IETTI-222 – Advanced Electronics I (THEORY)Session 07 Elementary circuit design Session 08 SPICE – resistor circuits ... This is a theory coursebased on an “inverted” model

IETTI-222 – Advanced Electronics I (THEORY)

NAME: Last update 27 August 2020

Session Topic Prep. Part. CommentsSession 01 Intro, policies, FERPA releases – – – –Session 02 V, I, R, basic conceptsSession 03 Sources / loads, metersSession 04 Kirchhoff’s Voltage LawSession 05 Kirchhoff’s Current LawSession 06 Series-parallel circuitsSession 07 Elementary circuit designSession 08 SPICE – resistor circuitsSession 09 Capacitors / capacitive circuitsSession 10 Inductors / inductive circuitsSession 11 ORAL PRESENTATIONSSession 12 EXAM

Session Topic Prep. Part. CommentsSession 13 PN junctions / diodesSession 14 Rectifier circuitsSession 15 Bipolar junction transistorsSession 16 Field-effect transistorsSession 17 Transistor switching circuits (I)Session 18 Transistor switching circuits (II)Session 19 ThyristorsSession 20 555 timer circuitsSession 21 Linear voltage regulatorsSession 22 Linear current regulatorsSession 23 ORAL PRESENTATIONSSession 24 EXAM

Session Topic Prep. Part. CommentsSession 25 Basic principles of digitalSession 26 Relay ladder logicSession 27 Semiconductor logic gatesSession 28 Combinational logicSession 29 Digital numerationSession 30 Multiplexers / demultiplexersSession 31 Latching logicSession 32 Shift registersSession 33 Digital countersSession 34 Analog-digital conversionSession 35 ORAL PRESENTATIONSSession 36 EXAM

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NAME:

Session Topic Prep. Part. CommentsSession 37 AC quantitiesSession 38 Phasor mathematicsSession 39 R, X, and ZSession 40 Efficiency and power factorSession 41 Series-parallel AC circuitsSession 42 ResonanceSession 43 TransformersSession 44 Polyphase ACSession 45 Frequency-domain analysisSession 46 Elementary filter circuitsSession 47 ORAL PRESENTATIONSSession 48 EXAM

Session Topic Prep. Part. CommentsSession 49 Transistor biasingSession 50 Single-stage BJT amplifiers (I)Session 51 Single-stage BJT amplifiers (II)Session 52 Multi-transistor amplifiersSession 53 Amplifier performanceSession 54 ComparatorsSession 55 FeedbackSession 56 Operational amplifiers (I)Session 57 Operational amplifiers (II)Session 58 OscillatorsSession 59 ORAL PRESENTATIONSSession 60 EXAM

This is a theory course based on an “inverted” model of instruction: instead of lecture where an instructororally transmits information to students and then students later apply that learning to homework doneoutside of class, the traditional format is “flipped” so that each student studies new information outside ofclass time prior to the session and then spends the session with their instructor articulating and applyingwhat they learned. The advantages an “inverted” learning are many: (1) students’ reading skills improve,(2) students pace the speed of their learning to suit their own abilities, (3) students learn to confidentlyarticulate their thoughts, (4) the instructor more clearly sees each student’s strengths and weaknesses, (5)the same amount of learning takes place with much less scheduled class time.

Theory session scores reflect the baseline expectations of preparation (i.e. good-faith effort to completeall the preparatory homework) and participation (i.e. contributing positively to the dialogue and correctlyanswering challenge questions). Late arrival is equivalent to unpreparedness and absence is equivalent tonon-participation.

Oral presentations are graded based on technical accuracy, clarity of presentation, and appropriateness tothe audience. These also serve as review sessions on topics previously taught. Presentations build confidence,and prepare students for job interviews as well as for a range of practical work scenarios.

All exams are mastery-based which means 100% accuracy is necessary to pass. Multiple opportunitiesexist to re-take mastery exams (with a different exam version given each time) but only the score earnedon the first version counts toward the course grade. Mastery exams work very well to ensure every studentpasses a course with no significant “gaps” in their competence.

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Values

This educational program exists for one purpose: to empower you with a comprehensive set of knowledge,skills, and habits to unlock opportunities in your chosen profession. The following values articulate personalattitudes guaranteed to fulfill this purpose, and the principles upon which this program has been designed.

Ownership – you are the sole proprietor of your education, of your career, and to a great extent yourquality of life. No one can force you to learn, make you have a great career, or grant you a fulfilling life –these accomplishments are possible only when you accept responsibility for them.

Responsibility – ensuring the desired outcome, not just attempting to achieve the outcome. Responsibilityis how we secure our rights and privileges.

Initiative – independently recognizing needs and taking responsibility to meet them.

Integrity – living in a consistently principled manner, communicating clearly and honestly, applying yourbest effort, and never trying to advance at the expense of others. Integrity is the key to trust, and trust isthe glue that binds all relationships personal, professional, and societal.

Perspective – prioritizing your attention and actions to the things we will all care about for years to come.Recognizing that objective facts exist independent of, and sometimes in spite of, our subjective desires.

Humility – no one is perfect, and there is always something new to learn. Making mistakes is a symptomof life, and for this reason we need to be gracious to ourselves and to others.

Safety – assessing hazards and avoiding unnecessary risk to yourself and to others.

Competence – applying knowledge and skill to the effective solution of practical problems. Competenceincludes the ability to verify the appropriateness of your solutions and the ability to communicate so thatothers understand how and why your solutions work.

Diligence – exercising self-discipline and persistence in learning, accepting the fact there is no easy way toabsorb complex knowledge, master new skills, or overcome limiting habits. Diligence in work means the jobis not done until it is done correctly: all objectives achieved, all documentation complete, and all root-causesof problems identified and corrected.

Community – your actions impact other peoples’ lives, for good or for ill. Conduct yourself not just foryour own interests, but also for the best interests of those whose lives you impact.

Respect is the acknowledgement of others’ intrinsic capabilities, responsibilities, and worth. Everyone hassomething valuable to contribute, and everyone deserves to fully own their lives.

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EET Program Learning Outcomes

(1) COMMUNICATION and TEAMWORK - Accurately communicate ideas across a variety of media(oral, written, graphical) to both technical and non-technical audiences; Function effectively as a member ofa technical team.

(2) SELF-MANAGEMENT – Arrive on time and prepared; Work diligently until the job is done; Budgetresources appropriately to achieve objectives.

(3) SAFE WORK HABITS – Comply with relevant national, state, local, and college safety regulationswhen designing, prototyping, building, and testing systems.

(4) ANALYSIS and DIAGNOSIS - Select and apply appropriate principles and techniques for bothqualitative and quantitative circuit analysis; Devise and execute appropriate tests to evaluate electronicsystem performance; Identify root causes of electronic system malfunctions.

(5) PROBLEM-SOLVING – Devise and implement solutions for technical problems appropriate to thediscipline.

(6) DOCUMENTATION – Interpret and create technical documents (e.g. electronic schematic diagrams,block diagrams, graphs, reports) relevant to the discipline.

(7) INDEPENDENT LEARNING – Select and research information sources to learn new principles,technologies, and/or techniques.

