1. Finding the Poynting’s Theorem in a Health Center in San Pablo (peru)
Case study related to Electromagnetic Fields

2. Context

3. Peru context
Although Peru is a country with a steady economic growth their deep inequalities and the contrast between urban and rural areas persist.
Peru has a Human Development Index of in 2013 (placed 77nd of 185 worldwide).
The Adjusted HDI (IHDI) in 2013, that reflects disparities between the population in income, health and education, is 0.561, 24.3 % less than the corresponding HDI.

4. Telecommunications
SERVICE
URBAN
RURAL
Fixed telephony
86% 0%
+ Fixed wireless telephony
92%
53%
Fixed broadband access to the Internet (ADSL)
82%
Mobile access to Internet 2.5G (EDGE)
48%
Mobile broadband access to Internet (UMTS)
56% 3%
Cable TV
67%
Satellite TV
100%
Public telephony
94%
There is a lack of services in rural areas, as it is shown in the table.

5. Governance and health
There is an effort in developing the principles of citizen participation, transparency and accountability of local governments.
Importance of using ICTs in enhancing organizational management and performance.
According to the World Health Organization most inequalities in health are due to the conditions in which people are born, live and work, as well as the health system they have.
International regulations on the right to health require governments to provide access to health care with quality care, non-discrimination and economic conditions that do not prevent access of the poor.

6. Willay Program by ONGAWA
The Willay program is implemented in two distinct regions; San Pablo in Cajamarca and Acomayo in Cuzco.
Here we are going to focus on the project of San Pablo, in Cajamarca.
Willay proposes the use of ICTs in rural areas for democratic governance and citizen participation.

7. Willay Program by ONGAWA
In this case study, we will use the San Pablo I Project to find the electromagnetism Poynting’s theorem in different places of the local network in the village of Tumbaden.

8. FINDING THE POYNTING’S THEOREM
In the following exercises, some real problems related to the design of the system of the Tumbaden's Health Center are going to be detailed.
Special focus on:
Poynting´s Theorem in several practical situations.
Design a Photovoltaic Solar Energy system.
Leontovich boundary condition.

9. Class activity

10. CLASS ACTIVITY: GROUP DISCUSSION
Decide the requirements of the health centre in Tumbaden, and compare it with the typical health centre in the students country.
Role playing with different point of views. Taking into account:
Costs.
Characteristics.
Previous projects.
Preferences

11. Class activity: Problem 1
The average density power of the solar radiation arriving outside the atmosphere of the earth is 1367 W/m2 .
Apply the Poynting's Theorem in order to obtain the power radiated by the Sun.
What is the value of the Poynting vector in the Earth’s surface (Data: 360 J in every cm2 per hour, sunny day).
Knowing the DC power that the panel supplies, what is the panel efficiency? If there is an error of 30°, what would be the output power of the panel?

12. HOMEWORK ACTIVITY

13. HOMEWORK ACTIVITY PROBLEM 2
Design the photovoltaic system of the Tumbaden’s health center (the peak power of the panel and the capacity of the batteries)

14. HOMEWORK ACTIVITY PROBLEM 3
Apply Poynting’s Theorem to deduce how much power is dissipated in the inverter and what is its efficiency.

15. HOMEWORK ACTIVITY PROBLEM 4
The lowest radiated power from the antenna in Tumbaden School needed in order to establish communication with the Health Centre?
What is the power intercepted by a student’s head placed 20 meters from the antenna?

16. HOMEWORK ACTIVITY PROBLEM 5
Given the following fields and applying the Poynting's Theorem:
Characteristics of the coaxial cable?
Obtain the magnetic and electric field in different parts of the coaxial cable.

17. HOMEWORK ACTIVITY PROBLEM 6
Obtain the permittivity and the coaxial dimensions supposing an ideal dielectric.
Obtain the conductivity.
Obtain the total attenuation constant supposing losses in the dielectric as well.

18. APPENDIX: SOLUTION OF CLASS ACTIVITY

19. PROBLEM 1: SOLUTION (1/2)

20. PROBLEM 1: SOLUTION (2/2)