Library of Congress Cataloging-in-Publication Data Hayt, William Hart, – Engineering electromagnetics / William H. Hayt, Jr., John A. Buck. — 8th ed. p. cm. Engineering electromagnetics / William H. Hayt, Jr., John A. Buck. — 8th ed. industry, Professor Hayt joined the faculty of Purdue University, where he served . Know when business research should and should not be. Business research is the application Engineering Electromagnetics Sixth Edition William H. Hayt.
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The McGraw-Hill Companies. Engineering Electromagnetics. Sixth Edition. William H. Hayt, Jr.. John A. Buck. Textbook Table of Contents. The Textbook Table. Engineering Electromagnetics 8th Edition. by William H. . This item:Engineering Electromagnetics by William H. Hayt Professor Emeritus Hardcover $ Access Engineering Electromagnetics 8th Edition solutions now. Our solutions are written by Chegg experts so you can be assured of the highest quality!.
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As in the previous edition, the transmission lines chapter 10 is stand-alone, and can be read or covered in any part of a course, including the beginning. In it, transmission lines are treated entirely within the context of circuit theory; wave phenomena are introduced and used exclusively in the form of voltages and cur- rents. Inductance and capacitance concepts are treated as known parameters, and so there is no reliance on any other chapter.
Field concepts and parameter com- putation in transmission lines appear in the early part of the waveguides chapter 13 , where they play additional roles of helping to introduce waveguiding con- cepts.
The chapters on electromagnetic waves, 11 and 12, retain their independence of transmission line theory in that one can progress from Chapter 9 directly to Chapter By doing this, wave phenomena are introduced from first principles but within the context of the uniform plane wave.
Chapter 11 refers to Chapter 10 in places where the latter may give additional perspective, along with a little more detail. Nevertheless, all necessary material to learn plane waves without previously studying transmission line waves is found in Chapter 11, should the student or instructor wish to proceed in that order.
The new chapter on antennas covers radiation concepts, building on the retarded potential discussion in Chapter 9. The discussion focuses on the dipole antenna, individually and in simple arrays. The last section covers elementary transmit-receive systems, again using the dipole as a vehicle.
The book is designed optimally for a two-semester course. As is evident, statics concepts are emphasized and occur first in the presentation, but again Chapter 10 transmission lines can be read first. In a single course that emphasizes dynamics, the transmission lines chapter can be covered initially as mentioned or at any point in the course. One way to cover the statics material more rapidly is by deemphasizing materials properties assuming these are covered in other courses and some of the advanced topics.
This involves omitting Chapter 1 assigned to be read as a review , and omitting Sections 2. A supplement to this edition is web-based material consisting of the afore- mentioned articles on special topics in addition to animated demonstrations and interactive programs developed by Natalya Nikolova of McMaster University and Vikram Jandhyala of the University of Washington.
Their excellent contributions are geared to the text, and icons appear in the margins whenever an exercise that pertains to the narrative exists. In addition, quizzes are provided to aid in further study.
The theme of the text is the same as it has been since the first edition of An inductive approach is used that is consistent with the historical development. After the first chapter on vector analysis, additional math- ematical tools are introduced in the text on an as-needed basis. Throughout every edition, as well as this one, the primary goal has been to enable students to learn independently.
Numerous examples, drill problems usually having multiple parts , end-of-chapter problems, and material on the web site, are provided to facilitate this.
Answers to the drill problems are given below each problem. Answers to odd- numbered end-of-chapter problems are found in Appendix F. A solutions manual and a set of PowerPoint slides, containing pertinent figures and equations, are avail- able to instructors. These, along with all other material mentioned previously, can be accessed on the website:. I would like to acknowledge the valuable input of several people who helped to make this a better edition.
Special thanks go to Glenn S. Smith Georgia Tech , who reviewed the antennas chapter and provided many valuable comments and sug- gestions. Other reviewers provided detailed com- ments and suggestions at the start of the project; many of the suggestions affected the outcome.
They include:. Jackson — University of Houston Karim Y. I also acknowledge the feedback and many comments from students, too numerous to name, including several who have contacted me from afar. I continue to be open and grateful for this feedback and can be reached at john. Many suggestions were made that I considered constructive and actionable. I regret that not all could be incorporated because of time restrictions.
Creating this book was a team effort, involving several outstanding people at McGraw-Hill. These include my publisher, Raghu Srinivasan, and sponsoring editor, Peter Massar, whose vision and encouragement were invaluable, Robin Reed, who deftly coordinated the production phase with excellent ideas and enthusiasm, and Darlene Schueller, who was my guide and conscience from the beginning, providing valuable insights, and jarring me into action when necessary.
Diana Fouts Georgia Tech applied her vast artistic skill to designing the cover, as she has done for the previous two editions. Finally, I am, as usual in these projects, grateful to a patient and supportive family, and particularly to my daughter, Amanda, who assisted in preparing the manuscript.
On the cover: Radiated intensity patterns for a dipole antenna, showing the cases for which the wavelength is equal to the overall antenna length red , two-thirds the antenna length green , and one-half the antenna length blue. This text is available as an eBook at www. At CourseSmart, stu- dents can take advantage of significant savings of the printed textbook, reduce their impact on the environment, and gain access to powerful web tools for learning.