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Course description

This course reviews fundamental circuit theory and semiconductor device theory from simple DCnetworks to combinational logic circuits, then builds on that foundation to explore digital electronic circuittheory from latches to memory devices and analog electronic circuit theory from single-stage amplifiers tooperational amplifier circuits. Mastery-style written exams guarantee attainment of conceptual learningoutcomes, while oral presentations and Socratic dialogue demonstrate communicative learning outcomes.

Course learning outcomes

• Compute voltages and currents in resistor networks, reactive time-delay networks, transistor switchingcircuits, digital logic gate circuits, transistor amplifiers, and operational amplifier circuits givenschematic diagrams, component values, and other circuit parameters. (Addresses Program LearningOutcomes 4, 6)

• Compute component values necessary to achieve stated performance goals in DC circuits, transistorswitching circuits, digital-analog conversion circuits, and analog amplifiers. (Addresses ProgramLearning Outcomes 4, 6)

• Design and sketch simple resistor circuits, transistor switching circuits, digital logic circuits, latchinglogic circuits, and amplifier circuits to meet stated functional requirements. (Addresses ProgramLearning Outcomes 4, 5, 6)

• Articulate and apply technical principles related to fundamental circuit theory, semiconductors, digitallogic, and analog electronics as requested by a critical audience. (Addresses Program Learning Outcomes1, 2, 4, 6, 7)

• Identify probable faults in resistor networks, transistor switching circuits, combinational logic, state-based logic, and amplifier circuits given schematic diagrams and reported symptoms. (AddressesProgram Learning Outcomes 5, 6)

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Required Tools, Supplies, and Software

Listed by IETTI course number and course type (Thy = theory, Exp = Experiments, Prj = Projects).

Semester 1 = IETTI-101 (Theory), 103 (Experiments), and 102 (Projects)Semester 2 = IETTI-104 (Theory), 112 (Experiments), and 105 (Projects)Semester 3 = IETTI-222 (Theory), 221 (Experiments), and 220 (Projects)Semester 4 = IETTI-223 (Theory), 225 (Experiments), and 106 (Projects)

Tool, Supply, or Software Thy Exp Prj Thy Exp Prj Thy Exp Prj Thy Exp Prjinstallation 101 103 102 104 112 105 222 221 220 223 225 106

$25 scientific calculator X X X X X X X X X X X Xe.g. TI-36X Pro

Complex number math functions X X$300 personal computer X X X X X X X X X X X X

any OS, not tablet$10 USB “flash” drive X X X X X X X X X X X X$50 digital multimeter X X X X X X X X

$400 optional upgrade: Fluke 87-V + + + + + +$300 optional upgrade: Simpson 260 + + + + + +

$150 USB-based oscilloscope X X X X X X X Xe.g. Picoscope model 2204A$10 solderless breadboard X X X X X X X X$25 grounding wrist strap X X X X X X X X

$10 jeweler’s screwdriver set X X X X X X X X$10 wire strippers, 18-24 AWG X X X X X X X X

$10 needle-nose pliers X X X X X X X X$20 diagonal wire cutters X X X X X X X X

$10 alligator-clip jumper wires X X X X X X X X(package of at least ten)

$15 small flashlight X X X X X X X X$10 safety glasses X X X X X

$25 soldering iron (pencil-tip), X X X X X30 Watts or less

$75 optional upgrade: soldering + + + + +station with adjustable power/temp$15 tube/spool of rosin-core solder X X X X Xe.g. Kester-brand 0.031” diameter

or smaller, Sn63/Pb37 alloy$0 software: schematic editor X X X X X X X X

e.g. TinyCAD or circuitlab.com$0 software: Notepad++ text editor X X X X$0 software: NGSPICE circuit sim. X X X X

$0 software: Cygwin with all X X X X“Base” and “Development” packages

$0 software: tshoot fault sim. X X X X$15 microcontroller development kit X X Xe.g. Texas Instruments “Launchpad”

part # MSP-EXP430G2ET$0 software: Code Composer Studio X X X

optional add-on: Energia + + +

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Scientific calculator – at minimum your calculator needs to be able to perform trigonometric functions(sine, cosine, tangent, etc.), offers multiple memory registers for storing results, and is able to display valuesin both scientific notation and “engineering” notation (i.e. powers of ten corresponding to common metricprefixes).

Personal computer – all course materials are available in electronic format and are free (most are alsoopen-source), and so being able to access all of them on your own computer is extremely useful. Theclassroom does provide personal computers for your use, but having your will enable you to do your workoutside of school as well. Any operating system, any size hard drive, any amount of RAM memory, andany screen size is appropriate. Optional features worth higher cost include an RJ-45 Ethernet port and anEIA/TIA-232 (9-pin) serial port.

Multimeter – this is your first and most important electronic test instrument, used on a daily basis.At minimum it must be able to measure DC and AC voltage, DC and AC current (milliAmpere range),resistance, and “diode check” voltage drop. Optional features worth higher cost include microAmperecurrent measurement, true-RMS AC measurement capability (useful in second-semester courses and above),frequency measurement, capacitance measurement, and minimum/maximum value capture. Cost is a strongfunction of accuracy, frequency range, and safety (“Category” ratings for over-voltage exposure). TheFluke model 87-V is an excellent professional-grade choice for digital multimeters, and the Simpson 260 is anexcellent professional-grade choice for analog multimeters. Note that Fluke offers a 25% educational discountfor students.

Oscilloscope – once too expensive for student purchase, entry-level USB-based oscilloscopes now costless than a textbook. Pico Technology is an excellent brand, and their model 2204A comes with high-quality probes as well. Plugged into your personal computer using a USB cable, the Picoscope turns yourcomputer’s monitor into a high-resolution oscilloscope display. Features include two measurement channels,10 MHz bandwidth, built-in arbitrary waveform generator (AWG), ± 100 Volt over-voltage protection,digital “cursors” for precise interpretation of amplitude and frequency, meter-style measurement capability,Fast Fourier Transform algorithm for frequency-domain measurement, export ability to several graphicimage formats as well as comma-separated variable (.csv) files, and serial communications signal decoding.Together with your multimeter, solderless breadboard and Development Board (which you will construct inthe IETTI-102 Project course and is yours to keep) this forms a complete electronics laboratory for doingexperiments and projects outside of school.

Soldering – the equipment you purchase for soldering need not be expensive, if you purchase the rightsolder. For electronics work you must use rosin-core solder. Kester is an excellent brand, and you shouldsteer clear of cheap imported solders. A one-pound roll is likely more solder than you will need in thesecourses, so I recommend buying just a small tube or small roll. I recommend a fine-tipped soldering iron(15 Watts continuous power, although some with adjustable temperature controls may have higher powerratings to get up to soldering temperature more quickly) and a solder diameter 0.031 inches or smaller fordoing fine printed-circuit board work. Also, keep the tip of your soldering iron clean by wiping it against adamp sponge or paper towel when hot, and not leaving it hot any longer than necessary.

Microcontroller – these courses are not brand- or model-specific, but the Texas Instruments MSP430series is highly recommended for their powerful features, modern design, and programmability in multiplelanguages (assembly, C, C++, and Sketch). The TI “Launchpad” development kit also happens to be oneof the most affordable.

