw on our discussions in class, and also draw on your own experiences and logic. Their goal of will be to design
a survey-using each technique-based on the fictitious objectives and constraints I outline. Students then present your data and interpretations in a written and oral report, and then create a revised plan based on your experiences in the field.
Addresses student fear of quantitative aspect and/or inadequate quantitative skills
Uses geophysics to solve problems in other fields
Addresses student misconceptions

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This course discusses applications of electromagnetic and equivalent quantum mechanical principles to classical and modern devices. It covers energy conversion and power flow in both macroscopic and quantum-scale electrical and electromechanical systems, including electric motors and generators, electric circuit elements, quantum tunneling structures and instruments. It studies photons as waves and particles and their interaction with matter in optoelectronic devices, including solar cells, displays, and lasers.
The instructors would like to thank Scott Bradley, David Friend, Ta-Ming Shih, and Yasuhiro Shirasaki for helping to develop the course, and Kyle Hounsell, Ethan Koether, and Dmitri Megretski for their work preparing the lecture notes for OCW publication.

In this lecture material students can find the process to find the equation related to Poynting theorem and the significant features of Poynting vector in electromagnetic theory. The important applications of poynting vector have been also described in well. The real interaction with the students may find to go through the given examples and may take also efforts to solve the given problems.

6.630 is an introductory subject on electromagnetics, emphasizing fundamental concepts and applications of Maxwell equations. Topics covered include: polarization, dipole antennas, wireless communications, forces and energy, phase matching, dielectric waveguides and optical fibers, transmission line theory and circuit concepts, antennas, and equivalent principle. Examples deal with electrodynamics, propagation, guidance, and radiation of electromagnetic waves.

I have revamped the book Electromagnetics 1 by Steven Ellingson as a part of idoer project. Changes I made in this version of the book include:
• Cover design
• Typesetting
• Visual improvement of figures
• Addition of problems.

If you notice any errors please check the original source which is available at:
https://vtechworks.lib.vt.edu/handle/10919/84164

Image source:
https://drive.google.com/drive/folders/1k2zHmuuHwUTnM5ea5ifaqcvkU5XJ_9eT

If you have any questions about this version of the work please message me directly or contact me at watershiptepesi@gmail.com.

Electromagnetics Volume 1 by Steven W. Ellingson is a 225-page, peer-reviewed open educational resource intended for electrical engineering students in the third year of a bachelor of science degree program. It is intended as a primary textbook for a one-semester first course in undergraduate engineering electromagnetics. The book employs the “transmission lines first” approach in which transmission lines are introduced using a lumped-element equivalent circuit model for a differential length of transmission line, leading to one-dimensional wage equations for voltage and current.

Suggested citation: Ellingson, Steven W. (2018) Electromagnetics, Vol. 1. Blacksburg, VA: VT Publishing. https://doi.org/10.21061/electromagnetics-vol-1 CC BY-SA 4.0

Three formats of this book are available:
Print (ISBN 978-0-9979201-8-5)
PDF (ISBN 978-0-9979201-9-2)
LaTeX source files

If you are a professor reviewing, adopting, or adapting this textbook please help us understand a little more about your use by filling out this form: http://bit.ly/vtpublishing-updates

Additional Resources
Problem sets and the corresponding solution manual are also available.
Community portal for the Electromagnetics series https://www.oercommons.org/groups/electromagnetics-user-group/3455/
Faculty listserv for the Electromagnetics series https://groups.google.com/a/vt.edu/d/forum/electromagnetics-g
Submit feedback and suggestions http://bit.ly/electromagnetics-suggestion

Table of Contents:
Chapter 1: Preliminary Concepts
Chapter 2: Electric and Magnetic Fields
Chapter 3: Transmission Lines
Chapter 4: Vector Analysis
Chapter 5: Electrostatics
Chapter 6: Steady Current and Conductivity
Chapter 7: Magnetostatics
Chapter 8: Time-Varying Fields
Chapter 9: Plane Waves in Lossless Media
Appendixes
A. Constitutive Parameters of Some Common Materials
B. Mathematical Formulas
C. Physical Constants

About the Author: Steven W. Ellingson (ellingson@vt.edu) is an Associate Professor at Virginia Tech in Blacksburg, Virginia in the United States. He received PhD and MS degrees in Electrical Engineering from the Ohio State University and a BS in Electrical & Computer Engineering from Clarkson University. He was employed by the US Army, Booz-Allen & Hamilton, Raytheon, and the Ohio State University ElectroScience Laboratory before joining the faculty of Virginia Tech, where he teaches courses in electromagnetics, radio frequency systems, wireless communications, and signal processing. His research includes topics in wireless communications, radio science, and radio frequency instrumentation. Professor Ellingson serves as a consultant to industry and government and is the author of Radio Systems Engineering (Cambridge University Press, 2016).

