| 000 | 03209nam a22005175i 4500 | ||
|---|---|---|---|
| 001 | 978-3-031-02018-6 | ||
| 003 | DE-He213 | ||
| 005 | 20240730164941.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 220601s2017 sz | s |||| 0|eng d | ||
| 020 |
_a9783031020186 _9978-3-031-02018-6 |
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| 024 | 7 |
_a10.1007/978-3-031-02018-6 _2doi |
|
| 050 | 4 | _aT1-995 | |
| 072 | 7 |
_aTBC _2bicssc |
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_aTEC000000 _2bisacsh |
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_aTBC _2thema |
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| 082 | 0 | 4 |
_a620 _223 |
| 100 | 1 |
_aPiatt, Teri L. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _986797 |
|
| 245 | 1 | 0 |
_aCircuit Analysis Laboratory Workbook _h[electronic resource] / _cby Teri L. Piatt, Kyle E. Laferty. |
| 250 | _a1st ed. 2017. | ||
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2017. |
|
| 300 |
_aXIII, 111 p. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
||
| 490 | 1 |
_aSynthesis Lectures on Electrical Engineering, _x1559-8128 |
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| 505 | 0 | _aPreface -- Acknowledgments -- This is my Breadboard -- Introduction to Multisim -- The Resistor Challenge -- Voltage Division -- Voltage Division Strikes Back -- Temperature Indicator--Part 1: Wheatstone Bridges -- Operational Amplifiers and Thevenin Equivalent Circuits -- Temperature Indicator--Part 2: Difference Amplifiers -- What's my Grade? (Part 1) -- What's my Grade? (Part 2) -- Fun with LEDs -- Circuits Dance Party -- Bibliography -- Authors' Biographies. | |
| 520 | _aThis workbook integrates theory with the concept of engineering design and teaches troubleshooting and analytical problem-solving skills. It is intended to either accompany or follow a first circuits course, and it assumes no previous experience with breadboarding or other lab equipment. This workbook uses only those components that are traditionally covered in a first circuits course (e.g., voltage sources, resistors, potentiometers, capacitors, and op amps) and gives students clear design goals, requirements, and constraints. Because we are using only components students have already learned how to analyze, they are able to tackle the design exercises, first working through the theory and math, then drawing and simulating their designs, and finally building and testing their designs on a breadboard. | ||
| 650 | 0 |
_aEngineering. _99405 |
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| 650 | 0 |
_aElectrical engineering. _986798 |
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| 650 | 0 |
_aElectronic circuits. _919581 |
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| 650 | 1 | 4 |
_aTechnology and Engineering. _986801 |
| 650 | 2 | 4 |
_aElectrical and Electronic Engineering. _986803 |
| 650 | 2 | 4 |
_aElectronic Circuits and Systems. _986805 |
| 700 | 1 |
_aLaferty, Kyle E. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _986806 |
|
| 710 | 2 |
_aSpringerLink (Online service) _986808 |
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| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031008900 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031031465 |
| 830 | 0 |
_aSynthesis Lectures on Electrical Engineering, _x1559-8128 _986809 |
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| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-031-02018-6 |
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| 942 | _cEBK | ||
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