lecture_basic_electronics and Lab 1
Chapter 1 Basic Electronics
Chapter 1 Basic Electronics（基础电子学）1.1Receiver Circuits（接收电路）The purpose of a receiver is to select a desired group of frequencies from one transmitter, get rid of all unwanted signals and noise, and then demodulate the signal to obtain the modulating information. The better the receiver does its job, the closer the demodulated signal will resemble the original signal from the transmitter. Regardless of the type of demodulation required, the main functions performed by a receiver are filtering and amplifying. The superheterodyne receiver is the logical choice for the job.（接收器的目的是从一台发送器中选择一要求的频率的组，除去全部不需要的信号和噪音，以及demodulate 获得调节的信息的信号。
接收器做它的工作越好，demodulated信号将从发送器象原先的信号越近。
不管要求的这类型解调，被接收者执行的主要功能正透过和放大。
超外差接收器是工作的逻辑选择。
）NEW WORDS AND PHRASESbias n.. 偏置bulk n.. 大多数ceramic n. 陶瓷deficiency n. 不足demodulate v. 解调，检波diode n. 二极管distinguishable a. 可分辨的distortion n. 失真drift n. 漂移ferrite n. 铁酸盐filament n. 灯丝filter n. 滤波器frequency n. 频率harmonic n. 谐波impedance n. 阻抗inevitably adv. 不可避免intermodulate v. 互调mixer n. 混频器nonlinearity n. 非线性obscured a. 模糊的octave n. 倍频程overloading v. 过载pad n. 板，垫passband n. 通带phase n. 相位potentiometer n. 电位计quartz n. 石英radiate v. 辐射resemble v. 像，类似RF abbr. 射频sensitivity n. 灵敏度skirt n. 边缘specification n. 指标，规格spurious a. 寄生的，虚假的superheterodyne a. 超外差的tendency n. 趋向transmitter n. 发射机atmospheric 大气噪声balanced mixer 平衡式混频器FM-stereo broadcasting 调频立体声广播image signals 镜像信号incandescent lamp 白炽灯intermediate frequency 中频local oscillator 本地振荡器negative feedback 负反馈noise figure 噪声系数phase locked loop 锁相环tuned circuits 调谐回路two-terminal device 双端口器件1.1.1 Superheterodyne Receiver（超外差接收器）Since it is easier to design narrow-band, steep-skin filters and obtain high gains at lower frequencies, the ―superhet‖ receiver is an efficient design. All incoming signals are mixed with the output of a local oscillator and the difference frequency is selected and amplified by the intermediate frequency amplifiers. The big benefit is that these amplifiers remain at a fixed frequency and only the RF amplifier and local oscillator need be tunable. Fig.1.1 is a block diagram of a typical superhet receiver. One further benefit is the face that the gain is concentrated at two or sometimes three different frequencies. This reduces the gain required at any one frequency and leads to more stable amplifiers. When over 120dB of RF gain is involved. every little bit helps.(因为设计窄带，陡皮的过滤器并且在更低的频率获得高的增加是容易的，"superhet"接收器是一种有效率的设计。
电子信息工程专业英语教程 第一课
2020/3/24
《电子信息工程专业英语教程》
17
Company Information
• The vacuum tube is an electron tube from which all or most of the gas has been removed, permitting electrons to move with no or low interaction with any remaining gas molecules.
• Company Information
– Bell Laboratories
– Texas Instruments – Intel Corporation
2020/3/24
《电子信息工程专业英语教程》
3
Terminology
2020/3/24
《电子信息工程专业英语教程》
4
Transistor vs. vacuum tube
chip geometries. • 1971: 16-bit Microprocessors are introduced. • 1980's: Very Large Scale Integration (VLSI), over 5000 gates per chip. • 1981: Very High Speed Integration (VHSIC), tens' of thousands of
creation of integrated circuits that had previously been made from multiple discrete components. • VLSI：Very Large-scale Integration 超大规模集成(电 路) • VLSI circuits can contain millions of transistors.
