525.624.81 - Analog Electronic Circuit Design

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules on the menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting the assignment. Most modules run for a period of seven (7) days, exceptions are noted in the Course Outline. You should regularly check Canvas for assignment due dates.

Course Topics

Course Goals

To rapidly analyze and synthesize electronic circuits composed of passive components and semiconductors (e.g. transistors and diodes). The emphasis here is on rapid understanding of operation and performance using models that are less detailed, but provide better and faster intuition into circuit behavior. These design and analysis techniques will allow you to quickly determine whether a candidate design is viable. If so, then more detailed analysis using conventional techniques well covered in the literature can be applied. If not, then less time was wasted conducting detailed analysis on a ‘dead-end’ design.

Course Learning Outcomes (CLOs)

• • Analyze circuit designs using simulation and approximate methods.
• • Produce analog designs which are stable over device parameter and environmental variations.
• • Estimate and simulate noise performance.
• • Combine multiple stages of active devices and calculate combined performance.
• • Design circuits to meet a requirement (i.e. a written specification).

Textbooks

None required, but...

I haven’t found a text suitable for this course, though there is plenty of great material to draw from.  First off, if you’re going to be a circuit designer, then I recommend The Art of Electronics, by Horowitz and Hill.  If you have a budget for a text, then this is the one to have on your bench.  It is an extremely well rounded reference on electronics in general.

This course focuses on the basics of discrete analog circuit design. Discrete design means that circuit components are packaged individually, compared with Integrated Circuit design – where multiple components are packaged together as monolithic opamps, comparators, or linear voltage regulators. IC Design involves design of circuits made primarily of say, Silicon, whereas we will design circuits composed of individually packaged transistors, resistors and capacitors placed on a printed circuit board. But even though we aren’t designing ICs, many of the techniques developed by early IC designers are valid in discrete design. So, a text that covers linear (i.e. analog) integrated circuit design can be really helpful.

Required Software

LTspice is a free version of SPICE that we will use for circuit simulation, and all students are required to use it even if you already have a different version. LTspice was developed by Linear Technology (later acquired by Analog Devices) and is somewhat stripped down and therefore has a shallow learning curve. Just search for LTspice and you’ll find it at Analog Devices.

There are LTspice resources available in the course material in Canvas. This includes tutorial videos for common tasks, and a collection of ‘tips and techniques.’  I recommend you view the tutorials, and I’ll point out relevant simulation techniques as the course progresses.

It is my expectation that you will use SPICE as a design aide to cross check your hand analysis – not as a synthesis tool. SPICE will not design your circuits for you! But, it is a great way to evaluate your designs and to experiment with parametric analysis. 

Simulations are only as good as the underlying component models and analysis techniques – SPICE will lie to you! I’ll do my best to point out these limitations to you. The video tutorials provided for you show one specific way that SPICE can provide misleading information (e.g. limitations of small signal analysis). SPICE is an essential analysis tool, but all tools have limitations and require proper use.

Student Coursework Requirements

All submissions must conform to the style guide provided in the 'Getting Started Section' on Canvas.  Early in the semester, I'll return nonconformant submissions with a grade of zero and allow you to resubmit, though you should not expect to receive full credit.

Later in the semester, the penalties for not conforming with the published style guide will become more severe.

40%  Homework
20%  Midterm Exam
40%  Final Exam

Assignments are due according to the dates posted in your Canvas course site. I will post grades and/or solutions to homework assignments within one week of the due date.

Your assignments and exams are technical documents intended to convey your analysis and design methodology.  You are encouraged to submit neat, clearly articulated and concise material that is easy for the reader (me) to follow.  Please try to refrain from sending a rough draft with haphazard analysis that hops around the page in a disorderly manner. Consider your assignments to be documentation for your design. It is in your interest to make this as easy for me to follow as possible.

Virtually all assignments involve schematics and supporting mathematics. Hand drawn schematics and equations are perfectly acceptable (and preferred) so long as they are legible. Please refrain from tiny handwriting as it doesn’t scan well and may be difficult to read.

Please ensure that all figures and plots are properly labeled, to include axis labels and units. Please make sure the axis labels and units have a large enough font to read. Screen shots of LTspice plots typically don’t convey well, so consider printing to pdf or to paper and then scanning.

Grading Policy

Homework Assignments (40% of Final Grade)

All homework assignments are worth 10 points each. All Homework grades (approximately 12) are averaged and then scaled to 40%.

