Notes, summaries, assignments, exams, and problems for Electronics

The field of radio frequency (RF) and microwave engineering generally covers the behavior of alternating current signals with frequencies in the range of 100 MHz (1 MHz = 10⁶ Hz) to 1000 GHz (1 GHz = 10⁹ Hz). RF frequencies range from very high frequency (VHF) (30–300 MHz) to ultra high frequency (UHF) (300–3000 MHz), while the term microwave is typically used for frequencies between 3 and 300 GHz, with a corresponding electrical wavelength between λ = c/ f = 10 cm and λ = 1 mm, respectively. Signals with wavelengths on the order of millimeters are often referred to as millimeter waves.

Limitations of Standard Circuit Theory

Because of the high frequencies (and short wavelengths), standard circuit theory often cannot be used directly to... Continue reading "RF and Microwave Engineering: Principles and Applications" »

Effective Educational Design: Objectives, Content, and Evaluation

Defining Learning Objectives

• Must express what students should learn by the end of the teaching unit or project.
• Must include teaching-learning content (concepts, procedures, and values).
• Must refer to basic skills and capabilities to be developed.
• Must guide the learning process and evaluation.
• Are statements that begin with an action verb (infinitive). The verbs used should be observable and evaluable.
• Formulated from the students' point of view, using phrases like: “By the end of the teaching unit, students should have learned...”

Understanding Educational Content

Educational content encompasses various forms of knowledge and skills essential for learning:

• Procedural Content: A

Unit 1: Language Definition and Communication Fundamentals

Language Definition and Characteristics

• Yule's Perspectives:
  • Arbitrariness
  • Displacement
  • Specialization (signs produced for communication)
• Language Functions:
  • Seven functions by Jakobson
  • Three functions by Halliday

Communication Definition and Process

• Definition and process of communication
• Communicative competence
• Spoken and Written Language:
  • Historical attitudes
  • Key differences

Factors in the Communication Process

• Key factors in communication
• Language functions (Jakobson)
• Context (Halliday and Hasan)
• Speech Acts:
  • Austin (1962):
    • Definition
    • Locutionary acts
    • Illocutionary acts
    • Perlocutionary acts
  • Searle: Different illocutionary acts:
    • Direct and indirect acts
    • Categories: Directives, Assertives, Commissives, Expressives,

Synchro Systems

• What lead on a transistor has a colored dot? - Collector lead.
• Differential synchro system - Combines two or more inputs.
• Which of these creates error voltage? - TDX.
• Controlled system - The processing plant range which is to be...
• Control units in a control synchro system are driven by - Electromagnetic or mechanical means.
• Resolvers generally provide - Very reliable outputs.
• Resolver synchro system - Transmits angular position with high accuracy.
• Air gap inaccuracies in synchros - Bring huge problems in controlling.
• Instability of transmitter - The momentum of the servo motor to go...
• If the synchro transmitter rotor is turned - The field turns the same angle.
• Torque systems are used for - Light loads, such as the position of dials..

Present simple

I go/she goes, I don't go/she doesn't go, Do I go/Does she go?
- Regular habit or routine, a true scientific fact (always usually at 1 o'clock at night...)

Present continuous

I am asking, I'm not asking, Am I asking?
- Action happening now (now at the moment right now), temporary action (this year at present today these days...), plan for the near future (this evening tonight tomorrow...)

Past simple

I worked, I didn't work, Did I work?
- Completed action in the past, series of completed actions in the past (yesterday last week when then)

Past continuous

I was running/you were running, I wasn't running/you weren't running, Was I running?/Were you running?
- Action in progress at a specific time in the past (at 4 o'clock last night...),... Continue reading "Verb Tenses in English: Present, Past, Future" »

Understanding Morphosyntax: Strategies for Effective Learning

Morphology and syntax are the heart of the lexicon. If pronunciation and spelling provide the visual and sound images of communication, then morphosyntax offers the structural rules of the game, telling us how to use language effectively. Therefore, what is often meant by 'grammar' is, in essence, morphosyntax.

Mastering morphosyntax means being much more aware of the forms of words and how they combine, and using this knowledge to understand and express oneself better. It does little good to memorize verb conjugations or diagram a sentence if, afterward, we cannot exploit these mechanisms to speak and write with greater accuracy and clarity. A single idea can be expressed in infinite... Continue reading "Mastering Morphosyntax: Enhancing Language Skills" »

Felicity Conditions in Communication

Let's analyze some examples:

• "Hi Joe, how are you?" - S wants to know A. H knows A.
• "Can you open the window?" - S wants H to do A. H is capable of doing A. S believes that H is willing to do A.
• "Mom, I am home." - S wants H to know A. H wants to know A.

Discourse and Language in Context

Discourse is language in context. It is given in a social context and involves interaction. Key factors include:

• Channel (S, W)
• Agent (mono, di, multi)
• Register (Formal, informal)
• Social context
• Purpose (transactional, interactional)
• Context (embedded, reduced)
• Genre (instructive, narrative, descriptive, persuasive, informative, expository)

Text form is the representation of text types.

Communicative Competences (M&S)

• Grammatical: Lexical

P.S: every day,sometimes,always,never/I don't-doesn't

The simple present tense

is One of several forms of present tense in English. It is used to describe habits, unchanging situations, general Truths, and fixed arrangements.

1^st Person normal, do, don’t.

3^rd Add -s question does, doesn’t,

For habits
He drinks tea at Breakfast.
She only eats fish.

Present perfect

Affirmative: 1^st have walked, 3^rd Has walked

Negative: 1^st haven’t walked, 3^rd Hasn’t walked

Interrogative 1^st have I walked? 3^rd Has she walked?

Present continuous

1^st I/you am/are going, i/you am not/ aren’t Going, am I going? Are you going?

3^rd he is going, he isn’t going, is he Going?

Present perfect continuous: Has been + ing

1^st I have been, I haven’t been, have I been living?

3^rdShe has been, she hasn't Been running, has