电子学课程指导与实验（英文影印版） (2010 年度畅销榜NO.15682 )

\r\n\r\n\r\n\r\n\r\n本书满足将《电子学（The Art of Electronics)》一书作为课本的师生们的两个需要； \r\n\r\n\r\n·所设置的23个实验练习可以做为电子学（包括模拟电路与数字电路）一个学期或两个学期的课程的主干（从欧姆定律到微机原理）； \r\n\r\n\r\n·对课本上一些知识点的解释做了补充，这些知识点对于学生来说，要比那些仅把课本当作参考书的电子工程师们来得重要。 \r\n\r\n\r\n在23个单元中，本书引导学生通读课本。每个单元都提供了—— \r\n\r\n\r\n阅读作业和问题 \r\n\r\n\r\n这些阅读作业和问题，包含了学生所能接受的信息量。更重要的是，向学生指明了第一次阅读课本时最重要的内容。 \r\n\r\n\r\n学习材料 \r\n\r\n\r\n四到十五页长的讨论，详细解释课本上相关的知识点。举例、从前的知识点类推出来的解释以及为数众多的插图，可以使学习对课本核心内容的理解进一步加深。 \r\n\r\n\r\n实例 \r\n\r\n\r\n差不多每个“学习材料”后都有实例，这些实例不仅仅是想提供一个解决方法，而且希望能阐明解决类似问题的过程。 \r\n\r\n\r\n除了这些单元以外，本书还有一部分“参考资料”，这部包括：\r\n\r\n\r\n词汇表 \r\n\r\n\r\n表中列出了一些重要的术语。该词汇表从课本的索引中选择了一些最常用的和最容易使初学者感到困惑的词不达意（包括缩写词和专业词），可以做为索引的补充材料。 \r\n\r\n\r\n复习总结 \r\n\r\n\r\n概括了每章中最重要的知识点，可以帮助学习复习和组织所学的内容。 \r\n\r\n\r\n器件手册 \r\n\r\n\r\n这些典型的器件手册，使学生可以将手册上的说明与实验室观察的结果作对比，而且可以练习寻找有用信息的能力。 \r\n\r\n\r\n本书是作者在哈佛大学多年教学的结晶。书上的实验练习，作者都一一测试过。因此，本书可以说是针对学生需要的一套课程材料，在该简化的地方一笔带过，而在一些学过普遍感到很难的概念上，则循循善诱，着墨颇多。 \r\n
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ANALOG \r\n\r\n Chapter 1: Foundations \r\n\r\n Overview:Chapter1 \r\n\r\n Class 1:DC Circuits \r\n\r\n Worded example: Resistors & instruments \r\n\r\n Lab 1:DC circuits \r\n\r\n Class 2:Capcaitors&RC Circuits \r\n\r\n Worked example: RC circuits \r\n\r\n A Note on reading capacitor values \r\n\r\n Lab 2:Capacitors \r\n\r\n Class 3:Diode Circuits \r\n\r\n Worked example: Power supply \r\n\r\n Lab 3:Diode circuits \r\n\r\n Wrap-up:Ch.1:Review \r\n\r\n Jargon and terms \r\n\r\n \r\n\r\n Chapter 2 :Transistors (bipolar) \r\n\r\n Overview: Chapters 2 &3 \r\n\r\n Class 4:Transistors I: First Model \r\n\r\n Worked example :Emitter follower \r\n\r\n Lab 4:Transistors I \r\n\r\n Class 5:Transistors II: Corrections to the first model :Ebers-Moll:re;applying this new view \r\n\r\n Worked example: Common-emitter amplifier(bypassed emitter) \r\n\r\n Lab 5: Transistors II \r\n\r\n Class 6: Transistors III: Differential amplifier; Miller effect \r\n\r\n Worked example; Differential amplifier \r\n\r\n Lab 6:Transistors III \r\n\r\n Wrap-up Ch.2:Review \r\n\r\n Jargon and terms \r\n\r\n \r\n\r\n Chapter 3:Field Effect Transistors \r\n\r\n Class 7:FETsI(linear applications) \r\n\r\n Worked example: Current source ,source follower \r\n\r\n Lab 7:FETsI(linear) \r\n\r\n (We return to FETs in Lab 11) \r\n\r\n \r\n\r\n Chapter 4:Feedback and Operational Amplifiers \r\n\r\n Overview: Feedback: Chapter 4.5&6 \r\n\r\n Class 8:Op Amps I: Idealized view \r\n\r\n Worked Example :Inverting amplifier; summing circuit \r\n\r\n Lab 8:Op amps I \r\n\r\n Class 9:Op Amps II: Departures from ideal \r\n\r\n Worked example : Integrators; effects of op amp error \r\n\r\n Lab 9:Op amps II \r\n\r\n \r\n\r\n Chapter 4 (continued);Chapter 5 Active Filters &Oscillators \r\n\r\n Class 10:Op Amps III: Positive Feedback, Good and Bad: comparators, oscillators, and unstable circuits; a quantitative view of the effects of negative feedback \r\n\r\n Appendix: Notes on op amp frequency compensation \r\n\r\n Worked example: Effects of feedback \r\n\r\n (quantitative) \r\n\r\n Schmitt trigger \r\n\r\n Op Amp Innards; Annotated schematic of the LF411 \r\n\r\n Lab 10:Positive feedback, good and bad \r\n\r\n Wrap-up Chs.4&5:Review \r\n\r\n Jargon and terms \r\n\r\n \r\n\r\n Chapter 5:Field Effect Transistors(revisited) \r\n\r\n Class 11:FETsII: Switches(power switching and analog switch applications)Worked example: Sample and hold \r\n\r\n Lab 11:FET switches \r\n\r\n Wrap-up