Title: Electronics 1
Catalog Description: Conduction mechanism in metals and semi-conductors; doping in semi-conductors; p-n junction; diode characteristics and applications; power supplies; bipolar junction. Transistor operation; transistor characteristic; transistor biasing; small-signal modeling and analysis; JFET operation and biasing, MOSFET operation and biasing; FET small-signal modeling and analysis; thyristors and related devices.
Coordinator: Günhan Dündar, Professor of Electrical Engineering
Goals: To introduce the students to the basic electronic devices (diode, BJT, and FETs), to expose the students to the notion of DC and small signal behavior, to teach the physical fundamentals of devices at the simplest level. Students will be given the ability to analyze and design simple electronic circuits.
Learning Objectives: At the end of this course, students will be able to:
1. Analyze and design diode clippers and clampers.
2. Analyze and design simple voltage supplies.
3. Describe the physical operation of diodes, BJT’s, and FET’s
4. Analyze and design single stage BJT and FET amplifiers.
Textbook: Sedra & Smith, Microelectronic Circuits, 5th edition, Oxford Press
Reference Texts: R. Mauro, Engineering Electronics, Prentice Hall
N.R. Malik, Electronic Circuits: Analysis, simulation, and design, Prentice Hall
Prerequisites by Topic:
1. Linear Circuits
2. Introductory Chemistry
3. Diferential Equations
1. Conductivity in solids and semiconductors (one week)
2. Semiconductor junctions (one week)
3. Diodes and diode circuits (two weeks)
4. Physics of the bipolar transistor (one week)
5. Bipolar transistor biasing and small signal analysis (four weeks)
6. Physics of the MOSFET (one week)
7. MOSFET biasing and small signal analysis (two weeks)
8. Behavior of amplifiers (one week)
Course Structure: The class meets for three lectures a week, each consisting of 50 minute sessions. There is also one problem session per week which is also 50 minutes. Approximately 10 assignments are given out per semester. About half of these are classical homeworks, whereas the other half are design examples on computer supervised by the TA and the coordinator. Four midterm exams are applied and the course culminates in a final exam at the end of the semester.
Computer Resources: On campus assignments are carried out in a classroom equipped with PC’s on PSPICE. Students use their own PC’s or PC labs during their design exercises.
Laboratory Resources: None
1. Four midterms (15% each)
2. Assignments (15% total)
3. Final (25%)
Outcome Coverage: This course addresses six of the basic ABET outcomes. These are as follows:
(a) An ability to apply knowledge of mathematics, science, and engineering. The design of electronic circuits by its very nature involves basic mathematics, science, and engineering components. The students should be able to apply simple physics and chemistry knowledge for the understanding of device behavior as well as applying mathematics knowledge such as differential equations in their analyses. The design process in electronic circuits naturally involves engineering skills where the students must evaluate various trade-offs.
(b) An ability to design and conduct experiments as well as analyze and interpret data. The design process involves an analysis step where the student must analyze various alternative solutions and must develop experiments to validate and choose from his/her designs. In the computer-based assignments, this issue is further stressed.
(c) An ability to design a system, component, or process to meet desired needs. The course is basically about electronic circuit design. Thus, helping the students to gain the ability to design circuits is an integral part of the course. This issue is stressed in classroom lectures as well computer assignments, where the students are expected to design a circuit for a set of specifications and validate their design with simulation. A major percentage of the midterm and final exam points are also devoted to design questions.
(e) An ability to identify, formulate, and solve engineering problems. This issue is stressed in classroom lectures where examples from real-life problems are presented and solved. Some assignments and exam questions are also taken from real circuit design problems. In assignments, models of real components are given to the students so that they get a feel for the actual operation of the circuits.
(i) A recognition of the need for, and an ability to engage in life-long learning. In classroom lectures, some open ended voluntary problems are stated and the students are encouraged to research on these problems. Furthermore, engaging in membership in various professional societies (such as IEEE) is encouraged. Also, many subjects are taught from a historical perspective to stress the developing nature of the field.
(k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Students use SPICE comprehensively in their assignments.
Design Experience Considerations:
Engineering standards and realistic constraints: Students are given realistic specifications as well as simulation models of real components to make actual engineering designs.
Economic: In many design examples in the assignments and midterms, costs for various components are given and the students make the design taking these into consideration.
Health and safety: The subject of the course is not about safety and health standards. Furthermore, electronic circuits typical operate off small voltages and such considerations are generally not an issue. However, basic knowledge is given to the students during lectures about these issues. Some examples include proper grounding, capacitor discharging, etc.
Prepared By: Günhan Dündar