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All software required for these courses is free, and some of it is open-source.

Schematic editor – this is used to draft schematic diagrams for circuits. A good one is TinyCAD, but thereare also web-based CAD tools such as circuitlab.com that are very effective and easy to use.

Text editor – this is used to create plain-text files, kind of like a word processor but lacking formattingfeatures such as typeface, font size, etc. It is absolutely necessary for writing code of any kind. Notepad++

is a very good editor, but others work well too.

NGSPICE – this is a modern adaptation of the venerable SPICE circuit simulator which uses a text-coded“netlist” rather than a visual schematic diagram to describe circuits. Very powerful, and with decades ofnetlist examples from earlier versions of SPICE to use as references. The installer lacks sophistication, beingnothing more than a compressed (zip) file that you unpack.

Cygwin – this is a command-line user environment mimicking that of a Unix operating system, for MicrosoftWindows operating systems.

tshoot – this is a specialized circuit-simulator program that inserts faults into circuits and tests your abilityto locate them. Must be run on a Unix-type operating system, or within Cygwin on a Windows operatingsystem.

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Grading standards for Theory courses

Your grade for this course is based on a percentage score (rounded down to a whole-number value), witheach category weighted as follows:

• Oral presentation scores = 50%• Written exam scores = 50% (Note: all exams are mastery-based, which means they must be eventually

completed at 100% competence in order to pass the course)• Unpreparedness for theory sessions = −1% per session• Non-participation for theory sessions = −1% per session

All theory sessions are based on an “inverted” model of instruction rather than lecture. Instead of quietlylistening to the instructor explain new concepts to you, you will independently explore those new conceptsoutside of class and then spend the class time discussing what you learned, what didn’t make sense, andsolving problems. This instructional model has proven far more effective than lecture, principally for thereason that student engagement is mandatory and not optional. It also makes far more efficient use ofstudents’ time, greatly minimizing the amount of necessary classroom hours to achieve the same learning.

Scoring for theory sessions is based on your preparation for and participation within each theory session.These scores are subtractive rather than additive; that is to say, arriving fully prepared and participatingfully in each group discussion contributes nothing toward the course grade, but unpreparedness and/ornon-participation detracts from the course grade. Showing up on time, fully prepared, and genuinelycontributing to every activity is the minimum expectation for a any professional career, and so this isthe standard maintained in this course. Failure to arrive on time to a theory session, or arriving withincomplete preparatory work for that session results in a −1% deduction per session to your course grade.Satisfactory preparation is defined as a good-faith effort to complete all pre-work specified in the theorysession plan. Note that this does not mean mastery of that session’s concepts, but simply a presentation ofyour best work. Failure to positively and proactively contribute to the discussion during a theory sessionsimilarly results in a −1% deduction per session. Half-point deductions are awarded for being mostly butnot fully prepared/engaged.

If you must be late or absent for a theory session, submitting your work in electronic form (e.g. emailattachment) prior to the scheduled time is acceptable for full credit. The standards are just as high forelectronic submissions as for face-to-face demonstrations:

• For theory session preparation, submission of all assigned work (e.g. reading outline and reflections,answers and work for all assigned questions) before the scheduled start time of that theory session willcount as full credit.

• For theory session participation, answering all “Challenges” for assigned questions will substitute fordialogue and problem-solving with classmates and instructor.

Absence during a scheduled oral presentation or a scheduled written exam will result in a 0% score for thatassessment, except in the case of a documented emergency. In such emergency cases, written exams may betaken at some later time for full credit, and oral presentations may also be completed at a later date for fullcredit.

A failing (F) grade will be earned for the entire course if any written exam not completed with 100% accuracyon or before the deadline date, or for any of the following behaviors: false testimony (lying), cheating on anyassignment or assessment, plagiarism (presenting another’s work as your own), willful violation of a safetypolicy, theft, harassment, sabotage, destruction of property, or intoxication. These behaviors are groundsfor immediate termination in this career, and as such will not be tolerated here.

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Theory session 01

Introduction, course policies, and FERPA releases (brief)

© Welcome and brief introductions

© Course organization: Each semester has a Theory course, an Experiments course, and a Projects course

© Theory course: Examine pages 1-2, session 02, discuss inverted instruction (no lecture – students dopreparatory homework before class and spend class time in dialogue and solving problems), discussgrading (50% from Oral Presentations, 50% from written exams, deductions for unpreparedness and fornonparticipation).

© Experiments course: Examine page 1, examine Experiment 01 page, examine Troubleshoot 36 page,discuss format (students develop their own hypotheses and procedures, graded based on rigor of work),discuss grading (25% for experiments, 75% for troubleshooting).

© Projects course: Examine page 1, discuss format (first project lasts all semester, other projects forshorter terms), examine each project’s first page.

© Summary statement: From now until you graduate the focus will be on what makes you the mostvaluable in your chosen career; all other concerns are subordinate to that. I am asking for your besteffort, and you will always have mine.• FERPA release forms (optional for students to sign)

© Homework: Prepare for theory course session 02 (do all the preparatory work shown on the Session 02page before arriving to class tomorrow!), and read the policy pages for each course• Book-mark http://ibiblio.org/kuphaldt/socratic/model, the Modular Electronics Learning

Project web page containing all course documents, tutorials, and problem sets you will need inthese courses

• Book-mark http://ibiblio.org/kuphaldt/socratic/model/calendar.html, our semestercalendar showing dates for theory sessions, special events, and all-lab project sessions

• Collect all you need from the Required Tools, Supplies, and Software list (contained in each coursedocument)

• Read requirements for theory session 11 (first Oral Presentations) so you may prepare• Read requirements for theory session 12 (first Exam) so you may prepare

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Introduction, course policies, and FERPA releases (time permitting)

© MS-Windows software downloads: Notepad++ is fast and easy ; NGSPICE requires unpacking a zip fileand saving the unzipped files/folders ; Cygwin (with all “Base” and “Development” packages) requireshours.

© First introductory activity: everyone gives answers to question “What are your goals in this course, inthis academic program, and in your chosen career?” including the instructor.

© Read and discuss the “Required Tools, Supplies, and Software” page.

© Explore and bookmark the online website Modular Electronics Learning Project (ModEL) where mostof your study materials reside. This site also hosts documents for each of the courses in this program.

© Explore the offline collection of files called EETREF where you will find datasheets, application notes,tutorials, and other useful documents shared with permission by manufacturers who wrote them.Sometimes these documents will be assigned as preparatory reading in lieu of or in addition to ModELlearning modules. Feel free to copy the EETREF collection from the school’s computers to your own.

© Read and discuss the calendar. This maps days of the week to course Sessions.

© Read and discuss the daily schedule. This maps courses to weekdays and times.

© Read and discuss the FERPA release form given to you by the instructor. If you elect to sign this form,it gives permission for the instructor to release all academic performance records to employers.

© Discuss semesterly tour, and possible tour locations.

© Discuss preferred methods of contact, and how we may continue learning during unexpected schoolclosures.