This textbook is part of the Open Electromagnetics Project led by Steven W. Ellingson at Virginia Tech. The goal of the project is to create no-cost openly-licensed content for courses in undergraduate engineering electromagnetics. The project is motivated by two things: lowering learning material costs for students and giving faculty the freedom to adopt, modify, and improve their educational resources.

Accessibility features of this book: Screen reader friendly, navigation, and Alt-text for all images and figures.

Publication of this book was made possible in part by the Open Education Faculty Initiative Grant program at the University Libraries at Virginia Tech. http://guides.lib.vt.edu/oer/grants

Electromagnetics, volume 2 by Steven W. Ellingson is a 216-page peer-reviewed open textbook designed especially for electrical engineering students in the third year of a bachelor of science degree program. It is intended as the primary textbook for the second semester of a two-semester undergraduate engineering electromagnetics sequence. The book addresses magnetic force and the Biot-Savart law; general and lossy media; parallel plate and rectangular waveguides; parallel wire, microstrip, and coaxial transmission lines; AC current flow and skin depth; reflection and transmission at planar boundaries; fields in parallel plate, parallel wire, and microstrip transmission lines; optical fiber; and radiation and antennas.

Table of Contents:
Chapter 1: Preliminary Concepts
Chapter 2: Magnetostatics Redux
Chapter 3: Wave Propagation in General Media
Chapter 4: Current Flow in Imperfect Conductors
Chapter 5: Wave Reflection and Transmission
Chapter 6: Waveguides
Chapter 7: Transmission Lines Redux
Chapter 8: Optical Fiber
Chapter 9: Radiation
Chapter 10: Antennas
Appendix A: Constitutive Parameters of Some Common Materials
Appendix B: Mathematical Formulas
Appendix C: Physical Constants

Additional Resources
Problem sets and the corresponding solution manuals
Slides of figures used in and created for the book
LaTeX sourcefiles.
Screen-reader friendly version
Errata for Volume 2
Collaborator portal for the Electromagnetics series https://www.oercommons.org/groups/electromagnetics-user-group/3455
Faculty listserv for the Electromagnetics series
Submit feedback and suggestions

The Open Electromagnetics Project https://www.faculty.ece.vt.edu/swe/oem
Led by Steven W. Ellingson at Virginia Tech, the goal of the Open Electromagnetics Project is to create no-cost openly-licensed content for courses in engineering electromagnetics. The project is motivated by two things: lowering learning material costs for students and giving faculty the freedom to adopt, modify, and improve their educational resources.

Books in this Series
Electromagnetics, Volume 1 https://doi.org/10.21061/electromagnetics-vol-1
Electromagnetics, Volume 2 https://doi.org/10.21061/electromagnetics-vol-2

To express your interest in a book or this series, please visit http://bit.ly/vtpublishing-updates

This course explores electromagnetic phenomena in modern applications, including wireless and optical communications, circuits, computer interconnects and peripherals, microwave communications and radar, antennas, sensors, micro-electromechanical systems, and power generation and transmission. Fundamentals include quasistatic and dynamic solutions to Maxwell’s equations; waves, radiation, and diffraction; coupling to media and structures; guided waves; resonance; acoustic analogs; and forces, power, and energy.

This course explores electromagnetic phenomena in modern applications, including wireless communications, circuits, computer interconnects and peripherals, optical fiber links and components, microwave communications and radar, antennas, sensors, micro-electromechanical systems, motors, and power generation and transmission. Fundamentals covered include: quasistatic and dynamic solutions to Maxwell’s equations; waves, radiation, and diffraction; coupling to media and structures; guided and unguided waves; resonance; and forces, power, and energy.
Acknowledgments
The instructors would like to thank Robert Haussman for transcribing into LaTeX the problem set and Quiz 2 solutions.