Ch.3 :Review \r\n\r\n Jargon and terms \r\n\r\n \r\n\r\n Chapter 6:Voltage Regulators and Power Circuits \r\n\r\n Class 12:Voltage Regulators \r\n\r\n Lab 12:Voltage regulators \r\n\r\n Wrap-up Ch.6 :Jargon and terms \r\n\r\n (This course omits Text's Chapter 7:Prcision Circuits &Low-Noise Techniques \r\n\r\n DIGITAL \r\n\r\n \r\n\r\n Chapter 8:Digital Electronics \r\n\r\n Overview: Chapters 8&9 \r\n\r\n Class 13:Digital Gates; Combinational Logic \r\n\r\n Worked example : Multiplexers \r\n\r\n Binary arithmetic \r\n\r\n Lab 13:Digital gates \r\n\r\n Class 14:Sequential Circuits; Filp-Flops \r\n\r\n Worked example: combinational logic \r\n\r\n Lab 14:Flip-flops \r\n\r\n Class 15:Counters \r\n\r\n Worked example; counter applications \r\n\r\n Lab 15 :Counters \r\n\r\n Class 16: Memory ;Buses;State Machines \r\n\r\n Worked example;state machines \r\n\r\n Lab 16:Memory;State Machines \r\n\r\n Wrap-up Ch.8:Review \r\n\r\n Jargon and terms \r\n\r\n \r\n\r\n Chapter 9:Digital Meets Analog \r\n\r\n Class 17:Analog<->Digital; \r\n\r\n Phase-Locked Loop \r\n\r\n Lab 17:Analog <->Digital; \r\n\r\n Phase-Locked Loop \r\n\r\n Wrap-up Ch.9:Review \r\n\r\n Jargon and terms \r\n\r\n \r\n\r\n Chapter 10,11:Microcomputers;Microprocessors \r\n\r\n Overview:Chapter 10&11 \r\n\r\n Class 18:μ1:IBM PC and our lab microcomputer \r\n\r\n Worked example:minimal 68008 controller \r\n\r\n Lab 18: Add CPU \r\n\r\n Class 19:Assenbly Language;Inside the CPU;I/O Decoding \r\n\r\n Supplementary notes:Introdection to assembly language \r\n\r\n Lab 19:μ2:I/O \r\n\r\n Class 21:μ4:More Assembly-Language Programming ;12-bit port \r\n\r\n Worked example :10 tiny programs \r\n\r\n Worked Example:12-bit frequency counter \r\n\r\n Hand assembly :table of codes \r\n\r\n Lab 21:A/D,D/A,Data Handling \r\n\r\n Class 22:μ5:Interrupts&Other'Exceptions'Debugging aid:Register Check in two forms \r\n\r\n Lab 22:'Storage scope';Interrupts&other 'exceptions' \r\n\r\n Class 23:μ6:Wrap-up;Buying and Building \r\n\r\n Lab 23:Applying your microcomprter('Toy Catalog') \r\n\r\n Wrap-up Chapters 10,11: \r\n\r\n Review \r\n\r\n Jargon and terms \r\n\r\n \r\n\r\n Appendix: \r\n\r\n A Equipment and Parts List \r\n\r\n B Selected data sheets \r\n\r\n 2N5485 JFET \r\n\r\n DG403 analog switch \r\n\r\n 74HC74 dual D FLIP-FLOP \r\n\r\n AD7569 8-bit A/D,D/A \r\n\r\n 68008 executon times and timing diagram \r\n\r\n 25120 write-only memory \r\n\r\n C Big Picture:Schematic of lab \r\n\r\n D Pinouts \r\n\r\n \r\n\r\n Index \r\n\r\n Laboratory Exercses (a more detailed listing ) \r\n\r\n PART 1:ANALOG LABS \r\n\r\n Lab 1 DC Circuits \r\n\r\n Ohm;s law;A Nonlinear device;The diode ;Voltage divider ,Thevenin model;Oscilloscope;AC voltage divider \r\n\r\n Lab 2 Capacitors \r\n\r\n RC circuit; Differentiator,Integrator,Low-pass filter,High-pass filter,Filter exampleI;Filter ecaple II;Blocking capacitor;LC filter \r\n\r\n Lab 3 Diodes \r\n\r\n LC resonant circuit;Confirming Fourice series;Half-wave rectifier,Full-ware bridge rectifier;Ripple;Signal diodes ;Diode clamp;Diode limiter ,Impedances of test instruments \r\n\r\n Lab 4 Transistors I \r\n\r\n Transistor junctions are diodes; Emitter follower,Transistor current gain ;Current source;Common emitter amplifier, Transistor switch \r\n\r\n Lab 5 Transistor II \r\n\r\n Dynamic diode curve tracer ,Grounded emitter amplifier ,Current mirror ,Ebers=Moll equation;Biasing :good&bad;Push-Pull \r\n\r\n Lab 6 Transistors III \r\n\r\n Differential