© Instructor initials your “Participation” score for today’s introductory session. These initialed tables areyour record for progress in each course. Scan/photograph them regularly in case of damage or loss! Theinstructor will regularly copy data from your initialed documents into the master record.

Forms provided by the instructor for today’s session:

• This Theory course (printed from cover page through Theory Session 2)• Semester calendar• Daily time-block (“zone”) schedule• FERPA release form• First page of concurrent Experiments course• First page of concurrent Projects course

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Theory session 02

Source text – Voltage, Current, Resistance, and Basic Circuit Concepts learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_vir.pdf

Complete the following prior to the scheduled session with your instructor:

• Read, outline, and reflect on the Full Tutorial chapter in its entirety.

• Read, outline, and reflect on the James Clerk Maxwell on charge, potential, and electrical energysection of the Historical References chapter.

• Read, outline, and reflect on the James Clerk Maxwell on the nature of electric potential section of theHistorical References chapter.

• Complete “Irrigation water” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Polarities in a multi-lamp circuit” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Faults in a terminal block battery/lamp circuit” in the Diagnostic Reasoning section of theQuestions chapter.

Theory Session Expectations:

Preparation and Participation checks – the instructor assesses your preparatory work (e.g. good-faith effort)and your contributions to the dialogue (e.g. attentiveness, thoughtful solutions, good questions). Simplequizzes may substitute for either.

Questions welcome – please describe what doesn’t make sense to you!

Thinking exposed – you must defend your reasoning, not just your answers. Your instructor will do the samewhen offering help. All answers should ultimately stem from foundational principles.

Expect challenges – your instructor’s primary job is to challenge each student to think clearly.

Responsibility – if you cannot answer a question, at least propose some practical way to find a solution.Simply giving up is not an option!

Arriving prepared and contributing positively are minimum expectations. Unpreparedness anddisengagement result in penalties to the course grade. Late arrival is equivalent to unpreparedness, andabsence equivalent to non-participation. If you cannot attend in person, you may submit your work inadvance of the session for full credit, with answers to “Challenge” questions as extra work substituting forparticipation.

Additional resources:

• The Gallery chapter of the SPICE Modeling of Resistor Circuits learning module contains circuitexamples complete with computer-generated analyses useful as practice problems. Using SPICE, youmay modify these simulations for the purpose of generating your own practice problems and solutions!

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Theory session 03

Source text – Source and Loads, Voltmeters and Ammeters learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_sourceload.pdf



• Complete “Source and load annotations” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Two-battery, two-lamp, in-line circuit” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Properties of connected points” in the Diagnostic Reasoning section of the Questions chapter.










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Theory session 04

Source text – Kirchhoff’s Voltage Law learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_kvl.pdf



• Complete “Tracing KVL loops in a series circuit” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Tracing KVL loops in a multi-source circuit” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Voltages in a resistor network” in the Quantitative Reasoning section of the Questionschapter.










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Theory session 05

Source text – Kirchhoff’s Current Law learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_kcl.pdf



• Complete “Three-wire electrical power distribution” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “Battery currents” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Mysterious fuse failure” in the Diagnostic Reasoning section of the Questions chapter.










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Theory session 06

Source text – Series-Parallel Circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_seriesparallel.pdf


• Read, outline, and reflect on the Simplified Tutorial chapter in its entirety.→ Write a summary page listing the characteristics of series networks, and another summary page

listing the characteristics of parallel networks: what defines each, what properties exist in each,and why those properties are such (based on fundamental laws of physics).

• Complete “Explaining the meaning of calculations” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Mixed-source circuits” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Faulty electric lamp array” in the Diagnostic Reasoning section of the Questions chapter.









• “Problem-solving example: mixed-source circuit” in the Quantitative Reasoning section of the Questionschapter.


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Theory session 07

Source text – Elementary Circuit Design learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_elemdesign.pdf


• Read, outline, and reflect on the Tutorial chapter in its entirety.

• Complete “Resistor and terminal blocks with specified voltage polarities” in the Conceptual Reasoningsection of the Questions chapter.

• Complete “Resistors with proportional voltage drops” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “Extending the range of a voltmeter” in the Quantitative Reasoning section of the Questionschapter.








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Theory session 08

Source text – SPICE Modeling of Resistor Circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_spice_r.pdf


• Read the Introduction chapter and comment on the series resistor circuit example demonstrating howa code listing (called a netlist) instructs SPICE how to analyze that circuit.

• Read, outline, and reflect on the Demonstration of NGSPICE interactive mode section of theUsing SPICE chapter in its entirety.

• Attempt to run a SPICE simulation on at least one of the example circuits shown in the Demonstrationsection.

• Read, outline, and reflect on the Idiosyncrasies of SPICE section of the Using SPICE chapter in itsentirety.

• Manually compute all voltages and currents and show all your work for the “One DC current source,three resistors” example in the Series resistor circuits section of the Gallery chapter. Then, attempt torun a SPICE simulation on this circuit to compare results.

• Manually compute all voltages and currents and show all your work for the “One DC voltage source,four resistors” example in the Parallel resistor circuits section of the Gallery chapter. Then, attempt torun a SPICE simulation on this circuit to compare results.








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Theory session 09

Source text – Capacitors and Capacitive Circuits

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_capacitor.pdf



• Complete “Capacitor charging circuit” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Inverse exponential functions” in the Quantitative Reasoning section of the Questionschapter.

• Complete “SPICE analysis of an energizing capacitor” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “SPICE analysis of a de-energizing capacitor” in the Quantitative Reasoning section of theQuestions chapter.









• Modeling inverse exponential growth and decay section of the Derivations and Technical Referenceschapter.

• Modeling inverse exponential growth and decay using C++ section of the Programming Referenceschapter. By copying and pasting the text of the C++ code into a compiler, and modifying someof the component parameters, you may generate your own practice problems and solutions!

• Modeling an energizing capacitor using C++ section of the Programming References chapter. Bycopying and pasting the text of the C++ code into a compiler, and modifying some of the componentparameters, you may generate your own practice problems and solutions!

• The Gallery chapter of the SPICE Modeling of Inductive and Capacitive Circuits learning modulecontains circuit examples complete with computer-generated analyses useful as practice problems. UsingSPICE, you may modify these simulations for the purpose of generating your own practice problemsand solutions!

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Theory session 10

Source text – Inductors and Inductive Circuits

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_inductor.pdf



• Read, outline, and reflect on the Modeling inverse exponential growth and decay using C++ section ofthe Programming References chapter.

• Complete “Inductor charging circuit” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Inductor wire turns” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Measuring inductance by time delay” in the Quantitative Reasoning section of the Questionschapter.









• Modeling inverse exponential growth and decay section of the Derivations and Technical Referenceschapter.


