Elex2 Obe Syllabus Rev1.docx

COR JESU COLLEGE Sacred Heart Avenue, Digos City Province of Davao del Sur

Course Cat. No. : ECE 412/412L Course Title : ELECTRONICS 2 with LABORATORY Type of Instruction : Classroom Presentation

Engineering and Technology Division College Department

Pre-requisite : ELECTRONICS 1, CIRCUITS 1 School Year : 2015-2016 Prepared by : Wella Lyn A. Mateo,ECE

Course Description: This course is divided into 4 major topics, namely: Small Signal Analysis of FET, Amplifiers, Operational Amplifiers and Oscillators and part of oscillators- the Multivibrators. The first topic is just a continuation of the last topic in electronics 1, involving the Small signal analysis of Field Effect Transistors. This part discusses the different circuit configurations of FET in small signal analysis. This also involves reviewing the DC analysis of the different FET configurations. The next topic, Amplifiers, which divided to 2 important parts; Power Amplifiers and Feedback Amplifiers. The first part- Power Amplifiers-discuss the different BJT/FET configurations that will provide Power Amplification. This topic also discusses the different amplifier class, its operation and its application. The next part – Feedback Amplifiers- discuss the two types of feedback amplifiers and the different circuit components creating a feedback amplifier. The 3rd part -Operational Amplifiers- the most versatile and complicated types of amplifiers. This amplifier is widely used in electronics. It is the type of amplifiers house in IC’s. The last part is the Oscillators- a circuit generating AC signal at its desired frequency of operations. Oscillators are circuits that generate pulse and are widely used as clock circuits. In addition to the last part is all about Multivibrators- a type of relaxation oscillators that is used as timer circuits based on its connectivity in the circuit.

General Objectives : At the end of the course, the students should be able to: 1. Acquire strong mathematical skills in solving the different FET circuit configurations in Small Signal Analysis. 2. Obtain a robust knowledge and skills on the concept and application of Amplifiers based on each type. 3. Gain solid knowledge on the construction, operation,--including the different circuit, characteristic and application of Operational Amplifiers 4. Gain solid knowledge on the construction, operation,--including the different circuit, characteristics and application of Oscillators and a separate discussion of Multivibrators and its utilization depending on its connectivity in the circuit. 5. Possession of technical and theoretical skills during circuits design, assembly and testing. Time Allotment: 72 Hours Credits: 4 units 1|P a g e

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Vision Cor Jesu College, a premiere Catholic educational institution in Southern Mindanao, envisions fully transformed persons inspired by the spirituality of the Most Sacred Heart of Jesus and the charism of the Brothers of the Sacred Heart. Mission We, the member of Cor Jesu College community, commit ourselves to: 1. Advance a responsive and dynamic learning environment that draws out the best in all; (EXCELLENCE) 2. Nurture a compassionate community that journeys as one family united at the Heart of Christ; and (COMMUNITY) 3. Strengthen responsible stewardship towards social transformation, progress and sustainable development (APOSTLESHIP) Core Value of Compassion 4. This value of compassion, inspired by the spirituality of the Sacred Heart of Jesus, is characterized by selfless and dedicated concern for others marked by loving respect and kindness. GOALS OF THE COLLEGE DEPARTMENT

CJC MISSION/CORE VALUE OF COMPASSION

COLLEGE DEPARTMENT GOALS 1 2 3 4 5 6

Offer academic programs that meet local and global demands; Conduct developmental researches and productive-scholarship activities for a dynamic and responsive instruction; Engage in community extension services for capacity building and empowerment of poor communities; Provide a research and field based instructions for a relevant and functional learning; Nurture a climate of compassionate community for personal, communitarian, and spiritual growth; Send graduates to the field of works as God centered professional, responsible stewards of nature, agents for cultural preservation and promotion, and initiators of social transformation and sustainable development.

Course Title: Electronics 2 with Laboratory

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Date Effective: June 2014

Date Revised: June 2015

Prepared by: Wella Lyn A. Mateo,ECE

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Endorsed by: Engr. Jonas M. Placer

Approved by: Alex D. Niez, Ed.D.

