Ee40458 1 8-10-2020

RF & Microwave Circuits for
Wireless Communications
8/10/2020
• Welcome!
• Agenda today:
– Introductions
– Course overview, what’s in it for you
– Review of syllabus & lab stuff, key details
– And on to the technical material
Introductions
• My contact details:
pfay@nd.edu, 631-5693
Office: 261 Fitzpatrick Hall
• Email is the best way to reach me, or
just drop by my office any time
– I am happy to meet in person, by zoom, …
Course Overview
• Course focuses on high-frequency circuits for
wireless communications
– What functions are needed for systems
– How to design circuits for these functions
– How to measure them
• Do they do what we want?
• Do they do other things too? Maybe things we don’t
want?
– Augmented with labs: you’ll measure circuits,
design your own, build your own, and test them
Functions Needed
• Develop a “big picture” understanding of the
processing done on signals in wireless
communication systems
• We’ll focus completely on the high-frequency, analog
parts; baseband and DSP-based processing won’t be
discussed (but it is important)
• But “block diagram” type thinking is not enough—lots
of critical details
– Limitations on block diagrams, what else must be
considered, how to really make something that actually
works
Circuit Design
• Take functions and do detailed designs – convert
transistors, resistors, capacitors, etc., plus
interconnects & wiring, into something useful
– What is the same and what is different from “regular old”
circuit design?
– Develop models for components appropriate for high
frequencies
– Develop a detailed understanding of interconnects and how
to design them—this is probably the biggest change in
design
• Approaches: hand calculation, computer-aided
– Multiple levels of sophistication: circuit-model based,
electromagnetics-based, nonlinear approaches
Lab Component
– The lab work cuts across these topics
– Focus mostly on measurement techniques & design;
some circuit construction
• Make sure you’re registered for both lecture and lab
(40458 and 41458)
– The lab is your chance to get real hands-on
experience with RF/microwave test & measurement
hardware, as well as industrial-strength CAD
software
• About $300k worth of toys (not counting the software; a
single license for that is $250k)—take advantage of it
– We need to adjust the lab sections: please remind
me if I forget to bring this up again later…
Syllabus
EE 40458 RF and Microwave Circuits for Instructor: Patrick Fay
Wireless Communications 261 Fitzpatrick Hall
631-5693
pfay@nd.edu
• Heidi has two handouts-

http://www.nd.edu/~hscdlab
Text: David M. Pozar, Microwave Engineering, 4th. ed., John Wiley & Sons, 2012.
Supplementary reading:
syllabus and lab policy

Guillermo Gonzalez, Microwave Transistor Amplifiers, 2nd. ed., Prentice-Hall, 1997.
Class notes, handouts, and additional material is also available on Sakai. Some of the material is also
available at http://www.nd.edu/~hscdlab (but Sakai is more complete)
Prerequisites: EE 30348, EE 30358 or consent of instructor
Catalog Description: (2-3-3)
This course is an introduction to RF and microwave circuit design and analysis techniques, with
particular emphasis on applications for modern wireless communication and sensing systems. An
integrated laboratory experience provides hands-on exposure to specialized high-frequency
measurement techniques. Students will develop an enhanced understanding of circuit design and
• Walk through a few key

analysis principles as applied to modern RF & microwave circuits, as well as gain familiarity with
design techniques for both hand analysis and computer-aided design. A design project will be
designed, built, and tested using the computer-aided techniques and instrumentation in the lab.
Course Outline:
parts—this course is • Review of electromagnetics; Maxwell's equations, plane wave solutions, transmission lines.
Introduction to ADS microwave CAD software.
• Types of transmission lines and their properties; coaxial lines, rectangular waveguides, microstrip.
• Network analysis; scattering matrix, transmission matrix formulations. Flow graphs, Mason's rule.
not “normal” in a few • Matching networks: lumped element designs and limitations, single and double-stub tuned
designs. Quarter-wavelength transformers, multisection matching transformers.
• Active microwave circuit design, characteristics of microwave diodes and transistors. Linear and
nonlinear behavior and models.
important ways… • Amplifier design; gain and stability, design for noise figure.
• Noise in microwave circuits; dynamic range and noise sources, equivalent noise temperature,
system noise figure considerations.
Laboratory and Design Project: (approx. 10 laboratory sessions)
1. High frequency performance of circuit components
2. Measurement basics; reflectometry, spectrum analysis
3. Vector network analyzer operation and error correction
4. Scattering parameter measurements of active devices
5. Matching network design, fabrication, and characterization
6. Project design, layout, construction, characterization, and analysis
7. Nonlinear characterization of active circuits; intermodulation and compression
8. Noise figure measurement of amplifiers
Homework:
Homework will be assigned and collected (approximately) weekly.
Examinations:
1 in-class midterm examination, cumulative final exam
Grading: Homework 20 %
Mid-term exam 25 %
Laboratory (includes design project) 25 %
Final exam 30 %
Text Book
Key point #1: be EE 40458 RF and Microwave Circuits for Instructor: Patrick Fay
careful about text

