Second Edition Field and Wave Electromagnetics David K. Cheng Life Fellow, I.E.E.E.; Fellow, I.E.E.; C. Eng. Tsinghua University PressEnglish eprint tion copyright © 2006 by PEARSON EDUCATION ASIA LIMITED and TSING UNIVERSITY PRESS, Original English language ttle from proprietors edition of the work. Original English language ttle, Field and Wave Electromagnetics. 2% edition by David K. Chengs Copyright © 1989 Al Rights Reserved, Published by arrangement with the orginal publisher, Pearson Education, Inc. + publishing as Addison-Wesley. ‘This edition is authorized for sale and distribution only in the People’s Republic of ChinaCexcluding, the Special Administrative Region of Hong Kong, Macao SAR and Taiwan). ARABAGEUNLA Pearson Eduction, Inc. ARAL ME AEA NER IAF. For sale and distribution inthe People's Republic of China exclusivelyCexeept Taiwan, Hong Kong SAR sand Maceo SAR). SIRF eo A 4 RC 9 OC ACCTING WF, 01-2007-2036, AHI Pearson Education 3 AT HREM HD ALES OBR TEAR 278 A RATA BILE, BAA MAIS. 010-62762989 13501256678 13801310933 HREM (CIP) A Het SRE A 2 A FEC) RECCheng, D.K. 38. WEVA, as AE FHWA 2007 (CERI I # EUSGSCH —fe OR AEBS LEAL) WHIBX, Field and Wave Electromagnetics 2e ISBN 978-7-302-15212-5 Le sie. Be Ml. DARE — FER — A — HK Qa a — PER — a RR ON. OL HCAS F-15497 CUP BHR RF (2007) 35 071284 RAR. ELH REM: FEL AEP EAL Bike ACRE RAED CD A HE //rewe.tup.com.en Abt: 100088 ¢~service@® typ. tsinghua. een 4b & M1: 010-62770175 ANRBTAMR: O10-627R6544 BAM 010-62772015 BAM, 010-62776969 2 ME KAORI Seine OL ITH EL ETI 185%230 FD HK: 45.5 2007 #7 FARR LA EDs 2007 47 PAARL ARE 3000 65.00 76 me 42 Hees Ce AWN EME EAI EN A A HEN AE US EAE a EB, ERM. (010)62770177 46 3103 PAE, 024881 -O1Preface The many books on introductory electromagnetics can be roughly divided into two main groups. The first group takes the traditional development: starting with the experimental laws, generalizing them in steps, and finally synthesizing them in the form of Maxwell’s equations. This is an inductive approach. The second group takes the axiomatic development: starting with Maxwell's equations, identifying each with the appropriate experimental law, and specializing the general equations to static and time-varying situations for analysis. This is a deductive approach. A few books begin with a treatment of the special theory of relativity and develop all of electro- ‘magnetic theory from Coulomb's law of force; but this approach requires the discus- sion and understanding of the special theory of relativity first and is perhaps best suited for a course at an advanced level. Proponents of the traditional development argue that it is the way electromag netic theory was unraveled historically (rom special experimental laws to Maxwell's equations), and that itis easier for the students to follow than the other methods. 1 feel, however, that the way a body of knowledge was unraveled is not necessarily the best way to teach the subject to students. The topics tend to be fragmented and cannot take full advantage of the conciseness of vector calculus. Students are puzzled at, and often form a mental block to, the subsequent introduction of gradient, diver- ‘gence, and curl operations. As a process for formulating an electromagnetic model, this approach lacks cohesiveness and elegance. The axiomatic development usually begins with the set of four Maxwell's equa- tions, either in differential or in integral form, as fundamental postulates. These are equations of considerable complexity and are difficult to master. They are likely to cause consternation and resistance in students who are hit with all of them at the beginning of a book. Alert students will wonder about the meaning of the field vectors and about the necessity and sufficiency of these general equations. At the initial stage students tend to be confused about the concepts of the electromagnetic model, and they are not yet comfortable with the associated mathematical manipulations. In any ‘ase, the general Maxwell's equations are soon simplified to apply to static fields, vi Preface which allow the consideration of electrostatic fields and magnetostatic fields sepa rately. Why then should the entire set of four Maxwell's equations be introduced at the outset? It may be argued that Coulomb’s law, though based on experimental evidence, is in fact also a postulate, Consider the two stipulations of Coulomb's law: that the charged bodies are very small compared with their distance of separation, and that the force between the charged bodies is inversely proportional to the square of their distance. The question arises regarding the first stipulation: How small must the charged bodies be in order to be considered “very small” compared with their dis- tance? In practice the charged bodies cannot be of vanishing sizes (ideal point charges), and there is difficulty in determining the “true” distance between two bodies of finite dimensions. For given body sizes the relative accuracy in distance measurements is better when the separation is larger. However, practical considerations (weakness of force, existence of extraneous charged bodies, etc.) restrict the usable distance of sepa- ration in the laboratory, and experimental inaccuracies cannot be entirely avoided. This leads to a more important question concerning the inverse-square relation of, the second stipulation. Even if the charged bodies were of vanishing sizes, experi- ‘mental measurements could not be of an infinite accuracy no matter how skilful and careful an experimentor was. How then was it possible for