The Math I Used In My First Year as a Full Time Engineer

The video discusses the transition from academic to real-world engineering, focusing on the reduced use of complex math in practical settings. It highlights the application of general mathematical concepts in tasks like antenna testing and data analysis, emphasizing the importance of understanding over computation. The video also covers topics like polarization, signal strength, and gain calculation using logarithmic scales, illustrating how theoretical knowledge is applied in engineering jobs.

What is one major difference between academic and real-world engineering as mentioned by the speaker?

• Less teamwork in school

• More theoretical knowledge needed in the workplace

• Less math required in the workplace

• More hands-on experience in school

In the speaker's first job, what was the primary task they worked on?

• Writing MATLAB code for antenna measurements

• Designing new antennas

• Conducting field tests for antennas

• Developing new signal processing algorithms

What mathematical concept did the speaker apply during antenna testing?

• Complex numbers

• Differential equations

• Spherical coordinate systems

• Linear algebra

What is the axial ratio in antenna testing?

• The ratio of signal strength to noise

• The ratio of frequency to wavelength

• The ratio of antenna length to width

• The ratio of maximum to minimum power

How is the gain of an antenna calculated on a logarithmic scale?

• By dividing the power by a reference power and taking the log

• By subtracting the power from a reference power

• By multiplying the power by a constant

• By adding the power to a reference power

What does a 3 dB beamwidth indicate in antenna testing?

• The angle at which the signal loses half its maximum power

• The minimum power output of the antenna

• The maximum power output of the antenna

• The frequency range of the antenna

What was the speaker's main takeaway from their first year of work regarding the use of math?

• They frequently used complex calculus

• They rarely used math beyond basic concepts

• They found math to be unnecessary

• They used math only for documentation purposes