电子信息类专业课中英文对照表
电子系统设计
Electronics System Design
电磁兼容理论ElectromaneticCompatibilityTheory
电子设计自动化
ElectronicsDesign Automation
检测与转换技术
Signal Detection and Conversion Technology
计算机网络
Computer Networks
电磁场与微波技术
Electromagnetic Fieldand MicrowaveTechnology
现代通信技术
Modern CommunicationsTechnology
DSP原理及应用
Principlesand Applicationsof DSP
现代通信网
Modern Communication Networks
计算机网络安全
Computer NetworksSecurity
光纤通信技术（双语）
Optical Fiber CommunicationTechnology
实践环节翻译
实践环节翻译
军训及新生入学教育
MilitarySkillsTraining andFreshmenEducation
现代信息处理技术
Modern Information ProcessingTechnology
语音信号处理
Speech SignalProcessing
虚拟仪器基础（双语）
FundamentalsofVirtual Instrument
Matlab语言及应用
Matlab Language and Application
电子线路课件 吉林大学 第一章 (b站有慕课)
面型三大类。
容小，用于检波和变频等
高频电路。
(1) 点接触型二极管
二极管的结构示意图
(a)点接触型
(2) 面接触型二极管
PN结面积大，用 于工频大电流整流电路。
(b)面接触型
(3) 平面型二极管
阳极 阴极 引线 引线
P N P 型支持衬底
(c)平面型
往往用于集成电路制造 艺中。PN 结面积可大可小， 用于高频整流和开关电路中。
1.二极管的正向压降远小于和它串联的电压 2.反向电流远小于和它并联的电流
iD
R
iD
+
vD
-
三.理想二极管的特性
1.二极管的正向压降远小于和它串联的电压 2.反向电流远小于和它并联的电流
iD
R
iD
iD
+
vD
-
0
vD
1.2.3 二极管的主要参数
(1) 最大正向直流电流IF
R
iD
+
vD
-
1.2.3 二极管的参数
设
传输到集电极的电流
发射极注入电流
即 InC
IE
通常 IC >> ICBO
则有 IC
IE
为电流放大系数，与管
子的结构尺寸和掺杂浓度
有关一般 = 0.90.99
载流子的传输过程
2. 电流分配关系
令 IC
IB
根据 IE=IB+ IC
可得 1
IC
1.2.4 稳压二极管
1. 稳压特性
利用二极管反向击穿特性实现稳压。稳压二极管稳压时工 作在反向电击穿状态。
(a)符号
德国功能翻译理论
e.g. 奈达早在1964年区分“形式对等”和“功能对等”。 20世纪70年代以来语用学受到更多的关注, 翻译代为由词、短语转移到了语篇, 但基本的语言学框架没变。 在功能主义翻译学派成为主流之前, 以对等论为基础的语言学派在德国翻译界占主导地位。其代表人物是Wilss 和Koller等。
科勒指出: 如果译文能够满足有关结构条件的某些要求，那么原文和译文便存在着对等。这些相关的条件跟内容、风格以及功能有关。因而对等的要求便体现为: 原文的质量必须得以保留。也就是说原文的风格、内容及功能必须得以保留，或者至少译文应该尽可能地保留这些特征。 对等论者一般都侧重于原文，认为原文的特征必须在译文中得以保留。
Dacron 的确凉 TOFEL 托福 第六届中国厦门对台商品交易会暨海峡两岸机械电子商品展销会 The sixth China Xiamen Commodity Fair & Machinery and Electronics Exhibition
在家靠自己, 出国靠国旅 At home you’re your own boss. In china your Aladdin’s Lamp is at CITS
e.g. Cette semaine on tuer le cochon. this week we (will) kill the pig. 这个星期我们杀猪。 为实现译文功能。只能改写: Special offer—Fresh and abundant
删减与改写
删减和改写在文学类语篇翻译有时是一种必要。（见P39） 在应用语篇的翻译中, 则是常常必须借助的手段。
在目的论的框架下, 决定翻译目的的最重要因素之一便是受众——依着心目中的接收者, 他们有自己的文化背景知识, 对译文的期待及交际需求。每一种翻译都指向一定的受众, 因此翻译是在 “目标语情景中为某种目的及目的受众而生产的文本”（Vermeer） 费米尔的理论中较少提及原文, 可见目的论中原文明显低于对等论中原文的地位。费米尔认为原文只是为目的语受众提供部分或全部信息的源泉。
Principle_Electronics_Lab1_Exp8
Run Time Start Time Max Step Size
100us 0us 1us
Attention
報告繳交內容必須包括： 1. 由Pspice繪製之電路圖，需標示各元件之特性值以及名稱，重要節點( 如輸出或輸 入節點 )亦須加註名稱。 2. 模擬結果之波形圖( 需按指示標註 )。 (將模擬結果經Print Screen之後所得之圖形貼上。) 3. 如要求分析過程及所需參數清楚列出。 4. 繳交報告格式一律為.pdf檔，勿繳交Pspice之檔案。
Vc DC Bias Voltage Vc Sweep Range Ib DC Bias Current
5Volt 0~6V △V=0.02Volt 20uA
Ib Sweep Range
0~100uA △I=10uA
Lab 2
將電路如以上圖之組態連接，並做出此電路輸入輸出轉換 特性之圖形。Vin之輸入範圍為-30V~+30V，圖中需標示出 Vo之轉折點。
DC Analysis
DC Analysis(直流分析) 針對電路中因為某一參數(此參數可為各 式電源值，元件參數…etc.)的變動造成直 流偏壓值的改變所做的分析。
使用情況 電路偏壓點分析，掃描單一變數變化造成 的偏壓變化…etc.
