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Course: MAE 140, Spring 2010
School: UCSD
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Word Count: 677

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1 Lesson Introduction and Fundamental Variables (Chapter 1) (Chapter Learning Objectives or CLOs 1-1 thru 1-3) This is the first lesson on Circuits. There is a lot of basic material to cover, but concentrate on the key topics. They all can and should read the material. Use this lesson to introduce the main players in the course: current, voltage and power. To help the students put these characters in perspective...

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1 Lesson Introduction and Fundamental Variables (Chapter 1) (Chapter Learning Objectives or CLOs 1-1 thru 1-3) This is the first lesson on Circuits. There is a lot of basic material to cover, but concentrate on the key topics. They all can and should read the material. Use this lesson to introduce the main players in the course: current, voltage and power. To help the students put these characters in perspective use the following diagram: Applied Variables i Basic Variables i= dq dt dw d = dq dt q, w, v= v p= dw dt p = vi p The Basic Variables are derived in the Physics courses and form the basis for the Applied Variables used in the course. Each applied variable should be introduced. Include a discussion of their abbreviations, units and relationships. is Flux Linkages. You need not say much about it now but it will be needed when inductors are introduced in Chapter 6. This is a good time to discuss engineering notation and the various prefixes used in engineering. Point out to the students that k = 1000, not K we reserve that for gain. In addition, that they need to be clear on m and M they are separated by 109! Most engineering courses will want their answers (usually) to three significant figures (not necessarily three decimal places). Hence, 39.6 V, 105 nF, 4.77 mH, 1.23 k, 678 MW, etc. Introduce the concept (and symbol) of Ground. This is a very important idea that they need to grasp early. You can use the analogy of Sea Level as the accepted reference for elevation. Mt. Evans, a mountain in Colorado, is about 14,180 above mean sea level. Denver is 5280 above. Hence, Mt. Evans is 14,180 5280 = 8900 above the Denver. However, suppose we chose to reference everything with respect to Denver. If so, Mt. Evans would be at 8900, Denver at 0 and mean sea level at 5280. Clearly, this would be more awkward. In circuits one tries to set the reference at the lowest voltage-wise point in the circuit. across variable Another key concept is the Sign Passive Convention. i through variable + v Element _ The arrow is used to indicate the positive direction of current. The actual current may not really be going in that direction, but the arrow represents the direction that we want to indicate as positive. A car could travel the wrong way in a one-way street for example. Similarly, voltage is measured from the + to the as being positive. Now for the passive sign convention: When the current enters an element at the + and exits the , we say that both v and i are positive. Power, which is the product of v and i, then is positive. A positive sign for power means that that element or device is using or consuming power a toaster, for example. If the current enters the terminal and exits the + terminal then the current is negative and the product of v and i is negative. That element or device is delivering or supplying power a battery, for example. Exercise 1-4 or similar is worthwhile doing in class. If you plan to use software in the course, it is useful to start the students early so that they feel like it is an essential part of the course. The text uses MATLAB and OrCAD. In this lesson, you might tell the students what the software requirements are for the course, where to obtain the software if it is not bundled in the bookstore, and possibly some motivational show-and-tell. One of the very important things that students must learn and at times, this proves difficult is that using software does not replace engineering intuition. One gains the latter only by understanding the basics and doing problems first by hand. Another problem with computer software and with calculators as well is that often the answers are given to six or more significant figures when the most optimistic result is only accurate to three or four places. Another issue is that at times students ignore engineering multipliers like m, k, n, etc resulting in the correct numbers but answers that are orders of magnitude off.
