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Contents
Preface x
Editorial Advisory Board in Electromagnetics xx
Notation Table xxi

Chapter 1 MATLAB, Vectors, and Phasors 3

1.1 Understanding Vectors Using MATLAB 4
1.2 Coordinate Systems 17
1.3 Integral Relations for Vectors 29
1.4 Differential Relations for Vectors 37
1.5 Phasors 52
1.6 Conclusion 56
1.7 Problems 56

Chapter 2 Electrostatic Fields 61

2.1 Coulomb’s Law 61
2.2 Electric Field 67
2.3 Superposition Principles 69
2.4 Gauss’s Law 77
2.5 Potential Energy and Electric Potential 85
2.6 Numerical Integration 100
2.7 Dielectric Materials 109
2.8 Capacitance 114
2.9 Conclusion 118
2.10 Problems 119

Chapter 3 Magnetostatic Fields 123

3.1 Electrical Currents 123
3.2 Fundamentals of Magnetic Fields 128
3.3 Magnetic Vector Potential and the Biot-Savart Law 138
3.4 Magnetic Forces 146
3.5 Magnetic Materials 157
3.6 Magnetic Circuits 162

vii
viii Contents

3.7 Inductance 166

3.8 Conclusion 171
3.9 Problems 172

Chapter 4 Boundary Value Problems Using MATLAB 177

4.1 Boundary Conditions for Electric and Magnetic Fields 178
4.2 Poisson’s and Laplace’s Equations 186
4.3 Analytical Solution in One Dimension—Direct Integration
Method 191
4.4 Numerical Solution of a One-Dimensional Equation—Finite
Difference Method 201
4.5 Analytical Solution of a Two-Dimensional Equation—
Separation of variables 211
4.6 Finite Difference Method Using MATLAB 220
4.7 Finite Element Method Using MATLAB 226
4.8 Method of Moments Using MATLAB 241
4.9 Conclusion 251
4.10 Problems 252

Chapter 5 Time-Varying Electromagnetic Fields 257

5.1 Faraday’s Law of Induction 257
5.2 Equation of Continuity 270
5.3 Displacement Current 274
5.4 Maxwell’s Equations 280
5.5 Poynting’s Theorem 285
5.6 Time-Harmonic Electromagnetic Fields 290
5.7 Conclusion 293
5.8 Problems 294
Chapter 6 Electromagnetic Wave Propagation 297
6.1 Wave Equation 297
6.2 One-Dimensional Wave Equation 302
6.3 Time-Harmonic Plane Waves 318
6.4 Plane Wave Propagation in a Dielectric Medium 325
6.5 Reflection and Transmission of an Electromagnetic Wave 335
6.6 Conclusion 349
6.7 Problems 349

Chapter 7 Transmission Lines 353

7.1 Equivalent Electrical Circuits 354
7.2 Transmission Line Equations 357
Contents ix

7.3 Sinusoidal Waves 362

7.4 Terminations 367
7.5 Impedance and Matching of a Transmission Line 373
7.6 Smith Chart 381
7.7 Transient Effects and the Bounce Diagram 390
7.8 Pulse Propagation 397
7.9 Lossy Transmission Lines 402
7.10 Dispersion and Group Velocity 406
7.11 Conclusion 414
7.12 Problems 414

Chapter 8 Radiation of Electromagnetic Waves 419

8.1 Radiation Fundamentals 419
8.2 Infinitesimal Electric Dipole Antenna 427
8.3 Finite Electric Dipole Antenna 434
8.4 Loop Antennas 440
8.5 Antenna Parameters 443
8.6 Antenna Arrays 455
8.7 Conclusion 466
8.8 Problems 467

Appendix A Mathematical Formulas 469

Appendix B Material Parameters 474

Appendix C Mathematical Foundation of the Finite

Element Method 477

Appendix D Transmission Line Parameters of Two Parallel Wires 483

Appendix E Plasma Evolution Adjacent to a Metallic Surface 487

Appendix F Bibliography 490

Appendix G Selected Answers 493

Appendix H Greek Alphabet 523

Index 524
 Preface

Overview
Professors ask, “Why another textbook (edition)?” while students ask, “Why do I
need to study electromagnetics?” The concise answers are that today’s instructor
needs more flexible options in topic selection, and students will better understand
a difficult subject in their world of microelectronics and wireless if offered the
opportunity to apply their considerable computer skills to problems and applica-
tions. We see many good textbooks but none with the built-in flexibility for
instructors and computer-augmented orientation that we have found successful
with our own students.
Virtually every four-year electrical and computer engineering program
requires a course in electromagnetic fields and waves encompassing Maxwell’s
equations. Understanding and appreciating the laws of Nature that govern the
speed of even the smallest computer chip or largest power line is fundamental for
every electrical and computer engineer. Practicing engineers review these princi-
ples constantly, many regretting either their inattention as undergrads or the con-
densed, rushed nature of the single course. What used to be two or more terms of
required study has been whittled down to one very intense term, with variations of
emphasis and order. Recently, there has been a resurgence of the two-term course,
or at least an elective second term, that is gathering momentum as a desirable,
career-enhancing option in a wireless world. Students today have grown up with
computers; they employ sophisticated simulation and calculation programs quite
literally as child’s play. When one considers the difficult challenges of this field of
study, the variation among schools and individual instructors in course structure
and emphasis, and the diverse backgrounds and abilities of students, you have the
reason for another textbook in electromagnetics: learning by doing on the com-
puter, using the premier software tool available in electrical engineering educa-
tion today: MATLAB.

x
Preface xi

Textbook and Supplements on CD

Actually, this is much more than a mere textbook. The book itself offers a structural frame-
work of principles, key equations, illustrations, and problems. With that crucial supporting
structure, each instructor, student, or reader can turn to the supplemental files provided with
this book or available online to customize and decorate each topic room. The entire learning
package is “organic” as we the authors, contributing EM instructors, and SciTech Publish-
ing strive to bring you an array of supporting material through the CD, the Internet, and files
stored on your computer. It is very important, therefore, that you register your book and
bookmark the URL that will always be available as a starting and reference point for ever-
changing supplementary materials: www.scitechpub.com/lonngren2e.htm.

