IEEE EMC Chapter of Serbia and Montenegro
IEEE EMC Chapter
(EMC - 27)


was founded on April 8, 2011.

Chapter chair:
Vesna Javor, Ph.D.

Presentation/Photo Archive


Presentations

Keynote speaker's lectures during the 11th International Conference on Applied Electromagnetics - ПЕС 2013, Faculty of Electronic Engineering of Niš, Niš, Serbia, Septembar 01-04, 2013


Elya B. Joffe
, President of the IEEE Product Safety Engineering Society, Past President of the IEEE EMC Society, a member of the Board of Governors of the Society for Social Implications of Technology (SSIT), a member of the IEEE Education Activities Board (EAB), the Chairman of the IEEE Continuing Education Committee (CEC), the Chairman of the iNARTE Advisory Committee.

E.B.Joffe served as a distinguished lecturer of the IEEE EMC Society, and now serves as a distinguished lecturer for the Consumer Electronics Society.
E.B.Joffe is the main author of the book “Grounds for Grounding: A Circuit to System Handbook”, Wiley & Sons, 2009.

Here you can find presentations of his lectures:

Monday, September 02, 2013, First lecture – Part I (1 hour) PROBING THE FUTURE: ON THE ROLE OF UNIVERSITIES, INDUSTRY ENTREPRENEURS, AND PROFESSIONAL SOCIETIES (Video: Did you know?)

Monday, September 02, 2013, First lecture – Part II (1 hour) RISK ACCEPTABILITY (TOLERABILITY) IN SYSTEM SAFETY: CONCEPTS AND METHODOLOGY

Tuesday, September 03, 2013, Second lecture (2 hours) GROUNDING: THE GROUNDS FOR EMC DESIGN



Invited speaker’s lectures on September 26th, 2011

Lecturer: Prof. Mark Steffka, University of Michigan-Dearborn, USA
BIOGRAPHY: Professor Mark Steffka received the B.S. degree in electrical engineering from the University of Michiganin 1981, and a M.S. from Indiana Wesleyan University in 1987. He has 30 years of experience in the design and development of military, aerospace, and automotive electronics systems. He is currently with General Motors’ Powertrain Electromagnetic Compatibility (EMC) Group. In 2000, he was appointed as a Lecturer at the University of Michigan-Dearborn and in 2006, was appointed as an Adjunct Professor at the University of Detroit – Mercy. He regularly teaches at both universities with courses on EMC, an­tennas, and electronic communication systems.

He is the author and/or co-author of many publications and tech­nical conference papers on EMC, Radio Frequency Interference (RFI). His paper to the Society of Automotive Engineers (SAE) 2007 Congress on “Engine Component Effects of Spark-Ignition Caused Radio Frequency Engineering (RFI)” was “Judged (by SAE) to be among the most outstanding SAE technical papers of 2007”. He is an IEEE member, has served as a technical session chair for SAE and IEEE conferences, was the Technical Program Co-Chair for the 2008 IEEE International Symposium on EMC, and has been an instructor the symposium’s “Global EMC Uni­versity”. He holds the United States’ amateur radio call sign WW8MS.

1. Antennas and transmission lines

Abstract: The effective and efficient use of radio frequency communication is solely dependent upon transferring electromag­netic energy to and from an antenna, and this energy transfer is also responsible for EMC issues. Many engineers today working in EMC (as well as those working in electronic system de­sign/development) either have not had a formal background in antennas and transmission lines, or have not had an opportunity to practice their previous knowledge or skills in this area. Since these antennas and “antennas effects” can "make or break" a product's EMC compliance, or render communication systems non-functional - it is critical that there be an understanding of the physics involved in antenna and transmission line design and engineering. These issues can be addressed by an explanation of antenna and transmission line theory, studying the relevant mathematics, examining various computer methods in use today to assist in antenna design, and by "real-life" examples. To ac­complish these goals, a number of specific topics are important to the study of antennas and transmission lines. These topics are discussed below.

THE LECTURE OVERVIEW

Definition of “Transmission Line” The purpose of a transmission line is to transfer energy (with minimal loss). Early work with transmission lines was initiated in order to determine the most efficient methods for long distance telegraph communication (such as the undersea cables between North America and Europe). Prior to the installation of these systems, the “transmission line effect” had not been recognized due to the relatively short length of interconnecting cables compared to the signal speed in the ca­ble from the telegraph transmitter to the receiving unit. In the case of RF systems, the length of the interconnecting cable becomes significant when this transfer of energy is typically either from an antenna to a receiver or from a transmitter to an antenna. While the purpose of the transmission line seems obvious, there are a number of factors that needed to be considered when selecting and utilizing transmission lines. These factors include characteristics such as “balanced” or “unbalanced” lines, equivalent inductance and capacitance for a given length of line, and matching the im­pedance of the line to the source and load.

Factors that determine the “characteristic impedance” of trans­mission lines. The ability to efficiently transfer the energy from the source to the load can be significantly affected by the imped­ance of transmission line used for the interconnections. An im­pedance “mismatch” at the transmission line to source/load inter­face can cause signal corruption or even damage the transmission line, transmitter, or receiver. This impedance is primarily a func­tion of the geometric relationship of the conductors in a transmis­sion line, which results in inductance and capacitance “distrib­uted” along the length of the transmission line (with a small con­tribution of the resistance of the conductors). By understanding the relationship of the line’s “equivalent” inductance and capaci­tance, the evaluation of the line’s characteristic impedance can be easily determined and the transmission line can be used correctly. In addition, proper termination of the transmission line at the source and load of the circuit is essential to system integrity.

