Quick answer. Cost the instruments before the trainers. The ten units here, CW-0001 to CW-0010, are signal sources: an analog, digital, FM or radio trainer teaches nothing until a group can see the signal on at least a two-channel oscilloscope, and modulation depth, bandwidth and sideband work needs a spectrum analyser. The microwave, fibre and antenna benches need their own sources, detectors and meters too. So count how many practical groups work at once, choose between the combined trainer CW-0001 and the separate CW-0002 and CW-0003, and then ask for one quotation that pairs each trainer with the instruments it needs.
Ten units, coded CW-0001 to CW-0010, equip a communications workshop: analog communication, digital communication, a combined analog and digital trainer, frequency modulation and demodulation, an AM and FM radio trainer, RF circuit design, microwave active and passive circuit design, optical fibre communication and an antenna trainer. Between them they carry a student from a modulated carrier on a bench to a signal launched into a fibre or radiated from an aerial.
The first thing to understand about this range is that the trainers overlap on purpose. CW-0001 covers analog and digital communication in one unit, while CW-0002 and CW-0003 split the same ground into two; CW-0007 and CW-0009 narrow it further to radio and to frequency modulation alone. That is a genuine choice rather than duplication. One combined trainer costs less and occupies one bench; separate units let two groups work on different topics in the same session, which is what decides it for most workshops. Count your practical groups first, then choose.
| Code | Unit | What it is for |
|---|---|---|
| CW-0001 | Digital and analog communication trainer | Both families on one bench, for a workshop with limited space or one practical group |
| CW-0002 | Analog communication trainer | Amplitude and angle modulation, mixing, detection, noise |
| CW-0003 | Digital communication trainer | Sampling, quantisation, line coding, digital modulation and error behaviour |
| CW-0007 | AM and FM radio trainer | A complete receiver as a teaching object: front end, mixer, detector, audio |
| CW-0009 | Frequency modulation and demodulation trainer | One topic in depth, useful where a syllabus examines it closely |
| CW-0004 | RF circuit design trainer | Matching, filters, amplifiers and oscillators at radio frequencies |
| CW-0005 | Microwave active circuit design trainer | Sources, amplifiers and mixers in the microwave region |
| CW-0006 | Microwave passive circuit design trainer | Waveguide and transmission-line components, couplers, tees and attenuators |
| CW-0008 | Optical fibre communication trainer | Source, fibre, detector, attenuation and bandwidth measurement |
| CW-0010 | Antenna trainer | Radiation patterns, gain, polarisation and matching |
Here is the mistake that spoils more communications workshops than any other: the trainers are budgeted and the instruments are not. A communication trainer is a source of signals; it teaches nothing until someone can see what the signal is doing. So cost the instruments before the trainers, because in this subject the instruments often cost more than the units they serve.
| Unit | What it needs beside it |
|---|---|
| Analog, digital, FM and radio trainers | A two-channel oscilloscope per group as a minimum. Modulation depth, bandwidth and sideband work needs a spectrum analyser, and a syllabus that examines bandwidth cannot be taught without one |
| RF circuit design | A signal generator covering the band, and a scope or analyser with enough bandwidth. Matching and filter work is far clearer with a network analyser if the budget reaches |
| Microwave active and passive | A microwave source with a modulator, a detector and a power or VSWR meter, plus the waveguide components themselves. Confirm which of these is in the quoted unit and which is extra |
| Optical fibre | An optical power meter, patch cords and connectors, and the cleaving and stripping tools if splicing is taught |
| Antenna | A source, a detector or receiver with a readable level, and a rotating mount with an angle readout |
Instruments are listed in the test and measurement workshop range. Ask us to quote trainer and instruments as one set against your syllabus, and ask for a line-by-line list of what is supplied with each trainer - the commonest disappointment on delivery is a microwave bench that arrives without the detector or the power meter the experiment needs.
Microwave benches. The power levels on a teaching bench are low, in the milliwatt region, but the habits taught here are the ones that matter later on equipment that is not. Teach them from the first session: every output port terminated before power is applied, nothing ever looked into down an open waveguide or horn, and the source switched off before components are changed. Ask what the source is, what it needs for a supply, and whether a matched load, a detector and a VSWR or power meter come with the bench.
Optical fibre. Two hazards, both of which catch beginners. First, never look into the end of a fibre or a connector that may be energised: the wavelengths used are invisible, so the eye gets no warning and the blink reflex offers no protection. A power meter tells you whether a fibre is live; an eye does not. Second, cleaved fibre ends are glass splinters that are almost invisible and will embed in skin, so the bench needs a dedicated sharps container and a rule that offcuts never go on the floor or in a pocket. On specification, ask which wavelengths the trainer uses, whether the fibre is plastic or glass - plastic is much more forgiving for teaching and far cheaper to replace - what connector type it uses, and what a set of replacement patch cords costs, since those are the consumable.
Antennas. Be realistic about what an antenna measurement in a classroom shows. Walls, benches, metal cupboards and people all reflect, so a pattern measured in an ordinary room is indicative of the shape and useful for teaching, but it is not an absolute measurement and should not be presented as one. Ask what frequency the kit works at, because that decides the room you need: a kit in the gigahertz region has small antennas and tolerable distances, while a lower-frequency kit needs a large space to get anywhere near a far-field measurement. Ask also whether absorber material is offered, and whether the mount reads angle directly.
