North Seattle College
Syllabus – Winter 2015
Course Number: EET 161
Course Title: D.C. Principles of Electronics
Credits: 5
Prerequisite: High School or Elementary Algebra
Theory: Tu/Th, 6:00 – 7:20 PM, in ED2843A (Education Building)
Lab: Tu/Th, 7:30 – 9:20 PM, in ED1845C (Education Building)
Textbook: Boylestad, Robert L. (2010). Introductory Circuit Analysis
(12th Ed.) Upper Saddle River, NJ: Pearson Prentice-Hall.
Laboratory Manual: Boylestad, Robert L. & Kousourou, Gabriel
(2010). Laboratory Manual to Accompany Introductory Circuit
Analysis (12th Ed.) Upper Saddle River, NJ: Pearson PrenticeHall.
Instructor: Charles J. Eckard, P.E.
Office: 2317A (BEIT Department, Instruction Building)
Office Hours: M/W 12:15 – 2:45 (also by appointment)
Telephone: (206) 934-4588
E-mail: charles.eckard@seattlecolleges.edu
Listed on these pages is information that applies to the course as well as
policies. Please take the time to read this material; you are responsible for it.
Course Description
This is the first course in a series designed for an in-depth study of electronics. Performance goals will
equip the learner with the ability to analyze series and parallel circuits, measure circuit values with
electronic test instruments and solve for unknown circuit variables. Basic concepts of energy, power,
current and voltage are studied as well as Ohm’s and Kirchhoff’s Laws. The course ends with an
introduction to capacitance, transients and AC theory and circuit analysis. Computer models, as well as
hands-on labs, will be used throughout.
Course Objectives
The following will be performed by each student while observing hygienic and safe conditions and in a
manner reflecting industry standards.
1.
2.
3.
4.
Calculate and measure using SI system of units and engineering notation.
Construct, measure, analyze, and mathematically solve resistor networks.
Construct simple circuits from wiring and schematic diagrams.
Differentiate between conductors, semiconductors, and insulators.
(continued on next page)
5.
6.
7.
8.
9.
10.
Identify component values from common coding systems used by industry.
Apply electrical laws (e.g., Ohm's and Kirchhoff's laws) to solve resistor networks in DC circuits.
Estimate loading effects and energy consumption in resistive networks.
Use multimeters, power supplies, and signal generators during lab sessions to test and measure
circuit parameters.
Calculate and measure RC time constants and charge/discharge rates of capacitors (i.e. transient
analysis).
Practice safety and proper workplace conduct.
Course Content and Major Topics
I.
History of electricity/electronics, workplace expectations.
A.
Safety
B.
Conduct
C.
Health, hygiene and ethics
II.
Units of measurement
A.
The SI system
B.
Scientific and engineering notation
III.
DC Electricity
A.
Current and voltage
B.
Resistance
C.
Power and energy
D.
Measurement and test instruments
IV.
Circuits
A.
B.
C.
D.
E.
F.
Series circuits
Kirchhoff’s Voltage Law
Parallel circuits
Kirchhoff’s Current Law
Series-parallel networks
Shorts and opens
V.
Voltage sources and loading
A.
Voltage and current divider rules
B.
Meter loading
C.
Internal resistance of a source
VI.
Meter movements and test instruments
A.
Voltmeter
B.
Ammeter
C.
Ohmmeter
D.
DMM, test leads, probes
VII.
Transients
A.
Capacitors and inductors
B.
RC time constants
C.
Capacitive networks
D.
RC series and parallel circuits
Homework Assignments
Homework problems are listed later in this document. Every Thursday, the breakpoint for the current set
will be announced; those problems will be due the following Thursday. If your schedule allows, you’re
encouraged to work on the problems daily, rather than save the entire set for the night before it’s due!
Where applicable (i.e., calculation problems) you must show all work, indicating how you get each answer,
for your set to qualify for full credit. All homework submissions must be neat, with answers boxed or
otherwise highlighted, and with problems separated by a reasonable amount of white space (i.e., readable!).
Incorrect solutions that show an honest effort generally will receive half-credit. Missing or essentially
unworked problems receive no credit.
