School of Engineering

Department of Electrical, Electronic and Computer Engineering

Analogue Electronics ENE310

Lecturers: Dr Trudi H. Joubert

Mr Johan Schoeman

Last Revision: 2017-02-02

© Copyright reserved
 TABLE OF CONTENTS

ORGANISATIONAL COMPONENT

1. GENERAL PREMISE AND EDUCATIONAL APPROACH .................................................. 3

2. ARTICULATION WITH ECSA OUTCOMES ......................................................................... 3

3. LECTURERS, VENUES AND CONSULTING HOURS .......................................................... 3

4. STUDY MATERIALS AND PURCHASES............................................................................... 4

5. LEARNING ACTIVITIES ........................................................................................................... 4

6. RULES OF ASSESSMENT ......................................................................................................... 7

7. GENERAL..................................................................................................................................... 9

STUDY COMPONENT

1. MODULE OBJECTIVES AND LEARNING OUTCOMES.................................................... 10

2. MODULE STRUCTURE .......................................................................................................... 12

3. GUIDELINES FOR USING THE STUDY THEME DESCRIPTIONS ................................ 13

4. STUDY THEME DESCRIPTIONS ......................................................................................... 14

5. PRACTICALS ............................................................................................................................ 21

2
 ORGANISATIONAL COMPONENT

This guide serves as Part 2 of the study guide for this module and provides content that is specific to
the learning content of the module. Part 1 of the study guide is available from the EECE Undergraduate
ClickUP page and provides rules and policies that are generally applicable to all undergraduate
modules presented by the Department of Electrical, Electronic and Computer Engineering.

1. GENERAL PREMISE AND EDUCATIONAL APPROACH

The electronics industry has experienced significant growth since the development of the first solid-
state semiconductor devices and is one of the most important technologies that can improve the
general standard of living. To further sustain this technological growth, it is necessary for engineers in
the field to have a sound academic and practical knowledge of semiconductor devices and electronic
circuits. This will ensure that meaningful decisions are made by designers of electronic systems
concerning the available circuits and components, their performance and limitations.

2. ARTICULATION WITH ECSA OUTCOMES

The programs presented by the Department of Electrical, Electronic and Computer Engineering have
been designed to meet the eleven ECSA outcomes that qualify the competencies required by
professional engineers. While most modules contain at least a small component of a number of ECSA
outcomes, only the main outcomes that are addressed in a module are indicated for the specific
module.

This module is presented at exit level for ELOs 1, and developmental level for ELO 2.

Refer to the General EECE Study Guide (Part 1) for a complete overview of the association of ECSA
outcomes with the modules in each degree program.

3. LECTURERS, VENUES AND CONSULTING HOURS

Name Room number Contact
Please preface the subject line
of all email correspondence
with "[ENE310]".
Lecturers Dr T-H Joubert CEFIM 2-2 trudi.joubert@up.ac.za
Mr J Schoeman CEFIM 2-19 johan.schoeman@eng.up.ac.za
Lab Instructor Mrs Madhuri Nadupalli Engineering 3 6-37 012 420 3501
Madhuri.Nadupalli@up.ac.za
Assistant lecturers Mr E Hunter Refer to module website u27040072@tuks.co.za
Mr I Ghoor u12053211@tuks.co.za
Administrator Mrs T Nel CEFIM 2-4 012 420 3794
tilla.nel@up.ac.za
Tutors Refer to module website Refer to module website Refer to module website

3
 3.1.Location of the Laboratories
Engineering 3 building, Laboratory A & B.

3.2.Consulting hours
Kindly refer to the module website for specific arrangements with regard to consultation hours. Hours
for consultation of lecturers, tutors and teaching assistants will be announced at the beginning of the
semester, and will also be given on the announcement page of the module web page. Students may
consult lecturers, tutors and teaching assistants only during the consulting hours as indicated, or by
appointment. This policy also holds before tests and exams. In other words, lecturers, tutors and
teaching assistants are only available during their normal consulting hours on the day before a test or
examination. This policy aims to encourage students to plan their work and to work continuously.

4. STUDY MATERIALS AND PURCHASES

4.1.Prescribed textbooks
 Sergio Franco, Design with Operation Amplifiers and Analog Integrated Circuits, Fourth
Edition, ISBN 978-1-259-25313-3. It is compulsory for each student to obtain an original hard
copy.
 Class notes are made available on the module website.

4.2.Other prescribed material

 The latest version of OrCAD is available on the lab PCs.
 A programmable calculator is not a requirement for this module. Any pocket calculator may
be used during assessments.

4.3.Recommended material
 There are much relevant materials on the Internet and books in the library. Students will be
expected to make use of these sources to complete their tasks.