Approach Using MATLAB®1

Our underlying philosophy is that you can learn and apply this subject’s difficult principles
much more easily, and possibly even enjoyably, using MATLAB. Numerical computations
are readily solved using MATLAB. Also, abstract theory of unobservable waves can be
strikingly visualized using MATLAB. Perhaps you are either familiar with MATLAB
through personal use or through a previous course and can immediately apply it to your
study of electromagnetics. However, if you are unfamiliar with MATLAB, you can learn to
use it on your own very quickly. A MATLAB Tutorial is supplied on the book’s enclosed
student CD. The extensive Lesson 0 is all you really need to establish a solid starting point
and build on it. If you do not have the CD or a computer handy, Chapter One provides a
brief overview of MATLAB operations and a review of vector analysis. For more informa-
tion and instruction on using MATLAB, SciTech Publishing provides a list of MATLAB
books and CDs in Appendix F, available at special discount prices to registered users of this
book. If your book came without the CD (a used book purchase, perhaps), or even if you
want to be sure of obtaining the latest files, you can purchase an electronic license for a
year’s access to all files at the URL shown above.
Within the book, MATLAB is used numerous ways. You will always be able to see
where MATLAB is either applied or has the potential to be applied by the universal icon
furnished by MATLAB’s parent company MathWorks. Each time this icon appears, you
will know that either MATLAB’s M-files of program code are supplied on your student CD
or else your instructor or TA has them, most typically on Problem solutions. Use and distri-
bution of these solution M-files are at the discretion of individual instructors and are not,
therefore, furnished to students. Non-student readers can contact the publisher for selected
solutions and M-files if registered.

1
MATLAB is a registered trademark of The MathWorks, Inc. For MATLAB product information and cool user code contri-
butions, go to www.mathworks.com, write The MathWorks, Inc., 3 Apple Hill Dr., Natick, MA 01760-2098 or call (508)
647-7101.
xii Preface

• Examples – Worked-out examples run throughout the text to show how a proof can
be derived or a problem solved in steps. Each is clearly marked with a heading and
also appears in a tinted blue box. When the MATLAB icon appears, it means the
worked solution also has an equivalent M-file. Here is how Example sections
appear:

EXAMPLE 7.3

The voltage wave that propagates along a transmission line is detected at the
indicated points. From this data, write an expression for the wave. Note that
there is a propagation of the sinusoidal signal to increasing values of the
coordinate z.

• Figures – Numerous figures within the text were generated using MATLAB.
Not only can you obtain and manipulate the program code with its correspond-
ing M-file, but you can also view this figure in full color from the CD. Here is
how a MATLAB-generated figure will appear:
+j1 FIGURE 7–9
A Smith chart created
+j0.5 +j2
with MATLAB.

To generator
+j5

0.2 0.5 1 2
0

–j5
To load

–j2
–j0.5

–j1
Preface xiii

• Problems – Each chapter contains numerous problems of varying complexity.

Problem numbers correspond to the text sections so you can review any problems
that prove difficult to handle at first pass. When an icon appears, you will know this
problem can be solved using your MATLAB skills. Discuss with your instructor if
the M-files will be made available for checking your work. Answers to selected
problems are provided in Appendix G
7.6.1

7.6.2
RL

7.6.3
Zc1 Zc2

• Animations – It is possible to portray electromagnetic principles in animation, also

sometimes called “movies.” Authors, instructors, and even students have contrib-
uted a number of such animations showing principles at work. However, the real
fun may be in manipulating the variables to produce different results. Thus the M-
ANIMATIONS
files become a starting point for that and also an instructive demo for leading you to
your own creations. Animations at the time of this book’s printing are indicated by
a “flying disk” in the margin, close to the most pertinent text discussion of the
underlying principle. You can create and submit animations to the publisher for
posting and credit to you, using the submission form on the website. Also, check
back for new animations.

Student CD
The Student CD enclosed with your textbook is a powerful resource. Not only does it con-
tain files that are immediately and directly related to your course study, but it also offers a
wealth of supplementary and advanced material for a 2nd term of study or your personal
explorations. By registering your book, any new material produced for future CDs will be
offered to you as web downloads. Here is what the Student CD contains:

MATLAB Tutorial
Readers will come to this book with widely varying exposures to MATLAB. A self-paced
tutorial has been included on the CD. Divided into lessons, MATLAB operations and tools
are introduced within the context of Electromagnetics extensive notation, subject areas,
examples, and problems. That is, the MATLAB tutorial gets you started with basics first and
xiv Preface

then develops text topics incrementally. You will eventually learn to perform relatively com-
plex operations, problem-solving, and visualizations. Your instructor may later choose to
assign projects involving multi-step problem-solving in MATLAB. Independent readers
seeking these Projects should contact SciTech after registering the book. Also, an array of
helpful books and tutorials about MATLAB for engineers is kept up to date on the SciTech
website, always at discount prices.

Optional Topics
Some schools require a second term of Electromagnetics and most at least offer a second
term as an elective Advanced Electromagnetics course. Most of today’s textbooks contain
somewhat more material than can be covered in one term but not enough material for a full
and flexible second term. Therefore, a second textbook is often required for the follow-up
course, one that is costly, probably does not match the notation of the first textbook, and
may even contradict the first book in places because of the difference in notation. These
inconveniences are overcome with the CD’s extended topics. Optional Topics are provided
in PDF files that match the two-color design of the text, integrate MATLAB throughout,
and contain the same array of problems. The book and CD, therefore, satisfy the needs of
most two-term courses and many elective second-term courses. Additional optional topics
are being added continually, as they are suggested and contributed by instructors with
course-specific needs, such as biomedical engineering, wireless communications, materials
science, military applications, and so forth. Contact SciTech Publishing if you wish to sug-
gest or contribute a new topic.

