Course Assessment Report
College of Engineering, The University of Iowa
(Revised 14 November 2007)
Course: 59:008 Electrical Circuits
Semester and Instructor: Fall 2009, David Andersen/Anton Kruger
Coordinator: Soura Dasgupta
Student Head Count: 290
Teaching Assistants: 4 TAs (2 FTE)
I. Assessment Techniques
Indicate how the students’ achievement of each course goal was assessed.
Course Learning Goal
Assessment Technique
HW, Exam
Application of Ohm's law and Kirchoff's laws to resistive circuits
HW, Exam
Analysis of resistive circuits using node and loop analysis
Modeling of ideal op-amps and analysis of basic op-amp configurations
HW, Exam
Determination of the Thevenin equivalent of a circuit
HW, Exam
Use of SPICE to describe and analyze circuits
HW
Characterization of capacitors and inductors
HW, Exam
HW, Exam
Computation of the transient response of single capacitor or inductor circuits
HW, Exam
Representation of sinusoidal signals in the frequency domain using phasors
HW, Exam
Computation of impedance and analysis of AC circuits in the frequency domain
Formulation of basic voltage and current relationships in transformers
HW, Exam
II. Course Goals and Program Outcomes
Course Learning Goal
1. Application of Ohm’s Law and Kirchhoff’s Laws to resistive circuits.
2. Analysis of resistive circuits using node and loop analysis.
3. Modeling of ideal operational amplifiers and analysis of basic op-amp
configurations.
4. Determination of the Thévenin equivalent of a circuit.
5. Simplification and analysis of circuits using source transformations and
superposition.
6. Use of SPICE to describe and analyze circuits.
7. Characterization of capacitors and inductors.
8. Computation of the transient response of single capacitor or inductor
circuits.
9. Representation of sinusoidal signals in the frequency domain using
phasors.
10. Computation of impedance and analysis of AC circuits in the frequency
domain.
11. Formulation of basic voltage and current relationships in transformers.
Program Outcome
a(●), b(●)
a(●), e(●)
a(●), c(●), k(●)
a(●), c(●), e(●)
a(●), e(●)
a(●), b(●), c(●), k(●)
a(●)
a(●), e(●)
a(●)
a(●), c(●), e(●)
a(●)
Notes:
○ denotes moderate contribution to the outcome ● denotes substantial contribution to the outcome
III. Program Outcomes (provided for reference).
New graduates from the College of Engineering Undergraduate Programs will have:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) 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
(d) an ability to function on multi-disciplinary 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
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and
societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
IV. Assessment
Log of Recent Changes and Improvements. This section contains a running account of course
improvements, including the motivation for the changes.
No changes made to standard syllabus. Recommendations are below.
Part A. Improvements and Recommendations this Semester. Provide a description of course
improvements that have occurred this semester relative to those of previous semester (including the
motivation for these changes), and recommended changes for upcoming semesters as needed.
We recommend that the Op-Amp section of 59:008 be removed from this course and added to the
instrumentation course. The op-amps are an instrumentation topic and better taught there. Further, it
is not possible to do a good job with the op-amp material due to limited time constraints. Teaching
only the ideal op-amp material does not give the students an adequate perspective on these devices,
and can be misleading. For example, the important considerations in biasing these devices are not
discussed at all and without that understanding, students will not be able to develop functional op-amp
designs.
Part B. Quantitative Assessment Results. Provide a quantitative assessment for each course
learning goal.
Application of Ohm’s Law and Kirchhoff’s Laws to resistive circuits. - virtually all students passed exam
questions on this material
Analysis of resistive circuits using node and loop analysis - virtually all students passed exam questions on this
material
Modeling of ideal operational amplifiers and analysis of basic op-amp configurations - a majority of students
passed exam questions on this material
Determination of the Thévenin equivalent of a circuit - virtually all students passed exam questions on this
material
Simplification and analysis of circuits using source transformations and superposition - virtually all students
passed exam questions on this material
Use of SPICE to describe and analyze circuits - all students completed a problem on DC circuits, AC circuits,
and transient circuits
Characterization of capacitors and inductors - virtually all students passed exam questions on this material
Computation of the transient response of single capacitor or inductor circuit -a majority of students passed
exam questions on this material
Representation of sinusoidal signals in the frequency domain using phasors - a majority of students passed
exam questions on this material
Computation of impedance and analysis of AC circuits in the frequency domain - a majority of students passed
exam questions on this material
Formulation of basic voltage and current relationships in transformer - a majority of students passed exam
questions on this material