amplifier ;Bootstrap;Miller effect;Darlington;Superbeta \r\n\r\n Lab 7 Field Effect Transistors I \r\n\r\n FET characteristics;FET current sources ; Source follower;FET as Voltagecontrolled resistance;Amplitude modulation;Radio broadcast' \r\n\r\n Lab 8 Op Amps I \r\n\r\n Op-amp open-loop gain;Inverting amplifier;Non-inverting amplifier;Follower;Current source ;Current-to-voltage converter,Summing amplifier,Push-pull buffer \r\n\r\n Lab 9 Op Amps II \r\n\r\n Op-amp limitations;AC amplifier;Integrator,Differentiator;Active rectifier;Activeclamp \r\n\r\n Lab 10 Oscillators \r\n\r\n Comparator;Schmitt trigger;IC relaxation oscillator,Sawtooth wave oscillator; \r\n\r\n Voltage-controlled oscillator;Wien bribge sine oscillator,Unwanted oscillations;discrete follower&op amp stability problems \r\n\r\n Lab 11 Field Effect Transistors II \r\n\r\n Analog switch characteristics;Applications:chopper circuit;sample-&-hold;switched-capacitor filters ;negative voltae from positive \r\n\r\n Lab 12 Power Supplies \r\n\r\n The 723 regulator; Three-terminal fixde regulator;Three-terminal adjustable regulator, \r\n\r\n Three-terminal regulator as current source;Voltage reference;'Crowbar'clamp \r\n\r\n Lab 13 Gates \r\n\r\n Logic probe;IC gates;TTL&COMS;Logic functions with NANDs;Gate innards;TTL;CMOS;CMOS NOT,NAND,3-state \r\n\r\n Lab 14 Flip-Flops \r\n\r\n Latch;D flop ;J-K flop ;Ripple counter;Synchronous counter;Shift-register;Digitally-timed one-shot \r\n\r\n Lab 15 Counters \r\n\r\n 8-bit counter;Cascading ;Load from keypad;Programmable divide-by-n counter;Period meter;Capacitance meter \r\n\r\n Lab 16 Memory;State Machines \r\n\r\n RAM;Divide-by-3 (your design);Memory-based state machines:Single-loop; \r\n\r\n External control added \r\n\r\n Lab 17 A/D ;Phase-Locked Loop:Two Digital Feedback Machines; \r\n\r\n D/A ;A/D:Slow notion;Full speed;Displaying search tree ;Speed limit; \r\n\r\n Latching output;Phase-Locked Loop:frequency multiplier. \r\n\r\n Lab 18 μ1:Adding CPU \r\n\r\n Clock ;CPU preliminary test ;Fixing busgrant*;Memory enable logic;Memory write logic;Single-step;Test program;Full-speed:timing diagram \r\n\r\n Lab 19 μ2:I/O:Output:First small program \r\n\r\n Battery backup;Power-fail detector;I/O decoder ;Data displayer ;Timing program \r\n\r\n Lab 20 μ2:Input;More small programs \r\n\r\n Delay as subroutine;Improved delay routines ;Input hardware :Data input hardware; \r\n\r\n Input/output program;Ready signal ;I/O program with enter/ready function; \r\n\r\n Decimal arithmeic \r\n\r\n Lab 21 μ4:A/D<->D/A \r\n\r\n A/D-D/A wiring details ;Programs ;confirming that D/A ,A/D work;In&Out; \r\n\r\n Invert,rectify,low-pass; \r\n\r\n Lab 22 μ5:'Storage scope;'Interrupts&other 'Exceptions' \r\n\r\n 'Storage scope ;'deyboard control; \r\n\r\n Exceptions;A software exception:illegal;Interrrupt :hardware to requestinterrupt; \r\n\r\n Program;main&service routine;NMI;Applying interrupts \r\n\r\n Register-Check :a debugging aid (optional program ;inssallif you choose to ) \r\n\r\n Lab 23 Apply Your Microcomputer('Toy Catalog') \r\n\r\n X-Y scope displays;Light-pen;Voice output;Driving a stepper motor;Games; \r\n\r\n Sound sampling/generation \r\n
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This manual is intended to be used along with The Art of Electronics by Horowitz and Hill (Cambridge University Press, New York, 2d cd. 1989) in an introductory electronics course. The manual includes three principal elements:

