48530 Circuit Analysis and Design
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): (48520 Electronics and Circuits AND (48521 Foundations of Electrical and Electronic Technology OR SMJ10186 24cp Engineering Sub-major (UG Science)))
Recommended studies:
students are assumed to have knowledge of basic electrical circuits and devices and basic circuit analysis skills
Description
This subject gives students a thorough understanding of the fundamental concepts of circuit analysis, with the focus being on analysis techniques in the frequency domain. Students embark on theoretical and computer-aided design of circuits, and construct and experimentally verify circuit behaviour using appropriate laboratory equipment and/or simulation software. On entry to this subject, students are assumed to have knowledge of basic devices, such as resistors, capacitors, inductors and operational amplifiers, as well as basic circuit analysis skills, such as mesh and nodal analysis, Thevenin's and Norton's theorems, source transformation and superposition. Using this understanding as a starting point, the subject introduces the basic theoretical models that underpin signals and system analysis. Topics covered include: sinusoidal steady-state analysis using phasor transformation; derivation of ordinary differential equations to model circuits and solution of those equations using Laplace transformation; power in single and three-phase AC circuits; transfer (network) functions, poles and zeros, s-plane analysis and Bode plots; first- and second-order systems; time and frequency domain solutions; response to step, impulse and periodic inputs; response to an arbitrary input using convolution; frequency selective circuits; Fourier series; and two-port circuits. Students use analytic modelling, aided by circuit simulation and symbolic software such as MATLAB, to investigate and design real-world circuits. Comparison of experimental results and model predictions is emphasised in the laboratory sessions.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Analyse linear circuits at an appropriate level of accuracy. (D.1) |
|---|---|
| 2. | Transform problems that arise in the analysis of circuits into simplified equivalent forms that facilitate easy solutions. (D.1) |
| 3. | Analyse circuits using advanced frequency-domain transformation techniques. (D.1) |
| 4. | Design circuits to achieve a required specification and confirm compliance experimentally. (C.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Design Oriented: FEIT graduates apply problem solving, design and decision-making methodologies to develop components, systems and processes to meet specified requirements. (C.1)
- Technically Proficient: FEIT graduates apply abstraction, mathematics and discipline fundamentals, software, tools and techniques to evaluate, implement and operate systems. (D.1)
Contribution to the development of graduate attributes
Engineers Australia Stage 1 Competencies
This subject contributes to the development of the following Engineers Australia Stage 1 Competencies:
- 1.1. Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.
- 2.2. Fluent application of engineering techniques, tools and resources.
- 2.3. Application of systematic engineering synthesis and design processes.
Teaching and learning strategies
Class time is used for tutorials and laboratories. Student learning is enhanced by attendance at and participation in all scheduled classes.
In addition to this, an average student is expected to spend at least 5 hours per week in activities that will support their learning. This may include watching lecture videos, reading the textbook and lecture notes, attempting the “Recommended Problems” provided in Canvas for each chapter, and preparation for laboratory sessions and assessment items.
Lecture videos (weekly details in Program)
This subject provides narrated videos of lectures, accessed via Canvas, along with lecture “slides” as a pdf. The pdf may include slight changes to the video. You must the watch the video prior to each tutorial, noting any things you don’t understand. You should also read the linked chapter from the textbook.
Tutorials (weekly details in Program)
Each student is expected to attend their scheduled tutorial class each week. Some tutorials will start with a quiz.
Tutorials are an opportunity for you to ask questions about the content presented in the lecture videos and to apply the content to the recommended problems for each chapter. A typical tutorial activity will be for students to form small groups, be given different problems to solve, and report their solutions to the class. Your tutor may work through some selected problems to provide a model for the type of thinking you would need to do to solve the exercises. Although some worked solutions are provided, you will learn very little if you do not attempt the problems before referring to the solutions.
The university timetable system will allocate each student to a tutorial and lab group prior to the session commencement. If you wish to change to another group, you should apply to do so through myTimetable, but you may also request a change for a particular week via email to the Subject Coordinator.
