A Brief Introduction to Circuit Analysis

438 Pages·2003·38.061 MB·English

by  J. David Irwin

A Brief Introduction
to Circuit Analysis
J. David Irwin
AUBURN UNIVERSITY
~
WILEY
To my loving family:
Edie
Geri, Bruno, Andrew and Ryan
John, Julie, John David and Abi
Laura
Contents
Preface ...
xi
1. .. Basic Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
1.1 System of Units ... 2
1.2 Basic Quantities ... 2
1.3 Circuit Elements ... 7
Leaming Check ...1 1
Summary ... 11
Problems ... 11
c· .
. .
2 R
... es1st1ve ,rcu,ts .................................. .
14
2.1 Ohm's Law ... 15
2.2 Kirchhoff's Laws ... 19
2.3 Single-Loop Circuits ... 25
2.4 Single-Node-Pair Circuits .. .30
2.5 Series and Parallel Resistor Combinations .. .35
2.6 Circuits with Series-Parallel Combinations of Resistors .. .38
2.7 Wye ~ Delta Transformations ... 41
2.8 Circuits with Dependent Sources .. .44
Leaming by Application ... 47
Learning by Design .. .48
Learning Check ...5 0
Summary ... 50
Problems ... 51
vii
Viii
I CON TENTS
3 ... Nodal and Loop Analysis Techniques . . . . . . . . . . . . . .
65
3.1 NodalAnalysis ... 66
3.2 Loop Analysis ... 80
3.3 Circuits with Operational Amplifiers ... 87
Learning by Application ... 97
Learning by Design ... 98
Learning Check ...1 00
Summary ... 100
Problems ... ] 00
4 ... Additional Analysis Techniques ....................
113
4.1 Introduction ... 114
4.2 Superposition ... 116
4.3 Thevenin's and Norton's Theorems ... 120
4.4 Maximum Power Transfer ... 131
4.5 de SPICE Analysis Using Schematic Capture ... 13 3
Learning by Application ... 144
Learning by Design ... 145
Learning Check ... 146
Summary ... 146
Problems ... 147
5 ... Capacitance and Inductance .......................
159
5.1 Capacitors ... 160
5 .2 lnductors ... 165
5.3 Capacitor and Inductor Combinations ... 172
5.4 RC Operational Amplifier Circuits ... 177
Learning by Application ... 179
Learning Check ... 182
Summary ... 182
Problems ... 182
6 ... First- and Second-Order Transient Circuits ........
192
6.1 Introduction ... 193
6.2 First-Order Circuits ... 19 5
6.3 Second-Order Circuits ... 215
6.4 Transient PSPICE Analysis Using Schematic Capture ... 227
Learning by Application ... 239
ix
co N TE NT s \
Learning by Design ... 243
Learning Check. .. 245
Summary ... 245
Problems ... 246
7. .. AC Steady-State Analysis .......................... 2ss
7.1 Sinusoids ... 259
7.2 Sinusoidal and Complex Forcing Functions.~.263
7.3 Phasors ... 266
7.4 Phasor Relationships for Circuit Elements ...2 68
7.5 Impedance and Admittance ... 273
7.6 Phasor Diagrams ... 279
7.7 Basic Analysis Using Kirchhoff's Laws ... 282
7.8 Analysis Techniques ...2 84
7.9 AC PSPICE Analysis Using Schematic Capture ... 294
Leaming Check. . .30 3
Summary .. .3 0 3
Problems ...3 04
8 ... Variable-Frequency Network Performance ........
311
8 .1 Variable Frequency-Response Analysis .. .318
8.2 Sinusoidal Frequency Analysis .. .328
8.3 Resonant Circuits .. .340
8.4 Scaling .. .360
8.5 Filter Networks .. .362
Leaming by Application .. .3 79
Learning by Design .. .3 82
Learning Check. . .386
Summary .. .386
Problems .. .387
Appendix A Short Mathematics Primer for Basic
Circuit Analysis .... ....................................
397
Index ........................... ............. ........... .
419
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Preface
Overview
Although circuit analysis is fundamental to much of the material in electrical and computer en
gineering curricula, the circuits sequence in these programs, at universities throughout the
world, appears to be occupying a smaller part of the curriculum. The faculty are caught among
several constraints: a reduction in the number of hours for graduation, the potential or actual
growth of the university's core curriculum, and the need to cover more material in a technolo
gy that seems to advance daily. In view of these very real issues, some faculty have made the
decision to confine circuits in the curriculum to a single semester course. Thus, it would be ad
vantageous to have a book that covers the set of required topics in such a course, no more and
no less. I have designed this book for that purpose.
This book was organized by judiciously selecting chapters from the seventh edition of
Basic Engineering Circuit Analysis. The pedagogy of that book has been tested over and over.
