Electric Circuits Lab
Instructor: -----------
Series RL Circuits
Student Name(s): Click or tap here to enter text.
Click or tap here to enter text.
Honor Pledge:
I pledge to support the Honor System of ECPI. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor code. I understand that any failure on my part to support the Honor System will be turned over to a Judicial Review Board for determination. I will report to the Judicial Review Board hearing if summoned.
Date: 1/1/2018
Contents
Abstract 3
Introduction 3
Procedures 3
Data Presentation & Analysis 4
Calculations 4
Required Screenshots 4
Conclusion 4
References 5
Abstract
(This instruction box is to be deleted before submission of the Lab report)
What is an Abstract?
This should include a brief description of all parts of the lab. The abstract should be complete in itself. It should summarize the entire lab; what you did, why you did it, the results, and your conclusion. Think of it as a summary to include all work done. It needs to be succinct yet detailed enough for a person to know what this report deals with in its entirety.
Objectives of Week 2 Lab 2:
· Understand the effect of frequency on inductive reactance.
· Measure the impedance of an RL circuit.
· Measure the phase angle and phase lead of an RL circuit using the oscilloscope.
· Draw the impedance and voltage phasor diagrams.
· Understand how an inductor differentiates current.
Introduction
(This instruction box is to be deleted before submission of the Lab report)
What is an Introduction?
In your own words, explain the reason for performing the experiment and give a concise summary of the theory involved, including any mathematical detail relevant to later discussion in the report. State the objectives of the lab as well as the overall background of the relevant topic.
Address the following items in your introduction:
· What is Impedance for an RL circuit? (Give formula)
· What is phase angle for an RL circuit? How is it calculated?
· What is phase lead for an RL lead circuit? How is it calculated?
· How/why does an inductor differentiate current? Give formula.Procedures
Part I:
1.
Connect the following circuit.
Figure 1: RL Circuit
2.
Connect one DMM across the resistor and one DMM across the inductor.
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 RL circuit, the same current will flow through the inductor and the resistor.
Record the result in
Table 1.
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 .
Electric Circuits Lab Inductors in DC CircuitsI. .docxpauline234567
Electric Circuits Lab
Inductors in DC Circuits
I.
Objectives:
After completing this lab experiment, you should be able to:
· Measure the resistance and Inductance.
· Use the Oscilloscope and Function generator.
· Measure the LR time constant using VR and VL.
· Understand the effect of series and parallel inductors on LR time constant.
II.
Parts List:
· Resistor (1) 5.1 kΩ
· Inductor (2) 100mH
III.
Procedures:
Part I:
1.
Construct the circuit shown in
Figure 1 in Multisim. (You may use either the clock voltage component or the function generator.)
PP
Figure 1: RL Circuit
2.
Connect Channel A of the oscilloscope across the resistor and Channel B across the inductor.
3.
Set the voltage source to
5VPP; 300 Hz, Square wave, 50% duty cycle
4. You should be able to see the waveform as shown below. (Use Volts/Div and Time/DIV settings to adjust the signal)
Figure 2. Voltage across the inductor and resistor
5.
Calculate the time constant of an LR circuit.
Record the result in
Table 1 below under the calculated value.
= L/R
Calculated value
Measured value using VL
Measured value using VR
Time constant ()
19.6 us
20.319 us
20.398 us
Table 1: Calculated and measured time constant values
6. Turn on the cursors on the oscilloscope
7.
Measuring the time constant with VL: (shown in Figure 3)
i.
Set Channel A to “0” to turn off Channel A signal.
ii.
Measure the peak value of the voltage across the resistor, by placing one of the cursors at the peak point _____5.002 V____.
iii.
Calculate the 37% of the above value ___1.85V______.
iv.
Place the second cursor at the voltage calculated above in step (iii).
v.
Observe the change in time (T2-T1) value on the scope, which is the value of one time constant.
vi.
Record the T2-T1 value in
Table 1 above under measured value using VL.
Figure 3: Measuring RL time constant using VL example (L = 150 mH)
Note: your scope screen will be different
8.
Set Channel B to “0” to turn it off.
9.
Set Channel A to “AC”
10. Adjust the Trigger settings, if needed, and you should be able to see the waveform as shown below. (Use Volts/Div and Time/DIV knobs to adjust the signal)
Figure 4: Voltage across the resistor
11.
Measuring the time constant: (shown in Figure 5)
i.
Measure the peak value of the signal, by placing one of the cursors (T1) at the peak point and the other cursor (T2) at the negative peak.
Calculate the total peak-to-peak voltage (T1-T2) _4.998V________.
ii.
Calculate the 63% of the above value __3.15V_______.
i.
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 .
Electric Circuits Lab Inductors in DC CircuitsI. .docxpauline234567
Electric Circuits Lab
Inductors in DC Circuits
I.
Objectives:
After completing this lab experiment, you should be able to:
· Measure the resistance and Inductance.
· Use the Oscilloscope and Function generator.
· Measure the LR time constant using VR and VL.
· Understand the effect of series and parallel inductors on LR time constant.
II.
Parts List:
· Resistor (1) 5.1 kΩ
· Inductor (2) 100mH
III.
Procedures:
Part I:
1.
Construct the circuit shown in
Figure 1 in Multisim. (You may use either the clock voltage component or the function generator.)
PP
Figure 1: RL Circuit
2.
Connect Channel A of the oscilloscope across the resistor and Channel B across the inductor.
3.
Set the voltage source to
5VPP; 300 Hz, Square wave, 50% duty cycle
4. You should be able to see the waveform as shown below. (Use Volts/Div and Time/DIV settings to adjust the signal)
Figure 2. Voltage across the inductor and resistor
5.
Calculate the time constant of an LR circuit.
Record the result in
Table 1 below under the calculated value.
= L/R
Calculated value
Measured value using VL
Measured value using VR
Time constant ()
19.6 us
20.319 us
20.398 us
Table 1: Calculated and measured time constant values
6. Turn on the cursors on the oscilloscope
7.
Measuring the time constant with VL: (shown in Figure 3)
i.
Set Channel A to “0” to turn off Channel A signal.
ii.
Measure the peak value of the voltage across the resistor, by placing one of the cursors at the peak point _____5.002 V____.
iii.
Calculate the 37% of the above value ___1.85V______.
iv.
Place the second cursor at the voltage calculated above in step (iii).
v.
Observe the change in time (T2-T1) value on the scope, which is the value of one time constant.
vi.
