For more classes visit
www.snaptutorial.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
a. Convert 0.34 seconds to milliseconds.
For more classes visit
www.snaptutorial.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
a. Convert 0.34 seconds to milliseconds.
For more classes visit
www.snaptutorial.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
For more course tutorials visit
www.tutorialrank.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
Ecet 105 Enthusiastic Study / snaptutorial.comStephenson38
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
a. Convert 0.34 seconds to milliseconds.
Ecet 105 Effective Communication - snaptutorial.comHarrisGeorg14
. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
a. Convert 0.34 seconds to milliseconds
For more course tutorials visit
www.newtonhelp.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
For more course tutorials visit
www.newtonhelp.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
For more classes visit
www.snaptutorial.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
For more classes visit
www.snaptutorial.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
a. Convert 0.34 seconds to milliseconds.
For more classes visit
www.snaptutorial.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
For more course tutorials visit
www.tutorialrank.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
Ecet 105 Enthusiastic Study / snaptutorial.comStephenson38
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
a. Convert 0.34 seconds to milliseconds.
Ecet 105 Effective Communication - snaptutorial.comHarrisGeorg14
. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
a. Convert 0.34 seconds to milliseconds
For more course tutorials visit
www.newtonhelp.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
For more course tutorials visit
www.newtonhelp.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
For more classes visit
www.snaptutorial.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
a. Convert 0.34 seconds to milliseconds.
For more classes visit
www.snaptutorial.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
For more course tutorials visit
www.newtonhelp.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
For more course tutorials visit
www.newtonhelp.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
For more course tutorials visit
www.newtonhelp.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
Ecet 105 Education is Power/newtonhelp.comamaranthbeg80
For more course tutorials visit
www.newtonhelp.com
Mission Statement. For your Final Project, you will be creating a presentation to use as a recruiting tool to attract the best and brightest educators to your (real or fictional) early childhood development center. As a first step, this week you will craft a mission statement for your center.
Using the information given in Chapter 3 of your text and the NAEYC Code of Ethical Conduct: Supplement for Early Childhood Adult Educators, write a paper that articulates your personal purpose, vision, and mission
For more classes visit
www.snaptutorial.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
a. Convert 0.34 seconds to milliseconds.
The Doppler EffectWhat is the Doppler effect, and why is it impo.docxcherry686017
The Doppler Effect
What is the Doppler effect, and why is it important to understand?
Sound
1. Describe what is meant by "sound." Explain how sound is created, transmitted, and sensed.
2. Set the source velocity (the Italian label reads Velocidad del emisor) to 0.0. Run the simulation (click the Empieza button). Calculate the frequency of the waves by counting the number of full waves that pass through a point in ONE second. You can press the Pausa and Continua buttons to step through the animation to pause and restart the wave motion.
3. The distance between numbered tick marks is 1 meter. Measure the wavelength using these tick marks. Use the wavelength and the frequency you calculated in number 2 to calculate the velocity of the wave.
The Doppler Effect in Sound
4. Now, set the source velocity (Velocidad del emisor) equal to 0.50. Run the simulation until the wave source (red rectangle) has moved close to the observer (blue rectangle). Calculate the new wavelength for the waves on each sideof the moving source? Count the tick marks in one full wave to make this calculation, knowing that each tick mark equals 0.2 meters.
5. Examine the motion of the waves. Has the frequency increased or decreased on each side of the source?
6. Use the equation x f = v, to calculate the frequency at a point on each side of the source. Remember that the velocity of the wave DOES NOT change (so use the velocity you calculated in #2). You will also use the wavelength you calculated for the wavelengths of the waves on each side of the source for #4.
7. Use the equations provided on page 2 of the Read section to calculate what the frequency actually should be on each side of the source (show your work below). Use this to see how accurate your answers in #6 were.
Electromagnetic Waves and Light
8. Summarize how electromagnetic waves are similar to acoustical (sound) waves. How are they different?
The Doppler Shift in Light
9. How is the Doppler shift used in astronomy? What is meant by the terms red-shift and blue-shift?
Summary (Homework)
10. Radar is a process that uses reflected electromagnetic waves in order to create an image of an object. Doppler radar (often used in weather) is used to tell the speed and direction clouds are moving. Explain how this might work. (Hint: Think about how radio waves might change when they reflect off of moving objects.)
11. Explain why the pitch of an object approaching an observer (such as a fire truck with its siren on) differs from the pitch as it moves away from the observer. Remember that pitch is the brain's interpretation of a sound's frequency.
12. Now answer the Focus Question. What is the Doppler effect, and why is it important to understand?
3. (10 pt) ASCII, Unicode, and EBCDIC are, of course, not the only numeric / character codes. The Sophomites from the planet Collegium use the rather strange code shown in the Figure below. T ...
WEEK 1· Op-Amp Introduction1. Read Chapters 1-2 in the text Op Amp.docxcelenarouzie
WEEK 1· Op-Amp Introduction
1. Read Chapters 1-2 in the text Op Amps for Everyone Fourth Edition
2. For the configuration below:
3.
3. With Vin = 4Vrms, f = 1kHz answer the following for each case:
1. Calculate voltage gain with RF = 1kohm, RG = 5kohm
1. Calculate voltage gain with RF = 1kohm, RG = 1kohm
1. Calculate voltage gain with RF = 5kohm, RG = 1kohm
1. Calculate voltage gain with RF = 5kohm, RG = 5kohm
1. Describe the effect of on voltage gain of keeping RF constant and increasing or decreasing RG
1. Describe the effect of on voltage gain of keeping RG constant and increasing or decreasing RF
3. For the configuration below
·
. With Vin = 5Vrms, f = 1kHz answer the following for each case:
1. Calculate voltage gain with RF = 1kohm, RG = 5kohm
1. Calculate voltage gain with RF = 1kohm, RG = 1kohm
1. Calculate voltage gain with RF = 5kohm, RG = 1kohm
1. Calculate voltage gain with RF = 5kohm, RG = 5kohm
1. Describe the effect of on voltage gain of keeping RF constant and increasing or decreasing RG
1. Describe the effect of on voltage gain of keeping RG constant and increasing or decreasing RF
1. What does the negative sign in the voltage gain formula indicate?
4. For the configuration below:
·
. With V1 = 5Vrms, V2 = 4Vrms, VN = 2Vrms, R1 = 1kohm, R2 = 2kohm, RN = 3kohm, RF = 5kohm answer the following:
1. Calculate Vout
5. For the configuration below:
·
. With V1 = 5Vrms, V2 = 4Vrms, R1 = 1kohm, R2 = 2kohm, R3 = 3kohm, R4 = 5kohm answer the following:
1. Calculate Vout
6. Include all calculations in a Word document with the title: “HW1_StudentID”, with your student id substituted in the file name. Show all work for full credit.
7. Upload file “HW1_StudentID”
Grading Criteria Assignments
Maximum Points
Meets or exceeds established assignment criteria
40
Demonstrates an understanding of lesson concepts
20
Clearly presents well-reasoned ideas and concepts
30
Uses proper mechanics, punctuation, sentence structure, and spelling
10
Total
100
Copyright Grantham University 2013. All Rights Reserved
·
W1 Lab "Op-Amp Introduction"
Analog Integrated Circuits & LabOp-Amp Introduction
The purpose of this lab is to gain familiarity with using Multisim to construct and simulate the noninverting op amp, inverting op amp, adder, and differential amplifier circuits presented in the module. The effect of external biasing resistors will be demonstrated and calculations of output voltage performed in the homework will be confirmed. This lab will set the stage for the concept of confirming calculations with simulation software for the remainder of the course.
