EC ENGR 100

Electrical and Electronic Circuits

Description: Lecture, three hours; discussion, one hour; outside study, eight hours. Requisites: Mathematics 33A, 33B or Mechanical and Aerospace Engineering 82, Physics 1C. Not open for credit to students with credit for course 110. Electrical quantities, linear circuit elements, circuit principles, signal waveforms, transient and steady state circuit behavior, semiconductor diodes and transistors, small signal models, and operational amplifiers. Letter grading.

Units: 4.0
2 of 2
Overall Rating 3.0
Easiness 2.8/ 5
Clarity 3.0/ 5
Workload 3.8/ 5
Helpfulness 3.8/ 5
Most Helpful Review
Winter 2024 - C.K. Yang is one of the most interesting professors I have ever had. He is often quite funny if you are paying attention, and is genuinely a good guy when you talk to him. Also one of the most articulate people I have ever met. There is just also a veil of mystery around this guy, I can't quite explain it. Let me start this out by saying I am NOT an CE, or any other computer major. The first three weeks were pretty alright for me, and the content was pretty interesting. After that everything just felt like stuff I did not need to know, or just too involved for it to be useful to my career/life. I have never put in so much work for a class only to get absolutely cooked by exams. Maybe it's just the nature of the content, but I felt like I either really really understood how something worked, or it made absolutely no sense to me and I couldn't even start a problem. This reflected in quizzes (3 problems, all on different concepts). Admittedly, I probably could have put like 25% more effort in the class and done considerably better, I was already neglecting other classes to study for this one, so this was not entirely possible. It just did not feel like I was getting good return on investment for the content. I think CK did a pretty good job, it's clear there is a little bit of room for improvement, (mainly just presentation style) but he seems extremely willing to change if someone tells him that there is something to be improved in the class. Honestly if he just did examples more scattered in the presentation, it would be a lot more easy to stay engaged/fully understand problem. Discussions did not have prepared material, it was up for students to ask questions to TA. This design works on paper, but in practice anyone rarely asked questions when it was clear there was a knowledge gap on a concept. I think this is kind of the whole theme with the class, and I think it's just the nature of the content/sheer amount of content that doesn't aid in making it any easier.
Overall Rating 4.9
2 of 2

Adblock Detected

Bruinwalk is an entirely Daily Bruin-run service brought to you for free. We hate annoying ads just as much as you do, but they help keep our lights on. We promise to keep our ads as relevant for you as possible, so please consider disabling your ad-blocking software while using this site.

Thank you for supporting us!