Teaching Design while Constructing a 100-Watt Audio Amplifier

J. Joseph
Oral Roberts University
Tulsa, OK 74171

Abstract - Juniors in their first semester take the first course

in electronics viz. Electronics I. Gradually they are
exposed to the concepts of design while learning about
semiconductors, bipolar junction transistors, field effect
transistors, and different types of amplifiers including
class-B push-pull amplifiers. Three weeks before the end of
the semester, they start designing a 100 watt audio
amplifier. On completing the design, it is constructed using
power transistors and other components. The amplifiers are
evaluated by the instructor for power output and fidelity.
During the whole process, students go through several
additional cycles of learning which could not have been
imparted in the typical recitation environment. This paper
discusses those topics and the indirect reward the instructor
receives while observing the students successfully complete
their work.

formulation of design problem statements and

specifications
consideration of alternative solutions
feasibility considerations
detailed system descriptions
2. The design process
This three-hour course has a 1.0 hour engineering design
component and a three-hour laboratory. The primary intent
of this course is for the student to learn the criteria and
procedures involved in a design project. A secondary
purpose is to develop a topic covered in class to a greater
depth utilizing the concepts of engineering design. The
following table describes the tasks were required for the
successful completion of the project:

1. Introduction
Students who take Electronics I study about semiconductor
diodes, power supplies, bipolar junction transistors, field
effect transistors and design of amplifiers that use these
semiconductors. As a capstone assignment, they design,
fabricate and test a 100-watt audio amplifier. Since most of
the students are in their early twenties and like stereo
amplifiers, this assignment is done with a great deal of
enthusiasm.
According to Lamb [3], engineering design is the
process of devising a system, component or process to meet
desired needs. It is a decision making process in which the
basic sciences, mathematics and engineering sciences are
applied to optimally convert resources to meet a stated
objective.
The fundamental elements of a design process are:
the establishment of objectives
synthesis
analysis
fabrication
testing
The engineering design component of a curriculum
must include at least some of the following features:
development of creativity among students
use of open-ended problems
development and use of design methodology

Table 1.
Tasks Requirement and date

Points

To obtain an analytical model of the

system (11/10/96)

10%

2.

To obtain a simulation model of the

system (11/10/96)

10%

3.

To construct the prototype (11/24/96)

50%

4.

To experimentally verify the parameters

(11/30/96).

10%

5.

To demonstrate the project ( 12/6/96)

10%

6.

To submit a written report. (12/6/96 )

10%

2.1 Design Phase I

According to Table 1, students are required to obtain an
analytical and simulation model of the amplifier before the
specified date. The necessary theory for the project is
covered in detail in lecture classes and in text-book [1].
Some high lights are as follows:
The output stage of the 100 watt audio amplifier is
shown in Fig. 1. It is a class-B, push-pull amplifier. The
calculations in the design process are not very complex and
the steps may be traced as follows:
Since it is required to feed 100 watts of power into

+VCC

R2

Fig.1
Push Pull Amplifier

Q1

D1

C1
VIN

C2
D1

RL

Q2

R2

GND

an 8-ohm loudspeaker, the required supply voltage may be

computed using;
Poutput =

V 2cc
64

The maximum value of the current in the collector

of the push-pull amplifier may be computed to be
Icmax =

V cc
8.

However to generate an output of 100 watts,

students realize the need of a Class-A preamplifier. The
preamplifier will supply a current to the bases of the
transistors in the push-pull stage. Thus, the output current

I c max
from the preamplifier should be at least
where =

hfe of the output power transistors. The design now focuses

on the preamplifier. Though they may be familiar with
Class-A preamplifiers, it has to meet the requirements of the
output stage. The ratings of the output power transistors are
computed as follows:
Pmax=

V 2cc
.
4. 2 .8

Traditionally 2N3055s have been chosen for this

assignment. These transistors can dissipate 115 watts and
can carry a maximum collector current of 10 amps. They

also use 2N3055s in the preamplifier. The values of different

capacitors are calculated to meet requirements of cut-off
frequencies. The diodes in the base circuit of the power
stage are used for bias stability. To avoid any difficulty in
obtaining diodes matching the emitter-base characteristics of
power transistors, students use emitter-base junctions of
2N3055s as diodes.
2.2 Design Phase II
The preamplifier is designed in this phase. The preamplifier
being Class-A, they directly choose a common-emitter
amplifier. The calculations proceed as follows:
Voltage Gain Av =

