 |  Engineering Circuit Analysis, 6/e William H. Hayt Jr.,
late of Purdue
Jack E. Kemmerly,
late of California State University
Steven M. Durbin,
University of Canterbury, New Zealand
Book Preface| Reading this book is intended to be an enjoyable experience, even
though the text is by necessity scientifically rigorous and somewhat
mathematical. We, the authors, are trying to share the idea that
circuit analysis can be fun. Not only is it useful and downright essential to
the study of engineering, it is a marvelous education in logical thinking, good
even for those who may never analyze another circuit in their professional
lifetime. Looking back after finishing the course, many students are truly
amazed by all the excellent analytical tools that are derived from only three
simple scientific laws—Ohm’s lawand Kirchhoff’s voltage and current laws.
In many colleges and universities, the introductory course in electrical engineering
will be preceded or accompanied by an introductory physics course
in which the basic concepts of electricity and magnetism are introduced,
most often from the field aspect. Such a background is not a prerequisite,
however. Instead, several of the requisite basic concepts of electricity and
magnetism are discussed (or reviewed) as needed. Only an introductory
calculus course need be considered as a prerequisite—or possibly a corequisite—
to the reading of the book. Circuit elements are introduced and
defined here in terms of their circuit equations; only incidental comments
are offered about the pertinent field relationships. In the past, we have tried
introducing the basic circuit analysis course with three or four weeks of
electromagnetic field theory, so as to be able to define circuit elements more
precisely in terms of Maxwell’s equations. The results, especially in terms
of students’ acceptance, were not good.
We intend that this text be one from which students may teach the science
of circuit analysis to themselves. It is written to the student, and not to the
instructor, because the student is probably going to spend more time than the
instructor in reading it. If at all possible, each new term is clearly defined
when it is first introduced. The basic material appears toward the beginning
of each chapter and is explained carefully and in detail; numerical examples
are used to introduce and suggest general results. Practice problems
appear throughout each chapter; they are generally simple, and answers to
the several parts are given in order. The more difficult problems appear at
the ends of the chapters and follow the general order of presentation of the
text material. These problems are occasionally used to introduce less important
or more advanced topics through a guided step-by-step procedure,
as well as to introduce topics which will appear in the following chapter.
The introduction and resulting repetition are both important to the learning
process. In all, there are over 950 end-of-chapter problems in addition to
numerous practice problems and worked examples. Most of the exercises
are new in this edition, and, with the assistance of several colleagues, each
problem was solved by hand and checked by computer when appropriate.
If the book occasionally appears to be informal, or even lighthearted, it is
because we feel that it is not necessary to be dry or pompous to be educational.
Amused smiles on the faces of our students are seldom obstacles to
their absorbing information. If the writing of the text had its entertaining
moments, then why not the reading too?
Much of the material in the text is based on courses taught at Purdue University;
the California State University, Fullerton; Fort Lewis College in
Durango; the joint engineering program of Florida A&M University and
The Florida State University; and the University of Canterbury.
New in the Sixth Edition
Revising this text has been a daunting task, to say the very least. I used
it as an undergraduate at Purdue University, where I was fortunate to take
circuits from Professor Hayt himself—one of the best professors I ever had.
In looking back, it’s sometimes hard to remember how exactly I came to be
invited to join the team of such a famous textbook. I met the sponsoring
editor, Catherine Shultz, through my participation in the review of another
textbook, and the fact that McGraw-Hill was planning to add a new co-author
to Engineering Circuit Analysis eventually came up in conversation.
She invited me to review the Fifth Edition, and summarize my thoughts as to
where the Sixth Edition needed to go. That was back in March of 1999—and
I’ve been working on this project ever since.
There are several very noteworthy features of Engineering Circuit Analysis
that are responsible for its success. It is a very well structured book—key
concepts are presented in a logical format, but also interlinked seamlessly
into a larger framework. Bill Hayt and Jack Kemmerly put a great deal of
work into the creation of the First Edition, and their desire to impart some
of their boundless enthusiasm to the reader comes through in every chapter.
My first impressions were that not only did the figures need redrawing and
updating, but that the numerous examples were often very difficult to locate.