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PROGRAM EDUCATIONAL OBJECTIVE (PEO) CJC Engineering Graduates are Fully Transformed Individuals; Equipped with Technical Excellence, Spiritually Mature and Responsive to the Developmental Needs of the Environment they associate

STUDENT OUTCOME (SO) a b c d e f g h i j k l

An ability to apply knowledge of mathematics, sciences, and engineering sciences to the practice of engineering course. An ability to design and conduct experiments as well as analyze and interpret data. An ability to design a system to meet desired needs. An ability to work effectively in multi-disciplinary and multi-cultural teams. An ability to identify, formulate, and solve engineering problems. An understanding of professional and ethical responsibility. An ability to communicate effectively in verbal and non-verbal communication A broad education necessary to understand impact of engineering solutions in a global/societal context. An ability to engage in life-long learning and to keep current of the development in a specific field of specialization. Knowledge of contemporary issues. An ability to use appropriate techniques, skills, and modern tools necessary for engineering practice to be locally and globally competitive. An ability to apply acquired engineering knowledge and skills for national development. COURSE OUTCOMES (CO)

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Memorize and associate the CJC mission, vision and core value in academic or social engagements.  Understand the basic operations of different circuit configurations of FET in small signal analysis  Define and Differentiate JFET and MOSFET characteristic in small signal analysis  Explain the different operation of each type of FET  Determine the different application of FET in the construction of Amplifiers. Understand the concepts and purpose of an Amplifier in a circuit.  Determine the different types and application of amplifiers; Power Amplifiers and Feedback Amplifiers  Discuss the different amplifier class in Power Amplifiers and the two types of Feedback Amplifiers.  Define and understand the concepts behind operational amplifiers which includes its operation and characteristics  Solve and discuss the different circuit of operational amplifiers and its application in electronics.  Define what is an oscillator and its function and operation.  Also include the different types oscillators  Discuss what is a multivibrator - different configuration and application in a circuit.

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TIME FRAME Preliminary Topics Week 1

COURSE CONTENT

STUDENT LEARNING OBJECTIVES

Introduction: Cor Jesu College - Vision, Mission and Core Value (VMC) Topic 1: Small Signal

To prepare students for life through Christ-centered education and realize the CJC’s three pillars - excellence, community and apostleship.

Analysis of Field Effect

1. Review the nature of Field Effect

Transistors

Transistor including its characteristics.

1.1 Review the Field Effect

2. Review how to obtain the important DC

Transistor Characteristics in

parameters of FET to be utilized in small

DC analysis

signal analysis.

1.2 Determine the important

3. Discuss the AC equivalent circuit of JFET

DC parameters of FET.

and

1.3 Discuss the two types of

parameters to consider.

FET: JFET and MOSFET

4. Solve the small signal parameters of

1.4 Enumerate and Solve the

JFET on the following configuration:

different JFET circuit

a. n-type JFET

configuration in small signal

b. p-type JFET

Weeks 2 – 4 (including preliminary examination week)

STRATEGY/ACTIVITIES

Individual approach:

CO 1

Pair and share: Find a partner and share your thoughts to one another about how to relate the CJC mission, vision and core value in everyday life. Individual task: Master the CJC VMC. Drill/Review. Let the students recall previous concepts either by reviewing their notes/journals or giving board exercises.

Modified Muddiest Point Paper. Check student understanding in a lesson by asking them to take out a sheet of paper and take one minute to write down at least three questions/problems about, or the most confusing aspect of, the topic of/for the day. Select ten significant and useful questions/problems from the collected students’ papers and present it as a short quiz/test.

CO 2

analysis.

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Satisfied Course Outcome

MOSFET

and

the

important

The Jigsaw Method. The instructor will divide the whole class into groups (depending on the total number of students, preferably 5- or 6- person jigsaw groups). The groups should be diverse in terms of their ability/skills, with each group preparing separate but related homework/practice exercises. After discussing the exercises, the groups are re-divided to form new jigsaw groups with one member from each other joining the new mixed group. Each person in the group teaches the rest of the group what he/she knows, and the group then solves/answer the problems together that create the whole idea/concept. The topic for this Jigsaw activity might be about FET ac equivalent circuit and deriving the important DC parameters “White Boards” Activity. Give each student a white board, dry erase marker and an eraser. As you ask questions during the class interaction involving the different circuit configuration of FET and its equivalent form in AC (small signal analysis)

ASSESSMENT/EVALUATION

Make a reflective journal about the VMC of CJC.

