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Cursus: 201500135
Introduction to Electrical Engineering and Electronics
Cursus informatie
Studiepunten (ECTS)15
VoertaalEngels C. Salm
VorigeVolgende 5
dr. H.F.M. Aarts
drs. A. Al-Dhahir
prof.dr. J.C.T. Eijkel
Docent F. van der Heijden
Docent E.A.M. Klumperink
AanmeldingsprocedureZelf aanmelden via OSIRIS Student
Inschrijven via OSIRISJa
Give students an introduction in the wide field of knowledge and skills of an electrical engineer.

1) Project skills
a. work in groups, make a project plan following detailed instructions from the General lab manual (APH)
b. give a short presentation about the project with emphasis on demonstration of the results
c. write a report about the project following the guidelines of the
2. Mathematics and signal analysis
Given an ordinary LTI differential equation with order 1 or 2, and given the boundary condition at t=0:
2.1 The student is able to find the free solution.
2.2With the input equal to a constant:
  • The student is able to give a plausible trial solution for the particular solution.
  • The student is able to solve the unknown parameters of trial solution.
2.3 Given a periodic signal:
  • The student is able to calculate the mean, the signal energy (MS), and the RMS of a) a sine wave; b) a square wave; c) a triangular wave, and d) a sawtooth wave.
  • He/She can demonstrate his understanding of MS and RMS by being able to relate this parameters to the power of an electrical signal that is dissipated in a resistor.
2.4 The student is able to find the Fourier coefficients of a few periodic signals, i.e. the square wave, the sine wave, and the sawtooth wave. For that, he may confer a table with standard integrals.
2.5 The student is able to give a qualitative interpretation of some characteristic spectra, i.e. broadband versus narrow band, spectra of continuous versus discontinuous signals.
2.6 From the differential equations describing 1st and 2nd order of R, C and L networks (or analogous systems in other domains), the student is able to deduce the parameters: RC time constant, natural frequency, and relative damping.
2.7 Given a RC network: the student is able to construct the corresponding Bode diagram. Reproducible knowledge is: cut-off frequency, slope, amplitude and phase transfer at the cut-off frequency, and the phase at extreme frequencies (zero and infinity).
2.8 Given the amplitude transfer function of a 2nd order LTI differential equation:
  • The student is able to find the asymptotic behaviour of the transfer (slopes).
  • The student is able to find the resonance frequency (giving maximum transfer).
  • The student is able to construct the amplitude transfer diagram (Bode diagram without phase).
  • For a bandpass filter: the student can calculate the Q-factor and the bandwidth from the relative damping and the natural frequencies.
2.9 The student can perform basic operations with respect to decibels:
  • He can reproduce the definition of decibels.
  • He can reproduce the attenuation factor that is associated with a few standard decibels. That is 0 dB, 3 dB, 6 dB and 20 dB.
  • He is able to interpret decibels that are easily deduced from the standard decibels. That is 40 dB, -20 dB, 26 dB, -14 dB, and so on.
3 Basics electric networks:
3.1The student is able to apply the laws of Kirchhoff and Ohm to analyse a simple network with at most two unknown variables (currents or potential differences), or a network that is easily simplified to such a simple network.
3.2 The student is able to calculate the parameters of a Thévenin model by the open circuit voltage and the closed circuit current.
3.3 The student knows the element equations of C and L; can interpret them in their physical context, and can apply them in both the integral and differential form.
3.4 The student is able to find the 1st and 2nd order differential equation of a RC-network, a parallel LRC network and a serial LRC network.
4. Basics measurements and electronic instrumentation
4.1 The student is able to design an inverting amplifier with given amplification using an ideal opamp.
4.2 The student is able to design a first order passive and active filter given the cut-off frequency, and, if active, the amplification.
4.3 The student is able to design simple active filters (up to 4th order) by conferring a book of reference (or web). Design parameters are, for instance, cut-off frequency, order, etc.
4.4 The student has an understanding of bits and bytes, and the binary representations of signed and unsigned integers. He is able to perform bitwise operation (Boolean algebra: and, nand, or, nor and exor) using a truth table. He can explain the connection with set theoretic operations (intersection, union, complement).
4.5 The student can explain the principle of a digital register and digital timer, i.e. a counter that counts down to zero. The student can explain the input-output relation of a DAC and an ADC.
4.6 Basic sensor technology: the student is able to design a simple measurement system equipped with basic electronic sensors for the following physical quantities: pressure, strain, skin potential differences, temperature, hydraulic level,… He is able to interpret the basic specifications of the sensor: sensitivity, range, linearity, noise.
5. Physics
5.1With given lumped element relations (i.e. Hook's law, Newton's law, etc) the student can set-up ordinary differential equations (up to 2nd order) in the thermal, mechanical and hydraulic domain for simple configurations.
5.2 With the techniques borrowed from electrical networks, the student is able to solve simple differential equations.
5.3 The student can explain the difference between energy and power (flow of energy, or change of buffered energy).
5.4 The student can calculate the power that is dissipated in a resistor of buffered into an inductive or capacitive element. The student can verify the balance of power (=conservation of energy).
5.5 He can also apply these concepts to elements in the mechanical, thermal and hydraulic domain.

