Course Syllabus ELCTEC-112 - Milwaukee Area Technical College

MILWAUKEE AREA TECHNICAL COLLEGE
Course Syllabus ELCTEC-112
Course: DC-AC Electronics 3
Credits: 3 (2 Lec + 1 Lab)
Dept # : 605 Subject Abbreviation: Electronics Technology
Synonym: ELCTEC Course Number: 112 Section Number: 800S
Class Meets:
Lecture
Days Time Room Days Time Room
Tuesday 8 – 9:55 pm 345 Thursday 7-9:55 pm 319
Instructor: Rick Lokken
Office: 319-A
FAX: 414-456-5380
Web site:
http://ecampus.matc.edu/lokkenr
Phone number: 414-456-5556
Lab
Office Hours: Posted by office door (check the door and
record here)
Mon. Tue. Wed. Thr. Fri
4-5 pm 4-5 pm
E-mail: lokkenr@matc.edu
Course Description:
This course covers the advanced circuit analysis concepts and techniques used by electronic
engineering technologists. After reviewing Kirchoff's laws, phasors, and impedance, focus is
placed on superposition, nodal analysis, Thevenin's and Norton's theorems, complex power,
and ideal transformers. Computer simulations will be used to reinforce theoretical analyses.
Students will perform laboratory experiments and prepare technical reports.
Prerequisites: ELCTEC-111
ADA Statement:
If you have a disability that impacts your classroom performance and wish to request an
accommodation, contact the Center for Special Needs at (414) 297-6838. They may
require documentation regarding your disability to enable them to comply with your
request. Admission of a disability is voluntary and will be handled in a confidential
manner. MATC does not discriminate against individuals with disabilities and fully
complies with the Americans with Disabilities Act.
To ensure your academic success in this program, you are strongly encouraged to
provide your instructor with a copy of the Instructor Notification Form from the Center
for Special Needs.

Lecture Textbook:
Lab Textbook:
Contemporary Electric Circuits, Strangeway, Petersen, Gassert, Lokken
2 nd edition
Lab manual to accompany Contemporary Electric Circuits, Lokken,
Strangeway, Gassert and Petersen 2 nd edition
Supplies:
Bread Board (Required)
Two (2) 3.5” Floppy Disks for Labs & Reports (Suggested)
Course Competencies:
Demonstrate background in steady state DC series parallel electrical circuit analysis.
Demonstrate background in basic AC impedance and circuit concepts and analysis.
Demonstrate techniques necessary to analyze and use ideal transformers in circuits.
Demonstrate the techniques necessary to analyze an AC circuit in steady state using
series parallel, nodal analysis, and fundamental network theorems.
Demonstrate the techniques necessary to calculate the complex power of any AC
electrical circuit.
Demonstrate the proper use of electrical measurement equipment in the laboratory
Generate technical laboratory reports..
Attendance Policy:
Attendance is highly recommended. Student is responsible for all material and assignments missed
while absent. The student should notify the instructor as soon as practical about absences. Please read
‘COURSE SYLLABUS ATTENDANCE SUPPLEMENT’.
Withdrawals:
Only under special circumstances will the instructor initiate a withdrawal from the class. It is the
student’s responsibility to properly withdraw from the course. The last day for a student withdrawal
from the course is two weeks before the end of the semester. Please read ‘COURSE SYLLABUS
ATTENDANCE SUPPLEMENT’.
Student Complaint Procedure: The student is responsible for following the procedure
detailed in their official "Student Handbook.”
Student Code of Conduct: See the Student Code of Conduct handbook that is
available from Student Life.
Academic Dishonesty Policy: Academic Dishonesty includes but is not limited to,
cheating, collaborating with another without instructor approval, plagiarizing, stealing
the work of another, falsifying records, and knowingly assisting another student on any
of the above conduct. See the Student Code of Conduct handbook.
Student Signature: ‘COURSE SYLLABUS ATTENDANCE SUPPLEMENT’.
Student Outcomes Assessment (SOA) and MATC’s Core
Abilities:

