Analog Engineers - Look at Middlebrook

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Discussion Overview

The discussion centers around the contributions of Dr. R. David Middlebrook to analog engineering and education, particularly his unique teaching methods and analysis techniques. Participants reflect on his work, including his videos and papers, and share personal experiences related to his teachings.

Discussion Character

  • Exploratory
  • Technical explanation
  • Conceptual clarification

Main Points Raised

  • Some participants highlight Dr. Middlebrook's prolific authorship and the availability of his work through Veneable Instruments, including a 20-hour video series on Technical Therapy for Analog Designers.
  • There is a question regarding the meaning of "Technical Therapy," with one participant suggesting it refers to a critique of traditional electrical engineering education, which they believe teaches analysis in a way that is disconnected from practical engineering challenges.
  • One participant elaborates that Middlebrook advocated for focusing on "salient points" in circuit design, using approximations and simple models rather than precise but complex solutions.
  • Middlebrook's extra element theorem is mentioned as a significant technique for managing circuit complexity, allowing engineers to modify designs without starting from scratch.
  • Participants note his effectiveness as a lecturer and his ability to communicate complex ideas in an accessible manner, contrasting his style with that of some academics.
  • A quote attributed to Middlebrook, "Engineering is the art of approximation," is shared as a reflection of his teaching philosophy.
  • One participant shares their personal experience attending a seminar led by Middlebrook, indicating a lasting impact from his teachings.

Areas of Agreement / Disagreement

Participants generally agree on the value of Middlebrook's contributions to analog engineering education and his unique approach to teaching. However, there is no consensus on the specific implications of "Technical Therapy" or the effectiveness of traditional engineering education methods.

Contextual Notes

Some claims regarding the effectiveness of Middlebrook's teaching methods and the critique of conventional engineering education are based on personal experiences and opinions, which may vary among participants.

Joseph M. Zias
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Some of the great Analog Engineers and Teachers have passed; Bob Pease, Jim Williams, R. David Middlebrook.
I would like to inform/remind engineers and students interested in Analog Design of Dr. R.David Middlebrooks work. He was a prolific author and many of his papers are available through Veneable Instruments. In particular consider watching his 20 hour video on Technical Therapy for Analog Designers.

https://www.venableinstruments.com/venable-vault/tag/dr-r-d-middlebrook

Personally, I am recreating his loop gain measurements on a uc709 feedback amplifier - Fun!
 
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Joseph M. Zias said:
In particular consider watching his 20 hour video on Technical Therapy for Analog Designers.
I haven't watched the videos yet. Can you say what the title means by "Technical Therapy"? I'm assuming it has some special meaning?
 
berkeman said:
I haven't watched the videos yet. Can you say what the title means by "Technical Therapy"? I'm assuming it has some special meaning?
The short version is that EE is taught backwards in virtually all institutions. They give you a circuit and you thoroughly analyze it using precisely correct tools. Like a complete set of KCL, KVL, etc. Circuits are often very simple or nearly useless. Things like geometric arrangements of resistors, for example. Answers are often a gibberish of correct but unwieldly equations, as Dr. Middlebrook would say (taking points off of your HW) "unilluminating form". He was strong proponent of the factored pole-zero form of polynomial expressions common in Laplace based transfer functions, for example.

This is NOTHING LIKE what real EEs have to do for most of their careers. We have the opposite problem; given a set of requirements, design a circuit. This requires more insight into what really matters in the circuit, what effects what, why, etc. When analysis is needed he would ask you to identify and focus on "the salient points". Use approximation as part of the analytical process instead of precise solutions. He would teach a more incremental approach, use simple models and then evaluate if the errors left behind are significant.

He developed some unique and powerful analog analysis techniques, like his extra element theorem, which allow you to reduce or increase complexity without starting over from scratch. He also taught a nice exposition of approximating factors of large polynomials.

He was also an outstandingly good lecturer, winning several undergraduate teaching awards. His videos and papers are intended to be easy and useful, unlike some academics. He spoke to engineers, not university deans.
 
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Here is a very short paper answering some of this in his own words:
https://authors.library.caltech.edu/records/vdh0v-tk561

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You can also see his style here in my old post about his re-teaching the quadratic equation to undergrads.
 
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BTW, one of my favorite quotes, which he said often to students:
"Engineering is the art of approximation" - R. D. Middlebrook
 
Dave,
A very good reply. I attended one of Middlebrook/Cuk seminars in 1984 and bought his DVD years later from his group Ardem.
 

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