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Theory session 11

Student Presentations

Today’s class session will consist of oral teaching presentations made to the entire group. Eachpresentation will be time-limited at 10 minutes, with multiple criteria graded on a 0-10 scale based onthe following rubric:

Criterion Poor quality = 0 Fair quality = 5 Good quality = 10Foundational principles Missing principles Minor conceptual All principles cited and

accurately applied and/or major errors error(s) explanations accurateAudience-centered Using undefined Occasional need Neither over-complicated

terms, symbols for clarification nor over-simplifiedPractical None given, or Application(s) Immediately

application(s) irrelevant unclear understandableClarity and confidence Wasted time, Visibly nervous, Eye contact with all,

incomprehensible some mis-steps professional, flawlessAnswers questions Questions left Minor errors All questions

from audience unanswered answered accurately

You are allowed to bring notes for reference, but not allowed to read them to your audience. Whenyou are chosen to present, you will have a brief period of time to gather your thoughts and set up for yourpresentation, during which time your classmates and instructor will privately brainstorm relevant principlesand applications for your selected subject. After each presentation, both instructor and classmates willprovide constructive criticism on all criteria.

The benefits of this exercise include reinforcing your knowledge, gaining confidence speaking to groups,and preparation for job interviews where you will likely be asked to do this very thing.

Each student will present on one of the Values (from the eet_values page near the beginning of thisdocument). No student will know which Value is theirs until it is their turn to present, which means allstudents should be prepared to present on every Value shown:

• Ownership• Responsibility• Initiative• Integrity• Perspective• Humility• Safety• Competence• Diligence• Community• Respect

Assume your audience is a new group of students starting their very first day of class, and that yourtask is to help orient them to the culture of this program. Be sure to illustrate the practical application(s) ofyour selected Value based on your own experience(s), arbitrarily chosen from school, on the job, or in yourpersonal life as you see fit.

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Theory session 12

The written exam will consist of the following types of questions and their related principles:

• (Question #1) Calculate voltage, current, resistance, and/or power in a series resistor circuit.Ohm’s Law, Joule’s Law, Kirchhoff’s Laws, properties of series networks

• (Question #2) Calculate voltage, current, resistance, and/or power in a parallel resistor circuit.Ohm’s Law, Joule’s Law, Kirchhoff’s Laws, properties of parallel networks

• (Question #3) Determine possible faults in an elementary circuit.Properties of series and parallel networks, effects of opens vs. shorts, behavior of sources and loads

• (Question #4) Calculate voltages, currents, resistances, and/or power dissipations in a series-parallelresistor circuit.Properties of series and parallel networks, effects of opens vs. shorts, behavior of sources and loads,reduction of series-parallel networks into equivalent networks

• (Question #5) Calculate voltages, currents, and/or times for a resistor-capacitor circuit.Properties of series and parallel networks, behaviors of sources and loads, capacitor behavior, inverseexponential calculations

• (Question #6) Calculate voltages, currents, and/or times for a resistor-inductor circuit.Properties of series and parallel networks, behaviors of sources and loads, inductor behavior, inverseexponential calculations

• (Question #7) Calculate voltages, currents, and/or power dissipations in a circuit containing multiplesources.Properties of series and parallel networks, behaviors of sources and loads, Ohm’s Law, Joule’s Law,Kirchhoff’s Laws

The written exams are printed on paper, and will be handed to you at the beginning of the examsession. They are closed-book and closed-note. A scientific calculator is allowed, but no use of mobilephones or personal computers as calculators. Music played through earbuds is welcome. You may askquestions of the instructor, who will clarify questions but will not provide hints or any other form of help.Numerical answers must be within 1% of the correct (un-rounded) answer in order to be counted as correct.

The written exam is a mastery exam, which means passing the exam requires all questions be answeredcorrectly, and that passing this exam is necessary to pass the course. If upon your first submission to theinstructor any errors are found, the instructor will mark which sections of the exam have been passed (with“1” characters) and which sections have not (with “0” characters), and will return the exam to you foranother attempt. If upon your second submission any errors remain (or new errors added), you must re-takea different version of the exam on a different day. Scoring is based on the number of attempts: the numberof “1” marks divided by the total number of “0” and “1” marks. The score from the first version of theexam you take factors into your course grade. Re-take exams are not scored, but only checked for absenceof all errors by the second submission. Exam re-takes occur during lab time, a maximum of one per day.

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Theory session 13

Source text – PN Junctions and Diodes learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_pn.pdf



• Complete “Motor-effect eliminator” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Voltages and currents in simple diode circuits” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “LED resistor sizing” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Faults in a diode-resistor network” in the Diagnostic Reasoning section of the Questionschapter.









• Animation of a forward-biased PN diode junction section of the Animations chapter.

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Theory session 14

Source text – Rectifier Circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_rectifier.pdf



• Read, outline, and reflect on the Mercury arc rectifiers section of the Historical References chapter.

• Complete “Terminal block construction of a bridge rectifier” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “Peak rectified voltage” in the Quantitative Reasoning section of the Questions chapter.

• Complete “How not to connect an oscilloscope to a rectifier” in the Diagnostic Reasoning section of theQuestions chapter.









• Full-wave bridge rectifier with ideal diodes section of the Animations chapter.

• Full-wave bridge rectifier with real diodes section of the Animations chapter.• The Gallery chapter of the SPICE Modeling of Semiconductor Circuits learning module contains circuit

examples complete with computer-generated analyses useful as practice problems. Using SPICE, youmay modify these simulations for the purpose of generating your own practice problems and solutions!

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Theory session 15

Source text – Bipolar Junction Transistors learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_bjt.pdf



• Complete “Controlling and controlled currents” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Controlling voltages” in the Conceptual Reasoning section of the Questions chapter.

• Complete “DC bias calculations” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Faults in test circuit” in the Diagnostic Reasoning section of the Questions chapter.









• The Gallery chapter of the SPICE Modeling of Semiconductor Circuits learning module contains circuitexamples complete with computer-generated analyses useful as practice problems. Using SPICE, youmay modify these simulations for the purpose of generating your own practice problems and solutions!

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Theory session 16

Source text – Field-Effect Transistors learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_fet.pdf



• Complete “Effect of VDS on depletion region” in the Conceptual Reasoning section of the Questionschapter.

• Complete “ESD test jig” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Testing a JFET by DMM diode check” in the Diagnostic Reasoning section of the Questionschapter.

• Complete “Testing a MOSFET by DMM diode check” in the Diagnostic Reasoning section of theQuestions chapter.









• The Gallery chapter of the SPICE Modeling of Semiconductor Circuits learning module contains circuitexamples complete with computer-generated analyses useful as practice problems. Using SPICE, youmay modify these simulations for the purpose of generating your own practice problems and solutions!

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Theory session 17

Source text – Transistor switching circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_qswitch.pdf



• Complete “Transistor summary” in the Conceptual Reasoning section of the Questions chapter.

• Complete “BJT switching circuit configurations” in the Diagnostic Reasoning section of the Questionschapter.

• Complete “MOSFET switching circuit configurations” in the Diagnostic Reasoning section of theQuestions chapter.








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Theory session 18

Source text – Transistor switching circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_qswitch.pdf


• Complete “Darlington pair current calculations” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Calculations in TIP31C transistor circuit” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Calculations in IRF9520 transistor circuit” in the Quantitative Reasoning section of theQuestions chapter.








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Theory session 19

Source text – Thyristors learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_thyristor.pdf



• Complete “SCR versus TRIAC circuits” in the Conceptual Reasoning section of the Questions chapter.