4.4.Components
Each student will be expected to purchase a number of components to complete the practical
assignments. Students who do not acquire the necessary components will not be able to complete the
practical assignments. Students should acquire components as soon as possible, as suppliers may run
out of stock if all the students try to purchase components the day before the practical.

5. LEARNING ACTIVITIES
5.1. Contact time and learning hours
Number of lectures per week: Three formal lectures

One tutorial session

Laboratory work: Three practical assignments

4
This module carries a weighting of 16 credits, indicating that an average student should spend some
160 hours to master the required skills (including time for preparation for tests and examinations).
This means that on average you should devote some 10 hours of study time per week to this module.
The scheduled contact time is approximately four hours per week, which means that another six hours
per week of own study time should be devoted to the module.

5.2. Lectures
Lectures are presented in a style of co-operative and student-centred learning. Lecture content and
structure will be based on the prescribed and recommended study material. Note, however, that
various problems and examples that are not in the textbook or class notes will be discussed during
lectures, and this content may be examinable.
Attendance of lectures is compulsory and register of attendance may be taken to determine which
students bring their part and work consistently. Refer to the general EECE study guide for the
departmental strategy to deal with absence from lectures. Important announcements with respect
to laboratory sessions, assignments, tutorials and discussions of test content will be made during
lecture times. Students need to take note that only selected components of content, assessments and
arrangements delivered in face-to-face lectures will be made available online, e.g. announcements
regarding tests, assignments, memoranda (optional), lecture notes (optional), etcetera. Lecturers are
not obliged to publish all content delivered during lectures online as a hybrid teaching and learning
strategy will be followed where a significant component of the teaching and learning activities is face-
to-face.

Please note that lectures that cover the practical component of the module are considered as part of
the practical component of the course and attendance of these lectures is thus compulsory.

Progressive evaluation and presence tests: Students are expected to prepare for classes. The lecturer
may at any time take down a class test on the material covered thus far in the module as well as the
material that had to be prepared for that specific lecture. These test marks may contribute to the
semester mark.

5.3. Hybrid teaching and learning approach

Refer to the section on hybrid teaching and learning in the General EECE Study Guide.

In this module a number of hybrid approaches to teaching and learning will be followed. The use of
each in the module will be discussed and explained during lecture periods. Hybrid tools that will be
used include:

 Extensive use of ClickUP to archive learning materials

 Electronic grading through the AGS (autograding software)
 Video tutorials on selected topics
 Instructional videos on selected topics

This list may be expanded during the semester if additional suitable hybrid teaching and learning tools
are discovered.

5
 5.4. Tutorial classes
Tutorial classes will focus on problems and exercises related to the subject matter, with the specific
intent to prepare students for tests and examinations. Problem sets will be available prior to the
tutorial, and students must attempt (during their own time) these in small groups of two to five
persons. Active participation from each student in a group is mandatory. An assistant lecturer and/or
tutor(s) will be available for assistance and discussion during tutor classes. Memoranda for tutorials
will not be made available. Note that tutorials are not to be handed in for evaluation.

5.5. Laboratory work

Details about the three practical assignments will be made available on the module web site. Each
practical will be discussed during the scheduled practical lectures, which are compulsory to gain
entrance to the examination. Please consult the EECE Undergraduate ClickUP website for general
procedures regarding the practical sessions, such as the laboratory rules and after-hours access to the
labs.

It should be clear that the experience gained in the practical sessions is expected to become part of
your general electronics knowledge. This means that questions covering your practical work may
appear in your ENE310 tests and examinations. Also, semester and class tests may incorporate
datasheets.

The following arrangements are applicable:

 Practical assignments and reports will be done in groups of 4 or fewer students per group. Before
the first practical lecture, students must form groups at their own discretion, and load the
information on ClickUp. Where students are registered for ENE310 and EMK310 concurrently, it is
recommended that the practical groups for the two modules have the same members.

 Three practical sessions will be used as demonstration sessions, where groups must demonstrate
the assignment and answer questions related to the practical. The group must, therefore, be
ready and prepared to demonstrate any part of the circuit requested by the evaluator. If the group
is requested to verify certain measurements during the demonstration session, but fails to do so,
a mark of zero will be obtained for the measurement and question evaluation section. It is
imperative that a complete understanding of the simulated and measurement results is obtained
in order to ensure successful completion of the practical. All other practical sessions are available
for preparation of the practical assignments. An assistant lecturer and/or tutor(s) will be available
for assistance and discussion during the preparation sessions.

