Experimental study on the impact of antenna characteristics on non-stationary V2I channel parameters in tunnels

This paper analyses the experimentally-assessed dual-polarized (DP) mobile channel in a tunnel environment at 1.35 GHz under traffic conditions. We investigate the impact of antenna polarization and radiation pattern on the non-stationary vehicle-to-infrastructure (V2I) channel. Basic channel evaluation metrics are examined including path gain, co-polarization ratio (CPR), and cross-polarization discrimination (XPD). In addition, the stationarity region is estimated using the channel correlation function approach, and used to calculate the time-varying delay and Doppler power profiles. Statistical models are presented for parameters like CPR, XPD, RMS delay and Doppler spreads, where the lognormal distribution provides the best fit. The polarization and the opening angle of the antennas into the propagation channel are found to strongly influence the observed non-stationarity of the channel. They impact the degree of multipath richness that is captured, thus providing different path gain, delay and Doppler spreads. Based on our analysis, the directional antenna with vertical polarization provides the longest stationarity time of 400 ms at 90 km/h, as well as the highest path gain and lowest dispersion. Furthermore, the DP channel capacity is calculated and its dependence on different normalization approaches is investigated. We propose a more accurate normalization for the DP channels that takes the conservation of energy into account. Moreover, the subchannels correlation coefficients are determined. While the condition number is found to be low on average, the correlation results show high correlation among the DP subchannels. As conclusion, we show how the CPR and XPD play the main role in providing multiplexing gain for DP tunnel channels.

Publication year:2020

Keywords:A1 Journal article

BOF-keylabel:yes

BOF-publication weight:3

CSS-citation score:1

Authors:International

Authors from:Higher Education

Accessibility:Open