EEE 117L Network Analysis Laboratory Lab 1
1
EEE 117L Network Analysis Laboratory
Lab 1 – Voltage/Current Division and Filters
Lab Overview
The objective of Lab 1 is to familiarize students with a variety of basic applications of
passive R, C devices, and also how to measure the performance of these circuits using
both Spice simulations and the Digilent Analog Discovery 2 on the circuits constructed.
Prelab
Before coming to lab, students need to complete the following items for each of the
circuits studied in this lab :
• Any hand calculations needed to determine the values of components used in the
circuits such as resistors and capacitors, or specifications such as pole frequencies.
• A Spice simulation of each circuit to get familiar with how it works, and determine
what to expect when the circuit is built and its performance is measured.
Making connections on a Breadboard
Breadboards are used to easily construct circuits without the need to solder parts on a
printed circuit board. As seen in Figure 0 they have columns of pins that are connected
together internally, so that all the wires inserted in a column are shorted together. Note
that the columns on top and bottom are not connected together. There are also rows of
pins at the top and bottom that are connected together. These rows are intended for use
as the power supplies, and are typically labeled + and – and color coded red and blue for
the positive and negative power supplies. These rows are not connected in the middle.
Figure 0.
EEE 117L Network Analysis Laboratory Lab 1
2
Circuits to be studied
When choosing resistor and capacitor values use standard values available to you,
and keep all resistor values between 100 W and 100 kW.
1. Voltage and Current Dividers
One of the most commonly used circuits is a voltage divider
like the one shown in Figure 1.a. For example, if a signal is
too large to be input to a voltmeter or oscilloscope it can be
attenuated (reduced in size) using voltage division. The DC
voltage that an AC signal like a sine wave varies around can
also be reduced using this circuit.
For example, if all of the resistors in this circuit are the same
value, and the VS input source provides a DC voltage of 4V,
then the voltages in this circuit will be VA = 4V, VB = 3V,
VC = 2V, and VD = 1V. That is, voltage division will cause the voltage at node B to be
¾ of VS , the voltage at node C to be ½ of VS , and the voltage at node D to be ¼ of VS.
If a sine wave with an amplitude of 1V is then added so that VS = 4 + sin(wt) Volts, then
voltage division will cause the new values of VA , VB , VC and VD to be :
VA = 1.00*VS = 1.00*(4 + sin(wt)) = 4 + 1.00*sin(wt) Volts
VB = 0.75*VS = 0.75*(4 + sin(wt)) = 3 + 0.75*sin(wt) Volts
VC = 0.50*VS = 0.50*(4 + sin(wt)) = 2 + 0.50*sin(wt) Volts
VD = 0.25*VS = 0.25*(4 + sin(wt)) = 1 + 0.25*sin(wt) Volts
In this example both the amplitude of the ...
The document summarizes the operation of a class-D amplifier. It describes how class-D amplifiers use transistors as switches that are either fully on or fully off to achieve high efficiency. A comparator compares an audio signal to a high frequency triangle wave to generate a pulse width modulated square wave. A passive filter converts this into an analog output. Class-D amplifiers can be operated in a bridged configuration to increase output power without increasing voltage. Negative feedback is also used to improve performance.
International Refereed Journal of Engineering and Science (IRJES)irjes
International Refereed Journal of Engineering and Science (IRJES) is a leading international journal for publication of new ideas, the state of the art research results and fundamental advances in all aspects of Engineering and Science. IRJES is a open access, peer reviewed international journal with a primary objective to provide the academic community and industry for the submission of half of original research and applications.
Power amplifiers analog electronics.pptxPrateek718260
A power amplifier (PA) increases a low-power signal to a higher power signal. There are different classes of PAs based on their conduction angle. A Class A PA conducts over the entire cycle, while a Class B PA conducts for only half the cycle. A Class B stage uses a complementary pair of transistors to push and pull current in a push-pull fashion but suffers from crossover distortion where both transistors are cut off. The efficiency of a Class B stage can reach 78.5% compared to only 25% for a Class A stage, making Class B more suitable for high-power applications.
Bipolar junction transistor characterstics biassing and amplification, lab 9kehali Haileselassie
This document summarizes an experiment on characterizing the input and output properties of a bipolar junction transistor (BJT) and demonstrating its signal amplification capabilities. The experiment involved establishing the transistor's DC operating point, then evaluating its small-signal AC operation. Key results included measuring the transistor's DC current gain and small-signal voltage gain, which compared reasonably well to theoretical predictions. The document also discussed the different regions of BJT operation and their implications for circuit applications.
Bipolar junction transistor characterstics biassing and amplification, lab 9kehali Haileselassie
This document summarizes an experiment on characterizing the input and output properties of a bipolar junction transistor (BJT) and demonstrating its ability to amplify signals when biased in the active region. Key findings include:
1) Measured voltages and currents matched predicted values closely, both from hand calculations and PSPICE simulations.
2) In the active region, a small AC input signal produced a larger AC output signal, demonstrating amplification. Measured gains matched predictions from an equivalent circuit model.
3) BJT regions of interest - active, cutoff, and saturation - were explored. In the active region the BJT acts as a current source, enabling its use as a signal amplifier.
Here are the key details about the voltmeter and circuit:
- Voltmeter has sensitivities of 20 kΩ/V
- It has ranges of 5 V, 10 V, and 50 V
- It is connected across resistor RA in the circuit
The question is asking to calculate:
1) The voltage reading on the 5 V range
2) The voltage reading on the 10 V range
3) The voltage reading on the 50 V range
4) The percentage loading error for each reading
Given these details, the appropriate calculations using the voltmeter loading effects equations can be done to solve the problem.
Electrical Engineering is the Branch of Engineering. Electrical Engineering field requires an understanding of core areas including Thermal and Hydraulics Prime Movers, Analog Electronic Circuits, Network Analysis and Synthesis, DC Machines and Transformers, Digital Electronic Circuits, Fundamentals of Power Electronics, Control System Engineering, Engineering Electromagnetics, Microprocessor and Microcontroller. Ekeeda offers Online Mechanical Engineering Courses for all the Subjects as per the Syllabus. Visit : https://ekeeda.com/streamdetails/stream/Electrical-and-Electronics-Engineering
1) The document is a lab manual for an Electrical Engineering measurement lab course. It details 10 experiments involving measuring devices like oscilloscopes, multimeters, and bridges.
2) The first experiment involves studying oscilloscopes, their working principles, and different types of probes. Block diagrams and features of oscilloscopes are described.
3) Power factor is defined as the ratio between real power and apparent power. A power factor meter and phase shifter circuit are explained along with calculations for power factor correction by adding a capacitor.
The document summarizes the operation of a class-D amplifier. It describes how class-D amplifiers use transistors as switches that are either fully on or fully off to achieve high efficiency. A comparator compares an audio signal to a high frequency triangle wave to generate a pulse width modulated square wave. A passive filter converts this into an analog output. Class-D amplifiers can be operated in a bridged configuration to increase output power without increasing voltage. Negative feedback is also used to improve performance.
International Refereed Journal of Engineering and Science (IRJES)irjes
International Refereed Journal of Engineering and Science (IRJES) is a leading international journal for publication of new ideas, the state of the art research results and fundamental advances in all aspects of Engineering and Science. IRJES is a open access, peer reviewed international journal with a primary objective to provide the academic community and industry for the submission of half of original research and applications.
Power amplifiers analog electronics.pptxPrateek718260
A power amplifier (PA) increases a low-power signal to a higher power signal. There are different classes of PAs based on their conduction angle. A Class A PA conducts over the entire cycle, while a Class B PA conducts for only half the cycle. A Class B stage uses a complementary pair of transistors to push and pull current in a push-pull fashion but suffers from crossover distortion where both transistors are cut off. The efficiency of a Class B stage can reach 78.5% compared to only 25% for a Class A stage, making Class B more suitable for high-power applications.
Bipolar junction transistor characterstics biassing and amplification, lab 9kehali Haileselassie
This document summarizes an experiment on characterizing the input and output properties of a bipolar junction transistor (BJT) and demonstrating its signal amplification capabilities. The experiment involved establishing the transistor's DC operating point, then evaluating its small-signal AC operation. Key results included measuring the transistor's DC current gain and small-signal voltage gain, which compared reasonably well to theoretical predictions. The document also discussed the different regions of BJT operation and their implications for circuit applications.
Bipolar junction transistor characterstics biassing and amplification, lab 9kehali Haileselassie
This document summarizes an experiment on characterizing the input and output properties of a bipolar junction transistor (BJT) and demonstrating its ability to amplify signals when biased in the active region. Key findings include:
1) Measured voltages and currents matched predicted values closely, both from hand calculations and PSPICE simulations.
2) In the active region, a small AC input signal produced a larger AC output signal, demonstrating amplification. Measured gains matched predictions from an equivalent circuit model.
3) BJT regions of interest - active, cutoff, and saturation - were explored. In the active region the BJT acts as a current source, enabling its use as a signal amplifier.
Here are the key details about the voltmeter and circuit:
- Voltmeter has sensitivities of 20 kΩ/V
- It has ranges of 5 V, 10 V, and 50 V
- It is connected across resistor RA in the circuit
The question is asking to calculate:
1) The voltage reading on the 5 V range
2) The voltage reading on the 10 V range
3) The voltage reading on the 50 V range
4) The percentage loading error for each reading
Given these details, the appropriate calculations using the voltmeter loading effects equations can be done to solve the problem.
Electrical Engineering is the Branch of Engineering. Electrical Engineering field requires an understanding of core areas including Thermal and Hydraulics Prime Movers, Analog Electronic Circuits, Network Analysis and Synthesis, DC Machines and Transformers, Digital Electronic Circuits, Fundamentals of Power Electronics, Control System Engineering, Engineering Electromagnetics, Microprocessor and Microcontroller. Ekeeda offers Online Mechanical Engineering Courses for all the Subjects as per the Syllabus. Visit : https://ekeeda.com/streamdetails/stream/Electrical-and-Electronics-Engineering
1) The document is a lab manual for an Electrical Engineering measurement lab course. It details 10 experiments involving measuring devices like oscilloscopes, multimeters, and bridges.
2) The first experiment involves studying oscilloscopes, their working principles, and different types of probes. Block diagrams and features of oscilloscopes are described.
3) Power factor is defined as the ratio between real power and apparent power. A power factor meter and phase shifter circuit are explained along with calculations for power factor correction by adding a capacitor.
A single stage transistor amplifier uses one transistor to amplify a weak signal. It works by taking a small alternating current (AC) base current and producing a larger collector current that is proportional to the base current. This larger current passes through a resistor, producing an amplified output voltage. A multistage transistor amplifier contains multiple amplification stages coupled together with capacitors. Capacitors block direct current between stages while allowing the AC signal to pass, achieving additional amplification. Key terms include gain, frequency response, decibel gain, and bandwidth, which describe how well an amplifier performs over different frequencies.
AC-DC converters are widely used in industrial and domestic applications. Input AC voltage is rectified and
filtered using filtering circuit which consists of large electrolytic capacitors. These capacitors draw a large
amount of current and the efficiency of the converter system decreases drastically. large ripple factor have made the converter system inefficient .This paper
analyses about different converter topology and proposes a different design which is based on converting Ac signal to specified Dc signal of about 5V by which ripple factor can be reduced to make the system enough efficient. The implification of this project is for charging or operating semiconductor devices .The results of respective topologies are shown through P-simulation program with integrated circuit emphasis (PSPICE) simulation and their
parameters are calculated. Three parameters are considered for the comparison of these topologies
Electrical current, voltage, resistance, capacitance, and inductance are a few of the basic elements of electronics and radio. Apart from current, voltage, resistance, capacitance, and inductance, there are many other interesting elements to electronic technology. ... Use Electronics Notes to learn electronics online.
The document summarizes experiments on non-linear op-amp circuits, including a comparator, half-wave rectifier, and clipper. It provides the objectives, required equipment, pre-lab questions, and theoretical explanations of how each circuit works. The experiments involve assembling the circuits using op-amps and diodes, observing input and output waveforms on an oscilloscope, and analyzing the output characteristics as circuit parameters are varied. Key points covered include how comparators detect voltage levels, how rectifiers and clippers modify input signals based on reference voltages, and the roles of op-amp gain and diode properties.
The document discusses modulation index and amplitude modulation power signals. It defines modulation index as a measure of how much a carrier voltage is varied by a modulating signal. It distinguishes three types of AM based on modulation index: under modulated for m < 1, ideal AM for m = 1, and over modulated for m > 1. It also discusses calculating modulation index from AM waveforms and formulas for carrier power, sideband power, and total transmitted power in AM signals.
Power Circuits and Transformers-Unit 2 Labvolt Student Manualphase3-120A
This document discusses alternating current (AC) and sine waves. It explains that AC voltage continually changes polarity and amplitude, and can be considered a DC voltage that is changing. The frequency of an AC voltage is the number of times per second its polarity changes. Sine waves are well-suited for electrical systems as they allow for efficient power transfer. Key parameters of sine waves include amplitude, frequency, phase, and phase shift. Circuit laws like Ohm's Law apply to AC circuits as well.
The document discusses transistor frequency response. It begins by explaining how capacitive elements affect frequency response at low and high frequencies. It then covers topics like natural logarithms, semi-log graphs, decibels, and how gain is expressed in decibels. General considerations for frequency response like cutoff frequencies are described. The effects of capacitors like CC, CE and CS on low frequency response are analyzed. Similar analyses are provided for low frequency response in BJT and FET amplifiers.
This document provides an overview of operational amplifiers (op-amps) and their applications in linear circuits. It begins with an introduction to op-amps, describing their symbol and characteristics. Equivalent circuit models of ideal and practical op-amps are presented. Common op-amp circuits including inverting and non-inverting amplifiers, voltage followers, summers, integrators, and differentiators are described. The document also discusses active filters using op-amps, including generalized impedance converters and second-order Sallen-Key filters. Overall, the document serves as a tutorial on basic op-amp circuits and their use in linear signal processing applications.
Electrical Engineering is the Branch of Engineering. Electrical Engineering field requires an understanding of core areas including Thermal and Hydraulics Prime Movers, Analog Electronic Circuits, Network Analysis and Synthesis, DC Machines and Transformers, Digital Electronic Circuits, Fundamentals of Power Electronics, Control System Engineering, Engineering Electromagnetics, Microprocessor and Microcontroller. Ekeeda offers Online Mechanical Engineering Courses for all the Subjects as per the Syllabus Visit : https://ekeeda.com/streamdetails/stream/Electrical-Engineering
Electric Circuits Lab Series RC Circuits Phase Angle, Phase Lag.docxpauline234567
Electric Circuits Lab
Series RC Circuits: Phase Angle, Phase Lag, and Capacitors as Integrators
I.
Objectives:
After completing this lab experiment using, you should be able to:
1. Understand the effect of frequency on capacitive reactance.
2. Measure the impedance of an RC circuit.
3. Measure the phase angle and phase lag of an RC circuit using the oscilloscope.
4. Draw the impedance and voltage phasor diagrams.
5. Understand how a capacitor integrates current.
II.
Parts List:
1. Resistor 100 Ω, 1 kΩ, 6.8 kΩ
2. Capacitors 0.1 µF, 0.01 µF
III.
Procedures:
Part I:
1.
Connect the following circuit.
Figure 1: RC Circuit
2.
Connect one DMM across the resistor and one DMM across the capacitor. Set both DMMs to read AC voltage.
Measure the voltage drop across each component. Record the result in
Table 1.
3. Use Ohm’s law to
calculate the current flowing through the resistor. Since the circuit in Figure 1 is a series RC circuit, the same current will flow through the capacitor and the resistor.
Record the result in
Table 1.
Total current, I =
4.
Calculate the capacitive reactance using Ohm’s law. Record the result in
Table 2.
Capacitive Reactance, XC =
5. Now,
calculate the capacitive reactance value using the equation below.
Record the result in
Table 1 under Computed Reactance, XC.
Capacitive Reactance,
Capacitor C1
Voltage across, R
846 mV
Voltage across, C
583 mV
Total Current, I
0.846 mA
Capacitive Reactance, XC
686 Ω
Computed Reactance, XC
Table 1: Calculated and measured values
6.
Adjust the function generator frequency following the steps in
Table 2. Use the DMM to
measure the voltage across the resistor and the capacitor.
Record your measurements below.
Frequency (in Hz)
VR
(measured)
VC
(measured)
I =
(calculated)
XC =
(calculated)
XC =
(calculated)
300
983 mV
186 mV
0.983 mA
189 Ω
1k
846 mV
583 mV
0.846 mA
686 Ω
3k
884 mV
468 mV
0.884 mA
529 Ω
5k
953 mV
302 mV
0.953 mA
317 Ω
7k
975 mV
221 mV
0.975 mA
227 Ω
9k
985 mV
174 mV
0.985 mA
177 Ω
11k
990 mV
145 mV
0.990 mA
147Ω
13k
993 mV
121 mV
0.993 mA
122 Ω
15k
994 mV
105 mV
0.994 mA
106 Ω
Table 2: Calculated and measured values
7.
Plot the graph for
Frequency vs. VC.
(Use Excel or Word to Create the Plot)
Plot 1: Frequency vs. VC
Part II:
8.
Build the circuit shown in Figure 2.
Figure 2: Series RC Circuit
9.
Set the source voltage amplitude to
1.5 Vp and
frequency to
500 Hz.
10.
Connect Channel .
This document discusses uncontrolled rectifiers, which use diodes to convert alternating current (AC) to direct current (DC). It covers the operation and analysis of single-phase half-wave and full-wave rectifiers, as well as three-phase rectifiers, with both resistive and inductive loads. Key points covered include the output voltage and current calculations, effects of adding capacitors or inductors, and how source inductance can affect rectifier operation. The objectives are to understand different rectifier circuits and analyze their performance parameters.
The document discusses uncontrolled rectifiers, which provide a fixed DC output voltage from an AC supply using diodes. It describes single-phase half-wave and full-wave uncontrolled rectifiers with resistive and resistive-inductive loads. For a half-wave rectifier with resistive load, the average DC output voltage is half the peak AC input voltage. A full-wave rectifier doubles this output voltage by using two pairs of diodes to conduct during both half-cycles of the AC input. Rectifiers with resistive-inductive loads have more complex non-sinusoidal current waveforms that decay during the negative half-cycles.
The document describes five diode circuit designs: a half-wave rectifier, peak rectifier, negative DC restorer, voltage doubler, and voltage tripler. It provides theoretical background on how each circuit works, including diagrams of the circuit schematics and example waveforms. Equations are presented showing the relationships between voltage and current in the circuits. The purpose of the lab is to physically implement these five circuits using diodes, resistors, and capacitors and compare the results to theoretical predictions.
Analog and Digital Electronics Lab ManualChirag Shetty
This document provides details on 12 experiments conducted in an Analog and Digital Electronics Lab. The first experiment involves simulating clipping and clamping circuits using diodes. The second experiment involves simulating a relaxation oscillator using an op-amp and comparing the frequency and duty cycle to theoretical values. The third experiment involves simulating a Schmitt trigger using an op-amp and comparing the upper and lower trigger points. The remaining experiments involve simulating circuits such as a Wein bridge oscillator, power supply, CE amplifier, half/full adders, multiplexers, and counters. Procedures and calculations are provided for analyzing and verifying the output of each circuit simulation.
Op amp applications cw nonlinear applicationsJUNAID SK
This document discusses various linear and non-linear applications of operational amplifiers (op-amps). It describes linear applications such as adders, subtractors, integrators, differentiators and filters. It also covers non-linear applications including comparators, precision rectifiers, waveform generators and instrumentation amplifiers. Design principles and circuit diagrams are provided for different op-amp circuits along with example problems and solutions.
Introduction to Oscilloscope and Function generatorcyberns_
This document provides instructions for a lab experiment using an oscilloscope and function generator. It begins with prelab questions about the difference between peak and peak-to-peak voltage, relating period and frequency, and using cursor positions to measure voltages and periods of waveforms. Students are then asked to use the equipment to generate and measure a sinusoidal waveform, explore the effects of frequency, and measure the output of a simple RC circuit driven by the function generator. Reference material is provided explaining the basic functions of an oscilloscope and function generator.
ECE 312 Current Feedback Operational Amplifier (final project)Jonathan Lepp
This document summarizes Jon Lepp's final project designing a current feedback operational amplifier (CFOA). The project involved simulating the CFOA design in order to analyze its DC operating points, transient response, gain, bandwidth, and slew rate. The simulations and experimental data confirmed the design functions as a low-pass filter with a cutoff frequency of around 10 MHz and a gain of 2 for low frequency inputs. Oscilloscope captures showed increasing signal distortion at higher frequencies and noise in the output for a square wave input.
This is a Team Assignment. I have attached what another student on t.docxEvonCanales257
This is a Team Assignment. I have attached what another student on the team's paper. She would like set up that way. She wants to just add to what she started in APA format. The team part that ONLY needs to be answered and to be added to the attached paper is in
BOLD "Person #4"
I think 400 words or less should be enough to make that student happy for Person #4 part. The Topic is the
Research
the U.S. Supreme Court case,
Miranda vs. Arizona,
paying particular attention to the transcript of the oral arguements.
For this assignment I was thinking of the break down of our portions. I have as follows:
Person 1:
Briefly describe the facts of the case.
Introduction
Person 2:
When was the case argued?
Which lawyers argued the case for each side?
Conclusion
Person 3:
Summarize the arguments of counsel regarding self-incrimination.
Person 4:
Why is the case significant with respect to the right to counsel and self-incrimination?
.
this is about databases questions , maybe i miss copy some option D,.docxEvonCanales257
this is about databases questions , maybe i miss copy some option D, if ABC there are all incorrecct please type D after that question thank you
Suppose that a PRODUCT table contains two attributes, PROD_CODE and VEND_CODE. Those two attributes have values of ABC, 125, DEF, 124, GHI, 124, and JKL, 123, respectively. The VENDOR table contains a single attribute, VEND_CODE, with values 123, 124, 125, and 126, respectively. (The VEND_CODE attribute in the PRODUCT table is a foreign key to the VEND_CODE in the VENDOR table.) Given that information, what would be the query output for a INTERSECT query based on these two tables?
[removed]
a. The query output will be: 125,124,123,126
[removed]
b. The query output will be: 123
[removed]
c. The query output will be: 125,124,124,123,123,124,125,126
[removed]
d. The query output will be: 123,124,125
What is the difference between UNION and UNION ALL?
[removed]
a. A UNION ALL operator will yield all rows of both relations, including duplicates
[removed]
b. UNION yields unique rows
[removed]
c. UNION eliminates duplicates rows
[removed]
d. All of these choices are correct.
A(n) ______________ is a block of PL/SQL code that is automatically invoked by the DBMS upon the occurrence of a data manipulation event (INSERT, UPDATE or DELETE.)
[removed]
a. stored procedure
[removed]
b. trigger
[removed]
c. view
[removed]
d. function
__________________ means that the relations yield attributes with identical names and compatible data types.
[removed]
a. duplicated
[removed]
b. Set comparable
[removed]
c. Union compatible
[removed]
d. compatible-oriented
Which of the following a parts of the definition of a trigger?
[removed]
a. The triggering level
[removed]
b. The triggering action
[removed]
c. The triggering timing
[removed]
d. All of these choices are correct.
Which of the following relational set operators does NOT require that the relations are union-compatible?
[removed]
a. INTERSECT
[removed]
b. PROJECT
[removed]
c. MINUS
[removed]
d. UNION
Suppose that you have two tables, EMPLOYEE and EMPLOYEE_1. The EMPLOYEE table contains the records for three employees: Alice Cordoza, John Cretchakov, and Anne McDonald. The EMPLOYEE_1 table contains the records for employees John Cretchakov and Mary Chen. Given that information, what is the query output for the INTERSECT query?
[removed]
a. The query output will be: John Cretchakov and Mary Chen
[removed]
b. The query output will be: Alice Cordoza, John Cretchakov, Anne McDonald and Mary Chen
[removed]
c. The query output will be: John Cretchakov
[removed]
d. The query output will be: Alice Cordoza, John Cretchakov, Anne McDonald, John Cretchakov and Mary Chen
A _____________________ is a join that performs a relational product (or Cartesian product) of two tables.
[removed]
a. CROSS JOIN
[removed]
b. DUPLICATE JOIN
[removed]
c. OUTER JOIN
[removed]
d. INNER JOIN
What Oracle function should you use to calculate the number of days between t.
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Electric Circuits Lab Series RC Circuits Phase Angle, Phase Lag.docxpauline234567
Electric Circuits Lab
Series RC Circuits: Phase Angle, Phase Lag, and Capacitors as Integrators
I.
Objectives:
After completing this lab experiment using, you should be able to:
1. Understand the effect of frequency on capacitive reactance.
2. Measure the impedance of an RC circuit.
3. Measure the phase angle and phase lag of an RC circuit using the oscilloscope.
4. Draw the impedance and voltage phasor diagrams.
5. Understand how a capacitor integrates current.
II.
Parts List:
1. Resistor 100 Ω, 1 kΩ, 6.8 kΩ
2. Capacitors 0.1 µF, 0.01 µF
III.
Procedures:
Part I:
1.
Connect the following circuit.
Figure 1: RC Circuit
2.
Connect one DMM across the resistor and one DMM across the capacitor. Set both DMMs to read AC voltage.
Measure the voltage drop across each component. Record the result in
Table 1.
3. Use Ohm’s law to
calculate the current flowing through the resistor. Since the circuit in Figure 1 is a series RC circuit, the same current will flow through the capacitor and the resistor.
Record the result in
Table 1.
Total current, I =
4.
Calculate the capacitive reactance using Ohm’s law. Record the result in
Table 2.
Capacitive Reactance, XC =
5. Now,
calculate the capacitive reactance value using the equation below.
Record the result in
Table 1 under Computed Reactance, XC.
Capacitive Reactance,
Capacitor C1
Voltage across, R
846 mV
Voltage across, C
583 mV
Total Current, I
0.846 mA
Capacitive Reactance, XC
686 Ω
Computed Reactance, XC
Table 1: Calculated and measured values
6.
Adjust the function generator frequency following the steps in
Table 2. Use the DMM to
measure the voltage across the resistor and the capacitor.
Record your measurements below.
Frequency (in Hz)
VR
(measured)
VC
(measured)
I =
(calculated)
XC =
(calculated)
XC =
(calculated)
300
983 mV
186 mV
0.983 mA
189 Ω
1k
846 mV
583 mV
0.846 mA
686 Ω
3k
884 mV
468 mV
0.884 mA
529 Ω
5k
953 mV
302 mV
0.953 mA
317 Ω
7k
975 mV
221 mV
0.975 mA
227 Ω
9k
985 mV
174 mV
0.985 mA
177 Ω
11k
990 mV
145 mV
0.990 mA
147Ω
13k
993 mV
121 mV
0.993 mA
122 Ω
15k
994 mV
105 mV
0.994 mA
106 Ω
Table 2: Calculated and measured values
7.
Plot the graph for
Frequency vs. VC.
(Use Excel or Word to Create the Plot)
Plot 1: Frequency vs. VC
Part II:
8.
Build the circuit shown in Figure 2.
Figure 2: Series RC Circuit
9.
Set the source voltage amplitude to
1.5 Vp and
frequency to
500 Hz.
10.
Connect Channel .
This document discusses uncontrolled rectifiers, which use diodes to convert alternating current (AC) to direct current (DC). It covers the operation and analysis of single-phase half-wave and full-wave rectifiers, as well as three-phase rectifiers, with both resistive and inductive loads. Key points covered include the output voltage and current calculations, effects of adding capacitors or inductors, and how source inductance can affect rectifier operation. The objectives are to understand different rectifier circuits and analyze their performance parameters.
The document discusses uncontrolled rectifiers, which provide a fixed DC output voltage from an AC supply using diodes. It describes single-phase half-wave and full-wave uncontrolled rectifiers with resistive and resistive-inductive loads. For a half-wave rectifier with resistive load, the average DC output voltage is half the peak AC input voltage. A full-wave rectifier doubles this output voltage by using two pairs of diodes to conduct during both half-cycles of the AC input. Rectifiers with resistive-inductive loads have more complex non-sinusoidal current waveforms that decay during the negative half-cycles.
The document describes five diode circuit designs: a half-wave rectifier, peak rectifier, negative DC restorer, voltage doubler, and voltage tripler. It provides theoretical background on how each circuit works, including diagrams of the circuit schematics and example waveforms. Equations are presented showing the relationships between voltage and current in the circuits. The purpose of the lab is to physically implement these five circuits using diodes, resistors, and capacitors and compare the results to theoretical predictions.
Analog and Digital Electronics Lab ManualChirag Shetty
This document provides details on 12 experiments conducted in an Analog and Digital Electronics Lab. The first experiment involves simulating clipping and clamping circuits using diodes. The second experiment involves simulating a relaxation oscillator using an op-amp and comparing the frequency and duty cycle to theoretical values. The third experiment involves simulating a Schmitt trigger using an op-amp and comparing the upper and lower trigger points. The remaining experiments involve simulating circuits such as a Wein bridge oscillator, power supply, CE amplifier, half/full adders, multiplexers, and counters. Procedures and calculations are provided for analyzing and verifying the output of each circuit simulation.
Op amp applications cw nonlinear applicationsJUNAID SK
This document discusses various linear and non-linear applications of operational amplifiers (op-amps). It describes linear applications such as adders, subtractors, integrators, differentiators and filters. It also covers non-linear applications including comparators, precision rectifiers, waveform generators and instrumentation amplifiers. Design principles and circuit diagrams are provided for different op-amp circuits along with example problems and solutions.
Introduction to Oscilloscope and Function generatorcyberns_
This document provides instructions for a lab experiment using an oscilloscope and function generator. It begins with prelab questions about the difference between peak and peak-to-peak voltage, relating period and frequency, and using cursor positions to measure voltages and periods of waveforms. Students are then asked to use the equipment to generate and measure a sinusoidal waveform, explore the effects of frequency, and measure the output of a simple RC circuit driven by the function generator. Reference material is provided explaining the basic functions of an oscilloscope and function generator.
ECE 312 Current Feedback Operational Amplifier (final project)Jonathan Lepp
This document summarizes Jon Lepp's final project designing a current feedback operational amplifier (CFOA). The project involved simulating the CFOA design in order to analyze its DC operating points, transient response, gain, bandwidth, and slew rate. The simulations and experimental data confirmed the design functions as a low-pass filter with a cutoff frequency of around 10 MHz and a gain of 2 for low frequency inputs. Oscilloscope captures showed increasing signal distortion at higher frequencies and noise in the output for a square wave input.
This is a Team Assignment. I have attached what another student on t.docxEvonCanales257
This is a Team Assignment. I have attached what another student on the team's paper. She would like set up that way. She wants to just add to what she started in APA format. The team part that ONLY needs to be answered and to be added to the attached paper is in
BOLD "Person #4"
I think 400 words or less should be enough to make that student happy for Person #4 part. The Topic is the
Research
the U.S. Supreme Court case,
Miranda vs. Arizona,
paying particular attention to the transcript of the oral arguements.
For this assignment I was thinking of the break down of our portions. I have as follows:
Person 1:
Briefly describe the facts of the case.
Introduction
Person 2:
When was the case argued?
Which lawyers argued the case for each side?
Conclusion
Person 3:
Summarize the arguments of counsel regarding self-incrimination.
Person 4:
Why is the case significant with respect to the right to counsel and self-incrimination?
.
this is about databases questions , maybe i miss copy some option D,.docxEvonCanales257
this is about databases questions , maybe i miss copy some option D, if ABC there are all incorrecct please type D after that question thank you
Suppose that a PRODUCT table contains two attributes, PROD_CODE and VEND_CODE. Those two attributes have values of ABC, 125, DEF, 124, GHI, 124, and JKL, 123, respectively. The VENDOR table contains a single attribute, VEND_CODE, with values 123, 124, 125, and 126, respectively. (The VEND_CODE attribute in the PRODUCT table is a foreign key to the VEND_CODE in the VENDOR table.) Given that information, what would be the query output for a INTERSECT query based on these two tables?
[removed]
a. The query output will be: 125,124,123,126
[removed]
b. The query output will be: 123
[removed]
c. The query output will be: 125,124,124,123,123,124,125,126
[removed]
d. The query output will be: 123,124,125
What is the difference between UNION and UNION ALL?
[removed]
a. A UNION ALL operator will yield all rows of both relations, including duplicates
[removed]
b. UNION yields unique rows
[removed]
c. UNION eliminates duplicates rows
[removed]
d. All of these choices are correct.
A(n) ______________ is a block of PL/SQL code that is automatically invoked by the DBMS upon the occurrence of a data manipulation event (INSERT, UPDATE or DELETE.)
[removed]
a. stored procedure
[removed]
b. trigger
[removed]
c. view
[removed]
d. function
__________________ means that the relations yield attributes with identical names and compatible data types.
[removed]
a. duplicated
[removed]
b. Set comparable
[removed]
c. Union compatible
[removed]
d. compatible-oriented
Which of the following a parts of the definition of a trigger?
[removed]
a. The triggering level
[removed]
b. The triggering action
[removed]
c. The triggering timing
[removed]
d. All of these choices are correct.
Which of the following relational set operators does NOT require that the relations are union-compatible?
[removed]
a. INTERSECT
[removed]
b. PROJECT
[removed]
c. MINUS
[removed]
d. UNION
Suppose that you have two tables, EMPLOYEE and EMPLOYEE_1. The EMPLOYEE table contains the records for three employees: Alice Cordoza, John Cretchakov, and Anne McDonald. The EMPLOYEE_1 table contains the records for employees John Cretchakov and Mary Chen. Given that information, what is the query output for the INTERSECT query?
[removed]
a. The query output will be: John Cretchakov and Mary Chen
[removed]
b. The query output will be: Alice Cordoza, John Cretchakov, Anne McDonald and Mary Chen
[removed]
c. The query output will be: John Cretchakov
[removed]
d. The query output will be: Alice Cordoza, John Cretchakov, Anne McDonald, John Cretchakov and Mary Chen
A _____________________ is a join that performs a relational product (or Cartesian product) of two tables.
[removed]
a. CROSS JOIN
[removed]
b. DUPLICATE JOIN
[removed]
c. OUTER JOIN
[removed]
d. INNER JOIN
What Oracle function should you use to calculate the number of days between t.
This is a summary of White Teeth by Zadie Smith, analyze a short pas.docxEvonCanales257
This is a summary of White Teeth by Zadie Smith, analyze a short passage from the book, cite , quote, include details. What patterns do you see? What details?
Find any passage from the book White Teeth to write on, have the passage written at the top and then write the analysis after it.
.
This is a repetition of the first What Am I assignment, in which yo.docxEvonCanales257
This is a repetition of the first What Am I? assignment, in which you should indicate your current position in regards to the nature of consciousness (are you a materialist, an idealist, or a dualist?), but this time you need to say something about the phenomenological aspect of consciousness. How do you account for the nature of the conscious experiences people report (especially if you are a materialist) and how do you account for the nature of the effects of behavioral rituals, like meditation or hypnosis (especially if you are a dualist or an idealist)?
.
This is a persuasive presentation on your Communication Audit Report.docxEvonCanales257
This is a persuasive presentation on your Communication Audit Report findings. Please be sure you have an attention getter, overview of the presentation information, introduction to your topic, its importance, discuss each question on the survey and/or list of interview questions, include a visual aid, and persuasive closing.
This Presentation is on your Communication Audit Report data.
Please do the following:
Stand during your Presentation; dress in business attire
Use an Attention Getter
State your Topic (data from ______ Company)
State your Name
Share two/three comments from journal articles (author, date, name of journal)
Share demographic data (males/females, titles, length of time with Company)
Share data from remaining questions (put two/three questions in graphic form—table/pie chart)
State your Summary
State your Conclusions (enumerate/number them)
State your Recommendations (enumerate/number them)
.
This is a flow chart of an existing project. It should be about .docxEvonCanales257
This is a flow chart of an existing project. It should be about my project and nothing else! (so ne refrences) I attached my project paper and also attached an example of the flow chart. The flow chart should look like the example.
FOLLOW ALL OF THE FOLLOWING POINTS:
you will explore the architecture of your intended multimedia project. Create a preliminary flowchart of the flow of content in your project. Include every page the user will interact with and a clear architecture of the flow of all pages or screens.
Research your multimedia project and create a preliminary flowchart for your concept. You can create your flowchart using a wide variety of software applications, including Adobe Photoshop, Adobe Illustrator, Microsoft Word, Microsoft Visio, or Microsoft PowerPoint.
The flowchart should demonstrate the architectural flow of your entire project. Include every page the user will interact with.
Keep your project simple. Your flowchart should show 5 to 7 pages (windows) in the website for your course project.
Briefly describe the navigation structure and functionality of your project on the same page as the flowchart. Discuss how the global navigation and any supplemental navigation will work in your project. Remember to discuss the text navigation in the footer that mirrors your global navigation, should it be utilized.
.
This is a history library paper.The library paper should be double.docxEvonCanales257
This is a history library paper.
The library paper should be double space . Students are expected to use at least a total of 10 academic references (reference journal articles or books) in their papers.
The paper will be graded based on 5 criteria: content, language/clarity, references, organization and completeness.
This is what the library paper is about or the question we need to answer
" After considering the history of the Muslim world in the period between the early fifteenth and early twentieth centuries, which particular events, processes, and/or encounters would you deem overall the most enduring and most defining? "
.
This is a Discussion post onlyGlobalization may have.docxEvonCanales257
********This is a Discussion post only******
Globalization may have considerable beneficial and detrimental effects on various countries. Using what you've learned from this module share your thoughts on the economic and political impact of globalization on the Russian economy.
Add information about today current events on this topic
Please see additional document attached for additional readings
Only two paragraphs required, APA, with intext citation
.
This is a criminal justice homeworkThe topic is Actus Reus and Men.docxEvonCanales257
This is a criminal justice homework
The topic is Actus Reus and Mens Rea
Be sure to talk about both, explaining the differences and what each of them mean.
APA format 4 to 5 pages long
No Wikipedia!
Sources must be cited in the reference page and throughout the paper
Have a discussion section (or paragraph) interpreting and explaining the results.
.
This is a combined interview and short research paper. You are fir.docxEvonCanales257
This is a combined interview and short research paper. You are first required to interview a health care worker and ask them to identify and discuss solutions to a perceived health care issue in their field. Then, you will research and discuss this issue and proposed solutions.
The paper should be at least 850 words. Use APA or MLA Style for your paper format. For assistance with this, reference the
Citation Style Guide
developed for the Stafford Library.
Part I: Interview
This portion of Paper 1 will be a written report based on your interview of an individual who works in the health care system. (This person could be a direct caregiver, such as a physician, nurse, therapist, dentist, pharmacist, or chiropractor, or it could be someone who works as a medical secretary, hospital administrator, or in medical billing.) This interview can be accomplished either in person or by phone.
Clearly state the worker’s job description, the type of facility or organization in which he or she works, a summary of his or her training and experience, whether her or she performs administrative duties or are involved in finances, and whether he or she provides direct patient care or works closely with other care professionals.
Elicit this individual’s overall perceptions of and general satisfaction with our current health care system and the facility where they work. Ask him or her to identify a key issue or concern, either with our health care system or in his or her particular setting, and the solutions this worker would propose to address this particular issue.
Interview part is done
Alanna Falk is a Medical office manager for an endocrinologist.
She has a bachelor’s degree in business administration and is a trained medical assistant for over twenty years.
She has direct contact with the three providers in her office as well as the patients on a daily basis.
She performs the administrative aspect of the office and fills in where needed.
Overall she enjoys her office but at times feel that it is overwhelming with the amount of patients and being her doctor is one of two in the area for this specialty.
One problem that she is having is getting the patients to get onboard with the use of technology to simplify and reduce the amount of time spent filling paperwork out to include the cost in staff printing, ink and filing space. This often delays the patients getting in the back office to see the physicians on time even after they are checked in on time and it throws the whole schedule off for the day.
She would like to go paperless as possible and being that their scheduling team gets their information for the most part over the phone she would like to utilize tablets or a computer program that will help them become more efficient in the practice and maintain patient privacy.
Part II: Discussion
Elaborate and discuss the health care issue identified by your interviewee, demonstrating your understanding of both the problem raised and their prop.
This is a 250 word minimum forum post. How do different types o.docxEvonCanales257
This is a 250 word minimum forum post.
How do different types of cultures impact HRIS implementation and acceptance? What are some of legal and regulatory issues that were discussed in our reading material this week that could impact HRIS? Provide an overview of one of the regulations discussed in our reading material. What was the purpose of the regulation? Are there HRIS systems that could help with compliance of these regulations? (Search the Internet for software and post links here). Lastly, what are some of the future technologies discussed in our reading material? Are any of these being offered right now? Again, this will require you to research for software that fits future trends. Discuss your finding with each other and how they relate to our reading material this week.
References
Torres, T. (2004). E-Human Resources Management
.
Hershey
,
PA
: ICI Global
Gueutal, H. (2005). The Brave New World of EHR
.
Hoboken
,
NJ
: Wiley
.
This homework is for the outline ONLY of a research paper. The outli.docxEvonCanales257
This homework is for the outline ONLY of a research paper. The outline will be submitted first and later on in the course the final essay will be submitted, therefore the same person that does the outline will also do the essay. In this way, the person would be familiar with the assignment. The outline should follow this template: http://www2.ivcc.edu/rambo/eng1001/outline.htm
The topic shall be chosen from the following list:
allure of scent
androgyny
Attachment theory
beauty pageants
behaviorism
bipolar disorder
birth order
body modification
borderline personality disorder
bullies
child prodigies
communication differences - male/female
complaining behavior
concept of self
coping c.a.t. program
corporal punishment
cross-dressing
cults
cyberbullying
deja vu
developmental psychology
dreams
family therapy
fear of flying
guilt
hirsuit--attractive?
histrionic personality disorder
how music affects learning
humor
id
Indigo children
jealousy
laughter
megalomania
memory
mind-body connection
mindfulness
multiple personalities
occultism
optimism/pessimism
peer pressure
phobias
postnatal (postpartum) depression
private vs. public self
psychology of music
"retail therapy" / "shopaholism"
resilience
revenge
rumors
sadism
self esteem
senses & the psyche
short-term memory
sibling rivalry
sleeping disorders
social anxiety disorder
somnambulism
stereotyping
subliminal advertising
super-ego
twins
visual perception
.
this homework for reaserch methods class I have choose my topic for .docxEvonCanales257
this homework for reaserch methods class I have choose my topic for the introdiction of study I will upload my paper, and the instrctor of how u do the survey qustion, also example of a good work is attached, so then u will know how to do it.
Use the Table from the Colloquium Study that links: Hypotheses, Variable Definition, and Measures (Survey Questions) as a model.
NOTE: You do NOT have to develop a Likert scale questions (unless one makes sense for your study).
Develop your own version of this for at least 2-3 survey questions or interview questions YOU will ask for you Draft and Final Research Design assignment.
In other words, and just to be clear, pick a question that would work for you. The Likert scale question below is just an example of a question I used to measure one variable. You need to pick a question that will work for you - it will measure your variables in your hypotheses.
If you don’t want to mess with formatting a table for this assignment (keep in mind you may want to for your Draft and Final Research Design assignment) you can just do it bulleted, for example:
Hypotheses: Policy actors within a coalition will show substantial consensus on deep core and policy core beliefs, less so on secondary aspects.
Concept Definition: Deep core beliefs: “General normative and ontological assumptions about human nature…the proper role of government vs. markets in general…” (Sabatier and Weible 2007).
Measures (Survey Questions):
“How liberal or conservative do you consider yourself to be on fiscal policy?” (Likert scale 1-5): 1) strongly disagree, 2) disagree, 3) neutral, 4) agree, 5) strongly agree
“How liberal or conservative do you consider yourself to be on social policy?” (Likert scale 1-5): 1) strongly disagree, 2) disagree, 3) neutral, 4) agree, 5) strongly agree
Table 3: Chapter Three Hypotheses, Key Variables / Concepts, and Measures
RQ3: What role do coalition membership and organizational affiliation have in shaping policy actor and coalition members’ belief change and reinforcement in a local and state level energy and climate policy subsystem?
Hypotheses
Key Variable / Concept & Definition
Measures:
Survey Questions
(Typically agree / disagree likert scale 1-5)
H1. Policy actors within a coalition will show substantial consensus on deep core and policy core beliefs, less so on secondary aspects.
1. Advocacy coalitions & Coalition affiliation
“A group of legislators, agency officials, interest group leaders, and researchers with similar policy core beliefs who share resources and “engage in a nontrivial degree of coordination” (Sabatier and Weible 2007 p.196)
2: Deep core beliefs
“General normative and ontological assumptions about human nature...the proper role of government vs. markets in general...” (Sabatier and Weible 2007).
1: Responses to survey questions, which are already collected, pertaining to deep core, policy core, and secondary beliefs will determine which advocacy coalition respondents are .
This is a business information System project (at least 3 pages AP.docxEvonCanales257
This is a business information System project (at least 3 pages APA format)
A retention MIS (management Information System) for colleges to track and retain students. 1)
Introduction (describes the business and its objectives)
2) Statement of Problem or /Business Opportunity.
.
This is a 2 part assignment. You did the last one now we need to.docxEvonCanales257
This is a 2 part assignment. You did the last one now we need to do an outline and then the final draft. I have copied the last assignment we did and enclosed the abstract for part one. If it needs to be changed then please change this. I need this by Sunday afternoon.
Assignment 2: Identifying Themes
For this assignment, you will develop a Title page, Abstract, and a References page. Articulate your main research/focal question as the opening for your paper. Be sure it is specific, researchable, and important to the field. Then go on to list a detailed outline of the body of the paper, (including all headings and subheadings). Be sure to format your entire paper, including the headings and subheadings according to APA style.
Also include ten references with this outline.
Abstract
The Relation between Heredity and Suicidal Behavior has many different experiments to use as examples. Some say that most individuals inherit the suicidal behavior and other does not. This paper will examine different experiments on the outcome of this topic and what might be influenced by genes that might run in a family. Then again there are the other factors that might show the influence of other suicidal behaviors. The outcome will provide different articles that will provide information on the behavior characteristics of suicidal behavior and what the interpersonal psychology theory of suicidal behavior just might be.
Assignment 2: LASA 1: Writing a Brief Draft
The Relation between Heredity and Suicidal Behavior
Patricia Vela
Dr.: Edith Nolan
Writing in Psychology | PSY250 A02
21 June 2017
The Relation between Heredity and Suicidal Behavior
Introduction
The paper will focus on examining the relation between heredity and suicidal behavior and also look into the interpersonal psychology theory of suicidal behavior.
The paper will seek to affirm that suicidal behavior is influenced by genes that run in the family lineage and as such it could be inherited. Various theories can be used to explain the relationship between hereditary and suicidal behavior.
One these theories are Interpersonal psychology theory of suicidal behavior.
This theory provides
that, acquired capability, belongingness and burdensome are the 3 main determinants of suicidal behavior.
The paper will also provide articles review on the interpersonal psychology theory of suicidal behavior.
The Research questions
This paper is guided by the research question; what does the research show about the relation between heredity and suicidal behavior. This will help in formulating the best research methods and topics for the study.
Article review
Article 1
In the International
Journal of Neuropsychopharmacology
a meta-analysis research paper on the Brain-derived neurotrophic factor gene in suicidal behavior is presented. This is a meta-analysis work that looks into the brain-derived neurotrophic factor gene in suicidal behavior. The analysis links the BDNF (brain deriv.
This hoework assignment course is named Operations Management.The .docxEvonCanales257
This hoework assignment course is named Operations Management.
The warehouse manager asked you to create an example inventory list for his staff. The inventory list is a comprehensive chart that lists all of the company’s internal resources: equipment, machines, technology, furniture, office supplies, etc.
.
This handout helps explain your class project. Your task is to d.docxEvonCanales257
This handout helps explain your class project. Your task is to develop a creative project that demonstrates/comments on one of the social psychological phenomena we have covered in class (attitudes, attitude change, conformity, obedience, compliance). I encourage to you to scan through the chapters and explore different social theories, concepts, famous experiments, etc. Find some area of social psychology you have an interest in and further explore that area (i.e. Milgram’s experiment, cognitive dissonance, implicit bias, altruism, Prisoner’s Dilemma, etc). Projects that bring together multiple phenomena are especially encouraged.
You should use any artistic medium you wish (photography, video, graphic design, prose, poetry, electronic art/design, visual art, etc). The goal is to have you merge your creative side with your scholarly side and integrate social psychology into your everyday life.
PROPOSAL (Due 9/10): Please submit a
1-2 page paper describing your project in detail. Address the medium you will be using, the phenomena you will be examining and the general concept of the project. You may
submit HERE in canvas your proposal early to get a jump start on the project.
.
This for my reflection paper 1-2 pagesIt is due Friday at midnigh.docxEvonCanales257
This for my reflection paper 1-2 pages
It is due Friday at midnight
Here is what needs to be in the reflection paper
It needs to have my own learning styles throughout this course:
Which those are just pretty
•Not waiting til the last minute for my readings each week
•asking questions
•Group discussions
Understanding the Christian Worldview for me
• we all need to look through our spiritual goggles in life
•understanding the fundamental purpose in the world we live in
•understanding the use to make sense of our world
•Worldview is what we presuppose
Personal development
•improve awareness & indenting
•become more proactive
•become more confident
•release the past
Professional Development
• plan,plan,plan& prepare
• allow choices
•Attend to my environment
•celebrate
.
This first briefing should be an introduction to your AOI(Area of In.docxEvonCanales257
This first briefing should be an introduction to your AOI(Area of Interest). I'm Looking for basic information; govt system, population, social system, religion(s), economics [imports and exports], and a map. After that, I want to know what is my AOI known for? Plus, any notable current events. This should be one page, two page maximum 300 words, double spaced, size 14 font.
.
This discussion will allow you to examine several different prev.docxEvonCanales257
This discussion will allow you to examine several different preventive guidelines related to men's health. Please include at least three scholarly sources within your initial post.
Topic 1: Colorectal Cancer Screening
A 47-year-old man presents to your clinic for a routine physical. He considers himself to be “fairly healthy” and doesn’t routinely go to the doctor. His last physical was five years ago. In reviewing his chart, you see that his BMI is 30, he exercises twice a week at the local gym, and he does not take any medication. Part of your discussion during today’s visit is about screening for colorectal cancers. He did endorse some constipation in the review of systems. He noted an uncle in his family history who was diagnosed at age 54 with colon cancer. You begin to talk about colorectal screening, and the patient interrupts you and tells you that he is only 47 and that he should not have to worry about it until he is 50.
What are the recommendations and source(s) for the colorectal cancer screening test?
The patient thinks he does not have to worry about “being screened” until age 50. Is he correct? Why or why not? What age would you recommend screening for this patient and why? Does his family history come into play here?
What age would you recommend screening for this patient and why? Does his family history come into play here?
What are the screening options for this patient, and which would you recommend? Why?
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cit.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
EEE 117L Network Analysis Laboratory Lab 1 1
1. EEE 117L Network Analysis Laboratory Lab 1
1
EEE 117L Network Analysis Laboratory
Lab 1 – Voltage/Current Division and Filters
Lab Overview
The objective of Lab 1 is to familiarize students with a variety
of basic applications of
passive R, C devices, and also how to measure the performance
of these circuits using
both Spice simulations and the Digilent Analog Discovery 2 on
the circuits constructed.
Prelab
Before coming to lab, students need to complete the following
items for each of the
circuits studied in this lab :
• Any hand calculations needed to determine the values of
components used in the
circuits such as resistors and capacitors, or specifications such
as pole frequencies.
• A Spice simulation of each circuit to get familiar with how it
works, and determine
2. what to expect when the circuit is built and its performance is
measured.
Making connections on a Breadboard
Breadboards are used to easily construct circuits without the
need to solder parts on a
printed circuit board. As seen in Figure 0 they have columns of
pins that are connected
together internally, so that all the wires inserted in a column are
shorted together. Note
that the columns on top and bottom are not connected together.
There are also rows of
pins at the top and bottom that are connected together. These
rows are intended for use
as the power supplies, and are typically labeled + and – and
color coded red and blue for
the positive and negative power supplies. These rows are not
connected in the middle.
Figure 0.
EEE 117L Network Analysis Laboratory Lab 1
2
Circuits to be studied
When choosing resistor and capacitor values use standard values
3. available to you,
and keep all resistor values between 100 W and 100 kW.
1. Voltage and Current Dividers
One of the most commonly used circuits is a voltage divider
like the one shown in Figure 1.a. For example, if a signal is
too large to be input to a voltmeter or oscilloscope it can be
attenuated (reduced in size) using voltage division. The DC
voltage that an AC signal like a sine wave varies around can
also be reduced using this circuit.
For example, if all of the resistors in this circuit are the same
value, and the VS input source provides a DC voltage of 4V,
then the voltages in this circuit will be VA = 4V, VB = 3V,
VC = 2V, and VD = 1V. That is, voltage division will cause the
voltage at node B to be
¾ of VS , the voltage at node C to be ½ of VS , and the voltage
at node D to be ¼ of VS.
If a sine wave with an amplitude of 1V is then added so that VS
= 4 + sin(wt) Volts, then
voltage division will cause the new values of VA , VB , VC and
VD to be :
VA = 1.00*VS = 1.00*(4 + sin(wt)) = 4 + 1.00*sin(wt) Volts
VB = 0.75*VS = 0.75*(4 + sin(wt)) = 3 + 0.75*sin(wt) Volts
VC = 0.50*VS = 0.50*(4 + sin(wt)) = 2 + 0.50*sin(wt) Volts
VD = 0.25*VS = 0.25*(4 + sin(wt)) = 1 + 0.25*sin(wt) Volts
In this example both the amplitude of the sine wave and the DC
voltage that the sine
wave varies around are reduced by either 25%, 50%, or 75%,
depending on whether
the output voltage is measured at VB , VC or VD. It is also
possible to measure the
4. output voltage as the difference between two node voltages,
such as :
VBC = VB – VC = (3 + 0.75*sin(wt)) – (2 + 0.50*sin(wt)) = 1 +
0.25*sin(wt) Volts.
In addition there is no requirement that all the resistors be the
same value. By carefully
choosing different resistor values it is possible to adjust the
amount of signal attenuation
and the DC bias voltage that the signal varies around separately.
Design the circuit in Figure 1.a to both attenuate and level shift
the input VS
Choose the resistor values to set VBC = 0.1*VS ± 10%, and the
average DC value of VB
and VC equal to (VB + VC)/2 = 2V. Use VS = 4 + sin(wt) Volts
at a frequency of 1k Hz.
(Hint: You may want to set RD = 0 W for this.)
Figure 1.a
EEE 117L Network Analysis Laboratory Lab 1
3
Current dividers are also commonly used to reduce the size
of a current signal, similar to how voltage dividers are used
to attenuate the size of a voltage signal. For example, if in
the circuit shown in Figure 1.b both resistors are set to the
5. same value, then the current flowing in each resistor will be
½ of the input current IS.
A common application of a current divider is to sense the
amount of current flowing in a load resistor by placing a
second resistor in parallel with it, and then measuring the
current flowing in that resistor instead. This is particularly
useful when a large current is flowing in the load resistor,
which makes it difficult to measure that current directly.
For example, if in Figure 1.b the resistor RB has a value of
10 W and the resistor RA has a value of 10 kW, then when
there is 1A flowing in RB there is only 1mA flowing in RA ,
which is much easier to measure. And since the ratio
between RA and RB is known to be 1000:1, we know by
current division that a current of 1mA in RA means there
must be 1A flowing in RB.
Sometimes it’s not possible to measure a current using an
ammeter (e.g., the Digilent
Analog Discovery 2 doesn’t have an ammeter), so an alternate
approach that can be
used is to measure the voltage across a known resistor, and then
use Ohm’s Law to
convert this measured voltage to a current value. For example,
in Figure 1.c an extra
resistor RAi is added in series with the RA resistor to measure
the current flowing in RA
by measuring the voltage across the known resistor RAi and
then using IA = VAi/RAi.
Design the circuit in Figure 1.c to measure the current in RB by
measuring VAi
Set RB = 100 W and choose the values of RA and RAi to be
able to measure the current
flowing in RB within ± 10% as VS is varied by measuring VAi.
Be sure to make RA >> RB
6. so that the current flowing in RA is much smaller than the
current flowing in RB.
2. Low-pass Filter
Another type of circuit that is often needed is a filter that
allows
only a certain range of input frequencies to pass through it and
get to the output. The first one of these we’re going to consider
is the low pass filter shown in Figure 2. This circuit uses the
fact
that the impedance of a capacitor goes down as frequency goes
up
to create a voltage divider whose gain decreases as the input
signal
frequency increases. A typical application of a low pass filter is
to be
able to adjust the amount of bass heard in audio signals like
music.
Figure 1.b
Figure 1.c
Figure 2
EEE 117L Network Analysis Laboratory Lab 1
4
7. The transfer function for this low-pass filter is given by :
�" =
%&
%'
= (
)
)* +, ,-.
/ where the pole frequency is given by : �1 =
)
2' 34
which gives the magnitude and phase of the transfer function as
frequency varies to be :
|�"| = 6
)
7)* 8, ,-. 9
:
; and the phase = 0° − ������ 8� �1. 9
Which shows that at frequencies << wp where the capacitor
looks like an open circuit,
the voltage gain is approximately 1 with a phase of 0°. And at
frequencies >> wp the
capacitor looks like a short circuit, so the voltage gain
8. approaches 0 with a phase of -90°.
Key concept: Capacitors look like short circuits at high
frequencies and open circuits at
low frequencies. So a capacitor in parallel shorts out the signal
at high frequencies, and
a capacitor in series blocks the signal at low frequencies.
To be more exact, the magnitude of the voltage gain drops off at
-20dB/decade as the
frequency increases above wp. And the phase decreases with a
slope of -45°/decade
from 1 decade below wp to 1 decade above wp , until it reaches
a maximum of -90°.
At exactly the pole frequency w = wp the magnitude of the
voltage gain is reduced by
)
√E
= 0.707 or -3dB, and the phase of the voltage gain is equal to -
45°.
Note: A decade means a factor of 10 in frequency. So 1 kHz is 1
decade below 10 kHz,
and 100 kHz is 1 decade above 10 kHz.
Design the circuit in Figure 2 to have a pole frequency of 10
kHz ± 10%.
Before constructing the circuit use an AC analysis in Spice to
create a Bode plot for
this circuit, and verify that the pole frequency is as expected
with the R and C values you
selected. Then construct the circuit and measure the actual pole
frequency you achieved.
Also measure both the magnitude and phase of the voltage gain
at several frequencies
9. much lower than the pole frequency (at least 10 to 100 times
smaller), and at several
frequencies much higher than the pole frequency (at least 10 to
100 times larger).
Tip: To measure the magnitude of the voltage gain, input a sine
wave to the circuit at
the desired frequency, and compare the peak-to-peak amplitudes
of the input and output
signals. To measure the phase of the voltage gain, measure the
phase shift between the
input and output signals. At the pole frequency the phase shift
is -45°. Also note that the
Analog Discovery 2 can measure a Bode plot using the Network
Analyzer feature.
EEE 117L Network Analysis Laboratory Lab 1
5
Another way to measure the pole frequency of this filter is to
input a square wave and
measure either the time constant for the circuit, or the 10% -
90% rise/fall times. This
uses the fact that for a single pole low-pass filter the time
response to a step is given by:
�G(�) = �G(�������) + ∆�G 81 −�P
Q R. 9 where the time constant t is : � = �U �W
10. Here VO(initial) is the voltage just before the step is taken, and
DVO is the size of the step
taken = VO(final) - VO(initial). The value of the time constant
can be found by measuring
how long it takes the output voltage to take 63.2% of the step,
since at t = t the output
voltage is :
�G(� = �) = �G(�������) + ∆�G(1 − �P)) =
�G(�������) + ∆�G(0.632)
Once t is known, then the pole frequency can be found using :
�1 =1 �.
We can also use the pole frequency to find how long it takes for
the output voltage to go
from 10% of the step to 90% of the step, which is called the
“10% to 90% rise time”.
(This is also the same time it takes for the step to fall from 90%
back down to 10%,
which is called the “10% to 90% fall time”.) This 10% - 90%
rise/fall time is given by :
�]^_ = � abb = 0.35 �1.
where fp is the pole frequency in Hertz : �1 =
�1
2�.
Measure the pole frequency from the step response to a square
wave.
Input a 1 Vpeak-to-peak square wave to your low-pass filter,
and find the pole frequency
both by measuring the time constant, and also by measuring the
10% to 90% rise time.
11. Compare the values you get to your previous value found when
the phase shift = -45°.
Interview question: If the resistors used to construct the low -
pass filter in Figure 2 have
a tolerance of ± 5% , and the capacitors have a tolerance of ±
10% , then how much
variation will there be in the pole frequency when millions of
these are manufactured?
3. High-pass Filter
The second filter that we’re going to consider is the high pass
filter shown in Figure 3. This is similar to the low pass filter
just examined, but with the resistor and capacitor swapped.
This circuit uses the fact that the impedance of a capacitor
goes down as frequency goes up to create a voltage divider
whose gain increases as the input signal frequency increases.
A typical application of a high pass filter is to be able to adjust
the amount of treble heard in audio signals like music.
Figure 3
EEE 117L Network Analysis Laboratory Lab 1
6
The transfer function for this high-pass filter is given by :
�" =
12. %&
%f
= (
+,
,-.
)* +, ,-.
/ where the pole frequency is given by : �1 =
)
24 3'
which gives the magnitude and phase of the transfer function as
frequency varies to be :
|�"| = 6
, ,-.
7)* 8, ,-. 9
:
; and the phase = 90° − ������ 8� �1. 9
Which shows that at frequencies >> wp where the capacitor
looks like a short circuit,
the voltage gain is approximately 1 with a phase of 0°. And at
frequencies << wp the
capacitor looks like an open circuit so the voltage gain
approaches 0 with a phase of 90°.
Key concept: Capacitors look like short circuits at high
frequencies and open circuits at
low frequencies. So a capacitor in parallel shorts out the signal
at high frequencies, and
a capacitor in series blocks the signal at low frequencies.
13. To be more exact, the magnitude of the voltage gain increases at
+20dB/decade as the
frequency increases from << wp up to wp. And the phase
decreases from +90° at low
frequencies with a slope of -45°/decade from 1 decade below wp
to 1 decade above wp ,
until it reaches a minimum of 0°. At exactly the pole frequency
w = wp the magnitude of
the voltage gain is reduced by
)
√E
= 0.707 or -3dB, and the phase of the voltage gain is
equal to +45°.
Note: A decade means a factor of 10 in frequency. So 1 kHz is 1
decade below 10 kHz,
and 100 kHz is 1 decade above 10 kHz.
Design the circuit in Figure 3 to have a pole frequency of 100
Hz ± 10%.
Before constructing the circuit use an AC analysis in Spice to
create a Bode plot for
this circuit, and verify the pole frequency is as expected with
the R and C values you
selected. Then construct the circuit and measure the actual pole
frequency you achieved.
Also measure both the magnitude and phase of the voltage gain
at several frequencies
much lower than the pole frequency (at least 10 to 100 times
smaller), and at several
frequencies much higher than the pole frequency (at least 10 to
100 times larger).
14. Tip: To measure the magnitude of the voltage gain, input a sine
wave to the circuit at
the desired frequency, and compare the peak-to-peak amplitudes
of the input and output
signals. To measure the phase of the voltage gain, measure the
phase shift between the
input and output signals. At the pole frequency the phase shift
is 45°. Also note that the
Analog Discovery 2 can measure a Bode plot using the Network
Analyzer feature.
EEE 117L Network Analysis Laboratory Lab 1
7
Another way to measure the pole frequency of this filter is to
input a square wave and
measure either the time constant for the circuit, or the 10% -
90% rise/fall times. This
uses the fact that for a single pole high-pass filter the time
response to a step is :
�G(�) = �G(�������) + ∆�G 8�P
Q R. 9 where the time constant t is : � = �W �U
Here VO(initial) is the voltage just before the step is taken and
DVO is the size of the step.
The value of the time constant can be found by measuring how
long it takes for 63.2%
of the step to decay (how long until only 36.8% of the step is
15. still seen at the output),
since at t = t the output voltage is :
�G(� = �) = �G(�������) + ∆�G(�P)) =
�G(�������) + ∆�G(0.368)
Once t is known, then the pole frequency can be found using :
�1 =1 �.
We can also use the pole frequency to find how long it takes for
the output voltage to go
from 10% of the step to 90% of the step, which is called the
“10% to 90% rise time”.
(This is also the same time it takes for the step to fall from 90%
back down to 10%,
which is called the “10% to 90% fall time”.) This 10% - 90%
rise/fall time is given by :
�]^_ = � abb = 0.35 �1.
where fp is the pole frequency in Hertz : �1 =
�1
2�.
Measure the pole frequency from the step response to a square
wave.
Input a 1 Vpp (peak-to-peak) square wave to your high-pass
filter, and find the pole
frequency both by measuring the time constant, and also by
measuring the 10% to 90%
fall time. Compare the values you get to your previous value
found when the phase shift
= 45°.
Interview question: An ideal high-pass filter has a non-zero
16. voltage gain at high
frequencies all the way up to w = ¥ . Is that true for an actual
high-pass filter built
using a real resistors and capacitors? Why?
4. Band-pass filter
The low-pass and high-pass filters just considered
can be combined to create a band-pass filter, which
only allows signals in a limited range of frequencies
to pass from the input to the output. A typical
application of a bandpass pass filter is to be able to
adjust the amount of midrange frequencies heard
in audio signals like music.
Figure 4
EEE 117L Network Analysis Laboratory Lab 1
8
Combine the low-pass and high-pass filters previously designed
as shown in
Figure 4 to create a band-pass filter.
Before constructing the circuit use an AC analysis in Spice to
create a Bode plot for this
circuit, and verify that both the lower and upper pole
frequencies are as expected from
your previous designs for the low-pass and high-pass filters.
Then construct the circuit
17. and measure the actual low and high frequency poles that you
achieved. Also measure
both the magnitude and phase of the voltage gain in the
midband frequency range
between the two poles, as well as at several frequencies much
lower than the low
frequency pole (at least 10 to 100 times smaller), and at several
frequencies much
higher than the high frequency pole (at least 10 to 100 times
larger).
Tip: To measure the magnitude of the voltage gain, input a sine
wave to the circuit at
the desired frequency, and compare the peak-to-peak amplitudes
of the input and output
signals. To measure the phase of the voltage gain, measure the
phase shift between the
input and output signals. At the pole frequency the phase shift
is 45°. Also note that the
Analog Discovery 2 can measure a Bode plot using the Network
Analyzer feature.
Interview question: How could the outputs from a low -pass
filter and a high-pass filter
be combined to create a filter that attenuates signals in a narrow
range of frequencies?
This is called a band-reject or “notch” filter.
Resistor Color Code
18. Appendix 1: Breadboarding
A1.1 Background
In the laboratory, electronic circuits are often connected in a
temporary fashion in order to facilitate
testing. This type of construction is called breadboarding.
Circuits built using a breadboard technique
often do not perform as well as those constructed in a more
compact and permanent form (e.g., on a printed
circuit board). In breadboard construction, however, it is easier
to alter the circuit for experimentation.
This section will describe potential problems with breadboard
construction and suggest ways to mitigate
them.
A popular device for breadboarding with integrated circuits is
called a solderless breadboard, and a
typical one is shown in Figure A1. The breadboard has a grid
pattern of holes into which wires, component
leads, or integrated circuit (IC) pins may be inserted. Each hole
is an electrical connection point, and the
holes are electrically connected according to a pattern. A
typical connection pattern is shown in the figure.
The vertical rows of 5 connected holes do not connect across
the center gap. Two or more wires or
component leads inserted into the same connecting row are
electrically connected together. For example,
the figure shows an 8-pin IC inserted in the breadboard.
Anything inserted into the same vertical row as
pin 8 of the IC will be electrically connected to that pin. Long
rows at the top and bottom can be used to
make many connections to the same node from different
19. locations on the breadboard (e.g., to a power
supply or ground bus). On many breadboards, the long rows are
connected all the way across, but some of
them break the long rows in the center.
A1.2 Practical Circuits
A practical circuit (i.e., a circuit constructed with real
components) contains parasitic elements.
These elements are not deliberately put into the circuit, but are
present because of the physical properties of
the materials used to construct the circuit and its components.
Parasitic capacitances exist between two
conductors separated by an insulator, parasitic resistances are
present due to finite conductance of wires
and contacts, and wires have self and mutual inductance.
In solderless breadboards, parasitic capacitances are present
between adjacent rows, and from each
row to ground if the breadboard is mounted on a metal surface.
These capacitances are on the order of a
few picofarads. Parasitic series resistances on the order of one
ohm occur at each connection point. Wires
used to make connections have a series inductance of about
15nH per centimeter (about 40nH per inch),
and mutual inductances exist between wires.
Breadboarded circuits in general have especially high parasitic
element values, and these can cause
problems during testing. Some of the more common problems
are described below.
Parasitic elements often create low-pass filters, which degrade
the high-frequency performance of
amplifiers. It is often possible to ignore such high-frequency
loss and do useful testing at lower
20. Connected Rows
May or may not be
connected here (see text)
Four empty holes connect to IC pin 8
Center gap
Figure A1. A Solderless Breadboard.
frequencies. If a parasitic low-pass filter occurs within a
feedback loop, however, the added phase shift
may make the loop unstable. Instability implies that the circuit
will oscillate (i.e., it will produce signals
even if there is no input). The circuit must be stabilized before
any useful testing can be done.
Schematic diagrams typically show numerous connections to
ground. Ideally, all of these connections
are at ground potential. Between each connection to ground,
however, parasitic series inductances and
resistances exist. Therefore as signal currents flow from one
ground connection to another, small voltages
are developed between the connection points. The same is true
for connections to power supply nodes.
When imperfect connections to ground or power supplies are
shared, unintentional signal paths are created.
In other words, parts of the circuit that are supposed to be
isolated from each other will interact. The
unwanted signal paths can be another cause of circuit
instability.
21. A1.3 Standard Practices
Carrying out a complete circuit analysis including all parasitic
elements is often not practical for hand
calculations. Indeed, integrated circuit (IC) designers use
specialized computer programs to determine
parasitic element values from the IC layout, and then include
the parasitics in SPICE simulations. For
breadboarded circuitry, it is preferable to follow certain
standard practices that minimize the effects of
parasitic elements.
The following are principles of good breadboarding technique:
• Avoid using wires that are unnecessarily long. (It is not
necessary to force wires to follow right-
angle paths as in drawn schematic diagrams.)
• Avoid using more connection points (tie points) than
necessary.
• Try to make all ground connections to a single, low -resistance
bus (e.g., only one row of a solderless
breadboard).
• To the extent possible, keep amplifier outputs physically
separated from amplifier inputs.
• Do not use solderless breadboards for high frequency (e.g.,
radio frequency) circuits. If a high-
frequency circuit must be breadboarded, construct the circuit
using point-to-point soldering above a
ground plane. A piece of new (i.e., not etched) printed circuit
board material will provide a good
ground plane.
• Always use power supply bypass capacitors (see below).
22. A1.4 Power Supply Bypass Capacitors
The creation of undesirable signal voltages on the power supply
busses can be greatly reduced by the
use of power supply bypass capacitors. These are placed
physically near sensitive circuitry. In many
cases, bypass capacitors are not optional, but necessary. Bypass
capacitors are not just for breadboards;
they are used on printed circuit boards (e.g., at each IC package
on a printed circuit board). IC designs
sometimes include bypass capacitors on the silicon chip itself.
Figure A2 shows the basic principle of power supply bypass
capacitors. The power supply voltage is
connected to the load through long wires that each have
resistance R and an inductance L. The load current
may have constant part, but here we are concerned with the
time-varying (ac) part called ( )i t . When the
bypass capacitor BC is not used, the ac load current must flow
through the large loop. In this case, voltage
drops will develop across the parasitic resistances and
inductances, and the load voltage will contain a
significant time-varying part. This situation can cause
problems, especially if more than one load shares
VSUPPLY CB i t( )
R
R L
L
Small
23. Loop
(with
CB)
Large
Loop
(without CB)
VLOAD
Figure A2. Circuit with long power supply leads.
the same long wires to the supply voltage. In that case, the
current of one load will affect the voltage across
the other and vice versa. The addition of BC will help by
reducing the size of the ac current loop and the
number of elements it contains.
A good rule for breadboarding is to always use at least one 0.1
Fµ bypass capacitor between each
power supply and ground on the breadboard. It may be
necessary to use one capacitor for each supply at
each block of circuitry or at each chip. Bypass capacitors
should be good high-frequency capacitors such
as disk ceramic or monolithic ceramic.
A1.5 Examples
Figure A3 shows a simple operational amplifier (op-amp) circuit
that is to be breadboarded. This
schematic shows the pin numbers of the integrated circuit, and
includes the power supply pins and their
bypass capacitors. Normally, the pin numbers are not shown
because they can be found in the data sheet
24. for the type of op-amp used. The power supply connections and
bypass capacitors are normally not shown
in order to keep the schematic neat.
Figure A4 shows an example of breadboard construction (of the
circuit of Figure A3) with a poor
construction technique. The figure has the following numbered
notes:
1) Extra connection points are used for the feedback resistor fR
.
2) An extra-long wire is used to connect the inverting input of
the op-amp to fR .
3) An extra-long wire is used to connect the non-inverting input
of the op-amp to ground.
4) An extra connection point is used for 1BC .
5) Input and output connections are physically close. As a
general rule, input connections should
be separated from output connections. If this is a unity-gain
stable op-amp, then it's probably
OK for the inverting input to be near the output.
In some situations, it may not be necessary (or even possible) to
avoid every flaw described above.
For example, the technique shown in Figure A4 might be
acceptable for low-frequency testing with a 741
op-amp. It should be noted, however, that problems due to poor
technique tend to have a cumulative effect
in larger circuits. The best construction technique should be
used wherever possible.
2
3
26. 4
OUTV
INV
5
Figure A4. Poor technique.
An example of the same circuit with better breadboarding
technique is shown in Figure A5. The notes for
the figure are as follows:
6) The feedback resistor fR is connected directly from pin 2 to
pin 6 with no extra connection
points. The resistor can be physically placed above the IC
package.
7) A short wire is used to connect the non-inverting input to
ground.
8) The bypass capacitors go to ground via the shortest, most
direct path. This is not always
possible.
9) The input is separated from the output.
IC
+10V bus