Record the T2-T1 value in
Table 1 above under measured value using VL.
Figure 3: Measuring RL time constant using VL example (L = 150 mH)
Note: your scope screen will be different
8.
Set Channel B to “0” to turn it off.
9.
Set Channel A to “AC”
10. Adjust the Trigger settings, if needed, and you should be able to see the waveform as shown below. (Use Volts/Div and Time/DIV knobs to adjust the signal)
Figure 4: Voltage across the resistor
11.
Measuring the time constant: (shown in Figure 5)
i.
Measure the peak value of the signal, by placing one of the cursors (T1) at the peak point and the other cursor (T2) at the negative peak.
Calculate the total peak-to-peak voltage (T1-T2) _4.998V________.
ii.
Calculate the 63% of the above value __3.15V_______.
i.
ELC 131 Lab 4 Series-Parallel and Bridge CircuitsIntroduction Vi.docxtoltonkendal
ELC 131 Lab 4: Series-Parallel and Bridge Circuits
Introduction: Virtually all electronic products are filled with components that are connected both in series and in parallel to form circuits that are coupled, or combined, in order to perform a desired function. The key component to analyzing series-parallel circuits is the ablility to recognize which components are connected in series and which components are connected in parallel.
Objectives: Upon completion of this lab exercise the student will be able to:
1. Identify which components are connected in series and which components are connected in parallel in a series-parallel circuit; calculate the total resistance of a simple series-parallel circuit.
2. Calculate and measure the current flow through and the voltage dropped across any component in a simple series-parallel circuit.
3. Calculate the node voltages of a ladder network.
4. Recognize a circuit as being a bridge configuration; determine the value of resistance that will balance a bridge circuit when the resistance of three arms is given.
5. Describe an operation of a bridge circuit used to sense a change in temperature.
Parts and Equipment:variable DC power supply and leads
DMM and meter leads
resistors, 1 W minimum: 360 Ω, 470 Ω, 680 Ω, 1 kΩ, 2.2 kΩ, 5.1 kΩ, 10 kΩ,
18 kΩ.
potentiometer, 25 kΩ
NTC thermistor, R0=10 kΩ
resistance substitution box
spring board and wires as needed
Prelab: Complete Section 1 Step 1 and Step 2.
Complete Section 2 Step 1.
Complete Section 3 Step 1.
Section 1: Series-Parallel Circuits
Before beginning the analysis of a series-parallel circuit, you must recognize which components are connected in parallel and which components are connected in series. Refer to the circuit of Figure 1. Resistors R2 and R3 are connected in parallel. Resistor R1 is in series with both the parallel combination of R2 and R3 and the source.
The current supplied by the source, IT, flows through R1. IT splits into two branch currents, IR2 and IR3, at node A. These two branch currents combine a node B and flow back into the source.
Figure 1: Series-Parallel Circuit Example
Calculating the total resistance is the first step in analyzing a series-parallel circuit. To find the total resistance of a series-parallel circuit, the circuit has to be simplified, one part at a time, until a simple series or a simple parallel circuit remains.
For the circuit of Figure 1, first the resistance of R2 in parallel with R3 is calculated as follows:
Now, the series-parallel circuit can be reduced to the simple series circuit shown in Figure 2.
Figure 2: Circuit of Figure 1 Reduced to a Series Circuit
The total resistance of the circuit of Figure 1 is calculated as follows:
The current supplied by the source is calculated using Ohm’s law as follows:
The voltage dropped across each of the resistors is calculated using Ohm’s law as follows:
The source current, IT, flows through R1.
The current through R2 is calculated .
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
The MATLAB File by Akshit Jain .pdf on .Akshit Jain
"Unlock the Power of Data Analysis and Computational Modeling with this MATLAB File!
This MATLAB file is a versatile tool designed to revolutionize your data analysis and computational modeling processes. Whether you're a scientist, engineer, researcher, or student, MATLAB empowers you to tackle complex problems with ease.
With an intuitive interface and robust functionality, this file enables you to manipulate, visualize, and interpret data with precision. From statistical analysis and signal processing to machine learning and optimization, MATLAB offers a comprehensive suite of tools to meet your diverse needs.
Additionally, this file provides access to a vast library of built-in functions and toolboxes, allowing you to customize and extend its capabilities to suit your specific requirements. Whether you're analyzing experimental data, simulating dynamic systems, or developing algorithms, MATLAB empowers you to turn your ideas into reality.
Experience the power and versatility of MATLAB today and unlock new possibilities in data analysis and computational modeling!"
Page 1 of 4 Direct Current (DC) Circuits Introduct.docxbunyansaturnina
Page 1 of 4
Direct Current (DC) Circuits
Introduction
In this lab, we will get acquainted with various components of electrical circuits. We will learn:
how to make simple circuits using a battery (or power supply), light bulbs, resistors; draw the
circuit diagram; how to use color code to read the resistance of the resistor; how to use the
measuring tools like a digital multimeter – DMM; how to connect the DMM to measure the
resistance, voltage and current. We will learn how to simplify the circuit by replacing the circuit
diagram with an equivalent one. Text reference: Young and Freedman §§ 26.1, 26.3.
We will investigate the behavior of direct current (DC) electrical circuits. We will study the flow
of electrical current in a circuit from the battery or power supply, through the wires, and through
various combinations of light bulbs and/or resistors.
A simple electrical circuit usually has a power (energy) source such as a battery or power supply
and resistors such as a light bulb or a carbon resistor. Here are the symbols for some electrical
components you may see in circuit diagrams of the lab manuals of this lab course:
A closed circuit is a path along which current carriers (electrons in conductors) can flow. Current
does not flow in an open circuit. A circuit in which there is a single pathway is known as a series
circuit whereas a circuit that has multiple (more than one) possible paths is known as a parallel
circuit.
Resistors impede the flow of current in a circuit. We assume that connecting leads (conductors)
have negligible resistance, while the insulators have very large resistance. Many resistors obey
Ohm’s Law (V = IR), which states that the current I through a resistance R is proportional to the
voltage V across the resistor. We will study Ohm’s law in the next lab class experiment.
Part 1. Light Bulbs
1. Simple circuit
Make a simple circuit using a battery or DC power supply, a light bulb (in its holder), and some of
the connecting leads.
a) What happens to the light bulb when you close the circuit?
___________________________________________________________________
b) Draw a circuit diagram representing your circuit using the symbols from above:
Try to remember how brightly the bulb is shining in step 1.
Page 2 of 4
2. Light bulbs in Series
Now add a second identical bulb in series (you will need to disconnect your circuit first).
a) Draw a proper diagram representing your circuit. What do you observe about the light
intensity (brightness) in each bulb compared to a single bulb in the previous step?
__________________________________________________________________
b) What happens if you remove one of the light bulbs from its holder?
_________________________________________________________________
3. Light bulbs in Parallel
Disconnect the circuit from step 2 and add the second bulb in parallel to the first.
a) Draw a proper diagram repres.
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1. INTRODUCTION. Begin by stating what you will discuss and explain why is important.
2. CRITICAL SUMMARY. Summarize the relevant views and the arguments that you believe are important.
Usually in a critical discussion it is not sufficient to merely summarize the author’s view. Your attention should be
focused on the author's development of the view--that is, on his arguments, in the broadest sense of the word.
3. CARE IN CITATIONS. Make sure you accurately state the position of the author and always include page
references for each quotation or attribution to her/him if applicable.
4. CRITICAL EVALUATION FROM A CHRISTIAN PERSPECTIVE. At least half of your paper must be devoted
to a critical evaluation of the views of the author you are discussing from the perspective of the Christian thesis that
a Christian call in business may prop-up the role of the markets.
5. CONSIDER POSSIBLE RESPONSES TO YOUR OBJECTIONS. Whenever you offer an objection to an
author's position, explicitly consider whether the author has said anythin.
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ELC 131 Lab 4 Series-Parallel and Bridge CircuitsIntroduction Vi.docxtoltonkendal
ELC 131 Lab 4: Series-Parallel and Bridge Circuits
Introduction: Virtually all electronic products are filled with components that are connected both in series and in parallel to form circuits that are coupled, or combined, in order to perform a desired function. The key component to analyzing series-parallel circuits is the ablility to recognize which components are connected in series and which components are connected in parallel.
Objectives: Upon completion of this lab exercise the student will be able to:
1. Identify which components are connected in series and which components are connected in parallel in a series-parallel circuit; calculate the total resistance of a simple series-parallel circuit.
2. Calculate and measure the current flow through and the voltage dropped across any component in a simple series-parallel circuit.
3. Calculate the node voltages of a ladder network.
4. Recognize a circuit as being a bridge configuration; determine the value of resistance that will balance a bridge circuit when the resistance of three arms is given.
5. Describe an operation of a bridge circuit used to sense a change in temperature.
Parts and Equipment:variable DC power supply and leads
DMM and meter leads
resistors, 1 W minimum: 360 Ω, 470 Ω, 680 Ω, 1 kΩ, 2.2 kΩ, 5.1 kΩ, 10 kΩ,
18 kΩ.
potentiometer, 25 kΩ
NTC thermistor, R0=10 kΩ
resistance substitution box
spring board and wires as needed
Prelab: Complete Section 1 Step 1 and Step 2.
Complete Section 2 Step 1.
Complete Section 3 Step 1.
Section 1: Series-Parallel Circuits
Before beginning the analysis of a series-parallel circuit, you must recognize which components are connected in parallel and which components are connected in series. Refer to the circuit of Figure 1. Resistors R2 and R3 are connected in parallel. Resistor R1 is in series with both the parallel combination of R2 and R3 and the source.
The current supplied by the source, IT, flows through R1. IT splits into two branch currents, IR2 and IR3, at node A. These two branch currents combine a node B and flow back into the source.
Figure 1: Series-Parallel Circuit Example
Calculating the total resistance is the first step in analyzing a series-parallel circuit. To find the total resistance of a series-parallel circuit, the circuit has to be simplified, one part at a time, until a simple series or a simple parallel circuit remains.
For the circuit of Figure 1, first the resistance of R2 in parallel with R3 is calculated as follows:
Now, the series-parallel circuit can be reduced to the simple series circuit shown in Figure 2.
Figure 2: Circuit of Figure 1 Reduced to a Series Circuit
The total resistance of the circuit of Figure 1 is calculated as follows:
The current supplied by the source is calculated using Ohm’s law as follows:
The voltage dropped across each of the resistors is calculated using Ohm’s law as follows:
The source current, IT, flows through R1.
The current through R2 is calculated .
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
The MATLAB File by Akshit Jain .pdf on .Akshit Jain
"Unlock the Power of Data Analysis and Computational Modeling with this MATLAB File!
This MATLAB file is a versatile tool designed to revolutionize your data analysis and computational modeling processes. Whether you're a scientist, engineer, researcher, or student, MATLAB empowers you to tackle complex problems with ease.
With an intuitive interface and robust functionality, this file enables you to manipulate, visualize, and interpret data with precision. From statistical analysis and signal processing to machine learning and optimization, MATLAB offers a comprehensive suite of tools to meet your diverse needs.
Additionally, this file provides access to a vast library of built-in functions and toolboxes, allowing you to customize and extend its capabilities to suit your specific requirements. Whether you're analyzing experimental data, simulating dynamic systems, or developing algorithms, MATLAB empowers you to turn your ideas into reality.
Experience the power and versatility of MATLAB today and unlock new possibilities in data analysis and computational modeling!"
Page 1 of 4 Direct Current (DC) Circuits Introduct.docxbunyansaturnina
Page 1 of 4
Direct Current (DC) Circuits
Introduction
In this lab, we will get acquainted with various components of electrical circuits. We will learn:
how to make simple circuits using a battery (or power supply), light bulbs, resistors; draw the
circuit diagram; how to use color code to read the resistance of the resistor; how to use the
measuring tools like a digital multimeter – DMM; how to connect the DMM to measure the
resistance, voltage and current. We will learn how to simplify the circuit by replacing the circuit
diagram with an equivalent one. Text reference: Young and Freedman §§ 26.1, 26.3.
We will investigate the behavior of direct current (DC) electrical circuits. We will study the flow
of electrical current in a circuit from the battery or power supply, through the wires, and through
various combinations of light bulbs and/or resistors.
A simple electrical circuit usually has a power (energy) source such as a battery or power supply
and resistors such as a light bulb or a carbon resistor. Here are the symbols for some electrical
components you may see in circuit diagrams of the lab manuals of this lab course:
A closed circuit is a path along which current carriers (electrons in conductors) can flow. Current
does not flow in an open circuit. A circuit in which there is a single pathway is known as a series
circuit whereas a circuit that has multiple (more than one) possible paths is known as a parallel
circuit.
