615.642.81 - Electromagnetics

Course Structure

The course materials are divided into modules which can be accessed by clicking Course Modules on the course menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions are noted on the Course Outline page. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

• Basic Electromagnetic Theory
• Time-Harmonic Electromagnetic Fields
• Electromagnetic Auxiliary Potentials
• Electromagnetic Radiation in Free Space
• Electromagnetic Theorems and Concepts I
• Electromagnetic Theorems and Concepts II
• Transmission Lines and Plane Waves
• Polarization of Electromagnetic Waves
• Reflection and Transmission of Plane Waves
• Plane-Wave Propagation in Anisotropic Media
• Wave Propagation in Uniform Electromagnetic Waveguides
• Electromagnetic Cavity Resonators

Course Goals

To provide solid graduate-level coverage of the underlying theory and basic methods used for the analysis of electromagnetic radiation, scattering and propagation problems. Equal emphasis is placed on the mathematical tools and the intuitive physical interpretations.

Course Learning Outcomes (CLOs)

• Solve electromagnetic (EM) boundary-value problems for various dielectric and magnetic media using Maxwell’s equations and boundary conditions satisfied by the EM fields at the material discontinuities.
• Use auxiliary potentials formulations to analyze radiation from antennas and arrays.
• Apply powerful EM theorems and principles such as uniqueness theorem, image theory, reciprocity theorem, and field equivalence principle to facilitate the analysis of complex practical propagation, radiation and scattering problems.
• Analyze wave propagation along transmission lines, plane-wave propagation, reflection, and transmission in layered isotropic and anisotropic media, and plane-wave propagation in left-handed media with application to metamaterials.
• Solve boundary-value problems pertaining to wave propagation in waveguides and electromagnetic cavities.
• Solve boundary value problems of electromagnetic radiation in planar layered media and periodic boundaries.

Textbooks

Required

Jin, J.-M. (2015). Theory and computation of electromagnetic fields (2nd ed.). Hoboken, NJ: IEEE Press & Wiley Publication.

ISBN-10: 1119108047

ISBN-13: 978-1119108047

Textbook information for this course is available online through the appropriate bookstore website: For online courses, search the MBS website.

Optional

Additionally, any of the following texts or other texts that you may have from previous courses may be useful for this course if you find yourself struggling with specific skills:

• Griffiths, J. D. (2012). Introduction to Electrodynamics , 4th

Student Coursework Requirements

It is expected that each module will take approximately 7–10 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 3–4 hours per week) as well as some outside reading, listening to the audio annotated slide presentations (approximately 2–3 hours per week), and writing assignments (approximately 2–3 hours per week).

This course will consist of four basic student requirements:

1. Module Discussions (20% of Final Grade Calculation)

You are responsible for carefully reading all assigned material and being prepared for discussion. The majority of readings are from the course text. Additional reading may be assigned to supplement text readings.

You are required to provide a Discussion Question Response and respond to at least two classmates’ threads by the end of each module . To facilitate this, it is recommended that you post your response to the prompt by Day 4 of the module to give your classmates enough time to respond to your post by the end of the module.

You are expected expresses opinions and ideas in a clear and concise manner, using normal and reasonable spelling and grammar, with minimal error. Posts not meeting this standard will have the grade adjusted downward as appropriate. The following key points must be kept in mind when participating in the discussion

• Threads should have unique titles – include your
• Post early and often, three or more times for a maximal score – quality and quantity are both important.
• If you are working for an A in the course then you should aim for a discussion average of
• If you are working for a B in the course then you should aim for a discussion average of

Students’ discussion posts will be graded out of 10 as follows (Please refer to the Discussion Rubric for more details)

1. Relevance and insight (40%)
2. Number of contributed posts (30%)
3. Timeliness of contributions (30%)

I will be providing feedback on the quality of your response to the original discussion question. I will not be responding to each and every post in the discussion forum but please know I am reading and keeping an eye for the direction the discussion is taking. If needed, I may provide some expertise to help guide the discussion.

2. Problem Sets (20% of Final Grade Calculation)

Weekly homework assignments of 3-4 problems carefully selected to reinforce the understanding of the material covered in each module. Group discussion of homework problems is highly encouraged, however each student is required to submit his/her independent work. See the Problem Set Rubric for more information about Problem Set grading.