You are encouraged to work together, and to assist those who need it. What you are strongly discouraged
from doing is sharing answers with those who have not done the work. This, ultimately, hurts such
students. Especially, please do not submit essentially carbon-copied sets of incorrect answers! Instead of
copying bad data with the brain in neutral, discuss matters first, brain fully engaged, then submit good
work!
At the top of each set, clearly indicate your name (you might be surprised how often that gets left off), the
course number, and set/week number (not the due date, the date you started or completed the material, or
the date you submitted it).
Homework sets are scored on a percentage basis and are together worth 30% of your final course grade.
Late submissions will be accepted, but with a 20% penalty (based on the original score). Of course, there
may be times when something happens and you’re unable to get your work in on time. If you know in
advance that you’ll be unable to submit work on time, please inform me. And if an emergency comes up,
contact me as soon as you can so we can make other arrangements.
If you need help, don’t put things off; the issue isn’t going to just disappear! See Help (when and if you
need it) on a later page.
Quizzes
Unless there is an exam, there will be a quiz each Tuesday (not the first week, of course).* The weekly quiz
may be administered at the beginning of class, if theory-oriented, or in the lab, if experiment-oriented.
These will be short affairs, with only a few problems (similar to homework problems). Quizzes are openbook, open-note, but that doesn’t mean you can just look up the answers. You still need to study! Note: If
you arrive to class late, I cannot allow you to take more time at the expense of the rest of the class. As with
homework, quizzes are scored on a percentage basis. The nine together constitute 10% of your final course
grade.
*There is also one take-home quiz, distributed the first day of class and due the following week, that covers
the syllabus (to ensure that you read it!).
Exams
There will be three exams in this course: two during the term, constituting 20% of your course grade, and
the cumulative Final Exam, weighted 20%. Exams are closed-book, closed-note (although there may be
minor exceptions to this policy for formulas) and are scored on a percentage basis.
Laboratory Experiments
Each week, one or two laboratory experiments related to the current topic will be performed in the lab.
Roughly half of these will be “in the flesh,” using actual components and test equipment, whereas the other
half will employ Multisim circuit simulator software. This powerful program is a wonderful tool for
learning circuit behavior, but it is not a replacement for actual, hands-on work.
Multisim is installed on NSC lab computers for your use. If you wish, you may purchase a student copy of
the program for your convenience (about $40; see http://www.ni.com/multisim/student-edition/), but you
are not required to do so.
As with homework, you are encouraged to work together (teams of two work best), and to assist those who
need it. See the third paragraph under Homework Assignments (above) for more information.
Labs will be scored on a percentage basis and are together worth 20% of your final course grade. See the
fifth paragraph under Homework Assignments (above) for more information.
Grade Category Weights
Homework Assignments (11)
Quizzes (9)
Exams (2)
Laboratory Experiments (14)
Final Exam
30%
10%
20%
20%
20%
Grade Point Conversion
Conversion of percentages to decimal grade equivalent:
100-96%
95
94
93
92
91
90
89
88
87
86
4.0
3.9
3.8
3.7
3.6
3.5
3.4
3.3
3.2
3.1
3.0
85%
84
83
82
81
80
79
78
77
76
75
2.9
2.8
2.7
2.6
2.5
2.4
2.3
2.2
2.1
2.0
1.9
Numerical grades may be considered equivalent to letter grades as follows:
A
AB+
B
BC+
C
CD+
D
F
4.0-3.9
3.8-3.5
3.4-3.2
3.1-2.9
2.8-2.5
2.4-2.2
2.1-1.9
1.8-1.5
1.4-1.2
1.1-1.0
0.0
Excellent
High
Average
Minimum
Unsatisfactory
74%
73
72
71
70
69
68
67
66
65-0
1.8
1.7
1.6
1.5
1.4
1.3
1.2
1.1
1.0
0.0
Course Schedule (subject to change)
Week
1
Dates
Jan 6, 8
Chapter
1
2
Jan 13, 15
2
3
Jan 20, 22
3
4
Jan 27, 29
4
5
Feb 3, 5
5, 6
6
Feb 10, 12
6, 7
7
Feb 17, 19
9
8
Feb 24, 26
9
9
Mar 3, 5
10
10
Mar 10, 12
10
11
Mar 17, 19
10
12
Mar 23-25
Coverage
Introduction
Quiz 1 (take-home, covers syllabus)
Lab Experiment 1
Quiz 2
Voltage and Current
Lab Experiment 2
Quiz 3
Resistance
Lab Experiment 3
Exam 1
Ohm’s Law, Power, and Energy
Lab Experiment 4
Quiz 4
Series dc Circuits, Parallel dc Circuits
Lab Experiment 5
Quiz 5
Parallel dc Circuits, Series-Parallel Circuits
Lab Experiment 6
Quiz 6
Network Theorems
Lab Experiments 7 & 8
Exam 2
Network Theorems (continued)
Lab Experiments 9 & 10
Quiz 7
Capacitors
Lab Experiments 11 & 12
Quiz 8
RC Transient Analysis
Lab Experiment 15
Quiz 9
RC Transient Analysis (continued)
Review
Lab Experiment 16
Final Exam (cumulative)
per NSC Final Exam Schedule
Homework Problems
Data sheet research: For ten (10) bonus homework percentage points, use the Internet to look up the
vacuum tube you were given. Find out what type of device it is, and what it may have been used for. (Let me
know if you can’t read the number on the tube.)
Pages
Sections
Problems
29
1.6
18 (a/b/c), 20 (a/b/c), 22 (c/d), 24 (c/d), 26 (c/d), 28 (a/b), 30, 32
60-62
2.2-2.10
2, 6, 8, 14, 22, 26, 28, 38, 40
96-98
3.2-3.8
4, 6, 14, 20, 32, 34, 40, 44, 46
131-132
4.2-4.6
2, 4, 6, 8, 16, 20, 22, 24, 26, 38, 40, 50, 52
176-181
5.2-5.5
2, 4, 6, 8, 10, 12, 14, 16, 20
233-243
6.2-6.10
4, 6, 8, 10, 14, 16, 20, 22, 24, 30, 32, 40, 44 (a/b), 46
275-282
7.2-7.9
2, 8, 12, 18, 20, 26, 30, 36, 38
386-390
9.2-9.4
2, 4, 8, 10, 22
453-459
10.2-10.12
2, 4, 8, 12, 16, 18, 20, 24, 26, 28, 34, 36, 38, 44, 48, 56
On Teaching
A teacher is one who makes himself progressively unnecessary. –Thomas Carruthers
There are two general schools of thought pertaining to andragogy (the study of adult education): the “sage
on the stage” and the “guide on the side.” Much discussion has ensued over which is better, with an
increasing number of educators leaning toward the latter. I put myself in both camps, as I believe there is an
appropriate place for each.
In earlier courses I tend to play more of the classic role, as there are many fundamentals to be learned for
success in the field of electronics and, frankly, most students don’t read the textbook as much as they
should, if at all. Such students must understand and eventually master the essential topics, and lecture (with
accompanying lab) works well for this.
In later courses, I progressively “loosen the leash,” allowing students to employ what many academicians
call discovery, in which those students learn for themselves. This is often hard for me, as my natural
tendency is to help you out of trouble as soon as you find it. But doing so impedes your learning process, so
I might annoy some of you on occasion by revisiting that classic peeve of elementary school: Remember
when you’d ask the librarian to find something you needed for an assignment and she would only help you
to find it? If I do things properly, you should be prepared to work on your own before you graduate.
By the way, perhaps the funniest student survey comment I’ve ever received went something like
“instructor expects students to remember material from previous courses.” We got a good laugh out of it in
the faculty room, but in truth it was somewhat disturbing, as the person who wrote it apparently was
serious. And, yes, I do expect you to remember that material! So will your employer. Prerequisites exist for
a reason, and there won’t be time to review every previous topic in class.
