Electric Circuits and Networks by K. S. Suresh Kumar | PDF Free Download.
The field of electrical and electronic engineering is vast and diverse. However, two topics hold the key to the entire field. They are ‘Circuit Theory’ and ‘Signals and Systems’.
Both these topics provide a solid foundation for later learning, as well as for future professional activities. This undergraduate textbook deals with one of these two pivotal subjects in detail.
In addition, it connects ‘Circuit Theory’ and ‘Signals and Systems’, thereby preparing the student-reader for a more detailed study of this important subject either concurrently or subsequently.
The theory of electric circuits and networks, a subject derived from a more basic subject of electromagnetic fields, is the cornerstone of electrical and electronics engineering.
Students need to master this subject well and assimilate its basic concepts in order to become competent engineers.
Primary Objective:- To serve as a textbook that will meet students’ and instructors’ need for a two- or three-semester course on electrical circuits and networks for undergraduate students of electrical and electronics engineering (EE), electronics and communications engineering (EC), and allied streams.
This textbook introduces, explains, and reinforces all the basic concepts of analysis of dynamic circuits in time-domain and frequency-domain.
Secondary Objective:- To use circuit theory as a carrier of the fundamentals of the linear system and continuous signal analysis so that the students of EE and EC streams are well- prepared to take up a detailed study of higher-level subjects like analog and digital electronics,
Pulse Electronics, analog, and digital communication systems, digital signal processing, control systems, and power electronics at a later stage.
The subject of electric circuits and networks is currently covered in two courses in Indian technical universities.
The introductory portion is covered as a part of a course offered in the first year of the undergraduate program. It is usually called basic electrical engineering.
About half of the course time is devoted to Introductory Circuit Theory covering the basic principles, DC circuit analysis, circuit theorems, and single-frequency sinusoidal steady-state analysis using phasor theory.
This course is usually a core course for all disciplines. Therefore, it is limited very much in its content and depth as far as topics in circuit theory are concerned.
The course is aimed at giving an overview of electrical engineering to undergraduate students of all engineering disciplines.
Students of disciplines other than EE and EC need to be given a brief exposure to electrical machines, industrial electronics, power systems, etc., in the third semester.
Many universities include this content in the form of a course called electrical technology in the third semester for students of other engineering disciplines.
This approach makes it necessary to teach them AC steady-state analysis of RLC circuits even before they can be told about the transient response in such circuits.
The EE students, in fact, need AC phasor analysis only from the fourth or fifth semester since they start on electric machines and power systems only then.
But the first-year course on basic electrical engineering has to be a common course and hence even EE and EC students learn AC steady-state analysis before the transient response.
The second course on circuits is usually taught in the third semester and is termed electric circuit theory for EE students and circuits and networks or network analysis for EC students. Few comments on these different course titles and course content are in order.
Traditionally, undergraduate circuit theory courses for the EE stream slant towards a ‘steady-state’ approach to teaching circuit theory.
The syllabi of many universities in India contain extensive coverage on single-phase and three-phase circuits with the transients in RC and RL circuits postponed to the last module in the syllabus.
The course instructor usually finds himself with insufficient contact hours towards the end of the semester to do full justice to this topic.
The EE stream often orients circuits courses to serve as prerequisites for courses on electrical machines and power systems.
This led to the EC stream preparing a different syllabus for their third-semester circuit theory course––one that was expected to orient the student towards the dynamic behavior of circuits in time-domain and analysis of dynamic behavior in the frequency domain.
But, in practice, the syllabus for this subject is an attempt to crowd too many topics from network analysis and synthesize into what should have been a basic course on circuits.
Such a difference in orientation between the EE-stream syllabus and EC-stream syllabus for circuit theory is neither needed nor desirable.
The demarcation line between EE and EC has blurred considerably over the last few years. In fact, students of both disciplines need good coverage of linear systems analysis or signals and systems in the third or fourth semester.
Unfortunately, linear systems analysis has gone out of the curriculum even in those universities which had introduced it earlier, and signals and systems have started making its appearance in the EC curriculum in many universities.
But the EE stream is yet to lose its penchant for AC steady-state in many Indian technical universities.
The subject of electrical circuit theory is as electronic as it is electric. Inductors and capacitors do not get scared and behave differently when they see a transistor.
Neither do they reach sinusoidal steady-state without going through a transient state just because they happen to be part of a power system or electrical machine?
Against this background, I state the pedagogical viewpoint I have adopted in writing this textbook.
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