COR JESU COLLEGE Engineering and Technology Division

Sacred Heart Avenue, Digos City College Department

Province of Davao del Sur

Course Cat. No. : ECE 412/412L Pre-requisite : ELECTRONICS 1, CIRCUITS 1

Course Title : ELECTRONICS 2 with LABORATORY School Year : 2015-2016
Type of Instruction : Classroom Presentation Prepared by : Wella Lyn A. Mateo,ECE

Course Description:
This course is divided into 4 major topics, namely: Small Signal Analysis of FET, Amplifiers, Operational Amplifiers and Oscillators and part of oscillators- the Multivibrators. The first topic is just
a continuation of the last topic in electronics 1, involving the Small signal analysis of Field Effect Transistors. This part discusses the different circuit configurations of FET in small signal analysis. This also
involves reviewing the DC analysis of the different FET configurations. The next topic, Amplifiers, which divided to 2 important parts; Power Amplifiers and Feedback Amplifiers. The first part- Power
Amplifiers-discuss the different BJT/FET configurations that will provide Power Amplification. This topic also discusses the different amplifier class, its operation and its application. The next part – Feedback
Amplifiers- discuss the two types of feedback amplifiers and the different circuit components creating a feedback amplifier. The 3rd part -Operational Amplifiers- the most versatile and complicated types of
amplifiers. This amplifier is widely used in electronics. It is the type of amplifiers house in IC’s. The last part is the Oscillators- a circuit generating AC signal at its desired frequency of operations. Oscillators
are circuits that generate pulse and are widely used as clock circuits. In addition to the last part is all about Multivibrators- a type of relaxation oscillators that is used as timer circuits based on its
connectivity in the circuit.

General Objectives :
At the end of the course, the students should be able to:

1. Acquire strong mathematical skills in solving the different FET circuit configurations in Small Signal Analysis.
2. Obtain a robust knowledge and skills on the concept and application of Amplifiers based on each type.
3. Gain solid knowledge on the construction, operation,--including the different circuit, characteristic and application of Operational Amplifiers
4. Gain solid knowledge on the construction, operation,--including the different circuit, characteristics and application of Oscillators and a separate discussion of Multivibrators
and its utilization depending on its connectivity in the circuit.
5. Possession of technical and theoretical skills during circuits design, assembly and testing.

Time Allotment: 72 Hours

Credits: 4 units
1|P a g e AY 2015-2016
Vision
Cor Jesu College, a premiere Catholic educational institution in Southern Mindanao, envisions fully transformed persons inspired by the spirituality of the Most Sacred Heart of Jesus and
the charism of the Brothers of the Sacred Heart.

Mission

We, the member of Cor Jesu College community, commit ourselves to:

1. Advance a responsive and dynamic learning environment that draws out the best in all; (EXCELLENCE)
2. Nurture a compassionate community that journeys as one family united at the Heart of Christ; and (COMMUNITY)
3. Strengthen responsible stewardship towards social transformation, progress and sustainable development (APOSTLESHIP)

Core Value of Compassion

4. This value of compassion, inspired by the spirituality of the Sacred Heart of Jesus, is characterized by selfless and dedicated concern for others marked by loving respect and
kindness.

GOALS OF THE COLLEGE DEPARTMENT

CJC MISSION/CORE VALUE OF COMPASSION

COLLEGE DEPARTMENT GOALS
1 2 3 4
1 Offer academic programs that meet local and global demands; √
2 Conduct developmental researches and productive-scholarship activities for a dynamic and responsive instruction; √ √ √
3 Engage in community extension services for capacity building and empowerment of poor communities; √ √
4 Provide a research and field based instructions for a relevant and functional learning; √
5 Nurture a climate of compassionate community for personal, communitarian, and spiritual growth; √ √
6 Send graduates to the field of works as God centered professional, responsible stewards of nature, agents for cultural
√ √
preservation and promotion, and initiators of social transformation and sustainable development.

Course Title: Date Effective: Date Revised: Prepared by: Endorsed by: Approved by:
Electronics 2 with Laboratory June 2014 June 2015 Wella Lyn A. Mateo,ECE Engr. Jonas M. Placer Alex D. Niez, Ed.D.

2|P a g e AY 2015-2016
 PROGRAM EDUCATIONAL OBJECTIVE (PEO)

CJC Engineering Graduates are Fully Transformed Individuals; Equipped with Technical Excellence, Spiritually Mature and Responsive to the Developmental Needs of the Environment they associate

STUDENT OUTCOME (SO)

a An ability to apply knowledge of mathematics, sciences, and engineering sciences to the practice of engineering course.
b An ability to design and conduct experiments as well as analyze and interpret data.
c An ability to design a system to meet desired needs.
d An ability to work effectively in multi-disciplinary and multi-cultural teams.
e An ability to identify, formulate, and solve engineering problems.
f An understanding of professional and ethical responsibility.
g An ability to communicate effectively in verbal and non-verbal communication
h A broad education necessary to understand impact of engineering solutions in a global/societal context.
i An ability to engage in life-long learning and to keep current of the development in a specific field of specialization.
j Knowledge of contemporary issues.
k An ability to use appropriate techniques, skills, and modern tools necessary for engineering practice to be locally and globally competitive.
l An ability to apply acquired engineering knowledge and skills for national development.

STUDENT OUTCOMES
COURSE OUTCOMES (CO)
a b c d e f g h i j k l
1 Memorize and associate the CJC mission, vision and core value in academic or social engagements. / / /
 Understand the basic operations of different circuit configurations of FET in small signal analysis / / / / /
 Define and Differentiate JFET and MOSFET characteristic in small signal analysis
2
 Explain the different operation of each type of FET
 Determine the different application of FET in the construction of Amplifiers.
Understand the concepts and purpose of an Amplifier in a circuit. / / / / / /
3  Determine the different types and application of amplifiers; Power Amplifiers and Feedback Amplifiers
 Discuss the different amplifier class in Power Amplifiers and the two types of Feedback Amplifiers.
 Define and understand the concepts behind operational amplifiers which includes its operation and characteristics
4  Solve and discuss the different circuit of operational amplifiers and its application in electronics. / / / / / / /
5  Define what is an oscillator and its function and operation.
 Also include the different types oscillators
 Discuss what is a multivibrator - different configuration and application in a circuit. / /
/ / / /
3|P a g e AY 2015-2016

TIME FRAME COURSE CONTENT
Introduction:
Preliminary Cor Jesu College - Vision,
Topics
Mission and Core Value
Week 1
(VMC)
Topic 1: Small Signal
Analysis of Field Effect
Transistors
1.1 Review the Field Effect
Transistor Characteristics in
DC analysis
Weeks 2 – 4
(including
1.2 Determine the important
preliminary
examination week)
DC parameters of FET.
1.3 Discuss the two types of
FET: JFET and MOSFET
1.4 Enumerate and Solve the
different JFET circuit
configuration in small signal
analysis.
STUDENT LEARNING OBJECTIVES
Outcome
To prepare students for life through
Christ-centered education and realize the
CJC’s three pillars - excellence, community
and apostleship.
1. Review the nature of Field Effect
Transistor including its characteristics.
2. Review how to obtain the important DC
parameters of FET to be utilized in small
signal analysis.
3. Discuss the AC equivalent circuit of JFET
and MOSFET and the important
parameters to consider.
4. Solve the small signal parameters of
JFET on the following configuration:
a. n-type JFET
b. p-type JFET
Satisfied
Course STRATEGY/ACTIVITIES
Pair and share: Find a partner and share your
thoughts to one another about how to relate the
CO 1
CJC mission, vision and core value in everyday life.
Individual task: Master the CJC VMC.
Drill/Review. Let the students recall previous
concepts either by reviewing their notes/journals
or giving board exercises.
The Jigsaw Method. The instructor will divide the
whole class into groups (depending on the total
number of students, preferably 5- or 6- person
jigsaw groups). The groups should be diverse in
terms of their ability/skills, with each group
preparing separate but related
homework/practice exercises. After discussing the
CO 2 exercises, the groups are re-divided to form new
jigsaw groups with one member from each other
joining the new mixed group. Each person in the
group teaches the rest of the group what he/she
knows, and the group then solves/answer the
problems together that create the whole
idea/concept. The topic for this Jigsaw activity
might be about FET ac equivalent circuit and
deriving the important DC parameters
“White Boards” Activity. Give each student a
white board, dry erase marker and an eraser. As
you ask questions during the class interaction
involving the different circuit configuration of FET
and its equivalent form in AC (small signal
analysis)
ASSESSMENT/EVALUATION
Individual approach:
Make a reflective journal about
the VMC of CJC.
Modified Muddiest Point
Paper. Check student
understanding in a lesson by
asking them to take out a sheet
of paper and take one minute
to write down at least three
questions/problems about, or
the most confusing aspect of,
the topic of/for the day. Select
ten significant and useful
questions/problems from the
collected students’ papers and
present it as a short quiz/test.
The Venn Diagram. Have
students compare and contrast
a certain topic using a Venn
diagram.
Conferencing (Graded
Boardwork). Assign
problems/case to the students,
give them markers/chalk and let
them share their solutions to
the class by solving it using the