 Practical demonstrations will be conducted according to an evaluation timetable, which will be

made available on the module website, providing allocations of bench number and time-slot to
each group. During the demonstration, each group will have 5 minutes for preparation and 10
minutes for a demonstration at their allocated bench. Each practical involves a number of
experimental set-ups that take time to build and dismantle. While the evaluators will take utmost
care to stay on schedule, some deviation to the announced schedule is expected. The practical
time-slots are for evaluation; therefore, it is required that the circuits already be prewired before
attendance of the practical session. It will be the group’s responsibility to be present at a specific
time/date/bench, else the group will receive a mark of 0. No extensions will be considered.

6
 Keeping an individual laboratory notebook ("lab book") as described in the practical guide is
compulsory. An A4-size hardcover notebook is preferable, although electronic notebooks are
acceptable, as long as submission requirements are followed. The lab book will be assessed as part
of the mark for each practical, but it may also be collected for evaluation at any time. The most
recent measurements in a lab-book must be that of the circuit at the time of demo. Loose papers
will not be evaluated. Lab books should contain complete circuit diagrams, component values,
experimental methods and set-ups with space available for results. Graphs need labelled axes, co-
ordinates of measured data, intercept values, turning points and indications of slope
measurements, etc. With the inclusion of the abovementioned points, a lab-book must contain
the following headings:

∙ Title – The date and appropriate title of the practical

∙ Group – The names of the students in the group
∙ Aim – A short summary of the practical endeavour
∙ Theoretical analysis – Theory based knowledge and mathematical calculations
∙ Simulation results – Simulations conducted to prove the theoretical analysis
∙ Measurement results – Measurements undertaken in the labs
∙ Discussion – Give an interpretation of the results, comparison and findings
∙ Conclusion – A summary about your technical findings (not personal experiences)
 Full laboratory reports have to be completed for the first two practical assignments, which
contribute to the laboratory component of your semester mark, and are compulsory for
examination entrance.
∙ Due dates will be given in each practical assignment guideline. Failure to hand in
reports before the deadline will result in the group receiving no marks for the report.
Reports will be submitted electronically via the ClickUP interface.
∙ You may use your textbook and other resources on the web or in the library, but
excluding consultants. Please provide complete references for all sources. Please
refer to the plagiarism warning Part 1 of the guide. Each individual student will be
required to sign the plagiarism statement. If there is suspicion that any part(s) of the
work has been copied from another student’s work or from another source, a mark
of zero will be awarded. According to the University's regulations the lecturer is
obliged to charge guilty students with dishonesty, which may lead to suspension.

6. RULES OF ASSESSMENT
Also see the examination regulations in the Year Books of the Faculty of Engineering, Built
Environment and Information Technology (Part 1: Engineering).

6.1.Pass requirements
To obtain entrance into the examination of this module a student must comply with the following
requirements with regard to the semester mark:

1. obtain a minimum semester mark of 40% to qualify for exam admission;

2. obtain a subminimum of 50% for the laboratory work mark;

7
3. attend all three practical demonstration sessions, and obtain a subminimum requirement of 40%
for the demonstration component of all three practical assignments.

To pass the module a student must comply with the following requirements with regard to the exam
and final marks:

1. obtain a final mark of at least 50%;

2. obtain a subminimum of 50% for the Engineering Problem Solving (ECSA outcome 1) component
of the examination mark.

6.2.Calculation of marks
The semester mark will be calculated from marks obtained, with percentage weighting as follows:

Semester test 1 30%

Semester test 2 30%
Class Tests 1-3 @ 5 marks each 15%
Practical 1 (lab demonstration) 5%
Practical 1 report 5%
Practical 2 (lab demonstration) 5%
Practical report 5%
Practical 3 (lab demonstration) 5%

The final mark is calculated as follows:

Semester mark: 50%
Examination mark: 50%

6.3.Tests and exams

Class tests

Three class-tests are written, one ahead of each semester test. Class tests 1 & 2 will test or evaluate
the same material as the semester tests, and will be set to the same level. Class test 3 will focus on
the material covered after the second semester test.

Class tests will typically be 20-30 minutes and will be discussed in the same lecture period. The class
tests have the same format as semester tests.

Semester tests

Two tests of 90 minutes each will be written during the scheduled test weeks of the School of
Engineering. Dates, times and venues will be announced as soon as the timetables become available.

The examination/test structure will be set in accordance with the module structure in the STUDY
COMPONENT of this guide. This will not apply to class tests due to the limited duration of the class
test.