Laboratories (weekly details in Program)
Laboratories are an important part of the learning experience in this subject. Your understanding of the theoretical concepts of the subject will be strengthened when you find that your lab results obey those theories. When the subject is delivered online, laboratories are Zoom meetings, using circuit simulation instead of physical measurement.
Unless delivery is online, before coming to each lab, you must read the laboratory notes and complete (or make a genuine attempt at) the given preparatory work. For most labs, the preparatory work includes determining component values to achieve a specification, and you will not be able to undertake the experiment without having completed the design beforehand. For Labs 1-6 there is an individual assignment, which assesses knowledge associated with the lab work, to be completed and submitted before the specified deadline after the lab
The attendance requirements for physical labs are as follows.
For Labs 1-6, unless Special Consideration is granted (e.g. due to illness), a student must attend the lab and contribute to experiments to be eligible to submit that lab assignment to gain its assessment mark. For Labs 1, 2, 5 and 6, you and your team partner can attend the scheduled lab session in the Subject timetable and initial the attendance sheet or you can attend any open lab time convenient to you both providing you take a selfie photograph of both team members together in the lab with the circuit. It is recommended that you attend the scheduled lab time as it will have a lab demonstrator present to help you, which will not be the case for the open lab times. For Labs 3 and 4, which involve voltages that could pose a safety hazard, you must attend the scheduled lab and it is essential that you enter at the start time of the lab as you must attend the safety briefing given at the start of the lab. If you are between 5 and 15 minutes late, you will have to attend a second briefing and may not finish the lab. If you are more than 15 minutes late, you will be refused entry to the lab.
If you are unable to attend a lab session due to some extenuating or special circumstance, you should email the Subject Coordinator, ideally before the lab, as it may be possible to make alternative arrangements for you. However, if alternative arrangements are not possible, you must apply for Special Consideration through
https://www.uts.edu.au/current-students/managing-your-course/classes-and-assessment/special-circumstances/special, which requires you to obtain a completed UTS Professional Practitioner Certificate. Attendance for any particular lab is not compulsory for the subject but it is compulsory to attain assessment marks for that lab assignment and as stated under “Missed a compulsory class or participation requirement” within the above website, you must apply within 5 working days of the lab in order to seek an adjustment to your total lab assessment mark (e.g. by scaling of your other lab marks).
Before attending any of Labs 1, 2, 5, or 6, you must have read the safety documents provided on Canvas relating to Category A labs, and before attending either of Labs 3 or 4, you must have read the safety documents relating to Category B labs. In laboratory sessions, you will work in small groups. The checking of the circuit by a member of group is an important step to identify faults or potential hazards before activating the circuit; additional checking by a lab demonstrator is obligatory for Labs 3 and 4. Lab demonstrators will encourage students to develop appropriate safe working practices while in Engineering laboratories. This is in accordance with the Environment Health & Safety (EHS) requirements for conduct in all UTS laboratories (in-line with NSW Occupational Health and Safety legislation). Further, staff will enforce EHS requirements where necessary, and this includes the exclusion of students who are not wearing appropriate, enclosed footwear.
Design Project
To test your ability to coalesce your learning through the Subject and apply it to design a circuit to meet a product specification, without being told what circuit or components to use, you will be given a Design Project to be completed in teams of 2-3 students. Over the last few weeks of the Session, you will design your circuit, purchase components yourself, test the circuit in the lab (if the subject is undertaken with physical labs) and write a report describing the design and test results.
Learning Strategy in Circuit Analysis
What matters most in this subject is what you do, not what the teaching team does. Learning in this subject is best achieved by you working through exercises of different types and, in the case of laboratory prework, seeing your answers confirmed in the laboratory. Like playing a sport or learning a language, it is the practise that develops skill. You have already had exposure to some content of this subject in the subjects “Introduction to Electrical and Electronic Engineering” and “Electronics and Circuits”. This subject is intended to raise your skill level on those topics from a basic understanding to advanced competence.
