DOCSLIB.ORG

Remote Sensing Fundamentals EM Radiation 2.1 W.D

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Remote Sensing Fundamentals EM Radiation 2.1 W.D Philpot & Philipson: Remote Sensing Fundamentals EM Radiation 2.1 W.D. Philpot, Cornell University 2. ELECTROMAGNETIC RADIATION Electromagnetic (EM) radiation and its transfer from sources to objects or from objects to sensors is fundamental to remote sensing, and it is important that certain characteristics of this phenomenon be understood. For most of the passive systems that we consider, the sun is the primary source of EM radiation, but we will also consider emitted (thermal) radiation and active systems that provide their on radiation. In any case, EM radiation is energy and that energy might be in wave or particulate (i.e., photon or quantum) form. All electromagnetic radiation has wave properties; at all levels, radiation shows interference and diffraction. But studies also indicate that the energy carried by electromagnetic waves may, under certain conditions, be regarded as discontinuous rather than the continuously graded energy that would be expected from a wave. 2.1 Maxwell's Equations The fundamental description of Electromagnetic radiation begins with Maxwell's equations which describe propagating plane waves. Maxwell's equations are written: In the presence of charge In vacuum (free space) ρ ∇⋅E = ∇⋅E =0 (2.1) ε0 ∇⋅B =0 ∇⋅B =0 (2.2) ∇ ×EB = −∂/ ∂t ∇ ×EB = −∂/ ∂t (2.3) ∇×B =µ0 J+ ε 00 µ ∂ E/ ∂t ∇×BE =ε00 µ ∂/ ∂t (2.4) where: E = electric field B = magnetic-induction field ρe = electric charge density -12 2 2 ε0 = electrical permittivity of free space = 8.85x10 coulomb /Newton-meter -7 µ0 = magnetic permeability of free space = 12.57x10 weber/ampere-meter t = time ∇· = divergence (a spatial vector derivative operator) ∇ = curl (a spatial vector derivative operator) For our purposes, the key point to be gleaned from these equations is the symmetry between the electric and magnetic fields and the fact that they are always coupled. Electric fields are generated by time varying magnetic fields and magnetic fields are generated by time varying electric fields. By convention we usually only treat electric fields knowing that there will be an associated magnetic field. 2.2 Wave Properties The general concept of remote sensing using EM radiation involves a source or transmitter, the medium through which the wave propagates, and a receiver. As implied in Eq, (2.5), one property of a wave is its frequency, f, the number of vibrations, oscillations or cycles that the wave makes each second (one cycle/second = one Hertz, abbreviated Hz). A wave's frequency is determined by the source. The time of one vibration, the temporal period or period, T, is related to the frequency by f = 1/T. A propagating wave will have a characteristic velocity Philpot & Philipson: Remote Sensing Fundamentals EM Radiation 2.2 W.D. Philpot, Cornell University that is dependent on the medium. If a source is emitting a frequency, f, and if the velocity of wave propagation is v, at the end of one second there will be f waves spread over a distance v × (1s) (i.e., distance = velocity × time). One wave will occupy a distance λ where λ = v / f. (Note that λ = vT.) This distance, the spatial period or wavelength, is the shortest distance between consecutive similar points on the wave (e.g., between consecutive crests or troughs). As an example, c = 2.99792458 × 108 m/s is the speed of light in a vacuum, and this is essentially the speed of light in the atmosphere. (We will use the approximation, c = 3 × 108 m/s.) At a wavelength of 0.5 µm (blue-green light), the frequency of the radiation is: f = v/λ = (3 * 108 m/s) / (0.5 * 10-6 m) = 6 x 1014 Hz = 600 THz (2.5) Similarly, for microwave radiation with a wavelength of 1 cm, the frequency of the radiation is: f = v/λ = (3 * 108 m/s) / (1 * 10-2 m) = 3 x 1010 Hz = 30 GHz (2.6) Figure 2.1: Electromagnetic waves consisting of transverse, oscillating electric (E) and Magnetic (B) fields. The case shown is plane polarized radiation with the E and B fields both oscillating within a plane. 