EEE 4306C Electronic Circuits 2 is the second electronics course at the University of Florida — a design-oriented continuation of Electronic Circuits 1 covering feedback, operational amplifier circuits and their applications, and digital electronics at the transistor level.
UF describes it as a “design-oriented continuation of EEE 3308C; feedback, op amp circuits and applications, digital electronics,” with prerequisites of EEE 3308C, EEL 3008 and EEL 3112, each at a minimum grade of C. The University of West Florida teaches the same subject under the unsuffixed number EEE 4306, describing it as a “design-oriented continuation of Electronics I; feedback on amplifier circuits and applications, digital electronics,” and pairing it with a separate laboratory.
⚠⚠ A warning about the statewide record. The Statewide Course Numbering System files the 4306 number under the title Semiconductor Devices I, described as “electronic devices including p-n junctions, bipolar transistors, field effect transistors and device models.” That is a different subject — device physics rather than circuit design. No Florida institution currently teaches the 4306 number that way: UF and UWF both teach a second circuits course, and they agree with each other. Where two institutions’ catalogs agree and the statewide label contradicts them, this guide follows the institutions, because the statewide entry is a single label with a stale description behind it while the catalog entries describe what is actually taught. The divergence is recorded here so that a student or an evaluator who encounters the statewide title is not misled by it.
As set out above, SCNS titles this number Semiconductor Devices I while UF and UWF both teach a second circuits course. The practical consequences:
The statewide records show the University of Florida carrying both the suffixed EEE 4306C and the unsuffixed EEE 4306, both at 3 credits and both titled Electronic Circuits 2. An institution carrying both forms of a number is the signature of a course run in two shapes — typically a lecture-only section and a section with a scheduled laboratory or design component attached.
Check which form your section is before registering. The C form carries laboratory or design contact hours the unsuffixed form does not, which affects both your weekly schedule and how the course is evaluated in transfer. UF’s published course description is the same for both, so the section listing and the meeting pattern are what distinguish them.
Second-course electronics is numbered inconsistently across the state, and this number is one of four in use:
SCNS equivalency does not cross course numbers, and a receiving programme names prerequisites by number. The content corresponds closely and substitutions are routinely approved, but the substitution must be requested and is granted on the strength of a syllabus.
The University of West Florida packages this material as EEE 4306 (3 credits) plus EEE 4306L Electronic Circuits II Laboratory (1 credit), with reciprocal concurrent prerequisites — neither half can be taken alone, so the pair is the course. Three consequences if you move between the two packagings: the credit count differs (3 against 4), you receive two grades rather than one, and at UWF you must register for both halves.
UF requires EEE 3308C, EEL 3008 and EEL 3112, each with a minimum grade of C. UWF requires EEE 3308/L and EEL 3112, with a C or better.
⚠ A required skill the prerequisite list does not name. Feedback stability is taught with Bode plots, gain margin and phase margin — the vocabulary of control systems — and many students meet this course before taking controls. The electronics is rarely what defeats people; the frequency-domain stability reasoning is. Reviewing Bode plot construction, the meaning of phase margin, and the relationship between pole location and phase lag before the term begins is the most efficient preparation available.
EEE 4306C sits in the junior or senior year and is a gateway to UF’s microelectronics electives — VLSI circuits (EEE 4310), RF integrated circuits (EEE 4373, EEE 4375), analogue design, mixed-signal IC testing (EEE 4404) and the hardware security sequence. It is also the practical foundation for any senior design project with an analogue signal path.
This is among the more demanding courses in the electrical engineering curriculum, and for a specific reason: design problems do not have unique answers, so the reassurance of checking against a solution key disappears. Feedback analysis requires correctly identifying a topology before any formula applies, and misidentification produces confidently wrong results. Plan on ten to twelve hours a week outside class with a substantial block reserved for simulation.
SCNS records this course as guaranteed to transfer to an institution offering the same course. Only UF carries the exact suffixed number, so the practical reach of that guarantee is narrow — treat this as a course likely to require a substitution review, and retain the syllabus and a graded design assignment to support one. 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 digital circuit fundamentals. This course addresses the op-amp, filter and CMOS logic material directly and is the stronger of the two electronics courses as FE preparation. The FE reference handbook supplies formulae but not the judgement about which one applies — that judgement is what this course builds.
Analogue design is among the areas where AI assistance is least reliable, and this course is a good place to learn why.
Where it helps. Explaining why a feedback topology modifies impedance the way it does; proposing architectures to consider against a specification; generating and debugging SPICE netlists and parametric sweeps; interpreting SPICE convergence failures, which are opaque to beginners; and locating the relevant manufacturer application note among thousands of genuinely good ones.
⚠ Where it fails, and why the failure is the course’s own subject. The characteristic error of an AI tool asked a feedback question is to return a closed-loop gain without checking stability — reporting A/(1+Aβ) for a design whose phase margin is negative and which will oscillate the moment it is built. That is exactly the error this course exists to eliminate. The discipline being taught is that a gain specification is not met until the loop is shown stable, and a model pattern-matching on “non-inverting amplifier, find the gain” has skipped the step that makes the answer engineering rather than arithmetic.
A second failure is specific to this material: models produce op-amp circuits that work with an ideal op-amp and fail with a real one, because the design ignores slew rate, gain–bandwidth product or input bias current. The entire premise of this course is that op-amps are not ideal. A generated design that would have earned full marks in first-year circuits is, here, precisely wrong.
The engineer’s responsibility. An analogue design is a claim that a circuit meets its specification over temperature, over supply variation, and across the manufacturing spread of its components. A SPICE run with parametric and worst-case 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.
Academic integrity. The University of Florida Student Honor Code and UWF’s academic integrity policy both cover 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. Ask before relying on a tool, and disclose its use where the syllabus requires it.
Generated September 9, 2026 · Updated September 9, 2026