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Craft your teaching resources to match the way you teach! With McGraw-Hill Create, www. Find the content you need in Create by searching through thousands of leading McGraw-Hill textbooks. Arrange your book to fit your teaching style. Go to www. Blackboard, the web-based course management sys- tem, has partnered with McGraw-Hill to better allow students and faculty to use online materials and activities to complement.
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McGraw- Hill and Blackboard can now offer you easy access to industry leading technology and content, whether your campus hosts it, or we do. Be sure to ask your local McGraw-Hill representative for details. V ector analysis is a mathematical subject that is better taught by mathematiciansthan by engineers. Most junior and senior engineering students have not hadthe time or the inclination to take a course in vector analysis, although it is likely that vector concepts and operations were introduced in the calculus sequence.
These are covered in this chapter, and the time devoted to them now should depend on past exposure. The viewpoint here is that of the engineer or physicist and not that of the mathe- matician. Proofs are indicated rather than rigorously expounded, and physical inter- pretation is stressed. It is easier for engineers to take a more rigorous course in the mathematics department after they have been presented with a few physical pictures and applications.
Vector analysis is a mathematical shorthand. It has some new symbols and some new rules, and it demands concentration and practice. The drill problems, first found at the end of Section 1. They should not prove to be difficult if the material in the accompanying section of the text has been thoroughly understood. The x, y , and z we use in basic algebra are scalars, and the quantities they represent are scalars.
If we speak of a body falling a distance L in a time t , or the temperature T at any point in a bowl of soup whose coordinates are x, y , and z , then L , t, T, x, y , and z are all scalars. Other scalar quantities are mass, density, pressure but not force , volume, volume resistivity, and voltage. A vector quantity has both a magnitude1 and a direction in space.
We are con- cerned with two- and three-dimensional spaces only, but vectors may be defined in. Force, velocity, acceleration, and a straight line from the positive to the negative terminal of a storage battery are examples of vectors.
Each quantity is characterized by both a magnitude and a direction. Our work will mainly concern scalar and vector fields. A field scalar or vector may be defined mathematically as some function that connects an arbitrary origin to a general point in space.
Note that the field concept invariably is related to a region. Some quantity is defined at every point in a region. Both scalar fields and vector fields exist. The temperature throughout the bowl of soup and the density at any point in the earth are examples of scalar fields. The gravitational and magnetic fields of the earth, the voltage gradient in a cable, and the temperature gradient in a soldering-iron tip are examples of vector fields.
The value of a field varies in general with both position and time. In this book, as in most others using vector notation, vectors will be indicated by boldface type, for example, A. Scalars are printed in italic type, for example, A.
When writing longhand, it is customary to draw a line or an arrow over a vector quantity to show its vector character. This is the first pitfall. Sloppy notation, such as the omission of the line or arrow symbol for a vector, is the major cause of errors in vector analysis.
Some of the rules will be similar to those of scalar algebra, some will differ slightly, and some will be entirely new. To begin, the addition of vectors follows the parallelogram law. Figure 1. Vector addition also obeys the associative law,. Coplanar vectors are vectors lying in a common plane, such as those shown. Vectors in three dimensions may likewise be added by expressing the vectors in terms of three components and adding the corresponding components.
Examples of this process of addition will be given after vector components are discussed in Section 1. Vectors may be multiplied by scalars. The magnitude of the vector changes, but its direction does not when the scalar is positive, although it reverses direction when multiplied by a negative scalar.
Multiplication of a vector by a scalar also obeys the associative and distributive laws of algebra, leading to.
The multiplication of a vector by a vector is discussed in Sections 1. In our use of vector fields we shall always add and subtract vectors that are defined at the same point. For example, the total magnetic field about a small horseshoe mag- net will be shown to be the sum of the fields produced by the earth and the permanent magnet; the total field at any point is the sum of the individual fields at that point.
If we are not considering a vector field, we may add or subtract vectors that are not defined at the same point. For example, the sum of the gravitational force acting on a lb f pound-force man at the North Pole and that acting on a lb f person at the South Pole may be obtained by shifting each force vector to the South Pole before addition.
To describe a vector accurately, some specific lengths, directions, angles, projections, or components must be given. There are three simple methods of doing this, and about eight or ten other methods that are useful in very special cases. We are going. They are right, but enough is enough. In the rectangular coordinate system we set up three coordinate axes mutually at right angles to each other and call them the x, y , and z axes. It is customary to choose a right-handed coordinate system, in which a rotation through the smaller angle of the x axis into the y axis would cause a right-handed screw to progress in the direction of the z axis.
If the right hand is used, then the thumb, forefinger, and middle finger may be identified, respectively, as the x, y , and z axes.
A point is located by giving its x, y , and z coordinates.
These are, respectively, the distances from the origin to the intersection of perpendicular lines dropped from the point to the x, y , and z axes.
An alternative method of interpreting coordinate. If the curved fingers of the right hand indicate the direction through which the x axis is turned into coincidence with the y axis, the thumb shows the direction of the z axis. As we encounter other coordinate systems in Sections 1. All this is familiar from trigonometry or solid geometry and as yet involves only. To describe a vector in the rectangular coordinate system, let us first consider a vector r extending outward from the origin.
A logical way to identify this vector is by giving the three component vectors , lying along the three coordinate axes, whose vector sum must be the given vector. The component vectors are shown in Figure 1.