2.3 The speed of light and the index of refraction Equations (2.7) and (2.8) are solutions to Maxwell's equations (Eqs. 2.1-2.4) provided that the wave speed is given by: −1/2 c =µε( οο) (2.7) where: c = velocity of light in a vacuum µo = permeability of free space εo = permittivity of free space Philpot & Philipson: Remote Sensing Fundamentals EM Radiation 2.3 W.D. Philpot, Cornell University Similarly, the speed of light in a particular medium (e.g., water, glass, calcite) may be expressed in terms of the magnetic permeability and the electric permittivity of the medium: −1/2 v =( µε) (2.8) where: v = velocity of electromagnetic waves µ = permeability of the medium ε = permittivity of the medium The permeability of the medium, μ, is a measure of how well the medium stores or conducts a magnetic field. Analogously, the permittivity of the medium, ε, is a measure of how well the medium stores or conducts an electric field. For any medium, ε = εr εo and µ = µr µo; where εr = relative permittivity, also called the dielectric constant, and µr = the relative permeability. The index of refraction of a medium (water, glass, air) is a measure of the speed of light in that medium relative to the speed of light in a vacuum: 1/2 c µε 1/2 nn= = = =( εµrr) (2.9) v µεoo Expressing the speed of light in this way emphasizes the role of the electrical and magnetic properties of the medium controlling the way the light interacts with and propagates in the medium. In general, except for ferromagnetic materials, the magnetic properties are usually negligible, µr ≈ 1, and thus µ ≈ µ0. The full effect of the material on light propagation may be expressed in the complex index of refraction: m = n + iκ (2.10) where n is the standard index of refraction and κ represents the effects of absorption. (κ is sometimes called the electrodynamic absorption coefficient.) Both m and κ are strongly dependent on wavelength. In an absorbing medium the dielectric constant is also represented as a complex number: εεεr = ' + i " (2.11) where ε' and ε" are the real and imaginary part of the dielectric constant. For common materials the index of refraction and the dielectric constant are related by: 2 m = εr (2.12) which leads to the relationships: εκ' = m22 - (2.13) εκ" = 2 m (2.14) In analogy to the absorption coefficient, the electrical conductivity of the material is related to the imaginary part of the dielectric constant: Philpot & Philipson: Remote Sensing Fundamentals EM Radiation 2.4 W.D. Philpot, Cornell University σ = 2 π f εε0r"/ µ (2.15) This quantity is sometimes called the optical conductivity. Except for the case of ferromagnetic materials, µr ≈ 1. 2.4 Polarization Figure 2.1 illustrates a plane polarized wave in which the electric field oscillates in the vertical plane and the magnetic field oscillates in the horizontal plane. As long as the orientation is constant, the wave is said to be plane polarized regardless of the specific orientation. Radiation is frequently split into vertical and horizontal polarization, but this is an arbitrary choice. A wave that is linearly polarized at any intermediate angle can be expressed as the combination of two waves, one horizontally polarized and one vertically polarized, that are exactly in phase (ϕx − ϕy = 0, π, or − π) and of equal amplitude (Ex = Ey). That is, we may express a single wave as a vector combination of two orthogonal waves: Ex0 = E sin(kz+ ωϕt - x) (2.16) Ey0 = E sin(kz+ ωϕt - y) (2.17) If the amplitudes are equal but the phase angles are not equal (ϕx ≠ ϕy) then the electric field will rotate about the z-axis and the radiation is said to be circularly polarized. (Circular polarization can be right-handed or left-handed depending on whether ϕx > ϕy or vice versa.) If the amplitudes are also unequal, the electric field is seen as tracing out an ellipse in time and is therefore said to be elliptically polarized. The state of polarization can be described efficiently using the Stokes Vector: 22 SE0x= + E y Total amplitude (2.18) 22 SE1x= − E y Horizontal linear polarization (2.19) S2 = 2 E 0x E 0y cos(ϕ y −ϕ x ) Linear polarization @ 45° (2.20) S3 = 2 E 0x E 0y sin (ϕ y −ϕ x ) Left-handed circular polarization (2.21) where 〈 . .〉 denotes a time average. Examples of Stokes vectors are given below. In each case, the Stokes vector has been normalized so that S0 = 1. S0 S1 S2 S3 1 0 0 0 Random polarization 1 1 0 0 x-polarized 1 -1 0 0 y-polarized 1 0 1 0 +45° linear 1 0 -1 0 - 45° linear 1 0 0 1 Right-hand circular 1 0 0 -1 Left-hand circular 1 0.6 0 0.8 Right-hand elliptical If a wave is completely polarized the sum of the amplitudes of all the states of polarization must equal to total amplitude, then: Philpot & Philipson: Remote Sensing Fundamentals EM Radiation 2.5 W.D. Philpot, Cornell University 22 22 S0123 = S + S + S (2.22) For a partially polarized wave, the degree of polarization is then defined as the fraction of the total power that is contained in the polarized components: 222 SSS123++ 2 S0 Polarization is a critical component of radar and passive microwave systems and the detectors for these systems are always polarized. In optical and thermal systems, polarization is frequently not part of the design, however polarization by optical components (beam splitters, diffraction gratings, etc.
