why are we doing someone's homework?
Hi! I have to design a circuit whose output should be the product of the two input voltages. ... I am not supposed to use any analog multiplier IC.
so we give the OP some tips..
Download the paper attached here (reply 15):
https://www.eevblog.com/forum/projects/analog-multiplication/msg189874/#msg189874
Yes, it is an old paper and yes the circuitry described uses tubes, but the circuits would be a cinch to implement with modern op-amps.
Thanks for referring me to this paper. I would be glad if you can show me a design using op-amps.
and OP says, "thanks, can you design it for me using op amps now?"
To me, this is clearly a student problem. The question appears to be worded to get someone to think about the problem and the various ways it can be solved. What does it mean to do analog multiplication, and how can it be solved?
If this was a real world need, then my time is valuable, the product needs to get done, and I would choose an analog multiplier, or depending on the form of the inputs, perhaps an MCU with 2 ADCs and a DAC and do it in the digital domain. Unless I was trying to reconfigure an active space vehicle, remotely, I wouldn't be restricted in the means to come up with a working solution. The restrictions are there so the student can learn to think for him or herself.
It's wonderful for the student that we are giving him or her the answers, but how does this help them become a better engineer?
It's like another recent post, someone posted a simple battery charger circuit, says the original engineer is not at the company anymore and he/she was hired but can't figure it out... can we tell the them how it works?....and yet a simple nodal analysis would show how it works, but the OP couldn't figure that out, and somehow got hired as an engineer working in a shop of some sort...
In these two cases, one appears to me to be a student, and the other is (supposedly) an engineer in a hired position.
My point being that the quality of engineers is dismally lacking, and the fact that students get all their answers online these days means that no one has to think for themselves anymore, and in fact no one wants to, all they want is the paper.
Then, when they do get hired, they can't design anything and can't figure out how anything works either.
/end soapbox
So here's my tip to the poster ... I didn't have to look at the tube circuit to see how to do it with op-amps. Read the description of the operation, what are they summing, where are they summing, what is the bias voltage, etc...
X and Y are your inputs, in your case it seems that X,Y are from -3 to +3
you need an op amp circuit to make a bi-polar triangle wave 2*Vo peak-to-peak, where |X|+|Y|<= |Vo|
therefore Vo = 6, so your triangle wave is +-6V, or 12V peak-to-peak
you need (X-Y) and -(X+Y).. both easy to get with op-amps.
then you need to sum the triangle wave with (X-Y) and half wave rectify it. Use an op-amp based rectifier, not a simple diode, to avoid the diode drop.
next you need to sum the triangle wave with -(X+Y) and negatively half wave rectify that (i.e. the excursions below 0).
finally, low pass filter that and sum it with the input Y to obtain (X*Y) / Vo
A final gain stage A * ((X*Y)/Vo) can gain up by Vo to obtain the output value X*Y. I.e. a gain of 6 at the end.
Look at the first page, it's all there in the equations and the diagrams. The paper goes on to describe 2 other methods but the basic 4-quadrant multiplier can be achieved with the first method.
finally, note that you can combine several op-amp operations into one, you don't need a single op-amp for each function, although you can do that when you are drawing out the functional diagram at first, then optimize it later by combining functions.