8
The work that will be covered by the respective tests and the examination are as follows:

• Class/Semester test 1 (SU1-4): 55 notional hours

• Class/Semester test 2 (SU5-8): 50 notional hours

• Class Test 3: (SU9-12): 55 notional hours

• Final Examination (All study units): 160 notional hours (16 credits)

Study material in tests and exams

Tests and examinations are OPEN book but limited to the following documents:

 Prescribed textbooks. No notes whatsoever may be contained in textbooks that are used in
tests and exams.
 Electronic material (to be announced) will be made available on the PCs where tests and
exams are written.
 Pocket calculator. No device with an enabled communication port (of whatsoever kind) is
allowed.

No personal notes are allowed. No copies of material are allowable, only original material.

7. GENERAL

Refer to the general Part 1 of the study guide for procedures, policies and rules about absence from
formal evaluation opportunities and practical sessions, grievance procedures, academic dishonesty
and plagiarism.

9
 STUDY COMPONENT

1. MODULE OBJECTIVES AND LEARNING OUTCOMES

1.1.General objectives
The overall objectives of this course are to:

 acquire an understanding of analogue circuits and their use in electronic systems.

∙ ENE310 establishes a foundation for electronic circuit design. The course addresses
practical operational amplifier circuit topologies that comprise a foundation for circuit
design. The fundamental tools exploited to consider these characteristics and
electronic networks derive largely from the theoretic concepts and analytical
strategies developed in the previous modules, which are EBN111, EIR211, and ELI220.

 become competent in analysing, designing, building, and using analogue circuits.

∙ In this module, the aspiring engineer will get the necessary academic background
knowledge of electronic circuit theory to evaluate the operation and properties of
electronic systems. On completion of this module, the student will be able to
recognise and deal with device and circuit constraints, and formulate electronic circuit
design problems. The student will also have the skills to apply, integrate, transfer and
synthesise knowledge of and information about electronic analogue circuits and
perform design tasks, including qualitative modelling and optimisation.

The general objective with this module is to emphasise understanding rather than memorising, to
stimulate creative thinking and the development of innovative skills amongst students in the field of
analogue electronics. A strict engineering approach will be required with respect to all design tasks.

The lectures provide an important overview of the work; an opportunity to grasp some finer details
and techniques. As a result of limited contact time, self-study is an essential component of the module.

1.2.Critical learning outcomes

The critical learning outcomes for the module are qualified through the ECSA outcome requirements
as discussed in the General EECE Study guide. The following skills are developed at the indicated level
and a student must demonstrate competence in each to be able to pass the module.

ECSA ELO 1: (exit level)

Engineering problem solving
Identify, assess, formulate and solve convergent and divergent engineering problems creatively and innovatively.

The student must demonstrate competence in solving engineering problems related to analogue
electronic circuits. Understanding is a crucial ingredient of analogue circuit design, computational
precision is hardly ever the primary objective of design-oriented engineering circuit analysis. Instead,
analyses are conducted to gain insight into the circuit responses defined by the mathematical
solutions for the electrical variables of a circuit. An insightful understanding is cultivated through

10
solutions that derive from conceptual comprehension and are cast in forms that underscore circuit
advantages, disadvantages, best case operating features, and worst-case response properties.
Problem solving skills in the analogue electronics domain are not nurtured only by elegant
mathematical solutions for circuit responses, but are more likely to derive from approximate circuit
solutions that, when properly interpreted in light of any meaningfully invoked approximations and an
awareness of desired circuit and system operating specifications, paint an understandable engineering
picture of circuit dynamics. ENE310 attempts to create this context for domain engineering problem
solving.

This outcome is explicity assessed in the written examination of the module, where a student will not
be able to pass the module if he/she does not demonstrate competence by obtaining 50% for the
engineering problem solving component.

ECSA ELO 2: (developmental level)

Application of scientific and engineering knowledge
Apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering speciality
to solve complex engineering problems.

The student must demonstrate understanding of the basic concepts in analogue electronics and be
able to apply this knowledge to the design, and implementation of circuits. Engineering design is a
challenging undertaking because it is a problem of finding the N solutions to a system of N equations
in N unknowns. The most typical design problem is one in which there are more specifications that
must be satisfied or more variables that need to be determined than there are independent equations
that can be written. Basic linear algebra (WTW161) teaches that a problem for which the number of
unknowns does not match the number of available independent equations has no unique solution.
Unfortunately, poorly structured mathematical problems are implicit to virtually all design issues.
Accordingly, unique design solutions rarely prevail, but viable and even creative solutions can be
determined. The best of these solutions, in the sense of yielding reliable electronic networks that can
be manufactured cost-effectively to meet operating specifications, are rarely forged by trial and error
strategies. Instead, optimal solutions invariably derive from fundamental phenomenological
understanding.

The task necessarily preceding such an understanding of invariably complex electrical/electronic

engineering design problems is the performance of thorough mathematical and computer-based
analyses that insightfully highlight both the attributes and the limitations of analogue circuits and
systems. The satisfying understanding that favours completing the genuinely difficult task of creative
circuit design (“Art of Electronics”) ensues when analytical disclosures can be creatively interpreted
and lucidly explained in terms of fundamental physical laws, basic circuit and system theoretic
concepts, and simple mathematical emulations.

Assessment of this outcome is distributed throughout all components of the module.

11
 1.3.Cognitive level of assessment
Refer to the section on cognitive level of assessment in the General EECE Study Guide.

%* * Estimate of the % of the total assessment,

1. Knowledge 10 including all forms of assessment applied in this module,
devoted to the various levels of cognitive thinking skills
2. Comprehension 20
and of “other skills”.
3. Application 25
4. Analysis 15 ** Assessment of “other skills”:
5. Synthesis 10  Practical skills
 Technical communication
6. Evaluation 5
 Team working skills
7. Other skills** 15  Time management

2. MODULE STRUCTURE
The next topics are covered in the module (the allocated time is only approximate):

Mode of Notional Contact

Study theme and Study units
instruction hours sessions
1. Introduction to amplifier circuits
SU1 Signals
25 7
SU2 Basic amplifiers
SU3 Frequency terminology and Bode plots
2. Feedback in electronic circuits
SU4 Feedback topology analysis
40 11
SU5 Loop gain, loop stability, and frequency
Compensation Lectures,
tutor classes,
3. Analogue circuits
self-study,
SU6 Operational amplifier circuits
class tests, 33 9
SU7 Operational amplifier limitations
and practical
SU8 Analogue multipliers
experiments.
4. Active Filters
18 5
SU9 Operational amplifier filters
5. Oscillators
SU10 Feedback oscillators 30 8
SU11 Relaxation oscillators and multivibrators
6. Sampling Electronics
14 4
SU12 D-A and A-D Converters
Total 160 44

12
The detailed lecture schedule for the module will be available on the module website, but consider
the course material in three parts sectioned off by the two semester test weeks.

Part 1 Part 2 Part 3

Duration 4 weeks + Test week 1 4 weeks + Test week 2 4 weeks + Exam

Study units SU1 (1.5), SU2 (1.5), SU5 (2), SU6 (3), SU9 (3), SU10 (3),
(No. of lectures) SU3 (2), SU4 (5) SU7 (1), SU8 (2), SU11 (1), SU12 (3)
Tutorials TUT1, TUT2 TUT3, TUT4, TUT5 TUT6, TUT7

Practicals Practical 1 (SU1-9) Practical 2 (SU10-11) Practical 3 (SU12)

Class tests CT1 CT2 CT3

3. GUIDELINES FOR USING THE STUDY THEME DESCRIPTIONS

The information given in the next sections of this study manual under the various study theme
headings is intended to assist students in their learning in order to acquire the required skills and
achieve the learning outcomes effectively. The following specific informational items are included
under each of the study theme headings:

3.1.Learning outcomes of the study theme

The given learning outcomes for each study theme are essential to achieve the critical learning
outcomes as set out in Section 1.4.

3.2.Study units
The title of the study unit and references to appropriate study material are given here. The study of
the referenced study material is regarded as the minimum required to achieve the learning outcomes
satisfactorily.

3.3.Self-study activities
Here information is given about exercises and problems related to the study material which should be
attempted and which is in accordance with the criteria of assessment of the study theme.

3.4.Assignments for assessment

Here information is given about assignments to be submitted for marking and assessment.

3.5.Criteria of assessment
Refer to the section on cognitive level of assessment in the General EECE Study Guide.
The list of criteria of assessment for a study theme and its accompanying envisaged learning outcomes
should contain statements applicable to all six levels of thinking. Accordingly, students will be
evaluated in terms of a mix of all six levels of thinking skills. On the first-year level, a larger proportion
of questions will be based on the lower levels (levels 1 to 3), whilst final-year examinations will contain
a larger proportion of questions based on the higher-level thinking skills (levels 4 to 6).

13
4. STUDY THEME DESCRIPTIONS

STUDY THEME 1
Introduction to amplifier circuits
Primary references:
 Class notes

1.1 Learning outcomes

At the end of this study theme, the student should have knowledge and understanding of:
 signals and amplifier concepts, enabling the student to analyse and design basic amplifiers.
STUDY UNIT 1. Signals
Study class notes.
The following lists the objectives/outcomes of this study unit.
1.1 Differentiate between analogue and digital signals.
1.2 Describe the process of sampling.
1.3 Describe quantization.
1.4 Calculate the value represented by an N-bit binary value. Differentiate between the most
significant bit (MSB) and the least significant bit (LSB).
1.5 Define and calculate the quantization error. Plot the quantization error as a function of the
input voltage.
1.6 Describe the function of an analogue-to-digital converter (A/D or ADC). Study the block
diagram of the ADC. (Note: further coverage of ADC/DAC design and implementation occur
in ENE410.)