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UCSD - MAE - 140
Lesson 2 Intro to Devices (Section 2-1) (CLO 2-1) Chapter 2 introduces devices. We draw a distinction between a device something you can buy at Radio Shack, and an element a mathematical model of a device. Devices are inherently nonlinear, but in this cou
UCSD - MAE - 140
Lesson 3 Kirchhoffs Laws (Sections 2-2 and 2-3) (CLO 2-2) There is a lot to cover in this lesson: Kirchhoffs Laws, Combining Element and Connection constraints, assigning reference marks and solving circuits using the combined constraints a huge effort re
UCSD - MAE - 140
Lesson 4 Equivalent Circuits (Section 2-4)(CLO 2-4) This lesson is on equivalent circuits. We will cover series and parallel resistors and sources and source transformations. Start by defining series and parallel connections. Either students get this conc
UCSD - MAE - 140
Lesson 5 Voltage and Current Dividers (Section 2-5)(CLO 2-5) This arguably is one of the most useful lessons the students will learn. We will use this extensively to solve dc and ac problems and to design filters. Start by deriving the relationship.IR1
UCSD - MAE - 140
Lesson 6 Circuit Reduction (Section 2-6)(CLO 2-6) Two analysis techniques are applicable to ladder-type circuits source transformation and circuit reduction. We will use the following circuit for demonstrating these techniques. This problem asks the stude
UCSD - MAE - 140
Lesson 7 Computer-Aided Analysis (Section 2-7)(CLO 2-7) Practicing engineers routinely use these computer tools to analyze and design circuits, and so it is important to learn how to use them effectively. The purpose of doing computer examples is to help
UCSD - MAE - 140
Lesson 8 Node Voltage Analysis (Section 3-1)(CLO 3-1) One of the basic understandings that will help students write node voltage equations is to recognize that this technique is nothing more than applying KCL. The first thing to ask the students to do is
UCSD - MAE - 140
Lesson 9 Mesh Current Analysis and Linearity. (Sections 3-2 and 3-3)(CLO 3-1 and 3-2) Students generally do not have serious problems in understanding Mesh Current analysis. You might mention that it is the dual of Node Voltage analysis. Mesh Current anal
UCSD - MAE - 140
Lesson 10 Superposition and Thvenin/Norton Theorems (Sections 3-3 and 3-4) (CLOs 3-2 and 3-3) Superposition is more of a learning technique than a useful tool since most simulation tools can solve multiple source problems with no extra effort. However, th
UCSD - MAE - 140
Lesson 11 Signal Transfer and Interface Design (Section 3-6) (CLOs 3-4 and 3-5) This is a key lecture for students to understand circuit limitations. In this type of interface circuit design loading is not bad it is intentional! We have taught students th
UCSD - MAE - 140
Lesson 12 Comparison of Analysis Techniques (Chapter 3 review)(CLOs 3-1thru 3-5) This lesson offers students with the ability to sit back and review all of the different analysis techniques we have been teaching them. They need practice in deciding which
UCSD - MAE - 140
Lesson 13 Dependent Sources #1 (Sections 4-1 and 4-2) (CLO 4-1) This and the next lesson are very important to the students understanding of electronic modeling especially the Op-Amp section that follows. Some students do not appreciate what a dependent s
UCSD - MAE - 140
Lesson 14 Dependent Sources #2 (Section 4-2) (CLO 4-1) This is a challenging lesson to both teach and to learn. It is important because it sets the underlying concept for the operation of Op-Amps namely feedback. To reinforce what the students are to lear
UCSD - MAE - 140
Lesson 15 Dependent Sources #3 (Section 4-2) (CLO 4-1) This lesson looks at input and output resistance of a dependent source circuit. A very important concept involves the effect of feedback on RIN and ROUT. If there is no feedback resistor, the input re
UCSD - MAE - 140
Lesson 16 Op-Amps #1 (Sections 4-3 and 4-4) (CLO 4-2) There are seven lessons dedicated to Op-Amps. By the end of this module the students should feel comfortable analyzing and designing Op-Amp circuits. The lessons are as follows: 1. The basics (this les