Also, the Fifth Edition relied very heavily upon the premise that students
would work each and every Drill Problem; as such, Drill Problems were
used as key vehicles to transfer concepts regarding methodology and basic
problem-solving skills. Further, there was a need to inject more practical
flavor into the text to capture the attention of today’s students, to increase the
number of examples, and to provide a larger assortment of end-of-chapter
problems for instructors.
Each and every chapter in this book received careful attention. Some of the
key changes users of the Fifth Edition will observe include:
1. A new introductory chapter has been written to provide students with a
brief overview as well as key reasons for requiring them to study
circuit analysis early in their program.
2. Chapter 1 has been split into two chapters, as has Chap. 2; this was
done so that this important material could be introduced at a less
rushed, more leisurely pace. The network topology material in Secs.
2.7 and 2.8 has been moved to an appendix.
3. In keeping with reviewer comments and the modern trend to reduce
the amount of lecture time spent in time-domain analysis, the material
in Chaps. 4 and 5 has been combined into a single chapter.
4. The material on op amps has been relocated from Chap. 1 to a
self-contained chapter (Chap. 6). To the degree possible, the
remainder of the text was written so that instructors who prefer to
leave the teaching of op amp circuits to later electronics courses can
do so without undue distraction. The common approach to op amps in
circuit analysis textbooks is to attempt to use them as a “practical”
application of dependent sources. This doesn’t work perfectly,
however, since almost as soon as we establish that model for op amps,
we discard it in favor of the ideal op amp model. In this treatment, the
ideal op amp is presented in the same way as the ideal resistor,
capacitor, and inductor. Practical op amp analysis skills are
emphasized in the introductory sections. Once the students develop
some confidence with this eminently practical device, the ideal op amp
model is derived from a more accurate (but nevertheless still
approximate) dependent voltage source model.
5. Sinusoidal steady-state response concepts have been consolidated into
a single chapter for a more streamlined approach.
6. A section on three-phase power measurement has been updated and
reintroduced from an earlier version.
7. The chapter dealing with transformers has been relocated to
immediately following the three-phase power chapter for the
convenience of instructors.
8. Perhaps one of the largest reorganizations is the combination of the
original treatment of complex frequency with the introduction to the
Laplace transform. The modern trend has been to introduce Laplace
transforms earlier in the course. However, students are almost always
completely confounded when first confronted with the notion of a
complex frequency, and so it was felt that a more gentle introduction
to some of the related concepts was still appropriate.
9. Several new sections have been added, including discussions of how to
choose from among the various circuit analysis techniques explained
in the different chapters, and the design of filter circuits from a general
perspective.
10. The chapter on state-variable analysis has been removed from the
bound version of the text. However, depending on the interests of the
instructor, this material can provide a useful perspective of general
circuit analysis theory. For this reason, it was decided to make the
original material available through the textbook website.
11. Over 300 new end-of-chapter problems have been added.
12. Practical Application sections have been added to many of the
chapters, with the intention of showing how the many equations and
theories presented apply to the real world.
13. PSpice and MATLAB examples have been added to almost every
chapter. However, the authors feel strongly that computer-aided
engineering should be just that—an aid, not a substitute for developing
problem-solving skills. Thus, the introduction of computer tools has
been carefully timed with the aid of many reviewer suggestions.
Computer-aided analysis is introduced into homework problems only
as the last part of a regular problem in order to encourage students to
compare hand calculations to digital results. PSpice student version
9.1 and MATLAB student version 5.0 were used.
14. The introduction to each chapter has been shortened, and now includes
a Goals and Objectives section. Each chapter concludes with a short
summary of key concepts to aid in review.
15. A series of margin icons has been introduced.(see book copy)
16. This edition of Engineering Circuit Analysis introduces a new
multimedia supplement, Virtual Professor. Educators are slowly
beginning to understand how different people learn in different
fashions. For example, some students tend to be more visually
oriented, while others are more audio-oriented. Others prefer to obtain
the majority of their information directly from the written word.