Applications
While brief references are made throughout the text to real-world applications of electro-
magnetic principles, we have chosen not to interrupt text flow with lengthy application
discussions. Instead, applications are done proper justice in three–five page descriptions
with graphics, in most cases, on the CD in PDF format. These applications point the way
toward the utility of later courses in Microwave and RF, Wireless Communications,
Antennas, High-speed Electronics, and many other career and research interests. They
answer the age-old student question: “Why do I have to know this stuff?” Instructors,
their TAs, and students are encouraged to submit additional applications for inclusion in
the web-based Shareware Community.

M-Files
The Student CD contains M-files for selected examples, figures, and animations. Any addi-
tional MATLAB items will usually be accompanied by M-files, so check the website and
register your book for notifications of new items. New submissions and suggested improve-
ments to existing M code will always be gratefully received and acknowledged.
Preface xv

Note to Students: Equation Importance and Notational

Schemes May Vary
You will encounter scads of equations in your study of electromagnetics. They are not all of
equal importance. We have tried to make them clear by setting off most of them from the
text and numbering them for reference. Note that we have taken the additional step of draw-
ing a box around the most important equations, so look for those when you review.
“Mathematical notation” is how physical quantities, unit dimensions, and concepts are
put into mathematical expression. While some notation is simple and common to the physi-
cal sciences, others can be arbitrary and a matter of choice to the author. The only firm rule
is that the author, or other user of notation (such as an instructor writing on the board, in
PowerPoint, or on a test), be clear about what the symbols represent and be consistent in
their usage. Students may sometimes be unduly concerned about their textbook’s notation if
it is different from a previous text or what their instructor uses. Adapting to varying nota-
tional schemes is simply part of the learning process that “comes with the territory” in phys-
ics and engineering. In choosing the notation for this text we called upon our Editorial
Advisory Board to determine preferences and precedents in the most widely referenced
electromagnetics books. Our notational scheme is shown on page xix, and we define our
symbols when first used in the text. We are acutely aware of the confusion and worry that
poor notation causes students. However, be forewarned that your instructor or TA may
choose to use their own notational schemes. There is no ‘right” or “wrong” method. If you
find any apparent inconsistencies or absence of clear definition within the textbook, please
report them to us.

Instructor Resources
Apart from the text and Student CD, numerous resources are available to instructors. Our
Shareware Community of invited contributions is intended to grow the nature and number
of teaching and evaluation tools. Instructors using this book as the required text are entitled
to the following materials:

• Solutions to all chapter exercises: step-by-step Word files and MATLAB M-files
for MATLAB-solvable problems designed by the MATLAB icon

• Exam Sets comprised of three exams in each set, including answers and solutions.
Additional exams are solicited to add to the Shareware database

• PowerPoint Slides of all figures in the text, organized by chapter, including the full
color version of MATLAB-generated figures. Additional supplementary figures
may be added over time as part of the Shareware Program.

• Projects – the “starter set” of complex, multi-step problems involving use of MAT-
LAB, including recommended student evaluation scoring sheets that break down the
xvi Preface

credit to be given for every step and aspect. Projects are an exciting component that
makes excellent use of MATLAB skills to test full understanding and application of
principles. They are a prime element of the SciTech Shareware Program.

Shareware in Electromagnetics (SWEM) Program

As the name implies, Shareware in electromagnetics has been set up by SciTech Publishing
as a means for instructors, teaching assistants, and even students to share their ideas and
methods for learning, appreciating, and applying electromagnetic principles. Some items are
accessible only by our textbook adopters and buyers (exam sets and their solutions, for
example), while others are set up to be shared publicly, the only stipulation being registra-
tion and a contribution, however modest, to SWEM. Think of it as a neighborhood block
party for the electromagnetics teaching and learning community. Bring your “covered dish,
salad, or dessert” and share in the overall goodies, fun, and collegiality. For major SWEM
items such as Projects, Applications, and Optional Topics, custom submission forms have
been created on the website for ease of a contribution. For general ideas and items, such as a
cool web link or figures, a generic form may be used. In any case, one can simply submit an
email to [email protected]. Acknowledgements will always be given for submis-
sions unless anonymity is requested. See the available shareware and submission forms
under “Instructors” at www.scitechpub.com/lonngren2e.htm.
We recognize that there are several different approaches to teaching electromagnetics in
the usual engineering curriculum. We have tried to make our Second Edition adaptable to
every approach. Every course will quickly review mathematical techniques and background
material from previous math and physics courses. After that, curriculum sequences move
down different paths.
Historical Approach – One traditional sequence is to follow a historical approach,
where topics are covered in a sequence similar to the historical development of the subject
matter, paralleling the experiments that revealed electromagnetic phenomena from ancient
times. Thus, the usual course starts with electrostatics, then covers magnetostatics, intro-
duces Maxwell’s equations, wave phenomena, and follows up with applications such as
transmission lines, waveguides, antennas, etc. This has probably been the most common
curriculum sequence used until recently, and our book maintains this traditional approach.
Maxwell’s Equations Approach – Another approach is to present Maxwell’s equations
early, develop wave phenomenon from them and then cover electrostatics, magnetostatics, and
applications. A common variation on this with physics departments is to show how Maxwell’s
equations follow from relativity. This approach tends to require more mathematical sophisti-
cation from students, but it is popular with some instructors because of its independence from
experimentally derived laws.
Transmission Lines Approach – Because of the perceived higher level of mathematics
associated with electromagnetics, an increasing number of instructors today prefer to build
upon the subject matter with which the student is already familiar. Thus, they prefer to
introduce transmission lines early as a logical extension of the circuit theory that students
Preface xvii

have studied prior to arriving in their electromagnetics courses. This approach has several
advantages, beyond the obvious one of using familiar circuit analogies to help the student
develop their physical insight. Using transmission lines, students are exposed to applica-
tions of the electromagnetics theory early in the class, providing them with a rationale for
the need of this subject matter. Secondly, transmission lines naturally incorporate many of
the concepts that students sometimes find difficult to visualize when talking about fields and
waves, such as time delay, dispersion, attenuation, etc.
Students should appreciate that there is no one best way to learn (or teach) this mate-
rial. Each of these approaches is equally valid, and chances are that the student can learn
this material, whatever the approach, if a sustained effort is made. To support both the
student and the instructor in this educational effort, we have tried to make this text flexi-
ble enough to be used with a variety of curriculum sequences with varying degrees of
emphasis. For instance, we made Chapter 7 on transmission lines, independent of other
chapters, so those instructors wishing to cover this material first can do so, with a mini-
mum of backtracking required. On the other hand, the instructor and student can start at
the beginning of the text and work forward through the chapter material in a more con-
ventional sequencing of chapters. Additionally, instructors can choose to skip more
advanced sections of the chapters, so they can cover more topics at the expense of depth
of topic coverage. Thus, this text can be used for a one or two quarter format, or in a one
or two semester format, especially when supplemented by the topics on the accompany-
ing CD. Following are some suggestions for course syllabi, depending on what the
instructor wishes to emphasize and how much time he or she has available.