4|P a g e AY 2015-2016
 1.5 Enumerate and solve the
different MOSFET circuit
configuration in small signal
analysis.
1.6 Differentiate in terms of
application the different
circuit configuration based
on the types of FET; JFET or
MOSFET.
Weeks 2 – 4
(including
preliminary
examination week)
5|P a g e
5. Solve the following MOSFET board and review their work as
Demonstrative Lecture. Students are asked they listen. This is an especially
configuration: several questions after every lecture involving: effective routine to use at the
a. Transforming a JFET circuit configuration to its beginning or end of lessons as it
a. D-MOSFET equivalent small signal analysis circuit. allows the teacher to quickly
b. Deriving the value of ID, Zin, Zout and AV.
b. E-MOSFET assess students' independent
c. Transforming a MOSFET circuit configuration
to its equivalent small signal analysis circuit. performance levels.
6. Site some example circuits and d. Derive the value of Vgs, Zin, Zout and AV.
Learning Logs: Students will
application using JFET and MOSFET as reflect on their own learning by
Technical Work. Establish proper procedures and
demonstrations in the proper biasing of a writing on their subject
amplifiers. JFET/MOSFET in the ac small signal analysis. journals, to identify their
strengths in a particular topic,
those areas demanding more
Laboratory activity:
Exercise on the different types of configurations growth, and to establish certain
CO 2 of both JFET and MOSFET. individual goals.
Preliminary Examination
- Covers the small signal
analysis of JFET and
MOSFET.
AY 2015-2016
 Topic 2:
Amplifiers
2.1 Introduction on the
importance and usage of
amplifiers
2.2 Block Diagram of the
1. Discuss the nature of Amplifiers
2. Tackle relevant application of
amplifiers and cite some
electronics devices that use an
amplifier during operations.
Drill/Review. Let the students recall previous
concepts (either by reviewing their notes/journals
or giving board exercises).
Demonstrative Lecture. Students are asked
several questions on what is amplifier circuit, the
function of each blocks and its utilization.
Directed Paraphrase. After
working through a topic, ask
students to explain the content
in their own words to a lay
audience or in a sheet of paper.
Record/grade the way it is
presented and their ability on
how well they follow the topics
discussed.

Amplifier Circuit.
2.3 Classes of Amplifiers
based on its input and
Weeks 5-9 output components
(including midterm
examination week)
a. Current Amplifiers
b. Voltage Amplifiers
c. Transconductance
Amplifier
3. Know the importance of amplifier
circuits.
CO 3
4. Illustrate the function blocks
diagram of a simple amplifier
5. Talk over the different classes of
amplifier depending on the given
input and the derive output.
6. Discuss the different class of
“Think-Pair-Share” Activity. Ask the students to Checklist. Give critical-thinking
learn the concept and utilization of amplifier also
checklist to students to help
include its components and its individual function
them reflect on their learning
and encourage them to think/answer quietly
some given relevant questions. After the allotted experience or on the quality of
time, ask students to share their response with their work.
their partner, taking turns so that each partner
explains his/her thinking. Walk around the room Moving Quiz
to monitor student responses. - Students align their
selves and at every
Laboratory Activity after the time set by
Designing and testing a simple feedback amplifiers the teacher, the
student will move from
one question to
another.

d. Transimpedance Amplifier amplifiers based on the position

2.4 Classses of Amplifiers of Q-point.

based on the position of Q- a. Illustrate the signal generated

point and the signal it from the different class based

6|P a g e AY 2015-2016
 generates: on the position of the Q-point.
Project Oriented
a. Class A b. Discuss the application and - Students are asked to
submit a finished
b. Class B usage of the different classes of working project that
will illustrate a positive
c. Class AB amplifiers and negative feedbacks

d. Class C 7. Discuss Feedback Amplifiers Midterm Examination

- This covers all the
e. other classes 8. Identify the types of feedback types and classes of
amplifier.
2.5 Introduction to Feedback amplifiers. CO 3
Weeks 5-9 Amplifiers a. Illustrate the function block
(including midterm
examination week)
2.5.1 Types of Feedback diagram of each feedback