• Complete “2N6403 specifications” in the Quantitative Reasoning section of the Questions chapter.

• Complete “2N6344 specifications” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Identifying SCR terminals” in the Diagnostic Reasoning section of the Questions chapter.








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Theory session 20

Source text – 555 Timer Circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_555.pdf



• Complete “Adjustable duty cycle” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Sequential timer circuit” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Monostable circuit parameters” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Faulted astable 555 circuit” in the Diagnostic Reasoning section of the Questions chapter.










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Theory session 21

Source text – Linear Voltage Regulators learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_linvreg.pdf



• Complete “Manual voltage regulation” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Zener current with varying load resistance” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Effects of faults in a series voltage regulator” in the Diagnostic Reasoning section of theQuestions chapter.








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Theory session 22

Source text – Linear current regulators learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_linireg.pdf



• Complete “Fuel tank level sensing” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Simple current mirror design” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Faulted current mirror” in the Diagnostic Reasoning section of the Questions chapter.








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Theory session 23











Each student will present on a topic randomly chosen from the following list. No student will knowwhat their topic is until it is their turn to present, which means all students should be prepared to presenton every topic shown:

• Electrical sources and loads• Kirchhoff’s Voltage Law• Kirchhoff’s Current Law• Series-parallel circuits• Capacitance and capacitive circuits• Inductance and inductive circuits• Diodes and rectifier circuits• Bipolar junction transistors• Field-effect transistors

You are to regard your audience as technically adept (i.e. assuming everyone in attendance is familiarwith the technical concepts and language; “skilled in the art”).

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Theory session 24


• (Question #1) Design and sketch an unloaded voltage divider network given required voltage and/orcurrent values.Ohm’s Law, Joule’s Law, Kirchhoff’s Laws, properties of series networks

• (Question #2) Design and sketch a circuit using a BJT to switch DC power to a load.BJT behavior, behavior of sources and loads, Kirchhoff’s Laws, properties of series and parallel networks

• (Question #3) Design and sketch a circuit using a FET to switch DC power to a load.FET behavior, behavior of sources and loads, Kirchhoff’s Laws, properties of series and parallel networks

• (Question #4) Determine possible faults in a BJT or FET switching circuit.Properties of series and parallel networks, effects of opens vs. shorts, behavior of sources and loads,BJT behavior, FET behavior

• (Question #5) Calculate voltages, currents, and/or power dissipations in a BJT or FET switchingcircuit.Ohm’s Law, Joule’s Law, Kirchhoff’s Laws, properties of series and parallel networks, BJT behavior,FET behavior

• (Question #6) Calculate voltages, currents, and/or power dissipations in a loaded Zener diode voltageregulator circuit.Ohm’s Law, Joule’s Law, Kirchhoff’s Laws, properties of series and parallel networks, Zener diodebehavior

• (Question #7) Identify the effects of given faults in a 555 timer circuit.Properties of series and parallel networks, effects of opens vs. shorts, resistor-capacitor network behavior,555 IC behavior



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Theory session 25

Source text – Basic Principles of Digital learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_digital.pdf



• Read, outline, and reflect on the Punched paper tape section of the Historical References chapter.

• Complete “Logic levels in a simple transistor circuit” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “Using Python to evaluate basic logic expressions” in the Quantitative Reasoning section ofthe Questions chapter.

• Complete “Effects of faults in simple digital circuit” in the Diagnostic Reasoning section of the Questionschapter.








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Theory session 26

Source text – Relay Ladder Logic learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_ladderlogic.pdf



• Complete “Active reading exercise: motor control circuit diagram” in the Conceptual Reasoning sectionof the Questions chapter.

• Complete “Truth table for a relay circuit” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Effects of a ground fault in a relay control circuit” in the Diagnostic Reasoning section ofthe Questions chapter.








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Theory session 27

Source text – Semiconductor Logic Gates learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_logicgates.pdf



• Complete “Discrete analysis of a bipolar OR gate” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Discrete analysis of a CMOS NAND gate” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “Voltages in a TTL gate” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Malfunctioning security alarm system” in the Diagnostic Reasoning section of the Questionschapter.








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Theory session 28

Source text – Combinational Logic learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_comblogic.pdf



• Complete “Combination lock circuit” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Truth tables from Boolean expressions” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Gate circuits from Boolean expressions” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Relay circuits from Boolean expressions” in the Quantitative Reasoning section of theQuestions chapter.








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Theory session 29

Source text – Digital Numeration learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_number.pdf


• Read, outline, and reflect on the the following sections of the Tutorial chapter:→ Unsigned integers→ Signed integers→ Shorthand representations of digital words→ Decimal conversions

• Complete “Integer conversion table” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Signed integer conversion table” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Microcontroller driving an LED array” in the Quantitative Reasoning section of theQuestions chapter.








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Theory session 30

Source text – Multiplexers and Demultiplexers learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_mux.pdf



• Complete “74HC151 mux” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Arbitrary SOP expression” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Faulted concentrator circuit” in the Diagnostic Reasoning section of the Questions chapter.








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Theory session 31

Source text – Latching Logic learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_latchlogic.pdf



• Read,outline, and reflect on the Digital pulse criteria section of the Derivations and Technical Referenceschapter.

• Complete “Wrong way siren circuit” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Timing diagram for an enabled SR latch” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Sound-controlled lamp” in the Diagnostic Reasoning section of the Questions chapter.








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Theory session 32

Source text – Shift Registers learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_shiftreg.pdf



• Complete “Timing diagram for another simple shift register” in the Conceptual Reasoning section ofthe Questions chapter.

• Complete “Frequency divider design” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Sequential tail-light blinker” in the Diagnostic Reasoning section of the Questions chapter.








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Theory session 33

Source text – Digital Counters learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_counter.pdf



• Complete “Counter circuit identification” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Frequency division” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Counter with faulted gate” in the Diagnostic Reasoning section of the Questions chapter.








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Theory session 34

Source text – Analog-Digital Conversion learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_analogdigital.pdf


• Read, outline, and reflect on the the following sections of the Tutorial chapter:→ ADCs and DACs→ Resolution→ ADC sampling and aliasing

• Complete “Scaling and overvoltage protection for ADC” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “ADC0804 signal values” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Over/under-flowing ADC” in the Diagnostic Reasoning section of the Questions chapter.









• Sections of the Case Tutorials chapter contain circuit examples which may serve as practice problems.

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Theory session 35











Each student will explain the function of a system documented in schematic form, the schematicdiagrams of multiple systems shown on the following page(s), and the particular system being randomlychosen from the following list. No student will know which system is theirs to explain until it is their turnto present, which means all students should be prepared to explain every one of the systems documented.