• A traditional one-quarter course primarily emphasizing static fields could be cov-

ered using the first five chapters.

• A traditional one-semester course with reduced emphasis on static fields, but includ-
ing transmission line applications would include Chapters 1, 2, 3, and portions of
Chapters 4 and 5 (Sections 4-1 through 4-6 and Sections 5-1 through 5-5), followed
by Chapter 6 and portions of Chapter 7 (Sections 7-1 through 7-8).

• A one-semester “transmission lines first” approach, consisting of Chapter 1, fol-

lowed by Chapter 7 (Sections 7-1 through 7-8), then Chapters 2 and 3, followed by
portions of Chapter 4 (Sections 4-1 through 4-6), Chapter 5 (Sections 5-1 through
5-5) and Chapter 6.

A second semester course can be developed from the remainder of the text, as well as
selected supplemental topics from the student CD. For instance, a second semester course
emphasizing EM waves and their applications would consist of a review of the material previ-
ously covered in Chapters 4–7, and additional selections from Chapter 4 (Sections 4-6
through 4-8), as well as Chapter 8, and CD selections on transmission lines, waveguides
and antennas. The Instructor’s Resource CD offers additional suggestions, and students and
instructors should check the appropriate sections of the website for updates.
xviii Preface

Of course, these are just suggestions; the actual course content will reflect the interests
of the instructors and the programs for which they are preparing their students . It is for this
reason that we have tried to enhance the flexibility of this text with supplemental material
covering a variety of electromagnetic topics. Your suggestions and contributions of addi-
tional topics are invited and welcomed. Let us know your thoughts.

Acknowledgments
We are extremely proud of this new edition and the improvements made to virtually every
aspect of the book, its supplements, and the web support. In very large part these upgrades
are due to our adopting professors, their students, and the editorial advisory board members
who volunteered to assist. All share our passion for electromagnetics. Adopters who taught
from the first edition and passed along many helpful corrections and suggestions were:

Jonathon Wu – Windsor University

David Heckmann – University of North Dakota
Perry Wheless, Jr. – University of Alabama
Fran Harackiewicz – Southern Illinois University at Carbondale

Advisors who have given conceptual suggestions, read chapters closely, and critiqued the
supplements in detail are:

Sven Bilén – Pennsylvania State University

Don Dudley – University of Arizona
Chuck Bunting – Oklahoma State University
Jim West – Oklahoma State University
Kent Chamberlin – University of New Hampshire
Christos Christodoulou – University of New Mexico
Larry Cohen – Naval Research Laboratory
Atef Elsherbeni – The University of Mississippi
Cindy Furse – University of Utah
Mike Havrilla – Air Force Institute of Technology
Anthony Martin – Clemson University
Wilson Pearson – Clemson University

The publication of an undergraduate textbook represents a close collaboration among

authors, technical advisors, and the publisher’s staff. We consider ourselves extremely for-
tunate to be working with a highly personal, committed, and passionate publisher like
SciTech Publishing. President and editor Dudley Kay has believed in our approach and the
book’s potential for wide acceptance through two editions. Susan Manning is our produc-
tion director, and we have learned to appreciate her with awe and astonishment for all the
Preface xix

bits and pieces of a textbook that must be managed. Production Assistant Robert Lawless,
an engineering graduate student at North Carolina State University, provided incredible
support, understanding, and suggestions for reader clarity. Bob Doran’s unfailing good
humor and optimism is just what every author wants in a sales director.
Special thanks to Michael Georgiev, Sava Savov’s graduate student, for his early work
on the illustrations program, its technical accuracy, and checks on its conversion to two-
color renderings. Graphic designer Kathy Gagne’s cover art, chapter openings, web pages,
and advertising pages are all a remarkably cohesive effort that helps support our vision bril-
liantly. Dr. Bob Roth and daughter Anne Roth have extended Kathy’s design to beautifully
matching student support and instructor feedback web pages.
The authors would like to acknowledge Professor Louis A. Frank, Dr. John B. Sigwarth,
and NASA for permission to use the picture on the cover of this book, Professor Er-Wei Bai
for discussions concerning MATLAB, and Professor Jon Kuhl for his support of this project.

Errors and Suggestions

Our publisher assures us that the perfect book has yet to be written. We can reasonably
expect some errors, but we need not tolerate them. We also strive for increased clarity on a
challenging subject. We invite instructors, students, and individual readers to contribute to
the errata list and recommendations via the feedback forms on the website. SciTech will
maintain a continually updated errata sheet and corrected page PDFs on the website, and
the corrections and approved suggestions will be incorporated into each new printing of the
book. We vow to make this project “organic” in the sense that it will be continually grow-
ing, shedding dead and damaged leaves, and becoming continuously richer and more palat-
able. If we are successful and realize our goal, every reader and user of the book and its
supplements will have a hand in its evolving refinements. We accept all responsibility for
any errors and shortcomings and invite direct comments at any time.