6. Experimentation
6.1 The student can handle basic measurement instrumentation systems, i.e. the oscilloscope, the function generator, the universal meter.
6.2 The student can build a simple network either using an experimentation PCB, or breadboard.
6.3 Under the guidance of a written instruction booklet (practicumhandleiding), the student is:
  • able to raise an expectation on the behaviour of a given simple network, i.e. to analyse.
  • able to build an experimental set-up to verify his expectation.
  • able to produce data, to process data, to present data; either graphical (Matlab) or using tables).
  • able to discuss the results and to draw conclusions.
  • able to log his activities and results in a log book.
6.4 Processing data as alluded to above include:
  • calculation of mean and standard deviation (functions mean and std in Matlab)
  • basic plotting (plot in Matlab)
  • calculation of power spectrum density (function periodogram in Matlab)
6.5 The student is aware of measurement errors that occur during an experiment. He can mention three of the following types of error sources: thermal noise, component tolerance, calibration errors, resolution errors, modelling errors.
7. Basic programming skills in C
7.1 The students understand the basic concept of programming including the syntax of the language, data types, statements, arrays, structures, loops and branching mechanism.
7.2 The student can work with functions and recursion
7.3 The student can work with pointers
7.4 The student can read and write files
7.5 The student can design and implement simple algorithms
8. First steps in system analysis
8.1 The student can apply basic concepts from system modelling to describe the principle of operation of a complex system (complex means: consisting of interacting elements). Examples of systems that can be described by the student are a car navigation system, an alarm clock, a blood pressure measurement device, a dish washer. For these systems, the student can draw a functional block diagram that shows the internal functional structure of the system (functional units and how they are connected), and the operational structure (workflow, timing control).
8.2 Systematic design: the student is able to distinguish between hierarchical levels of a design, i.e. the functional level, the implementation level, and the realization level.
8.3 Systematic design: the student is aware of design optimization. That is: defining a quantitative measure of performance, and next tuning the design parameters to maximize this performance.
9. Additional goals from the mathematics A + B not included above are described in the MATH ABCD learing goals.
The course Introduction to Electrical Engineering and Electronics gives an overview of the field of an EE engineer. It teaches the basic knowledge in electronics, electronic networks, signal theory, electronic instrumentation, system thinking (object oriented) programming to electronic hardware and the related mathematical foundation. 

This course covers the whole range of physical phenomena, supporting mathematical tools, electronic and electrical theory, system thinking programming and laboratory practice.

Verplicht materiaal
Aanbevolen materiaal
Reader IEEE + Tutorial + Laboratory manual
Thomas' Calculus, Early Transcendentals, ISBN 9781783991587. (This book contains a once-only and personal activation code for MyLabsPlus. Second-hand books cannot be used to activate MyLabsPlus). Reader Math A (for sale in Union-shop)
A Book on C, 4th edition. Al Kelley, Ira Pohl, ISBN 0-201-18399-4
J.W. Nilsson, S.A. Riedel, Electric Circuits, 9th Edition, Pearson/Prentice Hall, 2011, ISBN: 978-0-13-705051-2
ARDUINO kit (sold by student association)
MyDAC kit (sold by student association).
Overig onderwijs

Introduction EE

Mathematics A + B1

Programming in C

Laboratory Introduction EE

Project MASH

Additional Requirements

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