Student Outcomes Assessment (SOA) is a continuous quality improvement process that uses research to effectively
verify and document where, when, and how well student learning takes place in the classroom, program, or
department to enhance the coordination, design, and re-design of curriculum and its delivery. Assessment of
students’ academic and technical achievement occurs in multiple forms throughout the students’ association with
MATC, and also within the college.
The assessment of students occurs upon entry into a program and within courses. Program goals and core abilities
are also assessed. At the institutional level, the goals of the college, as well as the effectiveness and efficiency of
programs, are evaluated cyclically. Assessment processes used at MATC provide valuable information that allows
for data-driven decision making and program improvement.
The Core Abilities are skills that allow students to continually adapt and learn. They have been called
“employability skills,” soft skills, and professional attributes. You may not be tested for all of the Core
Abilities directly, but you will demonstrate or apply them to complete lessons or to improve skills. MATC’s
Core Abilities and indicators are listed below with those that apply to this course being denoted.
Core Ability
Applies to
Course
Communicate Effectively
a. Use effective oral communication skills
b. Use effective written communication skills X
c. Apply standard rules of language structure, including grammar and spelling X
d. Listen actively to others X
e. Derive meaning from text X
f. Communicate in a bias-free manner
g. Support viewpoints with evidence
Collaborate with Others
a. Demonstrate respect in relating to people X
b. Cooperate and resolve conflicts effectively
c. Participate in shared problem solving X
Respect Diversity
a. Acknowledge personal prejudices and biases
b. Appreciate perspectives of people outside own background/culture
c. Work collaboratively with persons from other backgrounds/cultures
d. Demonstrate sensitivity to global issues
Demonstrate Responsibility
a. Attend classes as scheduled X
b. Turn in quality work X
c. Adhere to safety rules and regulations X
d. Act professionally to fulfill job duties within chosen field
e. Demonstrate flexibility and self-directedness in learning X
f. Acknowledge a responsibility to the global community (cultural, economic, environmental,
political)
g. Practice environmental sensitivity in profession
Think Critically
a. Differentiate between fact and fiction
b. Consider other viewpoints and perspectives

c. Present logical arguments
d. Evaluate sources of information to solve problems X
Utilize Technology
a. Use technology to communicate X
b. Solve problems using technology X
c. Use appropriate technology to manage information X
d. Recognize the impacts of technology
Apply Math and Science
a. Apply math concepts and principles appropriately X
b. Apply scientific concepts and principles appropriately X
c. Interpret meaning from quantitative data X
d. Interpret meaning from scientific data
SOA also occurs to improve the technical aspect of the occupational program and is facilitated in many of its
technical and support courses. Therefore, there will be instances where you will be asked to submit select items
(artifacts) from your personal professional records to your instructor. These exemplary artifacts will become part of
departmental exhibits which will be reviewed by assessment evaluators seeking evidence of continuous
improvement as you progress through the curriculum. It is important to understand that this process does not affect
course grades and is strictly anonymous. It is suggested that you also retain copies of the artifacts that you submit to
develop a personal professional portfolio which can be used during job interviews as an example of your abilities.
The Electronic Technology courses where artifacts, generally in the form of lab reports, will be collected to enable
improvement across the department will include:
Elctec-110 DC/AC Electronics 1
Elctec-120 Electronic Devices and Circuits
Elctec-130 Digital Electronics
Elctec-140 Microprocessors
Depending on your program emphasis, instructors will also identify other select artifacts to be added to the
department portfolio. This may include course final projects, software programs you may have written, and/or a
“masterwork” that summarizes the technical aspect of your MATC occupational program experience.
In addition, prior to graduation you will take a sample licensing examination that represents an industry standard.
The exam will include 50 questions related to core electronic competencies and may contain an additional 25 items
directly related to your program emphasis.
To reduce interruptions during class time, please turn off all Cell phones, pagers and other
noise generating electronics.

Grading Standards:
Evaluation:
Exam 1: 15%
Exam 2: 15%
Final Exam: 20 %
Labs : 40 %
Homework : 10 %
Tests Can not be made, unless approved by
instructor at least 24 hours prior to the
exam.
Lab Reports due one week after the lab
was assigned, unless prior written
approval is obtained from the lab
instructor, or will be reduced by 25 % per
week
Homework is assignments are on
Blackboard and are due dates are one
week after assigned, late homework must
have written prior approval from the
instructor, or will be reduced by 50 % per
week.
Scale:
93-100% = A
90-93% = A-
87-90% = B+
83-87% = B
80-83% = B-
77-80% = C+
70-77% = C
65-70% = C-
62-65% = D+
55-62% = D
50-55% = D-
0-50% = U
Course Calendar: Course calendar subject to change with notification from Instructor.
WK Subject Reading Lab
1 Review of Sinusoidal signals,
phasors, KVL, KCL using
phasors
Reactance and Impedance of
R,L,C
9/08/09
2 Series AC circuits; parallel AC
circuits; admittance and
susceptance
Series and parallel equivalent
circuits and conversions
9/15/09
3 AC series-parallel electric
circuit analysis
Superposition in multiple
source AC electric circuit
analysis
9/22/09
Chapter 8 Lab Procedures
Assessment
Homework
9/03/09
Section 9.1
9.2
Sections 9.3
and 9.4
15 KVL and Voltage
Divider in AC Series
9/10/09
Analysis of Results
and Executive
Summary
16 KCL and Current
Divider in AC Parallel
Circuits
9/17/09
Analysis of Results
and Executive
Summary