Karl E. Lonngren
University of Iowa
Iowa City, IA
[email protected]

Sava V. Savov
Technical University of Varna
Varna, Bulgaria
[email protected]

Randy Jost
Utah State University
Logan, UT
[email protected]
 Editorial Advisory Board
in Electromagnetics

Dr. Randy Jost–Chair Dr. Thomas Xinzhang Wu

Space Dynamics Lab and School of Electrical Engineering
ECE Department Utah State University and Computer Science University
Dr. Jon Bagby of Central Florida
Department of Electrical Engineering Dr. Cynthia Furse
Florida Atlantic University ECE Department University of Utah
Dr. Sven G. Bilen Dr. Hugh Griffiths
Penn State University Principal, Defence College
University Park, PA of Management & Technology
Dr. Chuck Bunting Cranfield University Defence Academy
ECE Department Oklahoma State University of the United Kingdom
Mr. Kernan Chaisson Dr. William Jemison
Electronic Warfare Consultant ECE Department Lafayette College
Rockville, MD Mr. Jay Kralovec
Dr. Kent Chamberlin Harris Corporation Melbourne, FL
ECE Department University Mr. David Lynch, Jr.
of New Hampshire DL Sciences, Inc.
Dr. Christos Christodoulou Dr. Anthony Martin
ECE Department University ECE Department Clemson University
of New Mexico Dr. Wilson Pearson
Mr. Larry Cohen ECE Department Clemson University
Naval Research Lab Washington, D.C. Mr. Robert C. Tauber
Dr. Atef Elsherbeni SAIC–Las Vegas EW University–Edwards
ECE Department University of Mississippi AFB

xx
 xxi

Notation Table
Coordinate System Coordinates
Cartesian (x, y, z)
Cylindrical (, , z)
Spherical (r, , )

Quantity Symbol SI Unit Abbreviations Dimensions

Amount of substance mole mol
Angle ,  radian rad
Electric current I; i ampere A I
Length , , … meter m L
Luminous intensity candela cd
Mass M; m kilogram kg M
Thermodynamic temperature Kelvin K K
Time t, T second s T
Admittance Y Siemens S I2T3/M/L2
Capacitance C farad F I2T4/M/L2
Charge; point charge Q; q Coulomb C IT
Charge density, line  coulomb/meter C/m IT/L
Charge density, surface s coulomb/meter2 C/m2 IT/L2
Charge density, volume v coulomb/meter3 C/m3 IT/L3
Conductance G Siemens S I2T3/M/L2
Conductivity  Siemens/meter S/m I2T3/M/L3
Current density J ampere/meter2 A/m2 I/L2
Current density, surface J ampere/meter A/m I/L
Electric flux density D coulomb/meter2 C/m2 IT/L2
Electric dipole moment p coulomb • meter C•m ITL
Electrical field intensity E Volt/meter V/m ML/I/T3
Electric potential; Voltage V Volt V ML2/I/T3
xxii

Quantity Symbol SI Unit Abbreviations Dimensions

Energy, Work W joule J ML2/T2
Energy density, volume w joule/meter3 J/m3 M/L/T2
Force F Newton N ML/T2
Force density, volume f Newton/meter3 N/m3 M/L2/T2
Frequency f Hertz Hz 1/T
Impedance Z Ohm Ω ML2/I2/T3
Inductance L; M Henry H ML2/I2/T2
Magnetic dipole moment m ampere • meter2 A • m2 IL2
Magnetic field intensity H ampere/meter A/m I/L
Magnetic flux  Weber Wb ML2/I/T2
Magnetic flux density B Tesla T M/I/T2
Magnetic vector potential A Tesla • meter T•m ML/I/T2
Magnetic voltage Vm ampere A I
Magnetization M ampere/meter A/m I/L
Period T second s T
Permeability  Henry/meter H/m ML/I2/T2
Permittivity  farad/meter F/m I2T4/M/L3
Polarization P coulomb/meter2 C/m2 IT/L2
Power P watt W ML2/T3
Power density, volume p watt/meter3 W/m3 M/L/T3
Power density, surface S watt/meter2 W/m2 M/L/T2
Propagation constant 1/meter 1/m 1/L
Reluctance m 1/Henry 1/H I2T2/M/L2
Resistance R Ohm Ω ML2/I2/T3
Torque T Newton • meter N•m ML2/T2
Velocity v meter/second m/s L/T
Wavelength meter m L
 C H A CHAPTER
PTER 1 1

MATLAB, Vectors, and Phasors

1.1 Understanding Vectors Using MATLAB ..........................................................4

1.2 Coordinate Systems..........................................................................................17
1.3 Integral Relations for Vectors..........................................................................29
1.4 Differential Relations for Vectors ...................................................................37
1.5 Phasors.................................................................................................................52
1.6 Conclusion ..........................................................................................................56
1.7 Problems..............................................................................................................56

This chapter introduces readers to MATLAB, either as a gentle begin-

ning or as a refresher of specific properties and operations. Your book
should include a CD containing a self-study MATLAB tutorial with
more depth and practice than can be provided here. If you did not receive
a CD with your book, if you need a replacement, or if you want to be sure you
have the most recent files, go to www.scitechpub.com/lonngren2e.htm. Mean-
while, this chapter provides a convenient application of MATLAB and review
of vectors to our study of electromagnetics.
MATLAB, widely used in engineering studies and industry, is a software
tool that allows you to obtain visual images easily of various electromag-
netic phenomena that we will soon encounter. Also, vectors, which are so
crucial in describing electromagnetic phenomena, can be easily manipulated
using MATLAB. Numerous figures in this text have been created using
MATLAB, as can be seen by the MATLAB icon beside them. For simplicity,
we will emphasize Cartesian coordinates in this review. The vector opera-
tions in other coordinate systems are included in Appendix A. Our motiva-
tion in employing vectors is that electromagnetic fields are vector quantities
and their use will permit us to use a fairly compact notation to represent sets
of partial differential equations. This review will include a presentation of
the vector differential operations of the gradient, divergence, and curl. The
transformation of a vector from one coordinate system to another will be
discussed. It is often helpful to be able to transform a problem from one
coordinate system to another in order to see additional symmetry and gain
further insight. Readers who feel comfortable with vector terminology can
3
4 MATLAB, Vectors, and Phasors

easily skip this section of the chapter and move on with no loss of continuity.
Just note that in this text, bold-face type will be used to denote a vector A,
and the symbol uA will be used to indicate the unit vector corresponding to
this vector. This chapter concludes with some brief comments on phasors.

