. "Microwave engineering"@en . . "6" . "Objectives and Contextualisation\nIn wireless communication systems the channel is an asset shared by different users and / or by different communication services. In this sense, communications systems use the electromagnetic spectrum in high frequency.\n\nThe subject of Microwave Engineering is focused on the design of specific components for the RF and Microwave communication equipment. Objectively, it deals with providing the knowledge to understand theoretical phenomena, and practical experiences, of application in the development of hardware and simulation software in industrial projects with needs of both the space segment (telecommunication, navigation, earth observation and space sciences ), as well as wireless terrestrial communications systems, whether wireless fixed as mobile.\n\nMicrowave engineering provides key tools to face technological challenges such as the design of radio frequency components and subsystems, for both terminal equipment and radio communications base stations. Requirements and technologies, factors for miniaturization.\n\nThe more detailed objectives are presented in the following list, so we consider that the student at the end of the course will be able to:\n\nUse tools for analysis and synthesis of devices and subsystems in the radio frequency and microwave bands, as well as to introduce the most widely used technologies in high frequency.\nManage the formulation of scattering parameters as a tool for synthesis and analysis of devices in high frequency. As well as the fundamental properties.\nAnalyze and design passive devices of n-ports, by means of the techniques provided, present in a RF-FEM (Radio Frequency-Front End Module): attenuators, dividers, couplers, resonators, modulators.\nDesign linear and nonlinear devices based on active elements (switch, limiters, mixers, amplifiers)\nExpress the conclusions of the work in the appropriate technical language.\n\nCompetences\nCommunication\nDevelop personal attitude.\nDevelop thinking habits.\nDraft, develop and sign projects in the field of telecommunications engineering that, depending on the speciality, are aimed at the conception, development or exploitation of telecommunication and electronic networks, services and applications.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nSelect and devise communication circuits, subsystems and systems that are guided or non-guided by electromagnetic, radiofrequency or optical means to fulfil certain specifications.\nLearning Outcomes\nAnalyse and design radiofrequency, microwave, broadcasting, radio-link and radio-determination antennas, circuits, subsystems and systems.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both professionally and to non-expert audiences.\nDesign radio communication based applications, understood to be systems for receiving and transporting information.\nDevelop curiosity and creativity.\nDevelop systemic thinking.\nDevelop the capacity for analysis and synthesis.\nGenerate innovative and competitive proposals in professional activity.\nManage information by critically incorporating the innovations of one's professional field, and analysing future trends.\nUse specific simulation tools to analyse and design radiofrequency telecommunication applications.\n\nContent\n1. TRANSMISSION LINE.\n\n2. GEOMETRIES OF THE TRANSMISSION LINE.\n\nPlanar transmission line, STRIPLINE.\n\nPlanar transmission line, MICROSTRIP.\n\n 3. MATRIX REPRESENTATION MICROWAVE CIRCUITS. \n\nScattering parameters.\n\nRelationship between parameters s, z and y.\n\nProperties of the scattering matrix.\n\nParameters [s] in networks with symmetry plane.\n\nPower transfer gain. Voltage gain and scattering parameters.\n\nTwo ports passive networks.\n\nLossless passive networks.\n\nScattering parameter of transmission line.\n\n4. PASSIVE MICROWAVE CIRCUITS.\n\nAttenuators\n\nThree ports passive networks (i).\n\nCirculator\n\nResistive dividers.\n\nDividers using transmission lines\n\nWilkinson's divider.\n\nFour-port networks (directional coupler).\n\nHybrid of 90º.\n\nHybrid of 180º.\n\nGeneral applications\n\nOperation as phase detector.\n\nFour ports networks with coupled lines.\n\nAnalysis with edge coupling.\n\nMicrowave resonators" . . "Presential"@en . "FALSE" . . "Signal Processing"@en . . . . . . . . . . . . . . . . . . . . . . . . . "Bachelor in Telecommunication Systems Engineering"@en . . "https://www.uab.cat/web/estudiar/ehea-degrees/general-information/computer-engineering-telecommunication-systems-engineering-1216708259085.html?param1=1345654047869" . "327"^^ . "Presential"@en . "The fast-paced technological evolution and advances in globalisation have made the information and communication technologies (ICTs) present in almost all of our personal and also professional activities. The union of concepts such as information technology, internet and telecommunications is a reality demanding the knowledge of professionals capable of working in all three areas. For this reason, the UAB offers a double degree in which students can receive integrated training leading to two diplomas in five years.\n\nStudents of the double degree in Computer Engineering (Specialisation in Information Technologies) + Telecommunication Systems Engineering will receive training in both the subjects belonging to each degree and interdisciplinary training to help successfully face the professional challenges of the ICTs and acquire a highly valued versatility with which to stand out from other professionals in the sector.\n\nThe close relation with advanced technological and research centres of both local and international prestige, and with leading companies from the ICT sector, facilitates student participation in high quality work placements and a successful entry into the labour market."@en . . . . "5"@en . "FALSE" . . . "Bachelor"@en . "Both" . "1199.90" . "Euro"@en . "Not informative" . "Recommended" . "no data"@en . "no data" . "FALSE" . "Midstream"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .