ELEC ENG 1100 - Analog Electronics

North Terrace Campus - Semester 1 - 2019

This course develops a basic understanding of the fundamentals and principles of analog circuits and electronic devices in electrical and electronic engineering. It covers the key electrical variables and the application of fundamental circuit laws and theorems to DC/AC resistive circuits; the analysis of RLC circuits including resonance; the principles, construction, analysis and modelling of basic semi-conductor devices; and experimental work involving diodes, transistor amplifiers and op-amps.

Open All

Course Details

Course Code	ELEC ENG 1100
Course	Analog Electronics
Coordinating Unit	School of Electrical & Electronic Engineering
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 9 hours per week
Available for Study Abroad and Exchange	Y
Incompatible	ELEC ENG 1009, ELEC ENG 1101
Assessment	Final exam, mid-semester quiz; practical work and a professional practice component.

Course Staff

Course Coordinator: Associate Professor Braden Phillips

Lectures / Course Coordinator
Name: Dr Braden Phillips
Email: braden.phillips@adelaide.edu.au
Room: Ingkarni Wardli 3.38

Lectures
Name: Dr Wendy Lee
Email: wendy.lee@adelaide.edu.au
Room: Ingkarni Wardli 3.27

Practical Coordinator
Name: Dr Hong-Gunn Chew
Email: honggunn.chew@adelaide.edu.au
Room: Ingkarni Wardli 3.52

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

The course is presented as 6 topics. For each topic there are the following scheduled activities::

1. Lectures
Three lectures a week throughout semester. For each topic there are typically 5 lectures.

2. Tutorials
Tutorials occur weekly thoughout semester from week 2. For each topic there are typically 2 tutorials.

3. Tests
Tests occur during a lecture timeslot. There is a test for each of the first 4 topics.

4. Practicals
There is a three-hour practical session per week, starting in Week 3. There are typically 2 practicals sessions for each of the first 5 topics.

Course Learning Outcomes

6. Explain the operation of circuits using transistors in switching mode to achieve speed control of a DC motor.On successful completion of this course students will be able to:

1	Describe the meaning of the key electrical variables (charge, voltage, current and power).
2	Apply fundamental circuit laws (Ohm's law, Kirchhoff's laws) and key electrical circuit theorems (series and parallel elements, voltage/current divider, Thevenin's and Norton's theorems, superposition, nodal and mesh analysis) to predict the behaviour of DC and AC resistive circuits.
3	Analyse simple diode circuits and power supplies, including half- and full-wave rectifier circuits, voltage doublers, and buck converters.
4	Simulate simple analog circuits to verify their behaviour.
5	Explain the principles of operation and key performance characteristics of AC and DC motors.
6	Explain the operation of circuits using transistors in switching mode to achieve speed control of a DC motor.
7	Apply simple models of bipolar and field effect transistors, and operational amplifiers, to predict the behaviour of simple amplifier circuits.
8	Explain the transient behaviour of RLC circuits with reference to their differential equations.
9	Analyse RLC circuits, including filters and resonant circuits, in steady state conditions using differential equations and phasor analysis.
10	Demonstrate practical skills in the simulation, construction and testing of simple electrical and electronic circuits.

The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.6 2.1 2.2 2.4 3.1 3.2 3.3 3.4 3.5 3.6

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1-10
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	2, 3, 4, 7, 10
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	10

Learning Resources

Required Resources

1) The following resources are available on the course website:

• Slides: a complete set of lecture slides are available on MyUni.

• Slide Presentations: these pre-recorded slide presentations cover key concepts in the course. Students are expect to be familiar with this material in preparation for lectures.

• Online tests: these are both available and submitted on the course website.

• Tutorial questions: these are available on the course website in the week leading up to the tutorial.

• Practical instructions: these are available on the course website ahead of the practicals.

2) A toolkit containing prototyping boards and basic tools is required for the practical sessions. Please purchase the kit through the University online shop. The toolkits wil cost $80 but represent $150 in retail value. The online shop link will be available during the Orientation Week lecture and through MyUni.