1.1 Understanding Vectors Using MATLAB

MATLAB software is widely available at most schools and departments of
electrical and computer engineering. That is why we make extensive use of it,
and no doubt your instructor understands its capabilities and advantages.
MATLAB is a very useful tool in assisting understanding of engineering elec-
tromagnetics, because it combines both the capabilities of a traditional calcu-
lator as well as a programming language. The two- and three-dimensional
plotting capabilities are exploited throughout this text since a picture or a
graph aids in the physical interpretation of an equation. Here we present sev-
eral important features of this program that will be useful in comprehending
electromagnetic theory.
Various functions such as trig functions appear in a MATLAB library
that can be easily called up and used to visualize an abstract equation. The
user can customize and add to this list by writing a program in an M-file.
Numerous MATLAB figures and problem statements are included through-
out this textbook, and the files that have been used to create them are avail-
able on the enclosed CD. These programs are characterized with file names
such as “example_103” and “figure_103” to indicate the third example and
the third figure in Chapter 1, respectively. The example and figure captions
are clearly identified in the book with the MATLAB icon to let you know an
M-file exists. We assume that the reader is able to call up MATLAB with
the familiar MATLAB prompt “>>” appearing on the screen. Typing the
words “help topic” after the prompt brings on-screen help to the user when
needed.
Let’s start with a simple example. Type the following command after the
prompt, press the Enter key, and note the following statements that appear
on the screen:
>>x 3
x
(1.1)
3
>>
The computer has assigned a value for the variable x that it remembers until
changed or until we exit the program. This is an example of using MATLAB
in the calculator mode, with the result available immediately after entering
the value for the variable. MATLAB is now ready for the next input. Let us
Other documents randomly have
different content
Where they all shoot on the wing.

* * *

In Lapland

They sat alone in the moonlight,

And she soothed his troubled brow.
“Dearest, I know my life’s been fast,
But I’m on my last lap now.”

* * *

Barbara Frietchie
(From the Norsk Nightingale.)
Recited by HARRY DIX
Barbara Frietchie ban brave old hen,
Her age it ban tree score and ten.
She living in Frederick, Maryland,—
It ban yust a dinky von night stand.
But Barbara rise to fame, yu bet,
And folks ban talking about her yet.
Ef yu lak to know yust how dis ban,
Ay skol tal yu story the best ay can.

Op the street com Yen-ral Yackson,

Ay bet yu he ban a gude attraction;
For all dese Reubs skol rubber lak hal,
And some of dem calling the yen’ral “pal.”
Yackson, he sees dem on both sides
Shooting dis bunk to save deir hides.
Den op in vindow he see big flag,
And tenk at first he must have a yag.
No; sure enuff, it ban Union Yack.
So Stonevall stand on his horse’s back,
Yell at his men. Dey shoot, von and all,
And into the gutter flag skol fall.

Den Barbara get pretty mad, yu bet,

And say, “Ay skol fule deze geezers yet.”
She run to her bureau double haste,
And, yerking out dandy peek-a-boo waist,
Nail it to flagstaff, and vave it hard,
And say: “Dis skol hold yu avile, old pard.
Shoot, ef yu must, dis peek-a-boo,
Ef it ant qvite holy enough for you,
And tak gude aim at dis old gray head,
But spare yure country’s flag!” she said.

Den Stonevall Yackson look purty cheap,

And all his soldiers feel yust lak sheep.
He say: “Dis lady skol standing pat
 He say: Dis lady skol standing pat.
She ban game old party, ay tal yu dat.
Who taking a shot at yon bald head
Skol die lak puppy dog, skip along,” he said.

All day long in Frederick town

Soldiers ban marching op and down.
And late dat night, ven dey leave on Soo,
Dey see dis fluttering peek-a-boo.
And Stonevall Yackson say, “Vat yu tenk.”
And yerk out bottle and tak gude drenk.

* * *

Eve’s Retrospection

Once Eve took a glance at us here,

And her poor heart was filled with good cheer;
“When I ran around nude
I thought I was rude,
But I note I’m in good style this year.”

* * *

Pickled Workin’s

There was a young lady named Perkins

Who had a great fondness for gherkins;
She went to a tea
And ate twenty-three,
Which pickled her internal workin’s.

* * *
 Shame on You, Oscar

Said a fellow named Oscar H. Titus:

“The shimmy is danced to delight us.”
They asked him, by chance,
Who invented the dance,
And the answer he gave was: “St. Vitus.”

* * *

Passing the Buck

The milkman came and left the milk,

The nursemaid got the same,
She vamped him and he married her,
And now the cow they blame.

* * *

At the Beach

“Oh, mother, may I go out to swim?”

“Oh, yes, my darling daughter,
But hang some clothes on each pretty limb,
For the po-lice insist you oughter.”
 Pasture Pot Pourri

Oh, aspirin, dear aspirin, my head aches for you.

* * *

A trip on the ocean will bring out all the good that’s in you.

* * *

In the army it was: “Gimme,” “Let me take,” and “Have

you?”

* * *

When your comprenez vous rope is cut,

When you’ve bats in your belfry that flut,
When there’s nobody home
In the top of your dome,
Then your head ain’t a head—it’s a nut.

* * *

Last night I went to see a fortune teller. She read my mind, started to blush,
and slapped me right in the face.

* * *

No, Geraldine, Rex Beach is not a summer resort.

* * *
 It is said that a woman ofttimes will drive a man to drink.
For the land’s sake, show me one.

* * *

Superintendent—“How long did you work at your last job?”

Applicant—“Ten years.”
“What doing?”
“Ten years.”

* * *

The Garter Blues

I bought my girl a pair of jeweled garters for Christmas, but now she’s
given them to another girl.
Now I know I’ll never see those garters again.

* * *

“A wild woman caused my downfall.”

“How’s that?”
“She tripped me.”

* * *

Now, boys and girls, let’s all sing “I’ve Got the Blues,” in A flat.

