Unit 57: Principles and Applications of

Analogue Electronics
Unit code: K/600/6744
QCF Level 3: BTEC Nationals
Credit value: 10
Guided learning hours: 60

Aim and purpose

This unit will provide learners with an understanding of analogue electronics and the skills needed to design,
test and build analogue circuits.

Unit introduction

Although digital circuits have become predominant in electronics, most of the fundamental components in a
digital system, particularly the transistor, are based on analogue devices. Advances in technology mean that, as
transistors get smaller, it becomes more important when designing digital circuits to account for effects usually
present in analogue circuits. This unit will give learners an understanding of the key principles and function of
analogue electronics.
Analogue electronics are still widely used in radio and audio equipment and in many applications where
signals are derived from analogue sensors and transducers prior to conversion to digital signals for subsequent
storage and processing.
This unit will introduce learners to the basic analogue principles used in electronics, such as gain, loss and
noise and the principles of a range of classes of amplifier. The unit will also cover the operation of analogue
electronic circuit systems and their components, such as integrated circuits (ICs) and the sensors required in
analogue (and some digital) circuits.
Learners will be able to apply their understanding of principles and operation in the design and testing of
analogue electronic circuits for specified functions using electronic computer-based methods.
Finally, learners will build and test circuits such as a filter, amplifier, oscillator, transmitter/receiver, power
control, or circuits/systems with telecommunication applications. This will include the use of circuit assembly
and testing methods, such as circuit diagrams, interpreting/recording measurements, analysis of performance
and the use of a range of test equipment.

Learning outcomes
On completion of this unit a learner should:
1 Understand the principles of gain and loss and the function of amplifiers in analogue circuits
2 Understand the operation of analogue electronic circuit systems and their components
3 Be able to use computer-based techniques to design and test analogue electronic circuits for specified
functions
4 Be able to build and test an analogue electronic circuit.

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Unit content

1 Understand the principles of gain and loss and the function of amplifiers in analogue
circuits
Gain and loss: definition and use of the decibel (dB), benefits of using the logarithmic unit for voltage/
power gain; decibel reference to one milliwatt (dBm)
Noise: types of noise eg thermal, cross-talk, shot; effects of noise on typical circuits/components; signal-to-
noise ratio
Transistor amplifier: classes of amplifier such as A, B, AB and C; feedback and its effects on gain, bandwidth,
input and output impedance, noise and distortion

2 Understand the operation of analogue electronic circuit systems and their

components
Analogue integrated circuit (IC): use of and interpretation of manufacturers’ data; IC operation eg gain,
frequency, power consumption; typical IC systems eg 555 oscillators/timers, amplifiers (operational,
power, instrumentation), voltage regulators (linear or switch mode), filters (switched capacitor), phase
locked loop (PLL), power control (smart devices, MOSFET bridge driver), sensors (thermal, opto,
magnetic), analogue switches

3 Be able to use computer-based techniques to design and test analogue electronic

circuits for specified functions
Propose design solutions: use of integrated circuits; use of simulation program with integrated circuit
emphasis (SPICE)/electronic computer aided design (ECAD) techniques to analyse and develop circuits
Circuits and systems: eg filters (anti-aliasing, mains, notch), amplifiers (specified gain/frequency response,
power), oscillators (voltage controlled oscillator (VCO) for frequency shift keying (FSK) or frequency
modulation (FM)), PLL for FSK or FM demodulator, opto-transmitter/receiver (fibre link, remote control),
power supplies (DC/AC converter, non-interruptible), sensors (environmental), power control (stepper
motor driver), circuits and systems with telecommunication applications
Circuit simulation and testing: functional testing using a supplied test specification to determine circuit
design inputs and outputs eg test-point voltages, output signals

4 Be able to build and test an analogue electronic circuit

Circuit assembly: use of prototyping methods eg breadboard, stripboard, printed circuit board (PCB);
typical circuits eg filter, amplifier, oscillator, transmitter/receiver, power control, circuits/systems with
telecommunication applications
Circuit testing: use circuit diagrams; interpret/record measurements eg voltage, frequency, noise, gain;
analysis of performance; use of test equipment eg oscilloscope, signal generator, digital multimeters,
frequency meter/spectrum analyser, virtual (computer-based) instruments, data capture

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Assessment and grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the
level of achievement required to pass this unit.

Assessment and grading criteria

To achieve a pass grade the To achieve a merit grade the To achieve a distinction grade
evidence must show that the evidence must show that, in the evidence must show that,
learner is able to: addition to the pass criteria, in addition to the pass and
the learner is able to: merit criteria, the learner is
able to:
P1 explain the decibel as a M1 compare the practical D1 analyse the results of a
measure of gain and noise performance of two different designed electronic circuit
classes of amplifier with reference to measured
signals in terms of both
voltage and frequency
P2 describe two different classes M2 justify the selection of specific D2 evaluate computer-based
of amplifier analogue integrated circuit and practical methods used
devices to meet a given to analyse the behaviour of
design specification analogue circuits with respect
to their effectiveness in the
design process.
P3 explain four different effects M3 evaluate the performance
of feedback on the function of of an analogue circuit by
an amplifier interpreting measured results.
P4 explain the operation of three
common analogue integrated
circuit devices
P5 describe two system
applications for each of three
common analogue integrated
circuit devices
P6 use computer-based
simulation methods to
produce a possible design
solution for three different
analogue circuit systems [IE1,
CT1]
P7 use computer-based
simulation methods to
simulate and test the
performance of a given
analogue electronic circuit
[IE1]
P8 build and test an electronic
circuit to a given analogue
circuit specification [SM3].

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PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate
effective application of the referenced elements of the skills.

Key IE – independent enquirers RL – reflective learners SM – self-managers

CT – creative thinkers TW – team workers EP – effective participators

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Essential guidance for tutors

Delivery
This unit can be delivered as a stand-alone unit or with Unit 58: Construction and Applications of Digital
Systems.
This unit assumes that learners already have a certain level of related knowledge and are able to build circuits
using a range of methods. It also assumes they can use a range of test and measurement instruments. Tutors
will need to assess these skills at the beginning of the unit and either adjust their delivery style to incorporate
further training or ensure that the appropriate skills are achieved through other units of study.
A practical approach to delivery will be most effective and tutors should reinforce the more theoretical
aspects through hands-on activities and practical assignments. Ideally, centres will have strong links with local
employers so that learners can apply their knowledge to real work-based applications of the technology.
Alternatively, visits to appropriate exhibits, trade fairs and manufacturers can be used to help put the unit into
context.
When delivering the benefits of using the decibel (dB) tutors should point out the need to simply add/subtract
gains.
The high practical content of this unit means that tutors must give appropriate attention to health and safety.
This is of particular importance when relatively large groups may be working in an electronics workshop
environment with minimal supervision as would be expected at this level of work.
Learning outcome 4 could provide the focus for delivery with tutors developing a range of mini build and test
projects. The content for learning outcome 3 provides a list of example circuits that could be used in small
projects. The relevant theory, from learning outcomes 1 and 2 could then be integrated into the projects so
that it is taught and applied to reinforce relevance and application.
The use of ‘eg’ is to give an indication and illustration of the breadth and depth of the area or topic. As such,
not all content that follows an ‘eg’ needs to be taught or assessed.

Outline learning plan

The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.

Topic and suggested assignments/activities and/assessment

Whole-class teaching:
● introduction to unit, scheme of work and methods of assessment
● explain the use of the decibel as a measure of gain and noise.
Practical learner activities:
● determine the voltage gain of a transistor amplifier .
Prepare for and carry out Assignment 1: Principles of Gain and Loss (P1).

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 Topic and suggested assignments/activities and/assessment
Whole-class teaching:
● explain the different types of transistor amplifier and effects of feedback.
Practical learner activities:
● investigate and comparing different types of transistor amplifier.
Prepare for and carry out Assignment 2: Amplifier Types and Functions (P2, P3, M1).
Whole-class teaching:
● explain use of manufacturers’ data
● explain and demonstrate the operation of integrated circuits
● explain operation of typical integrated circuit systems.
Practical learner activities:
● investigate the operation of different integrated circuit devices.
Prepare for and carry out Assignment 3: Analogue Integrated Circuits (P4, P5, M2).
Whole-class teaching:
● explain and demonstrate the use of computer-based simulation techniques to analyse and develop analogue
circuits
● explain the applications of different circuits and systems
● explain and demonstrate simulation and testing of circuits to determine circuit design inputs and outputs.
Practical learner activities:
● design and test analogue circuits for a range of different functions.
Prepare for and carry out Assignment 4: Design and Simulation of Analogue Circuits (P6, P7, M3, D1).
Whole-class teaching:
● explain and demonstrate use of prototyping methods for assembly of a variety of different circuits
● explain and demonstrate the use of circuit diagrams and test equipment to interpret and record
measurements and to analyse circuit performance.
Practical learner activities:
● use circuit assembly and testing methods.
Prepare for and carry out Assignment 5: Building and Testing Analogue Circuits (P8, D2).
Feedback on assessment and unit evaluation.

Assessment
This unit could be assessed through a carefully structured series of activities and assignments that link to each
other and culminate in the building and testing of an electronic circuit to a given analogue circuit specification.
P1 could be assessed with a short assignment to determine the voltage gain of a transistor amplifier,
expressing this first as a ratio and then converting the voltage gain (or loss) into decibels (dB). Learners could
also measure the output noise power (in the absence of a signal) and use this to determine the signal to noise
ratio for a given input signal voltage.
The assignment should ensure that it includes tasks to cover all the required aspects of content – definition
and use of the decibel (dB), benefits of using the logarithmic unit for voltage/power gain and decibel reference
to one milliwatt (dBm). The assignment must also provide an opportunity to consider the required aspects of

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noise – types of noise, effects of noise on typical circuits/components, signal-to-noise ratio. Setting this within
the context of the amplifier investigated by each learner will provide scope for authentic evidence based on
individual practical work. Ensuring that each learner is working with a slightly different amplifier could further
reinforce this.
Assessment of P2 could build on the learner’s work with transistor amplifiers by considering and describing
two different classes of amplifier (eg class A and class B). The amplifiers described for P2 could then be used
for P3, although the choice of amplifiers must ensure that between them, the learner is able to explain at
least four different effects of feedback on the function of an amplifier (eg its effect on gain/bandwidth/input
and output impedance/noise and distortion). This assignment could be designed to also provide learners with
an opportunity to work towards M1 by comparing the practical performance of the two different classes of
amplifier. An alternative to using two separate amplifiers (one of each class) is that of simply switching the bias
of the output stage for operation in either class A or class B mode.
The third assignment, to cover P4 and P5, could require learners to explain the operation of three common
analogue integrated circuit (IC) devices. One or more of these could then be used in their final circuit for
P8. The explanation will need to address the learner’s use and interpretation of manufacturers’ data and
the operation of each IC for typical IC systems. In addition, learners are required to describe two system
applications of each IC. Again, one of these could be the focus of the build and test project for P8. A further
task could be added to cover M2, requiring learners to justify the selection of specific IC devices to meet a
given design specification. Note the use of ‘devices’ in the criterion. This implies that the system has more
than one IC device operational.
Assessment of P6 and P7 could be through a fourth assignment requiring learners to use SPICE/ECAD to
produce circuit designs, with annotated printouts of three different circuits, eg filters, amplifiers, oscillators. A
more extensive range of examples is given within the unit content section for this criterion. Learners could
then simulate and test the performance of one of these in detail (eg for DC levels/gain/frequency/bandwidth),
which would give an opportunity to achieve P7. In addition, evidence of learners’ ability to evaluate the
performance of one of these analogue circuits by interpreting measured results, could lead to achievement of
M3. If learners are also able to analyse the results of a designed electronic circuit with reference to measured
signal in terms of both voltage and frequency then they could achieve D1. Note that another opportunity
exists to achieve M3 and D1 t during the build and test work for P8. However, M3 or D1 only needs to be
achieved once and it is not important whether this is through simulated or real circuit evaluation and analysis.
Finally, P8 should bring together all of the learner’s experience within one practical build and test of an actual
circuit. This could be built using breadboard, stripboard or printed circuit board (PCB) techniques. The circuit
could be one of the simulated circuits used for P6 or P7. Learners could reflect on the techniques carried out
for P6, P7 and P8 and work towards achievement of D2. For example, the evaluation of the SPICE/ECAD-
approach (P6/P7) compared with the practical methods (P8) used to analyse the behaviour of an analogue
circuit with respect to their effectiveness in the design process.