STUDY UNIT 2. Basic amplifiers

Study class notes.
The following lists the objectives/outcomes of this study unit.
2.1 Explain why amplification is needed in electronic systems.
2.2 Explain why linearity is important in amplification.
2.3 Define distortion and state the mathematical relationship that preserves the details of the
signal waveform (THD & SNR).
2.4 Study the circuit symbol of an amplifier.
2.5 Define and calculate voltage gain, current gain, and power gain
(mathematically/graphically).
2.6 Express and calculate gain (voltage, current & power) in decibels (dB).
2.7 Study typical power supply connections. Define and calculate amplifier power efficiency.
2.8 Define amplifier saturation, and indicate the effect thereof graphically.
2.9 Study the signal notation used to represent AC and DC signals or the combination thereof.
2.10 Describe and use voltage amplifier models.
2.11 Define the open circuit voltage gain, Avo.
Define the effective voltage gain, Ave.
Define the overall voltage gain, vo/vs.
2.12 List the four different amplifier types, give their equivalent circuits, and define their gain
parameters.

14
 2.13 Describe how maximum gain can be achieved. Understand the concept of a buffer amplifier.
2.14 Relate the parameters of the various models with each other.

STUDY UNIT 3. Frequency terminology and Bode plots

Study class notes.
The following lists the objectives/outcomes of this study unit.
3.1 Define the transfer function of an amplifier.
3.2 Define the amplifier bandwidth.
3.3 Differentiate between low pass (LP) and high pass (HP) networks.
3.4 Study the frequency response of single-time-constant (STC) networks.
3.5 Determine and plot the magnitude and phase response of STC networks.
3.6 Differentiate between signal shaping and coupling capacitors.
3.7 Differentiate between the three frequency bands of an amplifier.
3.8 Represent transfer functions using Bode magnitude and phase plots.
Determine transfer functions for a given Bode plot.
3.9 Discuss the concept of dominant poles.

1.2 Study-units
i. Signals (Class notes)
ii. Basic amplifiers (Class notes)
iii. Frequency terminology and Bode plots (Class notes)

1.3 Self-study activities

i. Study class notes.
ii. Complete the tutorials for this study theme – refer to the module website.
iii. Complete the practical assignment related to this study theme – refer to the module
website.

1.4 Criteria of assessment

Refer to learning outcomes.

STUDY THEME 2
Feedback in electronic circuits
Primary references:
 Class notes

2.1. Learning outcomes

At the end of this study theme, the student should have knowledge and understanding of:
 amplifier feedback topologies, enabling the student to analyse and design feedback amplifiers.
 frequency response of feedback amplifiers, enabling the student to analyse and design stable
feedback amplifiers.

STUDY UNIT 4. Feedback topology analysis

Study class notes.
The following lists the objectives/outcomes of this study unit.

15
 4.1 Derive an expression for the closed-loop gain of a system using a feedback block diagram.
4.2 Describe the pros and cons of using negative feedback.
4.3 Mathematically and analytically describe the properties of negative feedback
 Gain desensitivity
 Bandwidth extension
 Noise reduction
 Reduction in nonlinear distortion
4.4 Define the four basic amplifier types (voltage, current, transconductance, and
transresistance).
4.5 Define desirable (ideal) input/output resistances for each amplifier type.
4.6 Describe the most effective way of modelling input networks for each amplifier type
(Thévenin/Norton).
4.7 Qualitatively analyse the feedback circuits.
4.8 Calculate the input resistance, output resistance, closed loop gain, and feedback factor, ,
with feedback employed:
 series-shunt feedback amplifier
 series-series feedback amplifier
 shunt-shunt feedback amplifier
 shunt-series feedback amplifier
4.9 Summarize relationships for the four feedback-amplifier topologies.

STUDY UNIT 5. Loop gain, loop stability, and frequency compensation

Study class notes.
The following lists the objectives/outcomes of this study unit.
5.1 State the criterion for an amplifier to be stable. Define an oscillator.
5.2 Use the Nyquist plot to evaluate the feedback stability of a circuit.
5.3 Define gain & phase margin and indicate both on Bode plots.
5.4 Design and analyse feedback amplifiers. Graphically analyse feedback circuits for stability.
5.5 Describe the technique of frequency compensation to prevent oscillations.
5.6 Use Bode plots to graphically analyse and design frequency compensation poles.
5.7 Use the Miller effect to analyse and design frequency compensation poles.