Load more

Recommended publications
  • 104 Word Vocabulary List Geometry/Honors Geometry
    104 Word Vocabulary List Geometry/Honors Geometry Summer Preparedness Project (“Math Summer Reading”) Summer 2021 – know and be prepared to define/discuss the following terms 1. Geometry - branch of mathematics that deals with points, lines, planes and solids and examines their properties. 2. Point – has no size; length, width, or height. It is represented by a dot and named by a capital letter. 3. Line – set of points which has infinite length but no width or height. A line is named by a lower case, cursive letter or by any two points on the line. 4. Plane – set of points that has infinite length and width but no height. We name a plane with a capital ‘funny font’ letter. 5. Collinear points – points that lie on the same line. 6. Noncollinear points – points that do not lie on the same line. 7. Coplanar points – points that lie on the same plane. 8. Noncoplanar points – points that do not lie on the same plane. 9. Segment – part of a line that consists of two points called endpoints and all points between them. 10. Ray- is the part of a line that contains an endpoint and all points extending in the other direction. 11. Congruent segments – segments that have the same length. 12. Bisector of a segment – line, ray segment, or plane that divides a segment into two congruent segments. 13. Midpoint of a segment – a point that divides the segment into two congruent segments. 14. Acute angle – angle whose measure is between 0 degrees and 90 degrees. 15. Right angle – angle whose measure is 90 degrees.
    [Show full text]
  • Chapter 15 Measuring an Angle
    Chapter 15 Measuring an Angle So far, the equations we have studied have an algebraic Cosmo S character, involving the variables x and y, arithmetic op- motors around erations and maybe extraction of roots. Restricting our Q the attention to such equations would limit our ability to de- circle R scribe certain natural phenomena. An important example P 20 feet involves understanding motion around a circle, and it can be motivated by analyzing a very simple scenario: Cosmo the dog, tied by a 20 foot long tether to a post, begins Figure 15.1: Cosmo the dog walking around a circle. A number of very natural ques- walking a circular path. tions arise: Natural Questions 15.0.1. How can we measure the angles ∠SPR, ∠QPR, and ∠QPS? How can we measure the arc lengths arc(RS), arc(SQ) and arc(RQ)? How can we measure the rate Cosmo is moving around the circle? If we know how to measure angles, can we compute the coordinates of R, S, and Q? Turning this around, if we know how to compute the coordinates of R, S, and Q, can we then measure the angles ∠SPR, ∠QPR, and ∠QPS ? Finally, how can we specify the direction Cosmo is traveling? We will answer all of these questions and see how the theory which evolves can be applied to a variety of problems. The definition and basic properties of the circular functions will emerge as a central theme in this Chapter. The full problem-solving power of these functions will become apparent in our discussion of sinusoidal functions in Chapter 19.
    [Show full text]
  • Basic Surveying – Theory and Practice 4 Hours
    BASIC SURVEYING – THEORY AND PRACTICE 4 HOURS PDH ACADEMY PO BOX 449 PEWAUKEE, WI 53072 (888) 564-9098 www.pdhacademy.com Final Exam 1. This type of surveying in which the mean surface of the earth is considered as a plane, or in which its spheroidal shape is neglected, with regard to horizontal distances and directions. A. Hydrographic Surveying B. Plane Surveying C. Geodetic Surveying D. Construction Surveying 2. Who were the first known people to use some form of chaining in both land surveying and construction surveying? A. Egyptians B. Americans C. Chinese D. Canadians 3. When level chaining, what is the pointed weight on the end of a string called? A. Pea gun B. Break chaining C. Plumb bob D. Field measurement 4. A Common source of error in chaining is: A. Sag in the chain B. Changes in the temperature of the chain C. Variation in the tension on the chain D. All of the above 5. What decade was the first Electronic Distance Measuring (EDM) equipment developed? A. 1940’s B. 1950’s C. 1960’s D. 1970’s 6. These types of angles, right or left, are measured from an extension of the preceding course and the ahead line. A. Interior Angles B. Exterior Angles C. Deflection Angles D. Angles to the left 7. Which of the following is a type of Meridian? A. False B. Lock C. Saturn D. Magnetic 8. A ______________ is a succession of straight lines along or through the area to be surveyed. The direction and lengths of these lines are determined by measurements taken in the field.
