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Course: MAE 140, Spring 2010
School: UCSD
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2 Lesson 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 course, elements or models are all linear. We also develop two sets of constraints: 1. Element constraints the physical behavior of devices using their linear...

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Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
2 Lesson 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 course, elements or models are all linear. We also develop two sets of constraints: 1. Element constraints the physical behavior of devices using their linear models, and 2. Connection constraints the behavior of connected devices using Kirchhoffs conservation laws. Both of these constraints must be satisfied in every circuit. This lesson will focus on element constraints the next on connection constraints. Element Constraints Suggest starting with the resistor and explain its i-v characteristics and its model Ohms Law v = I R where R is resistance with units of ohms or i = v G where G is conductance with units of Siemens S. Conductance is a useful tool in discussing duality. This concept is easy for students so do a quick problem and have the students calculate R given i and v, for example. Introduce the open and the short circuits as extreme examples of a resistor and plot their characteristic on an i-v graph. This will be useful later when we set current and voltage sources to zero. Show the relationships for power dissipated in a resistor p = vi=iRi = i2R and p = vv/R = v2/ R. Discuss the power rating of a resistor and have them calculate the maximum current through a 100 , W resistor. Mention that discrete resistors come in specific values. There is a table inside the back cover of their text that what shows those values are depending on the resistors tolerance. Explain that tolerance is the maximum error an actual resistor may vary from their nominal rated value. You might also mention the color code and how to read it. . Now, especially for the CpE folks introduce them to the switch the first two-state device they will learn as an open or short, either/or but never both at the same time. Note that a switch always has p=0 W regardless of what state it is in. Move on to sources. Introduce DC sources and their i-v characteristics and circuit models. Show how the characteristics change if we were to increase or decrease the value of the current/voltage source. Show how their i-v characteristics would look if they were producing zero volts and zero amperes. Tie these characteristics back to an open and a short. Show them how the models would look for ac (time-varying) sources. For now tell them we will concentrate on DC sources until we reach Ch 5. Suggest telling student that there are many, many devices and that we will introduce more and more of them as we progress in the course. It might be useful to introduce the two connection constraints here since the next lesson is crowded. Mention Kirchhoffs laws and their origins. Take time to explain what a node is. It is not simply a solder point. Figure 2-11 serves as a useful example to show the difference between a node and simply the junction of two wires. Show students that they can find a node by drawing a line parallel to the wires and crossing the wires only where the wire connects to each element.
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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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Alternative Project Evaluation TechniquesLecture 3 19 September 2009Disadvantages of NPVThe model of discounted cash flows is very much dependent on the quality of inputs: Cash flows; Discount rates.It ignores all strategic opportunities one could f
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City - ACCT - 116B
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City - ACCT - 116B
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City - ACCT - 116B
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City - ACCT - 116B
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City - ACCT - 116B
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City - ACCT - 116B
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City - ACCT - 116B
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