DC Analyze Example: Series Resistors Circuit
Design and Simulation flow of Pspice A/D
Basic instruction---Start
按此啟動
Basic instruction---Create New Project
Passage 1 Laptops Are Great
Laptops Are Great, but Not During a Lecture or a MeetingSusan DynarskiAStep into any college lecture hall and you are likely to find a sea of students typing away at open, glowing laptops as the professor speaks. But you won’t see that when I’m teaching. Though I make a few exceptions, I generally ban electronics, including laptops, in my classes and research seminars.BThat may seem extreme. After all, with laptops, students can, in some ways, absorb more from lectures than they can with just paper and pen. They can download course readings, look up unfamiliar concepts on the fly and create an accurate, well-organized record of the lecture material. All of that is good. CBut a growing body of evidence shows that overall, college students learn less when they use computers or tablets during lectures. They also tend to earn worse grades. The research is unequivocal(明确的): Laptops distract from learning, both for users and for those ar ound them. It’s not much of a leap to expect that electronics also undermine learning in high school classrooms or that they hurt productivity in meetings in all kinds of workplaces.DMeasuring the effect of laptops on learning is tough. One problem is that students don’t all use laptops the same way. It might be that dedicated students, who tend to earn high grades, use them more frequently in classes. It might be that the most distracted students turn to their laptops whenever they are bored. In any case, a simple comparison of performance may confuse the effect of laptops with the characteristics of the students who choose to use them. Researchers call this “selection bias.”EResearchers can solve that problem by randomly assigning some students to use laptops. With that approach, the students who use laptops are comparable in all other ways to those who don’t. In a series of experiments at Princeton University and the University of California, Los Angeles, students were randomly assigned either laptops or pen and paper for note-taking at a lecture. Those who had used laptops had substantially worse understanding of the lecture, as measured by a standardized test, than those who did not.FThe researchers hypothesized(假设) that, because students can type faster than they can write, the lecturer’s words flowed right to the students’ typing fingers without stopping in their brains for substantive processing. Studentswriting by hand had to process and condense(浓缩) the spoken material simply to enable their pens to keep up with the lecture. Indeed, the notes of the laptop users more closely resembled(类似于) transcripts than lecture summaries. The handwritten versions were more succinct(简明的) but included the salient(最重要的) issues discussed in the lecture.GEven so, it may seem heavy-handed(冷酷的) to ban electronics in the classroom. Most college students are legal adults who can serve in the armed forces, vote and own property. Why shouldn’t they decide themselves whether to use a laptop? The strongest argument against allowing that choice is that one student’s use of a laptop harms the learning of students around them. In a series of lab experiments, researchers at York University and McMaster University in Canada tested the effect of laptops on students who weren’t using them. Some students were told to perform small tasks on their laptops unrelated to the lecture, like looking up movie times. As expected, these students retained less of the lecture material. But what is really interesting is that the learning of students seated near the laptop users was also negatively affected.HThe economic term for such a spillover(溢出效应) is a “negative externality(负外部性),” which occurs when one person’s consumption harms the well-being of others. The classic negative externality is pollution: A factory burning coal or a car using gasoline can harm the air and environment for those around it.A laptop can sometimes be a form of visual pollution: Those nearby see its screen, and their attention is pulled toward its enticements(诱惑), which often include not just note-taking but Facebook, Twitter, e-mail and news.IThese experiments go only so far. They may not capture positive effects of laptops in real classrooms over the course of a semester, when students use their typed notes for review and grades are at stake. But another study