UCSD - MAE - 140
Lesson 17 Op-Amps #2 (Section 4-4) (CLO 4-2) This is the second lesson on Op-Amps. The goal is to get through developing the four basic building blocks: Inverter, Non-inverter (and Follower), Summer, and Subtractor. It is important that the students learn
UCSD - MAE - 140
Lesson 18 Op-Amps #3 (Section 4-4) (CLO 4-2) The third lesson on Op-Amps focuses on cascading Op-Amp building blocks and the concept of loading. Last lesson we developed several Op-Amp building blocks. Those along with the voltage divider are very useful
UCSD - MAE - 140
Lesson 19 Op-Amps #4 (Section 4-5) (CLO 4-3) This lesson focuses on Op-Amp design and evaluation. Since there are often several ways to achieve a particular design especially with Op Amps it is useful to dedicate a lesson to helping students understand wh
UCSD - MAE - 140
Lesson 20 Op-Amps #5 (Section 4-5) (CLO 4-3) This lesson is dedicated to Op-Amp application, in particular, D/A and Comparator circuits. The next two lessons are reserved for Instrumentation applications. Digital-to-Analog Converters (DACs or D/As) We wil
UCSD - MAE - 140
Lesson 21 Op-Amps #6 (Section 4-6) (CLO 4-3) The sixth lesson on Op-Amps focuses on designing Instrumentation Systems. After this and the next lesson, the students should be able to design simple instrumentation systems.KInput Transducer Gain+ +Bias,
UCSD - MAE - 140
Lesson 22 Op-Amps #7 (Section 4-6) (CLO 4-3) This last lesson on Op-Amps focuses on designing Instrumentation Systems with passive transducers.KInput Transducer Gain+ +Bias, b Output TransducerAs mentioned previously, passive transducers require an e
UCSD - MAE - 140
Lesson 23 Signals I (Section 5-1 through 5-3, and 5-7) (CLO 5-1) We will now have a change of pace; away from design to developing a repertoire of signals that we will use to excite circuits and use to represent solutions of circuit behavior. This is the
UCSD - MAE - 140
Lesson 24 Signals II (Section 5-4, 5-6 and 5-7) (CLOs 5-1 and 5-3) This is the second lesson of a three-lesson block on signals. The first lesson was on Singularity functions and exponentials. This one is on sinusoids and partial descriptors (VP, VPP, VMA
UCSD - MAE - 140
Lesson 25 Signals III (Section 5-5 and 5-7) (CLO 5-1 through 5-3) This is the last lesson of a three-lesson block on signals. This section focuses on composite signals and how to construct them using OrCAD and MATLAB. We start by discussing the various co
UCSD - MAE - 140
Lesson 26 Capacitors and Inductors I (Sections 6-1 and 6-2) (CLO 6-1) This is the first of two lessons on Capacitors and Inductors. The first lesson introduces the i-v characteristics of the devices and includes power and energy considerations. The second
UCSD - MAE - 140
Lesson 27 Capacitors and Inductors II (Sections 5-5 and 5-7) (CLOs 6-2 and 6-3) This is the second of two lessons on Capacitors and Inductors. This lesson discusses combining multiple devices and introduces two new operational modules, the integrator and
UCSD - MAE - 140
Lesson 28 RL and RC Circuits (Natural Response) (Section 7-1) (CLO 7-1) The next three lessons on First-Order Circuits can be a bit challenging for the students because they involve calculus. The first looks at deriving the equations that describe first-o
UCSD - MAE - 140
Lesson 29 RL and RC Circuits (Step Response) (Sections 7-2 and 7-3) (CLO 7-1) This lesson starts out challenging but fortunately becomes easy for the students to use once the derivations are done and they can apply solutions to a template. That this analy
UCSD - MAE - 140
Lesson 30 RL and RC Circuits (Exponential and Sinusoidal Transient Responses) (Section 7-4) (CLO 7-2) This lesson is somewhat mathematically challenging since we will be differentiating exponentials and sinusoids. However, the concepts are easy to underst
UCSD - MAE - 140
Lesson 31 RLC Series and Parallel Circuits (Sections 7-5 and 7-6) (CLOs 7-3 and 7-4) This is the first lesson on the behavior of RLC circuit. There are several key points that we want the cadets to learn in this and the next lesson (step response of RLC c