On Grading
In his 1979 book Teaching as a Conserving Activity, the late Neil Postman writes:
Everyone must have a favorite example of the tyranny of numbers. Mine is a scene from high-school days. Because I had
received an eighty-three in English, I missed by a fraction being eligible for Arista [now National Honor Society]. I
approached my English teacher, a gentle and sensitive man, as I remember, and requested that he reassess my performance
with a view toward elevating my grade two points. He regarded my request as reasonable and studiously examined his
record book. Then he turned toward me, with genuine sadness in his face, and said, “I’m sorry, Neil. You’re an eightythree. An eighty-four at most, but not an eighty-five. Not this term, anyway.”
The point is that we were both crazy, my English teacher and I. He, because he believed I was an eighty-three or eightyfour at most, and I, because I believed his belief. He had been fair. He had reviewed the numbers, which were both precise
and objective. To him, my performance was the numbers. To me, as well.
Dr. Postman’s scenario describes an issue with which all of us can relate. Unfortunately, the world in which
we live absolutely loves numbers! Think of grades, numerical performance evaluations and employee
retention rankings. Even our entertainment options are dictated by numbers: Arbitron ratings, Gallup polls,
and sports statistics, for example. We refer to some exams as “objective,” even though they’re not. Until
many people have answered it and provided feedback, it’s impossible to know if an “objective” question
can be misinterpreted.
When I was younger, it disappointed me if a student wasn’t aiming for an A grade. I know better now: Not
everyone considers getting an A in every course the ultimate goal of life. Priorities differ; it isn’t
dishonorable if you are happy earning less than an A, as long as you have made a rational decision to do so
(which eliminates laziness, poor time management, and related excuses). But please remember an
important issue here: I don’t give anyone a grade; it must be earned.
Finally, it is neither necessary nor fruitful to argue minor points of scoring. Because there is always a
degree of subjectivity present, students will be given the benefit of the doubt when it comes to course grade
assignment. Please don’t ever forget: I care about your academic success, I am on your side, and I desire
that you receive the best grade possible that honestly represents the quality of work you’ve submitted.
Et Cetera (listed alphabetically)
Academic Integrity
Students who cheat not only jeopardize their own academic success, but also indirectly hurt those who are
honest and are here to learn, by cheapening the reputation of our school and the degrees it provides. Please
be aware that, as your instructor, I take this matter seriously and will immediately report any cases of
academic dishonesty to my superiors. Any student caught cheating not only risks his/her relationship with
this school, but also may lose any chance for a positive recommendation to future employers. Thus, for
most students, cheating is not cost-effective; it’s a terrible way to blow several thousand dollars.
Probably the most common form of academic dishonesty is plagiarism, which is the use of someone else’s
work without proper attribution. Please be aware that this applies to papers, projects, reports, and lab
circuits, as applicable.
Attendance
Attendance is arguably the strongest predictor of your academic success. At the same time, it is understood
that, occasionally, it is necessary for a student to miss class. I cannot force you to be here every session,
but you are strongly encouraged to attend. Furthermore, if your grade is heading in the wrong direction, I
may be having a word with you, especially if you haven’t been in class much.
Please remember that every student is responsible for announcements and material delivered in class,
including possible schedule changes, even if absent. You are encouraged to keep in touch with a classmate,
and are always welcome to e-mail me about material if you must miss a session.
Calculators
For this course and others, you will need a scientific calculator capable of processing exponents and
logarithms, trigonometric functions, and complex numbers. Additionally, you must know how to use it!*
You can get a decent unit that does all of these things for under $15 through many retailers.
Graphing calculators can do wonderful things, but unless you want to take the time poring over a lengthy
instruction manual, you might consider if it’s worth the trouble. Such devices are not required for this
course.
*This doesn’t mean you must be an expert on every function. But you must be confident with your chosen
machine’s syntax. I am not a calculator guru, but I’ll do my best to help you with it outside of class, if you
bring along the manual.
Disability Services Policy
If you have a disability that will affect your performance in this class, please let me know. Students with
disabilities are encouraged to use Disability Services for support in implementing reasonable
accommodations for their disabilities.
Inquiries regarding ADA§504 should be directed to the Disability Services manager or coordinator.