If you need additional help than the tutorials, send your tutor an email requesting an appointment. Try hard yourself first to understand a concept or solve a problem, as you'll learn most, but if you get stuck, seek help!
Using symbolic software, such as Matlab, will enhance your problem-solving productivity. Such software allows you to easily invert matrices and find roots of polynomials as well as graph solutions so you can verify that they are consistent with your expectations and the basic circuit laws.
Most of you will already be aware of the importance of group work and group learning in the practice of engineering. Be supportive of this process and you are far more likely to succeed. In this subject, you will undertake the laboratories as a group, and in tutorials, you can work together on the tutorial problems. Provide assistance to each other along the way and learn from the difficulties or strengths of the others. Learning in this way can lead to both social and academic rewards. The ability of a group to achieve its goals depends very much on the dynamics of the group, the willingness of each member to take appropriate responsibilities and roles, planning and reflective practice. There is no single recipe for success. Here are a few factors that may help:
- positive interdependence: a sense of working together for a common goal and caring about each other’s learning;
- individual accountability: every team member carries their load;
- abundant verbal, face-to-face interaction: learners explain, argue, elaborate and link material and learning experiences;
- sufficient social skills, including appropriate leadership, communication, trust and conflict resolution skills;
- team reflection: the team periodically assesses how they are working together and how they can improve things.
Clearly, learning in a group is desirable. However, your practical circumstances may make this process difficult. In this case, explore the use of the online support we provide on Canvas to help you.
Content (topics)
Competency in the following topics is expected by the end of the course:
- time and frequency response of electric circuits
- AC steady-state circuit analysis, i.e. steady-state sinusoidal analysis
- single-phase and polyphase systems
- three-phase star-star and star-delta systems
- unbalanced four-wire and three-wire systems
- power computation and measurement in three-phase systems
- the use of graphical techniques such as phasors in AC analysis
- the response of systems to stored energy
- response of systems to sudden change (e.g. closing or opening of switches)
- circuits with controlled sources
- response of circuits to switched stimuli, including sinusoids
- use of transformations to simplify determination of circuit responses to input voltages
- Laplace transforms as a means of generalising DC and AC circuit analysis techniques
- signals and their properties (e.g. average, RMS, piece-wise time description, singularity functions)
- application of transfer (network) functions
- characterisation and modeling of systems via their response to impulses and sinusoids
- the application of s-plane techniques, poles and zeros
- graphical techniques for predicting the shape of the frequency response (Bode plots)
- the convolution integral as a means of determining the system response (analytical and graphical)
- systems with energy coupling (e.g. transformers)
- relating frequency and time response of a system
- frequency response of first and second-order filters, including analysis and construction
- determination of the Fourier series for a periodic function
- inferring the response of a linear circuit to a periodic input
- analysis of two-port circuits
Assessment
Assessment task 1: Online Tutorial practices
| Intent: | To provide timely feedback on students’ understanding of tutorial concepts. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 and 2 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): D.1 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 24% |
Assessment task 2: Tutorial Quizzes
| Intent: | To assess students’ understanding of key concepts. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 and 2 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): D.1 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 26% |
Assessment task 3: Individual Laboratory Assignments
| Intent: | To assess students' understanding of the material covered in the laboratory sessions. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 |
| Type: | Laboratory/practical |
| Groupwork: | Individual |
| Weight: | 30% |
Assessment task 4: Design Project
| Intent: | To assess students' ability to work as a team to draw from and extend the knowledge they have gained in the Subject to design a circuit to meet a product specification. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 and D.1 |
| Type: | Laboratory/practical |
| Groupwork: | Group, group and individually assessed |
| Weight: | 20% |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.
Required texts
Required Textbook
James W. Nilsson and Susan A. Riedel, Electric Circuits: Global Edition, 11th Edition, Publisher: Pearson Education Limited, Harlow, UK, ISBN-13:978-1-292-26104-1 (ISBN-10:1-292-26104-8).