* * *

There’s water in the ocean,

There’s water in the sea,
For the last year or two
They’ve been watering me.
 * * *

Dear Bill: I don’t feel right; I feel so blue; please write a line and tell me what to
do.
Drink ink—makes everything write.

* * *

Mrs. Smith to Mrs. Johnson: “Ain’t it funny what some folks will do to
get their name in the paper? Now there’s the Olson family. I see by the
Tribune this mornin’ where they’ve got a new baby at their home.”

* * *

Hail, hail, the gang’s all here;

Some liar said I had real beer.

* * *

A wife may be a necessity—another man’s wife is certainly

a luxury.

* * *

Virtue is its own reward—and too often its only reward.

* * *

Watchful Waiting
(From the Dubuque Times-Herald.)
GAS OVERCOMES GIRL WHILE TAKING BATH
Miss Cecelia M. Jones owes her life to the watchfulness of Joel
Colley, elevator boy, and Rufus Baucom, janitor.
 * * *

Murderers appear to me to be happy-go-lucky fellows—they take

life so easily.

* * *

When the “pay-off” men are shy of dough

And want a little “jack,”
They take us poor old farmers
And sell a street car track.

* * *

Sayings of the Famous: Old Crow—“Ashes to ashes and dust to

dust; if saloons don’t get us the drug stores must.”

* * *

“I’m a little stiff from lacrosse.”

“Oh, Wisconsin?”

* * *

A little snow covers a multitude of rubbish.

* * *

Gossip kills more souls than vice. Reformers, take notice.

* * *

Whenever I see a chorus girl with a new Hudson seal coat,

it is none of my business.

* * *
 Times Change
’Tis true times do change. A man used to take his musket and
powder horn and go hunting for a deer. But now the little dear takes
a powder puff and goes hunting for a man.

* * *

Somebody Is Always—

Old Hiram Keller went to the cellar

To get a wee nip on the sly;
At the foot of the stair, he found his wife there,
And didn’t she give him the eye!

* * *

Sworn Off
No, thank you. As I say, the friendship of a good man for his good
friend’s good wife is a rare and fine thing.
But for ordinary human nature it is too risky.

* * *

Life always has some horrid clog

To trip a fellow up,
And it’s hard to be a gay, gay dog
On the income of a pup.

* * *

A Matter of Habit
 Pat—Johnny Newlywed says he has the most economical
wife in town.
Mike—How’s that?
Pat—He says that the morning after he was married, he
happened to think that his wife needed a little money, so he
gave her a five dollar bill, whereupon she reached into her
stocking and handed him two dollars change.
 Classified Ads

Leathery People
(From Mandan Daily Pioneer.)
High Grade Bags for men and women of extra quality leather.

* * *

Make It Two, Please

(From the Michigan Daily.)
WANTED—Room from Thursday to Monday with woman student.

* * *

Especially in Edgetown
(From the Momence Progress.)
A box social will be hell at the Edgetown School District No. 37, on
Saturday.

* * *

Is She Entertaining This Winter?

(From the Dixon, Ill., Telegraph.)
 Found—Brown fur collar. Owner can have same by paying for ad and
calling on Mrs. William Greig.

* * *

Engaged Couples Preferred

(From the Oak Parker, Ill.)
For Rent—Furnished front room; warm and sunny; twin beds; new
house; to persons engaged; references. Call after 4 p.m.

* * *

Just a Rehearsal
(From the Elgin News.)
Mr. and Mrs. Pierce left immediately on a short honeymoon trip. The
“real” honeymoon trip is soon to be made, into various parts of Virginia.

* * *

My Daughter, O My Daughter!
(From the Indianapolis Star.)
WOODRUFF PLACE, 571 E. Drive. Room and board; modern, home
privileges; gentleman preferred. Daughter wishes congenial roommate.
Woodruff 6110.

* * *

With Best Regards

(From the Lancaster, Wis., Teller.)
The low-down, scurvy halfbreed that swiped our log chain from the
bridge where we were working does not need to bring it back, as we
have another one, but if there is a hell for dogs I hope he gets a seat in
the front row with my compliments.

* * *

A Few More Want Ads

WANTED—Man to work in dog kennel; $12 a week; sleep in or out.—
Pittsburg Post.
WANTED—Good home for young lady who requires very little attention
at night.—New Orleans Times-Picayune.

FOR SALE—About 100 year old chickens.—Waterloo (Ia.) Courier.

* * *

Pitiless Publicity
(From the Mount Vernon Argus.)
—W. Harshbarger, of Pleasantville, is the guest of Mrs. A. E. Blackman,
of North Fulton Ave.
—A. E. Blackman is away on a hunting trip.

* * *

A Model Husband
There is a man who never drinks,
Nor chews, nor smokes, nor swears;
Who never gambles, never flirts,
And shuns all sinful snares.
He’s paralyzed.

There is a man who never does

A thing that is not right;
His wife can tell just where he is
Morning, noon and night.
He’s dead.
 Jest Jokes and Jingles

“If you can’t laugh at the jokes of this age,

Laugh at the age of these jokes.”

He Didn’t Write So Very Often

Mr. Ever Sharp of Lead, S. Dak., had the nerve to write that his
most embarrassing moment happened when he asked a young lady
clerk in a stationery store for some lead. I’m glad I use a fountain
pen.

* * *

Isn’t the X-ray wonderful? A Chicago dispatch says with the X-ray
it is now possible to have pictures taken of your “diverticula of the
sigmoid” for the loved ones at home.

* * *

A Domestic Disaster
“Isn’t it awful! My husband has run off with our cook.”
“Terrible, and cooks are so scarce!”

* * *

No Chance
 “There, what was I telling you—figures never lie!”
“No, they can’t—not with the dresses the girls are wearing
nowadays.”

* * *

A “Major” Operation
“What’s the matter, old top? You look sick.”
“I’ve just undergone a serious operation.”
“Appendicitis?”
“Worse than that. I had my allowance cut off.”

* * *

How often, oh how often,

As drunk as a son of a gun,
Two moons rose over the city
Where there should have been but one.

