Title: ELECTRONİCS 2
Catalog Description: Multistage amplifiers; coupling techniques and frequency response; differential amplifiers; high-frequency modeling of transistors, feedback and broadbanding techniques. Analog Integrated Circuits; OpAmp; power amplifiers; oscillators.
Prerequisite: EE 333
Coordinator: Günhan Dündar, Professor of Electrical Engineering
Goals: This course aims to introduce the main elements of analog electronics starting from differential amplifiers. Multistage amplifiers, frequency response of amplifiers, output stages, feedback concept and oscillators are covered. Both bipolar and MOS transistor realizations are to be discussed.
Learning Objectives: At the end of this course, students will be able to:
1. Analyze a given circuit such as differential amplifier or a multistage amplifier for input/output impedances or gain.
2. Analyze a given BJT or MOS circuit to find low and high cut-off frequencies.
3. Analyze a given BJT or MOS feedback circuit
4. Design a BJT and MOS amplifier with the given gain or impedance specifications
1. Design a BJT and MOS amplifier with the given cut-off frequency specifications
2. Design and analyze various other simple electronic circuits such as power amplifiers and oscillators.
Textbook: Sedra & Smith, Microelectronic Circuits, 5th edition, Oxford Press
R. Mauro, Engineering Electronics, Prentice Hall
N.R. Malik, Electronic Circuits: Analysis, simulation, and design, Prentice Hall
Prerequisites by Topic:
1. Basic Circuit Theory, mesh, nodal analysis, superposition theorem
2. Thevenin and Norton Equivalents
3. Dependent and independent sources
4. Capacitors, inductors in time and frequency domains
5. Basic electronic circuits, bias point calculation, small signal analysis in BJT or MOS transistor
1. Differential and Multistage Amplifiers (three weeks)
2. Frequency Response (three weeks)
3. Feedback (three weeks)
4. Output Stages and Power Amplifiers (two weeks)
5. Analog Integrated Circuits (one week)
6. Signal Generators and Waveform Shaping Circuits (one week)
Course Structure: The class meets for four 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