Recommended Resources

1) Practice Problems: are available on the course website.

2) Theory Presentations: these pre-recorded presentations provide supplementary coverage of important concepts in the course.

3) Reference Books: the course lecture notes should provide sufficient information for most students, however you may find the following reference book useful if you are have difficulty with the material or are interested in learning more about any of the topics in this course. Copies of the book are available in the Barr Smith library.

A.R. Hambley: Electrical Engineering - Principles and Applications, 6th Edition, Pearson, 2014. ISBN13: 9780133116649

Online Learning

This course will use a variety of online resources to support the learning process. Recorded slide presentations on key concepts, theory and methods will be made available prior to scheduled lectures, at which the content of the presentations will be discussed in more detail, in the context of applications and problem-solving exercises. It is essential that student view the slide presentations or read the slides before attending lectures.

Video recordings of lectures will normally be made available on the course website after each lecture.

In addition, the following material will be provided on the course website at the start or during the course of the semester:
• slides, slide presentations, and tutorial questions
• some past assessment examples (tests and exams)
• additional practice questions

All course announcements will be made via the course website..

The use of the course discussion boards is strongly encouraged for questions relating to course material, but also for more general discussion on electrical and electronic engineering and technology. Anonymous posts will be permitted were possible, offensive posts will not. Lecturers will make a best effort to respond promptly to questions raised on the discussion boards.

The course gradebook will be used to return continuous assessment marks. Students should check the gradebook regularly and confirm their marks have been correctly entered.

Learning & Teaching Modes

This course uses on-line content, lectures, tutorials and practicals to achieve its learning objectives. Students will be expected to prepare for lectures by viewing online slide presentations explaining the theory and concepts that are the foundation of learning in this course. Lectures will be largely devoted to demonstrations and active learning activites that explain the context and application of the theory, develop a deeper undersatnding of the key concepts, and provide an opporuntity to practice solving problems. Tutorials will be used for assisted problem-solving by students, working individually or in groups. Students are expected to prepare before tutorials and this preparation will be assessed as part of the weekly online test. There is also a small assessment componet for active participation in tutorials.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Activity	Detail	Contact Hours	Workload Hours
Lectures	30 lectures	30	60
Tutorials	11 tutorials	11	22
Practicals	9 3-hr sessions	27	32
On-line tests	11 tests	0	6
Mid-semester tests	4 tests	4	12
Exam	1 exam	3	24
Total		75	156

Learning Activities Summary

Topic 1: Circuits, Sources and Loads
Electrical concepts: charge, current, voltage
Sources and Loads: power, resistors, sources
DC circuit analysis: Kirchhoff’s laws, series and parallel resistors, voltage divider, current divider, Thevenin’s theorem, analysis strategies
Energy and power: batteries, efficiency, maximum power transfer
AC concepts: DC and AC, sinusoidal functions, AC voltage and current, RMS

Topic 2: Power Supplies
Diodes: ideal diodes, diode construction and operation, IV characteristic, ideal and first order models
Half wave rectifiers: peak output voltage, capacitors, voltage ripple
Full wave rectifiers: voltage ripple, transformers
Voltage regulators: regulators, voltage doublers, inductors
DC-DC converters: transistors as switches, RL circuits, switched regulators

Topic 3: Machines and Power Electronics
Machine concepts: force on a conductor, motor and generator action, commutation, DC motors, Faraday’s law, DC generators, AC motors
DC machines: equivalent circuit model, torque/current and voltage/speed relationships, performance parameters, efficiency
AC machines: rotating magnetic fields, synchronous machines, inductor motors, comparison of electric machines
Power electronics: speed control of DC motors, pulse width modulation, H bridges, H-bridge drive of DC motors

Topic 4: Linear Amplifiers
Amplifier concepts: input resistance and output resistance, gain, offset, maximum output voltage and current, differential amplifiers
Op-amps: concept, equivalent circuit model, inverting, non-inverting and summing amplifiers, power op-amps
Transistors: principles of BJTs and MOSFETs, simple models, linear amplifier configurations
Frequency dependent gain: frequency response, RC transfer function, cross-over frequency, low pass and high pass filters

