2015 IEEE 4th Asia-Pacific Conference on Antennas and Propagation (APCAP) 2015
DOI: 10.1109/apcap.2015.7374359
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A microwave transmission line courseware based on multiple 1-D FDTD method on mobile devices

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Cited by 10 publications
(9 citation statements)
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“…Note that the differential equations in (1) are different and not reducible from the 3-D, 2-D or 1-D Maxwell's equations. They are also different from the equations used for uncoupled transmission lines in [12], [15], [16].…”
Section: M1-d Cl-fdtd Methodsmentioning
confidence: 89%
See 2 more Smart Citations
“…Note that the differential equations in (1) are different and not reducible from the 3-D, 2-D or 1-D Maxwell's equations. They are also different from the equations used for uncoupled transmission lines in [12], [15], [16].…”
Section: M1-d Cl-fdtd Methodsmentioning
confidence: 89%
“…Hence, it is worth demonstrated to students for comparison with the directional coupler. For branch line coupler, the EM wave propagation can be simulated using the conventional explicit M1-D FDTD method for multiple (uncoupled) transmission lines and/or stubs [12], [16]. To further enhance its efficiency, the unconditionally stable fundamental alternating direction implicit (FADI) FDTD method [20] is adopted to allow time step larger than the stability constraint.…”
Section: Teaching and Learning Of Branch Line Couplermentioning
confidence: 99%
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“…Exploiting the wide accessibility of mobile devices, several educational mobile apps have been created for enhanced teaching and learning of electromagnetics [9][10][11][12][13][14]. They provide touch-based interactivity and real-time EM+circuit simulations as well as 2-D/3-D visualizations of wave phenomena.…”
Section: M1-d Fdtd Methods For Em Educational Mobile Appsmentioning
confidence: 99%
“…We have developed several educational mobile apps, e.g., MuStripKit, EMpolarization, EMwaveRT, etc. (some on App/Play Store) [9][10][11][12][13][14], which are incorporated with innovative CEM that could run efficiently on mobile devices (smartphones/ipads, supplementable with 3-D displays). Exploiting the wide affordances of mobile devices, these mobile apps are useful for quick initial design, analysis and seamless teaching/learning anytime, anywhere.…”
Section: Introductionmentioning
confidence: 99%