Resistors impede the flow of current in a circuit. We assume that connecting leads (conductors)
have negligible resistance, while the insulators have very large resistance. Many resistors obey
Ohm’s Law (V = IR), which states that the current I through a resistance R is proportional to the
voltage V across the resistor. We will study Ohm’s law in the next lab class experiment.
Part 1. Light Bulbs
1. Simple circuit
Make a simple circuit using a battery or DC power supply, a light bulb (in its holder), and some of
the connecting leads.
a) What happens to the light bulb when you close the circuit?
___________________________________________________________________
b) Draw a circuit diagram representing your circuit using the symbols from above:
Try to remember how brightly the bulb is shining in step 1.
Page 2 of 4
2. Light bulbs in Series
Now add a second identical bulb in series (you will need to disconnect your circuit first).
a) Draw a proper diagram representing your circuit. What do you observe about the light
intensity (brightness) in each bulb compared to a single bulb in the previous step?
__________________________________________________________________
b) What happens if you remove one of the light bulbs from its holder?
_________________________________________________________________
3. Light bulbs in Parallel
Disconnect the circuit from step 2 and add the second bulb in parallel to the first.
a) Draw a proper diagram repres.
JW House FundraiserJourney Through the Enchanted Forest Ga.docxpauline234567
JW House Fundraiser
Journey Through the Enchanted Forest Gala
Silent Auction
Table Decor
Specialized cocktails for Event
Three Screens will be Placed for Optimum Viewing by all Attendees
New House Announcement
Happy 30th Birthday, JW!
Auction
Isle down Center Allows Fundraising Auctioneer to Engage Audience
Balloon
Drop
S’mores Sponsored by Largest Corporate Donor
Finish the Evening with Dancing & Beverages
Image Sources
http://springfields.net.au/media/catalog/category/_2_43.png
https://s-media-cache-ak0.pinimg.com/originals/36/fa/fe/36fafee1408521530bfa23368e604d55.jpg
https://www.thegirlcreative.com
http://ballooncity.com/wp-content/uploads/2013/09/danceFloorFlipPNG.png
https://t3.rbxcdn.com/ea203ae8bb1787569f5e375cde0a93b2
http://jwhouse.org/wp-content/uploads/2017/07/jwPortraitStory.jpg
http://royalcandycompany.com/wp/wp-content/uploads/2016/04/Smores-Buffet.jpg
https://lhueagleeye.files.wordpress.com/2015/11/crowd_20080505124150.jpg
www.socialtables.com
https://media-cdn.tripadvisor.com/media/photo-s/03/0d/c8/a7/santa-clara-convention.jpg
https://s3.amazonaws.com/assets.winspireme.com/LPP/Buy-it-Now-Logo.png
http://www.tastefultreats.com/media/catalog/product/cache/1/image/9df78eab33525d08d6e5fb8d27136e95/g/o/gourmet-kosher-sweets-gift-basket.png
https://vignette.wikia.nocookie.net/piratesonline/images/b/b3/Chest.png/revision/latest?cb=20090707201032
http://pngimg.com/uploads/question_mark/question_mark_PNG126.png
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1. INTRODUCTION. Begin by stating what you will discuss and explain why is important.
2. CRITICAL SUMMARY. Summarize the relevant views and the arguments that you believe are important.
Usually in a critical discussion it is not sufficient to merely summarize the author’s view. Your attention should be
focused on the author's development of the view--that is, on his arguments, in the broadest sense of the word.
3. CARE IN CITATIONS. Make sure you accurately state the position of the author and always include page
references for each quotation or attribution to her/him if applicable.
4. CRITICAL EVALUATION FROM A CHRISTIAN PERSPECTIVE. At least half of your paper must be devoted
to a critical evaluation of the views of the author you are discussing from the perspective of the Christian thesis that
a Christian call in business may prop-up the role of the markets.
5. CONSIDER POSSIBLE RESPONSES TO YOUR OBJECTIONS. Whenever you offer an objection to an
author's position, explicitly consider whether the author has said anythin.
JP Morgan Chase The Balance Between Serving Customers and Maxim.docxpauline234567
JP Morgan Chase: The Balance Between Serving Customers and Maximizing Shareholder Wealth
Penelope Bender
William Woods University
BUS 585: Integrated Studies in Business Administration
Dr. Leathers
Abstract
This paper investigates why JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing wealth.
It is an exploratory study done through literature review.
Often financial institutions, like JP Morgan, put profits ahead of the interests of those they serve.
The paper contributes to better understanding of corporate culture.
This paper investigates why JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing shareholder wealth. This exploratory study is done through a literature review to answer why financial institutions, specifically JP Morgan, often put profits ahead of those they serve. The study will provide evidence of the complex nature of balancing client interests over maximizing shareholder and individual wealth and the need for tighter internal and external oversight. This paper contributes to a better understanding of why corporate culture encourages profit over stakeholders’ interests.
2
Research Question
Why does JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing shareholder wealth?
Employees of JP Morgan Chase and other large banks work in their best interests to increase wealth and succeed by meeting management goals. However, because of the complex nature of large banks, an individual(s), unethical behavior can go unchecked.
3
Problem Statement
JP Morgan Chase competes globally and faces competition from other large banks in the US and abroad.
JP Morgan Chase is part of a complex system of regulation, self-interests, and wealth creation.
The interests of shareholders and investors is sometimes overshadowed by agents working in their own best interests.
Financial markets are a complex web of interests, and because of opportunities for individual profits, regulating individual’s actions without stricter regulations and internal oversight is impossible.
The study is not meant to be a moral or ethical analysis but merely why the complex relationship exists and will continue to exist in capitalist society. This paper contributes to a better understanding of why capitalism or financialism’s (Clarke, 2014) fundamentals encourage wealth creation. Financial markets are a complex web of interests, and because of opportunities for individual profits, regulating individual’s actions without stricter regulations and internal oversight is impossible.
4
Literature Review
The literature review showed a connection between self-interests, regulators, competition, and risk, which all lead to a complex system of conflicting agendas.
5
How Self-Interests Influence Behavior
Ross (1973) explains that all employment relationships are agency relationships and moral hazards are generally .