The Venn Diagram. Have students compare and contrast a certain topic using a Venn diagram. Conferencing (Graded Boardwork). Assign problems/case to the students, give them markers/chalk and let them share their solutions to the class by solving it using the

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1.5 Enumerate and solve the

5.

Solve

different MOSFET circuit

configuration:

configuration in small signal

a. D-MOSFET

analysis.

b. E-MOSFET

1.6 Differentiate in terms of

6.

application the different

application using JFET and MOSFET as

circuit configuration based

amplifiers.

Site

the

some

following

example

MOSFET

circuits

Demonstrative Lecture. Students are asked several questions after every lecture involving: a. Transforming a JFET circuit configuration to its equivalent small signal analysis circuit. b. Deriving the value of ID, Zin, Zout and AV. c. Transforming a MOSFET circuit configuration to its equivalent small signal analysis circuit. d. Derive the value of Vgs, Zin, Zout and AV.

and

Technical Work. Establish proper procedures and demonstrations in the proper biasing of a JFET/MOSFET in the ac small signal analysis.

on the types of FET; JFET or MOSFET. CO 2

Laboratory activity: Exercise on the different types of configurations of both JFET and MOSFET.

board and review their work as they listen. This is an especially effective routine to use at the beginning or end of lessons as it allows the teacher to quickly assess students' independent performance levels. Learning Logs: Students will reflect on their own learning by writing on their subject journals, to identify their strengths in a particular topic, those areas demanding more growth, and to establish certain individual goals.

Weeks 2 – 4 (including preliminary examination week)

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Preliminary Examination Covers the small signal analysis of JFET and MOSFET.

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Topic 2: Amplifiers

1.

Discuss the nature of Amplifiers

2.1 Introduction on the

2.

Tackle relevant application of

importance and usage of

amplifiers and cite some

amplifiers

electronics devices that use an

2.2 Block Diagram of the

amplifier during operations.

Amplifier Circuit.

3.

2.3 Classes of Amplifiers

Drill/Review. Let the students recall previous concepts (either by reviewing their notes/journals or giving board exercises). Demonstrative Lecture. Students are asked several questions on what is amplifier circuit, the function of each blocks and its utilization.

Know the importance of amplifier circuits. CO 3

based on its input and Weeks 5-9 (including midterm examination week)

output components a. Current Amplifiers

Illustrate the function blocks diagram of a simple amplifier

5.

Talk over the different classes of

b. Voltage Amplifiers

amplifier depending on the given

c. Transconductance

input and the derive output.

Amplifier

6.

Discuss the different class of

d. Transimpedance Amplifier

amplifiers based on the position

2.4 Classses of Amplifiers

of Q-point.

based on the position of Qpoint and the signal it

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4.

a.

“Think-Pair-Share” Activity. Ask the students to learn the concept and utilization of amplifier also include its components and its individual function and encourage them to think/answer quietly some given relevant questions. After the allotted time, ask students to share their response with their partner, taking turns so that each partner explains his/her thinking. Walk around the room to monitor student responses. Laboratory Activity Designing and testing a simple feedback amplifiers

Directed Paraphrase. After working through a topic, ask students to explain the content in their own words to a lay audience or in a sheet of paper. Record/grade the way it is presented and their ability on how well they follow the topics discussed.

Checklist. Give critical-thinking checklist to students to help them reflect on their learning experience or on the quality of their work. Moving Quiz Students align their selves and at every after the time set by the teacher, the student will move from one question to another.

Illustrate the signal generated from the different class based

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generates: a. Class A

Weeks 5-9 (including midterm examination week)

b.

usage of the different classes of

c. Class AB

amplifiers

d. Class C

7.

Discuss Feedback Amplifiers

e. other classes

8.

Identify the types of feedback

2.5 Introduction to Feedback

amplifiers.

Amplifiers

a.

diagram of each feedback

Amplifiers

types. b.

feedback from negative

2.5.2 Circuit Orientation and

feedback. Cite an example of circuit

of each type.

using positive and negative

2.5.3 Determining

feedback.

Amplifying Factor of each type.

d.