Furthermore, students indicate that it is a book they feel comfortable studying on their own. Thus
the proper selection of chapters from Basic Engineering Circuit Analysis, 7th Ed., should pro
duce a short book that enhances the benefits of a one-semester course.
Perhaps the primary issue in producing a shorter book is the decision of what to include and
what to leave out. There are undoubtedly a variety of opinions on this issue. In a one-semester
course, some faculty will cover one set of topics and another faculty will cover a different set
both with excellent reasons for their selection. However, I believe that this book contains the
essential topics that will most likely be selected for inclusion in such a one-semester course.
The chapter titles for the book are
1. Basic Concepts
2. Resistive Circuits
3. Nodal and Loop Analysis Techniques
4. Additional Analysis Techniques
5. Capacitance and Inductance
6. First- and Second-Order Transient Circuits
7. AC Steady-State Analysis
8. Variable-Frequency Network Performance
This set of chapters covers the resistive circuits, the standard analysis techniques, the ca
pacitor and inductor components, transient analysis, ac steady-state analysis, and the manner
in which networks perform as a function of frequency, including such topics as resonance and
various kinds of active and passive filters. Although this streamlined approach does not cover
such topics as magnetic circuits, electric power circuits, and transform methods, these topics
will typically be covered elsewhere in the curriculum, and thus if some topics are to be omit
ted, these appear to be logical candidates.
xi
xii \
PREFACE
This brief book covers all the topics that are basic to an understanding of circuit analysis
and, furthermore, many of them are addressed in a just-in-time manner. One important exam
ple of this type of coverage is the manner in which the operational amplifier is presented. For
example, once it is introduced and the various standard circuits are covered in Chapter 3, these
op-amps are used to design circuits in Chapter 4, employed to derive differentiator and inte
grator circuits in Chapter 5, and finally used in conjunction with the new operational transcon
ductance amplifier (OTA) in Chapter 8 to design active filters.
Because of the intrinsic relationship of this book to the parent text, the features that have
made Basic Engineering Circuit Analysis, 7th Ed., popular are naturally contained here also.
The book's clear and concise explanations, variety of effective learning aids, numerous prob
lems with varying degrees of difficulty, and the number of real-world examples that demonstrate
the usefulness of the material have been heralded as components that enhance the use of the
text for both students and instructors alike. In addition, although this text is relatively short, it
still provides the instructor with great flexibility within the setting for which it is designed.
Sections or chapters can be emphasized or skipped in the formation of a coherent presentation.
Likewise, the CAD tools can be employed to add a new dimension to the presentation or omit
ted completely with no loss of continuity.
In the final analysis, the goal of this text is to provide, within the setting of a one-semester
course, an effective and efficient mechanism for students to obtain a thorough understanding
of the basics of electric circuit analysis and an introduction to design.
Pedagogical Structure Designed to Reinforce Learning
Students don't all learn in the same way. Some are visual learners, while others are more kin
esthetic. A "learning styles survey" appears after the preface to help each student determine his
or her particular learning style and gives guidance on how to tailor his or her study habits.
Pedagogical features are included to fit different learning styles.
t Learning Goals, listed at the beginning of each chapter, provide an overview of the
topics within the chapter and the skills and knowledge students should achieve.
t Learning Hints that appear on many pages of the text help shorten the learning curve.
These comments in the margin provide guidance for understanding different facets of the
presentation and problems of all types. Coupled with myriad examples, Learning Hints
provide readers with a companion tutor. Additionally, they aid the instructor and the
student by conveying some of the subtleties that are typically implicit in lecture or in
traditional presentation.
t Learning Example sections, more often than any other component, provide students
with the means for acquiring and evaluating new knowledge. The numerous worked-out
examples in the text are the hallmark feature.
t An expanded number of real-world examples, labeled Learning by Application, appear
in many sections of the text, and at the end of every applicable chapter, answer the
question "Why do we study circuit theory?" Applications frequently deal with design
issues ranging from very simple matters, such as finding the value of some specific
component, to modeling the collapse of the Tacoma Narrows Bridge.
t Learning by Doing and Learning Extensions are assessment tools coordinated within
the text. The Learning by Doing exercises are quick, simple reinforcements of the
principles and provide a check of the reader's understanding of the material. Learning
Extensions provide practice for the reader in applying the basic concepts, as well as
guidance in understanding the techniques needed to solve the end-of-chapter problems.
t Problem-Solving Strategies are placed to assist the student in selecting the proper
solution technique or combination of techniques applicable in a particular situation. This
xiii
PREFACE
assistance not only helps the student understand the subtle differences among various
techniques in their application to a particular problem, but also helps eliminate the
psychological barrier that sometimes exists in determining a suitable method of attack.
t Computer-aided Design (CAD) Tools allow students, like all modern engineers, to apply
the power of the computer to solve a variety of problems. Special icons are employed
within the book to indicate sections where the CAD tools are used. The very latest version
of PSPICE by Cadence is used, and this version coupled with the use of both MATLAB
and Microsoft EXCEL are integrated within the text and coordinated with the Student
Study Guide (discussed later) where Electronics Workbench is also introduced.