· Watch video Week 1 – Op-Amp Introduction.
· Design the Op-Amp configurations from the W1 Assignment “Op-Amp Introduction” in Multisim.
· For Non-Inverting Op-Amp:
. Analyze the non-inverting Op-Amp circuit to calculate the voltage gain Vout/Vin.
. Design a non-inverting Op-Amp with 5% resistor tolerances for RF and RG in Multisim.
. Run the simulation to measure the voltage gain V.
1 Resistivity Equipment Qty Item Parts Number .docxhoney725342
1
Resistivity
Equipment
Qty Item Parts Number
1 Voltage Source
1 Resistance Apparatus EM-8812
1 Sample Wire Set EM-8813
1 Voltage Sensor UI-5100
2 Patch Cords
Purpose
The purpose of this activity is to examine how the resistance of a resistor is determined via geometry of
the resistor, and the material which it is made of. Also, to further the student’s understanding of the
difference between resistance, and resistivity.
Theory
Ohm’s Law describes the relationship between the resistance R of a wire, the voltage drop across it V,
and the current through the wire I. This is formally given by the equation;
𝐼 =
𝑉
𝑅
The resistance of the wire is a function of both the geometry of the wire, and the material that the wire
is composed of. This is formally given by the equation;
𝑅 = 𝜌
𝐿
𝐴
Where here L is the length of the wire, A is the cross-section area of the wire (in this simple equation we
are assuming the cross-section area is constant along the entire length of the wire), and 𝜌 is the
resistivity of the material the wire is composed of. The SI units of resistivity are Ohms·meters, Ω·m, and
it is a quantification of how difficult it is to move a current through a length of the material. This
equation shows us that resistance is a property of the object, while resistivity is a property of the
material the object is made of. Due to this distinction it is really incorrect to say things like, “Copper has
a low resistance.” Because Copper has a ‘low’ resistivity. If you take a Copper wire and double its length
you double the
resistance of that
wire, but the value
of the resistivity of
the copper in that
wire doesn’t
change.
2
Setup
1. Open the Capstone software. On the left side of the main screen is the Tool Bar. Click on the
Hardware Setup icon. This will open the Setup window.
Click on Analog Channel A of the picture of the 850 Universal Interface in the Setup
window, and then scroll down, and add the ‘Voltage Sensor’.
Click on Output Channel 1 of the picture of the 850 Universal Interface in the Setup
window, and then scroll down, and add the ‘Output Voltage-Current Sensor’.
2. On the bottom center left of the main screen the Sample Rate Tab should now say ‘
Common Rate’.
Set the Sample Rate to 1 Hz.
3. In the Tool Bar, now click on the Signal Generator Icon. This will open the Signal Generator
window.
In the Signal Generator window click on the tab “850 output 1” tab. This will open up
the options window for the output generator 1.
Set the Waveform to a “DC”.
Set the DC Voltage to 2 volts.
Set the Voltage Limit to 2 volts.
Set the Current Limit to 1.1 A.
Set the Generator to “Auto”, so that it will start and stop automatically when you start
and stop collecting data.
4. Close the Tool Bar.
5. In the main window click on the ‘Two Displays” option. (Bottom left option). A two display
Last Rev. August 2014 Calibration and Temperature Measurement.docxsmile790243
Last Rev.: August 2014 Calibration and Temperature Measurement Page 2
ME 495—Thermo Fluids Laboratory
~~~~~~~~~~~~~~
Temperature Measurement and First-
Order Dynamic Response
~~~~~~~~~~~~~~
PREPARED BY: GROUP LEADER’S NAME
LAB PARTNERS: NAME
NAME
NAME
TIME/DATE OF EXPERIMENT: TIME , DATE
~~~~~~~~~~~~~~
OBJECTIVE — The objectives of this laboratory are:
• To learn basic concepts and definitions associated with the
temperature and temperature measurements.
• To learn how to calibrate a Thermocouple and a Thermistor.
• To determine and compare the time constants of a
thermocouple and a thermometer.
• To determine how a thermocouple and a thermometer
responds to different inputs. You will also observe the
response of a thermocouple to an oscillatory input.
• To develop awareness for sources of error in temperature
measurements.
THEORY – In this lab, we will use first-order models to
approximate the response of a thermometer, thermocouple, and a
thermistor to temperature inputs, as these temperature sensors
measure temperatures in a different way.
A thermometer senses a change in temperature as a change in
the density of a fluid.
A thermocouple consists of two wires of different metals
joined at one end (the junction). When a voltage is applied
across the free ends of the two wires, the differing properties
of the wires create an induced voltage that it proportional to
the temperature change at the junction.
A thermistor is a type of resistor whose resistance is
dependent on temperature, more so than in standard resistors.
The change in resistance is linear with respect to change in
temperature, thus making a thermistor an accurate
temperature measuring device.
EXPERIMENT PREPARATION - Get a thermometer, a K (or J)
type thermocouple, and a thermistor from the TA. Identify the
positive and negative terminals for the thermocouple.
• Verify that the thermocouple is functioning well. This can be
done by connecting the thermocouple to a DMM and ensuring that
the voltage changes when you hold the thermocouple weld
between your fingers.
• Be familiar with all of the instruments you will be using for this
experiment. Knowing your equipment well is essential.
• Prepare an ice bath. Most EMF (electromotive force) tables use
ice point (0C) as the reference temperature and this traditional
fixed point temperature is preferred for accurate and reliable
measurements. To prepare the ice bath:
o Crush or flake the ice (Ice is available in the white icebox
located on the measurement table).
o Fill the thermos (the blue with white lid) half with crushed-ice,
add water and stir it until the mixture becomes a slush without
having the ice float. [Recall: If the ice floats, the bottom
temperature could be higher than 0C –Anomalous expansion of
water.]
PROCEDURE - Part 1: Modify a VI for temperature measurements
In this lab, you will b ...
HFSS MICROSTRIP PATCH ANTENNA- ANALYSIS AND DESIGNShivashu Awasthi
ANALYSIS AND DESIGN OF MICROSTRIP SQUARE PATCH ANTENNA USING HFSS SIMULATION TOOL.
Its the Final Year Presentation at 75% of its full flow.
Hopefully It should Help..do leave your reviews and suggestions / queries.
Thanks.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
a. Convert 0.34 seconds to milliseconds.
For more classes visit
www.snaptutorial.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
For more course tutorials visit
www.newtonhelp.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
For more course tutorials visit
www.newtonhelp.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
For more course tutorials visit
www.newtonhelp.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
Ecet 105 Education is Power/newtonhelp.comamaranthbeg80
For more course tutorials visit
www.newtonhelp.com
Mission Statement. For your Final Project, you will be creating a presentation to use as a recruiting tool to attract the best and brightest educators to your (real or fictional) early childhood development center. As a first step, this week you will craft a mission statement for your center.