UCSD - MAE - 140
Lesson #32 RLC Step Response (Section 7-7) (CLOs 7-3 and 7-4) This is the second lesson on the behavior of RLC circuits. In this lesson, we look at the response of RLC circuits to a step input. In many ways, this is repetitious of the natural response exc
UCSD - MAE - 140
Lesson 33 AC Circuit Analysis I (Sections 8-1 and 8-2) (CLOs 8-1 and 8-2) This is the beginning of a four-lecture block on doing all those things we did with dc (KVL, KCL, Node Voltage, Mesh Current, Thvenin Equivalent, Voltage and Current dividers, Super
UCSD - MAE - 140
Lesson 34 AC Circuit Analysis II (Sections 8-2 and 8-3) (CLO 8-3) This lesson begins to apply all of the theorems learned back in Chapters 2 and 3 to ac circuits. But, before we start we bring in one very important concept involving impedance. It is very
UCSD - MAE - 140
Lesson 35 AC Circuit Analysis III (Sections 8-5 and 8-6) (CLOs 8-4 and 8-5) We did the circuit theorems last lecture and will do Node Voltage and Mesh Currents in this one. It is important to solve several Op-Amp circuits since they will need them later t
UCSD - MAE - 140
Lesson 36 Transfer Functions and Cascade Connections (Variant of Sections 11-1 and 11-2) (Variant of CLOs 11-1) This is the first lecture of a three-lecture block on learning how filters work and designing first-order filters. The end result is for the st
UCSD - MAE - 140
Lesson 37 Filters II (Variant of Sections 12-1 thru 12-3) (Variant of CLO 12-1) This is the first of two lessons on filter analysis and design. The first focuses on first-order LP and HP both passive and active. The second focuses on BP and BR. Begin by w
UCSD - MAE - 140
Lesson 38 Filters III (Variant of Section 12-4) (Variant of CLO 12-2) This is the last of two lessons on filter analysis and design. The first focused on first-order LP and HP. The second focuses on BP and BR. In discussing BP and BR filters start by usin
UCSD - MAE - 140
Lesson 39 Intro to L aplace Transforms and the Complex Frequency Domain. (Sections 9-1and 9-2) (CLO 9-1) We are now entering a major new part of the course. Remind the students of the basic tools they will use in all circuits analysis. Remind them of what
UCSD - MAE - 140
Lesson 40 Laplace II: Pole-Zero Diagrams and the Inverse Laplace. (Sections 9-3, 9-4 and 9-5) (CLOs 9-1 and 9-2) There is a lot to cover in this lesson and depending on how much emphasis you want to place on classical expansion of transforms it may take p
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City - ACCT - 116B
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City - ACCT - 116B
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City - ACCT - 116B
CHAPTER 25 (FIN MAN); CHAPTER 10 (MAN) CAPITAL INVESTMENT ANALYSISEYE OPENERS1. The principal objections to the use of the av erage rate of return method are its failure to consider the expected cash flows from the proposals and the timing of these flow
City - ACCT - 116B
CHAPTER 24 (FIN MAN); CHAPTER 9 (MAN) DIFFERENTIAL ANALYSIS AND PRODUCT PRICINGEYE OPENERS1. a. Differential revenue is the amount of increase or decrease in revenue expected from a particular course of action compared with an alternative. b. Differenti
City - ACCT - 116B
CHAPTER 23 (FIN MAN); CHAPTER 8 (MAN) PERFORMANCE EVALUATION FOR DECENTRALIZED OPERATIONSEYE OPENERS1. In the cost center, the department manager is responsible for and has authority over costs only. In a profit center, the managers responsibility and a
City - ACCT - 116B
CHAPTER 22 (FIN MAN); CHAPTER 7 (MAN) PERFORMANCE EVALUATION USING VARIANCES FROM STANDARD COSTSEYE OPENERS1. Standard costs assist management in controlling costs and in motivating employees to focus on costs. 2. Management can use standards to assist
City - ACCT - 116B
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City - ACCT - 116B
CHAPTER 19 (FIN MAN); CHAPTER 4 (MAN) COST BEHAVIOR AND COST-VOLUME-PROFIT ANALYSISEYE OPENERS1. Total variable costs vary in direct proportion to changes in the level of activity. Unit variable costs remain the same with changes in the level of activit