ELEC 161 QUIZ 2 All the questions carry same weight 1. Calculate the efficiency of a transformer-coupled Class A amplifier for a supply of 12 Volts and an output V(p) = 9 Volts. Show your calculations. 2. With the help of sketches, explain the operation of a Class B amplifier. 3. For a Class B amplifier, an 18-Volt peak signal to a 16-ohm load (speaker) and a power supply of Vcc = 24 Volts, determine the input power, output power, and the circuit efficiency. Show your calculations. 4. For a Class B amplifier with a supply voltage Vcc = 27 Volts and driving a load of 16 ohms, determine the maximum input power, output power, and transistor power dissipation. Show your calculations. 5. Explain the concept of harmonic distortion as it applies to an amplifier. Provide appropriate sketches and the equations. The Problem: The Case of Tracking the Terrorists My role is V.P. of Marketing in the following simulated case: A bill has just been introduced in the Legislature, with wide bi-partisan support, that would create a database for creating a "network" of information by which to track non-documented workers and potential terrorists. The information that would be accessed includes information from driver’s licenses, and requests for government services. In addition, the legislation would require all manufacturers of software to embed a code in their product which would allow tracking of internet use as well as sales on the computer. No notice would be given to the consumer other than the general notice that the measure has become law. Please complete each section of this worksheet. Be Attentive If we consider each of the lenses a pane in a window, which gives us a balanced view of the problem, the final process combines all four of the lenses as we balance among the four core values of our community. After working through each of the lenses individually, you can now see how to put the pieces together in a whole. The process requires that you diligently ask the core questions over and over as you analyze problems that come to you. All four lenses are needed. In the question about what comes first, rights and justice or results and virtue, the answer is - it doesn't matter. If you prefer to start with rights and justices, your horizons can be expanded as you dream of possibilities with those who focus on results and reputation. If you start with imagining what is possible, those dreams need to be disciplined by the constraints of rights and justice. As you go through all four lenses, you can calibrate your response and assure that you have considered all facets of the problem. For the final round, we will work through the lenses in the order in which they were presented: (1) Rights/Responsibility Lens; (2) Results Lens; (3) Relationship Lens; (4) Reputation Lens. We begin by setting the context. Please address the following questions: 1. Who is the ethical actor? Who or what gro ...

1. ELEC 161
QUIZ 2
All the questions carry same weight
1. Calculate the efficiency of a transformer-coupled Class A
amplifier for a supply of 12 Volts and an
output V(p) = 9 Volts. Show your calculations.
2. With the help of sketches, explain the operation of a Class B
amplifier.
3. For a Class B amplifier, an 18-Volt peak signal to a 16-ohm
load (speaker) and a power supply of Vcc =
24 Volts, determine the input power, output power, and the
circuit efficiency. Show your calculations.
4. For a Class B amplifier with a supply voltage Vcc = 27
Volts and driving a load of 16 ohms, determine
the maximum input power, output power, and transistor power
dissipation. Show your calculations.

2. 5. Explain the concept of harmonic distortion as it applies to an
amplifier. Provide appropriate sketches
and the equations.
The Problem: The Case of Tracking the Terrorists
My role is V.P. of Marketing in the following simulated case:
A bill has just been introduced in the Legislature, with wide bi-
partisan support, that would create a database for creating a
"network" of information by which to track non-documented
workers and potential terrorists. The information that would be
accessed includes information from driver’s licenses, and
requests for government services. In addition, the legislation
would require all manufacturers of software to embed a code in
their product which would allow tracking of internet use as well
as sales on the computer. No notice would be given to the
consumer other than the general notice that the measure has
become law.
Please complete each section of this worksheet.
Be Attentive
If we consider each of the lenses a pane in a window, which
gives us a balanced view of the problem, the final process
combines all four of the lenses as we balance among the four
core values of our community. After working through each of

3. the lenses individually, you can now see how to put the pieces
together in a whole. The process requires that you diligently ask
the core questions over and over as you analyze problems that
come to you.
All four lenses are needed. In the question about what comes
first, rights and justice or results and virtue, the answer is - it
doesn't matter. If you prefer to start with rights and justices,
your horizons can be expanded as you dream of possibilities
with those who focus on results and reputation. If you start with
imagining what is possible, those dreams need to be disciplined
by the constraints of rights and justice. As you go through all
four lenses, you can calibrate your response and assure that you
have considered all facets of the problem.
For the final round, we will work through the lenses in the order
in which they were presented: (1) Rights/Responsibility Lens;
(2) Results Lens; (3) Relationship Lens; (4) Reputation Lens.
We begin by setting the context. Please address the following
questions:
1. Who is the ethical actor? Who or what group will be taking
the action in this particular problem?
Answer: I’m the ethical actor in this situation
2. Who are the stakeholders? Who are those people and/or
groups to which we owe a duty? What are the express and
implied agreements that you have with each of the constituents?
Answer: The primary stakeholders are … The secondary
stakeholders are …