t Learning by Design sections appear at the end of each applicable chapter. This feature
provides the reader with an understanding of how to apply what they have learned to the
design of circuits. The use of engineering design in a curriculum is a major component
of the ABET criteria. The inclusion of this material permits its introduction to the student
at an early stage in the curriculum.
t Learning Check includes both the Summary and Problems, and appears at the end of every
chapter. The important topics are reviewed concisely in the Summary as a quick reminder
for readers. The problems are segmented by chapter subdivision and graduated in difficulty
to permit users to test their understanding of the material and hone their skills in solving
different types of problems. The problem sets also include some problems specifically
designed to mimic those that appear on the Fundamentals of Engineering (F E) Exam taken
by students in preparation for becoming a Registered Professional Engineer.
Companion Web Site
Among other items, this site contains Answers to Selected Problems.
Supplements
The Student Study Guide for the seventh edition contains additional detailed examples that track
the chapter presentation to aid and check the student's understanding of the problem-solving
process. Many of these examples involve computer simulations with PSPICE, MATLAB, Mi
crosoft EXCEL, and Electronics Workbench. A CD bound into the study guide includes circuit
simulations and five easy-to-use video segments for demonstrating PSPICE solutions.
EGrade Anonymous Quizzing is also available to students using this text. Students are en
couraged to visit our Web site atwww.wiley.com/college!circuitsextra and register to begin tak
ing practice quizzes on eGrade to increase their circuits problem-solving skills. EGrade
questions are organized by topic and are automatically scored to provide immediate feedback,
so the student can either drill specifically in problem areas (focusing on topics he or she needs
more work in) or just do general practice drills to prepare for a test.
Circuits Extra-Check out the latest offerings for users of Wiley circuits texts.
EGrade On-line Assessment is also available for this text. EGrade is a tool that allows in
structors to automate the process of assigning, delivering, grading, and routing all kinds of
homework, quizzes, and tests, while providing students with immediate scoring and feedback
on their work. Electric circuits test banks in eGrade format are available for instructors who
would like to include a Web component in their course in the form of on-line homework and
quizzing. Questions are arranged by topic and are in a variety of formats, including fill-in-the
blank, multiple choice, true/false, and more. For more information, and to see a demo of eGrade,
visitwww.wiley.com/college!egrade.
xiv \
p R E FA c E
The Solutions Manual, containing solutions to all learning extensions and end-of-chapter prob
lems, and PowerPoint Slides for this text are available only to instructors who have adopted the
text for classroom use. The solutions manual and PowerPoint slides are available on the Web
site at www. wiley.comlcollege!irwin, under the Instructor's Companion Site. You must first reg
ister for a password on-line and supply your course information for confirmation before you
will receive access to these resources.
Circuit Solutions powered by JustAsk! is a Web site that is essentially a tutor serving the needs
of both the student and the instructor. Questions and answers are provided for numerous top
ics within the chapters. Selected problems are worked in detail and explanations of every facet
of the solution are provided. As such, this Web site is a valuable tool in the use of this book.
On this site you will gain access to The Problem Solving Companion-a $16.00 value free!
This companion supplies you with additional problems and complete solutions that are not
found in the text and a listing of important formulas.
Acknowledgments
Because every new circuits book builds upon the editions that have preceded it, I am honored
and grateful for the support of so many friends and colleagues who have contributed in a vari
ety of ways to the development of this material. I have been blessed by their kindness and for
tunate to have their very insightful counsel. Thus, I want to acknowledge with sincere
appreciation the following individuals who have contributed in one way or another to this book.
My academic colleagues at other universities:
David Anderson, University of Iowa
Jorge Aravena, LSU
Richard Baker, UCLA
John Choma, USC
James L. Dodd, Mississippi State University
John Durkin, University of Akron
Earl D. Eyman, University of Iowa
Ashok Goel, Michigan Technological University
Arvin Grabel, Northeastern University
Paul Greiling, UCLA
Paul Gray, University of Wisconsin, Platteville
Mohammad Habli, University of New Orleans
John Hadjilogiou, Florida Institute of Technology
Marty Kaliski, Cal Poly, San Luis Obispo
Ralph Kinney, LSU
Robert Krueger, University of Wisconsin
K. S. P. Kumar, University of Minnesota
Jung Young Lee, UCB
James Luster, Snow College
Ian McCausland, University of Toronto
Arthur C. Moeller, Marquette University
Darryl Morrell, Arizona State University
M. Paul Murray, Mississippi State University
Burks Oakley, University of Illinois at Champaign-Urbana
John O'Malley, University of Florida
William R. Parkhurst, Wichita State University
Peyton Peebles, University of Florida
Clifford Pollock, Cornell University
George Prans, Manhattan College
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