Key words
electronics, analog, transistor,
Objectives
The students should be able to design different analog electronic systems in different semiconductor technologies, taking into account the frequency behavior and using different abstraction levels.
Topics
- models of active components
- amplifiers with one and more transistors or MOSFETs
- current mirrors, current sources, active load
- output stages
- operational amplifiers
- frequency behavior of amplifiers
- feedback
- stability
- active filters and oscillators
- D/A convertors
Prerequisites
- wiskunde I and II
- netwerkanalyse
- signalen en systemen
- analoge elektronica I
Final Objectives
The students should be able to design stand-alone analog circuits as well as circuits that form a part of a mixed-signal design.
They should be capable of collecting and using the necessary information to design analog circuits for a multitude of circumstances.
Analog circuits have to be designed, analysed, simulated and tested.
Materials used
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- Book: "Introduction to electronic circuit design" by Richard Spencer & Mohammed Ghausi"
- free software (AIM Spice)
- exercises
Study costs
65€ (0€ if the book was already bought for "Analog electronics" part 1)
Study guidance
- through the electronic learning environment
- with formative tests
- extra explanation on demand
Teaching Methods
A combination of lectures, exercise and lab sessions and homework
Assessment
For the theoretical part : oral examination, open book.
Labs and exercises: permanent evaluation.
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)
responsible: Patrick Van Torre
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