631-5693
pfay@nd.edu
book editions.
• We will use Pozar’s

4th edition, 2012 Prerequisites: EE 30348, EE 30358 or consent of instructor
• Older ones are organized differently, are missing

material measurement techniques. Students will develop an enhanced understanding of circuit design and
analysis principles as applied to modern RF & microwave circuits, as well as gain familiarity with
• International versions are not the same. Do not use

Course Outline:
• Review of electromagnetics; Maxwell's equations, plane wave solutions, transmission lines.
them—we have found many sneaky changes

• There are two versions of Pozar—a “thin” and “thick”

• Matching networks: lumped element designs and limitations, single and double-stub tuned
version. Both are OK—only difference is portability

• Amplifier design; gain and stability, design for noise figure.
• Gonzales’ book is an excellent resource, provides

good alternative approaches if Pozar is unclear

631-5693
pfay@nd.edu
Course Outline
Prerequisites: EE 30348, EE 30358 or consent of instructor
measurement techniques. Students will develop an enhanced understanding of circuit design and
Have a look…that analysis principles as applied to modern RF & microwave circuits, as well as gain familiarity with
way you won’t be Course Outline:
• Review of electromagnetics; Maxwell's equations, plane wave solutions, transmission lines.
surprised about what

we’re doing or where • Matching networks: lumped element designs and limitations, single and double-stub tuned
we’re going next nonlinear behavior and models.
• This is not “text system noise figure considerations.
book order”—we’ll 1. High frequency performance of circuit components

jump around 4. Scattering parameter measurements of active devices
• ***Don’t worry (too much) about the electromagnetics
part; we’ll focus on designs and circuits much more

Homework:
Examinations:
Mid-term exam 25 %
Laboratory (includes design project) 25 %
Final exam 30 %
designed, built, and tested using the computer-aided techniques and instrumentation in
Course Outline:
• Review of electromagnetics; Maxwell's equations, plane wave solutions, transmissio
• Types of transmission lines and their properties; coaxial lines, rectangular waveguid
• Network analysis; scattering matrix, transmission matrix formulations. Flow graphs
• Matching networks: lumped element designs and limitations, single and double-stu
Labs and Design Project

• Active microwave circuit design, characteristics of microwave diodes and transistor
• Noise in microwave circuits; dynamic range and noise sources, equivalent noise tem
Key point #2: the lab Laboratory and Design Project: (approx. 10 laboratory sessions)
is a big part of this 1. High frequency performance of circuit components

course 4. Scattering parameter measurements of active devices
• Labs are a mix of 6. Project design, layout, construction, characterization, and analysis
“normal” labs 8. Noise figure measurement of amplifiers
Homework:
(follow a procedure to learn a technique) and “design”
Examinations:
labs that are open-ended 1 in-class midterm examination, cumulative final exam
• The “Lab page” in Sakai has guide sheets for each
Mid-term exam
Laboratory (includes design project)
25 %
25 %
lab, and a tentative schedule Final exam 30 %
• Read the guides before lab