Interpret a Current Policy of Three CountriesInstructionsAs .docxpauline234567
Interpret a Current Policy of Three Countries
Instructions
As a scholar in public administration, you are asked to present options based on three different countries' information for the next congressional meeting in your state. Be sure to include the following information:
• Perform a SWOT analysis of each immigration system presenting the strengths, weaknesses, opportunities, and threats of each system. You are required to evaluate the United States' system but may choose two other countries besides Costa Rica and Ghana as these were already covered in your weekly resources. Topics such as ethics, history, actors, budgeting can be incorporated into your SWOT analysis.
• Facilitate an immigration benefit analysis for each system to determine the best fit for your state (be sure to identify your state to provide context for your presentation).
• Prepare a plan for the implementation of your chosen immigration program.
Compare how the immigration system is treated in three countries (the U.S. and two other countries).
Length: 12 to 15 pages, not including title and reference pages
References: Include a minimum of seven scholarly references.
The completed assignment should address all the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations, and current APA standards.
Respond to
two or more of your colleagues’ posts in one or more of the following ways:
(100 words each Colleague)
· Ask a question about or provide an additional suggestion for the risks that your colleague’s organization might face if it engaged in the capital investment project.
· Provide an additional perspective on the level of risk associated with the project your colleague identified for their selected organization or on how willing/capable the organization might be in taking on and managing the risks your colleague identified.
· Offer an insight you gained from your colleague’s summary of the trade-offs between risks and returns and/or their recommendation for their selected organization to move or not move forward with the project.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned or any insights you have gained as a result of the comments your colleagues made.
1st Colleague to respond to:
The risks associated with a capital investment project for medical equipment for healthcare organizations such as hospitals, as discussed in Week 7, are listed below.
· An inadequate system of budget management caused by unethical conduct.
· The lack of a clearly defined internal process management framework
· Insufficient communication channels within the organization.
The information provided by the managerial accountant assists in making crucial business decisions. Thus, if such information is fabricat.
INTRODUCTIONWhen you think of surveillance, you may picture tw.docxpauline234567
INTRODUCTION
When you think of surveillance, you may picture two police officers camped out in an unmarked car, watching the comings and goings at a suspect’s apartment building. Or you may imagine an investigator trailing a car on the highway or tapping a suspect’s phone to listen in on potentially incriminating conversations. Surveillance is all these activities, but in the 21st century, it is also much more.
Consider video surveillance of local businesses, streets, and highways; cell phone data; and the reams and reams of digital information gathered on everyday activities—from social media and computer use to credit card transactions.
This week, you analyze concerns related to this new era of surveillance, such as privacy and legal requirements.
LEARNING OBJECTIVES
Students will:
Analyze issues related to privacy and surveillance
Describe surveillance
Differentiate between legal and illegal surveillance
Analyze legal requirements for conducting surveillance
PRIVACY VERSUS PUBLIC SAFETY
The average citizen today may feel as though they are constantly being watched and their actions recorded. And perhaps rightly so. After all, social media sites market personalized products based on how you use the Internet, cell phones pinpoint your location, and fitness trackers transmit your health and fitness activities to the cloud. This sense of being “spied on,” however, does not negate the important use of surveillance techniques in solving and preventing crime.
For this Discussion, you analyze how to balance two sometimes opposing sides in surveillance work: the expectation of privacy and the goal of public safety.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
YOU WILL FIND THE READING FOR THIS ASSIGNMENT IN THE ATTACHED READING MATERIALS PLEASE GO THERE AND READ BEFORE TRYING TO COMPLETE THIS ASSIGNMENT SO YOU WILL UNDERSTAND WHAT IS NEEDED TO COMPLETE THE WORK….
Post a response to the following:
When conducting surveillance, explain how to balance an expectation of citizen privacy with legitimate investigative procedure that has public safety as its goal.
Explain whether citizens should differentiate between government intrusion and private companies who use citizens’ online data to surveil their movements and activity.
.
Interviews and Eyewitness Identifications AP PhotoMat.docxpauline234567
Interviews and
Eyewitness
Identifications
AP Photo/Matthew Apgar
OBJECTIVES
After reading this chapter you will be able to:
• Identify the evidence collected
by investigators in the BP
gas station robbery and
discuss its role in the
identification and apprehension
of the perpetrator.
• Discuss the advantages and
disadvantages of using facial
identification software and
forensic sketches to create
composite pictures of
suspects.
• Identify and discuss the
rationale of the recommended
lineup procedures.
• Discuss the research that
has been conducted on the
accuracy of hypnotically elicited
testimony. • Identify the difference between
primary and secondary
witnesses and give an example
of each.
• Discuss the value of eyewitness
identifications in establishing
proof. • Compare and contrast the
cognitive interviewing approach
with standard police interviews.
• Identify and discuss the
methods of eyewitness
identifications.
• Identify the three phases of
human memory and discuss
how factors at each phase
may affect the retrieval of
information from witnesses.
• Discuss the contributions
of cognitive interviewing in
enhancing memory recall.
From the CASE FILE
BP Gas Station Robbery
The introduction to this chapter consists of a police
report (edited for length) of the investigation of an
armed robbery of a British Petroleum (BP) gas station
that occurred on August 22, 2011, in Germantown,
Wisconsin (a suburb of Milwaukee). The report serves
as an example of a criminal investigation case report
and also highlights issues discussed in this chapter,
such as the value of eyewitness identification. Issues
discussed in other chapters, including the important
role of patrol officers in investigations, crime scene
photographs, investigation of robbery and auto theft,
and the value of DNA, are also present in this report.
Incident Report Number: 11-014277,
Report of Officer Toni Olson
On Monday, August 22, 2011, I, Officer Olson, was
assigned to investigate and respond to a robbery, which
had just occurred at the County Line BP, located at 21962
County Line Road. Officers were advised that the c I erk at
the BP gas station had called the non-emergency number
reporting that a younger wh ite male came into the store and
hit him over the head with an unknown object before taking
money out of his cash drawer and leaving in a red SUV or
truck, northbound on Bell Road. A possible registration
of 583RIB was given out for the suspect vehicle. I, along
with Lt. Huesemann, Officer Brian Ball, and Officer Daniel
Moschea of the Germantown Police Department responded.
Upon arriving on scene, officers were advised that witnesses
reported the suspect veh icle leaving the scene of the
robbery northbound on Bell Road into a subdivision. The
witnesses also stated that they had not seen the suspect
vehicle leave the subdivision, which only has two ways to get
in and.
Interview Presentation: Questions
To prepare:
· Identify an interview subject with a different cultural background than you.