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System 1

Load

Q1

Q2

Q3

Q4

Q5

InA

InB

Out

VCC

R1 R2

R3

R4

R5

R6

D1

D2

D3

System 2

Load

Vdd

Q1

Q2 Q3

Q4 Q5 Q6

Q7

Q8 Q9

Q10

InA

InBOut

46

System 3

TP1

TP2

TP3

TP4

Window switch

Window switch

Door switch

Door switch

VDD

R1 R2 R3 R4

VDD

Override

Normal

L1

L2

120 VAC

Siren

Fuse

Solid-staterelay

R5

TP5

TP6

TP7

TP8

(closed when shut)

(closed when shut)

(closed when shut)

(closed when shut)

TP9

TP10

TP11

TP12

TP13

TP14

SW1

SW2

SW3

SW4

U1

U2

U3U4

TP15

System 4

L1 L2

M1

M1

StartStopM1

motor

To 3-phasepower source

F1

F2F3

47

System 5

S Q

QR

E

VDD

LockoutOn

Off

L1 L2

120 VAC

UV lamp

keyswitch

Sterilization chamber

System 6

+5.00 VDC

Vref

Digitaldisplay

VZ = 5.1 V3k3

100 to 55k

+12 VDC

+12 VDC

VDD

VSS

22k

48

Theory session 36


• (Question #1) Determine logic states within a combinational logic circuit.Logic function truth tables, logic levels in TTL and CMOS circuits, effects of opens vs. shorts

• (Question #2) Calculate voltages, currents, and/or power dissipations in a BJT or FET switchingcircuit.Ohm’s Law, Joule’s Law, Kirchhoff’s Laws, properties of series and parallel networks, BJT behavior,FET behavior

• (Question #3) Select appropriate components for a scaling network conditioning the analog signal toan ADC or from a DAC based on the desired analog signal value and digital count value (expressed inbinary, decimal, or hexadecimal).ADC behavior, DAC behavior, Ohm’s Law, voltage divider networks, binary numeration, hexadecimalnumeration

• (Question #4) Design and sketch a combinational logic gate circuit to fulfill a three-input truth table.Logic function truth tables, Boolean representation of logic functions, SOP/POS Boolean expressions

• (Question #5) Sketch a latch or flip-flop circuit to fulfill a specified function.Latch behavior, flip-flop behavior, timing diagrams, pull-up and pull-down resistor function

• (Question #6) Determine possible faults in a combinational logic gate or relay ladder logic circuit.Logic function truth tables, properties of series and parallel networks, effects of opens vs. shorts, relaybehavior

• (Question #7) Determine possible faults in a latch or flip-flop circuit.Logic function truth tables, latch behavior, flip-flop behavior, effects of opens vs. shorts, timing diagrams



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Theory session 37

Source text – AC Quantities and Measurements learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_ac.pdf


• If you haven’t already, purchase a scientific calculator capable of complex-number arithmetic. TheTI-36X Pro is recommended. Top-end TI calculators (e.g. TI-89) also offer this functionality, but theTI-36X Pro is much cheaper!


• Complete “Wire and insulation sizing” in the Conceptual Reasoning section of the Questions chapter.

• Complete “AC voltage oscillographs” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Phase shift from oscillographs” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Detecting AC mains distortion” in the Diagnostic Reasoning section of the Questions chapter.








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Theory session 38

Source text – Phasor Mathematics learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_phasor.pdf


• Use a scientific calculator capable of complex-number arithmetic for this session. The TI-36X Pro isrecommended. Top-end TI calculators (e.g. TI-89) also offer this functionality, but the TI-36X Pro ismuch cheaper!

• Read, outline, and reflect on the Simplified Tutorial chapter in its entirety.

• Complete “Practice: complex number calculations” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Series AC voltages” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Incorrect voltage calculation” in the Diagnostic Reasoning section of the Questions chapter.








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Theory session 39

Source text – Resistance, Reactance, and Impedance learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_rxz.pdf



• Read, outline, and reflect on the “Example circuit #1” section of the Full Tutorial chapter.



• Complete “Phantom voltage measurements” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Protective relay burdens” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Identifying an unmarked component” in the Diagnostic Reasoning section of the Questionschapter.








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Theory session 40

Source text – Efficiency and Power Factor learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_powerfactor.pdf



• Complete “Misconceptions about AC power” in the Conceptual Reasoning section of the Questionschapter.

• Complete “AC generator horsepower” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Hydroelectric generator ratings” in the Quantitative Reasoning section of the Questionschapter.








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Theory session 41

Source text – Series-parallel AC circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_ac_sp.pdf



• Complete “Explaining the meaning of calculations” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Series and parallel network impedances” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Series-parallel circuit tables” in the Quantitative Reasoning section of the Questions chapter.








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Theory session 42

Source text – Resonance learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_resonance.pdf



• Complete “Resonant pulse circuit” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Series LC circuit calculations” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Find the Mistake(s)” in the Diagnostic Reasoning section of the Questions chapter.








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Theory session 43

Source text – Transformers learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_transformer.pdf



• Read, outline, and reflect on the Prototype electrical power transmission system section of theHistorical References chapter.

• Complete “Industrial control power transformer” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Basic transformer calculations” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Transformer-resistor circuit” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Faulted transformer-lamp circuit” in the Diagnostic Reasoning section of the Questionschapter.








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Theory session 44

Source text – Polyphase AC learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_polyphase.pdf



• Complete “Testing for single-phase or three-phase” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Balanced Delta source and Wye load” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Balanced Wye source and Delta load” in the Quantitative Reasoning section of the Questionschapter.









• The Gallery chapter of the SPICE Modeling of Power Circuits learning module contains circuit examplescomplete with computer-generated analyses useful as practice problems. Using SPICE, you may modifythese simulations for the purpose of generating your own practice problems and solutions!

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Theory session 45

Source text – Frequency-Domain Analysis learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_freqdomain.pdf



• Complete “Amplifier test” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Fourier series for a square wave” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Discerning even/odd harmonics from the time domain” in the Diagnostic Reasoning sectionof the Questions chapter.








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Theory session 46

Source text – Elementary Filter Circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_filters.pdf



• Complete “Identifying (more) filter types” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Filter type and cutoff identifications” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Designing simple RC low-pass and high-pass filters” in the Quantitative Reasoning sectionof the Questions chapter.

• Complete “Component failures in a second-order filter circuit” in the Diagnostic Reasoning section ofthe Questions chapter.








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Theory session 47











Each student will present on a topic randomly chosen from the following list. No student will knowwhat their topic is until it is their turn to present, which means all students should be prepared to presenton every topic shown:

• RMS versus peak versus peak-to-peak AC measurements• Resistance versus reactance versus impedance• Efficiency and power factor• Resonance• Transformers• 3-phase AC circuits• Filter circuits


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Theory session 48


• (Question #1) Interpret amplitude, frequency, period, and/or phase shift of sinusoidal waveforms froman oscillograph.AC quantities, oscilloscope display interpretation

• (Question #2) Calculate voltages and currents in a series-parallel AC circuit.Capacitive reactance, inductive reactance, impedance, complex-number arithmetic, properties of seriesnetworks, properties of parallel networks, Ohm’s Law, Kirchhoff’s Laws

• (Question #3) Calculate the power factor of an AC circuit.Capacitive reactance, inductive reactance, impedance, power factor, apparent power, reactive power, truepower, Joule’s Law

• (Question #4) Calculate voltages, currents, and/or powers in a transformer circuit.Transformer behavior, Ohm’s Law, Joule’s Law

• (Question #5) Calculate voltage, current, resistance, and/or power in a balanced three-phase AC circuit.Properties of wye-connected networks, properties of delta-connected networks

• (Question #6) Design and sketch a passive filter circuit with a specified cutoff frequency andcharacteristic.Filter circuit behavior, capacitive reactance, inductive reactance, resonance

• (Question #7) Identify a passive filter circuit characteristic from its schematic diagram, and predict theeffects of a component fault on that characteristic.Properties of series networks, properties of parallel networks, effects of opens vs. shorts, filter circuitbehavior, capacitive reactance, inductive reactance



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Theory session 49

Source text – Transistor Biasing learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_qbias.pdf



• Complete “Another BJT with slow-changing DC input” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “BJT amplifier biasing strategies” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Quiescent base current” in the Quantitative Reasoning section of the Questions chapter.