* * *

Modern Methods
Kindly gentleman to little girl: “My, but your folks must take good
care of you.”
Little girl: “Well, they ought to—I’ve got enough of ’em.”
“What do you mean, little girlie?”
“Well, mister, I’ve got three mamas by my first papa and two
papas by my last mama.”
 “Can that really be so?”
“Yes, sir, and my last papa just told me that I had a little baby
brother at home and I’m going home now and tell mama.”

* * *

She flaunts a skirt cut rather high,

And quite a length of hose,
The city girl is never shy,
However, shy of clothes.

* * *

Beware of a Skunk, Dead or Alive

Men, take warning and never go fur-shopping until you are
entirely familiar with the vernacular of the fur store. Listen to my
tale of woe. My wife requested that I buy a vermin fur piece for a
Christmas present. Later, when I asked the pretty blonde fur clerk if
she’d show me her vermin, she gave a look that made me feel like a
spare tire on a decootieized tin lizzie. Then I asked for some skunk
and she called the floor-walker. I asked him if he had charge of the
skunk and he promptly asked me out of the store. But the fresh air
felt so refreshing and Mrs. Bill still wears her cloth coat of the
vintage of pre-war prices.

* * *

Our Monthly Motto

“Keep your feet on the ground and your mind on Heaven.”

* * *
 Especially in Cold Weather
The new housemaid was, in most respects, quite satisfactory, but
the mistress had observed that Bridget in her dusting operations,
always appeared to miss a beautiful model of Venus. “Bridget,” cried
the mistress at last, “why don’t you dust this figure? See”—and she
touched it with her fingers—“she is quite covered with dust.”
“Bejabers,” replied Bridget, “I hev been t’inking fer a long time,
mem, that she should be covered with something.”

* * *

A mirage is a marriage that never happens.

* * *

Authenticated Military Message

Three soldiers—an American, an Englishman and an Irishman—
from a trench watched a German airplane overhead. A piece of
paper fluttered down and landed in a shell hole a few feet away.
Thinking it might be of value, the American crawled out after it. It
proved to be a crumpled bit torn from a piece of wrapping paper.
Thinking to have some fun with his comrades, he returned and said:
“It looks as though it has been of value, all right, but I can’t make it
out.”
The Englishman said he would try, and after he had investigated
he took his cue from the American and admitted that he also was
unable to read it.
“Faith,” said the Irishman, “I’ll bet I can dissect it,” and he started
for the shell hole. In a few minutes he was back.
“Did you read it?” he was asked.
 “Sure and I read it,” he replied, “but all I could make out was that
the Germans are badly frightened and their entire rearguard has
been wiped out.”

* * *

The Irish lad and Yiddish boy were engaged in verbal combat.
First one would insist that his father or mother were better than the
other’s. Then it was their pet bulldogs and their teachers. Finally the
subject came down to respective churches.
“I guess I know that Father Harrity knows more than your Rabbi,”
the little Irish boy insisted.
“Shure, he does; vy not?” replied the Jew boy. “You tell him
everything.”
 Our Rural Mail Box

Skipper Bill: Accept my best wishes for the season, and may
each festive day find you squatted ’round some board arrangement
heaped with viands, digestible and otherwise; and may the
platitudes, provoked by the year’s munificence and the fact that
you’re alive, be salt to the root of the tree of good fellowship. And
may the years to come endear you more to the thousands of
American “Bohemians,” who recognize you now as a damn good
fellow.
Even though the desert remain arid, and we are forced to sip from
lips that burn, and betray, for inspiration, we’ll remain in the fight
until old Mother Earth calls upon us for our quota of bone and flesh
—dust. Yours for the bull-con, E. W. Welty.

* * *

Ima Cumming: If, while going through the park at night, you
should hear some maiden say, “Sweet, Daddy,” that doesn’t
necessarily mean she’s talking to her father.

* * *

Betty B. Good: Don’t complain that your confidence has been

betrayed. The fault is your own for pouring unsafe talk into a leaky
mind.

* * *

Van Perry—It seems plausible enough that Mandy acquired her

big feet from walking through the squashy, mushy mud of the rich
Brazos county soil but I hardly believe she was so lazy as to have
ever sat down on the job of cotton picking. Too good to be true.

* * *

Tiny.—Can not quite make out the letter. If it was an (o) your
father shot himself. If it wasn’t, he didn’t.

* * *

Henpeck—If your wife really loved you she’d have married

someone else.

* * *

Lover—Squeeze them, tease them, anything will please them.

* * *

Lord Helpus: You don’t have to be a seasoned veteran to put

“pep” in your work.

* * *

Dolly Dollars: Yes, we all blow many beautiful bubbles of

iridescent hue, and of course, some of ’em are just bound to bust.

* * *

Said mother to father:

“It’s time that girl of ours was married.”
“Oh, what’s the rush? Let her wait till the right man comes along.”
“Why should she? I didn’t.”

* * *
 It ’Appened in Hingland
Both the vicar and his curate were extremely devout churchmen,
and so when Lent came round they naturally decided that each must
deny himself something, and thus set a proper example to the flock.
Unfortunately, however, the curate could not make up his mind as
to what he should forego. He therefore consulted the vicar on the
point and asked what his worthy superior had decided to do without.
“I shall abstain from tobacco,” said the vicar, in answer to the
curate’s question, “and I can but suggest that you should either do
the same or refrain from taking alcohol.”
“But, vicar,” protested the curate, “you surely know that I am a
non-smoker and a teetotaler.”
“Ah! I had forgotten that,” replied the vicar; “in that case the only
thing left for you is to put your wife from you for six weeks and live
as a celibate.”
This, the curate agreed, would indeed be self-denial; however, he
promptly proceeded to put the plan into action.
Already he had got about half-way through this trying period,
when one morning he was awakened by a gentle tap on his door.
“Yes; what is it?” he demanded, wondering why on earth he
should be aroused at such an unearthly time.
“John, dear,” came his wife’s plaintive voice from the other side,
“the vicar’s in his garden, and—and he’s smoking!”

* * *

No Cheap Skates Wanted

The world’s Stingiest Man shuffled off finally and departed
heavenwards. He was challenged at the pearly gates by St. Peter.