did just that. At the United States Military Academy, a team of professors studied laptop use in an introductory economics class. The course was taught in small sections, which the researchers randomly assigned to one of three conditions: electronics allowed, electronics banned and tablets allowed but only if laid flat on desks, where professors could monitor their use. By the end of the semester, students in the classrooms with laptops or tablets had performed substantially worse than those in the sections where electronics were banned. JYou might question whether the experience of military cadets(军事学员) learning economics is relevant to students in other settings—say, community college students learning Shakespeare. But we’d expect the negative effects of laptops to be, if anything, less at West Point, where all courses are taught in small sections, than it is at institutions with many large lectures. Further, cadets have very strong incentives to perform well and avoid distractions, since class rank has a major impact on their job status after graduation.KThe best way to settle this question is probably to study laptop use in more colleges. But until then, I find the evidence sufficiently compelling tha t I’ve made my decision: I ban electronics in my own classes.LI do make one major exception. Students with learning disabilities may use electronics in order to participate in class. This does reveal that any student using electronics has a learning disability. That is a loss of privacy for those students, which also occurs when they are given more time to complete a test. Those negatives must be weighed against the learning losses of other students when laptops are used in class.MStudents may object that a laptop ban prevents them from storing notes on their computers. But smartphones can snap pictures of handwritten pages and convert them to an electronic format. Even better, outside class, students can read their own handwritten notes and type them, if they like, a process that enhances learning. The best evidence available now suggests that students should avoid laptops during lectures and just pick up their pens. It’s not a leap to think that the same holds for middle and high school classrooms, as well as for workplace meetings.Each of the following statements contains information given in one of the paragraphs in this passage. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by filling the blanks with the corresponding letter.1.Most college students are legal adults.2.Not all students use laptops in the same way.3. A group of professors studied laptop use in an introductory economicsclass at the United States Military University.4.The notes of the students who used laptops during the experimentresembled transcripts of lectures.5.Students who use laptops or tablets during lectures tend to receivelower grades than those who do not.6.For cadets, class rank has a significant effect on their job status aftergraduation.7.“Negative externality” occurs when one person’s consumption ofsomething harms the well-being of others.8.McMaster University is in Canada.9.It is difficult to measure the effect of laptops on learning.10.The students who used laptops during the experiment had poorerunderstandings of the lecture than students who did not.。
硬件描述语言与数字系统设计实验指导书_lab1
《信号与信息处理综合实验（FPGA部分）》实验指导书实验一FPGA使用入门一、实验目的（1）掌握ISE 13.2集成开发环境和Modelsim软件的使用方法；（2）熟悉S6 Card实验板的使用方法。
（3）掌握使用Verilog HDL语言实现常用组合逻辑和时序逻辑的方法。
（4）了解Chipscope的功能与使用方法二、实验内容（1）熟悉S6 CARD实验板；（2）熟悉ISE集成开发环境；（3）3比特加法器仿真与上板实验（4）m序列产生器仿真与在板Chipscope调试三、实验要求按下面的说明逐步操作，实验结束后需经教师或助教验收，并将工作目录压缩后重新命名，命名规则为“组号_lab1.zip(rar)”，并分别撰写实验报告，上传到ftp上的”FPGA学生作业/实验一”文件夹。
四、实验过程说明（一）熟悉S6 CARD实验板1 S6 CARD开发板整体架构板卡体积小巧，面积与身份证大小相同，故命名为S6 CARD板卡，其实物图如图1所示。
图1 S6 CARD板卡实物图S6 CARD开发板以Spartan-6系列的XC6SLX9-TQ144芯片为核心，供电、下载与调试都通过板卡自身的USB接口完成，扩展了LED、GPIO、UART以及USB-JTAG电路，结构如图2所示。
此外，S6 CARD通过USB线完成板卡供电和调试，便于使用。
图2 S6 CARD板卡结构图其中，Flash芯片使用了32Mb的SPI Flash M25P32，容量大，也适合于嵌入式系统开发。
系统时钟由外部晶振给入，频率为50MHz。
2 S6 CARD开发板驱动电路1、LED驱动电路LED是最基本的电路组件，给高电平就发光，且发光的程序和驱动电流有关。
板卡的LED 电路如图3所示。
图3 S6 CARD LED电路2、按键和拨码开关电路LED、按键以及拨码开关本质上属于同一类设备，LED为输出设备，而按键和拨码开关属于输入设备。
按键为瞬时输入设备，仅在按下时维持一个固定输入，松开则返回到固定的逻辑相反状态。
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Drinking a milkshake through a straw
Small diameter straw – high resistance Causes large pressure drop Large diameter straw – low resistance Causes small pressure drop
“High” pressure Vi “Low” pressure +
A R1
B
Units are in Ohms Dissipates power in heat!