– Watch the lab videos before lab too; some stuff is easier
show than write about
• Schedule is subject to revision—but we always find a
way to make it work
• Active microwave circuit design, characteristics of microwave diodes and t
• Noise in microwave circuits; dynamic range and noise sources, equivalent n
Grades & Stuff 3. Vector network analyzer operation and error correction
Key point #3: the lab 7. Nonlinear characterization of active circuits; intermodulation and compres
is a big part of this Homework:

course, and so is the Examinations:

homework Grading: Homework

Mid-term exam
20 %
25 %
• Homework is 20% Laboratory (includes design project)

Final exam
25 %
30 %
of your grade
• Labs are 25% of the total grade
• This weighting reflects where the learning really takes
place—you’ll learn these techniques best doing them
• Net result: do the homework, and do the labs
More Important Stuff
Sakai and course web site has some useful stuff on it
• Homeworks will be posted in Sakai (with solutions)
• Lab procedures and write-ups, files that are helpful
for the lab and computer work (design model files,
etc.). Look on the “lab” page
• Other aids: copy of the syllabus, lab policy sheet,
Smith charts, old tests. Look on the “homework”
page
Keysight Certification Option
• Students that do well in this class can also receive Keysight
Technologies’ “Ready for Industry” certification
• This is entirely optional, but if you’re considering an RF/microwave
career, it might help in interviews
• Main emphasis is on experience/competence with test & measurement
gear and techniques, and design/simulation tools and techniques
• The course more than satisfies the “level 1” requirements
• More details are online—but don’t focus on their requirements. I take
care of the details for you
Lab Administrative Stuff
• Lab starts next week (Aug. 19-20)
• Advance preparation is required
– Go to the “Lab page” section of the Sakai site
• Get the handout, and read it before lab
• Watch the video
– Read the Lab Policy and Notebook Guidelines document
• Bring a lab notebook, ready to go, to the lab – you must
have this for your first lab.
Lab Policy Overview: EE 41458 RF and Microwave Circuits for
Wireless Communications Laboratory
Instructor: Patrick Fay
261 Fitzpatrick Hall
631-5693
pfay@nd.edu
Laboratory Policy:
1. Attendance at all scheduled labs is expected; the instructor should be informed of any conflicts or
Please read (really!) issues in advance so that suitable arrangements for an alternate time can be found.
2. Be on time–the beginning of each lab session will contain a brief discussion and important notes
regarding the lab to be performed.
3. An engineering notebook must be kept. The specific format and guidelines are outlined below.
4. Notebooks will be collected several times (possibly unannounced) during the semester, and after the
final exam.
5. No eating, or drinking is permitted at the test benches in the microwave measurements lab.
We do not run the lab Notebook Guidelines:

An engineering notebook is intended to act as the engineer's diary of ideas, theories, measurements and
results, comments, and any other details related to the work being done. Notebooks are to be kept such that
for this course like a a technically literate person not specifically involved in your work could duplicate the work at a later time.
For this class, the notebook does not consist of a collection of formal lab reports–there are no such
reports for this class. The notebook itself is the final product of the course, and most of the work on the
normal lab class.

