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Teaching Electronic Circuits Top-Down and Bottom-Up

Teaching Electronic Circuits Top-Down and Bottom-Up. Tamara A. Papalias EE Dept – E365 San Jose State University San Jose, CA. Outline. Motivation Op Amp Block Diagram Bias Block 2:1 Block Gain Block Output Buffer Block Benefits Summary. Motivation. Teach Students Circuit Theory

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Teaching Electronic Circuits Top-Down and Bottom-Up

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  1. Teaching Electronic Circuits Top-Down and Bottom-Up Tamara A. Papalias EE Dept – E365 San Jose State University San Jose, CA

  2. Outline • Motivation • Op Amp Block Diagram • Bias Block • 2:1 Block • Gain Block • Output Buffer Block • Benefits • Summary

  3. Motivation • Teach Students Circuit Theory • Analysis and Design • Teach Context of Structures • Teach Design Trade-offs • No “right” answer, just optimized • Encourage Application Mindset • Provide Roadmap for Sedra & Smith

  4. Op Amp Block Diagram

  5. Buffer A 2:1 Bias Bias Block Topics and Techniques Current Mirror Current Scaling Multiple Mirrors Transistor Sizing (BJT=area, MOS=W/L) Bandgap Topologies Simple Widlar Wilson Cascode Design Parameters Iout vs. Iin Output Resistance (Rout) Minimum Output Voltage (Vomin)

  6. Buffer A 2:1 Bias 2:1 Block Topics and Techniques Differential pair ½ circuit model Active loads Clipping ADM vs. ACM Design Parameters Differential Gain (ADM) Common-Mode Rejection Ratio (CMRR) Bias Levels Output Swing/Headroom

  7. Buffer A 2:1 Bias Gain Block Topics and Techniques Bode Plot Pole/Zero Identification & Analysis Miller Effect (Dominant Pole Approx.) Compensation Capacitor Negative Feedback Control Loop Shunt/Series Connections Design Parameters Gain Bandwidth Stability Gain Margin/Phase Margin

  8. Buffer A 2:1 Bias Output Buffer Block Topics and Techniques Amplifier classes (A, B, C, D) Vout vs. Vin graph Crossover Distortion Clipping Short-Circuit Protection Effects of Loading (R & C) Design Parameters Linearity Efficiency (h) Slew Rate

  9. Summary

  10. Benefits • Bipolar and MOS can be taught side-by-side • Adds to discussion of trade-offs • Students begin to understand “good enough” • Students identify interaction b/tn blocks • Ex: How Rout of Bias sets CMRR with 2:1 block • Can assign design projects of complete or partial op amp for specific applications • Natural fit with SPICE commands • Students retain “big picture”

  11. Feedback • Thank you • Any questions? • Personal note: • Students seem more engaged. • Some cultures have harder time adjusting to trade-off method instead of “exact answer”

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