Understanding Circuits: Learning Problem Solving Using Circuit Analysis (Synthesis Lectures on Electrical Engineering) [Paperback]

Khalid Sayood (Author)

Book Description

ISBN-10: 1598290029 | ISBN-13: 978-1598290028 | Publication Date: June 6, 2005

This book/lecture is intended for a college freshman level class in problem solving, where the particular problems deal with electrical and electronic circuits. It can also be used in a junior/senior level class in high school to teach circuit analysis. The basic problem-solving paradigm used in this book is that of resolution of a problem into its component parts. The reader learns how to take circuits of varying levels of complexity using this paradigm. The problem-solving exercises also familiarize the reader with a number of different circuit components including resistors, capacitors, diodes, transistors, and operational amplifiers and their use in practical circuits. The reader should come away with both an understanding of how to approach complex problems and a “feel” for electrical and electronic circuits.

Product Details

• Paperback: 140 pages
• Publisher: Morgan & Claypool Publishers (June 6, 2005)
• Language: English
• ISBN-10: 1598290029
• ISBN-13: 978-1598290028
• Product Dimensions: 9.2 x 7.5 x 0.3 inches
• Shipping Weight: 9.9 ounces (View shipping rates and policies)
• Average Customer Review: 1.0 out of 5 stars  See all reviews (1 customer review)
• Amazon Best Sellers Rank: #3,654,552 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

1 of 1 people found the following review helpful:

1.0 out of 5 stars I don't get it, January 27, 2011

By 

tim aubrey - See all my reviews

This review is from: Understanding Circuits: Learning Problem Solving Using Circuit Analysis (Synthesis Lectures on Electrical Engineering) (Paperback)

I won't comment on the misleading title nor the fairly convention chapters 1-6 but the op amp bit of this book is all wrong - starting (and ending) with the model. The analysis above Fig 7.2 only works if no current flows between v+ and v- (and if some unstated labelling a,b anc c is assumed). The model development then goes on to say that somehow because the output is limited by the rails voltage that the input is forced to zero - which is not the case. This ONLY happens with negative feedback. The only operating assumption (of the two stated) that can be made without negative feedback is that I-=I+=0 (on the basis of high input impedance, "ideally" infinite). The second of the stated operating assumptions does not apply unless negative feedback exists and then it is easily demonstrated and modelled assuming ideality (we don't have to even mention rails voltages at this stage).
Might sound like a small issue but, for me, it is fundamental and would lead to serious misconceptions for the audience this book is aimed at. The poor modelling does not simplify or reflect the real world. A big important confusing mistake.