notebook should be done during the lab period as you are doing the work.
Notebook Requirements:
1. You must include all data in your notebook –using separate sheets of paper for data collection is not
permitted. Be sure to include units with all measurements. Securely fasten any plots, graphs, or
computer-generated tables in the notebook with tape or glue so that they cannot fall out.
2. The notebook must be bound, with consecutively numbered pages.
3. The first page or two should be set aside for use as a table of contents; add entries to the table as
appropriate, including a label, range of page numbers, and date for a particular section or experiment.
4. All entries must be in ink. If an error is made, cross out the error with a single line, and continue. Do
not erase or obliterate errors. Be neat enough so that others can follow what you are doing.
5. The entries in an engineering notebook must be consecutive–you may not leave blank spaces for
later entries, or insert or remove pages. A line should be drawn through any blank space remaining on
a page.
6. If you find that you have made an error on a previous page, do not return to that page and make
corrections. Instead, leave the original erroneous entries as they are, and make a note on the current
page as to the nature of the error, and include any corrections or new measurement data.
7. You may use both sides of the page or front sides only at your discretion, but be consistent throughout
the notebook.
8. Please include sample calculations when they will enhance the clarity of your notes, but the decision as
to how much detail to include is up to your own judgment.
9. For computer coding or simulation-based work, be sure to document your thoughts, plans, and
intermediate results as you go along. This will help enormously if problems come up.
10. Each section in the notebook should begin on a new page, and should follow the following general
format outlined below. This is not a report, but note that these steps form an orderly progression
through a typical laboratory experiment; each of these steps should be completed before going on to the
next step.
• Title of section
• Brief statement of the purpose of work to be performed
• Equipment set-up, including equipment type and models, block diagrams of equipment
configuration
• Measurement and other procedures, including calibration procedures if applicable
• Measured data and results
• Analysis, discussion of applicable theory, and summary
Lab Policies & Procedures
• Show up on time. If “something comes up,” let me know in
advance so that we can work something out
• Notebooks:
The notebook is an important part of the lab. Read and follow the
guidelines.
– The notebook is not a collection of reports. It is a “working
document” that you use to keep track of what you did, the data you
collected, etc.
– Leave a couple pages at the front for a table of contents
– All data goes in the notebook. No scrap paper. No re-copying
data over. Record the data as collected.
– Must be bound; then number the pages
– All writing in ink. Mistakes are crossed out lightly. No erasing, no
white-out, no obliteration.
– No leaving blank space. If you’re going to include a graph (to be
made in the future, for example) say so, then put the graph at the
end.
Lab Policies & Procedures (cont.)
• Notebooks (cont.):
– If you realize you made a mistake on an earlier page, no problem. Just
leave the original (wrong) data as it is. Make a note of it (where you are
in the book) and enter the corrections.
– Include derivations or example calculations to illustrate your thought
process.
– For computer simulations, code writing: take notes as you go. It’ll
help you debug when things go bonk.
– Each section of the lab should start on a new page, with a few remarks
at the beginning to set things up:
• Title
• Purpose of the work
– Then switch to a “narrative” format where you document your work as
you do it:
• Set-up of the equipment/experiment, software, etc.
• Measurement or experimental procedures, design process and goals
• Measured data, results
• Analysis
Ø READ THE LAB POLICY DOCUMENT AND FOLLOW IT
An example:
Another example:
Questions on Administrative
Stuff?
• On to technical discussion…
RF and Microwave Circuits for
Wireless Communications
• Modern wireless communications relies on high-
performance, high-frequency circuits
• Lots of other applications do too…
– Radar
– Medical therapies (RF-induced hyperthermia treatments for
cardiac arrhythmia)
– Imaging for avionics, security (airport scanners, theft prevention
at warehouses)
– Digital circuits
• Our job: figure out how to make circuits that do what is
needed
RF and Microwave Design
• So what’s the big deal? How is this any different from
“regular old” circuit design?
• Key issue: at high frequencies, some fundamental
(maybe even forgotten) assumptions in “regular old”
circuit design fall apart
– Normally, circuit layout is not so important; at RF/microwaves,
layout is very important
– RF/microwave: basically short-hand for “high frequency”—RF is
~10 MHz – 1 GHz; microwave is 1 GHz and up
• Where does this come from? Finite speed of light
• “Regular old” circuit design assumes that changes in
signals propagate instantly. But we know really this isn’t
possible—nothing, not even signals, moves faster than
light. So why does this break at high frequencies?
What s Different about
Microwave Circuits?
• As frequency increases,
size of components
becomes comparable to
wavelength
• Provides both complication
as well as opportunity for
design
• Applied electromagnetic
engineering
• Another way: we were just
lucky before that all of our
components were much
smaller than a wavelength
Conclusion: “nodes” aren’t
nodes anymore…
• Wires, interconnections matter—a lot
• Shape of the circuit matters—a lot
– Makes for funny-looking circuits
– Opens up many design opportunities
– “Distributed” circuit concepts—explicitly use wave
propagation to do things that “shouldn’t work”
• Many technologies can be used
– CMOS, BJTs, more exotic III-V electronics,
vacuum tubes (honest!), magnetic devices
– Classic engineering—use what is available, just
make it work (and on time and under budget)
Board-level
• A few examples…GaAs FET amp
Board-level
• A few examples…Coupler & splitter,
plus a few other things…
And on chip:
14-27 GHz Low Noise Amp
43-46 GHz Medium Power
Amplifier
17.5-41 GHz Broadband amp
Distributed Amp - DC-35 GHz
Counter-intuitive Circuit
Layout – Improved Performance
IEEE MICROWAVE AND WIRELESS COMPONENTS LETTERS, VOL. 21, NO. 7, JULY 2011
What is the
lification at 0.67 THz (frequency) limit?
nm InP HEMTs
368 IEEE MICROWAVE AND WIRELESS COMPONENTS LETTERS, VOL. 21, NO. 7, JULY 2011
Low Noise Amplification at 0.67 THz