Coulomb to know that the force was exactly inversely proportional to the square (not the 2.000001th or the 1.999999th power) of the distance of separation? This question cannot be answered from an experimental viewpoint because itis not likely that during Coulomb's time experiments could have been accurate to the seventh place. We must therefore con- clude that Coulomb's law is itself a postulate and that it is a law of nature discovered and assumed on the basis of his experiments ofa limited accuracy (see Section 3-2) This book builds the electromagnetic model using an axiomatic approach in steps first for static electric fields (Chapter 3), then for static magnetic fields (Chapter 6), and finally for time-varying fields leading to Maxwell's equations (Chapter 7). The ‘mathematical basis for each step is Helmholtz’s theorem, which states that a vector field is determined to within an additive constant if both its divergence and its curl are specified everywhere. Thus, for the development of the electrostatic mode in free space, itis only necessary to define a single vector (namely, the electric field intensity E) by specifying its divergence and its curl as postulates. All other relations in electro- statics for free space, including Coulomb's law and Gauss's law, can be derived from the two rather simple postulates. Relations in material media can be developed through the concept of equivalent charge distributions of polarized dielectrics. ‘Similarly for the magnetostatic model in free space it is necessary to define only a single magnetic flux density vector B by specifying its divergence and its curl as, postulates; all other formulas can be derived from these two postulates. Relations in material media can be developed through the concept of equivalent current densi- ties. Of course, the validity of the postulates lies in their ability to yield results that conform with experimental evidence. For time-varying fields, the electric and magnetic field intensities are coupled. ‘The curl E postulate for the electrostatic model must be modified to conform withPreface W Faraday’s law, In addition, the curl B postulate for the magnetostatic model must also be modified in order to be consistent with the equation of continuity. We have, then, the four Maxwell's equations that constitute the electromagnetic model. I believe that this gradual development of the electromagnetic model based on Helmboltz’s theorem is novel, systematic, pedagogically sound, and more easily accepted by students. In the presentation of the material, I strive for lucidity and unity, and for smooth. and logical flow of ideas. Many worked-out examples are included to emphasize fundamental concepts and to illustrate methods for solving typical problems. Applica- tions of derived relations to useful technologies (such as ink-jet printers, lightning arresters, electret microphones, cable design, multiconductor systems, electrostatic shielding, Doppler radar, radome design, Polaroid filters, satellite communication systems, optical fibers, and microstrip lines) are discussed. Review questions appear atthe end of each chapter to test the students’ retention and understanding of the s- sential material in the chapter, The problems in each chapter are designed to reinforce students’ comprehension of the interelationships between the different quantities in the formulas, and to extend their ability of applying the formulas to solve practical problems. In teaching, I have found the review questions a particularly useful device to stimulate students’ interest and to keep them alert in class Besides the fundamentals of electromagnetic fields, this book also covers the theory and applications of transmission lines, waveguides and cavity resonators, and antennas and radiating systems. The fundamental concepts and the governing theory of electromagnetism do not change with the introduction of new electromagnetic devices. Ample reasons and incentives for learning the fundamental principles of clectromagnetics are given in Section 1-1. I hope that the contents of this book, strengthened by the novel approach, will provide students with a secure and sufficient background for understanding and analyzing basic electromagnetic phenomena as well as prepare them for more advanced subjects in electromagnetic theory. There is enough material in this book for a two-semester sequence of courses. ‘Chapters 1 through 7 contain the material on fields, and Chapters 8 through 11 on waves and applications. In schools where there is only a one-semester course on elec- ‘tromagnetics, Chapters 1 through 7, plus the fist four sections of Chapter 8 would provide a good foundation on fields and an introduction of waves in unbounded ‘media, The remaining material could serve asa useful reference book on applications ‘oF as a textbook for a follow-up elective course. Schools on a quarter system could adjust the material to be covered in accordance with the total number of hours assigned to the subject of electromagnetics. Of course, individual instructors have the prerogative to emphasize and expand certain topics, and to deemphasize or delete certain others. have given considerable thought to the advisability of including computer pro- grams forthe solution of some problems, but have finally decided against it. Diverting students’ attention and effort to numerical methods and computer software would distract them from concentrating on learning the fundamentals of electromagnetism. Where appropriate, the dependence of important results on the value of a parameter