ECE 81 Introduction to Electrical Engineering

Catalog description:  Circuit Elements and Laws.  Behavior of simple linear networks, including equivalent circuits and solution techniques.  Solution of DC circuits and AC circuits using phasor techniques.  Introduction to complex power, transformers, and basic 3-phase concepts.  Introduction to operational amplifiers.  Steady state and transient response of simple circuits.  Includes a weekly session for review and discussion.

Required or Elective:  required

Credit Hours:  4

Prerequisites:  Math 22, Phys 21 (co-requisite)

Textbooks/required materials:  Principles and Applications of Electrical Engineering, G. Rizzoni, McGraw Hill, 5^th edition.

Course objectives:  Students will be able to

                1.  analyze electrical circuits using standard techniques, such as Node Voltage and Loop Current analysis

                2.  simplify circuits using standard techniques such as equivalent resistance and Thevenin equivalents

                3.  understand circuit response to sinusoidal and other basic time varying signals

                4.  understand and compute real, reactive, and complex power using basic mathematics and/or phasor notation

                5.  analyze basic electronic filtering circuits, such as lowpass, highpass, and bandpass filters.

                6.  analyze simple operational amplifier circuits and their importance in designing practical circuits, especially amplifiers.

Topics covered:  Kirchhoff’s voltage and current laws, Thevenin and Norton equivalents, Superposition Principle applied to linear systems, DC circuit analysis, AC (steady state) circuit analysis and phasors, Transient analysis of first order circuits, Complex, real, and reactive power, operational amplifiers.

Student Assessment:  Students are graded by an assessment of written homework (20%), two hour tests (2x25%), and a final exam (30%).  Students may also be given quizzes in recitations which will be averaged into their homework grade.

Class/laboratory schedule:  Students are given three 50 minute lectures (to the full group)  a week in addition to a 2 hour recitation (to subgroups of about 25-30 students).

Contribution of course to meeting professional component (ABET Criterion 4)

                This course contributes to criterion 4a by reinforcing certain basic mathematical concepts taught to the students in calculus.  Specifically, the solution of linear differential equations is mentioned in the discussion of forced response (particular solution) and transient response (homogeneous solution) in linear circuits.  The matrix solution of the linear equations associated circuit analysis is also mentioned.

                This course contributes to criterion 4b by introducing a variety of fundamental engineering topics crucial to an electrical or computer engineer’s background.  The modeling of physical, especially electrical, systems is emphasized in the discussion of Thevenin equivalent and other equivalent circuits.  Linear system theory is introduced via the discussion of AC and transient response.  Engineering design is emphasized in the discussion of such topics as maximum power transfer, transfer functions and filtering, and switched networks.

Relationship of course to ABET criteria (Criterion 3): 

                This course is highly supportive of ABET criteria.  The main supported items are 3a, 3c, 3e, 3i, and 3k:

3a:  an ability to apply knowledge of mathematics, science, and engineering –  Reference to physics and mathematics is typical in the flow of the course.  For example, in discussing capacitors and inductors, the basic physics is reviewed.  In discussing steady state and transient response, the students are shown that circuit solutions obey differential equations and that such equations have particular and homogeneous solutions.

3c:  an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability – In the context of examples students are exposed to the broader constraints which engineering solutions require.  For example, when discussing complex power students are given a discussion of the issues in delivering power, which include long transmission lines, transformers, and power factor.  Often the students are told of the realistic constraints in design even though more ideal constraints are used in typical calculations.  For example, students are told about some of the non-ideal aspects of operational amplifiers and why the idealized approach is a good approximation.

3e:  an ability to identify, formulate, and solve engineering problems – Examples are given throughout the semester demonstrating the basic theory.  In these examples, such as the design of simple filters, the design of an inductive ignition system, or the design of a power supply the students are given engineering problems in such a way as to help them appreciate the set-up and solution of typical engineering problems.

3i:   a recognition of the need for, and an ability to engage in life-long learning – Since most of the students taking the course are non-electrical engineers, an emphasis is given to basic ideas that students may encounter later in their careers.  Given this background, the students are well positioned to pursue further education at a later time.

3k:  an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice  -- As the various topics in the course are introduced, the students are given information about the tools we use to measure voltages and currents.  The students are further shown what they could expect to observe on, for example, an oscilloscope.  Students are expected to develop a basic working ability to simulate circuits using Pspice.