RL Rc
R E +h ib

The biasing point may be computed as

ICQ=

V CC
R ac +R dc
2.3 Design Phase III

The amplifier designed thus far is simulated using

MicroSim PSPICE [2]. Since students have access to a
full version of PSPICE [2], the simulation proceeds
without any difficulty. However, now they do realize that
they may need another stage before the preamplifier to
amplify the signals coming from a microphone. This being
another Class-A amplifier, the design proceeds without any
glitch. After obtaining satisfactory results from simulations,

they proceed to the next phase, where the amplifier is

fabricated.
2.4 Design Phase IV
In this phase, students construct and test the amplifiers they
have designed. They soon realize that they cannot be using
the bread-boards that they have been using for low power
applications. The output power transistors are connected
using thick wires and mounted on heat sinks. Concepts of
thermo-dynamics that they have studied in other classes find
direct application in this phase. Students who did not mount
power transistors on heat sinks find their transistors being
destroyed in testing. The importance of heat sink becomes
very clear to them. Another aspect that is quickly observed
is the importance of correctly connecting electrolytic
capacitors.
3. "Mid-stream corrections"
Table 1 is the main tool used by the instructor and students
to keep projects on track. Unlike the capstone design project
for the degree, this course offers the instructor the
opportunity to meet with the students for three hours in
lecture and another three hours in the laboratory. This gives
sufficient opportunity for instructor and students to interact
and remove any glitches that may exist in the whole process.
Over the last seven years this course has been
taught, students have had no difficulty stepping through the
six tasks specified in Table 1. However, due to time
constraints, they have had difficulty reaching the 100-watt
mark.
4. 1 Project evaluation
Table 1 enumerates the assignment of grades to the tasks
involved in the project. It may be observed that the specified
tasks are to be completed on or before the specified date.
Students have been to have no difficulty in obtaining
analytical and simulation models of the amplifiers. Hence
evaluating reports produced for these activities is rather
direct. However, the evaluation of hardware has generated
some problems.

do Fourier Transforms will be used in future.

In addition to the above, it is also essential to
include a variety of realistic constraints such as:
economic factors
safety
reliability
aesthetics
ethics
social impact
and perform a qualitative evaluation of the whole project.
The qualitative evaluation by its very nature has the danger
of being rather subjective.
5. Some highlights of the design experience
Unlike any other course in electronics [ offered at ORU ]
students learn the following:
Thermal effects on transistors; i.e. transistors need to
be cooled to obtain their rated power output.
Electrolytic Capacitors are polarized.
Power ratings of resistors are important
Badly designed preamplifier introduces noise in the
system
Even a well designed amplifier needs an appealing
enclosure
Since push-pull stages use more than 50 Volts for
VCC,, safety of the user is an important concern.
6. Conclusion
Design and construction of a 100-watt audio amplifier was
done in a first course in electronics. In addition to the
material that has been covered in lecture and experience
gained in the corresponding laboratory, students have been
observed to go through another learning cycle while
working on the project. As an instructor, I have been
enriched through this design experience.
7. Acknowledgment
The author thankfully acknowledges the valuable comments
of the referees and support received from ORU
administration to carry out this work

4.2 Evaluation of hardware

The hardware is evaluated as follows:
An input signal is supplied to the amplifier through
an audio-frequency signal generator.
The output of the amplifier is connected to a system
of speakers that have a power rating of 200 watts
(RMS).
An oscilloscope is used to observe the distortion at
the output. A digital storage scope with the ability to

8. References
1)

2)
3)

Savant C. J., Roden S. Martin and Carpenter Gorden,

"Electronic
Design
Circuits
and
Systems",
Benjamin/Cummings, Second Edition.
PSPICE, "Users Manual", MicroSim Corp..
Lamb Robert, "EGRE 311 syllabus", ORU, Tulsa.