2.2 Study units

i. Feedback topology analysis (Class notes)
ii. Loop gain, loop stability, and frequency compensation (Class notes)

2.3 Self-study activities

i. Study class notes.
ii. Complete the tutorials for this study theme – refer to the module website.
iii. Complete the practical assignment related to this study theme – refer to the module website.

2.4 Criteria of assessment

Refer to learning outcomes.

16
STUDY THEME 3
Analogue Circuits
Primary references:
 Sergio Franco, Design with Operation Amplifiers and Analog Integrated Circuits, Fourth
 Class notes

3.1 Learning outcomes

At the end of this study theme, the student should have knowledge and understanding of:
 basic analogue circuits and be able to apply this knowledge by synthesising circuits based on
these building blocks.
 the limitations of operational amplifiers and be able to apply this knowledge by evaluating the
effect of these limitations on op-amp circuits.
 have knowledge and understanding of analogue multipliers, allowing the student analyse and
design circuits using analogue multipliers.

STUDY UNIT 6. Operational Amplifier Circuits

Study Franco § 1.4. 2.5, 2.6, 2.7, 4.3, 9.3, 9.4, 9.6, 9.7, 10.7, 13.1 and class notes.
At the end of this study unit, a student should be able to:
6.1 Analyse and design the following circuits:
 logarithmic / anti-logarithmic amplifiers
 rectifiers and absolute value amplifiers
 peak detectors and voltage regulators
 clamps
 instrumentation amplifiers
 transducer bridges
 impedance converters: negative resistance, inductance, general
 Schmitt triggers
 sample-and-hold
 quadratic/square law
 voltage to frequency and frequency to voltage converters

STUDY UNIT 7. Operational Amplifier Limitations

Study Franco Chapter 5 and 6. 1.8. Review SU2.
At the end of this study unit, a student should be able to:
7.1 Discuss the following static limitations of op-amps and their effects:
 input bias current
 input offset current
 input offset voltage
 common-mode rejection ratio (CMRR)
 power supply rejection ratio (PSRR)
 maximum ratings
7.2 Discuss the following dynamic limitations of op-amps and their effects:
 gain-bandwidth product
 input impedances
 output impedance

17
  slew-rate / rise time
 settling time

STUDY UNIT 8. Analogue Multipliers/Dividers

Study Franco § 13.2, 13.3 and class notes.
At the end of this study unit, a student should be able to:
8.1 Analyse and design analogue multiplier and divider circuits.
8.2 Analyse and explain the fundamental concepts of translinear circuits.

3.2 Study units

i. Operational Amplifier Circuits (Franco § 1.4. 2.5, 2.6, 2.7, 4.3, 9.3, 9.4, 9.6, 9.7, 10.7, 13.1 and
class notes)
ii. Operational Amplifier Limitations (Franco Chapter 5 and 6. 1.8 and review SU2)
iii. Analogue Multipliers/Dividers (Franco § 13.2, 13.3 and class notes)

3.3 Self-study activities

i. Study prescribed material.
ii. Complete the tutorials for this study theme – refer to the module website.

3.4 Criteria of assessment

Refer to learning outcomes.

STUDY THEME 4
Active Filters
Primary references:
 Sergio Franco, Design with Operation Amplifiers and Analog Integrated Circuits, Fourth
 Class notes

4.1 Learning outcomes

At the end of this study theme, the student should have knowledge and understanding of:
 operational amplifier filters and be able to apply this knowledge by evaluating different
configurations and synthesising active filters.

STUDY UNIT 9. Operational-Amplifier Filters

Study Franco Chapter 3 and 4 (excluding § 4.5-7) and class notes.
At the end of this study unit, a student should be able to:
9.1 Analyse and design first order filters, including:
 differentiator
 integrator
9.2 Sketch the frequency response of second-order low-pass, high-pass, bandpass and
bandreject filters.
9.3 Write the transfer function of second-order low-pass, high-pass, bandpass and bandreject
filters in terms of the LaPlace-operator, s.

18
 9.4 Explain the transformations used to find the transfers of high-pass, bandpass and
bandreject filters from the low-pass transfer function.
9.5 Discuss the use of impedance and frequency scaling in filter design.
9.6 Analyse and design the following second-order filters:
 KRC or Sallen-Key filters
 multiple feedback or infinite gain filters
 state variable filters
 biquadratic filters
9.7 Describe the filter specifications for higher-order filters.
9.8 Assess the differences and uses of the following higher-order filter approximations:
 Butterworth
 Chebychev
 Cauer
 Bessel
9.9 Design higher-order filter implementations
 cascade of lower-order building blocks
 modification of passive RLC-ladders with synthetic L's and -R's

4.2 Study units

i. Operational Amplifier Circuits (Franco Chapter 3 and 4, excluding § 4.5-7, and class notes)

4.3 Self-study activities

i. Study prescribed material.
ii. Complete the tutorials for this study theme – refer to the module website.

