//SYS21/G:/ECF/REVISES (5-11-2001)/0750653949-CH000-PRELIMS.3D ± 1 ± [1±10/10] 10.11.2001 4:28PM Electronic Circuits:Fundamentals and Applications //SYS21/G:/ECF/REVISES (5-11-2001)/0750653949-CH000-PRELIMS.3D ± 2 ± [1±10/10] 10.11.2001 4:28PM //SYS21/G:/ECF/REVISES (5-11-2001)/0750653949-CH000-PRELIMS.3D ± 3 ± [1±10/10] 10.11.2001 4:28PM ElectronicCircuits:Fundamentalsand Applications Second edition Michael Tooley, BA Director of Learning Technology Brooklands College OXFORD AUCKLAND BOSTON JOHANNESBURG MELBOURNE NEW DELHI //SYS21/G:/ECF/REVISES (5-11-2001)/0750653949-CH000-PRELIMS.3D ± 4 ± [1±10/10] 10.11.2001 4:28PM Newnes An imprint of Butterworth-Heinemann Linacre House, Jordan Hill, Oxford OX2 8DP 225 Wildwood Avenue, Woburn, MA 01801-2041 A division of Reed Educational and Professional Publishing Ltd A member of the Reed Elsevier plc group First published 1995 as Electronic Circuits Student Handbook Reprinted 1999 Second edition 2002 ß Michael Tooley 1995, 2002 All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright holder except in accordance with the provisions of the Copyright, Design and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London, England W1P 0LP. Applications for the copyright holder's written permission to reproduce any part of this publication should be addressed to the publishers British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN 0 7506 5394 9 Typeset by Integra Software Services Pvt. Ltd., Pondicherry 605 005, India www.integra-india.com Printed and bound in Great Britain //SYS21/G:/ECF/REVISES (5-11-2001)/0750653949-CH000-PRELIMS.3D ± 5 ± [1±10/10] 10.11.2001 4:28PM Contents Preface vii 11 Microprocesser systems 177 A word about safety ix 12 The 555 timer 192 1 Electrical fundamentals 1 13 Radio 201 2 Passive components 18 14 Test equipment and measurements 216 3 D.C. circuits 46 Appendix 1 Student assignments 246 4 Alternating voltage and current 66 Appendix 2 Revision problems 250 5 Semiconductors 80 Appendix 3 Answers to problems 260 6 Power supplies 105 Appendix 4 Semiconductor pin connections 263 7 Amplifiers 116 Appendix 5 Decibels 265 8 Operational amplifiers 138 Appendix 6 Mathematics for electronics 267 9 Oscillators 151 Appendix 7 Useful web links 292 10 Logic circuits 161 Index 294 //SYS21/G:/ECF/REVISES (5-11-2001)/0750653949-CH000-PRELIMS.3D ± 6 ± [1±10/10] 10.11.2001 4:28PM //SYS21/G:/ECF/REVISES (5-11-2001)/0750653949-CH000-PRELIMS.3D ± 7 ± [1±10/10] 10.11.2001 4:28PM Preface This book has been designed to help you under- satisfy this requirement. However, for those who stand how electronic circuits work. It will provide may need a refresher or have had previous you with the basic underpinning knowledge problems with mathematics, Appendix 6 will necessary to appreciate the operation of a wide provide you with the underpinning mathematical range of electronic circuits including amplifiers, knowledge required. logic circuits, power supplies and oscillators. In the later chapters of the book, a number of The book is ideal for people who are studying representative circuits (with component values) electronics for the first time at any level including a have been included together with sufficient in- wide range of school and college courses. It is formation to allow you to adapt and modify the equally well suited to those who may be returning circuits for your own use. These circuits can be to study or who may be studying independently as used to form the basis of your own practical well as those who may need a quick refresher. investigations or they can be combined together in The book has 14 chapters, each dealing with a more complex circuits. particular topic, and seven appendices. The Finally, you can learn a great deal from approach is topic-based rather than syllabus- building, testing and modifying simple circuits. based and each major topic looks at a particular To do this you will need access to a few basic tools application of electronics. The relevant theory is and some minimal test equipment. Your first introduced on a progressive basis and delivered in purchase should be a simple multi-range meter, manageable chunks. either digital or analogue. This instrument will In order to give you an appreciation of the allow you to measure the voltages and currents solution of simple numerical problems related to present in your circuits and compare them with the operation of basic circuits, worked examples predicted values. If you are attending a formal have been liberally included within the text. In course of instruction and have access to an addition, a number of problems can be found at electronics laboratory, do