Below is just one example of the field based problems that my class has undertaken. We undertake a number of other projects that are described briefly in the attached document. I provide students similar documentation for the other projects.

Attached are the following documents:
1) Project proposal (containing: over of potential types of projects, proposal requirements, survey design considerations, project background material and outline of project)
2) Conducting the field surveys
3) Final project (and possible variations)

Students conduct a field geophysical study on the Lake Superior State University campus that was a U.S. military camp in the 1950's and 1960's. There are concerns as to whether the military left anything buried behind such as underground storage tanks, unexploded ordinances, buried drums, etc. The study area is the likely location of the next campus housing building. After undertaking this study we were contacted by the US Army Corps of Engineers and the Michigan Department of Environmental Quality to see our results which students presented to them. The US Army Corps of Engineers and Michigan Department of Environmental Quality are now using our results as they examine what might have been left behind at the facility. Students were excited about undertaking a "real study" answering an important question where the results were unknown to anyone a head of time.

Overview of project design

1) a. Students design the geophysical survey (written and oral presentation) including which instruments to use and why, what are the survey characteristics (I provide guidelines for survey time constraints)
b. Students must create models of expected anomalies for each of the different instruments proposed
c. Students discuss and debate the merits of the various proposed geophysical techniques and survey characteristics
2) Students carry out the field geophysical survey as teams
3) Students use computers to process, display, model and interpret the geophysical data they collect
4) Students present results of the study both orally and in a written form (e.g., technical report, scientific paper, scientific poster, etc. depending on year and other projects)

Addresses student fear of quantitative aspect and/or inadequate quantitative skills

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

The class is divided into small groups of three or four students. Each group is given a globe approximately 1 foot in diameter and asked to formulate a hypothesis for the structure and/or composition of the interior of the globe without looking inside it. Students are provided with several tools with which to analyze the globe, including acoustic sensors (their ears), magnets, paperclips (susceptible to magnetism), strip thermometers, small light bulbs with 9 volt batteries and wires.

Each globe has been designed by the instructor to highlight one or more aspects of geophysics. In the Acoustic Globe, various objects are added to the globe that will generate vibrations when the globe is shaken. These may include pennies, nuts, bolts, glass marbles, or ball bearings. The vibrations generated are analogous to seismic waves generated by a sledge hammer, a shot gun blast, or an earthquake. The seismic waves are recorded at the land surface by a seismometer, or in this case the students' ear drums, and an interpretation is generated. Advanced globes can contain cardboard dividers with small holes that allow the passage of all or some of the internal objects. Students can then interpret the internal structure of the globe.

In the Magnetic Globe, magnets or strips of iron are taped to the inside surface of the globe. The students will use magnets and paperclips to identify changes in the magnetic field of the globe caused by the heterogeneous composition of the surface of the globe, which is analogous to a magnetic survey. This globe could be combined with the Acoustic Globe if some of the objects inside the globe contain iron and some do not.

To create a Thermal Globe, the instructor can fix a gel cool pack to the inside wall of the globe and place the globe in a freezer until an hour before class. Students will used the strip thermometer to map regions of different temperature along the surface of the globe which may be used to infer convective processes occurring within the globe. This globe could easily be combined with either of the previous globes.

Finally, a Conductive Globe is designed by stringing the interior of the globe with wires of different compositions (copper, soldering wire, aluminum foil). The ends of each wire are connected iron nails which extend through the globe and are exposed on the globe surface. When the student completes the circuit using the wire, the 9 volt battery and the small light bulb, the light bulb will turn on. The intensity of the light will be different for each different type of conducting material. Through experimentation, the students can determine regions of homogeneous composition on the surface of the globe similar to an electrical conductivity or resistivity survey.

At the end of the exercise, each team will give an oral presentation to the class that describes their globe. Students should describe:
the methods used to investigate the globe,
the findings of their investigation; and
their interpretation of the interior of the globe.
Students should also discuss one way the same methodology could be used to explore the interior of the Earth.
This activity has minimal/no quantitative component.

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