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Calvin College Engineering Department

Calvin College Engineering Department Engineering 311 - Electronic Devices and Circuits Fall 2003. Professor: Paulo F. Ribeiro SB130 x 6407 pribeiro@calvin.edu http://engr.calvin.edu/PRibeiro_WEBPAGE/

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Calvin College Engineering Department

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  1. Calvin College Engineering Department Engineering 311 - Electronic Devices and Circuits Fall 2003 Professor: Paulo F. Ribeiro SB130 x 6407 pribeiro@calvin.edu http://engr.calvin.edu/PRibeiro_WEBPAGE/ Textbooks: Sedra / Smith, Microelectronic Circuits, Fourth Edition Lectures: 1:30-2:20PM (MWF) SB 102, SB 136. SB 128 Lab A: Tuesdays 6:30-9:20 PM) SB076, SB 136 Lab B: Wednesday 6:30-9:20 PM) SB076, SB 136

  2. Introduction Learning Process: An Integrated-Participative Approach (No Spoon-Feeding) General Goals: Design of Electronic Systems, Character Instruction: Variety of Methods - Web-Based-Self-Paced Progress Evaluation: Take-Home Design Tests No Student versus Instructor Responsibility and Interaction “The only people who achieve much are those who want knowledge so badly that they seek it while the conditions are still unfavorable. Favorable conditions never come.” CS Lewis

  3. Students are, then, strongly encouraged (in the context of studying engineering fundamentals and applied disciplines) to: • 1- Become immersed (mind and heart) and take ownership of the learning process; • 2- Strive for excellence in learning the fundamentals and applications of engineering design related disciplines; • 3- Consider engineering in a broader context, and to appreciate the multi-faceted nature, coherency and unity of creation; • 4- Understand the real world reality (in terms of businesses, economics and politics) in which projects are developed; • 5-Make the connection between faith and engineering practice and find ways in which engineering can be used as a redemptive tool; • 6-Translate into their designs normative, sustainable characteristics and integrity, or in other words, the permanent moral values; • 7- Realize that Christian engineering, though sometimes apparently indistinguished from the “humanist” technology, needs to lead the way in considering the unity, coherency and diversity of creation; • 8- Articulate and communicate their understanding through presentations and paper writing for professional and educational conferences; • 9- Grow and gain maturity in their emotions, sentiments and spirituality; • 10 -Demonstrate their passion and compassion as they seek to learn and serve God in the engineering arena; • All of these need to be achieved in a balanced way - that is, Christian engineers are to cultivate their relationship with God and seek to serve Him in all areas of life.

  4. “It often happens that two students can solve difficulties in their work for one another better than the master can. When you took the problem to a master, as we all remember, he was very likely to explain what you understood already, to add a great deal of information which you didn’t want, and say nothing at all about the thing that was puzzling you. I have watched this from both sides of the net; for when, as a teacher myself, I have tried to answer questions brought me by students, I have sometimes, after a minute, seen that expression settle down on their faces which assured me that they were suffering exactly the same frustration which I had suffered from my own teachers. The fellow-student can help more than the master because he knows less. The difficulty we want him to explain is one he has recently met. The expert met it so long ago that he has forgotten. He sees the whole subject, by now, in a different light that he cannot conceive what is really troubling the student; he sees a dozen other difficulties which ought to be troubling him but aren’t.” CS Lewis

  5. Quote from Derek Brewer about the way Lewis taught at Oxford (through tutoring): “It conceived of learning as a way of life, exemplified by the bachelor fellows who normally lived in the college. They read books in their own rooms, where they lived, not in “offices”: they had no secretaries. Their reading, thinking and writing were part of a unified life, neither “job” nor “recreation,” because they were both. They did not, strictly speaking, “teach.” In the morning and evenings of the term they were visited in their rooms by arrangement by their pupils, who “read the subject with them.” It was not exactly an egalitarian society, but there was a sense of fundamental equality and unity, divided into ranks and stages. I had not doubt, at the age of eighteen, that for all the differences of temperament, intelligence, ability, learning, repute, and age between me and this distinguished, jolly man, we were nevertheless of the same kind, engaged in the same pursuit. And the reason I felt this was no doubt because that was how Lewis treated me. I was not a school boy to be taught and disciplined, not a “student,” but a “man”

  6. "I only once detected a pupil offering me some one else (Elton) as his own work. I told him I was not a detective nor even a schoolmaster, nor a nurse, and that I absolutely refused to take any precaution against this puerile trick; that I'd as soon think it my business to see that he washed behind his ears or wiped his bottom. He went down of his own accord the next week and I never saw him again. I think you ought to make a general announcement of that sort. It is bad for them to think this is "up to you." Flay them alive if you happen to detect them; but don't let them feel that you are a safeguard against the effects of their own idleness. What staggers me is how any man can prefer the galley-slave labor of transcription to the freeman's work of attempting an essay on his own."

  7. “Engineering is a human cultural activity that involves an interplay between theory, experiment and imagination, in which human beings form and transform nature for practical ends and purposes, with the aid of tools and procedures.”

  8. Schedule Topics Chapter # of classes Introduction to Electronics (Review) 1 2 -Signals and Frequency Spectrum -Analog and Digital Signals -Amplifiers and Models -Circuit Models for Amplifiers -Frequency Response of Amplifiers Operation Amplifiers 2 6 -The Ideal Amplifier -Circuits Containing Ideal Op-amps -Inverting and Non-inverting Configurations -Examples -Effect of Finite Open Loop Gain -Large-Signal Operation -DC Imperfections Diodes 3 6 -The Ideal Diode -Terminal Characteristics of Junction Diodes -Physical Operation -Analysis of Diode Circuits -The Small-Signal Model -Zener Diodes -Rectifier Circuits -Limiting and Clamping Circuits -The PSpice Models and Simulation No classes on October 4, 7 and 9 - Take Home Exam I: Chapters 1 – 3 Due October 12.