make full use of it! the end of each chapter and solutions are provided at the end of the book. You can use these end-of- chapter problems to check your understanding and also to give you some experience of the `short A note for teachers and lecturers answer' questions used in most in-course assess- ments. For good measure, we have included 70 The book is ideal for students following formal revision problems in Appendix 2. courses (e.g. GCSE, AS, A-level, AVCE, BTEC, At the end of the book we have included 21 City and Guilds, RSA, etc.) in schools, sixth-form sample coursework assignments. These should colleges, and further/higher education colleges. It give you plenty of `food for thought' as well as is equally well suited for use as a text that can offering you some scope for further experimenta- support distance or flexible learning and for those tion. It is not envisaged that you should complete who may need a `refresher' before studying all of these assignments and a carefully chosen electronics at a higher level. selection will normally suffice. If you are following While the book assumes little previous know- a formal course, your teacher or lecturer will ledge students need to be able to manipulate basic explain how these should be tackled and how they formulae and understand some simple trigonom- can contribute to your course assessment. etry to follow the numerical examples. A study of While the book assumes no previous knowledge mathematics to GCSE level (or beyond) will of electronics you need to be able to manipulate normally be adequate to satisfy this requirement. basic formulae and understand some simple However, an appendix has been added specifically trigonometry in order to follow the numerical to support students who may have difficulty with examples. A study of mathematics to GCSE level mathematics. Students will require a scientific (or equivalent) will normally be adequate to calculator in order to tackle the end-of-chapter //SYS21/G:/ECF/REVISES (5-11-2001)/0750653949-CH000-PRELIMS.3D ± 8 ± [1±10/10] 10.11.2001 4:28PM viii PREFACE problems as well as the revision problems that be followed broadly in the order that they appear appear at the end of the book. with the notable exception of Chapter 14. Topics We have also included 21 sample coursework from this chapter should be introduced at an early assignments. These are open-ended and can be stage in order to support formal lab work. modified or extended to suit the requirements of Assuming a notional delivery time of 4.5 hours the particular awarding body. The assignments per week, the material contained in this book have been divided into those that are broadly at (together with supporting laboratory exercises Level 2 and those that are at Level 3. In order to and assignments) will require approximately two give reasonable coverage of the subject, students academic terms (i.e. 24 weeks) to deliver in which should normally be expected to complete between the total of 90 hours of study time should be four and five of these assignments. Teachers can divided equally into theory (supported by prob- differentiate students' work by mixing assignments lem solving) and practical (laboratory and assign- from the two levels. In order to challenge students, ment work). The recommended four or five minimal information should be given to students assignments will require about 25 to 30 hours of at the start of each assignment. The aim should be student work to complete. Finally, when con- that of giving students `food for thought' and structing a teaching programme it is, of course, encouraging them to develop their own solutions essential to check that you fully comply with the and interpretation of the topic. requirements of the awarding body concerning Where this text is to be used to support formal assessment and that the syllabus coverage is teaching it is suggested that the chapters should adequate. //SYS21/G:/ECF/REVISES (5-11-2001)/0750653949-CH000-PRELIMS.3D ± 9 ± [1±10/10] 10.11.2001 4:28PM A word about safety When working on electronic circuits, personal The severity of electric shock depends upon safety (both yours and of those around you) several factors including the magnitude of the should be paramount in everything that you do. current, whether it is alternating or direct current, Hazards can exist within many circuits ± even and its precise path through the body. The those that, on the face of it, may appear to be magnitude of the current depends upon the totally safe. Inadvertent misconnection of a voltage which is applied and the resistance of the supply, incorrect earthing, reverse connection of body.