4 Complex Power in AC circuits
How to Calculate Complex
Power in AC Circuits
9/27/09
5 Complex Power Calculations in
Series-Parallel Circuits.
Power Factor Correction
10/06/09
6 Nodal Analysis of DC circuits
10/13/09
7 Nodal Analysis of AC circuits
Review Exam
10/20/09
8 Delta-wye circuits, conversions,
and circuit analysis
Bridge Circuits
(both AC and DC)
10/27/09
9 Thevenin Equivalent circuits
11/03/09
10 Norton Equivalent circuits (both
AC and DC)
Maximum Power Transfer
11/10/09
11 Ideal Transformers, concept of
a coupled circuit
Circuit Analysis with ideal
transformers
11/17/09
Chapter 10.1
and 10.2
Chapter 10.3
and 10.4
17 AC Series Circuits
with L and C
9/24/09
Full
18 AC Series-Parallel
10/01/09
Analysis of Results
and Executive
Summary
Section 11.3 20 Complex Power
and Power Factor
Correction
10/08/09
Analysis of Results
and Executive
Summary
Section 11.3 Exam One
10/15/09
Section 11.4 22 Nodal Analysis
10/22/09
Analysis of Results
and Executive
Summary
Section 12.2 23 Bridge Circuits and
Delta-to-Wye
10/29/09
Analysis of Results
and Executive
Summary
Section 12.3 24 AC Steady-State
Section 12.4 Response of RLC
Circuit
11/05/09
Sections 13.1
and 13.2
Full
EXAM 2
11/12/09

12 Three Phase Power
11/24/09
13 DC Bias of Transistors
12/1/09
14 DC Bias of Transistors
12/8/09
15 Review
12/15/09
Chapter 14 25 Thevenien
Equvalent Circuits/26
Norton Equivalent
Circuits
11/19/09
Analysis of Results
and Executive
Summary
Handouts 28 Transformers
12/3/09
Analysis of Results
and Executive
Summary
Handouts DC Bias of Transistors
12/10/09
Full
Final Exam
12/17/09
Optional References: Check Library for Additional References in Basic Electricity.
Lab Reports (Due one week after lab was assigned).
*******************************************************************************************
***READ THE PREFACE OF THE LAB MANUAL PRIOR THE FIRST LAB.***
*******************************************************************************************
Lab Reports (Due one week after lab was assigned)
1) Use a the grid pages in the lab manual. DO NOT use a loose leaf or Spiral bound notebook.
2) Entries MUST be in Black Permanent Ink--Not Pencil. Entries to be made in single stroke block
lettering.
3) The Title and Project Number should be accurately recorded when starting a New Page. Each page
must be numbered.
4) All data is to be recorded directly into the grid paper. The inclusion of all elaborate details is
preferable. Notes and calculations should be done on the grid paper, NOT on loose paper. In the case
of an error, draw a single line through the incorrect data, date and initial. Do Not Erase or use
correction fluid. All corrections should be initialed and dated.
5) After entering your data, sign and date all entries. Witness or witnesses should sign and date each
entry. The witness must observe the work that is done, and have sufficient knowledge to understand
what they read. Names of all who were present during any demonstration should also be recorded.
6) Never leave any White Space: "X" out or Crosshatch all unused space, and don't forget to initial &
date it.