CO 3

Differentiate positive

b. Negative Feedback

c.

Midterm Examination This covers all the types and classes of amplifier.

Illustrate the function block

2.5.1 Types of Feedback

Function blocks components

Project Oriented Students are asked to submit a finished working project that will illustrate a positive and negative feedbacks

Discuss the application and

b. Class B

a. Positive Feedback

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on the position of the Q-point.

Distinguish their advantages and disadvantages

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Topic 3: Operational Amplifiers

1.

3.1 Introduction to

importance of operational

Operational Amplifiers

amplifiers.

a. definition and importance

2.

Identify the basic components,

b. symbol and equivalent

symbol and function block

circuits

diagram of a typical operational

c. block diagram of a typical

amplifier.

op-amp

3.

Trigger Videos – Lecture Viewing. Show a full video on the History and development of Operational Amplifiers. Encourage students to engage in critical and evaluative thinking when viewing. Prior to viewing, make sure to present the objectives of the video and give initial problems to be answered after the viewing. Engage students in follow-up learning experiences related directly to the viewing material to consolidate and share their learning

Understand the function and

Drill/Review. Let the students recall previous concepts (either by reviewing their notes/journals or giving board exercises).

To know the ac equivalent circuit CO 4

Weeks 10-13 (including 3rd quarter examination week)

d. AC equivalent circuits. 3.3 Electrical Characteristics

of an OP-AMP. 4.

of Op-Amps

parameters/characteristics of OP-

a. Ideal against actual value

AMP.

3.4 Virtual Ground Principle

5.

3.5 Most Common Circuit Connection of Operational

a. Inverting Amplifier

Differentiate actual operation from ideal operation.

6.

Amplifiers

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Identify the different electrical

Understand the virtual ground principle

7.

Improve problem solving on the

Demonstrative Lecture. Students are asked several questions on their idea about transistors. In-depth discussion on all Operational Amplifiers which includes the following: a. b. c. d. e. f.

Importance Symbol and construction AC equivalent circuit Electrical characteristics Virtual ground principle Most common circuit configuration.

Technical Work. Establish proper procedures and demonstrations in wiring the most common operational amplifier circuit configuration.

Modified Muddiest Point Paper. Check student understanding in a lesson by asking them to take out a sheet of paper and take one minute to write down at least three questions/problems about, or the most confusing aspect of, the topic of/for the day. Select ten significant and useful questions/problems from the collected students’ papers and present it as a short quiz/test. Conferencing (Graded Boardwork). Assign problems/case to the students, give them markers/chalk and let them share their solutions to the class by solving it using the board and review their work as they listen. This is an especially effective routine to use at the beginning or end of lessons as it allows the teacher to quickly assess students' independent performance levels. Assessment Examination -3rd quarter examination that covers the whole Operational Amplifier.

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b. Non-inverting Amplifier

different most common circuit

c. Summing amplifier

connection of Op-AMP.

d. Differencing amplifier

8.

e. Integrator d. Differentiator

“Think-Pair-Share” Activity. Ask the students to learn the concept and utilization of operational amplifier also include its components and its circuit configuration and encourage them to think/answer quietly some given relevant questions. After the allotted time, ask students to share their response with their partner, taking turns so that each partner explains his/her thinking. Walk around the room to monitor student responses.

Derive the output voltage of each OP-AMP circuit connection.

9.

Understand and solve for DC

f. Voltage Follower

offset component and CMRR of

3.6 DC offset parameters of

OP-AMP.

Laboratory Activity Breadbording the most common operational amplifier circuit configuration.

Operational Amplifiers and Common Mode Rejection Weeks 10-13 (including 3rd quarter examination week)

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CO 4

Ratio

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Topic 4: Oscillators and

1.

Multivibrators 4.1 Introduction to

Weeks 14-18 (including Final examination week)

application of oscillators 2.

Understand the basic requirements of an oscillator

4.2 Oscillators requirement

circuits 3.

Drill/Review. Let the students recall previous concepts (either by reviewing their notes/journals or giving board exercises).

Know the different types of

a. Hartley

Oscillators and understand its

b. Colpitts

individual utilization CO 5

c. Clapp

4.

d. Crystal e. Tuned oscillators

Discuss the circuit components involve in each type of oscillators

5.