· Ask your interview subject the questions below. Be sure to record the interview and/or take good notes.
During the interview, ask the individual the following interview questions:
· Have you ever lived or visited outside of the United States? If so, where? Describe the experience.
· What do you identify as your culture?
· What are the most important values and beliefs of your family and community?
· What are the important events, traditions, celebrations, and practices in your family or community?
· How does your family or community define gender roles?
· How do you identify your:
· Race
· Ethnicity
· National origin
· Color
· Sex
· Sexual orientation
· Gender identity or expression
· Age
· Marital status
· Political belief
· Religion
· Immigration status
· Disability status
· How well do you fit within your family or community based on these other identities you hold?
· How do you think others outside your community view your culture?
· Have you experienced prejudice or discrimination? Please describe.
Social Media and Ethical Considerations
Walden’s MSW Social Media Policy
A student’s presence on and use of social media reflects on the MSW program and the social
work profession; therefore, behavior on social media will be held to the same professional
standards and student code of conduct expectations. Social Work professionals, including
students, are expected to adhere to the NASW Code of Ethics related to virtual communications.
Students should use social work values and principles, as well as specific agency policy, to guide
their social media interactions.
Students need to consider the ethical consequences of their own social media use, as well as use
of social media in practice. Be aware of and follow agency policies regarding the use of social
media. Before using social media communication tools on behalf of a field agency, students
must seek agency approval of any messages or posts.
Walden MSW students are expected to adhere to the ethical standards outlined in the NASW
Code of Ethics. Common ethical issues that social workers need to understand and manage when
utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07),
conflicts of interest and dual relationships (Section 1.06), and informed consent (Section 1.03).
There is significant risk of unintentionally sharing protected information when using social
media. Be cautious when posting information about an agency. Never post confidential or
private information about clients or colleagues, even using pseudonyms.
Students need to remain aware of professional boundaries even when participating in social
media in their personal time. Managing “friend” requests and maintaining privacy settings is
critical regardless of whether a student uses social me.
INT 220 Business Brief Template Course Project.docxpauline234567
INT 220 Business Brief Template
Course Project
Section One: Drivers for Global Entry
Going global would afford the company many benefits including increased sales and revenues. Japan is a developed market and thus the purchasing power of the consumers is high, which implies that many consumers will be able to purchase our products. Expanding to Japan will enable increased profits that can be reinvested in research and development of new technology and innovation that will create a competitive advantage for both domestic and international market. In addition, entering the foreign market will help the business to tap into new market segment. According to International Data Corporation (IDC), Apple was the largest smartphone brand in 2020 in Japan with a 47.3 percent market share (Sudarshan, 2021). The data shows that Japan would be an ideal market for quality phone cell cases due to high purchase of smartphones. Therefore, the company will benefit from increased sales and profits.
Section Two: Market Profile
Cultural Profile
CategoryUnited StatesJapan
Commonly Spoken Languages
English
Japanese
Commonly Practiced Religions
Christianity
Shinto
Power Distance Index (PDI)
40
54
Individualism Versus Collectivism (IDV)
91
46
Masculinity Versus Femininity (MAS)
95
62
Uncertainty Avoidance Index (UAI)
92
46
Long-Term Orientation Versus Short-Term Normative Orientation (LTO)
88
26
Indulgence Versus Restraint (IVR)
42
68
Political and Economic Profile
CategoryUnited StatesJapan
Political System
Representative democracy
Constitutional monarchy
Current Leaders
Joseph Biden president
Fumio Kishida prime minister
Economic Classification
Developed
Developed
Economic Blocs Impacting Trade
World trade organization
World trade organization
Gross Domestic Product
23 trillion USD
4.9 trillion USD
Purchasing Power Parity
22,996.08
100.412
Gross Domestic Product Per Capita
69,287.54 USD
39,285.16 USD
Human Development Index
Very high 0.921
0.919
Human Poverty Index
$26,246 for a family of four
Poverty headcount ratio at $5.50 a day
In terms of economic development, both countries have developed economy, thus making them ideal for business. Consumers have high purchasing power which means that they are able to purchase new products. US has a higher GPD compared to Japan, however, this can be attributed to the size and population of U.S. compared to that of Japan. Furthermore, both countries are members of World Trade Organization, which means that their trade operations with other nations are regulated and subject to WTO regulations. The culture in Japan is hugely different then the culture in America. Americans are self-motivated while the Japanese culture embraces more of a group mentality and looks for approval from their superiors before making big decision. Both cultures work long hours and take very little breaks. For the most part Japanese culture is more formal in the work place then in the U.S.
Section Three: Market Consideratio.
Instructor Name Point Value 30Student NameCATEGORY .docxpauline234567
Instructor Name: Point Value: 30
Student Name:
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Content Quality
40% of total Discussion
grade
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Student enhanced
points with examples and
questions that helped further
discussion. Discussion is well
organized, uses scholarly tone,
follows APA style, uses original
writing and proper paraphrasing,
contains very few or no writing
and/or spelling errors, and is fully
consistent with graduate-level
writing style. Discussion contains
multiple, appropriate and
exemplary sources
expected/required for the
assignment.
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Discussion is mostly
consistent with graduate level
writing style. Discussion may have
some small or infrequent
organization, scholarly tone, or
APA style issues, and/or may
contain a few writing and spelling
errors, and/or somewhat less than
the expected number of or type of
sources.
Student participated in the
Discussion about the presented
topic with adequate content but
the content lacked either detail,
relevancy, or support. Discussion
is somewhat below graduate level
writing style, with multiple smaller
or a few major problems.
Discussion may be lacking in
organization, scholarly tone, APA
style, and/or contain many writing
and/or spelling errors, or shows
moderate reliance on quoting vs.
original writing and paraphrasing.
Discussion may contain inferior
resources (number or quality).
Content of student's post and
responses was not clear, relevant,
or supported. Discussion is well
below graduate level writing style
expectations for organization,
scholarly tone, APA style, and
writing, or relies excessively on
quoting. Discussion may contain
few or no quality resources.
Student did not submit a post or
response.
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Engagement
40% of total Discussion
grade
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates' posts.
Student response participation
exceeded the stated minimum
requirements.
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates'
posts.Student responses
contributed to classmates'
experience.
Student participated somewhat
actively as evidenced by posts
and responses that were adequate
but lacking strong reflective
thought.
Student did not participate actively
as evidenced by little reflective
thought in i.
