调频接收机课程设计(改).doc

调频接收机课程设计(改).doc

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1、《高频电子线路》课程设计说明书调频接收机设计院部:电气与信息工程学院学生:曾闻达、泽仁、一鸣指导教师:海波专业:通信工程班级:通信1102班学号:完成时间:2013年12月摘要信息传递是人类社会生活的重要容,没有通信,人类社会是不可想象的,从古到今的烽火到近代的旗语,都是人们寻找快速远距离的通信手段。今年来,电子工业发展非常惊人,当然这些进步都成了人类生活不可缺少的东西,1937年莫尔斯发明的有线电报开创了利用电传递信息的新时代,1876年贝尔发明的已经成为我们日常生活信的重要工具,1918年,调幅无线广播、超外差接收

2、机问世,1936年,商业电视广播开播······伴随着人类的文明、社会的进步和科学技术的发展,电信技术也是一日千里的速度飞速发展。然而无线通信在现在的生活中更是重要,小到我们常用的手机和各种电器的遥控器等,大到航天科技都离不开发射和接收设备。本次设计中,其目的是得到一个调频接收机。在接收机的设计过程中,应将其分为选频网络、高频放大、变频、解调、低放和低频功放六个部分。整个电路的设计必须注意几个方面,选择性好的级,应尽可能靠近前面,因为在干扰都不大的地方把干扰抑制下去,效果最好。如干扰信号很大,则由于三极管的非线性,将产

3、生严重的组合频率及其他非线性失真,这时滤除杂波比较困难。因此,在高级接收机中,输入电路常采用复杂的高级选择电路。为了使混频和本振分别调在最佳状态,采用单独的本振。总得来说,设计一部接收机时必须全面考虑,妥善处理一些相互牵制的矛盾,特别要抓住主要矛盾(稳定性、选择性、失真等),才能使得接收机有较好的指标。关键词:调频、本振、混频、鉴频目录第1章调频接收机简介··········································11.1调频接收的特点······························

4、············11.2调频接收机的工作过程····································11.3调频原理················································11.4调频接收机的主要技术指标································21.4.1工作频域围·······································21.4.2灵敏度·····································

5、········21.4.3中频选择性·········································31.4.4中频抑制比·········································31.4.5音频响应···········································31.4.6额定输出功率·······································3第2章设计方案······································

6、··········4第3章各级电路设计············································53.1输入调频电路············································53.2高频放大电路············································53.3本地振荡电路············································63.4混频电路····························

7、····················83.5二次混频电路············································103.6鉴频电路················································113.7低频放大电路············································13第4章性能特点················································15结束语··············

8、·············································16致·····························································17参考文献···················································

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