Additional supplementary support for the students has been arranged by UTS via purchasing Mastering Engineering. You must access this resource provided by UTS, for both the exposition of the theory also the problems that we will work on throughout the subject. The Mastering Engineering is based on the 11th edition of the book and a copy e-book is also available for all the students free of charge. The students can access all the Mastering Engineering resources via the Access Pearson tab on Canvas.
Recommended texts
In classes, we will usually just refer to Nilsson/Riedel. However, you may also wish to consult:
Your UTS 48520 Electronics and Circuits lecture notes and lab notes.
Hayt, W. H., Kemmerly, J. E., & Durbin, S. M., Engineering Circuit Analysis, 8th Ed., McGraw-Hill, 20012. ISBN 978-0-07-352957-8 (or 7th Ed., 2006, ISBN: 0-07-286611-X)
Hambley, A, Electrical Engineering: Principles and Applications, 5th Ed. Pearson Prentice Hall, 2011, ISBN 978-0-13-215516-8 (or 4th Ed., 2008, ISBN: 0-13-198922-7)
DeCarlo, R and Lin, P, Linear Circuit Analysis - Time Domain, Phasor and Laplace Transform Approaches, Oxford University Press, 2nd Edition, 2001. ISBN: 0-19- 513666-7
Johnson, D. E, Johnson, J. R, Hilburn, J. L. and Scott, P. D., Electric Circuit Analysis, John Wiley & Sons Inc, 3rd Edition, 1996, ISBN 0-47-136571-8
Thomas, R., and Rosa, A., The Analysis and Design of Linear Circuits, John Wiley & Sons Inc, 2005, ISBN: 0471760951
Davis, A., Linear Circuit Analysis, PWS, 1998. ISBN: 0-534-95095-7
Nasar, S.A., 3000 Solved Problems in Electric Circuits, Schaum Series, McGraw-Hill, 1988, ISBN: 0-07-045936-3
Stanley, W. D., Transform Circuit Analysis for Engineering and Technology, 5th Ed., Prentice Hall, 2003. ISBN: 0-13-060259-0.
Other resources
Canvas
The website for this subject is within Canvas: https://canvas.uts.edu.au/. Consult it regularly for course information, including the timetable with room numbers.
Internet
There are many free online lectures and texts on Circuit Analysis.
KahnAcademy has many lectures on the mathematical topics of the subject, such as Laplace Transforms.
Software
MATLAB: MATLAB (Prentice Hall) is a very useful resource for this and most other engineering subjects you will encounter. It is not essential for you to purchase the software, as UTS has a site licence allowing free student download. This software will allow you to set up and solve matrix equations, plot graphs, deal with complex numbers and find roots of equations very easily. It also contains symbolic manipulation capabilities, which takes the drudgery out of simplifying large algebraic equations. Its SIMULINK add-on enables simulation of control systems (which you may study in later subjects).
GNU OCTAVE: For our purposes OCTAVE from www.gnu.org is a perfectly suitable replacement for MATLAB. Best of all it's free for non-commercial use. Another free alternative is SCILAB. These alternatives are described in the subject's Canvas Web Links tab, under Software Downloads.
MATHEMATICA: can do pretty much any algebraic or numeric mathematics. UTS has a site licence (search Mathematica for download instructions) allowing free student download.
Electronic WorkBench (EWB): This advanced circuit simulation package is very useful not only for exploring the problems presented here but also for real engineering design work. Additionally, it is referenced in a number of textbooks. The current commercial version is probably too expensive to consider purchasing.
Additionally, there are circuit simulation programs such as PSIM with a free Demo version (click "TRY PSIM TODAY" from Products page), limited in numbers of elements but sufficient for this Subject, PSpice (in versions like LTspice free from www.linear.com). These are available from the Internet, including app stores, and will be useful for circuit simulations later in your career. You will be required to use a circuit simulation package of your choice to complete Laboratory Assignment 5. You are also encouraged to use such software to check your analytic answers to circuit problems, but only after you have solved the problem using pen and paper, needed to give you a thorough understanding of what's going on in the circuit.