Simulation Project ELEC875

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 λ/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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