  9. Schedule Bipolar Junction Transistors 4 9 -Physical Structure and Modes of Operation -Operation of the npn Transistor in the Active Mode -The pnp Transistor -Circuit Symbols and Conventions -Graphical Representation -Analysis at DC -The Transistor as an Amplifier -Small-signal Equivalent Circuits -Biasing Single-Stage BJT Amplifier -The Transistor as a Switch -Large-Signal Model -The Complete Static Characteristics -The PSpice Model and Examples Field Effect Transistors 5 9 -Structure and Operation of the Enhancement -Type MOSE -V-I Characteristics of the Enhancement-Type MOSFET -The Depletion-Type MOSFET -MOSFET Circuits at DC -The MOSFET as an Amplifier Individual Projects (for extra credit) Take Home Exam II: Chapter 4 – 5 Due November 17 Christian Perspective on Microelectronics Discussion 1

  10. Lab Schedule: • 1 – 9/16, 17 Familiarity with PSpice, Cadence, Web-Based Simulation Tools and Lab Instruments • (Groups 1 and 2) • Instructions • Web-Based Java Simulation Tools • http://www.clarkson.edu/%7Esvoboda/eta/Electric_Circuits_Workout/electric_circuits_workout.html • http://webhome.idirect.com/~jadams/electronics/index.html • PSpice and Cadence • Cadence PowerPoint Presentation • Experiment: • 1 – Construct a series RLC with a sinusoidal voltage source and perform a frequency sweep and transient analysis. Play with different parameters and observe the output. • 2 - – Implement an Op Amp (use an inverting amplifier). Play with different input signals and parameters and observe the output. • 2 – 9/23, 24 Electronic Shop (Chuck Holwerda) SB039 / SB067 • Electronic Shop (Session 1) • Electronic Shop (Session 2) • Electronics Shop (Session 3) • Safety, Soldering and De-Soldering , Blinky Project

  11. Lab Schedule: 3 – 9/30, 10/1 Electronic Shop (Chuck Holwerda) SB039 / SB067 4 – 10/7, 10/8 Electronic Shop (Chuck Holwerda) SB039 / SB067 5 – 10/14-15 Operational Amplifiers 6 – 10/21-22 Junction-Diode Basics 7 – 11/4-5 Power Supply (*) 8 – 11/11-12 Power Supply (*) 9– 11/18-19 Bipolar-Transistors Basics 10 – 11/25-26 MOSFET Basics - Measurement and Applications 11 – 12/2-3 Personal Projects (*) 12– 12/9-10 Personal Projects (*) 13 –12/16-17 Personal Projects (*)

  12. Basic Homework Assignments (Minimum List) Students are recommended to work out most of the problems in the back of each assigned chapter. Additional Interactive Examples from accompanying CD and design problems will also be required to be completed. Chapter 1 Problems -Frequency Spectrum 1.4 -Amplifiers and Models 1.13 -Frequency Response of Amplifiers 1.45 -Interactive Examples from CD) and Webpage Animations Chapter 2 -The Ideal Amplifier 2.2 -Circuits Containing Ideal Opamps 2.16 -Inverting and Non-inverting Configurations 2.30 -Examples 2.55 -Effect of Finite Open Loop Gain 2.71 -Large-Signal Operation 2.82 -DC Imperfections 2.93 -Interactive Examples from CD) and Webpage Animations Chapter 3 -The Ideal Diode 3.3 -Terminal Characteristics of Junction Diodes 3.21 -Physical Operation 3.31 -Analysis of Diode Circuits 3.48 -The Small-Signal Model 3.67 -Zener Diodes 3.77 -Rectifier Circuits 3.81 -Limiting and Clamping Circuits 3.105 -Interactive Examples from CD) and Webpage Animations

  13. Basic Homework Assignments (Minimum List) Chapter 4 -Operation - Transistor in the Active Mode 4.9 -The pnp Transistor 4.15 -Analysis at DC 4.32 -The Transistor as an Amplifier 4.43 -Small-signal Equivalent Circuits 4.52 -Biasing Single-Stage BJT Amplifier 4.76 -The Transistor as a Switch 4.99 -Large-Signal Model 4.107 -The Complete Static Characteristics 4.122 -Interactive Examples from CD) and Webpage Animations Chapter 5 -Structure and Operation of the Enhancement -Type MOSFET 5.3 -V-I Characteristics of the Enhancement-Type MOSFET 5.12 -The Depletion-Type MOSFET 5.28 -MOSFET Circuits at DC 5.34 -The MOSFET as an Amplifier 5.47 -Biasing in MOS Amplifier Circuits 5.61 -Basic Config. of Single-Stage IC MOS Amp. 5.72 -The JFT 5.116 -Interactive Examples from CD) and Webpage Animations

  14. Final Take Home Exam: Due December 19 • Grading will be as follows: • Labs 20% • Test I 20% • Participation / Interaction 10% • Homework 20% • Final Exam (Paper/Project) 30% • All laboratory and homework exercises must be turned in on time for full credit. Late assignments will be assessed a penalty. Assignments more than one week late will be assessed a 50% penalty. • Although not required, homework and lab assignments should be prepared electronically (MathCAD, PSpice, MATLAB / Simulink, PSCAD, etc.).

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