4. 3. What is the context and assumptions? What are the facts that
need to be considered? In framing the context, what
assumptions as to competing rights and responsibilities are
present?
Answer: The facts that need to be considered are 1) … 2) …. 3)
…
The assumptions we make based on the known facts: 1)…. 2)…
3)…
Be Intelligent
Now we identify the issue, as well as the elements in tension.
Please address the following questions:
1. What is the very specific issue to be resolved? At this stage
the person making the decision states the issue in the form of a
question to be answered. The person making the decision must
make sure the question is an ethical question, not a technical
question about how to do a job or a matter of personal
preference.
Answer: The specific issue to be resolved is…
2. What are the values/virtues in tension? Make a preliminary
identification of the values/virtues in tension. What are the
tensions in the right treatment of people? What are the tensions
in the right use of property ... both individual rights and
community rights (such as roads and parks)? What are the
tensions concerning the right use of power... how have those
who do not have access to information, resources, or autonomy
been protected?
Answer: The values/virtues in tension in this case are …

5. Be Reasonable
1. Preserving Rights and Responsibilities
Compare and contrast at least two options, preferably three.
Choose one option which you intuitively believe is the right
answer and then choose another with which you disagree or
which is a close second. As you work through the four lenses,
you will find words to support your first choice or discover that
another option is in fact preferable.
After brainstorming with the leadership team, you have
identified four options:
1. Remain silent.
2. Lobby against the bill.
3. Lobby for the bill.
4. Provide information and let your employees choose whether
or not to lobby.
In three to four coherent paragraphs, compare and contrast your
options using the Rights/Responsibility Lens. In the process,
consider the following questions:
· Motive: What are the reasons that the ethical agent would
choose these options?
· Universalizability: Can everyone use these reasons for acting
in choosing what to do?
· Reversibility: Am I willing to have someone else use either of
these reasons how they treat me (reversibility)?
· Prior Agreements: Am I treating people the way they have
freely consented to be treated? Am I treating them as means to

6. my ends or with dignity, as ends in themselves?
· General Expectations: How does this option meet the general
expectations of duties in our community?
Answer:
2. The Greatest Good
In three to four coherent paragraphs, compare and contrast your
options using the Results Lens. In the process, consider the
following questions:
· Influence Factor: Given that different stakeholder groups are
affected in different proportion, determine the impact that the
decision will have on various groups?
· Criteria for Happiness: What are the criteria for happiness for
the various stakeholders? In considering the criteria, determine
what options may be "deal breakers" and what factors might be
"tipping points."
· Units of Happiness: How many "utils" of happiness do each
option provide to each stakeholder?
· Greatest Good: Determine which option creates the greatest
good for the greatest number of people.
Answer:
3. Assuring Justice
In three to four coherent paragraphs, compare and contrast your

7. options using the Relationship Lens. In the process, consider the
following questions:
· Basic Liberties: What are the basic liberties to which each
person is entitled? These liberties include right to speech and
right to notice.
· Just Savings Principle: Which option best assures that our
resources will be available for next generations?
· Equal Opportunity for Success: How well does each option
assure that social and economic inequalities are arranged so that
all constituents have an equal opportunity for success?
· Reflective Equilibrium: Using the tool of reflective
equilibrium, which option gives the best advantage to the least
advantaged without unduly burdening those who are the most
advantaged? .ting people the way they have freely consented to
be treated? Am I treating them as means to my ends or with
dignity, as ends in themselves?
· Ecology of Care: Which option best contributes to an ecology
of care? Which option best meets the requirement for building a
strong community and strong institutions?
Answer:
4. The Virtuous Option
In three to four coherent paragraphs, compare and contrast your
options using the Reputation Lens. In the process, consider the
following questions:
· Components of the Practice: Consider the (a) standards of
excellence, (b) rules that must be follows, (c) internal goods

8. achieved, and (d) external goods achieved by the ethical actor in
their role.
· Expectations of the Community: What do the stakeholders
expect of an "excellent" person in the decision-maker's role?
· Core Virtues: Considering your options, which one best meets
the requirements of the core virtues: integrity, courage, justice,
and civility?
· Unity of Life: Now, reflecting on the options, which one best
meets the ethical actor's requirements for unity of life? Which
on best exemplifies the standards of a life as a whole?
· Core Benefits: Which option is most consistent with the
ethical actor's core beliefs? Which option has the potential to
energize and transform both the ethical actor and the
community?
Answer:
Be Responsible
1. Choose an Option
Select one option to implement within your Division:
1. Remain silent.
2. Lobby against the bill.
3. Lobby for the bill.
4. Provide information and let your employees choose whether
or not to lobby.

9. 2. Explain Your Decision
Now, write an inter-office memo which explains your decision
to your colleagues. As you write the inter-office memo, please
consider your audience. The purpose of the memo is to inform
your colleagues of your decision and the reasons for your
choice. The memo should be between 400-500 words long.
Write the memo so that other team members can see the ethical
problem, know what your decision was, and understand the
rationale for your decision.
Answer:
Dear Colleagues,
Return to Awareness
In a coherent paragraph or two indicate how you have corrected
for personal bias and your own blind spots - hubris - and have
attended to the common good:
· Discuss whether or not the ethical analysis made sense. Did
you like the result? What were the problems with the process?
What are the sticking points?

10. · Did you like the results? Do you get a sense that you would
follow these results in real life? Why or why not?
· What insights do you have about this problem that you would
like to share with others? What information would you
appreciate from them?
· How would adding the world of emotion and conscience help?
· Consider the spiritual perspective - spirituality being defined
as that which gives life and work meaning and purpose. As you
begin to see yourself in light of the community, how can you
(and others in the organization) begin to discipline your desires
so you can live fully in the present with faith and trust,
avoiding self-righteousness and self-deception?
Answer:
As I look back on the analysis and the decision that was made, I
believe…