Compute the desires/operating

f. Phase-shift oscillators

frequency of each type of

g. wien-bridge oscillators

oscillator.

4.4 Multivibrators

6.

Differentiate one from another

4.4.1 Types of

based on its stability and

Multivibrators

functions.

4.4.2 Circuit requirements

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Know the importance and

Oscillators

4.3 Types of Oscillators:

Trigger Videos – Lecture Viewing. Show a full video on the History and development ofoscillators. Encourage students to engage in critical and evaluative thinking when viewing. Prior to viewing, make sure to present the objectives of the video and give initial problems to be answered after the viewing. Engage students in follow-up learning experiences related directly to the viewing material to consolidate and share their learning

7.

Discuss what is a multivibrator.

Demonstrative Lecture. Students are asked several questions on their idea about Oscillators. In-depth discussion on the following: a. Basic requirements of an Oscillator b. Different types of Oscillators c. Operating frequency of each type of oscillators Demonstrative Lecture. Students are asked several questions on their idea about Multivibrators. In-depth discussion on the following: a. Types of multivibrators b. Different circuit configuration of multivibrators c. Holding and releasing time of multivibrators d. Application in electronics

Conferencing (Graded Boardwork). Assign problems/case to the students, give them markers/chalk and let them share their solutions to the class by solving it using the board and review their work as they listen. This is an especially effective routine to use at the beginning or end of lessons as it allows the teacher to quickly assess students' independent performance levels. Learning Logs: Students will reflect on their own learning by writing on their subject journals, to identify their strengths in a particular topic, those areas demanding more growth, and to establish certain individual goals Problem Solving Quiz Involves the different oscillator circuit configurations. Assessment Examination Final examination includes the Oscillators and multivibrators. Project based: Students are required to create a project embedding the concept of multivibrator

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of a multivibrators

8.

4.4.3 Multivibrators circuit configuration: a. Monostable b. Bi-stable c. Astable 4.4.4 Computation on the time it will generate an

Know the circuit requirement to Technical Work. Establish proper procedures and demonstrations in creating and testing of multivibrators

create a multivibrator. 9.

Discuss the different circuit configurations of multivibrators

10. Determine is holding time and

CO 5

Laboratory Activity Constructing the different multivibrator circuit configurations

releasing time. 11. Discuss its usage and application in electronics.

output pulse. 4.4.5 Sample circuit using multivibrator.

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EVALUATION CRITERIA: Lecture A. Midterm Grade CT1: Quizzes, Class Participation, Assignment……………………………………………………………………………………………………… First Quarterly Examination……………………………………………………………………………………………………………………………….. Midterm Examination……………………………………………………………………………………………………………………………..……..……

25% 25% 50% 100%

B.

Final Grade CT2: Quizzes, Class Participation, Assignment……………………………………………………………………………………………………… Third Quarterly Examination………………………………………………………………………………………………………………………………. Midterm Grade/Preliminary Grade…………………………………………………………………………………………………………….……… Final Examination………………………………………………………………………………………………………………………………………………

12.5% 12.5% 25.0% 50.0% 100%

SUGGESTED REFERENCES: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Fowler,Richard J.Electricity: Principles and Application, 2013 Wilson, P. The Circuitry Designers Handbook, 2012 Alexander, Charles K. Fundamentals of Electric Circuits. Boston: McGraw-Hill,2009. Alexander Charles K. Fundamentals of Electric Circuits 2nd Edition. Boston: McGraw-Hill, 2004 Bantilan, M. College Physics. Rex Book Store, 2009. Lang, Heather. Head First Physics: A learner’s companion to mechanics and Practical Physics.O’Reilly Media, Inc., 2009. Gibilisco, Stan. Electronics Devices and Circuit Theory 10th Edition. Mc-Graw Hill Professional, 2009. Gibilisco, Stan. Electronics: Demystified. Mc-Graw Hill Professional, 2007. Terrell, David L. Fundamentals of electronics: DC/AC circuits. Australia: Thomson &Learning, 2000. Serway, Raymund A. Physics for Scientists and Engineers, Saunders College Publishing Co.,2004. Gibilisco, Stan. Teach yourself electricity and electronics 4th Edition. New York: Mc-Graw Hill Professional, 2007.

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