You can access the Problem Sets using the links provided in a given module. You are required to answer all the questions and submit your answers as a PDF document. The purpose of the Problem Sets is to give you the opportunity to demonstrate your understanding of the course concepts. In the Discussions area, there is a forum titled "General Discussion." If a question arises while completing your problem set assignments, feel free to post a question to the forum. I will respond to postings and other students can answer postings as well.

Each problem is evaluated by the following grading criteria for a total of 10 points (please see the Problem Set Rubric for a scoring example)

1. Question is repeated in full (.5)
2. Each part of question is answered (2)
3. Writing quality and technical accuracy (4.5)
   1. All assignments will be graded on writing clarity and style as well as
   2. Neatly hand-written or preferably typed-up answers are required. Hand-written answers may be scanned in and submitted in PDF
   3. Problems that require numerical solutions or analytical solution use the appropriate mathematical equations or analytical procedures that were studied in a given
4. Rationale for the descriptive answers or step-by-step analysis for numerical/analytical solutions is provided (1.5).
5. Textbook/lecture/outside references are included, as applicable (1.5)

I will be providing detailed step-by-step solutions to the Problem Sets one day before submission deadline for each problem set. The students should only use these solutions as a guide for the problems they happen to have difficulties with, but make sure to submit their own work. I will also provide hints and answer questions related to the problem sets which are posted by students to the forum.

3. Self-Check Quizzes (10% of Final Grade Calculation)

A short self-check quiz will be assigned upon the completion of each module. This quiz is composed of a few questions (or non-mathematically involved problems) meant to reiterate the main concepts covered in the modules. The due date of the self-check quiz submission is Day 7 of each module. The quiz will be graded according the criterion in the Self-Check Rubric (which is the same as outlined in the Problem Sets section above). I will post answers to the quiz questions after Day 7 of each module. You may discuss the quiz questions with your colleagues.

4. Midterm and Final Exams (each 25% of Final Grade Calculation, 50% total)

A midterm take-home exam will be given roughly in the 7th week of the semester on the material covered in the first 6 modules. The midterm exam will contain 3 theoretical problems covering the basics learned in the first 7 modules in addition to a project-like problem (40% of the midterm exam grade) for which the students will be required to write a simple software program and provide numerical results in the form of computer-generated plots.

A final take-home exam will be given roughly in the 14th week of the semester on the material covered in modules 8-13. Similar to the midterm, the final exam will contain 3 theoretical problems covering the basics learned in modules 8-13 in addition to a project-like problem (40% of the final exam grade) for which the students will be required to write a simple software program and provide numerical results in the form of computer-generated plots.

All forms of collaboration in working out the exam problems are absolutely forbidden. The exams are evaluated by the following grading elements:

1. Every part of each problem is answered (20%)
2. Technical accuracy and writing quality (40%)
   • Answers are expected to be written in clear idiomatic English with all technical steps provided.
   • Every problem should be started on a new
   • Typed-up answers submitted in PDF format are highly
3. Rationale for using a certain theorem, equation, or physical argument for each answer is provided (20%)
4. Final answers are correct (10%)
5. Outside references are included (10%) Exams are graded as follows:

• 100–90 = A—All parts of exam problems are addressed; Accurate solution approach; All solution steps provided; Excellent writing quality; Solid rationale; Correct final
• 89–80 = B— All parts of exam problems are addressed; Generally accurate solution approach; Minor solution steps are missing; Good writing quality; Sound rationale; Final answers are provided and mostly
• 79–70 = C—Majority parts of the exam problems are addressed; flaws and inconsistencies in solution approach; Good writing Quality; Adequate rationale; Final answers are partially missing and/or

Grading Policy

Assignments are due according to the dates posted in your Blackboard course site. You may check these due dates in the Course Calendar or the Assignments in the corresponding modules. I will post grades one week after assignment due dates.

We generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

100–98 = A+

97–94 = A

93–90 = A−

89–87 = B+

86–83 = B

82–80 = B−

79–70 = C

<70 = F

Final grades will be determined by the following weighting:

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.