IETTI-101 – Basic DC Circuit Theory (THEORY)ibiblio.org › kuphaldt › socratic › model ›...

IETTI-101 – Basic DC Circuit Theory (THEORY)

NAME: Last update 26 May 2020

Session Topic Prep. Part. CommentsSession 01 Intro, policies, FERPA releases – – – –Session 02 Matter and energySession 03 V, I, R, basic conceptsSession 04 Sources / loads, metersSession 05 Manipulating equationsSession 06 Ohm’s / Joule’s laws, etc.Session 07 MultimetersSession 08 Overcurrent protectionSession 09 Conductors / connectionsSession 10 Electrical switches (Pending)Session 11 ORAL PRESENTATIONSSession 12 EXAM

Session Topic Prep. Part. CommentsSession 13 Series / V dividersSession 14 Parallel / I dividersSession 15 Kirchhoff’s voltage lawSession 16 Kirchhoff’s current lawSession 17 Series-parallel circuits (I)Session 18 Series-parallel circuits (II)Session 19 Bridge circuitsSession 20 SPICE – resistor circuitsSession 21 Qualitative circuit analysisSession 22 Elementary circuit designSession 23 ORAL PRESENTATIONS (Pending)Session 24 EXAM

Session Topic Prep. Part. CommentsSession 25 Ideal / real sourcesSession 26 Max power transfer theoremSession 27 Superposition theoremSession 28 Thevenin’s / Norton’s theoremsSession 29 Electric / magnetic fieldsSession 30 Electromechanical relaysSession 31 Capacitance / inductanceSession 32 Capacitors / capacitive circuitsSession 33 Inductors / inductive circuitsSession 34 DC motors (Pending)Session 35 ORAL PRESENTATIONS (Pending)Session 36 EXAM

1

NAME:

Session Topic Prep. Part. CommentsSession 37 Conductors, insulators, semi. (Pending)Session 38 PN junctions / diodesSession 39 Bipolar junction transistors (I)Session 40 Bipolar junction transistors (II)Session 41 Field-effect transistors (I)Session 42 Field-effect transistors (II)Session 43 Transistor switching circuits (I)Session 44 Transistor switching circuits (II)Session 45 555 timer circuitsSession 46 ThyristorsSession 47 ORAL PRESENTATIONS (Pending)Session 48 EXAM

Session Topic Prep. Part. CommentsSession 49 Basic principles of digitalSession 50 Relay ladder logicSession 51 Semiconductor logic gatesSession 52 Digital diagnostic tools (Pending)Session 53 Digital codesSession 54 Digital numeration (I)Session 55 Digital numeration (II)Session 56 Digital numeration (III) (Pending)Session 57 Combinational logic (I)Session 58 Combinational logic (II)Session 59 ORAL PRESENTATIONS (Pending)Session 60 EXAM

This is a theory course based on an “inverted” model of instruction: instead of lecture where an instructororally transmits information to students and then students later apply that learning to homework doneoutside of class, the traditional format is “flipped” so that each student studies new information outside ofclass time prior to the session and then spends the session with their instructor articulating and applyingwhat they learned. The advantages an “inverted” learning are many: (1) students’ reading skills improve,(2) students pace the speed of their learning to suit their own abilities, (3) students learn to confidentlyarticulate their thoughts, (4) the instructor more clearly sees each student’s strengths and weaknesses, (5)the same amount of learning takes place with much less scheduled class time.

Theory session scores reflect the baseline expectations of preparation (i.e. good-faith effort to completeall the preparatory homework) and participation (i.e. contributing positively to the dialogue and correctlyanswering challenge questions). Late arrival is equivalent to unpreparedness and absence is equivalent tonon-participation.

Oral presentations are graded based on technical accuracy, clarity of presentation, and appropriateness tothe audience. These also serve as review sessions on topics previously taught. Presentations build confidence,and prepare students for job interviews as well as for a range of practical work scenarios.

All exams are mastery-based which means 100% accuracy is necessary to pass. Multiple opportunitiesexist to retake mastery exams (with a different exam version given each time) but only the score earnedon the first version counts toward the course grade. Mastery exams work very well to ensure every studentpasses a course with no significant “gaps” in their competence.

2

Values

This educational program exists for one purpose: to empower you with a comprehensive set of knowledge,skills, and habits to unlock opportunities in your chosen profession. The following values articulate personalattitudes guaranteed to fulfill this purpose, and the principles upon which this program has been designed.

Ownership – you are the sole proprietor of your education, of your career, and to a great extent yourquality of life. No one can force you to learn, make you have a great career, or grant you a fulfilling life –these accomplishments are possible only when you accept responsibility for them.

Responsibility – ensuring the desired outcome, not just attempting to achieve the outcome. Responsibilityis how we secure our rights and privileges.

Initiative – independently recognizing needs and taking responsibility to meet them.

Integrity – living in a consistently principled manner, communicating clearly and honestly, applying yourbest effort, and never trying to advance at the expense of others. Integrity is the key to trust, and trust isthe glue that binds all relationships personal, professional, and societal.

Perspective – prioritizing your attention and actions to the things we will all care about for years to come.Recognizing that objective facts exist independent of, and sometimes in spite of, our subjective desires.

Humility – no one is perfect, and there is always something new to learn. Making mistakes is a symptomof life, and for this reason we need to be gracious to ourselves and to others.

Safety – assessing hazards and avoiding unnecessary risk to yourself and to others.

Competence – applying knowledge and skill to the effective solution of practical problems. Competenceincludes the ability to verify the appropriateness of your solutions and the ability to communicate so thatothers understand how and why your solutions work.

Diligence – exercising self-discipline and persistence in learning, accepting the fact there is no easy way toabsorb complex knowledge, master new skills, or overcome limiting habits. Diligence in work means the jobis not done until it is done correctly: all objectives achieved, all documentation complete, and all root-causesof problems identified and corrected.