Member, IEEE, V. Radisic, Senior Member, IEEE, S. Sarkozy,
M. Lange, R. Lai, Fellow, IEEE, andUsing 30Member,
X. B. Mei, nm InPIEEE HEMTs
370 William. R. Deal, Senior Member, IEEE, K. Leong, Member,IEEE
IEEE, V. Radisic,
MICROWAVE AND Senior Member,
WIRELESS IEEE, S.LETTERS,
COMPONENTS Sarkozy,VOL. 21, NO. 7, JULY 2011
B. Gorospe, J. Lee, P. H. Liu, W. Yoshida, J. Zhou, M. Lange, R. Lai, Fellow, IEEE, and X. B. Mei, Member, IEEE
Hz is
tron Abstract—In this letter, low noise amplification at 0.67 THz is
ve a demonstrated for the first time. A packaged InP High Electron
B at Mobility Transistor (HEMT) amplifier is reported to achieve a
noise figure of 13 dB with an associated gain greater than 7 dB at
tage 670 GHz using a high InP HEMT transistors in a 5 stage
also coplanar waveguide integrated circuit. A 10-stage version is also
reported to reach a peak gain of 30 dB. These results indicate
cate that InP HEMT integrated circuits can be useful at frequencies
ncies approaching a terahertz.
Index Terms—Coplanar waveguide (CPW), high electron
mobility transistor (HEMT), low noise amplifier (LNA), mil-
tron limeter-wave (MM-Wave), monolithic microwave integrated
mil- circuit (MMIC), sub-millimeter wave.
Fig. 1. Microphotograph of 670 GHz LNA in split block housing.
ated
I. INTRODUCTION
Fig. 1. Microphotograph of 670 GHz LNA in split block housing. Fig. 6. Measured
to accommodate on-wafer
dc biasing circuitry-Parameters
bonded at ofthe10-stage
top andLNA.
I N the last few years, the development of Terahertz bottom of the circuit. In particular, sections of InP substrate
Everything still “works” to 670 GHz…and transistors over 1 THz have
transistor technologies [1] has pushed operating frequen- have been removed at the corners of the substrate to prevent
overmoding in the waveguide cavity containing the on-chip
Fig. 5.ciesMeasured
of amplifiers well
(solid) andinto the sub-millimeter
simulated wave
(dash) response range. The
of 1000 CPW line 13 dB NF. An iterated 10-stage shows 30 dB peak gain of 30 dB
been demonstrated. Maxwell’s equations are just fine…
to accommodate
first with
measured dc
demonstrationsbiasing
on-wafer TRL circuitry
of sub-millimeter
calibration. bonded at the top
amplification were un- dipole andused to couple the signal to the integrated circuit.
at 660 GHz measured on wafer, for a realized gain per stage of
bottom of the circuit.
dertaken In particular,
at the 340 GHz sections
atmospheric window of HEMT
using InP InP substrate
[2] and MHEMT [3] technologies. Amplification has now been 3 dB. II. We
THZproject
INP HEMTthe Thigh-gain
ECHNOLOGYdesign should show improved
uen- have been removed at the corners of the substrate
demonstrated above 500 GHz with a cascode amplifier reported
to prevent
CriticalNF
forwhen packaged
realizing amplifiersand
at thefully
targetcharacterized.
design frequency
The overmoding
by the in the
University waveguide
of Virginia. cavity
These containing
probes cover the
the on-chip
entire
in [4], which reached a packaged gain of 10 dB at 550 GHz. of 0.67 THz is a transistor with sufficiently high gain at the
Not just amplifiers – detectors
(example: 94 GHz)
Not Just Circuits - Integrated
Antennas
In-Package and On-Wafer
Antenna Designs
• Compact, efficient designs for imaging,
phased arrays
• Cavity-backed dipoles demonstrated
at Ka band for in-package integrated
antennas
• High directional gain (10 dB) obtained;
6 dB improvement over theoretical
optimum for planar dipole
• At W-band and above, design scalable
for on-wafer integration
Z. Sun et al., IEEE Antennas and Wireless Prop. Lett., vol. 5, pp. 459-461, 2006.
Radiation Performance
In-Package Ka-band Antenna Performance
E-plane H-plane
• 3D electromagnetic simulations indicate similar

