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4-1 CHAPTER 4    RADAR SYSTEM MAINTENANCE LEARNING OBJECTIVES Upon completion of this chapter, the student will be able to: 1.  Interpret the transmitter frequency spectrum in terms of frequency distribution, power output, receiver response, and an acceptable spectrum curve. 2.  Describe the methods for measuring the average and peak power outputs of a radar transmitter. 3.  Describe the methods of measuring receiver sensitivity. 4.  Define receiver bandwidth in terms of the receiver response curve and state the most common methods of measuring tr tube recovery time. 5.  List the support systems associated with a typical shipboard radar system and describe the basic function of each. 6.  State the general rules for the prevention of personnel exposure to rf radiation and X-ray emissions. INTRODUCTION TO RADAR MAINTENANCE The effectiveness of your radar system depends largely upon the care and attention you give it. An improperly adjusted transmitter, for example, can reduce the accuracy of a perfectly aligned receiver; the entire system then becomes essentially useless. Maintenance, therefore, must encompass the entire system for best operation. Because of the complexity of most radar systems, trying to detail step-by-step procedures for specific maintenance actions in this chapter is impractical. However, the basic procedures for some maintenance actions that are common to most radar systems will be discussed. Also, an overview of support systems for radars will be presented. This will include electrical power, dry-air systems, and liquid cooling systems. Finally, safety precautions inherent to radars are listed. TRANSMITTER PERFORMANCE CHECKS The transmitter of a radar is designed to operate within a limited band of frequencies at an optimum power level. Operation at frequencies or power levels outside the assigned band greatly decreases the efficiency of the transmitter and may cause interference with other radars. Therefore, transmitter performance must be monitored closely for both frequency and output power.


   


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