Using the information given in Chapter 3 of your text and the NAEYC Code of Ethical Conduct: Supplement for Early Childhood Adult Educators, write a paper that articulates your personal purpose, vision, and mission
For more classes visit
www.snaptutorial.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
a. Convert 0.34 seconds to milliseconds.
The Doppler EffectWhat is the Doppler effect, and why is it impo.docxcherry686017
The Doppler Effect
What is the Doppler effect, and why is it important to understand?
Sound
1. Describe what is meant by "sound." Explain how sound is created, transmitted, and sensed.
2. Set the source velocity (the Italian label reads Velocidad del emisor) to 0.0. Run the simulation (click the Empieza button). Calculate the frequency of the waves by counting the number of full waves that pass through a point in ONE second. You can press the Pausa and Continua buttons to step through the animation to pause and restart the wave motion.
3. The distance between numbered tick marks is 1 meter. Measure the wavelength using these tick marks. Use the wavelength and the frequency you calculated in number 2 to calculate the velocity of the wave.
The Doppler Effect in Sound
4. Now, set the source velocity (Velocidad del emisor) equal to 0.50. Run the simulation until the wave source (red rectangle) has moved close to the observer (blue rectangle). Calculate the new wavelength for the waves on each sideof the moving source? Count the tick marks in one full wave to make this calculation, knowing that each tick mark equals 0.2 meters.
5. Examine the motion of the waves. Has the frequency increased or decreased on each side of the source?
6. Use the equation x f = v, to calculate the frequency at a point on each side of the source. Remember that the velocity of the wave DOES NOT change (so use the velocity you calculated in #2). You will also use the wavelength you calculated for the wavelengths of the waves on each side of the source for #4.
7. Use the equations provided on page 2 of the Read section to calculate what the frequency actually should be on each side of the source (show your work below). Use this to see how accurate your answers in #6 were.
Electromagnetic Waves and Light
8. Summarize how electromagnetic waves are similar to acoustical (sound) waves. How are they different?
The Doppler Shift in Light
9. How is the Doppler shift used in astronomy? What is meant by the terms red-shift and blue-shift?
Summary (Homework)
10. Radar is a process that uses reflected electromagnetic waves in order to create an image of an object. Doppler radar (often used in weather) is used to tell the speed and direction clouds are moving. Explain how this might work. (Hint: Think about how radio waves might change when they reflect off of moving objects.)
11. Explain why the pitch of an object approaching an observer (such as a fire truck with its siren on) differs from the pitch as it moves away from the observer. Remember that pitch is the brain's interpretation of a sound's frequency.
12. Now answer the Focus Question. What is the Doppler effect, and why is it important to understand?
3. (10 pt) ASCII, Unicode, and EBCDIC are, of course, not the only numeric / character codes. The Sophomites from the planet Collegium use the rather strange code shown in the Figure below. T ...
WEEK 1· Op-Amp Introduction1. Read Chapters 1-2 in the text Op Amp.docxcelenarouzie
WEEK 1· Op-Amp Introduction
1. Read Chapters 1-2 in the text Op Amps for Everyone Fourth Edition
2. For the configuration below:
3.
3. With Vin = 4Vrms, f = 1kHz answer the following for each case:
1. Calculate voltage gain with RF = 1kohm, RG = 5kohm
1. Calculate voltage gain with RF = 1kohm, RG = 1kohm
1. Calculate voltage gain with RF = 5kohm, RG = 1kohm
1. Calculate voltage gain with RF = 5kohm, RG = 5kohm
1. Describe the effect of on voltage gain of keeping RF constant and increasing or decreasing RG
1. Describe the effect of on voltage gain of keeping RG constant and increasing or decreasing RF
3. For the configuration below
·
. With Vin = 5Vrms, f = 1kHz answer the following for each case:
1. Calculate voltage gain with RF = 1kohm, RG = 5kohm
1. Calculate voltage gain with RF = 1kohm, RG = 1kohm
1. Calculate voltage gain with RF = 5kohm, RG = 1kohm
1. Calculate voltage gain with RF = 5kohm, RG = 5kohm
1. Describe the effect of on voltage gain of keeping RF constant and increasing or decreasing RG
1. Describe the effect of on voltage gain of keeping RG constant and increasing or decreasing RF
1. What does the negative sign in the voltage gain formula indicate?
4. For the configuration below:
·
. With V1 = 5Vrms, V2 = 4Vrms, VN = 2Vrms, R1 = 1kohm, R2 = 2kohm, RN = 3kohm, RF = 5kohm answer the following:
1. Calculate Vout
5. For the configuration below:
·
. With V1 = 5Vrms, V2 = 4Vrms, R1 = 1kohm, R2 = 2kohm, R3 = 3kohm, R4 = 5kohm answer the following:
1. Calculate Vout
6. Include all calculations in a Word document with the title: “HW1_StudentID”, with your student id substituted in the file name. Show all work for full credit.
7. Upload file “HW1_StudentID”
Grading Criteria Assignments
Maximum Points
Meets or exceeds established assignment criteria
40
Demonstrates an understanding of lesson concepts
20
Clearly presents well-reasoned ideas and concepts
30
Uses proper mechanics, punctuation, sentence structure, and spelling
10
Total
100
Copyright Grantham University 2013. All Rights Reserved
·
W1 Lab "Op-Amp Introduction"
Analog Integrated Circuits & LabOp-Amp Introduction
The purpose of this lab is to gain familiarity with using Multisim to construct and simulate the noninverting op amp, inverting op amp, adder, and differential amplifier circuits presented in the module. The effect of external biasing resistors will be demonstrated and calculations of output voltage performed in the homework will be confirmed. This lab will set the stage for the concept of confirming calculations with simulation software for the remainder of the course.
· Watch video Week 1 – Op-Amp Introduction.
· Design the Op-Amp configurations from the W1 Assignment “Op-Amp Introduction” in Multisim.
· For Non-Inverting Op-Amp:
. Analyze the non-inverting Op-Amp circuit to calculate the voltage gain Vout/Vin.
. Design a non-inverting Op-Amp with 5% resistor tolerances for RF and RG in Multisim.
. Run the simulation to measure the voltage gain V.
1 Resistivity Equipment Qty Item Parts Number .docxhoney725342
1
Resistivity
Equipment
Qty Item Parts Number
1 Voltage Source
1 Resistance Apparatus EM-8812
1 Sample Wire Set EM-8813
1 Voltage Sensor UI-5100
2 Patch Cords
Purpose
The purpose of this activity is to examine how the resistance of a resistor is determined via geometry of
the resistor, and the material which it is made of. Also, to further the student’s understanding of the
difference between resistance, and resistivity.
Theory
Ohm’s Law describes the relationship between the resistance R of a wire, the voltage drop across it V,
and the current through the wire I. This is formally given by the equation;
𝐼 =
𝑉
𝑅
The resistance of the wire is a function of both the geometry of the wire, and the material that the wire
is composed of. This is formally given by the equation;
𝑅 = 𝜌
𝐿
𝐴
Where here L is the length of the wire, A is the cross-section area of the wire (in this simple equation we
are assuming the cross-section area is constant along the entire length of the wire), and 𝜌 is the
resistivity of the material the wire is composed of. The SI units of resistivity are Ohms·meters, Ω·m, and
it is a quantification of how difficult it is to move a current through a length of the material. This
equation shows us that resistance is a property of the object, while resistivity is a property of the
material the object is made of. Due to this distinction it is really incorrect to say things like, “Copper has
a low resistance.” Because Copper has a ‘low’ resistivity. If you take a Copper wire and double its length
you double the
resistance of that
wire, but the value
of the resistivity of
the copper in that
wire doesn’t
change.