performance possible through W-band
New System Concepts
Imaging:
•Focal plane array, pupil-plane arrays
•Direct detection: rectification of mm-wave
incident radiation, producing DC output
•High integration level for parallel
receiver chains (MMIC)
•High instantaneous detection
bandwidth; fc > 800 GHz
•No bias required
•Lower 1/f noise than competing technologies
– Reduced/eliminated LNA requirements
– Reduction in cost, size & weight
•Insensitive to temperature - no active control required; for many applications, no
cooling required
bv=4200 V/W
Why Millimeter-wave/THz
Imaging?
Avionics: Security:
Visible,
clear day
A little
foggy Medical:
W-band
image in
fog
A Focal Plane Array…
• 80x64 pixel
array
• Integrated
into camera
Measurement Techniques
• Measurement takes on added importance in
RF/microwave circuits
• Design tools are pretty good, but…
– Most modern circuit designs are digital; “on/off” behavior
makes design & validation much simpler; simple frequency
dependence
– Most RF/microwave designs are dominated by analog;
details and small effects matter a lot
• Example: an amplifier. Gain, input and output resistances are
just the starting point. Useful, but leaves a lot out…
• Why? an example: huge range in signals present. Your phone
sees the signal from another phone just a few feet away, and
has to be able to also see the signal from a base station up to
10 miles away. These signals are many orders of magnitude
different in amplitude, and both signals have to be properly
processed
Measurement Techniques (cont).
– So we need measurement capabilities to capture
both “big picture” and nuances in circuit function
– A complication: frequencies are high
• Circuit probing (e.g. oscilloscopes) don’t work well
• Adding the probe changes the circuit (details matter…),
and changes the performance. Sometimes (usually) a lot
• Need to accurately measure extremely high frequency
6 GHz signals, often at very low amplitudes.
probes: – Result: different techniques
Weird • Workhorse tools become vector network analyzer,
looking;
spectrum analyzer; mostly work in frequency domain
discontinued
• Often must analyze circuits “from the outside”—and infer
from that what is going on inside
• Lab is well-equipped; you’ll get first-hand experience
Up Next—Some Definitions
• Our focus is communications systems—so a few
definitions
• All wireless systems work by broadcasting a signal,
which propagates as electromagnetic waves before
being picked up and reconverted into useful signals
• We’re going to focus on electronics for the transmit
and receive part; generating the data, etc., is
somebody else’s problem
– In modern systems, nearly always digital signal processing;
more code than circuit design
Frequency Bands
• Important to have a handle on what bands are used
for what purposes; cell phones ≠ satellite uplinks ≠
GPS ≠ …
• And there are things that are not communications
that we have to worry about too—radar, microwave
ovens (i.e., kW transmitters at 2.45 GHz)
• To keep all of this straight, “standardized” band
designations have been developed—sort of
Frequency Bands
One pretty common set of labels:
Frequency (Hz)
3 ⋅10 1 3 ⋅10 3 3 ⋅10 5 3 ⋅10 7 3 ⋅10 9 3 ⋅10 11 3 ⋅10 14 3 ⋅10 16 >3 ⋅10 24
EHF (extremely
low/voice freq.)
HF (high freq.)
SLF/VF (super
LF (low freq.)
ELF (extremely
MF (medium
SHF (super
VLF (very
high freq.)
high freq.)
low freq.)
UHF (ultra
VHF (very
high freq.)
high freq.)
low freq.)
freq.)
Ultraviolet light
X-rays, Gamma
THz radiation
rays, Cosmic
Visible light
Infrared
rays
microwaves;
audio frequencies RF: AM/FM radio, millimeter,
VHF television submillimeterwaves
10 7 10 6 10 5 10 4 10 3 10 2 10 1 10 -1 10 -2 10 -3 3 ⋅10 -5 10 -6 4 ⋅10 -7 10 -8 <10 -16
Wavelength (m)
But these categories are too broad for many uses