    [Show full text]
  • Wk 6 Circle Properties Texts and Tasks
    English for Maths I University of Crete ! From: Circle Properties |Maths Educational Wall Chart/Poster in high gloss paper (A1 840mm x 584mm) TASK 1. Read the following description of circle properties and find the odd one out. • The circle is the shape with the largest area for a given length of perimeter. • The circle is a highly symmetric shape: every line through the centre forms a line of reflection symmetry and it has rotational symmetry around the centre for every angle. Its symmetry group is the orthogonal group O(2,R). The group of rotations alone is the circle group. • All circles are similar: o A circle's circumference and radius are proportional. o The area enclosed and the square of its radius are disproportional. o The constants of proportionality are 2π and π, respectively. • The circle which is centred at the origin with radius 1 is called the unit circle. o Thought of as a great circle of the unit sphere, it becomes the Riemannian circle. • Through any three points, not all on the same line, there lies a unique circle. In Cartesian coordinates, it is possible to give explicit formulae for the coordinates of the centre of the circle and the radius in terms of the coordinates of the three given points. Chord TASK 2. Complete the missing information from the following text on Chord properties: • Chords are equidistant from the centre of a circe ………………they are equal in length. • The perpendicular bisector of a chord passes through the centre of a circle; equivalent statements stemming from the uniqueness of the perpendicular bisector are: o A perpendicular line from the centre of a circle bisects the chord.
    [Show full text]
  • An Introduction to Modern Cosmology
    An Introduction to Modern Cosmology Third Edition An Introduction to Modern Cosmology Third Edition Andrew Liddle Institute for Astronomy, University of Edinburgh, Abbreviate to ‘UK’ This edition first published 2015 c 2015 John Wiley & Sons, Ltd Registered office John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, United Kingdom For details of our global editorial offices, for customer services and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com. The right of the author to be identified as the author of this work has been asserted in accordance withthe Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The publisher is not associated with any product or vendor mentioned in this book. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness fora particular purpose.
    [Show full text]
  • Euclidean Parallel Postulate
    Chapter 2 EUCLIDEAN PARALLEL POSTULATE 2.1 INTRODUCTION. There is a well-developed theory for a geometry based solely on the five Common Notions and first four Postulates of Euclid. In other words, there is a geometry in which neither the Fifth Postulate nor any of its alternatives is taken as an axiom. This geometry is called Absolute Geometry, and an account of it can be found in several textbooks - in Coxeter’s book “Introduction to Geometry”, for instance, - or in many college textbooks where the focus is on developing geometry within an axiomatic system. Because nothing is assumed about the existence or multiplicity of parallel lines, however, Absolute Geometry is not very interesting or rich. A geometry becomes a lot more interesting when some Parallel Postulate is added as an axiom! In this chapter we shall add the Euclidean Parallel Postulate to the five Common Notions and first four Postulates of Euclid and so build on the geometry of the Euclidean plane taught in high school. It is more instructive to begin with an axiom different from the Fifth Postulate. 2.1.1 Playfair’s Axiom. Through a given point, not on a given line, exactly one line can be drawn parallel to the given line. Playfair’s Axiom is equivalent to the Fifth Postulate in the sense that it can be deduced from Euclid’s five postulates and common notions, while, conversely, the Fifth Postulate can deduced from Playfair’s Axiom together with the common notions and first four postulates. 2.1.2 Theorem. Euclid’s five Postulates and common notions imply Playfair’s Axiom.
    [Show full text]
  • Unexpected Trigonometric Insights
    The Mathematics Enthusiast Volume 9 Number 1 Numbers 1 & 2 Article 2 1-2012 If not, then what if as well- Unexpected Trigonometric Insights Stanley Barkan Follow this and additional works at: https://scholarworks.umt.edu/tme Part of the Mathematics Commons Let us know how access to this document benefits ou.y Recommended Citation Barkan, Stanley (2012) "If not, then what if as well- Unexpected Trigonometric Insights," The Mathematics Enthusiast: Vol. 9 : No. 1 , Article 2. Available at: https://scholarworks.umt.edu/tme/vol9/iss1/2 This Article is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in The Mathematics Enthusiast by an authorized editor of ScholarWorks at University of Montana. For more information, please contact [email protected]. TME, vol9, nos.1&2, p .19 If not, then what if as well? Unexpected Trigonometric Insights Stanley Barkan Oranim Academic College of Education, Israel Abstract In performing an exercise of “What if not”, one can end up with a paucity of structure. Adding alternative structure can be a rich source of discovery, as we present here. The framework of this presentation is the original voyage of discovery, from a trivial geometric problem to the derivation of some unexpected trigonometric formulae based on regular polygons. The original “voyage” has been changed only sufficiently to make the text readable. Keywords: Trigonometric identities; Problem posing; Euclidean Geometry Introduction Consider the following construction problem: ABC is a triangle inscribed in its circumscribing circle. Using a compass, take the measure of one of the triangle's sides, which is also a chord of the circle, and mark off identical chords around the circle, starting at either vertex on the selected chord.