All assignments are due according to the dates in Canvas. Grades for late submissions will be reduced at the discretion of the instructor. Homework submitted after solutions are posted will receive no credit.

Multiple submissions are allowed and the most recent submission will be graded (unless you tell me otherwise which one to grade). Please make sure each submission is complete (no mix & match between versions).

All answers should provide rationale and supporting analysis – particularly when using approximations. One of main course themes is the use of approximate methods for rapid analysis and understanding. All approximations should be supported with rationale that demonstrates your understanding of the approximation - and its valid usage.

Answers (even if correct) will not receive full credit without supporting analysis or rationale.

Graded assignments will normally be returned within one week of the due date.  Solutions are typically posted prior to return of graded assignments so you always have some form of feedback.  These solutions are very detailed and come in written form along with companion videos. It is my expectation that you review the solutions and then compare with your submission to ensure that you fully understand the material. Because very detailed solutions are provided, I don’t typically provide detailed comments on your homework. I’m always available to answer questions – after you’ve reviewed the solutions.

Midterm Exam (20% of Final Grade)

Your midterm exam will consist of several problems that require application of circuit analysis and simulation techniques and are similar to homework problems. The exam will have a specified point value and the total of all problems is 20 points.

Due to the design and analysis nature of exam problems, the exam period is normally one week.  This does not mean that the exam should take one week to complete, but rather accounts for other activities you may have.  Because of the abundance of time provided, late exams will not be accepted and will receive zero points.  I also recommend you not wait until the very last moment to post your work, as there can sometimes be glitches in the network or with Canvas. I’m not typically sympathetic to these issues, given the week-long exam period.

As with Homework, multiple midterm submissions will be accepted before the due date and the most recent one will be graded (unless you tell me otherwise which one to grade). Please make sure each submission is complete (no mix & match between versions).

The midterm is take-home, open-notes, and not proctored.  No outside help from other humans is permitted.  Do your own work – you don’t need anyone’s help.

Midterm problems are very similar to the homework so

1) No solutions or corrected papers will be returned
2) You’ll do fine if you understand the homework and have reviewed the solutions - expecially the material related to Standard Bias Design.

All answers should provide rationale and supporting analysis – particularly when using approximations.  One of main course themes is the use of approximate methods for rapid analysis.  All approximations should be supported with rationale. This demonstrates your understanding both of the approximation, but also its valid usage.

Final Exam (40% of Final Grade)

The final exam is design oriented and allows you to demonstrate the techniques accumulated throughout this course.  You’ll be provided with written specifications for problems that require you to either analyze, improve, or create a new circuit.  These problems will require hand analysis and simulation that draws from virtually all material you’ve learned through week 12.

Due to the design and analysis nature of exam problems, the exam period is normally one week.  This does not mean that the exam should take one week to complete, but rather accounts for other activities you may have.  Because of the abundance of time provided, late exams will not be accepted and will receive zero points.  I also recommend you not wait until the very last moment to post your work, as there can sometimes be glitches in the network or with Canvas.  I’m not typically sympathetic to these issues, given the week-long exam period.

Multiple submissions will be accepted and the most recent one will be graded (unless you tell me otherwise which one to grade).  Please make sure each submission is complete (no mix & match between versions).

The final is take-home, open-notes, and not proctored.  No outside help from other humans is permitted.  You are now a circuit designer – and you don’t need anyone else’s answers.

The final exam is a design problem that allows you to determine the appropriate circuit topology with some constraints.  Therefore, no solution will be provided since everyone’s work is expected to be different.  Corrected exams will not be returned, as these tend to circulate.

All answers should provide rationale and supporting analysis – particularly when using approximations.  One of main course themes is the use of approximate methods for rapid analysis.  All approximations should be supported with rationale. This demonstrates your understanding both of the approximation, and its valid usage.

Course Policies

All homework and exam submissions must be formatted in compliance with the Style Guide I've provided in the 'Getting Started' section on Canvas.  Early in the semester, I'll return non-conformant submissions with a grade of zero but allow you to resubmit - though you should not expect to receive full credit.

Later in the semester, I will have reminded everyone numerous times and the penalties for not conforming with the Style Guide will become more severe.

The goal of the Style Guide is to help you generate work that is clear, concise, legible, and easy to read.  You will find most of the requirements to be straightforward and have reasonable rationale.

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.