7) When pasting graphs or other information onto the grid paper, sign over the edge to show who placed
the information in the book.
ENTRY FORMAT FOR NOTEBOOK DATA
1) Background Information *
2) Theoretical Solution
a) Manual theoretical calculations *
b) Theoretical simulation solutions including circuit diagrams *
3) Results
a) Spreadsheet tables *
b) Procedure
c) Simulation solutions using actual component values including circuit diagrams
d) Any other illustrations of results such as graphs
4) Analysis of Results
a) Discussion of results
b) Error analysis
c) Any other analysis
5) Executive Summary
* Student must complete these items before the scheduled laboratory session
Lab Preparation
Prior to the lab session, read the assigned lab. Write a brief lab purpose statement and write the
procedures you will be following in the Lab. It is best to construct the data tables at this time. Complete
the Pre-lab requirements.
Lab Report
Background Information
One to two sentences stating what the experiment was about.
Why was this experiment performed?
Theoretical Solution
The Theoretical Solution is a prediction of what ought to happen in the experiment. This
is preferably a mathematical analysis which is idealized with the assumptions made in
the introduction. The proper equations must be developed and the desired information
extracted from them.
One complete set of numerical calculations should be shown for the theoretical
(predicted) results. If the same calculation is repeated several times, only show it once.
If the information will be represented in graphical form, certain rules are to be followed
when drawing a graph, and they are discussed later in this article.
Be sure to state where all theoretical results are reported, usually in the Results table in
the Results section.
For this class, the theoretical solution should be done BEFORE the laboratory session.
It is recommended that you work on it well in advance so that you have sufficient time to
ask questions if you need to.

Results
The following should be included in the Results section:
o
o
o
Procedure.
• This section should give the reader a clear idea of the manner in
which the investigation will be accomplished. It should cover:
A statement of the problem and the method which will be
used in its solution.
o
o
Data = Measured Results
Theoretical and Measured Results.
An explanation of the apparatus to be used and the
measurements which will be made, showing how
and why the apparatus will produce the information
desired. Any special apparatus used should be
described sufficiently to acquaint the reader with its
nature. Explanatory diagrams and drawings may
be used.
An explanation of the application of formulas used
in the calculations. Fundamentals and basic theory
may be assumed, but special formulas unique to
the investigation should be explained and their
derivation shown. All symbols used in any
equations should be defined and their units stated.
o
All theoretical and measured results should be tabulated when
possible. All related results, whether theoretical or measured,
should be included in a single table. If the table is too large,
break it up into multiple tables, but keep theoretical and
measured results side-by-side.
Sample Calculations
This section should consist of a complete sample of each type of
calculation involved in the determination of measured results.
These sample calculations should first be shown in symbol form,
each symbol being properly identified. Each set of sample
calculations should be correlated with the table to which it applies.
Analysis of Results
This discussion is one of the most important sections of the entire report. As the name
implies, it should be a complete analysis of the results obtained. The following topics
should be included:
1) Any original conclusions drawn as a consequence of the laboratory procedure and a
study of the results obtained should be fully discussed. This includes why the
circuit responded to changes in frequency. Look at both the magnitude and
phase response.

2) Graphs
a) All graphs drawn should conform to the specifications mentioned later in this
article.
b) When results are given in graphical form, the shape of each curve should be
carefully explained. An explanation should state the causes for the particular
shape the curve may have. If the slope is not constant, the nonlinearity should be
discussed. If the area under the curve has meaning, or if the rate of change of the
curve has meaning, it should be fully discussed.
3) A discussion of the accuracy or reliability of the results: It is suggested that this
section, when applicable, consist of a careful treatment of the effect upon the results
of the following:
a) Errors resulting from assumptions and idealizations because of physical
limitations in the performance of the test. Significant differences between
measured data and theoretical analysis MUST be resolved. Do not attribute it to
experimental error.
b) Errors in manipulation,
c) Errors in observation, and
d) Equipment limitations or failures.
1. Steps taken to minimize such errors should be emphasized.
4) A comparison of the measured results obtained with those which were expected from
the theoretical analysis. Whenever the theory is apparently contradicted, probable
reasons should be discussed. Experimental error is not an acceptable reason.
Measurement errors must be corrected through re-measurement. Trends in the results
should be stated.
Executive Summary
1) Context. One to two sentences stating what the experiment was about.
2) Purpose: Why was this experiment performed?
3) Key Results: This is a sub set of the analysis. Pick out two to three key results
4) Concluding Statement: Review the laboratory objectives stated in the Introduction.
Determine if the objectives were met and what they proved.