· laboratory exercises: 23 of these, each meant to occupy a 3-hour lab period; each set of laboratory notes except the last includes a reading assignment in the Text;

· explanatory notes: one for each laboratory exercise or class;

· worked examples: a total of 20: approximately one for each reading assignment. In addition, we have included some reference materials:

· a glossary of frequently-used terms and jargon;

· review notes for each chapter, noting the most important circuits and topics;

· selected data sheets, analog and digital.

The students this course might suit

These notes arose out of a course at Harvard; they define what we try to teach in that busy term. The course does less than all of Horowitz and Hill, of course. We treat chapters 1-11, omitting Chapter 7, on Precision Circuits .... which is more specialized than the rest, and skimming Chapter 4 on Active Filters and Oscillators. Even this selection includes more information than we expect students to absorb fully on a first pass through the book. This Manual tries to guide students to the most important material.

The typical student that we see--if there really is a typical student--is an undergraduate majoring in Physics, and wanting to learn enough electronics to let him or her do useful work in a laboratory. But we do not assume such background in these notes. Students very different from that typical student thrive in our course. Graduate students in the sciences appear regularly; during the summer we see many high school students, and some of these do brilliantly; now and then a professor of Physics takes the course (and they do all right, too!). In the 'extension' version of the course, we see lots of programmers who want to know what's going on in their machines, and we see people who just happen to be curious about electronics. That curiosity, in fact, is the only prerequisite for this course, and suggests the only good rule to define who will enjoy it. Someone looking for an engineering course will find our treatment oddly informal, but a person eager to learn how to design useful circuits will like this course.

Laboratory Exercises

The laboratory exercises build upon a set of labs that were set out in the 1981 edition of the Laboratory Manual, by Horowitz and Robinson. The new exercises replace all of the original digital labs and substantially revise the analog labs on FET's and oscillators. In the digital section we have switched over from LSTTL to HCMOS, but the major change has been the enlarged role given to the microprocessor labs, and the shift from the Z80 processor programmed rather laboriously via a DIP switch to a 68008 processor programmed through a keypad. (A complete schematic is included. See Lab 15. Complete keypad units are available through the authors. See Parts list).

We have held to our intention that students should build their computer from the chip level, and that they should not be handed a ROM cleverly programmed by someone else. We want our students to feel that they know their computer intimately, and that it is fully their product.