    [Show full text]
  • The Moon Illusion Explained Introduction and Summary
    The Moon Illusion Explained Finally! Why the Moon Looks Big at the Horizon and Smaller When Higher Up. Don McCready Professor Emeritus, Psychology Department University of Wisconsin-Whitewater Whitewater, WI 53190 Email to: mccreadd at uww.edu Introduction and Summary [This Section and all other Sections Were Revised November 10, 2004] [Technical Notes on the Murray, Boyaci, & Kersten (2006) experiment were added in June, 2006.] For many centuries, scientists have been puzzled by the common illusion that the rising moon at the horizon looks considerably larger than it does later, at higher elevations toward the zenith of the sky. For at least nine centuries they have known that the angular subtense of the moon's horizontal (azimuth) diameter always measures about 0.52 degrees at an earthly observation point no matter where the moon is in the sky. In other words, there is no physical (optical) reason why the horizon moon should look larger than the zenith moon. Because the moon's angular size remains constant, photographs of the horizon moon and zenith moon taken with the same camera settings yield images which are the same size, as represented by Figure 1. Such pictures prove that the earth's atmosphere certainly does not "magnify" the horizon moon. Figure 1: This sketch represents what a double- exposure photograph of the horizon moon and zenith moon looks like. The two moon images have the same diameter on the film (and a print) because the angle the endpoints of the moon's diameter subtend at a camera lens remains the same. Many researchers have taken such photos in order to convince themselves.
    [Show full text]
  • Mathematics 2 Problem Sets
    Mathematics 2 Mathematics Department Phillips Exeter Academy Exeter, NH August 2019 To the Student Contents: Members of the PEA Mathematics Department have written the material in this book. As you work through it, you will discover that algebra, geometry, and trigonometry have been integrated into a mathematical whole. There is no Chapter 5, nor is there a section on tangents to circles. The curriculum is problem-centered, rather than topic-centered. Techniques and theorems will become apparent as you work through the problems, and you will need to keep appropriate notes for your records | there are no boxes containing important theorems. There is no index as such, but the reference section that starts on page 85 should help you recall the meanings of key words that are defined in the problems (where they usually appear italicized). Problem solving: Approach each problem as an exploration. Reading each question care- fully is essential, especially since definitions, highlighted in italics, are routinely inserted into the problem texts. It is important to make accurate diagrams. Here are a few useful strategies to keep in mind: create an easier problem, use the guess-and-check technique as a starting point, work backwards, recall work on a similar problem. It is important that you work on each problem when assigned, since the questions you may have about a problem will likely motivate class discussion the next day. Problem solving requires persistence as much as it requires ingenuity. When you get stuck, or solve a problem incorrectly, back up and start over. Keep in mind that you're probably not the only one who is stuck, and that may even include your teacher.
    [Show full text]
  • H2 Angles, Circles and Tangents Introduction
    Mathematics SKE, Strand H UNIT H2 Angles, Circles and Tangents: Introduction H2 Angles, Circles and Tangents Introduction Learning objectives This unit continues the angle geometry theme, bringing in the important topic of bearings and also using circles and tangents. After completing Unit H2 you should • be able to identify and use bearings in practical problems * • understand and be able to use angle geometry results for circles, chords, diameters and tangents • appreciate and use the subtended angle results in a circle and the concept of a cyclic * quadrilateral • understand and be confident in using the alternate segment theorem and the length formula for * intersecting chords. Introduction Angle geometry is introduced in Unit H1 and is extended in this unit to working with circles and tangents. Another aspect is introduced - the concept of compass bearings for specifying direction. This topic has its own history. It is thought that the Chinese knew about the 'magical' magnetic properties of the iron mineral ore called lodestone (or loadstone) as early as the 4th century BC. At that time they had no idea that while the iron ore was still hot volcanic magma, its atoms had aligned with the earth's magnetic field and, as it cooled back to rock, it became magnetised. The ancient Greeks also knew about the weak attraction lodestone had to tin but the compass's first actual use to get bearings at sea, is placed closer to around 300 AD. Chinese sailors were reported to be using it around 1100 AD. Arabian merchants had started using it by 1220 AD and the Scandinavian Vikings by 1250 AD.