You may find the following websites helpful:
https://northseattle.edu/services
https://northseattle.edu/disability-services
https://northseattle.edu/disability-services-policy
Drugs/Alcohol/Tobacco
The possession and/or consumption of illegal drugs and alcoholic beverages is not permitted on campus
(excluding special exceptions for alcohol). Additionally, tobacco use (including “vaping” devices) is
restricted per the following:
RCW 70.160 - State law on smoking in public places:
Prohibits smoking in most public places and workplaces and requires that smoking occur a minimum reasonable distance
of 25 feet from entrances, exits, windows and air intakes to insure that smoke does not enter into buildings. Read full text
of the law from the WA State Legislature.
KCBOH Code Chapter 19:
Places additional restrictions on the use of tobacco products, electronic smoking devices, and unapproved nicotine delivery
products to further protect those who live, work, and visit King County. In addition to prohibiting smoking in all places
covered under the state law, this regulation:
Prohibits the use of "electronic cigarettes" in all places where smoking is prohibited by state law
For more information:
http://www.seattlecolleges.edu/DISTRICT/policies/documentdisplay.aspx?policyID=pol249
http://www.kingcounty.gov/healthservices/health/tobacco/report.aspx
Equal Opportunity/Non-discrimination
The Seattle Colleges are committed to the concept and practice of equal opportunity for all its students,
employees, and applicants in education, employment, services and contracts, and does not discriminate on
the basis of race or ethnicity, color, age, national origin, religion, marital status, sex, gender, gender
identity, sexual orientation, status as a veteran or disabled veteran, political affiliation or belief,
citizenship/status as a lawfully admitted immigrant authorized to work in the United States, or presence of
any physical, sensory, or mental disability, except where a disability may impede performance at an
acceptable level. In addition, reasonable accommodations will be made for known physical or mental
limitations for all otherwise qualified persons with disabilities.
Inquiries regarding compliance and/or grievance procedures may be directed to the college’s Title IX/RCW
28A.640 officer and/or Section 504/ADA coordinator.
For more information: https://northseattle.edu/policies/equal-opportunity-non-descrimination-statement
Extra Credit Opportunities
Too often, students want to use extra credit assignments to make up for poor performance on required
work, where it would have been a much better use of time to study appropriately in the first place.
However, on occasion I sometimes offer extra credit handouts to provide those who wish to do them
another opportunity to bolster their grades. Additionally, if you have completed all of your regular assigned
work, I encourage you to propose your own extra credit ideas. Possibilities include article reviews or
summaries based on material provided by the instructor or yourself. Talk with me about what interests you.
Food and Drink
Please use common sense here: Don’t bring especially odorous food into the building, keep beverages
capped when you’re not imbibing, and don’t bring either near lab equipment.
Fragrance Policy
North Seattle College has a “fragrance free” policy, which means the use of perfume and cologne is
strongly discouraged.
Graph Paper
For free graph paper of all kinds: www.incompetech.com/graphpaper
Help (if and when you need it)
As necessary, you are encouraged to obtain help from your instructor, another instructor, the Learning
Center, textbooks, the Internet, or each other as early as possible. Waiting until something is due isn’t
wise. It is your responsibility to find help when it becomes necessary. Remember: YOU are the first to
know if you need help, and nobody else can make you seek it!
Inclement Weather
There’s nothing like driving to school on snowy roads through horrible traffic only to find out upon arrival
that classes have been cancelled! Please check the NSC website or broadcast media before making such a
trip if there’s any question of school closure.
Issues with . . .
If you have an issue with the school, the course, the curriculum, or your instructor, please don’t bring it up
in during class. Doing so immediately makes what should be a personal matter a public one, and also could
put me on the defensive, which isn’t in your best interest if you want me to help you. I’ll be happy to work
with you regarding anything within my control, but please visit me in my office for this.
Laboratory Clean-Up
Please clean up your lab work area before leaving session. Remove all wire fragments and other scraps
from the benches and take all papers and personal effects with you.
Library Services
Get help at your NSC Library! Come to the Reference Desk for research help. You may access your library
account, the online catalog, and academic electronic databases from the NSC Library website here:
library.northseattle.edu. Click on the Login button in the upper right corner and sign in with your NetID.