The digital half of the course now centers on the microcomputer: we meet simpler digital devices--gates, flip-flops, counters, memory--partly because we want to be able to build small digital circuits, but also partly in order to understand the full microcomputer circuit. To put this point another way, the final series of labs, in which the microcomputer gradually takes form, draws together every one of the several circuit elements met earlier: combinational logic networks, flip-flop circuits, counters, memory, and analog/digital conversion. The A-D conversion experiments have been expanded to include the effects of sampling-rate and of filters applied to input and output.

Notes

The notes that introduce each lab respond to two needs that students often voice:

· The notes select a few points from the much broader coverage of the Text; those selected points are, of course, those that we think most important to a student meeting practical electronics for the first time.

· The notes explain at length. They do this at a level more basic than the Text's; and they provide explanations in a step-by-step style that the Text cannot afford, given its need to cover far more material.

A suggestion: how to use the notes

Here's a proposal; you will, of course, find your own way to use Text, Notes and all the other course materials. But here is one way to begin.

· Start by reading the day's assignment in the Text. It will include some material that is subtler than what we expect you to pick up in a first course. You may want to hear some points restated in another way, or you may want to see an example worked. Primed with this specific sort of curiosity, you might then-

· Look at the day's Notes and Lab: scan, first, to see which circuits and which pointse selected. Read the Notes on any points that puzzled you; if you still are puzzled, return to the Text for a second look at the topics you now know are most important.

· Skip topics in the Notes that you understand already. The Notes are meant to help you, not to burden you with additional reading: if you have read and understood the Text's discussion of a topic, you will miss nothing by omitting the corresponding section in the Notes.

· Try the day's worked example, at least in your head. If it looks easy, you may want to skip it. If it looks hard, probably you should try to do your own solution. If you find yourself heading into a lot of work--especially any involved calculations--probably you are doing unnecessary labor, and it is time to peek at our solution. We hope to teach you an approach to problems of circuit design, not just a set of particular roles. If there is a laborious way and a quick way to reach a good design, we want to push you firmly toward the quick way.

We expect that some of these notes will strike you as babyish, some as excessively dense: your reaction naturally reflects the uneven experience you have had with the topics the Text and Manual treat. Some of you are sophisticated programmers, and will sail through the assembly-language programming near the course's end; others will find it heavy going. That's all fight. The course out of which this Manual grew--and, earlier, the Text as well has a reputation as fun, and not difficult in one sense, but difficult in another: the concepts are straightforward; abstractions are few. But we do pass a lot of information to our students in a short time; we do expect them to achieve literacy rather fast. This course is a lot like an introductory language course, and we hope to teach by the method sometimes called immersion. It is the laboratory exercises that do the best teaching; we hope the Text and this Manual will help to make those exercises instructive.

Why our figures and text look the way they do

You will discover very quickly that this manual is informal in language and layout. The figures all are hand-drawn. They are done by hand partly because we like the look of handdrawn figures (when they are done fight; not all our figures are pretty), and partly because we want to encourage students to do their own free-hand drafting of schematics. In some cases we did draft drawings on a computer, then drew the final versions by hand! The text was produced as camera-ready copy, put out by an ordinary PC word processor. So--as writers used to say, long ago---dear reader, look with sympathy, if you can, when you find a typo, or a figure drawn amiss. Don't blame the publisher for corporate sloth. Picture, instead, two fellows hunched over their keyboard and drawing board, late at night and beginning to get drowsy.

Who helped especially with this book

Two teaching fellows gave us good advice on uncounted occasions: Shahn Majid, a mathematical Physicist who taught with us for years in the Harvard College course, and Steve Moms, a digital engineer who once took the course and then returned to teach. Steve often would linger late into the night helping to try out a new circuit or analyze an old one. Both of these two could perfectly well have taught the course, and chose nevertheless to linger--Bodhissattva-like--giving their expert help in this quieter way.

A pair of our former students, Jeff Hobson and Wei-Jing Zhu, helped us first by drawing figures--and then gradually turned into this book's godparents, helping in all sorts of ways. Often they would arrive in the evening, at the end of a long day's work, and then would

labor to help us organize, check, re-check and also to make judgments on how to make our points clearly. Often the end of the workday was defined by the departure of the last bus, at 1:00 in the morning. Their devotion to the project was invaluable, and touching.

Finally, Debbie Mills deserves thanks for putting up with her husband Tom's strange, long hours, and then, toward the end, doing much more: providing essential help in organizing, checking, and correcting the growing stacks of printouts and drawings.

Tom Hayes

Paul Horowitz

Cambridge, Mass.

July 1989