Amplifiers types.

a. Positive Feedback b. Differentiate positive

b. Negative Feedback feedback from negative

2.5.2 Circuit Orientation and feedback.

Function blocks components c. Cite an example of circuit

of each type. using positive and negative

2.5.3 Determining feedback.

Amplifying Factor of each d. Distinguish their advantages

type. and disadvantages

7|P a g e AY 2015-2016
 Topic 3:
Operational Amplifiers
3.1 Introduction to
Operational Amplifiers
a. definition and importance
b. symbol and equivalent
circuits
c. block diagram of a typical
op-amp
d. AC equivalent circuits.
Weeks 10-13
(including 3rd
quarter 3.3 Electrical Characteristics
examination week)
of Op-Amps
a. Ideal against actual value
3.4 Virtual Ground Principle
3.5 Most Common Circuit
Connection of Operational
Amplifiers
a. Inverting Amplifier
8|P a g e
Trigger Videos – Lecture Viewing. Show a full
1. Understand the function and video on the History and development of
Operational Amplifiers. Encourage students to
importance of operational engage in critical and evaluative thinking when
viewing. Prior to viewing, make sure to present
amplifiers. the objectives of the video and give initial
problems to be answered after the viewing.
2. Identify the basic components, Engage students in follow-up learning experiences
related directly to the viewing material to
symbol and function block consolidate and share their learning
diagram of a typical operational Drill/Review. Let the students recall previous
concepts (either by reviewing their notes/journals
amplifier.
or giving board exercises).
3. To know the ac equivalent circuit
Demonstrative Lecture. Students are asked
CO 4
of an OP-AMP. several questions on their idea about transistors.
In-depth discussion on all Operational Amplifiers
4. Identify the different electrical which includes the following:
parameters/characteristics of OP- a. Importance
b. Symbol and construction
AMP. c. AC equivalent circuit
d. Electrical characteristics
5. Differentiate actual operation
e. Virtual ground principle
from ideal operation. f. Most common circuit configuration.
6. Understand the virtual ground Technical Work. Establish proper procedures and
demonstrations in wiring the most common
principle operational amplifier circuit configuration.
7. Improve problem solving on the
Modified Muddiest Point
Paper. Check student
understanding in a lesson by
asking them to take out a sheet
of paper and take one minute
to write down at least three
questions/problems about, or
the most confusing aspect of,
the topic of/for the day. Select
ten significant and useful
questions/problems from the
collected students’ papers and
present it as a short quiz/test.
Conferencing (Graded
Boardwork). Assign
problems/case to the students,
give them markers/chalk and let
them share their solutions to
the class by solving it using the
board and review their work as
they listen. This is an especially
effective routine to use at the
beginning or end of lessons as it
allows the teacher to quickly
assess students' independent
performance levels.
Assessment Examination
-3rd quarter examination that
covers the whole Operational
Amplifier.
AY 2015-2016
 b. Non-inverting Amplifier
c. Summing amplifier
d. Differencing amplifier
e. Integrator
d. Differentiator
f. Voltage Follower
3.6 DC offset parameters of
Operational Amplifiers and
Common Mode Rejection
Weeks 10-13 Ratio
(including 3rd
quarter
examination week)
9|P a g e
different most common circuit
connection of Op-AMP.
8. Derive the output voltage of each
OP-AMP circuit connection.
9. Understand and solve for DC
offset component and CMRR of
OP-AMP.
CO 4
“Think-Pair-Share” Activity. Ask the students to
learn the concept and utilization of operational
amplifier also include its components and its
circuit configuration and encourage them to
think/answer quietly some given relevant
questions. After the allotted time, ask students to
share their response with their partner, taking
turns so that each partner explains his/her
thinking. Walk around the room to monitor
student responses.
Laboratory Activity
Breadbording the most common operational
amplifier circuit configuration.
AY 2015-2016
 Topic 4: Trigger Videos – Lecture Viewing. Show a full Conferencing (Graded
video on the History and development Boardwork). Assign
Oscillators and 1. Know the importance and ofoscillators. Encourage students to engage in problems/case to the students,
critical and evaluative thinking when viewing.
give them markers/chalk and let
Multivibrators application of oscillators Prior to viewing, make sure to present the
objectives of the video and give initial problems to them share their solutions to
4.1 Introduction to 2. Understand the basic be answered after the viewing. Engage students in the class by solving it using the
follow-up learning experiences related directly to board and review their work as
Oscillators requirements of an oscillator the viewing material to consolidate and share they listen. This is an especially
their learning effective routine to use at the
4.2 Oscillators requirement circuits beginning or end of lessons as it
Drill/Review. Let the students recall previous
allows the teacher to quickly
4.3 Types of Oscillators: 3. Know the different types of concepts (either by reviewing their notes/journals
assess students' independent
or giving board exercises).
a. Hartley Oscillators and understand its performance levels.