Telephones and Other Electronic Gadgetry
Smart phones, as well as laptop and notebook computers, have made it very convenient for us to look up a
data sheet or other technical information for class or lab work, but, of course, they can also be a major
distraction. It is not appropriate to use a telephone or other device during class or lab for unrelated
activities. If you bring one of these devices to class, please keep it turned off or set to “vibrate” mode.
Always display professional courtesy.
Any device capable of a cellular or Wi-Fi connection is not allowed during exams. It is also not appropriate
to use any electronic device during class for textual communications, including e-mail and “instant
messaging.”
If you have any questions on any of these matters please consult the NSC catalog or
website, student handbook, student code of conduct, or ask your instructor or the dean.
About Your Instructor
Longer ago than I care to admit . . . I was born at long-gone Maynard Hospital in Seattle and raised in
Bellevue, back when it was a relatively sleepy bedroom community. (My family calls it “The Ruined City”
today, as we recognize very little of it; our first house sold for something like $17,000 in 1973—albeit after
extensive modification, it was valued at around $900k the last time we looked.) I graduated from
Sammamish High School, where Heart’s Wilson sisters attended several years earlier. (For those unaware,
Heart was a rock band popular in the ‘70s and ‘80s.)
I was seventeen when I landed my first real job, at Xtek, a test equipment calibration lab in Redmond (since
acquired and relocated by SIMCO), where I received more practical experience about electronics than I did
during all of my college years. I worked there throughout my last year of high school and during summers
prior to receiving my BSEE degree.
I’m a Coug, twice over. Upon my first graduation from WSU, I worked at Boeing for nearly eight years,
most of them in Flight Test Engineering, located on the west side of Boeing Field. I had some great
experiences there, but also too much idle time and a lack of challenges, which prompted me to return to
WSU to earn an MBA. (You may occasionally hear me make a snide comment about that university a bit
south of here, but such always will be in jest.)
In between those school years, I studied for hours virtually every night for several months to take the
Washington State Professional Engineer exam, a process initiated by the engineering professors at WSU
(just in case you’re wondering what the “P.E.” means by my name).
I was honored to have been selected to participate in an international business-oriented internship the
summer following the completion of my master’s program. Working with Washington’s Small Business
Development Centers, several newly-minted MBAs assisted experienced business people to help
developing countries learn the ways of capitalism. Thus, I spent the summer of 1994 in Romania, which
was my first (and only) time abroad. To say the months spent there was an eye-opening experience for me
would be a serious understatement. And, yes, I’ve been to Transylvania and inside Vlad the Impaler’s
castle, which incidentally looks nothing like what Hollywood embraces in Dracula movies.
Upon my return to the States, I was “marginally employed” for the better part of a year. Part-time work I
found varied from packing stuffed animals into boxes (you’ll probably hear more about that one), to
assisting UPS during the holidays (I even handed a package to Jay Buhner!), to late-night sewer system
analysis (believe it or not, that one was my favorite), to logging maintenance data for King County’s Metro
Transit buses. All of this changed in June, 1995, when I was called in to interview with, and quickly hired
by, ITT Technical Institute in Bothell (now Everett). Tim Fiegenbaum (also of this department) came to
work there the year after I did. I regretted his departure to North Seattle after a couple of years, but NSC
assuredly has benefitted from his presence ever since.
It hardly seems like nearly twenty years! Much has changed there over time, including the elimination of
all full-time instructor positions in late 2012; mine was the last to go. I’ve continued working there as an
adjunct instructor (which is a polite way of saying taking a big cut in pay and receiving no benefits), and
truly value the people I’ve worked with, some of whom helped me to come onboard here. And make no
mistake: I am truly honored and humbled to be your instructor!
Hobbies? Of late, I’ve had little time for much in that regard, but I enjoy restoring old (tube-type) radios
and related gear (there’s a special place in my heart for vintage test equipment, too), reading (mostly nonfiction), and listening to music of many genres (especially classic rock; but go light on the country, and no
hip-hop, please). Of course, sharing my passion for electronics with those who are interested is near the top
of my list.