R2
C
R3 D
Basic Electronics Review - 4
Ohm‟s Law (know it cold!)
V=I*R A relationship between current and voltage for a resistor
ME 106 ME 120
ME 106 ME 154 ME 157 ME 195
Actuator Sensor
ME 120 ME 297A
System to Control
ME 110 ME 182 ME 136 ME 189 ME 154 ME 195 ME 157
BJ Furman 22JAN11
Consider two resistances in series What is VA in terms of
Vi,
R1 and R2
Vi
&#what? Why is this important?
Voltage divider effect occurs whenever one circuit is connected to another
Voltage dividers can be used to set a voltage level somewhere between a given supply voltage and ground
If significant current is desired, it is better to use a power supply or voltage regulator
Original Circuit Equivalent Circuit
A
R1
Vi
+
A +
R2
Vi
R3
Req D
D
Basic Electronics Review - 6
Power (units are in Watts)
= I2R = (V/R)2R = V2/R P = I2R = I2(V/I) = IV
A R1 + B
“High” pressure Vi
R2
I
“Low” pressure
C R3
We will assume „conventional‟ current flow – positive charges flow out of the + terminal and return to the - terminal
V
+ i
-
i A sin(t ) A sin(2ft )
di d ( A sin(2ft ) V L L 2fLA cos(2ft ) dt dt
di V L dt 1 i Vdt L 1 2 E Li 2
The Voltage Divider
“Accumulator”, water tank
Pressure storage. Stores energy in an electric field Voltage across the leads takes time to build up. Units of capacitance are Farads
The slope of the V-I line The voltage drop across a resistor is proportional to the current through it
V
I R
V,volts R I, Amps
R increasing
Basic Electronics Review - 5
/bjfurman/courses/ME1 06/ME106pdf/ME106termproject.doc
Video sample of previous projects
Key Concepts
Voltage Ground Current Resistor Capacitor Inductor Impedance Power
Ground is often taken as the low pressure point, but any point could be taken as „ground‟ ex. VAD = Vi = -VDA
R2 C R3 D
Basic Electronics Review - 2
Current – put it in terms that a 6th grader could understand
Determine equivalent series and parallel impedances Explain the significance of a voltage divider Derive an expression for the impedance of a capacitor
D
Basic Electronics Review - 3
Resistor – put it in terms that a 6th grader could understand
“Flow restriction” (causes a pressure (voltage) drop across it), an impedance
Lab 1 – Intro to the Mechatronics Lab
Read and prepare Take the pre-lab quiz before you start your lab session
PortMaster
Solder practice Bit manipulation and port IO learning
Inductor – put it in terms that a 6th grader could understand
“Flywheel, merry-go-round”
An inertia. Stores energy in a magnetic field Tries to oppose changes in current flow. Units of inductance are Henrys
Get prepared for Lab 1 and started on PortMaster build Get started on the term project Explain in simple terms what is meant by:
• • • • •
•
Voltage Current Ground Resistor, Capacitor, Inductor Impedance Power
P
Any circuit
A +
Note: can calculate the power required for any circuit by measuring I and V and taking their product
I
R1
B
Vi
R2 C R3 D
Capacitor
Capacitor– put it in terms that a 6th grader could understand
V + -
Q CV
V A sin(t ) A sin(2ft ) dV d ( A sin(2ft ) i C C 2fCA cos(2ft ) dt dt
dQ dV iC dt dt 1 V idt C 1 E CV 2 2
Inductor
Mechatronics Concept Map
Power Source
User Interface
ME 106 ME 120
Controller
(Hardware & Software)
ME 106
Power Interface
INTEGRATION
ME 106 ME 190 ME 187
Signal Conditioning
“Flow”
Flow of electric charge (e-). Units are in Amps The response of charge to applied voltage Need a complete circuit for current to flow
A “through” quantity – we measure it through an element
Basic Electronics Review - 1
Voltage – put it in terms that a 6th grader could understand