Key words
OpAmps, Semiconductors, Bipolar transistors, MOSFET, ADC/DAC, Diode, Power supply, SPICE introduction
Objectives
The students should have a comprehensive understanding of basic semiconductor components and their applications. They should be capable of analysing and designing basic analog circuits that include these components.
Topics
Operational amplifiers:
Basic circuits using operational amplifiers.
Behaviour of operational amplifiers at higher frequencies; 1st order model.
Slew-rate; bandwidth; offset errors.
Digital to analog conversion:
Binary weighted summing amplifier.
Converter using R-2R ladder network.
Two-terminal nonlinear devices:
Introduction to semiconductors.
Square-law device.
Diode.
Application of diodes in rectifiers and for signal manipulation.
Three-terminal nonlinear devices; bipolar transistors:
Operating regions.
Biasing circuits.
Ebers-Moll model.
Three-terminal nonlinear devices; field effect transistors.
JFET, NMOS, PMOS.
Operating regions.
Biasing circuits.
Applications of MOSFETs in digital circuits.
Applications of MOSFETs in power electronics.
Appendix:
SPICE simulation.
Application of the Ebers-Moll equations on a transistor in saturation.
Prerequisites
Analysis of electric circuits in DC and steady-state AC.
Mathematics: Complex numbers; calculus.
Final Objectives
Comprehensive understanding of basic analog circuits.
Analysis and design of these circuits.
Materials used
Printed course material.
Additional information on a dedicated website.
Study costs
Printed course: 5€
Study guidance
Solved problems and typical exam questions available in the electronic learning environment.
Students can make an appointment if they have further questions on the course contents; questions can also be answered by Email.
Teaching Methods
Theory lectures + solved problems.
Assessment
Theory: Written closed book exam
Exercises: Written open book test
A weighted average is used to compute the final score for a training item.
However, if a student gains a score of 7 or less on 20 on one of the different courses
(parts of training items) , he proves that his skill for certain subcompetencies is
insufficient. Consequently, one can turn from the arithmetical calculation of the final
assignment of quotas of a training item and the new marks can be awarded on consensus.
Of course, the examiners can judge that the arithmetic regulations mentioned in the
study index card can also be used for 7 or less.
For each deviation a detailed motivation ought to be drawn up. In that case one should
point out that the skill for this subcompetency is proven to be insufficient,
if the student didn’t pass the partim that is considered to be important
for certain subcompetencies.
Lecturer(s)
Author of this document: Patrick Van Torre
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