Programme of suggested assignments

The table below shows a programme of suggested assignments that cover the pass, merit and distinction
criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either
write their own assignments or adapt any Edexcel assignments to meet local needs and resources.

Criteria covered Assignment title Scenario Assessment method

P1 Principles of Gain and Loss A technician has been A practical investigation
asked to determine the evidenced through a
voltage gain of a transistor written report.
amplifier.

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 Criteria covered Assignment title Scenario Assessment method
P2, P3, M1 Amplifier Types and A technician needs to A practical investigation
Functions compare different types of evidenced through a
amplifier to determine the written report.
best for an application in
the workplace.
P4, P5, M2 Analogue Integrated A technician needs to A written description of
Circuits explain the operation of circuit devices including
circuit devices to a new justification of choice of
apprentice. amplifiers for specific
applications.
P6, P7, M3, D1 Design and Simulation of A technician has been A practical activity
Analogue Circuits asked to design analogue evidenced through
electronic circuits for three annotated printouts,
different applications. observation records and a
written report interpreting
measured results.
P8, D2 Building and Testing A technician needs to A practical design and
Analogue Circuits build and test an analogue build activity evidenced
electronic circuit. through observation
records and a written
report.

Links to National Occupational Standards, other BTEC units, other BTEC

qualifications and other relevant units and qualifications
This unit forms part of the BTEC Engineering sector suite. This unit has particular links with:

Level 1 Level 2 Level 3

Electrical and Electronic Principles
Electronic Circuit Design and
Manufacture
Electronic Measurement and Testing
Construction and Applications of
Digital Systems

This unit contributes towards the knowledge and understanding requirements of the SEMTA Level 3 NVQ in
Electrical and Electronic Engineering, particularly:
● Unit 15: Checking the Compliance of Electronic Components Against the Specification
● Unit 16: Assembling and Checking Printed and Allied Electronic Circuits
● Unit 17: Assembling and Wiring Electronic Equipment and Systems
● Unit 18: Testing Post-Production Electronic Components and Circuits.

Essential resources
Centres will need to provide access to an electronics workshop including facilities for circuit construction using
breadboards/stripboard/PCB methods together with the relevant tools and equipment.

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Centres will also need to provide the basic components and appropriate specialised integrated circuits
together with relevant catalogues, application notes and data sheets.
Access to SPICE/ECAD facilities that permit circuit simulation and testing is essential. Electronic test equipment
will also need to be provided to meet the requirements of the unit content and assessment and grading criteria.

Employer engagement and vocational contexts

Much of the work for this unit can be set in the context of learners’ work placements or be based on case
studies of local employers. Further information on employer engagement is available from the organisations
listed below:
● Work Experience/Workplace learning frameworks – Centre for Education and Industry (CEI – University
of Warwick) – www.warwick.ac.uk/wie/cei/
● Learning and Skills Network – www.vocationallearning.org.uk
● Network for Science, Technology, Engineering and Maths Network Ambassadors Scheme –
www.stemnet.org.uk
● National Education and Business Partnership Network – www.nebpn.org
● Local, regional Business links – www.businesslink.gov.uk
● Work-based learning guidance – www.aimhighersw.ac.uk/wbl.htm

Indicative reading for learners

Textbooks
Storey N – Electronics: A Systems Approach (Prentice Hall, 2009) ISBN 9780273719182
Tooley M – Electronics Circuits: Fundamentals and Applications (Newnes, 2006) ISBN 0750669233

Delivery of personal, learning and thinking skills

The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit.

Skill When learners are …

Independent enquirers identifying questions to answer and problems to resolve when using computer-
based simulation methods to produce design solutions for analogue circuits
Creative thinkers generating ideas and exploring possibilities when using computer-based simulation
methods to produce design solutions for analogue circuits
Self-managers organising time and resources and prioritising actions when building and testing
analogue circuits.

Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further
opportunities to develop a range of PLTS through various approaches to teaching and learning.

Skill When learners are …

Independent enquirers planning and carrying out research and analysing and evaluating information
relevant to analogue principles and applications

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Skill When learners are …
Team workers collaborating with other when working in groups to assemble and test analogue
circuits.

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