Ask of every unit here whether it radiates into free space, and at what frequency and power. Trainers that keep their signal inside a cable or a waveguide raise no question at all. A kit that radiates may need to sit in a permitted band or hold an authorisation, and the rules differ by country; a teaching antenna at a few milliwatts in a licence-exempt band is in a different position from a kit transmitting outside one. We will state the frequency and power on the quotation so that your own regulator can be asked before equipment is shipped, rather than after it arrives.
This listing is the workshop-scale range. The same subjects exist as bench teaching kits in the electronics laboratory ranges, and for many institutions those are the better fit: communication and RF trainers, digital communication trainers, advanced communication trainers and fibre optics communication trainers. The practical difference is that a workshop range is specified around benches, groups and instruments for a trade programme, while a laboratory kit is specified around a syllabus experiment list. Ask us to quote both if you are unsure which your programme needs.
Within this workshop group, the nearest neighbours are the consumer electronics workshop for receivers and audio as serviceable products, the information technology workshop for networking, routers and data communication, and the electrical and electronics workshop for the bench supplies, instruments and fundamentals that sit under all of it. The full set is listed under workshop training equipment.
A line-by-line list of what is supplied with each trainer, naming every source, detector, meter, load and lead; the instruments needed that are not included; nominal voltage, frequency and plug pattern; the frequency and radiated power of anything that radiates; for the fibre trainer, wavelength, fibre type, connector type and the price of replacement patch cords; the experiment list the unit is designed to deliver, so it can be compared against your syllabus; the manual, including whether student worksheets and an instructor answer key are supplied; and spares, consumables and lead times. For any certification stated here, contact us for the latest copies of the relevant certificates before you tender on it.
For a quotation, tell us the destination country, the syllabus or tender specification, how many practical groups work at once and what instruments you already own. A communications workshop costed as trainers plus instruments against a real group size is the only version of the number that turns out to be true.
The overlap is deliberate. CW-0001 puts analog and digital communication on one bench, which suits a workshop with limited space or a single practical group. CW-0002 (amplitude and angle modulation, mixing, detection, noise) and CW-0003 (sampling, quantisation, line coding, digital modulation, error behaviour) split the same ground so two groups can work on different topics in the same session. CW-0007 narrows it to a complete AM and FM receiver, and CW-0009 to frequency modulation alone, for a syllabus that examines it closely. Count your practical groups first, then choose.
For the analog, digital, FM and radio trainers, a two-channel oscilloscope per group is the minimum, and bandwidth or sideband work needs a spectrum analyser. The RF circuit design trainer (CW-0004) needs a signal generator covering its band and a scope or analyser with enough bandwidth; a network analyser makes matching and filter work far clearer. The microwave benches need a source with a modulator, a detector and a power or VSWR meter. The fibre trainer needs an optical power meter, patch cords and connectors. The antenna trainer needs a source, a receiver with a readable level and a rotating mount.
Teaching bench power levels are low, in the milliwatt region, but the habits taught here matter later on equipment that is not. From the first session: terminate every output port before power is applied, never look into an open waveguide or horn, and switch the source off before changing components. For CW-0005 and CW-0006, ask what the source is and what supply it needs, and whether a matched load, a detector and a VSWR or power meter come with the bench. The commonest disappointment on delivery is a microwave bench that arrives without the detector or power meter the experiment needs.
Two hazards catch beginners. Never look into the end of a fibre or connector that may be energised: the wavelengths are invisible, so the eye gets no warning and the blink reflex gives no protection, and only a power meter tells you a fibre is live. Cleaved fibre ends are near-invisible glass splinters that embed in skin, so the bench needs a sharps container and a rule that offcuts never go on the floor or in a pocket. On specification, ask the wavelengths, whether the fibre is plastic or glass, the connector type and the replacement patch cords, which are the consumable.
Indicative, not absolute. Walls, benches, metal cupboards and people all reflect, so a pattern measured in an ordinary room shows the shape and is useful for teaching, but it should not be presented as a true measurement. Ask what frequency the kit works at, because that decides the room you need: a kit in the gigahertz region has small antennas and workable distances, while a lower-frequency kit needs a large space to approach a far-field measurement. Ask also whether absorber material is offered and whether the rotating mount reads angle directly.
Ask of every unit whether it radiates into free space, and at what frequency and power. Trainers that keep their signal inside a cable or a waveguide raise no question. A kit that radiates may need to sit in a permitted band or hold an authorisation, and the rules differ by country: a teaching antenna at a few milliwatts in a licence-exempt band is in a different position from a kit transmitting outside one. The frequency and power are stated on the quotation so that your own regulator can be asked before the equipment is shipped rather than after it arrives.
Ray Export is a manufacturer and exporter of laboratory, scientific and educational equipment based at Plot No. 449, HSIIDC Industrial Area, Saha, Ambala, Haryana 133104, India. Enquiries: [email protected], +91-9817319615.
Written by Palak Mall, Senior Content Writer. Technically reviewed by Arvind Kumar, Lab Equipment Specialist, 12+ years in laboratory and testing instrumentation. Last updated: 17 October 2026.
Specifications for CW-0001 to CW-0010, including operating frequencies, radiated power, fibre wavelength, fibre type and connector type, are confirmed in writing on the quotation, with a line-by-line list of what each trainer includes. If a tender needs certificates or approvals, contact us for the latest copies of the relevant certificates. No price is quoted on this page. Listing note: no missing or duplicated codes were found in CW-0001 to CW-0010; the overlap between CW-0001 and CW-0002/CW-0003, and between CW-0002, CW-0007 and CW-0009, is deliberate, so state your syllabus experiment list when you ask for a quotation.
Frequency Modulation And Demodulation Trainer
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