    [Show full text]
  • UNIT 32 Angles, Circles and Tangents Introduction to SIM
    MEP Jamaica: STRAND I UNIT 32 Angles, Circles and Tangents: Introduction to SIM UNIT 32 Angles, Circles and Tangents Introduction to SIM Learning objectives This unit continues the angle geometry theme, bringing in the important topic of bearings and also using circles and tangents. After completing this unit of STUDENT INSTRUCTIONAL MATERIAL (SIM) you should • be able to identify and use bearings in practical problems • understand and be able to use angle geometry results for circles, chords, diameters and tangents • appreciate and use the subtended angle results in a circle and the concept of a cyclic quadrilateral • understand and be confident in using the alternate segment theorem and the length formula for intersecting chords. Key points and principles • In finding bearings, say A from B, you must find the angle, N N measured clockwise, made by the N direction with the line from B to A. A B • The angle subtended at the circumference of a circle by B a diameter is a right angle. A • The angles subtended at the circumference on the same side of a circle by a chord are equal. • The angle subtended at the centre of a circle by an arc is twice the angle subtended at a point on the circumference (alternate segment theorem). • Opposite angles of a cyclic quadrilateral sum to 180°. • The angle subtended between a tangent and a chord equals any angle on the circumference subtended by the chord. • For the circle, A D AX×× CX = BX DX X B C • For the circle, 2 BP=× AP CP A C P B © CIMT and e-Learning Jamaica 1 MEP Jamaica: STRAND I UNIT 32 Angles, Circles and Tangents: Introduction to SIM UNIT 32 Angles, Circles and Tangents Introduction to SIM Facts to remember N N • Bearings are of the form of angles, expressed as three-digit numbers and are measured from the N, A in a clockwise direction.
    [Show full text]
  • CHARACTERIZATION of the POLARIZATION and FREQUENCY SELECTIVE BOLOMETRIC DETECTOR ARCHITECTURE a Dissertation Submitted to the Gr
    CHARACTERIZATION OF THE POLARIZATION AND FREQUENCY SELECTIVE BOLOMETRIC DETECTOR ARCHITECTURE A Dissertation Submitted to the Graduate School of Case Western Reserve University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Physics by Jonathan Ryan Kyoung Ho Leong, B. S. Thesis Advisor: John E. Ruhl Graduate Program in Physics Cleveland, Ohio May 2009 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the thesis/dissertation of Jonathan Ryan Kyoung Ho Leong candidate for the Doctor of Philosophy degree∗. John E. Ruhl(signed) (chair of the committee) Daniel S. Akerib Lawrence M. Krauss R. Mohan Sankaran November 24, 2008(date) ∗ We also certify that written approval has been obtained for any proprietary material contained therein. This document is in the public domain. To my mother iii Contents List of Tables . vi List of Figures . vii ACKNOWLEDGMENTS . xi Chapter 1: INTRODUCTION . 1 1.1 Big Bang Cosmology . 1 1.2 CMB Temperature Anisotropies . 7 1.3 The Inflationary Paradigm . 17 1.4 CMB Polarization Anisotropies . 21 Chapter 2: PFSB MOTIVATION . 30 2.1 CMB Polarization Challenges . 30 2.2 PFSB Introduction . 37 2.2.1 Bolometers . 37 2.2.2 FSBs . 41 2.2.3 PFSBs . 43 2.3 PFSB Feed Architecture . 49 Chapter 3: CHARACTERIZATION FORMALISM . 57 Chapter 4: SIMULATION . 63 4.1 Overview . 64 4.2 Aperture Diffraction . 66 4.3 Waveguide Mode Decomposition . 68 4.4 Propagation & Termination . 71 4.5 Circular Waveguide Results . 73 Chapter 5: PFSB TEST CRYOSTAT . 77 5.1 Cryogenics . 77 5.2 SQUID Readout . 81 iv Chapter 6: CHARACTERIZATION TOOLS .
    [Show full text]