InstructionsThere are two high-level types of distribution cha.docxpauline234567
Instructions
There are two high-level types of distribution channels, direct and indirect. In the direct distribution channel, goods are moved directly from the Producer to the Consumer. In the indirect distribution channel, the producer will meet consumer demand through third -party wholesalers and/or retailers. Direct channels produce short supply chains, indirect channels produce long chains.
Research and report on two large producers, Costco and Apple, and describe in detail which distribution approach each company uses -- direct, indirect, or mixed – for at least two products in each company.
Your APA paper should be at least 1,000 words in length.
.
InstructionsNOTE If you have already reviewed this presentation.docxpauline234567
Instructions
NOTE: If you have already reviewed this presentation in a different class please enter class number and instructor’s name in the submission text box below.
____________________________________________________________________
If you have not reviewed this presentation in a previous class, please proceed.
Please review the curated presentations below. These presentations will prepare you for writing deliverables that meet the expectations of this course. We want you to be successful in all your courses so please refer back to this tool often. This presentation is located in the library and the Student Center. To view an presentation, please click on the button below. Be sure to review all five presentations for this week!
Presentation Four: The Research Process & Choosing a Topic
Presentation Five: Types of Sources
Presentation Six: Search Strategies & Techniques
Presentation Seven: Evaluating Information
Presentation Eight: Ready to Shine!
When you have finished reviewing all five presentations, please copy and paste the following statement into the submission box below:
STATEMENT: I HAVE REVIEWED WEEK TWO INFORMATIONAL PRESENTATION. I UNDERSTAND THIS PRESENTATION IS ALSO LOCATED IN THE LIBRARY AND STUDENT CENTER FOR FUTURE REFERENCE.
.
InstructionsRead two of your colleagues’ postings from the Di.docxpauline234567
Instructions:
Read two of your colleagues’ postings from the Discussion question.
Respond with a comment that asks for clarification, provides support for, or contributes additional information to two of your colleagues.
Timia Brown (
She/Her)
In healthcare, whether long-term or acute care, interdisciplinary communication is necessary to provide patient-centered care. The two scenarios provided both effective and ineffective communication.
Scenario 1
Assuming the leader for the interdisciplinary rounds was the case manager, she introduced the nursing student, who was not paying attention. The case manager did not present other team members, so the student was left guessing. The pharmacist and the physical therapist were laughing and talking during the discussion. There was no engagement; the MD was on her phone, and everyone was preoccupied. Each team member individually knew the patient and his shortcomings, yet there was no preparation for the actual engagement with each other. Each team member projected issues onto the next member, using terms such as "somebody" or "someone" needed to do this. There was no responsibility for care. The team spoke unprofessionally to each other, using words like "yep" and "umm." In the end, the case manager assigned responsibility; however, the disciplines accepted the responsibility grudgingly. The team's disrespect for each other was portrayed to the student, who was disengaged throughout the meeting. The patient was not ready to be discharged from the sound of this scenario. The patient's pain was not controlled, nor was his anxiety; no equipment had been ordered for discharge. The patient's safety was not a priority in this meeting, which could lead to readmission or fall risk at home.
In scenario two, the team all appeared happy to be there, with smiling faces and excellent eye contact. The leader engaged the nursing student immediately by having the team introduce themself. The team was much more prepared and engaged. Each member respected the other's role in providing care and a safe, patient-centered discharge. The team took responsibility for what was needed from each of them now and at the time of release. The communication was more two-way communication. They did a recap of what was discussed, and everyone willingly took part in making sure the patient went home safely and confidently.
Effective communication between interdisciplinary teams must be present to provide the care needed for each patient. It starts with respecting each other's role in the patient's care and remembering the patient is the priority. The
Journal of Communication in Healthcare stated the leading cause of all sentinel events from 1995 to 2004 was ineffective communication. (2019, Altabba) Therefore effective communication could decrease the number of incidents, and lead to proper care.
References
Altabbaa G, Kaba A, Beran TN. Moving from structure.
InstructionsRespond to your colleagues. Respond with a comment .docxpauline234567
Instructions:
Respond to your colleagues. Respond with a comment that asks for clarification, supports, or contributes additional information to two or more of your colleagues.
Reynaldo Guerra
As influencers in our society, that bring about social change in healthcare as all those we contact, the type of agent I would align with is a Purposeful Participant. Where "School or work are the primary motivations for involvement in positive social change." (
What kind of social change agent are you? n.d.) are what defines greatly the type of agent I am. Due to my desire to expand my education and grow, I have been allowed to not just see but know that I can contribute to various aspects of healthcare. At the hospital I currently am employed, many principles are introduced to us and help us with making a difference for our patients as all professionals alike by the way we interact and the relationship we create with everyone. Even if driven by these two motivators, they have opened my eyes and expanded my limitations in the change we can bring about.
This eye-opening experience has changed my perspective on how I can make a social change with all those around me. I now feel that a cascade effect comes from my changes as little as it might seem, it gets passed down and impact larger changes in the long run. How I speak with my patients and show the advocate I am for them in addressing their healthcare issues with importance, to the trust and relationship I have created with the primary care providers, goes to show these small social changes can in the end bring a great change for all. This has shown me that social change has a larger purpose in the end and even as small of a change we bring about, if we all come together and do the same, the results would be even more significant than what we perceived as a small change in the beginning. From our professional interactions with one another to our desire to help and better our care with all patients alike, these changes have a great purpose and impact on our future as everyone else.
Apart from that, social change has influenced my education by motivating me to seek ways to make a difference in a community project presented by my university. It has ignited a flame in me, so to speak, and piqued my interest in seeing what my university has to offer in making a social change. Whether this is by being part of projects, joining a committee, or being part of future alumni programs to help others. Also, being able to refine my nursing practice in our community as in the hospital has been a change for me. This, in turn, will be put forth in the interactions and relationships I create with my patients, colleagues, peers, and others I come in contact with, hopefully, bringing a social change in the end. This is what the principles of social change will bring about for me.
References
Walden University. (n.d.).
What kind of social change agent are you? Lin.
Instructions
Procurement Outsourcing (PO) Strategies:
PO strategies at the highest level involve either materials or traditional business processes such as HR, IT, Finance, Accounting, Travel/Entertainment services, Marketing/Print/Advertising, or Customer Relationship Management (CRM). Your task here is to choose a public business organization and report on what direct materials are being outsourced. Direct materials are categorized as strategic (high-impact), bottleneck items (low-profit impact and high-supply risk), leverage items (high-profit items and low-supply risk), or non-critical (low-profit impact and low-supply risk). Describe the outsource process in detail, who provided the outsourced services, and what direct materials were involved.