“Maxwell’s Equations” and their relationship to antenna design. Professor J.C. Maxwell’s work during the 19th century identified the properties of electromagnetic waves and also explained in detail the physics that provided the insight into behavior of these waves. This work became the foundation of the “wave equation” (which is used to determine all the parameters in electromagnetic wave propagation) and identified the units of the “electric field” and the “magnetic field”. Additional investigation into the prop­erties of electromagnetic waves subsequently revealed the signifi­cance of the “far field”, “near field” and “characteristic imped­ance” of electromagnetic waves.

Magnetic and electric field antennas.Understanding of the fun­damentals of electromagnetic waves described by “Maxwell’s Equation's” allows application of electrical circuit analysis meth­ods to become the foundation of antenna system design. This is due to the recognition that antennas for electromagnetic waves can be designed to utilize the “electric field” or the “magnetic field” component of the wave. This also provides the insight re­quired for design of optimal antenna performance in either “near field” or “far field” conditions of electromagnetic waves. Through additional application of advanced electrical circuit char­acteristics (such as the series or parallel “resonant” configuration), the explanation of the differences and similarities of the “electri­cal” and “physical” representations of antennas can be under­stood.

Antenna engineering practices.Effective antenna engineering work requires the application of electromagnetic theory and un­derstating how conductors exhibit various characteristics such as resistance, inductance, and capacitance. The process of creating antennas from real conductors results in various antenna charac­teristics that are dependent upon the geometry of the antenna ele­ments (similar to transmission characteristics are a function of conductor geometry). These characteristics include antenna “gain”, “patterns”, “beamwidth”, “bandwidth”, and efficiency. These characteristics are a function of the electrical and physical “sizes” of the antenna and it is important to understand the re­quired electrical requirements and physical constraints in antenna applications in order to assure the highest degree of performance.

Discussion and examples of commercial computer based antenna design and analysis package.The proliferation of high speed computing hardware and advances in software engineering has resulted in the development of computer aided antenna design methods. Many of these methods can now be implemented on a cost-effective basis and will provide a high degree of accuracy in the analysis of proposed antenna designs as well as being able to perform evaluations of existing antennas. These methods also enable antenna “trade-off” studies to be made quickly. There are a number of antenna and electromagnetic analysis programs in use today including both “open source” code or commercial programs. As with all computer aided analysis methods, key to the success­ful use of their capabilities is the understanding of the fundamen­tal physics and mathematics of problems that are being ad­dressed.

2. Process and benefits of industry/academic linkage in EMC education

Abstract: One of the unique aspects of EMC is that it is the inte­gration of academic-based theory as applied to the “real world”. This creates a challenge for the ability of either academia or in­dustry on their own to adequately “teach EMC”. The typical re­sult is that in academic setting, either the theory is emphasized, with little linkage to applications, or in an industry setting only the applications are studied and those become a “cookbook” ap­proach for all EMC issues. Bridging the gap between the knowl­edge in academia and the applications in industry is critical to any successful EMC work. The following points examine the specific methods than need to be considered when trying to fill in this gap and also highlights examples of successful approaches that have been used.

THE LECTURE OVERVIEW

Why EMC education requires a unique combination of academia and industry involvement. The usual curriculum in academic settings is focused on “ideal” conditions, systems, and compo­nents. This is a necessity in order to be effective in teaching the fundamentals of engineering, where the emphasis is typically on methods to assure a successful design of products to provide vari­ous functions and features. The focus of industry is to supply products that meet customer needs and expectations while oper­ating in the “real” world. EMC (by its nature) work is determin­ing the ability of a product to function in the “real” world, since the conditions the product really operates in are not “ideal”, and can interact with other “non-ideal” components and systems. This requires knowledge and experience that can only be gained from industry.

How academia can understand the needs of industry. Success­fully meeting the needs of industry can only be done by investing the time and effort to understand the environment that industrial work comprehends. Key to this is “getting out of the classroom” and initiating dialogue with experienced industry representatives that also have formal academic training. The most successful EMC practitioners either utilize their academic sabbatical periods to work in industry, or specialists of EMC in industry are involved in the “academic” side of EMC (either within their company or a formal academic institution). Participation by academia in vari­ous industry groups can also provide valuable insight into the needs of industry with regards to EMC.

Successfully obtaining industry involvement in EMC education. Industry involvement in EMC education is crucial to the success of the EMC curriculum at the academic institution. This involve­ment can be accomplished by encouraging industry EMC repre­sentatives to visit the academic institution and providing an op­portunity for the industry representatives to discuss the projects they are involved in and challenges they experience in their daily work. Opportunities for industry representatives to serve on “senior design project” evaluation committees are typically wel­comed by industry as a way to know the type of projects that are being done by students and can also provide industry with stu­dents that have demonstrated skills and engineering abilities.

How to utilize an EMC curriculum to provide benefits back to industry. Continual involvement and dialogue with industry to respond to their specific needs can provide benefit to industry that will be apparent and measurable. Periodic surveys or encourage­ment of industry feedback as to the value of the EMC curriculum will also allow for maximum benefit to be provided to industry. Focused emphasis on education of students for specific EMC needs for an industry program or project can also be done.

How to integrate an EMC curriculum with other academic courses. Due to the wide-ranging application of the concepts and principles that are covered in an EMC curriculum, many of the topics can be easily included in other academic courses. Exam­ples are how control systems can be designed to reject the effect of electrical “noise”, the importance of considering the “parasitic effects” of conductive traces on printed circuit boards to insure component functionality, or methods to mitigate interference to wireless communication systems. By incorporating specific EMC issues as special topics in academic courses, this can provide op­portunities for additional insight into main course material as well as “raise the EMC awareness” of both faculty and students, thus insuring a higher quality education and value to industry.

 


Photo Archive

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