ECE 495 — Electromagnetic Warfare and Survivability

Block 1: Radar Fundamentals
Lesson 9: Project 1 Work Day

Juan Jurado, Col, USAF, Ph.D.
Permanent Professor and Head
Electrical and Computer Engineering
Fall 2026

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Block 1 · Lesson 9 · The Ask

Project 1: The Ask

Your group is the survivability analysis cell supporting B-21 mission planning.

Product

The range at which each threat radar class first detects the B-21, as a function of aspect and band — with uncertainty a planner can use.

Everything you need is in L1–L8: range equation, RCS, IADS taxonomy, $S_{\min}$
Handout, RCS table, and starter skeleton are posted
Results presentations at L10 — 10 minutes, 5 of Q&A, everyone speaks

Detection range is not a number — it's a shape.

Block 1 · Lesson 9 · Scenario

A notional adversary IADS sector, layered as in L7.

Class	Band	$f$	$P_t$	$G_t = G_r$	$S_{\min}$
EW	UHF	0.5 GHz	2 MW	25 dBi	−158 dBW
ACQ	S	3 GHz	1 MW	30 dBi	−160 dBW
TTR	X	10 GHz	100 kW	35 dBi	−150 dBW

Same notional parameters as the L7 companion script — your old code works here
Free space, monostatic, detect at $S \geq S_{\min}$

Block 1 · Lesson 9 · RCS Model

B21_RCS_Table.csv

Notional RCS in dBsm, $5^\circ$ aspect steps, nose to tail, in all three threat bands.

Band matching — own band, own column: EW $\rightarrow$ UHF, ACQ $\rightarrow$ S, TTR $\rightarrow$ X
Symmetric about the nose–tail axis — the table covers the full circle
Uncertainty — every value is the center of a $\pm 3$ dB interval. How you carry it to range is your call to defend

Note where LO works hardest — and where it doesn't. The bands disagree.

Block 1 · Lesson 9 · Tasking

1 · Detection range vs aspect — $R_{\max}(\theta)$ per class, in band. Justify your binning
2 · Uncertainty — propagate $\pm 3$ dB of RCS into km
3 · Visualization — one picture that tells the whole story
4 · Ingress implications — which class, which aspects, by how much. With numbers
5 · Recommendation — one slide to the mission planning cell

Innovation bonus — up to +5% for going meaningfully beyond the baseline ask.

Block 1 · Lesson 9 · Starter

The skeleton handles plumbing so you start at the physics:

Example File: L9_Project1Starter.m

Verify the worked number first. Then build.

Block 1 · Lesson 9 · Battle Rhythm

Clock	What happens
First 10 min	Groups assigned, claim a whiteboard, read the handout together
Next 30 min	Divide the work: pipeline, uncertainty, visualization, story
Last 10 min	Regroup: what's done, what's blocked, who owns what before L10

I am floating between groups — pitch me your approach early.

Plan the presentation first — it tells you what to compute.

Block 1 · Lesson 9 · Wrap-Up

Before you leave

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