2
Setup
1. Open the Capstone software. On the left side of the main screen is the Tool Bar. Click on the
Hardware Setup icon. This will open the Setup window.
Click on Analog Channel A of the picture of the 850 Universal Interface in the Setup
window, and then scroll down, and add the ‘Voltage Sensor’.
Click on Output Channel 1 of the picture of the 850 Universal Interface in the Setup
window, and then scroll down, and add the ‘Output Voltage-Current Sensor’.
2. On the bottom center left of the main screen the Sample Rate Tab should now say ‘
Common Rate’.
Set the Sample Rate to 1 Hz.
3. In the Tool Bar, now click on the Signal Generator Icon. This will open the Signal Generator
window.
In the Signal Generator window click on the tab “850 output 1” tab. This will open up
the options window for the output generator 1.
Set the Waveform to a “DC”.
Set the DC Voltage to 2 volts.
Set the Voltage Limit to 2 volts.
Set the Current Limit to 1.1 A.
Set the Generator to “Auto”, so that it will start and stop automatically when you start
and stop collecting data.
4. Close the Tool Bar.
5. In the main window click on the ‘Two Displays” option. (Bottom left option). A two display
Last Rev. August 2014 Calibration and Temperature Measurement.docxsmile790243
Last Rev.: August 2014 Calibration and Temperature Measurement Page 2
ME 495—Thermo Fluids Laboratory
~~~~~~~~~~~~~~
Temperature Measurement and First-
Order Dynamic Response
~~~~~~~~~~~~~~
PREPARED BY: GROUP LEADER’S NAME
LAB PARTNERS: NAME
NAME
NAME
TIME/DATE OF EXPERIMENT: TIME , DATE
~~~~~~~~~~~~~~
OBJECTIVE — The objectives of this laboratory are:
• To learn basic concepts and definitions associated with the
temperature and temperature measurements.
• To learn how to calibrate a Thermocouple and a Thermistor.
• To determine and compare the time constants of a
thermocouple and a thermometer.
• To determine how a thermocouple and a thermometer
responds to different inputs. You will also observe the
response of a thermocouple to an oscillatory input.
• To develop awareness for sources of error in temperature
measurements.
THEORY – In this lab, we will use first-order models to
approximate the response of a thermometer, thermocouple, and a
thermistor to temperature inputs, as these temperature sensors
measure temperatures in a different way.
A thermometer senses a change in temperature as a change in
the density of a fluid.
A thermocouple consists of two wires of different metals
joined at one end (the junction). When a voltage is applied
across the free ends of the two wires, the differing properties
of the wires create an induced voltage that it proportional to
the temperature change at the junction.
A thermistor is a type of resistor whose resistance is
dependent on temperature, more so than in standard resistors.
The change in resistance is linear with respect to change in
temperature, thus making a thermistor an accurate
temperature measuring device.
EXPERIMENT PREPARATION - Get a thermometer, a K (or J)
type thermocouple, and a thermistor from the TA. Identify the
positive and negative terminals for the thermocouple.
• Verify that the thermocouple is functioning well. This can be
done by connecting the thermocouple to a DMM and ensuring that
the voltage changes when you hold the thermocouple weld
between your fingers.
• Be familiar with all of the instruments you will be using for this
experiment. Knowing your equipment well is essential.
• Prepare an ice bath. Most EMF (electromotive force) tables use
ice point (0C) as the reference temperature and this traditional
fixed point temperature is preferred for accurate and reliable
measurements. To prepare the ice bath:
o Crush or flake the ice (Ice is available in the white icebox
located on the measurement table).
o Fill the thermos (the blue with white lid) half with crushed-ice,
add water and stir it until the mixture becomes a slush without
having the ice float. [Recall: If the ice floats, the bottom
temperature could be higher than 0C –Anomalous expansion of
water.]
PROCEDURE - Part 1: Modify a VI for temperature measurements
In this lab, you will b ...
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ECET 105 help A Guide to career/Snaptutorial
1. ECET 105 Week 1 Homework
To Purchase This Material Click below Link
For more classes visit
www.snaptutorial.com
1. Does a typical computer have any analog outputs? If so, what are they?
2. List three advantages of digital signal representation as compared to
their analog representation.
3. Convert 126 x 10+2 to scientific and engineering notations.
4. Make the following conversions:
2. a. Convert 0.34 seconds to milliseconds.
b. Express 0.0005 x 10-4 farads as picofarads.
5. The frequency of a signal is equal to the reciprocal of the signal’s
period (f = 1/p). For a computer with a 2.4 GHz clock, what is the clock
period? Use engineering notation for your answer.
6. The signal shown below is a sine wave as it might be displayed on an
oscilloscope. If it takes 40 msec. for the waveform to travel between the
points shown by the arrow “B” below, what is the frequency of the
waveform?
7. Power (in watts) is a certain amount of energy (in joules) divided by a
certain length of time (in seconds). The laser with the highest peak
power produces energy of 186 joules in 167 femtoseconds. What is the
peak power? Use engineering notation for your answer. (Note: Use
references to determine the value of a femtosecond and the proper
notation for your answer.)
8. Which logic function produces a HIGH output only when all of the
inputs are HIGH?
9. Which logic function produces a HIGH output only when all of the
inputs are LOW?
10. Using the Internet, find the data sheet for the 74LS00 integrated
circuit chip. Answer the following:
-----------------------------------------
ECET 105 Week 1 iLab Introduction to
Laboratory Test Equipment
To Purchase This Material Click below Link
For more classes visit
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3. I. OBJECTIVES
1. To learn the function and basic operation of the instruments
comprising a test bench
2. To gain a basic understanding of how to use the power supply,
DMM, oscilloscope, and function generator
3. To take measurements using the power supply, DMM,
oscilloscope, and function generator
4. To determine waveform characteristics of various signals
II. PARTS LIST
Equipment
IBM PC or Compatible with Windows 2000 or Higher
ELVIS II+
Parts
4. 1 - 1.0 kohm Resistor (color bands = brown, black, red, gold)
1 - 4.7 kohm Resistor (color bands = yellow, violet, red, gold)
III. PROCEDURES
A. Introduction to Instruments and Measurements
Before beginning this lab, be sure that you have read the Lab Prepfor an
explanation of how to use the various instruments.
1. Measure DC voltage with the DMM.
a. Attach the power supply +5 V outputs to the DMM inputs.
b. Launch the ELVIS II+ DMM and select DC Voltage.
1. Press Run and record the reading below, including units.
2. Press Stop.
DMM measurement ___________________________
2. Measure DC voltage with the oscilloscope.
1. Launch the ELVIS II+
2. Enable Channel 0.
3. Ensure the following settings.
• Probe—10x
• Coupling—DC
• Scale—2 Volts/Div
• Vertical Position—0
• Timebase—50 us/Div
• Trigger Type—Immediate
• Trigger Source—Chan 0 Source
• Horizontal Position—50
• Acquisition Mode—Run Continuously
1. Connect the oscilloscope probe from the oscilloscope to the +5 V
output (main probe to +5 V and ground to GND).
2. Press Run and read the voltage on the oscilloscope. Record your
reading with the appropriate unit in engineering notation.
Vertical scale _____________ Horizontal scale______________
V = _____________
1. Press Stop.
3. Measure resistance with the DMM.
5. 4. Remove a 1 kohm resistor (color bands are brown, black, red,
gold) from the parts kit. The first three bands indicate the value of the
resistor and the fourth band indicates the accuracy of the resistance. A
gold band indicates that the measured value should be within ±5% of the
specified value.
5. Switch the DMM to ohms (Ω) and measure the resistor value by
clipping the probes to each end of the resistor.
6. Press Start and record the measured value and the calculated
range (1 kohm ±5%) including units.
DMM measurement ____________________________
Theoretical range ______________________________
7. Repeat Step 3 with the 4.7 kohm resistor (color bands are yellow,
violet, red, and gold) including units.
DMM measurement ____________________________
Theoretical range ______________________________
8. Press Stop.
4. Measure a changing signal voltage with the oscilloscope.
9. Launch the ELVIS II+ frequency generator.
1. Connect the frequency generator output to the oscilloscope CH0
input.
2. Select the square wave output ( ) and set the frequency to 1
kHz.
5. Set the Amplitude to 5.00 Vpp and the DC Offset to 2.50 V.
6. On the oscilloscope, adjust the Time/Div setting to a value of 0.5
ms.
7. Set the Volts/Div to 2.0 V.
8. Press Run on both instruments. Sketch the observed waveform
below. Label both axes and ground.
Output Waveform for Step 4
6. 1. Stop both instruments.
5. Generate and measure triangle waveforms.
2. Set the frequency generator to output a triangle wave ( ) with a
frequency of 1.0 kHz, 6.00 Vpp, and 0 V DC Offset.
3. Set the oscilloscope to 2.0 V/div and 200 μsec/div.
4. Run both instruments and sketch the output below. Label the
axes and ground.
Output Waveform for Step 5
1. Measure and record the values below, including units.
Vertical scale _____________ Horizontal scale______________
Period ________________ Frequency _________________
1. Stop both instruments.
6. Generating and measuring sinusoidal waveforms.
6. Select a sine wave output with a frequency of 1 kHz, 6.0 Vpp,
and 0 V DC Offset.
7. Record measurements displayed on the oscilloscope display,
including units.
Vertical scale _____________ Horizontal scale______________
Peak +V = ________________ Frequency = ________________
1. Component Identification
Go through your parts kit and identify the various components and tools
you have. Application and proper use will be demonstrated in video
clips and discussed in the Lab Q & A thread.
1.
2. After verifying that your lab kit is complete, select two
components and find out what they are and what they do. HINT—Use
the instruction manual, illustrated parts list, the campus library and/or
the Internet to guide you toward the answers. Record the part numbers
and functions below.
First device’s part number or physical description _________________
First device’s function (what does it do?)
Second device’s part number or physical description
_________________
Second device’s function (what does it do?)
7. 1. TROUBLESHOOTING
Describe any problems encountered and how those problems were
solved.
-----------------------------------------
ECET 105 Week 2 Homework
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For more classes visit
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8. 1. What is the duty cycle for a square wave signal that is HIGH for 15
nsec and LOW for 30 nsec?
2. A pulse train is shown on the oscilloscope below. Determine the
period of the pulse.
3. Determine the frequency for a pulse that occurs every 10 ms.
4. What is the base-10 value for the binary number 11012?
5. What are the respective weights of the 1s in Problem 4?
6. How many different values can be represented by 6 bits, 7 bits, 8 bits,
and 10 bits?
7. What is the minimum number of bits required to represent each of the
following decimal numbers: 10, 1,000, 100,000, and 1,000,000?
7. Convert the binary value, 1011010100101101, to a hexadecimal
equivalent.
9. Convert the following decimal numbers to 8-bit binary values. For
negative numbers, use the 2’ complement formulation.
10. Express each of the following signed numbers (2s complement
format) in decimal:
-----------------------------------------
ECET 105 Week 2 iLab Soldering Techniques
and the Electronic Die Kit
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9. I. OBJECTIVES
1. To learn the basics of soldering.
2. To produce mechanically and electrically sound solder joints.
3. To assemble the Electronic Die Kit.
II. PARTS LIST
Equipment:
Digital Die Kit
Tools:
1 – Soldering Iron
1 – Pair Long-Nose Pliers
1 – Diagonal cutter
1 – Solder and hookup wire
1 – Wire stripper
10. III. PROCEDURE
1. Preparation
2. Prepare a well-ventilated and clear workspace with ample lighting.
3. Ensure that the workspace includes a mat to work on in order to
prevent the burning of the table or materials during the process.
4. Use a tray, egg crate, or vegetable/fruit tray for all (but especially the
small) parts to avoid losing them. Attach the tray with double-sided tape
to your bench or desktop.
5. Have a waste basket or desktop trash receptacle handy.
6. Ensure that the sponge that accompanies the soldering iron is
sufficiently damp. The level of dampness needed is judged by wetting
the sponge and then squeezing out the excess water until the sponge can
be held in the hand with no noticeable water dripping from it.
CAUTION:
In order to avoid injury to the eyes, goggles or other eye protection must
be worn AT ALL TIMES during the circuit assembly and soldering
process.
A soldering iron at temperature is very hot. It is a fire hazard. It is a
health hazard. Caution must be taken at all times to ensure that contact
with the skin does not occur.
6. Plug in the soldering iron and wait approximately five minutes for the
iron to heat to a proper temperature. The temperature of the iron may be
tested by lightly rubbing the tip of the iron against the moist sponge. If a
majority of water is evaporated, then the iron is ready for use. The tip
should be kept clean and tinned for soldering. The sponge is used to
wipe away excess solder and materials. Tinning means that there is
always a thin layer of solder on the tip.
7. Procure and prepare the dice kit for soldering. Inventory the parts and
materials and ensure that each part fits the circuit board correctly by
checking the parts on the board WITHOUT soldering them to the board.
Put them in the tray until ready to install.
11. 8. Prepare the tools that you will need: soldering iron, rosin core solder,
desolder wick, safety glasses, long-nose pliers, and wire cutters.
1. Assembling the Electronic Die Kit
2. Start with the seven 220 ohm resistors. Note that the color bands are
red-red-brown-gold.
2. With your long-nose pliers, bend the legs of all seven of the resistors
so that they form 90-degree angles.
3. Insert the 220 ohm resistors into R1, R2, R3, R4, R5, R6, and R7 of
your printed circuit board through the side where you see the labels.
Bend the lead on the side away from the component part, not next to the
resistor body, but on the other side of the pliers. Otherwise, you may
break the connection inside the resistor. Ensure that all components,
with the exception of the IC socket, are not fully inserted in the board,
but have small gaps between them and the circuit board to avoid
excessive heating.
4. Prepare to solder the legs of the resistors to the bottom side of the
printed circuit board. Turn the board upside down. Caution must be
taken to ensure that the “eyelet” solder pads on the board are not stressed
with either hands or the tip of the iron during the heating process. The
eyelets are easily dislodged and, if damaged, may result in irreparable
damage to the circuit board.
In soldering, firmly touch the tip of the iron to the pad AND the lead you
want to solder. Ensure that only one wire and one pad (one connection)
is heated at a time. When the connection has been heated sufficiently (it
should take only a few seconds), touch the solder to the pad, opposite
from the tip of the iron, and allow a small amount of solder to flow onto
the connection. The parts should not move while you are heating them or
they will not form a good joint. Sloppy or careless heating may cause
multiple connections to be soldered together, causing damage to the
circuit board.
12. 5. Care must be taken as to not apply too much solder because this will
result in a convex-shaped connection and, possibly, a cold solder joint.
Ideally, the solder should be melted by the connection, not the iron.
6. Remove the iron after ensuring that the solder has spread over the pad
and that the lead is sufficiently secured. A resulting concave shape
should be observed at the connection. Have your team member or
instructor verify proper connection.
7. Trim the excess leads, pointing into a paper or plastic waste bag or
basket. Metal clippings may fly far, fall into computer keyboards, or
otherwise pose as a shorting hazard.
8. Insert the two, 0.1μF ceramic capacitors into C1 and C2.
9. Solder the legs of the capacitors to the bottom side of the printed
circuit board and carefully cut off the excess leads.
1. Insert the 7805, 5-volt regulator into U1 following the drawing on the
printed circuit board. Push the component down carefully until it is fully
set. DO NOT force the IC all the way onto the board. Push the part
partially down and allow the leads to spread out. The result should be
that the part stands off the board as shown. Solder and carefully cut
excess leads.
2. Insert the 8-pin, IC socket into U2 following the drawing on the
printed circuit board. Solder two pins on diagonally opposite corners.
(Hold one pin with the heat sink clip or paper clip while soldering the
other.) Inspect and confirm that all pins are in the correct holes in the
PCB and the socket is seated on the board. Solder each pin and repair
any bridging before continuing.
2. Insert the momentary switch into S1 following the drawing on the
printed circuit board and solder the two contact pins.
3. Insert the seven red LEDs into D1, D2, D3, D4, D5, D6, and D7
following the drawing on the printed circuit board. PLEASE NOTE that
the longer lead of the LEDs is the anode and should go into the hole
marked with a + sign.
4. Insert the 9V battery connector into P1 and solder. You may insert the
battery leads from the bottom. This will make a neater assembly should
13. you decide to put the Dice in a case. It is VERY IMPORTANT that the
red wire is soldered into V+ and the black wire is soldered into V-.
5. Have a team member or your instructor inspect your board when you
have finished.
6. Completing and Testing the Kit
7. Inspect the Atmel ATTINY85-20PU microcontroller. Straighten any
severely bent pins, very slowly; otherwise, they could break. Align the
IC on your breadboard so that the dot in the top lefthand corner of the IC
is at the same end as the notch in the IC socket.
Insert the pins on one side, but do not press in, making sure that each pin
is started in its socket. Gently press the IC from the other side against the
pins started until the pins on the other side easily start in their sockets.
Double check that no pin is bent under or is outside of its intended
socket location. Press the IC into the socket, firmly but gently.
2. Attach the 9V battery firmly to the battery connector.
3. The die kit should resemble Figure 4.1 when assembly is completed.
The Atmel ATTINY85-20PU has been shipped with a program already
stored so that the die may be tested by connecting the 9V battery to the
connector, then pressing and holding the momentary switch and
releasing it. While the switch is pressed, the LEDs will blink in a
random pattern. When the switch is released, a randomly generated
number between 1 and 6 will be displayed on the LED die. Note any
performance issues.
Hints:
If the die is not working on the first try, turn it off by unplugging the
battery. Check for warm/hot components.
If the regulator U1 is hot, you have a short somewhere. Look for solder
shorts, incorrectly inserted components, and leads that may be touching
adjacent leads. Remove the shorting connection and try again.
-----------------------------------------
ECET 105 Week 3 Homework
14. To Purchase This Material Click below Link
For more classes visit
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1. Determine the output X for the 2-input AND gate with the input
waveforms shown.
2. Determine the output X for the 2-input OR gate with the input
waveforms shown.
3. Determine the output X for the 2-input Exclusive-OR gate with the
input waveforms shown
15. 4. Determine the output X for the 2-input NAND gate with the input
waveforms shown.
5. Is the output from the NAND gate shown in Problem 4 active-HIGH
or active-LOW? Why?
6. Download from a semiconductor manufacturer’s website (such as
ti.com) the data sheet for a DIP packaged quad NOR gate (74x02). What
pins does this chip use for the inputs to the first gate?
7. Draw a logic circuit that performs the following Boolean expression:
Y = A * B.
8. Draw a logic circuit that performs the following Boolean expression:
9. Which gate is represented by the truth table below?
10. Use a truth table to determine the function of the gate shown below.
-----------------------------------------
ECET 105 Week 3 iLab Introduction to Digital
Logic Gates
To Purchase This Material Click below Link
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16. I. OBJECTIVES
To understand basic logic functions (AND, OR, and NOT) and their
complement used in Boolean algebra and digital logic design.
To test simple logic small-scale integration (SSI) integrated circuit (IC)
devices.
II. PARTS LIST
Equipment:
IBM PC or Compatible with Windows 2000 or Higher
Parts:
1 – 74LS00 Quad 2-Input NAND Gate IC
1 – 74LS02 Quad 2-Input NOR Gate IC
1 – 74LS04 Hex INVERTER Gate IC
1 – 74LS08 Quad 2-Input AND Gate IC
1 – 74LS32 Quad 2-Input OR Gate IC
17. 1 – 74LS86 Quad 2-Input XOR Gate IC
1 – Set of Four Single-Pole-Double-Throw (SPDT) Switches,
DIP Style
1 – 330 Ω resistor
1 – Light emitting diode (LED), red
III. PROCEDURE
OR Gate Operation
Using the Internet or the campus library, acquire a hard copy of a data
sheet for the 74LS32 quad 2-input OR gate. (HINT: Look at ti.com for
possible help.) One of the OR gates is shown below in Figure 5.1.
Figure 5.1 – 2-Input OR Gate
Fill in the Table 5.1 for ALL possible logic conditions, based on the
information found on the data sheet.
Input (Pin 1) Input (Pin 2) Output (Pin 3)
Table 5.1 - 2-Input OR Gate Theoretical Truth Table
Write the Boolean expression below for the relationship between the
device inputs (labeled as A and B) and output (labeled as Y).
OUTPUT Y = ____________________________
Construct the circuit shown in Figure 5.2 (a layout of the breadboard is
shown in Figure 5.3). Be sure that the flat side of the LED (called the
cathode) is connected to ground and that the 74LS32 is connected to
power and ground (Pins 14 and 7, respectively).
Figure 5.2 – OR Gate Test Circuit
Top View
Side View
Figure 5.3 – Breadboard Layout for Figure 5.2
Connect the circuit to verify the logic gate operation recording the input
and output voltages. Fill in Table 5.2below for ALL possible logic
conditions.
Input (Pin 1) Input (Pin 2) Output (Pin 3)
18. Table 5.2 - 2-Input OR Gate Measured Truth Table
Do the results match the manufacturer’s truth table? __________
(YES or NO)
AND Gate Operation
Acquire a hard copy of a data sheet for the 74LS08 quad 2-input AND
gate.
Figure 5.4 – 2-Input AND Gate
Fill in the truth table below for ALL possible logic conditions based on
the information found on the data sheet.
Input (Pin 1) Input (Pin 2) Output (Pin 3)
Table 5.3 - 2-Input AND Gate Theoretical Truth Table
Write the Boolean expression below for the relationship between the
device inputs (labeled as A and B) and output (labeled as Y).
OUTPUT Y = ____________________________
Construct the circuit shown in Figure 5.5 by replacing the 74LS32 from
Figure 5.2 with a 74LS08.
Figure 5.5 - 2-Input AND Gate Test Circuit
Connect the circuit to verify the logic gate operation recording the input
and output voltages. Fill in the truth table below for ALL possible logic
conditions.
Input (Pin 1) Input (Pin 2) Output (Pin 3)
Table 5.4 - 2-Input AND Gate Measured Truth Table
Do the results match the manufacturer’s truth table? __________
(YES or NO)
NAND Gate Operation
Acquire a hard copy of a data sheet for the 74LS00 quad 2-input NAND
gate.
Figure 5.6 – 2-Input NAND Gate
Fill in Table 5.5 for ALL possible logic conditions, based on the
information found on the data sheet.
Input (Pin 1) Input (Pin 2) Output (Pin 3)
Input (Pin 1) Input (Pin 2) Output (Pin 3)
Input (Pin 1) Input (Pin 2) Output (Pin 3)
19. Table 5.5 - 2-Input NAND Gate Theoretical Truth Table
Write the Boolean expression below for the relationship between the
device inputs (labeled as A and B) and output (labeled as Y).
OUTPUT Y = ____________________________
Construct the circuit shown in Figure 5.7 by replacing the 74LS08 from
Figure 5.5 with a 74LS00.
Figure 5.7 – 2-Input NAND Gate Test Circuit
Connect the circuit to verify the logic gate operation recording the input
and output voltages. Fill in the truth table below for ALL possible logic
conditions.
Input (Pin 1) Input (Pin 2) Output (Pin 3)
Table 5.6 - 2-Input OR Gate Measured Truth Table
Do the results match the manufacturer’s truth table? __________
(YES or NO)
Exclusive-OR Gate Operation
Acquire a hard copy of a data sheet for the 74LS86 quad 2-input
exclusive-OR (XOR) gate.
Figure 5.8 – 2-Input XOR Gate
Fill in the truth table below for ALL possible logic conditions, based on
the information found on the data sheet.
Input (Pin 1) Input (Pin 2) Output (Pin 3)
Table 5.7 - 2-Input XOR Gate Theoretical Truth Table
Write the Boolean expression below for the relationship between the
device inputs (labeled as A and B) and output (labeled as Y).
OUTPUT Y = ____________________________
Construct the circuit shown in Figure 5.9 by replacing the 74LS00 from
Figure 5.7 with a 74LS86.
Figure 5.9 – 2-Input XOR Gate Test Circuit
Connect the circuit to verify the logic gate operation recording the input
and output voltages. Fill in the truth table below for ALL possible logic
conditions.
Input (Pin 1) Input (Pin 2) Output (Pin 3)
Table 5.8 - 2-Input OR Gate Measured Truth Table
20. Do the results match the manufacturer’s truth table? __________
(YES or NO)
NOR Gate Operation
Acquire a hard copy of a data sheet for the 74LS02 quad 2-input NOR
gate.
Figure 5.10 – 2-Input NOR Gate
Fill in the truth table below for ALL possible logic conditions, based on
the information found on the data sheet.
Input (Pin 2) Input (Pin 3) Output (Pin 1)
Table 5.9 - 2-Input NOR Gate Theoretical Truth Table
Write the Boolean expression below for the relationship between the
device inputs (labeled as A and B) and output (labeled as Y).
OUTPUT Y = ____________________________
Construct the circuit shown in Figure 5.11. Note that the pin numbers for
inputs and outputs have changes from Figure 5.9 (output is now Pin 1,
inputs are on Pins 2 and 3).
Figure 5.11 – 2-Input NOR Gate Test Circuit
Connect the circuit to verify the logic gate operation recording the input
and output voltages. Fill in the truth table below for ALL possible logic
conditions.
Input (Pin 2) Input (Pin 3) Output (Pin 1)
Table 5.10 - 2-Input NOR Gate Measured Truth Table
Do the results match the manufacturer’s truth table? __________
(YES or NO)
NOT Gate Operation
Acquire a hard copy of a data sheet for the 74LS04 hex NOT gate.
Figure 5.12 – NOT Gate
Fill in the truth table below for ALL possible logic conditions, based on
the information found on the data sheet.
Input (Pin 2) Input (Pin 3) Output (Pin 1)
Table 5.11 - NOT Gate Theoretical Truth Table
Write the Boolean expression below for the relationship between the
device input (labeled as A) and output (labeled as Y).
OUTPUT Y = ____________________________
21. Construct the circuit shown in Figure 5.13. Note that the pin numbers for
inputs and outputs have changes from Figure 5.11 (output is now Pin 2,
input is on Pin 1).
Figure 5.13 – 2-Input NOR Gate Test Circuit
Connect the circuit to verify the logic gate operation recording the input
and output voltages. Fill in the truth table below for ALL possible logic
conditions.
Input (Pin 1) Output (Pin 2)
Table 5.12 - NOT Gate Measured Truth Table
Do the results match the manufacturer’s truth table? __________
(YES or NO)
TROUBLESHOOTING
Describe any problems encountered and how those problems were
solved.
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ECET 105 Week 4 Homework
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22. 1. Draw a logic circuit that performs the following Boolean expression:
2. Determine the Boolean expression for the circuit shown below.
3. The Boolean expression for an AND gate is . Does the expression also
describe an AND gate? Prove your answer.
4. Write the Boolean expression for the logic circuit shown below.
5. Develop the truth table for the circuit shown in Problem 4.
6. Develop the truth table for the circuit shown below.
7. Develop the Boolean expression for the circuit shown in Problem 6.
8. Draw a logic circuit using only NAND gates to implement the
following Boolean expression: Y =AB + C.
9. Develop a logic circuit, using only NAND gates, to implement a
circuit to meet the requirements of the truth table shown below.
10. Determine the Boolean description for the circuit shown below.
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23. ECET 105 Week 4 iLab Logic Circuit Design,
Simplification, Simulation, and Verification
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Objectives:
To design a digital logic circuit using a truth table and sum-of-product
(SOP) formulation.
24. To use the MultiSim program to simplify, simulate, and test the circuit
operation.
To build and test the logic circuit to verify that the system performs as
expected.
Results:
Built a circuit board which would turn on the LED light and used
multisim and tools which would simplify to do so. Verified the truth
table to check and see if the vales are accurate.
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ECET 105 Week 5 Homework
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25. 1. Determine the decimal value of each of the following unsigned binary
numbers:
2. Determine the decimal value of each of the following signed binary
numbers displayed in the 2’s complement form:
3. Determine the outputs (Cout, Sout) of a full-adder for each of the
following inputs:
4. The circuit below is an attempt to build a half-adder. Will the Cout
and Sout function properly? Demonstrate your rationale.
5. Determine the outputs for the circuit shown below. Assume that C0 =
0 for all cases.
6. Derive the Boolean equation for A = B, when A and B are 4-bit
numbers.
7. Complete the timing diagram below for a 2-bit adder. (10 points)
8. Answer the following:
26. What is the frequency of a periodic waveform with a period of 1.0 µsec?
How many bits are required to represent decimal numbers from -256 to
+255?
What is the largest positive number that can be represented by 10 signed
bits?
9. The full-adder shown below is tested under all input conditions as
shown. Is the circuit operating correctly? If not, what is the most likely
fault?
10. Using a 4-bit adder/subtractor, carry out the binary operations for 9 –
3 and 3 – 9. What can you conclude about the answers and the carry out
bit (C4)?
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ECET 105 Week 5 iLab Designing Adders and
Subtractors
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27. Objectives:
The objectives are to reinforce the concepts of binary
addition/subtraction while using the Quartus II Programmable Logic
Tool as well as getting used to the program. We were also supposed to
build and test a simple adder/subtractor using the eSOC III Board.
Observations/Measurements:
Describe any problems you had with this week’s assignment.
1. In the simulation run of the four-bit adder, when we performed the
addition 5 + 3, we did not immediately have an output of 8 on SOUT.
What could be the cause of this?
2. If we changed the count period to 1000 nS for A and B, would this
correct the anomalies in Question 1? Why or why not?
3. How fast can your 4-bit adder/subtractor determine the sum or
difference of two numbers?
28. 4. Use the simulation timing diagram to compare the worst case time to
do an operation with your adder/subtractor with the worst case using the
74LS283. State which operation takes the longest and list the time
required for both devices.
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ECET 105 Week 6 Homework
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29. 1. When a HIGH is on the output of the decoding circuit below, what is
the binary code appearing on the inputs?
2. Write the Boolean equations for each of the following codes if an
active-LOW decoder output is required. The first decode is shown as an
example.
3. What are the active outputs of a BCD-to-7 segment decoder with an
input of 0100?
4. A 7-segment decoder/driver drives the display below. Using the
waveforms shown, determine the sequence of digits that appear on the
display.
5. Construct a truth table for an active-LOW output BCD (1-of-10)
decoder.
6. Derive the truth table for the Y output in the diagram below.
7. Derive the Boolean equation for the Y output in Problem 6.
8. For the multiplexer shown below, determine the output for the
following input state.
D0 = 0, D1 = 1, D2 = 1, D3 = 0, S0 = 1, S1 = 0.
9. Determine the function of the circuit shown below.
10. Write the Boolean equation for the circuit shown in Problem 9.
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ECET 105 Week 6 iLab Decoders and
Multiplexers
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30. Objectives:
To learn about the operation of a BCD-to-seven-segment decoder
To learn about the operation of a seven-segment display
To learn about the operation of multiplexers
To build and test a multiplexed display circuit using both discrete
components and the eSOC III board
Questions:
Why are the 330 Ω resistors required for the discrete logic circuit, but
not for the MultiSim simulated circuit or the eSOC III circuit?
Create a partial truth table showing the requirements for a seven-
segment decoder to output a hexadecimal digit. This requires four input
bits and six output states, A – F. For each output state, show the
segments a-g. The output states for the inputs 0 – 9 are the same as for
31. the 74LS47 (see focus.ti.com). Use capital letters A, C, E, F and lower
case for b and d.
Why is the seven-segment display driven with an active-LOW signal
using discrete logic and an active-HIGH with the eSOC board?
-----------------------------------------
ECET 105 Week 7 Homework
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32. 1. Sketch the Q output for the waveforms shown. Assume that Q starts
LOW.
2. Sketch the Q output for the circuit shown below. Assume that Q starts
LOW.
3. Sketch the Q output for the circuit shown below. Assume that Q starts
LOW.
4. Sketch the Q output for the circuit shown below. Assume that Q starts
LOW.
5. Sketch the Q output for the circuit shown below. Assume that Q starts
LOW.
6. Sketch the Q output for the circuit shown below. Assume that Q starts
LOW.
7. Sketch the Q output for the circuit shown below. Assume that Q starts
LOW.
8. Sketch the Q0 and Q1 outputs for the circuit shown below. Assume
that both Q0 and Q1 start LOW.
9. What is the output frequency for Q1 in the circuit shown below?
10. What is the output frequency for Q2 in the circuit shown below?
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ECET 105 Week 7 iLab Add-Subtractor using
Flip-Flops
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33. I. OBJECTIVES
To test the operation of a 74LS74 D flip-flop and compare the operation
with the predicted behavior
To test the operation of a 74LS112 J-K flip-flop and compare the
operation with the predicted behavior
To measure propagation delays of a 74LS112 J-K flip-flop
To build and test an enhanced adder-subtractor
II. PARTS LIST
Equipment:
IBM PC or Compatible with Windows 2000 or Higher
Quartus II Design Software—Version 9.1
Frequency Generator
Oscilloscope
34. Parts:
2 – 330 Ω resistors, ¼ W 2 – Red LEDs
1 – 74LS74 dual D flip-flop 1 – Green LED
1 – 74LS112 dual J-K flip-flop 1 – SPDT Switch, DIP
configuration
1 – eSOC III FPGA Board
III. PROCEDURE
A. Test the 74LS74 D Flip-Flop
Build the D flip-flop circuit shown in Figure 7.1. The LEDs are wired as
active-LOW since the flip-flop can supply more current in a low state
than in a high state. This means that the green LED is on when is HIGH
and the red LED indicates Q is HIGH. Remember to attach VCC to pin
14 and ground to pin 7.
Using the circuit, verify that the operation follows the truth table for this
device.
What happens when both and are set low?
Build the J-K flip-flop circuit shown in Figure 7.2. Remember to attach
VCC to pin 16 and ground to pin 8.
Using the circuit, verify that the operation follows the truth table for this
device.
Increase the pulse generator output to 1.0 MHz. Set the switches so that
all of the flip-flop inputs are high and remove the LEDs and resistors.
Using the oscilloscope, measure the propagation times for the Q output
from the active clock edge. Record the value below.
Using Quartus II, modify the circuit from Lab 5 as shown in Figure 7.3
by adding three 7474 D-flip-flip chips. Note that a clear function has
been added and that the flip-flop presets are inactive since they are tied
to +5V (labeled VCC).
Perform a simulation to verify the correct operation of the circuit. Note
that in this case, the CLOCK signal is not a periodic signal; the CLOCK
signal is a discrete signal occurring on a switch closure.
35. Assign pins to the inputs and outputs. Use the DIP switches for your
inputs (0-3 for A, 8-11 for B, 7 for CLEAR, 15 for ADDSUB), one of
the debounced pushbuttons for CLOCK and the red LEDs for outputs
(RD0-4).
Download you program to the eSOC III board and test the operation of
the circuit.
Photograph your final circuit for submission (online) or demonstrate
your circuit to your professor (onsite or blended).
Why is the condition when both and are LOW considered illegal?
How do the values you measured for tPHL and tPLH compare with
values specified in the 74LS112 data sheet? You may need to go online
to find this value.
Why were the LEDs removed before making the propagation delay
measurements?
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