EEE 4304C is a second course in electronics carried at two Florida institutions, and the two teach it at different sizes and with different emphases. The Statewide Course Numbering System titles it Electronics II and describes it as a “second course in electronics with particular emphasis on equivalent circuit representation and analysis of electronic analog circuits and systems, their frequency response and behavior under feedback control.” That statewide description is a good account of the shared core: analogue circuits, frequency response, and feedback.
Florida International University carries it at 4 credits as Electronics II and Lab — an integrated course with the laboratory built in, which is what the C suffix denotes. Florida Polytechnic University carries it at 3 credits as Analog Electronics.
⚠ The credit values differ, and nothing in the course identifier signals it. A student who takes this course at Florida Poly earns 3 credits; the same number at FIU earns 4. In a tightly budgeted engineering degree that difference surfaces at the final audit, not at registration. The Special Information section returns to this.
This guide is written to the integrated 4-credit form, because that is what the C suffix represents and what the queued identifier names, with Florida Poly’s 3-credit version described alongside it. Both institutions teach the same analogue subject; they package it differently.
FIU carries EEE 4304C at 4 credits; Florida Polytechnic carries it at 3 credits. Nothing in the number, the level or the suffix signals this. The consequence is concrete: a transfer student arrives a credit short or long against a degree requirement, and in a tightly budgeted engineering programme that surfaces in the final degree audit rather than at the point of transfer.
The likely reason is packaging. FIU’s title — Electronics II and Lab — states that the laboratory is inside the course, which is what a 4-credit integrated C course normally means. Florida Poly’s 3-credit Analog Electronics is the lecture-weighted form. State your own institution’s credit value when planning, and confirm it against the receiving institution’s requirement before you rely on it.
The statewide records show Florida Polytechnic University carrying EEE 3304C and EEE 4304C, both at 3 credits and both titled Analog Electronics. These are two different courses at two different levels sharing a title — a first and a second analogue course, on the evidence of the level digit.
Confirm which one you are registering for. A title alone will not distinguish them, and the statewide prerequisite chain for 4304 (EEL 3112 and EEE 3303, with EEE 4304L as a co-requisite) indicates that the 4000-level course sits downstream of a first electronics course.
Second-course electronics runs under at least four numbers in Florida, and the statewide titles behind them do not agree:
⚠ Four numbers, several carrying the title “Electronics II”, and at least one (UCF’s) teaching a substantially different subject. SCNS equivalency does not cross numbers, and a receiving programme names prerequisites by number. Read the description and the prerequisite chain rather than the title, and carry the syllabus.
The statewide record lists EEL 3112 and EEE 3303 as prerequisites, with EEE 4304L as a co-requisite — the co-requisite indicating that at some institutions the laboratory is a separate registration even where the number carries a C. Institutional requirements differ; check your own catalog.
What the prerequisite stands for is fluent small-signal analysis and the ability to establish a bias point unprompted. ⚠ The skill the prerequisite does not name is frequency-domain stability reasoning — Bode plots, gain margin and phase margin — which many students meet here before taking a controls course. Reviewing Bode plot construction and the meaning of phase margin before the term begins is the most efficient preparation available for this course.
EEE 4304C sits in the junior or senior year following a first electronics course. It is the foundation for analogue and mixed-signal integrated-circuit electives, for RF circuit design, and for any senior design project involving an analogue signal path. At FIU it precedes work in integrated circuits (EEE 4314/EEE 4314L) and nanofabrication (EEE 4421C).
This is one of the harder courses in the electrical engineering curriculum. The difficulty is structural rather than mathematical: design problems have no unique answer, and feedback analysis requires correctly identifying a topology before any equation applies — misidentification yields a confidently wrong result with no internal signal that anything went wrong. Plan on ten to twelve hours a week outside class, more in the integrated form where laboratory sessions and reports are additional.
SCNS records EEE 4304C as guaranteed to transfer to an institution offering the same course. Only two Florida institutions carry it, and they carry it at different credit values, so read that guarantee narrowly. The course is upper-division and carries no general-education or Gordon Rule designation.
The NCEES Fundamentals of Engineering (Electrical and Computer) exam covers operational amplifiers, amplifier configurations, filters and power electronics. This course addresses the op-amp, filter and frequency-response material directly and is good preparation for that portion of the exam. The FE reference handbook supplies the formulae but not the judgement about which applies.
Analogue design is among the areas where AI assistance is least reliable, and this course is a useful place to learn to tell the difference between a plausible answer and a correct one.
Where it helps. Explaining why a particular feedback topology modifies impedance the way it does; proposing candidate architectures for a stated specification; generating and debugging SPICE netlists and parametric sweep scripts; interpreting SPICE convergence failures, which are opaque and common; and finding the relevant manufacturer application note.
⚠ Where it fails, and why the failure is this course’s own subject. The characteristic error of an AI tool asked a feedback question is to report the closed-loop gain and omit the stability check — returning A/(1+Aβ) for a design whose phase margin is negative and which will oscillate the moment it is built. That is precisely the error this course exists to eliminate. The statewide description names “behavior under feedback control” as the course’s emphasis, and behaviour under feedback is exactly what a gain formula does not capture.
A second failure matters as much: models produce designs that work with an ideal op-amp and fail with a real one, ignoring slew rate, gain–bandwidth product and input bias current. The whole premise of a second electronics course is that these limitations exist and must be designed around. A generated answer that would have been correct in a first-year circuits course is, here, wrong for a reason the course spends the term establishing.
The engineer’s responsibility. An analogue design is a claim that a circuit meets its specification over temperature, over supply variation and across component tolerance. A SPICE run with worst-case and Monte Carlo analysis tests that claim; a plausible schematic does not. If you cannot state the phase margin and the worst-case corner, you do not yet have a design, whatever produced the schematic.
Academic integrity. FIU and Florida Polytechnic each maintain academic integrity policies covering AI-generated work, and practice varies by instructor and assignment. Hand analysis and design justification are normally expected to be your own even where simulation and scripting assistance is permitted. In the integrated form, generated laboratory data is data fabrication and is treated more seriously than plagiarism. Ask before you rely on a tool, and disclose its use where required.
Generated September 9, 2026 · Updated September 9, 2026