Grading Rubric
Item 10 points 9 to 7 points 6 to 3 points 2 to 0 points
General
Requirements
(including
Background
Information)
On time, All pages
numbered, Page
Heading correct,
Each page signed
and dated, work
recorded in ink,
witness signed, no
blank pages,
pasted in
information
Missing one
to three
items
Missing 4 to 7
items
Missing 8 to 10
items
Theoretical
Results and
Results
Section
Analysis of
Results
Executive
Summary
correctly signed.
All items
accounted for and
accurate including
procedure.
All items
accounted for and
accurate.
Completed and
accurate.
Missing one
to three
items
Missing one
to three
items
Missing an
item
Missing 4 to 7
items
Missing 4 to 7
items
Not clearly stated
what was learned
Missing 8 to 10
items
Missing 8 to 10
items
Incomplete
Rules for Report Writing
All report section titles must be capitalized, underlined or bolded, and centered on the
page.
Do not repeat procedures when writing the Analysis of Results.
Make definite statements. Avoid statements which contain no information. Avoid trite
expressions. For example, consider the statement: "The experiment was quite
accurate." Quite is first of all a trite expression and secondly, it carries no hint of a
number. It would be much better to say, "The experiment was 85 percent accurate."
Write in the third person and past tense except the introduction, which is in the present
or future tense. Try to avoid using, too often, the introductory phrases: It was found...; It
was seen...; it was thought...; etc.
Reports are not graded by weight, so do not make them longer than necessary. In fact,
there are fewer chances to make spelling and grammatical errors in a shorter report!
Number all important equations so they can be easily identified and found.
Number all pages except page 1. Keep page numbers within the one inch margins. The
Introduction begins on page 1.
The symbol "%" is not to be used--the word is spelled percent.
Numbers between one and ten are to be spelled out. Numbers above ten should be
shown as a number.

Always refer to all tables and graphs. If a table or graph is not referred to, it is not
important and therefore should not be in the report.
Standard engineering abbreviations may be used.
If information is quoted from another book, place the statement in quotation marks and
use single spacing. State the author, title, publisher, edition, and pages referred to in the
report body.
Rules for Drawing Tables
1. The table must have a title and label (table number) placed at the top left or center of the table.
2. Draw as many blocks as there are columns and rows of information. It must be rectangular.
3. The independent variable should be the first column on the left.
4. Every column must have a heading. Include units if appropriate.
5. If other columns are to be made from calculations or other results, the equations used to
obtain this information and a sample calculation must be shown following the table.
6. The paper can be turned ninety degrees clockwise (landscape) to draw the table, if necessary.
7. Decimal points are placed in a vertical line.
8. Explain each symbol used in a column heading. Give the dimensions or units of the symbols.
9. Any column position left blank must be explained.
10. When numbers in a column are repeated, do not indicate them with dashes or straight lines.
Write out all numbers.
11. Leave at least a one-inch margin on all sides. The page number must be within the one-inch
margin, too.
[See an example of a report table in the sample report later.]
Rules for Drawing Graphs
1. Every graph must have a title. It is usually placed in the top center position of the graph. The
figure number and caption for the graph are placed below the graph.
2. The abscissa is the independent variable (drawn horizontally), and the ordinate is the
dependent variable (drawn vertically).
3. Label the ordinate and abscissa correctly with the proper title and units. The ordinate should
always be on the left.
4. Do not run graphs into the margins.
5. Choose scales that are easy to read and use most of the graph paper.
6. Curves can be plotted with the graph in the vertical or horizontal position. IF the curves are
drawn with the paper long side horizontal, the curve should be plotted so that the page is
turned ninety degrees clockwise from the normal position to read it. The ordinate must still be
on the left.
7. When plotting a curve from the exact equation, do not show any points. State the equation of
the curve on the graph.
8. When plotting data points from an experiment, show all points. Do not draw a point-to-point
curve. Plot an average smooth curve. The curve need not pass through any of the points.

9. If more than one curve is plotted on the same piece of paper, code the data points for each
particular curve so they can be easily identified with that curve. The coding may be symbols
such as:
If there is the possibility of confusion, put a legend on the curve to identify the proper symbol
with the proper curve.
10. More than one ordinate may be used so that several curves can be plotted on the same paper.
Each ordinate must have its own scaling and description. When more than one ordinate is
used, the curves must be identified with the proper ordinate. Letters may be used for
identification.
11. When a family of curves is plotted, each curve must be identified for the particular parameter
that is being varied.
MATC is an Affirmative Action/Equal Opportunity Institution
and complies with all requirements of the American With Disabilities Act.
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