Community – your actions impact other peoples’ lives, for good or for ill. Conduct yourself not just foryour own interests, but also for the best interests of those whose lives you impact.

Respect is the acknowledgement of others’ intrinsic capabilities, responsibilities, and worth. Everyone hassomething valuable to contribute, and everyone deserves to fully own their lives.

file eet_values

3

EET Program Learning Outcomes

(1) COMMUNICATION and TEAMWORK - Accurately communicate ideas across a variety of media(oral, written, graphical) to both technical and non-technical audiences; Function effectively as a member ofa technical team.

(2) SELF-MANAGEMENT – Arrive on time and prepared; Work diligently until the job is done; Budgetresources appropriately to achieve objectives.

(3) SAFE WORK HABITS – Comply with relevant national, state, local, and college safety regulationswhen designing, prototyping, building, and testing systems.

(4) ANALYSIS and DIAGNOSIS - Select and apply appropriate principles and techniques for bothqualitative and quantitative circuit analysis; Devise and execute appropriate tests to evaluate electronicsystem performance; Identify root causes of electronic system malfunctions.

(5) PROBLEM-SOLVING – Devise and implement solutions for technical problems appropriate to thediscipline.

(6) DOCUMENTATION – Interpret and create technical documents (e.g. electronic schematic diagrams,block diagrams, graphs, reports) relevant to the discipline.

(7) INDEPENDENT LEARNING – Select and research information sources to learn new principles,technologies, and/or techniques.

file eet_outcomes

4

Course description

This course introduces fundamental direct-current (DC) circuit theory with physical conservation lawsas unifying principles, building to series-parallel network analysis, network theorems, electromagnetism,discrete semiconductor devices and switching circuits, and digital electronics through combinational logic.Students will also learn how to write SPICE netlists to simulate simple circuits. Mastery-style writtenexams guarantee attainment of conceptual learning outcomes, while oral presentations and Socratic dialoguedemonstrate communicative learning outcomes.

Course learning outcomes

• Compute voltages and currents in DC resistor circuits, resistor-capacitor and resistor-inductor time delaynetworks, diode and transistor switching circuits, and digital logic circuits given schematic diagrams,component values, and other circuit parameters. (Addresses Program Learning Outcomes 4, 6)

• Compute component values necessary to achieve stated performance goals in DC resistor circuits, time-delay networks, transistor switching circuits, and digital logic circuits. (Addresses Program LearningOutcomes 4, 6)

• Design and sketch simple resistor networks, time-delay networks, transistor switching circuits, andcombinational logic circuits to meet stated functional requirements. (Addresses Program LearningOutcomes 4, 5, 6)

• Articulate and apply technical principles related to elementary circuit theory, SPICE circuit modeling,inverse-exponential decays, network theorems, semiconductor theory, digital logic, and digitalnumeration as requested by a critical audience. (Addresses Program Learning Outcomes 1, 2, 4, 6,7)

• Identify probable faults in DC resistor networks, time-delay networks, discrete semiconductor switchingcircuits, and combinational logic circuits given schematic diagrams and reported symptoms. (AddressesProgram Learning Outcomes 5, 6)

EET Program General Tool and Supply List• Grounding wrist strap• Jeweler’s screwdriver set• 18-24 gauge wire strippers• Small needle-nose pliers• Small diagonal (side) wire cutters• Scientific calculator (TI-36X Pro recommended)• Solderless breadboard• Personal computer (Windows, Mac, or Linux)• Inexpensive multimeter (optional upgrade: Fluke model 87-V)• Set of jumper wires with alligator-clip ends• Small flashlight• Safety glasses (for soldering)• Soldering iron (with pencil-tip)• Fine-gauge electronic solder (60/40 or 62/36/2 alloy recommended)• Package of compression-style fork terminals (14 to 18 AWG wire size, #10 stud size)

EET Program General Software List (all free)• Download – Notepad++ text editor• Download – NGSPICE circuit simulator• Download – Cygwin, a Unix-style console and applications for MS-Windows

→ Install all Cygwin “Base” and “Development” packages

5

• Download – Picoscope interface software for the model 2204A oscilloscope• Download – MPLAB X IDE, an integrated development environment for Microchip microcontrollers• Web-based – OnlineGDB.com programming compiler (C, C++, other languages)

→ Alternatives: cpp.sh ideone.com codechef.com/ide techiedelight.com/compiler

• Web-based – Python.org/shell interpreter for the Python programming language

file eet_tools

6

Grading standards for Theory courses

Your grade for this course is based on a percentage score (rounded down to a whole-number value), witheach category weighted as follows:

• Oral presentation scores = 50%• Written exam scores = 50% (Note: all exams are mastery-based, which means they must be eventually

completed at 100% competence in order to pass the course)• Unpreparedness for theory sessions = −1% per session• Non-participation for theory sessions = −1% per session

All theory sessions are based on an “inverted” model of instruction rather than lecture. Instead of quietlylistening to the instructor explain new concepts to you, you will independently explore those new conceptsoutside of class and then spend the class time discussing what you learned, what didn’t make sense, andsolving problems. This instructional model has proven far more effective than lecture, principally for thereason that student engagement is mandatory and not optional. It also makes far more efficient use ofstudents’ time, greatly minimizing the amount of necessary classroom hours to achieve the same learning.

Scoring for theory sessions is based on your preparation for and participation within each theory session.These scores are subtractive rather than additive; that is to say, arriving fully prepared and participatingfully in each group discussion contributes nothing toward the course grade, but unpreparedness and/ornon-participation detracts from the course grade. Showing up on time, fully prepared, and genuinelycontributing to every activity is the minimum expectation for a any professional career, and so this isthe standard maintained in this course. Failure to arrive on time to a theory session, or arriving withincomplete preparatory work for that session results in a −1% deduction per session to your course grade.Satisfactory preparation is defined as a good-faith effort to complete all pre-work specified in the theorysession plan. Note that this does not mean mastery of that session’s concepts, but simply a presentation ofyour best work. Failure to positively and proactively contribute to the discussion during a theory sessionsimilarly results in a −1% deduction per session. Half-point deductions are awarded for being mostly butnot fully prepared/engaged.

If you must be late or absent for a theory session, submitting your work in electronic form (e.g. emailattachment) prior to the scheduled time is acceptable for full credit. The standards are just as high forelectronic submissions as for face-to-face demonstrations:

• For theory session preparation, submission of all assigned work (e.g. reading outline and reflections,answers and work for all assigned questions) before the scheduled start time of that theory session willcount as full credit.

• For theory session participation, answering all “Challenges” for assigned questions will substitute fordialogue and problem-solving with classmates and instructor.

Absence during a scheduled oral presentation or a scheduled written exam will result in a 0% score for thatassessment, except in the case of a documented emergency. In such emergency cases, written exams may betaken at some later time for full credit, and oral presentations may also be completed at a later date for fullcredit.

A failing (F) grade will be earned for the entire course if any written exam not completed with 100% accuracyon or before the deadline date, or for any of the following behaviors: false testimony (lying), cheating on anyassignment or assessment, plagiarism (presenting another’s work as your own), willful violation of a safetypolicy, theft, harassment, sabotage, destruction of property, or intoxication. These behaviors are groundsfor immediate termination in this career, and as such will not be tolerated here.

file eet_grading_t

7

Theory session 01

Introduction, course policies, and FERPA releases

© MS-Windows software downloads: Notepad++ is fast and easy ; NGSPICE requires unpacking a zip fileand saving the unzipped files/folders ; Cygwin (with all “Base” and “Development” packages) requireshours.

© First introductory activity: everyone gives answers to question “What are your goals in this course, inthis academic program, and in your chosen career?” including the instructor.

© Read and discuss the Session/Topic table pages of the course document, outlining the topics of studyand assessments. Inverted instruction, oral presentations, and mastery exams are also introduced.

© Read and discuss the “Values” page. Brainstorm positive and negative examples of each.

© Read and discuss the “EET Program Learning Outcomes” page.

© Read and discuss the “EET Program General Tool and Supply List” page.

© Read and discuss the “Grading standards for Theory courses” page.

© Read and discuss the “Theory session 02” page. This shows the preparatory work necessary for the nexttheory session, as well as the source materials you will need to access.

© Explore and bookmark the online website Modular Electronics Learning Project (ModEL) where mostof your study materials reside. This site also hosts documents for each of the courses in this program.

© Explore the offline collection of files called EETREF where you will find datasheets, application notes,tutorials, and other useful documents shared with permission by manufacturers who wrote them.Sometimes these documents will be assigned as preparatory reading in lieu of or in addition to ModELlearning modules. Feel free to copy the EETREF collection from the school’s computers to your own.

© Read and discuss the calendar. This maps days of the week to course Sessions.

© Read and discuss the daily schedule. This maps courses to weekdays and times.

© Read and discuss the FERPA release form given to you by the instructor. If you elect to sign this form,it gives permission for the instructor to release all academic performance records to employers.

© Read and discuss the Session/Experiment table on the first page of the “Experiments” course.

© Read and discuss the Session/Project table on the first page of the “Projects” course.

© Discuss semesterly tour, and possible tour locations.

© Discuss preferred methods of contact, and how we may continue learning during unexpected schoolclosures.

© Instructor initials your “Participation” score for today’s introductory session. These initialed tables areyour record for progress in each course. Scan/photograph them regularly in case of damage or loss! Theinstructor will regularly copy data from your initialed documents into the master record.

Forms provided by the instructor for today’s session:

• This Theory course (printed from cover page through Theory Session 2)• Semester calendar• Daily time-block (“zone”) schedule• FERPA release form• First page of concurrent Experiments course• First page of concurrent Projects course

file wt_0001

8

Theory session 02

Source text – Matter and Energy learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_matterenergy.pdf

Complete the following prior to the scheduled session with your instructor:

• Read, outline, and reflect on the Simplified Tutorial chapter in its entirety.

• Complete “Roller-coaster ride” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Moving weights” in the Quantitative Reasoning section of the Questions chapter.

• Complete “A motor that runs without energy?” in the Diagnostic Reasoning section of the Questionschapter.

Theory Session Expectations:

Preparation and Participation checks – the instructor assesses your preparatory work (e.g. good-faith effort)and your contributions to the dialogue (e.g. attentiveness, thoughtful solutions, good questions). Simplequizzes may substitute for either.

Questions welcome – please describe what doesn’t make sense to you!

Thinking exposed – you must defend your reasoning, not just your answers. Your instructor will do the samewhen offering help. All answers should ultimately stem from foundational principles.

Expect challenges – your instructor’s primary job is to challenge each student to think clearly.

Responsibility – if you cannot answer a question, at least propose some practical way to find a solution.Simply giving up is not an option!

Arriving prepared and contributing positively are minimum expectations. Unpreparedness anddisengagement result in penalties to the course grade. Late arrival is equivalent to unpreparedness, andabsence equivalent to non-participation. If you cannot attend in person, you may submit your work inadvance of the session for full credit, with answers to “Challenge” questions as extra work substituting forparticipation.

file wt_0090

9

Theory session 03

Source text – Voltage, Current, Resistance, and Basic Circuit Concepts learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_vir.pdf


• Read, outline, and reflect on the Full Tutorial chapter in its entirety.

• Read, outline, and reflect on the James Clerk Maxwell on charge, potential, and electrical energysection of the Historical References chapter.

• Read, outline, and reflect on the James Clerk Maxwell on the nature of electric potential section of theHistorical References chapter.

• Complete “Irrigation water” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Polarities in a multi-lamp circuit” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Faults in a terminal block battery/lamp circuit” in the Diagnostic Reasoning section of theQuestions chapter.








Additional resources:

• The Gallery chapter of the SPICE Modeling of Resistor Circuits learning module contains circuitexamples complete with computer-generated analyses useful as practice problems. Using SPICE, youmay modify these simulations for the purpose of generating your own practice problems and solutions!

file wt_0005

10

Theory session 04

Source text – Source and Loads, Voltmeters and Ammeters learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_sourceload.pdf



• Complete “Weston meter advertisement” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Two-battery, two-lamp, in-line circuit” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Properties of connected points” in the Diagnostic Reasoning section of the Questions chapter.










file wt_0006

11

Theory session 05

Source text – Manipulating Algebraic Equations learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_algebra.pdf


• Read, outline, and reflect on the the following sections of the Tutorial chapter:→ The “equals” symbol→ Addition and subtraction→ Multiplication and division→ Proper order of operations→ Factoring→ Reciprocation→ Powers and roots

• Complete “Solving for n” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Manipulating the kinetic energy equation” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Identify the mistake, part 1” in the Diagnostic Reasoning section of the Questions chapter.








file wt_0063

12

Theory session 06

Source text – Ohm’s and Joule’s Laws, Resistor Ratings, and Electrical Safety learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_ohm.pdf



• Complete “Assessing shock hazards in a circuit” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Power, Voltage, Current, and Resistance calculations” in the Quantitative Reasoning sectionof the Questions chapter.

• Complete “Malfunctioning oven” in the Diagnostic Reasoning section of the Questions chapter.








file wt_0091

13

Theory session 07

Source text – Multimeters learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_mm.pdf


• Read, outline, and reflect on the the following sections of the Tutorial chapter:→ Analog versus digital meters→ Voltage, current, and resistance→ Measuring voltage→ Measuring current→ Measuring resistance→ Ranges and scales

• Complete “Testing multimeters with an ohmmeter” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “VOM measurement interpretation” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Voltage measurements in a switched circuit” in the Diagnostic Reasoning section of theQuestions chapter.








file wt_0127

14

Theory session 08

Source text – Overcurrent Protection learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_overcurrent.pdf


• Read, outline, and reflect on the Tutorial chapter in its entirety.

• Complete “Wiring a fuse into a circuit” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Interpreting a fuse curve” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Failed motor circuit” in the Diagnostic Reasoning section of the Questions chapter.








file wt_0105

15

Theory session 09

Source text – Conductors and Electrical Connections learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_connect.pdf


• Read, outline, and reflect on the the following sections of the Full Tutorial chapter:→ Making and breaking connections→ Connection resistance→ Wire size and type→ Permanent connections – Compression connectors→ Permanent connections – Terminal blocks→ Permanent connections – Solder→ Temporary connections – Solderless breadboards

• Complete “Switch contact size” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Power losses over wires” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Testing for a broken connection” in the Diagnostic Reasoning section of the Questionschapter.









• Using a soldering iron section of the Animations chapter.

file wt_0092

16

Theory session 10

Source text – ??? learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_???.pdf









file wt_0002

17

Theory session 11

Student Presentations

Today’s class session will consist of oral teaching presentations made to the entire group. Eachpresentation will be time-limited at 10 minutes, with multiple criteria graded on a 0-10 scale based onthe following rubric:

Criterion Poor quality = 0 Fair quality = 5 Good quality = 10Foundational principles Missing principles Minor conceptual All principles cited and

accurately applied and/or major errors error(s) explanations accurateAudience-centered Using undefined Occasional need Neither over-complicated

terms, symbols for clarification nor over-simplifiedPractical None given, or Application(s) Immediately

application(s) irrelevant unclear understandableClarity and confidence Wasted time, Visibly nervous, Eye contact with all,

incomprehensible some mis-steps professional, flawlessAnswers questions Questions left Minor errors All questions

from audience unanswered answered accurately

You are allowed to bring notes for reference, but not allowed to read them to your audience. Whenyou are chosen to present, you will have a brief period of time to gather your thoughts and set up for yourpresentation, during which time your classmates and instructor will privately brainstorm relevant principlesand applications for your selected subject. After each presentation, both instructor and classmates willprovide constructive criticism on all criteria.

The benefits of this exercise include reinforcing your knowledge, gaining confidence speaking to groups,and preparation for job interviews where you will likely be asked to do this very thing.

Each student will present on one of the Values (from the eet_values page near the beginning of thisdocument). No student will know which Value is theirs until it is their turn to present, which means allstudents should be prepared to present on every Value shown:

• Ownership• Responsibility• Initiative• Integrity• Perspective• Humility• Safety• Competence• Diligence• Community• Respect

Assume your audience is a new group of students starting their very first day of class, and that yourtask is to help orient them to the culture of this program. Be sure to illustrate the practical application(s) ofyour selected Value based on your own experience(s), arbitrarily chosen from school, on the job, or in yourpersonal life as you see fit.

file wt_0003

18

Theory session 12

The written exam will consist of the following types of questions and their related principles:

• (Question #1) Calculate voltage, current, resistance, or power in a simple circuit given necessary aswell as extraneous parameters.Ohm’s Law, Joule’s Law

• (Question #2) Identify the presence or absence of voltage between specified pairs of points in a single-source, single-load circuit.Electrically common points, electrically distinct points, voltage, tracing current in a circuit, sourcesversus loads

• (Question #3) Identify voltage polarity given current direction, and current direction given voltagepolarity, for both sources and loads. Also, identify sources versus loads given voltage polarity andcurrent direction.Voltage, current, behavior of sources vs. loads

• (Question #4) Sketch proper multimeter connections to measure voltage, current, or resistance in apictorial diagram of a circuit.Voltage, current, behavior of sources vs. loads, multimeter usage

• (Question #5) Determine possible faults in an elementary circuit.Voltage, current, effects of opens vs. shorts, behavior of sources vs. loads

The written exams are printed on paper, and will be handed to you at the beginning of the examsession. They are closed-book and closed-note. A scientific calculator is allowed, but no use of mobilephones or personal computers as calculators. Music played through earbuds is welcome. You may askquestions of the instructor, who will clarify questions but will not provide hints or any other form of help.Numerical answers must be within 1% of the correct (un-rounded) answer in order to be counted as correct.

The written exam is a mastery exam, which means passing the exam requires all questions be answeredcorrectly, and that passing this exam is necessary to pass the course. If upon your first submission to theinstructor any errors are found, the instructor will mark which sections of the exam have been passed (with“1” characters) and which sections have not (with “0” characters), and will return the exam to you foranother attempt. If upon your second submission any errors remain (or new errors added), you must re-takea different version of the exam on a different day. Scoring is based on the number of attempts: the numberof “1” marks divided by the total number of “0” and “1” marks. The score from the first version of theexam you take factors into your course grade. Re-take exams are not scored, but only checked for absenceof all errors by the second submission. Exam re-takes occur during lab time, a maximum of one per day.

file wt_0062

19

Theory session 13

Source text – Series Circuits and Voltage Dividers learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_series.pdf



• Complete “Explaining the meaning of calculations” in the Conceptual Reasoning section of the Questionschapter.

• Complete “VIRP table for a three-resistor series circuit” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Faulted voltage divider” in the Diagnostic Reasoning section of the Questions chapter.









• Sections of the Case Tutorials chapter contain circuit examples which may serve as practice problems.


file wt_0094

20

Theory session 14

Source text – Parallel Circuits and Current Dividers learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_parallel.pdf




• Complete “VIRP table for a three-resistor parallel circuit” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Problem with a multiple-pump system” in the Diagnostic Reasoning section of the Questionschapter.









• Sections of the Case Tutorials chapter contain circuit examples which may serve as practice problems.


file wt_0095

21

Theory session 15

Source text – Kirchhoff’s Voltage Law learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_kvl.pdf



• Complete “Tracing KVL loops in a series circuit” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Tracing KVL loops in a multi-source circuit” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Voltages in a resistor network” in the Quantitative Reasoning section of the Questionschapter.










file wt_0007

22

Theory session 16

Source text – Kirchhoff’s Current Law learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_kcl.pdf



• Complete “Three-wire electrical power distribution” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “Battery currents” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Mysterious fuse failure” in the Diagnostic Reasoning section of the Questions chapter.










file wt_0008

23

Theory session 17

Source text – Series-Parallel Circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_seriesparallel.pdf


• Read, outline, and reflect on the Simplified Tutorial chapter in its entirety.


• Complete “Mixed-source circuits” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Faulty electric lamp array” in the Diagnostic Reasoning section of the Questions chapter.









• “Problem-solving example: mixed-source circuit” in the Quantitative Reasoning section of the Questionschapter.


file wt_0009

24

Theory session 18

Source text – Series-Parallel Circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_seriesparallel.pdf



• Complete “Series and parallel sub-networks with a movable source” in the Conceptual Reasoning sectionof the Questions chapter.

• Complete “Building custom resistance values” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Circuit with unknown source value” in the Quantitative Reasoning section of the Questionschapter.









• “Problem-solving example: mixed-source circuit” in the Quantitative Reasoning section of the Questionschapter.


file wt_0009

25

Theory session 19

Source text – Bridge Circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_bridge.pdf



• Complete “Thermistor bridge circuit” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Ground-referenced and differential voltage measurements” in the Quantitative Reasoningsection of the Questions chapter.

• Complete “Failed photocell bridge” in the Diagnostic Reasoning section of the Questions chapter.








file wt_0093

26

Theory session 20

Source text – SPICE Modeling of Resistor Circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_spice_r.pdf


• Read the Introduction chapter and comment on the series resistor circuit example demonstrating howa code listing (called a netlist) instructs SPICE how to analyze that circuit.

• Read, outline, and reflect on the Demonstration of NGSPICE interactive mode section of theUsing SPICE chapter in its entirety.

• Attempt to run a SPICE simulation on at least one of the example circuits shown in the Demonstrationsection.

• Read, outline, and reflect on the Idiosyncrasies of SPICE section of the Using SPICE chapter in itsentirety.

• Manually compute all voltages and currents and show all your work for the “One DC current source,three resistors” example in the Series resistor circuits section of the Gallery chapter. Then, attempt torun a SPICE simulation on this circuit to compare results.

• Manually compute all voltages and currents and show all your work for the “One DC voltage source,four resistors” example in the Parallel resistor circuits section of the Gallery chapter. Then, attempt torun a SPICE simulation on this circuit to compare results.








file wt_0011

27

Theory session 21

Source text – Qualitative Circuit Analysis learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_qual.pdf



• Complete “Light sensor” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Measuring a high-resistance signal source” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “Lamp dimmer circuit” in the Diagnostic Reasoning section of the Questions chapter.








file wt_0097

28

Theory session 22

Source text – Elementary Circuit Design learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_elemdesign.pdf



• Complete “Resistor and terminal blocks with specified voltage polarities” in the Conceptual Reasoningsection of the Questions chapter.

• Complete “Resistors with proportional voltage drops” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “Extending the range of a voltmeter” in the Quantitative Reasoning section of the Questionschapter.








file wt_0010

29

Theory session 23











Each student will thoroughly explain the function of a system documented in schematic form, theschematic diagrams of multiple systems shown on the following page(s), and the particular system beingrandomly chosen from the following list. No student will know which system is theirs to explain until itis their turn to present, which means all students should be prepared to explain every one of the systemsdocumented:

• System 1• System 2• System 3• System 4• System 5• System 6

You are to regard your audience as technically adept (i.e. assuming everyone in attendance is familiarwith the technical concepts and language; “skilled in the art”).

file wt_0004

30

Q3 Q4

Q1 Q2

Q5 Q6

R1 R2R3 R4

Q7

Q10

Q8 Q9 Q12

Q11

R5(+) input

(-) input

Q13

offset nulloffset null

+V

-V

Q23

Q16

R9 R8

C1

Q17

Q24

Q22

Q19

Q18

R10

Q15

Q14

R6

OutputR7

Q21

Q20

R11

Internal schematic of a model 741 operational amplifier

1 2 3 4 5

31

Theory session 24


• (Question #1) Design and sketch an unloaded voltage divider network given required voltage and/orcurrent values.Ohm’s Law, Joule’s Law, Kirchhoff’s Laws, properties of series networks

• (Question #2) Calculate voltages, currents, resistances, and/or power dissipations in a series-parallelresistor circuit.Properties of series and parallel networks, effects of opens vs. shorts, behavior of sources and loads,reduction of series-parallel networks into equivalent networks

• (Question #3) Determine necessary resistor value to balance a bridge circuit, as well as calculate voltagesand currents in that balanced bridge circuit.Ohm’s Law, Joule’s Law, Kirchhoff’s Laws, properties of bridge networks

• (Question #4) Sketch wire connections necessary to form a complete pictorial circuit diagram equivalentto a given schematic diagram.Definitions of series and parallel, electrically common points, terminal block function

• (Question #5) Determine possible faults in a voltage divider circuit.Properties of series and parallel networks, effects of opens vs. shorts, behavior of sources and loads,voltage divider circuits



file wt_0058

32

Theory session 25

Source text – Ideal and Real Sources learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_idealsource.pdf



• Complete “Diode modeled as a source” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Ideal current source behavior” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Battery testing” in the Diagnostic Reasoning section of the Questions chapter.








file wt_0098

33

Theory session 26

Source text – Maximum Power Transfer Theorem learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_maxpower.pdf



• Complete “Optimized electrolysis cell” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Series resistance” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Find the mistake” in the Diagnostic Reasoning section of the Questions chapter.








file wt_0099

34

Theory session 27

Source text – Superposition Theorem learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_super.pdf



• Complete “1-5 VDC versus 4-20 mA signaling” in the Conceptual Reasoning section of the Questionschapter.

• Complete “One generator and two batteries” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Actually disabling a source” in the Diagnostic Reasoning section of the Questions chapter.








file wt_0100

35

Theory session 28

Source text – Thevenin’s and Norton’s Theorems learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_thevenin_norton.pdf



• Complete “Thevenin and Norton equivalents of a single-source network” in the Quantitative Reasoningsection of the Questions chapter.

• Complete “Norton equivalent of an electric arc welder” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Variable-voltage power source” in the Diagnostic Reasoning section of the Questions chapter.








file wt_0101

36

Theory session 29

Source text – Electric and Magnetic Fields learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_em.pdf



• Read, outline, and reflect on the Electric-field instruments section of the Historical References chapter.

• Read, outline, and reflect on the Mapping magnetic fields section of the Historical References chapter.

• Complete “Solenoid valve” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Induced current directions” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Induced voltage polarities” in the Conceptual Reasoning section of the Questions chapter.








file wt_0102

37

Theory session 30

Source text – Electromechanical relays learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_relay.pdf



• Complete “Sketching connections for a dual lamp circuit” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “5 Volt relay powered by a 24 Volt source” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Simple fire alarm system” in the Diagnostic Reasoning section of the Questions chapter.

• Complete “Find the mistake” in the Diagnostic Reasoning section of the Questions chapter.








file wt_0103

38

Theory session 31

Source text – Capacitance and Inductance learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_cl.pdf



• Complete “Safe de-energization” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Capacitors and inductors compared against batteries” in the Quantitative Reasoning sectionof the Questions chapter.

• Complete “Capacitor and inductor fault pathology” in the Diagnostic Reasoning section of the Questionschapter.








file wt_0104

39

Theory session 32

Source text – Capacitors and Capacitive Circuits

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_capacitor.pdf



• Complete “Capacitor charging circuit” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Inverse exponential functions” in the Quantitative Reasoning section of the Questionschapter.

• Complete “SPICE analysis of an energizing capacitor” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “SPICE analysis of a de-energizing capacitor” in the Quantitative Reasoning section of theQuestions chapter.









• Modeling inverse exponential growth and decay section of the Derivations and Technical Referenceschapter.

• Modeling inverse exponential growth and decay using C++ section of the Programming Referenceschapter. By copying and pasting the text of the C++ code into a compiler, and modifying someof the component parameters, you may generate your own practice problems and solutions!

• Modeling an energizing capacitor using C++ section of the Programming References chapter. Bycopying and pasting the text of the C++ code into a compiler, and modifying some of the componentparameters, you may generate your own practice problems and solutions!

• The Gallery chapter of the SPICE Modeling of Inductive and Capacitive Circuits learning modulecontains circuit examples complete with computer-generated analyses useful as practice problems. UsingSPICE, you may modify these simulations for the purpose of generating your own practice problemsand solutions!

file wt_0012

40

Theory session 33

Source text – Inductors and Inductive Circuits

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_inductor.pdf



• Read, outline, and reflect on the Modeling inverse exponential growth and decay using C++ section ofthe Programming References chapter.

• Complete “Inductor charging circuit” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Inductor wire turns” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Measuring inductance by time delay” in the Quantitative Reasoning section of the Questionschapter.









• Modeling inverse exponential growth and decay section of the Derivations and Technical Referenceschapter.


file wt_0013

41

Theory session 34











file wt_0002

42

Theory session 35














file wt_0004

43

Q3 Q4

Q1 Q2

Q5 Q6

R1 R2R3 R4

Q7

Q10

Q8 Q9 Q12

Q11

R5(+) input

(-) input

Q13


+V

-V

Q23

Q16

R9 R8

C1

Q17

Q24

Q22

Q19

Q18

R10

Q15

Q14

R6

OutputR7

Q21

Q20

R11


1 2 3 4 5

44

Theory session 36


• (Question #1) Calculate voltages, currents, and/or times for a resistor-capacitor circuit.Properties of series and parallel networks, behaviors of sources and loads, capacitor behavior, inverseexponential calculations

• (Question #2) Calculate voltages, currents, and/or times for a resistor-inductor circuit.Properties of series and parallel networks, behaviors of sources and loads, inductor behavior, inverseexponential calculations

• (Question #3) Calculate voltages, currents, and/or power dissipations in a circuit containing multiplesources.Properties of series and parallel networks, behaviors of sources and loads, Ohm’s Law, Joule’s Law,Kirchhoff’s Laws, Maximum Power Transfer Theorem, Superposition Theorem, Thevenin’s Theorem,Norton’s Theorem

• (Question #4) Design and sketch a circuit exhibiting a specified time delay for inverse-exponentialgrowth or decay of voltage or current.Properties of series and parallel networks, capacitor behavior, inductor behavior, inverse exponentialcalculations

• (Question #5) Determine possible faults in an RC or LR time-delay circuit.Voltage, current, effects of opens vs. shorts, capacitor behavior, inductor behavior, behavior of sourcesvs. loads



file wt_0082

45

Theory session 37











file wt_0002

46

Theory session 38

Source text – PN Junctions and Diodes learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_pn.pdf



• Complete “Motor-effect eliminator” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Voltages and currents in simple diode circuits” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “LED resistor sizing” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Faults in a diode-resistor network” in the Diagnostic Reasoning section of the Questionschapter.









• Animation of a forward-biased PN diode junction section of the Animations chapter.

file wt_0015

47

Theory session 39

Source text – Bipolar Junction Transistors learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_bjt.pdf



• Complete “Controlling and controlled currents” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Controlling voltages” in the Conceptual Reasoning section of the Questions chapter.

• Complete “BJT circuit calculations” in the Quantitative Reasoning section of the Questions chapter.









• The Gallery chapter of the SPICE Modeling of Semiconductor Circuits learning module contains circuitexamples complete with computer-generated analyses useful as practice problems. Using SPICE, youmay modify these simulations for the purpose of generating your own practice problems and solutions!

file wt_0017

48

Theory session 40

Source text – Bipolar Junction Transistors learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_bjt.pdf


• Read, outline, and reflect on the John Bardeen’s and Walter Brattain’s Transistor Patent section of theHistorical References chapter.

• Complete “Common-emitter behavior” in the Conceptual Reasoning section of the Questions chapter.

• Complete “DC bias calculations” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Faults in test circuit” in the Diagnostic Reasoning section of the Questions chapter.










file wt_0017

49

Theory session 41

Source text – Field-Effect Transistors learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_fet.pdf



• Complete “Identifying MOSFET states” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Testing a JFET by DMM diode check” in the Diagnostic Reasoning section of the Questionschapter.

• Complete “Testing a MOSFET by DMM diode check” in the Diagnostic Reasoning section of theQuestions chapter.










file wt_0018

50

Theory session 42

Source text – Field-Effect Transistors learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_fet.pdf



• Complete “JFET source and load terminals” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Effect of VDS on depletion region” in the Conceptual Reasoning section of the Questionschapter.

• Complete “ESD test jig” in the Quantitative Reasoning section of the Questions chapter.










file wt_0018

51

Theory session 43

Source text – Transistor switching circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_qswitch.pdf



• Complete “BJT switching circuit configurations” in the Diagnostic Reasoning section of the Questionschapter.

• Complete “MOSFET switching circuit configurations” in the Diagnostic Reasoning section of theQuestions chapter.








file wt_0019

52

Theory session 44

Source text – Transistor switching circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_qswitch.pdf


• Complete “Darlington pair current calculations” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Calculations in TIP31C transistor circuit” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Calculations in IRF9520 transistor circuit” in the Quantitative Reasoning section of theQuestions chapter.








file wt_0020

53

Theory session 45

Source text – 555 Timer Circuits learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_555.pdf



• Complete “Adjustable duty cycle” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Sequential timer circuit” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Monostable circuit parameters” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Faulted astable 555 circuit” in the Diagnostic Reasoning section of the Questions chapter.










file wt_0022

54

Theory session 46

Source text – Thyristors learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_thyristor.pdf



• Complete “SCR versus TRIAC circuits” in the Conceptual Reasoning section of the Questions chapter.

• Complete “2N6403 specifications” in the Quantitative Reasoning section of the Questions chapter.

• Complete “2N6344 specifications” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Identifying SCR terminals” in the Diagnostic Reasoning section of the Questions chapter.








file wt_0021

55

Theory session 47














file wt_0004

56

Q3 Q4

Q1 Q2

Q5 Q6

R1 R2R3 R4

Q7

Q10

Q8 Q9 Q12

Q11

R5(+) input

(-) input

Q13


+V

-V

Q23

Q16

R9 R8

C1

Q17

Q24

Q22

Q19

Q18

R10

Q15

Q14

R6

OutputR7

Q21

Q20

R11


1 2 3 4 5

57

Theory session 48


• (Question #1) Design and sketch a circuit using a BJT to switch DC power to a load.BJT behavior, behavior of sources and loads, Kirchhoff’s Laws, properties of series and parallel networks

• (Question #2) Design and sketch a circuit using a FET to switch DC power to a load.FET behavior, behavior of sources and loads, Kirchhoff’s Laws, properties of series and parallel networks

• (Question #3) Calculate voltages, currents, and/or power dissipations in a BJT or FET switchingcircuit.Ohm’s Law, Joule’s Law, Kirchhoff’s Laws, properties of series and parallel networks, BJT behavior,FET behavior

• (Question #4) Select appropriate component values (e.g. resistor resistance) for a semiconductorswitching circuit.Ohm’s Law, Joule’s Law, Kirchhoff’s Laws, properties of series and parallel networks, BJT behavior,FET behavior, thyristor behavior

• (Question #5) Determine possible faults in a BJT or FET or thyristor switching circuit.Properties of series and parallel networks, effects of opens vs. shorts, behavior of sources and loads,BJT behavior, FET behavior, thyristor behavior



file wt_0083

58

Theory session 49

Source text – Basic Principles of Digital learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_digital.pdf



• Read, outline, and reflect on the Punched paper tape section of the Historical References chapter.

• Complete “Logic levels in a simple transistor circuit” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “Using Python to evaluate basic logic expressions” in the Quantitative Reasoning section ofthe Questions chapter.

• Complete “Effects of faults in simple digital circuit” in the Diagnostic Reasoning section of the Questionschapter.








file wt_0025

59

Theory session 50

Source text – Relay Ladder Logic learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_ladderlogic.pdf



• Complete “Active reading exercise: motor control circuit diagram” in the Conceptual Reasoning sectionof the Questions chapter.

• Complete “Truth table for a relay circuit” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Effects of a ground fault in a relay control circuit” in the Diagnostic Reasoning section ofthe Questions chapter.








file wt_0026

60

Theory session 51

Source text – Semiconductor Logic Gates learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_logicgates.pdf



• Complete “Discrete analysis of a bipolar OR gate” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Discrete analysis of a CMOS NAND gate” in the Conceptual Reasoning section of theQuestions chapter.

• Complete “Voltages in a TTL gate” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Malfunctioning security alarm system” in the Diagnostic Reasoning section of the Questionschapter.








file wt_0027

61

Theory session 52











file wt_0002

62

Theory session 53

Source text – Digital Codes learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_codes.pdf



• Read, outline, and reflect on the Ancient digital text code section of the Historical References chapter.

• Complete “ASCII-coded message” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Binary and Gray rotary encoders” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Failed ASCII bit” in the Diagnostic Reasoning section of the Questions chapter.

• Complete “Failed encoder photodetector” in the Diagnostic Reasoning section of the Questions chapter.








file wt_0031

63

Theory session 54

Source text – Digital Numeration learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_number.pdf


• Read, outline, and reflect on the the following sections of the Tutorial chapter:→ Unsigned integers→ Signed integers→ Shorthand representations of digital words

• Complete “Number transmission via cable” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Integer conversion table” in the Quantitative Reasoning section of the Questions chapter.

• Complete “Signed integer conversion table” in the Quantitative Reasoning section of the Questionschapter.








file wt_0029

64

Theory session 55

Source text – Digital Numeration learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_number.pdf


• Read, outline, and reflect on the the following sections of the Tutorial chapter:→ Decimal conversions→ Incompatible format errors

• Complete “Signed integer conversion table” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Using Python to convert between bases” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Microcontroller driving an LED array” in the Quantitative Reasoning section of theQuestions chapter.








file wt_0030

65

Theory session 56











file wt_0002

66

Theory session 57

Source text – Combinational Logic learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_comblogic.pdf


• Read, outline, and reflect on the the following sections of the Tutorial chapter:→ Gate universality→ Combinational relay logic→ Boolean expressions into circuits

• Complete “Combination lock circuit” in the Conceptual Reasoning section of the Questions chapter.

• Complete “Gate circuits from Boolean expressions” in the Quantitative Reasoning section of theQuestions chapter.

• Complete “Relay circuits from Boolean expressions” in the Quantitative Reasoning section of theQuestions chapter.








file wt_0107

67

Theory session 58

Source text – Combinational Logic learning module

URL – http://ibiblio.org/kuphaldt/socratic/model/mod_comblogic.pdf


• Read, outline, and reflect on the the following section of the Tutorial chapter:→ Truth tables into circuits

• Complete “Triple-redundant power supply” in the Conceptual Reasoning section of the Questionschapter.

• Complete “Gate circuit from a truth table” in the Quantitative Reasoning section of the Questionschapter.

• Complete “Relay circuit from a truth table” in the Quantitative Reasoning section of the Questionschapter.








file wt_0106

68

Theory session 59














file wt_0004

69

Q3 Q4

Q1 Q2

Q5 Q6

R1 R2R3 R4

Q7

Q10

Q8 Q9 Q12

Q11

R5(+) input

(-) input

Q13


+V

-V

Q23

Q16

R9 R8

C1

Q17

Q24

Q22

Q19

Q18

R10

Q15

Q14

R6

OutputR7

Q21

Q20

R11


1 2 3 4 5

70

Theory session 60


• (Question #1) Determine logic states within a combinational logic circuit.Logic function truth tables, logic levels in TTL and CMOS circuits, effects of opens vs. shorts

• (Question #2) Design and sketch a combinational logic gate circuit to fulfill a three-input truth table.Logic function truth tables, Boolean representation of logic functions, SOP/POS Boolean expressions

• (Question #3) Select appropriate component values (e.g. resistor resistance) for a digital logic gatecircuit driving a heavy load.Ohm’s Law, Joule’s Law, Kirchhoff’s Laws, properties of series and parallel networks, BJT behavior,FET behavior, logic levels in TTL and CMOS circuits, logic function truth tables

• (Question #4) Convert between different forms of digital numeration (e.g. binary, octal, hexadecimal,decimal).Signed binary integers, unsigned binary integers, octal notation, hexadecimal notation

• (Question #5) Determine possible faults in a combinational logic gate or relay ladder logic circuit.Logic function truth tables, properties of series and parallel networks, effects of opens vs. shorts, relaybehavior



file wt_0084

71

IETTI-101 – Basic DC Circuit Theory (THEORY)ibiblio.org › kuphaldt › socratic › model ›...

Documents

Transcript of IETTI-101 – Basic DC Circuit Theory (THEORY)ibiblio.org › kuphaldt › socratic › model ›...