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For any of the aperture antennas discussed, the isotropic gain can be found in terms of the area of the physical aperture by using the relationships given in Eqs. (6.14) and (6.15). For accurate gain determinations, the difficulties lie in determining the illumination efficiency I, which can range from 35 to 80 percent for horns and from 50 to 80 percent for circular reflectors (Balanis, 1982, p. 475). Circular reflectors are discussed in Sec. 6.13. 6.13 The Parabolic Re ector Parabolic reflectors are widely used in satellite communications systems to enhance the gain of antennas. The reflector provides a focusing mechanism which concentrates the energy in a given direction. The most

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HINT:

9 1

A parabolic reflector. (Courtesy of Scientific Atlanta, Inc.)

You will need to reposition the robot for each letter at the right position and at the right heading (see Exercise 2).

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commonly used form of parabolic reflector has a circular aperture, as shown in Fig. 6.15. This is the type seen in many home installations for the reception of TV signals. The circular aperture configuration is referred to as a paraboloidal reflector. The main property of the paraboloidal reflector is its focusing property, normally associated with light, where parallel rays striking the reflector converge on a single point known as the focus and, conversely, rays originating at the focus are reflected as a parallel beam of light. This is illustrated in Fig. 6.16. Light, of course, is a particular example of an electromagnetic wave, and the same properties apply to electromagnetic waves in general, including the radio waves used in satellite communications. The ray paths from the focus to the aperture plane (the plane containing the circular aperture) are all equal in length.

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The geometric properties of the paraboloidal reflector of interest here are most easily demonstrated by means of the parabola, which is the curve traced by the reflector on any plane normal to the aperture plane and containing the focus. This is shown in Fig. 6.17a. The focal point or focus is shown as S, the vertex as A, and the axis is the line passing through S and A. SP is the focal distance for any point P and SA the focal length, usually denoted by f. (The parabola is examined in more detail in App. B). A ray path is shown as SPQ, where P is a point on the curve and Q is a point in the aperture plane. Length PQ lies parallel to the axis. For any point P, all path lengths SPQ are equal; that is, the distance SP PQ is a constant which applies for all such paths. The path equality means that a wave originating from an isotropic point source has a uniform phase distribution over the aperture plane. This property, along with the parallel-beam property, means that the wavefront is plane. Radiation from the paraboloidal reflector appears to originate as a plane wave from the plane, normal to the axis

31.1 Calculate the area A under the parabola y = x 2 + 2x and above the x-axis, between x = 0 and x = l.

code to achieve this. You will need to change some of the code in the Print_Message subroutine to allow for the new fonts. Notice that the ASCII code for 0 9 is not contiguous with the ASCII code for the letters.

0 0 S

Figure 6.17 (a) The focal length f SA and a ray path SPQ. (b) The focal distance . (b)

Part 3 capitalizes on all the skills and experiences gained in Parts 1 and 2 to build complete, useful, and interesting projects. The reader, at this point in the text, is expected to be fully competent with the language and simulator. Single behaviors are combined to create compound complex behaviors. Many of the programs developed in previous chapters are modi ed to function in combination, allowing for smooth transitions from one behavior to another, creating an overall behavior that achieves a multifaceted and realistic job. We acquaint the reader with more advanced ideas in computer science by introducing topics such as graphs, lists, stacks, queues, and simple databases. We also explore the software-engineering skills required to pro ciently handle the process of conceiving, specifying, designing, and building a complete practical project. Each chapter evolves the project by considering initial designs and then improving on the designs up to a certain level. Possible additional improvements are discussed and suggested for the readers to accomplish on their own. Upon completing Part 3 you will Have full ability in utilizing all the features of the robot simulator. Have advanced knowledge of the RobotBASIC language. Have the skills to program complex and realistic projects. Be familiar with some software engineering skills required during the life cycle of a robotics project. Appreciate the concepts of some computer science topics related to the eld of arti cial intelligence (AI).

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