Accounting for variations in learning preferences, however, can be a
daunting task in writing a textbook. The introductory set of eleven
Virtual Professor modules has been developed as one means of
combining the best of all worlds. Each module contains a narrated,
animated mini-lecture on a particular introductory circuit analysis
topic, along with one or more worked examples. The media player
allows the module to be paused to allow notes to be taken, as well as to
allow the student to attempt to finish an example before the solution is
given. It also allows the user to replay a particular portion of any
module as often as desired. The eleven modules are
| Current, Voltage, and Power | Basic Mesh Analysis | | Kirchhoff’s Current Law Advanced Mesh Analysis | Kirchhoff’s Voltage Law The Supermesh | | Basic Nodal Analysis | Source Transformation | | Advanced Nodal Analysis | Thévenin’s Theorem | | The Supernode | |
One perspective, I suppose, is that the movie came out at the same
time as the book!
The unexpected passing of Bill Hayt at the very beginning of this revision
was an enormous shock. I never had the opportunity to talk to him about the
intended changes—I can only hope that the revisions have helped this book to
speak to yet another generation of bright young engineering students. In the
meantime, we (durbin@ieee.org and the editors at McGraw-Hill) welcome
comments and feedback from both students and instructors.
The ever-present support of the McGraw-Hill editorial and production staff,
including Tom Casson, Betsy Jones, Michelle Flomenhoft, James Labeots,
John Wannemacher, Kelley Butcher, Heather Sabo, Phil Meek, and Linda
Avenarius is gratefully acknowledged. Catherine Shultz, the sponsoring
editor for Electrical Engineering, deserves a special acknowledgement for her constant support, enthusiasm, patience, and dedication to the successful
completion of this project. It simply would not have happened without her,
and working with her has been one of the best parts of the entire experience.
For the Sixth Edition, the following individuals deserve acknowledgment and
a debt of gratitude for their time and energy in reviewing various versions
of the manuscript:
Jorge Aravena, Louisiana State University
Griff Bilbro, North Carolina State University
John Choma, Jr., University of Southern California
John Durkin, University of Akron
Bruce Ferguson, TRW Corporation
John Fleming, Texas A&M University
Gary Ford, University of California, Davis
Allan Hambley, Michigan Technological University
Bill Kennedy, University of Canterbury, NEW ZEALAND
Preetham Kumar, California State University—Sacramento
Susan Lord, University of San Diego
Horacio Marquez, University of Alberta, CANADA
Wilfred Moreno, University of South Florida
Donald Neamen, University of New Mexico
John O’Malley, University of Florida
Martin Plonus, Northwestern University
Clifford Pollock, Cornell University
Gabriel Rebeiz, University of Michigan
Tapan Saha, University of Queensland, AUSTRALIA
Charles Smith, University of Mississippi
Maamar Taleb, University of Bahrain, BAHRAIN
Val Tareski, North Dakota State University
Ewen Thomson, University of Florida
William Wee, University of Cincinnati
Michael Werter, University of California, Los Angeles
Doug Williams, Georgia Institute of Technology
Cameron H. G. Wright, U.S. Air Force Academy
Xiao Bang Xu, Clemson University
The comments and suggestions from Drs. Reginald Perry, Rodney Roberts,
and Tom Harrison of the Department of Electrical and Computer Engineering
at Florida A&M University and The Florida State University are gratefully
acknowledged, as is the incredible effort and enthusiasm of Bill Kennedy
at the University of Canterbury, who proofread each chapter and provided
many useful suggestions. Also, a special thanks to Dr. Richard Duke of
the University of Canterbury for his support during the completion of this
project, Ken Smart for his assistance with the inductor photo in Chapter 7,
Gary Brinkworth for his assistance with the power factor Practical Application,
Richard Blaikie for his help with the h -parameter Practical Application,
and Wade Enright for supplying numerous transformer photographs. Many
people have influenced my teaching style over the years, including Profs. Bill
Hayt, David Meyer, Alan Weitsman, and my thesis advisor, Jeffery Gray, but also the first electrical engineer I ever met—my father, Jesse Durbin, a graduate
of the Indiana Institute of Technology. Support and encouragement from
the other members of my family—including my mother, Roberta, brothers
Dave, John, and James, as well as my parents-in-law Jack and Sandy—are
also gratefully acknowledged. Finally and most importantly: thank you to
my wife, Kristi, for your patience, your understanding, your support, and
advice.
steven m. durbin |
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2002 McGraw-Hill Higher Education