Topic 5: Circuit Analysis
Superposition
Norton’s Theorem
Mesh analysis
Nodal analysis
Time domain response: RC, RL and RLC networks, transient response, steady state DC response,
step response, periodic response

Topic 6: Steady State Sinusoidal Analysis
Complex signals and impedance: complex exponentials, complex arithmetic in Cartesian and polar form, complex impedance
Phasors
Filters: RC filters, buffered and unbuffered bandpass filters, RL filters, active filters
Resonant Circuits: series and parallel resonant circuits, resonant frequency, bandwidth, quality factor

Specific Course Requirements

Laboratory clothing restrictions apply to the practical sessions: closed-toe shoes; covered shoulders; long hair must be tied back.

Small Group Discovery Experience

There is no formal Small Group Discovery Experience identified in this course, but students will work in small groups under the guidance of academic staff, in the laboratories and in problem-solving tutorials.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Weighting (%)	Individual/ Group	Formative/ Summative	Due (week)*	Hurdle criteria	Learning outcomes
Exam	40-60	Individual	Summative	Week 14	Min 40%	1. 2. 3. 5. 6. 7. 8. 9.
Mid-semester tests (4)	0-20	Individual	Summative	Weeks 5, 7, 9, 11		1. 2. 3. 5. 6. 7. 8. 9.
Weekly online tests including tutorial preparation	15	Individual	Formative	Weeks 2-12		1. 2. 3. 5. 6. 7. 8. 9.
Practicals	20	Group	Formative	Weeks 3-12	Min 40%	1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Tutorial participation	5	Individual	Formative	Weeks 2-12		1. 2. 3. 5. 6. 7. 8. 9.
Total	100

* The specific due date for each assessment task will be available on MyUni.

This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. b. 3.

This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.

Assessment Related Requirements

A hurdle requirement is defined by the University's Assessment for Coursework Programs policy as "...an assessment task mandating a minimum level of performance as a condition of passing the course.

In the Analog Electronics course the examination and practical components are hurdle requirements. It is necessary to achieve at least 40% in each one of these components. If the exam hurdle requirement is not achieved, the total course mark will be limited to a maximum of 49. If the practical requirement is not met, the total course mark will be limited to a maximum of 44.

It is important to note there is NO supplementary assessment offered for the practical component after the end of Week 12. By arrangement with the Practical Coordinator, it will be possible throughout the semester for students who are falling significantly behind to have supplementary opportunities. However if students persistently neglect the practical component throughout semester they are likely to not meet the hurdle requirement and hence fail the course without further opportunity for redemption. Exceptions will be made in the case of verifiable medical or compassionate circumstances beyond the student’s control.

If a student fails to meet a hurdle requirement, and is assigned a total mark for the course in the range of 45-49, then the student is entitled to an offer of additional assessment of some type. The type of assessment is to be decided by the School Assessment Review Committee when determining final results. The student’s final total mark will be entered at no more than 49% and the offer of an additional assessment will be specified e.g. US01. Once the additional assessment has been completed, this mark will be included in the calculation of the total mark for the course and the better of the two results will apply. Note however that the maximum final result for a course in which a student has sat an additional assessment will be a “50 Pass”.

If a student is unable to meet a hurdle requirement related to an assessment piece (may be throughout semester or at semester’s end) due to medical or compassionate circumstances beyond their control, then the student is entitled to an offer of replacement assessment of some type. An interim result of RP will be entered for the student, and the student will be notified of the offer of a replacement assessment. Once the replacement assessment has been completed, the result of that assessment will be included in the calculation of the total mark for the course.

Assessment Detail

No information currently available.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
The following changes have been made in response to sutudent feedback from 2018
- Tutorial preparation will be assessed as part of the weekly online test
- The format of the tutorials has been adjusted to be more inline with the mathematics "whiteboard tutorials" and to encourage students to collaborate in small groups.
- There will be a small component of the assessment awarded for tutorial preparation.
- The course resources including lecture notes and slide presentations for Topics 5 and 6 have been updated.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator