Key words
Electronics
Objectives
The students should have a comprehensive understanding of analog and digital componenets and
their applications. They should be capable of analysing and designing basic analog and digital
circuits realizing a given functionality.
Topics
Analog electronics:
Operational amplifiers:
o Basic circuits using operational amplifiers.
o Slew-rate; bandwidth; offset errors.
Digital to analog conversion:
o Binary weighted summing amplifier.
o Converter using R-2R ladder network.
Two-terminal nonlinear devices:
o Diode.
o Application of diodes in rectifiers and for signal manipulation.
Three-terminal nonlinear devices; bipolar transistors:
o Operating regions.
Three-terminal nonlinear devices; field effect transistors.
o JFET, NMOS, PMOS.
o Operating regions.
o Applications of MOSFETs in digital circuits.
o Applications of MOSFETs in power electronics.
Digital electronics:
o Digital signals
o Basic gates, Trueth tables
o Number representation, Boolean algebra
o (De)multiplexers, adders.
o Flipflops : RS, clocked RS, JK, D, T; latch
o Asynchroneous en synchroneous counters
o Shift registers
o Memories
o ADC/DAC
o Multivibrators; debouncing circuits
Prerequisites
See final objectives Wiskunde II and Netwerkanalyse.
Final Objectives
Comprehensive understanding of basic analog and digital circuits.
Analysis and design of these circuits.
Materials used
::Click here for additional information::
Syllabus
Additional information on the electronic study environment.
Study costs
Cost for the course material (10 €)
Study guidance
Individual guidance is provided by contacting the responsible lecturer / responsible for the exercices.
Teaching Methods
Ex cathedra colleges (theory) and specific exercise sessions.
Assessment
Theory: written evaluation
Exercise sessions: written evaluation(s)
A weighted average is used to compute the final score for a training item. However, if a student gains
a score of 7 or less on 20 on one of the different courses (parts of training items) , he proves that his
skill for certain subcompetencies is insufficient. Consequently, one can turn from the arithmetical
calculation of the final assignment of quotas of a training item and the new marks can be awarded on
consensus. Of course, the examiners can judge that the arithmetic regulations mentioned in the study
index card can also be used for 7 or less. For each deviation a detailed motivation ought to be drawn
up. In that case one should point out that the skill for this subcompetency is proven to be insufficient,
if the student didn’t pass the partim that is considered to be important for certain subcompetencies.
Lecturer(s)
Patrick Van Torre, Paul Devos
|
|