Demonstrative Lecture. Students are asked

Weeks 14-18 b. Colpitts
(including Final
examination week)
c. Clapp
d. Crystal
e. Tuned oscillators
f. Phase-shift oscillators
g. wien-bridge oscillators
4.4 Multivibrators
4.4.1 Types of
Multivibrators
4.4.2 Circuit requirements
individual utilization Learning Logs: Students will
CO 5 several questions on their idea about Oscillators. reflect on their own learning by
4. Discuss the circuit components In-depth discussion on the following: writing on their subject
a. Basic requirements of an Oscillator journals, to identify their
involve in each type of oscillators b. Different types of Oscillators strengths in a particular topic,
c. Operating frequency of each type of those areas demanding more
5. Compute the desires/operating oscillators growth, and to establish certain
individual goals
frequency of each type of
Demonstrative Lecture. Students are asked
Problem Solving Quiz
several questions on their idea about Involves the different oscillator
oscillator.
Multivibrators. circuit configurations.
6. Differentiate one from another In-depth discussion on the following:
a. Types of multivibrators Assessment Examination
based on its stability and b. Different circuit configuration of Final examination includes the
multivibrators Oscillators and multivibrators.
functions. c. Holding and releasing time of
Project based:
multivibrators
7. Discuss what is a multivibrator. Students are required to create
d. Application in electronics a project embedding the
concept of multivibrator

10|P a g e AY 2015-2016
 of a multivibrators 8. Know the circuit requirement to
Technical Work. Establish proper procedures and
4.4.3 Multivibrators circuit create a multivibrator. demonstrations in creating and testing of
multivibrators
configuration: 9. Discuss the different circuit
Laboratory Activity
a. Monostable configurations of multivibrators
Constructing the different multivibrator circuit
configurations
b. Bi-stable 10. Determine is holding time and CO 5

c. Astable releasing time.

4.4.4 Computation on the 11. Discuss its usage and application

time it will generate an in electronics.

output pulse.

4.4.5 Sample circuit using

multivibrator.

11|P a g e AY 2015-2016
EVALUATION CRITERIA:
Lecture
A. Midterm Grade
CT1: Quizzes, Class Participation, Assignment……………………………………………………………………………………………………… 25%
First Quarterly Examination……………………………………………………………………………………………………………………………….. 25%
Midterm Examination……………………………………………………………………………………………………………………………..……..…… 50%

100%
B. Final Grade
CT2: Quizzes, Class Participation, Assignment……………………………………………………………………………………………………… 12.5%
Third Quarterly Examination………………………………………………………………………………………………………………………………. 12.5%
Midterm Grade/Preliminary Grade…………………………………………………………………………………………………………….……… 25.0%
Final Examination……………………………………………………………………………………………………………………………………………… 50.0%

100%
SUGGESTED REFERENCES:

1. Fowler,Richard J.Electricity: Principles and Application, 2013

2. Wilson, P. The Circuitry Designers Handbook, 2012
3. Alexander, Charles K. Fundamentals of Electric Circuits. Boston: McGraw-Hill,2009.
4. Alexander Charles K. Fundamentals of Electric Circuits 2nd Edition. Boston: McGraw-Hill, 2004
5. Bantilan, M. College Physics. Rex Book Store, 2009.
6. Lang, Heather. Head First Physics: A learner’s companion to mechanics and Practical Physics.O’Reilly Media, Inc., 2009.
7. Gibilisco, Stan. Electronics Devices and Circuit Theory 10th Edition. Mc-Graw Hill Professional, 2009.
8. Gibilisco, Stan. Electronics: Demystified. Mc-Graw Hill Professional, 2007.
9. Terrell, David L. Fundamentals of electronics: DC/AC circuits. Australia: Thomson &Learning, 2000.
10. Serway, Raymund A. Physics for Scientists and Engineers, Saunders College Publishing Co.,2004.
11. Gibilisco, Stan. Teach yourself electricity and electronics 4th Edition. New York: Mc-Graw Hill Professional, 2007.

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