Frequency Bands
a.) L 0.39 GHz
2 GHz
IEEE letter band
1.55 GHz 5.2 GHz
S
C
4 GHz 8 GHz designations
3.9 GHz
12.4 GHz
X 6.2 GHz
10.9 GHz 18 GHz
Ku 12 GHz
27 GHz
K 15.35 GHz
Band Designation
26 GHz
17.25 GHz 36 GHz
K†
K1 24.5 GHz
Ka 40 GHz
33 GHz
50 GHz
Q 36 GHz
46 GHz
V 75 GHz
E
For applications, often 56 GHz 90 GHz
use these letter-based

60 GHz
W 110 GHz
D bands—but some of 170 GHz
G them are a bit vague 140 GHz

325 GHz
220 GHz
Y
00.1 11 10
2 100
3
Frequency (GHz)
W 110 GHz
170 GHz
D
140 GHz
G
Frequency Bands
325 GHz
220 GHz
Y
00.1 11 10
2 100
3
And of course they don’t agree

Frequency (GHz)with other “standard”
designations:
b.) A 0.25 GHz
B 0.1 GHz
C 0.5 GHz
1 GHz
US military
D
standard bands
Band Designation
E 2 GHz 3 GHz
F
G 4 GHz 6 GHz
H
I 8 GHz 10 GHz
J 20 GHz
K
L 40 GHz 60 GHz
140 GHz
M
N 100 GHz
0 1 2 3
0.1 1 Frequency (GHz)
10 100
Frequency (GHz)
Bottom line: standards aren’t really—context matters.

Administrative Wrap-Up
• Be sure you’re registered for the course and lab
(40458 and 41458)
• No lab this week—but there is lab next week, and
there are things to read and videos to watch before
lab
• An administrative issue:
• We need to adjust the lab sections to preserve “social
awkwarding”
– Looks like 8 of you are signed up, 3 on Wednesday, 5 on
Thursday.
• Can anyone volunteer to switch sections from Thursday to
Wednesday? We need to “balance” as much as possible
Students:
You must report your permanent
seat location using
here.nd.edu/seat
All seats have been numbered for your convenience.
Log in to enter your course/section, room, and

seat number. Course: EE 40458, Section: 01
Room: Nanovic-Jenkins B062

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RF & Microwave Circuits for

• Heidi has two handouts-

syllabus and lab policy

• Walk through a few key

careful about text

• We will use Pozar’s

• Older ones are organized differently, are missing

• International versions are not the same. Do not use

them—we have found many sneaky changes

• There are two versions of Pozar—a “thin” and “thick”

version. Both are OK—only difference is portability

• Gonzales’ book is an excellent resource, provides

good alternative approaches if Pozar is unclear

surprised about what

book order”—we’ll 1. High frequency performance of circuit components

part; we’ll focus on designs and circuits much more

Labs and Design Project

is a big part of this 1. High frequency performance of circuit components

• Read the guides before lab

is a big part of this Homework:

course, and so is the Examinations:

homework Grading: Homework

• Homework is 20% Laboratory (includes design project)

We do not run the lab Notebook Guidelines:

normal lab class.

Low Noise Amplification at 0.67 THz

• 3D electromagnetic simulations indicate similar

10 7 10 6 10 5 10 4 10 3 10 2 10 1 10 -1 10 -2 10 -3 3 ⋅10 -5 10 -6 4 ⋅10 -7 10 -8 <10 -16

But these categories are too broad for many uses

use these letter-based

D bands—but some of 170 GHz

G them are a bit vague 140 GHz

And of course they don’t agree

Bottom line: standards aren’t really—context matters.

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