ECE 221 – Circuits II

Tuesdays and Thursdays from 11:00 am to 12:15 pm

Old Chemistry & Physics Building, Room 145

Spring 2016

Instructor: Dr. Daniel L. Lau

Office: 567 FPAT

Phone: (859) 257-1787

Email: dllau@engr.uky.edu

Office Hours: Mondays, Wednesdays, and Fridays from 11:00 am to 12:00 pm.

Course Description:

A successful career as an electrical engineer begins with the basic ability to solve circuits problems. In addition, the techniques and math for solving elementary circuits problems are used throughout the ECE curriculum.

Teaching Assistant: Riasad Badhan (riasad.badhan@uky.edu), ASTECC Room 360, phone: 323-3229, with office hours on MWFs from 3:30 to 4:30 pm.

Prerequisite: EE211 and MA214 (concurrent).

Textbook: *Basic Engineering Circuit Analysis, *Irwin and Nelms, Wiley, Eleventh Edition, 2015.

Course Topics:

- Review of AC circuits, Chapter 8, Lectures 3
- Transfer functions, resonant circuits, and filters, Chapter 12, Lectures 12
- AC Power, Chapter 9, Lectures 6
- Three-phase circuits and power, Chapter 11, Lectures 6
- Mutual inductance and transformers, Chapter 10, Lectures 5

Outcomes:

Perform AC steady-state power analysis on single -phase circuits.

Perform AC steady-state power analysis on three-phase circuits.

Analyze circuits containing mutual inductance and ideal transformers.

Derive transfer functions (variable-frequency response) from circuits containing independent sources, dependent sources, resistors, capacitors, inductors, operational amplifiers, transformers and mutual inductance elements.

Derive two-port parameters from circuits containing resistive and impedance circuits.

Use SPICE to compute circuit voltages, currents and transfer functions.

Describe a solution with functional block diagrams (top-down design approach).

Work as a team to formulate and solve an engineering problem.

Use computer programs (such as MATLAB and SPICE) for optimizing design parameters and verify design performance.

Grading Criteria:

Homework Assignments (10% total): a collection of 5-10 practice problems due on Fridays depending on when they are assigned.

Lecture (team) participation (10% total).

Three Semester Exams (15% each): to be held in class on Oct. 1, Oct. 29, and Dec. 3.

Final Exam (25% total): Covers the entire semester.

Students who finish the semester with 90% or more of the available points will receive an A, 80% or more will receive a B, 70% or more will receive a C, and those below 70% will receive a D.

Homework assignments will be posted on the class Blackboard page along with their due date. The time it takes the average student to complete these assignments is on the order of four to five hours. To alleviate this work load, we will be using a reverse classroom paradigm where students are required to read the book as well as review the lecture slides outside of class. In the classroom, we will focus on solving the assigned homework problems. So most of the assigned work will already be covered in class; however, we are unlikely to cover all the assigned problems before the due date. You are still responsible for handing in solutions to these problems regardless of whether or not they were covered in class.

Exams:

Having recently taken and passed the FE and PE exams, I’ve decided to implement an exam structure that closely follows these tests. In particular, problems will be multiple choice with 30 questions per exam. Students will be awarded points for the correct answer and will not be punished for incorrect answers. So answer all questions even if doing so requires guessing.

All exams are schedule for Wednesdays with the scored exams returned the following Friday. For those students who do poorly on the exam, a make-up exam, with a new set of questions, will be given the following week, outside of class. Taking the make-up exam is entirely up to you, but if you do take the make-up exam, then the make-up exam score will replace the original exam, regardless of how you perform the second time. There will be no make-up exam for the final.

Like the PE exam, all exams are open book and open notes; however, notes must be recorded in a 9.75” by 7.5” composition book with, at most, 100 pages. No loose sheets of paper are allowed in the exam. You may use post-it notes to mark pages in your textbook or composition book, but you can’t have notes written on the post-it notes. You may bring a NCEES approved calculator as described at

__http://ncees.org/exams/calculator-policy/__but you may not bring a smart phone or PDA of any kind into the exam room. You will not be allowed to leave the exam room unless you have completed the exam and left it with the proctor.

Lecture Participation:

I understand that engineering students may have a very difficult time participating in classroom discussions. As such and in order to encourage student participation, all students will be divided into teams of 3 to 4 students of varying skill. The teams will then be given opportunities in class to score points that will accumulate over the semester as I will call on teams instead of individual students. At the semester’s completion, the winning team will be give an award of some kind. There will also be numerous team-building exercises during the semester, perhaps outside of class.

The team assignments will be made by me based upon your performance in a diagnostic calculus exercise to be given Friday, August 29. Your performance on this assessment will have no bearing on your class grade. It is simply a way for me to remind you of the calculus material relevant to this class and to help you identify weaknesses in your understanding. Once I complete my evaluations, I’ll assign each of you to a team such that each team is equally matched. The resulting teams will then be responsible for coming up with a team name and mascot.

Canvas Learning Management System:

All classroom materials, notes, assignments, etc. will be distributed through Canvas.

Assignment #1: Write Your “Bucket” Resume.

As juniors and seniors, the time has come for you to take a serious look at your resumes as you prepare to enter the workforce. And as you will find out, landing that perfect job is a lot more effort than just sending out a bunch of duplicate resumes. A serious job search begins with a thorough review of the advertised opportunities from your pool of desirable positions. From this pool, you should identify a set of core competencies and, assuming you have the necessary skill set, write a resume the accentuates these skills. For exam, if you wanted a job as a chef in a famous French restaurant, you should probably include in your resume your prior experience with French pastries instead of making pizzas at Slice of Chicago.

Now while you may not have the ideal skill set for that perfect job, you are still in College and have plenty of opportunities to build that ideal skill set. You just need to plan ahead, perhaps way ahead. That is, you want to identify your bucket skills as the skills you want to have before you die. And why not list those bucket skills on a resume as if you actually had those skills. That is, write the ideal resume that you want to have so that you can land the one job in the world that you really want. And then you can use this resume to guide you through your final days in college so that you can honestly write that same resume sooner rather than later.

So let’s suppose that, since you are in my Circuits course, you really want a job in analog circuits. I want you to spend the weekend searching online for all the available job posting websites you can find, and on each one, search for jobs related to analog circuits. For instance, you can search the website,

__monster.com__, using the search terms, “analog circuits.” Once you have a large collection of jobs you deem interesting, I want you to identify a set of common skills (like Simulink or Matlab programming) that the job postings advertise as required skills. And make a list of common skills considered desirable, although not necessarily required. Also look at the education level of the positions. Of all of these required and desirable skills, I want you to write a one or two page resume that lists those skills that you wish you had.

I will then review your resumes and give you written feedback. As someone who has hired incoming students to RA positions, as well as hired BS level engineers to startups, I believe my feedback carries some merit. So you can use my feedback to assist you when writing your real resumes. At the same time, I will use the skills that you identify in your resumes to shape the course so that, by the end of the semester, those skills won’t be bucket skills but real skills. This resume is due before the beginning of class on Wednesday, Jan. 18. So you will have the long weekend to study the available job market and to craft your resumes.