These manuals show the reader how to use the CadenceOslash;/OrcadOslash; version of thePSpiceOslash; circuit simulation program with the Orcad CaptureOslash; front end.Focusing on a wide range of circuits, they feature a collection of examples that show how to create a circuit, how to run the different analyses, and how to obtain the results from those analyses.Use this URL to access the examples www.pearsoned.com/electronics The topics covered in this book are editing a basic schematic using OrcadOslash;/CaptureOslash;, Probe, DC nodal analysis, DC sweep, AC sweep, transient analysis, creating and modifying models using Orcad/Capture, digital simulations, Monte Carlo analyses, and project management with Orcad/Capture CIS.For electrical engineers, computer engineers, and workers in power electronics, analog electronics, circuit simulation, and project managers.

This manual is designed to show students how to use the PSpice circuit simulation program from Orcad with the schematic capture front end, Capture. It is a collection of examples that show students how to create a circuit, how to run the different analyses, and how to obtain the results from those analyses. This manual does not attempt to teach students circuit theory or electronics; that task is left for the main text. Instead, the manual takes the approach of showing students how to simulate many circuits found throughout the engineering curriculum. An example is the DC circuit shown below. It is assumed that the student has been given enough information to completely analyze the circuit. This manual assumes that the student wishes to check his or her answers (or intuition) with this program. The student would construct the circuit as shown in Part 1 and then run either the node voltage analysis in Part 3 or the DC Sweep in Part 4. This circuit is different from the circuits in Parts 3 and 4, but the procedure given in those parts can be applied to the circuit. This manual was designed to be used by students for their entire educational career and beyond. Since the parts are arranged by analysis type, they contain a range of examples from circuits covered in first-semester circuit theory courses to senior-level amplifier and switching circuits. Sections that are too advanced for beginning students may be skipped without loss of continuity. All parts contain both simple circuits and advanced circuits to illustrate the analysis types. Sections do not have to be covered sequentially. Individual examples can be identified that apply to specific courses. However, the following sequence is suggested for first-time users. All beginning users should follow Parts 1 and 2 completely to learn how to draw, print, and save schematics, and how to use Probe, the graphical post-processor, for viewing results. All students should follow some of the examples in Parts 3 and 4 that are relevant to the course and also cover a few of the examples that may apply to earlier courses (if any). The early examples in these parts have the most step-by-step detail of how to use the software. This manual contains examples that apply to courses throughout the engineering curriculum. Introductory circuits classes usually cover DC circuits, AC circuits with phasors, and transient circuits with a single capacitor or inductor and a switch. Examples are given to cover these types of problems. After reviewing the examples in this manual, a student should be able to simulate similar problems. A typical first electronics course may cover transistor biasing, amplifier gain, and amplifier frequency response. Examples of these analyses are also given. Higher-level electronics courses would cover Monte Carlo analysis, Worst Case analysis, and distortion. Examples of these types of analyses are included. Exercises are given at the end of each section. These exercises specify a circuit and give the simulation results. The students are encouraged to work these problems to see if they can obtain the same simulation results. The exercises are intended to give students practice in using the software, not to teach them circuits. Since this software covers such a wide variety of courses, problems are not given. These problems are best left to the instructor or main text. Using PSpice on problems specific to the class material is far more instructional than using it on problems designed to teach PSpice. My philosophy is that PSpice should be used only to verify one's own calculations or intuition. In my classes I assign problems that are worked by hand calculation, simulated with PSpice, and then tested in the lab. The students then compare the measured results to the hand calculations and PSpice simulations. Without hand calculation, it is impossible to know if the PSpice simulations are correct. The book is written as if the instructor were g