4.4 Criteria of assessment

Refer to learning outcomes.

STUDY THEME 5
Oscillators
Primary references:
 Sergio Franco, Design with Operation Amplifiers and Analog Integrated Circuits, Fourth
 Class notes

5.1 Learning outcomes

At the end of this study theme, the student should have knowledge and understanding of:
 sinusoidal oscillators allowing the student to analyse and design such oscillators.
 relaxation oscillators and multivibrators allowing the student to analyse and design such
oscillators.

STUDY UNIT 10. Feedback Oscillators

Study Franco § 10.1 and class notes.
At the end of this study unit, a student should be able to:
10.1 Explain the Barkhausen criteria in the context of feedback systems.
10.2 Describe how oscillators are implemented with frequency selective feedback amplifiers.

19
 10.3 Analyse and design oscillators with RC frequency selection networks (resonators):
 Wien bridge
 Phase shift
10.4 Analyse and design oscillators with LC-resonators:
 Colpitts,
 Hartley and
 Clapp

STUDY UNIT 11. Relaxation Oscillators And Multivibrators

Study Franco § 10.2-6.
At the end of this study unit, a student should be able to:
11.1 Understand and explain the differences between the following multivibrators:
 Bistable multivibrator
 Astable multivbrator
 Monostable multivibrator
11.2 Analyse and design multivibrator circuits
11.3 Know and understand the structure of a 555 timer
11.4 Analyse and design multivibrators using a 555 timer
11.5 Analyse and design triangular wave oscillators
11.6 Know and understand the benefits and limitations of triangular to sine wave conversion
11.7 Analyse and design sawtooth wave oscillators

5.2 Study units

i. Feedback Oscillators (Franco § 10.1, and class notes)
ii. Relaxation Oscillators And Multivibrators (Franco § 10.2-6)

5.3 Self-study activities

iii. Study prescribed material.
iv. Complete the tutorials for this study theme – refer to the module website.
v. Complete the practical assignment related to this study theme – refer to the module
website.

5.4 Criteria of assessment

Refer to learning outcomes.

STUDY THEME 6
Sampling Electronics
Primary references:
 Sergio Franco, Design with Operation Amplifiers and Analog Integrated Circuits, Fourth
 Class notes

6.1 Learning outcomes

At the end of this study theme, the student should have knowledge and understanding of:
 the performance specifications of A-D and D-A converters.

20
  various A-D and D-A conversion techniques and have the ability to analyse these circuits.
 understand and explain the need for oversampling converters.

STUDY UNIT 12. D-A and A-D Converters

Study Franco Chapter 12 (excluding § 12.3) and class notes.
At the end of this study unit, a student should be able to:
12.1 Understand, explain and analyse converter specifications such offset and gain errors,
differential and integral nonlinearity, stability, conversion time and the ENOB and SNR
parameters.
12.2 Analyse and design weighted-resistor, potentiometric, R-2R ladder and bipolar DAC circuits.
12.3 Understand and explain the concept of segmentation.
12.4 Analyse and design DAC-based, SA ADC, flash, subranging, pipelined and integrating-type A-D
converters.
12.5 Understand, explain and analyse Nyquist sampling rate, oversampling, noise shaping and
sigma-delta converters.

6.2 Study units

iii. D-A and A-D Converters (Franco Chapter 12, excluding § 12.3, and class notes)

6.3 Self-study activities

vi. Study prescribed material.
vii. Complete the tutorials for this study theme – refer to the module website.
viii. Complete the practical assignment related to this study theme – refer to the module
website.

6.4 Criteria of assessment

Refer to learning outcomes.

5. PRACTICALS

5.1. Sensor module for line-following car

A single optical sensor and its amplifier circuit is designed and implemented in this assignment. It
forms one module of the array of sensors required for the autonomous line-following car designed for
EMK310. The practical guide will be published on the module website and form part of the study
guide for this module.

5.2. Oscillator
An opamp-based oscillator circuit is designed and implemented in this assignment. The practical guide
will be published on the module website and form part of the study guide for this module.

5.3. Sampling electronics

Opamp-based DAC and ADC circuits are designed and implemented in this assignment. The practical
guide will be published on the module website and form part of the study guide for this module.

21