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62

Theory session 50

Source text – Single-Stage BJT Amplifiers learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_bjtamp.pdf


• Read, outline, and reflect on the the following sections of the Tutorial chapter:→ Common-collector amplifier→ Common-emitter amplifier

• Complete “Altering common-emitter resistor values” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “Common-emitter calculations” in the Quantitative Reasoning section of the Questionschapter.









• The Gallery chapter of the SPICE Modeling of Amplifier Circuits learning module contains circuitexamples complete with computer-generated analyses useful as practice problems. Using SPICE, youmay modify these simulations for the purpose of generating your own practice problems and solutions!

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63

Theory session 51

Source text – Single-Stage BJT Amplifiers learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_bjtamp.pdf


• Read, outline, and reflect on the the following sections of the Tutorial chapter:→ Common-base amplifier→ Amplifier gain comparisons→ Input and output impedances

• Complete “Achieving a specified voltage gain” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Gain and quiescent values for common-emitter amplifier” in the Quantitative Reasoningsection of the Questions chapter.

• Complete “Faulty audio amplifier design” in the Diagnostic Reasoning section of the Questions chapter.










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Theory session 52

Source text – Multi-Transistor Amplifiers learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_multiamp.pdf


• Read, outline, and reflect on the the following sections of the Tutorial chapter:→ Paired transistors→ Cascaded stages→ Push-pull amplifiers→ Differential pairs

• Complete “Audio amplifier evaluation” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Approximating voltage gain” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Amplifier signal clipping” in the Diagnostic Reasoning section of the Questions chapter.









• Animation of class-B crossover distortion section of the Animations chapter.

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Theory session 53

Source text – Amplifier Performance learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_ampperf.pdf



• Complete “Impulse testing” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Gain ratios into decibels” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Decibels into gain ratios” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Audio amplifier design improvement” in the Diagnostic Reasoning section of the Questionschapter.








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Theory session 54

Source text – Comparators learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_comparator.pdf



• Complete “Determining output polarities” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Solar panel tracker” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Hysteretic comparator with rail-to-rail output” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Faults in thermostat circuit” in the Diagnostic Reasoning section of the Questions chapter.









• The “Example: comparator response to various inputs” section of the Case Tutorials chapter givesinsightful examples of a comparator responding to different input conditions.

• Differential pair amplifiers section of the Derivations and Technical References chapter.

• Comparator generating PWM waveform section of the Animations chapter.

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Theory session 55

Source text – Feedback learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_feedback.pdf



• Complete “Miscalibrated speedometer” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Mathematical functions in feedback path” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Loss of servo feedback” in the Diagnostic Reasoning section of the Questions chapter.








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Theory session 56

Source text – Operational Amplifiers learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_opamp.pdf


• Read, outline, and reflect on the the following sections of the Tutorial chapter:→ Differential inputs and outputs→ Signal comparison→ Negative feedback→ Regulation→ Servos and control systems

• Complete “Load current path” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Current regulator limits” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Internal faults in a TL082” in the Diagnostic Reasoning section of the Questions chapter.










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Theory session 57

Source text – Operational Amplifiers learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_opamp.pdf


• Read, outline, and reflect on the the following sections of the Tutorial chapter:→ Attenuated and offset feedback→ Inverting and noninverting amplification→ Differential amplification

• Complete “Electronic levers” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Calculating output voltages and gains” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Effects of faults on a simple amplifier circuit” in the Diagnostic Reasoning section of theQuestions chapter.










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70

Theory session 58

Source text – Oscillators learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_oscillator.pdf



• Complete “Neon lamp relaxation oscillator” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Colpitts oscillator frequency” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Effects of faults in a strobe light circuit” in the Diagnostic Reasoning section of the Questionschapter.









• William Hewlett’s Oscillator section of the Historical References chapter.

• LC Resonance section of the Derivations and Technical References chapter.

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Theory session 59











Each student will thoroughly explain the function of a system documented in schematic form, theschematic diagrams of multiple systems shown on the following page(s), and the particular system beingrandomly chosen from the following list. No student will know which system is theirs to explain until itis their turn to present, which means all students should be prepared to explain every one of the systemsdocumented:

• System 1• System 2• System 3• System 4• System 5• System 6• System 7


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System 1

1 kΩ Vout

150 mV

27 µF

33 µF

10 kΩ

33 kΩ

+12 V

System 2

Vcc

Vout

Vin RE

RC

Rbias1

Rbias2

System 3

Vout

Vin

RC

Rbias1

Rbias2

VCC

73

System 4

RE

R2

R1

+V

Rload

RC

Cbypass

Cin

Cout

Q1

V1

System 5

−

+Vout

27 kΩ27 kΩ

Vin

R1

R2

System 6

−+

Vin

Vout

R1

R2

7k7

2k2

74

System 7

+V

Gnd

Power plug

−

+

T1

Switch

Fuse

D1

D2

D3

D4 C1

R1

U1

Q1

C2

D5

75

Theory session 60


• (Question #1) Calculate the approximate gain for a multi-stage BJT amplifier circuit based oncomponent values or signal measurements.Ohm’s Law, BJT behavior, BJT amplifier behavior, gain calculations

• (Question #2) Design and sketch an operational amplifier circuit with a specified voltage gain.Ohm’s Law, amplifier behavior, negative feedback, opamp behavior

• (Question #3) Calculate voltage and current values within an analog computational circuit givencomponent values and some given voltage and/or current values.Ohm’s Law, Kirchhoff’s Laws, properties of series and parallel networks, BJT behavior, BJT amplifierbehavior, negative feedback, opamp behavior, comparator behavior

• (Question #4) Select appropriate components to set the frequency of an oscillator.Ohm’s Law, properties of series and parallel networks, RC time delays, RC phase shift, resonance

• (Question #5) Determine possible faults in a discrete-transistor or operational amplifier circuit.Ohm’s Law, Kirchhoff’s Laws, Properties of series and parallel networks, effects of opens vs. shorts,amplifier behavior, negative feedback, opamp behavior



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Documents

IETTI-222 – Advanced Electronics I (THEORY)Session 07 Elementary circuit design Session 08 SPICE – resistor circuits ... This is a theory coursebased on an “inverted” model