You are to prepare a PowerPoint presentation, with a minimum of twelve (12) slides, to include inline citations, a cover slide, and a slide of references. Your citations and references should be APA-compliant.
Level of writing: Exemplary
.
InstructionsPart Four of Applied Final Project,Playing with Ge.docxpauline234567
Instructions
Part Four of Applied Final Project,Playing with Gender: Understanding Our Gendered Selves:
"Understanding My Playing-with-Gender Act" (20% of course grade; due end of Week 7) Five (5) pages (1200-1500 words)
All parts of this project should be formatted in APA style (follow for both essay and citation styles):https://libguides.umgc.edu/c.php?g=1003870
Purpose: Act Analysis
In this part of the assignment, you will perform, describe, and analyze your act. After you perform your act, compose a 5-page (1200-1500 words) task specifying your experiences. The first section (one-third to one-half of your paper) should describe your act and your responses to it, and the second section should analyze your act in terms of the scholarship on gender:
Section One (minimum 500 words):
1. Describe your act:
2. What did you do?
3. Where did you do it?
4. How did you prepare for it?
5. What responses did you get while performing your act?
6. How did you feel while performing your act?
7. What would you do differently if you had to perform this same act again? Would you perform the act in the same location and at same time? Would you change your appearance during the act? Would you do anything else differently?
8. Please refer directly to the required reading on Participant Observation (Mack et al., 2005) in this section of the paper (Mack et al., 2005) (
PLEASE see attached for document):
Mack et al. (2005). "Module Two: Participant Observation," from
Qualitative Research Methods: A Data Collector's Field Guide, Family Health International. Read Module 2, pages 13-27. Retrieved from
https://www.fhi360.org/sites/default/files/media/documents/Qualitative%20Research%20Methods%20-%20A%20Data%20Collector's%20Field%20Guide.pdf
Section Two: (minimum 700 words):
(Please see attached for document listing the sources)
Referring directly to at least three academic sources for support (these may be pulled from the sources you identified and discussed in your Annotated Bibliography for Part 3
and/or the readings for this class), consider the potential impact of your act. Here are some questions to consider (you do not have to answer all of these questions; they are provided to help you to think about ways your act may have impact on society):
· Can you explain the range of reactions to your act? Did those reactions reflect any of the sociological scholarship found in the course readings or in your research? Did any of the reactions challenge that research?
· How do you think class, race, age, and sexuality came into play during the conception and performance of the act?
· Was performing this act an act of feminism? Why? and, if so, what type(s) of feminism?
· Was your act an act of activism? That is, could it help to create social change? If so, how?
Please see attached for Project 1, 2 & 3 for information and assistance.
Qualitative
Research
Methods:
A DATA CO L L E.
InstructionsClients come to MFTs because they want to change, .docxpauline234567
Instructions
Clients come to MFTs because they want to change, whether the change is in cognitions, structure, insight, or something else. Therefore, it is important for you to understanding why, when, and how people change. This week, you will continue the exploration of core concepts related to systems theory and its application to MFT field concepts. You will review several concepts associated with change including homeostasis, first-order change, second-order change, continuous change, and discontinuous change.
Complete the provided worksheet template located in this week’s resources. Note: You will use the worksheet you complete this week as part of your work in Week 4.
For each item, be sure to address the following:
· Record a direct quotation that defines the concept or describes the assumption.
· Paraphrase the definition or description by explaining the information in your own words. As you are paraphrasing, keep in mind that concepts often involve several interrelated ideas. When you are paraphrasing, be sure to not oversimplify the concept.
· Provide an original example (not one you read about in the course resources) of the concept or assumption.
· Explain how your example reflects the definition. Refer to your paraphrased definition in order to compare the example to the concept.
Should you have questions or need clarification on any items, please contact your professor to discuss it.
Length: 1-2 pages (completed template). Additional resources/reference page is not required.
Your cheat sheet should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Upload your document, and then click the
Submit to Dropbox button.
Building Blocks to Conceptualizing Family: A Family System’s Perspective Valerie Q. Glass, PhD, LMFT
Background of Systemic Thinking
Systemic thinking, for some, means trying on a new and unique lens when considering “presenting problems” that arise in therapeutic settings. Most mental and emotional health backgrounds study individual cognitive and emotional processes, systemic thinking means a shift in looking at one person to looking at a whole system. Keeney (1983) calls this change in professional theory an epistemological shift. Epistemology, most basically, is the way one understands what is in front of them, and the root with which decisions are made. Helping fields all develop from different epistemologies. Psychiatry views medicine and biology as their epistemological construct of how or why people act the way they do. Much of the epistemological focus of social work fields embraces the necessity or connecting to resources and social support as a catalyst for change. Psychology explores the make-up of the individual’s mind and develops steps for change. Family systems, and.
INST560, Internet of Things (IoT)UNIVERSITY OF NORTH AMERICA.docxpauline234567
INST560, Internet of Things (IoT)
UNIVERSITY OF NORTH AMERICA
Lecture 3: Fall 2022
Professor Aliakbar Jalali
[email protected]
1
Internet of Things Enabling Technologies
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Overview
Introduction
Evolution of the Technology
Some significant statistics
IoT Technology
Risks of IoT Technologies
Use Cases of IoT Technology!
What are IoT Enabling Technology
Conclusion
References
2
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
Because of technological changes taking place in the world, IoT is gradually taking over all the fields, and the future of the IoT applications are increasing day by day.
Technological advances are fueling the growth of IoT.
Technology improved communications and network, new sensors of various kinds; cheaper, denser, more reliable, and power efficient storage both in the cloud and locally are converging to enable new types of IoT based products that were not possible a few years ago.
IoT technology will further develop to make our day-to-day operations much easier and more remotely controlled in the days to come.
3
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
Businesses need to constantly explore IoT applications within their domain to stay ahead in competitiveness and implementation.
The competition will primarily define in the coming decade as how companies take advantage of innovative technology.
However, it is the dominant technology that determines the future of many businesses attached to the future of the internet of things (IoT).
4
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
The emerging trends in IoT are majorly driven by technologies like artificial intelligence, blockchain, 5G and edge computing.
We need to know more in detail about the elements that make up broad spectrum of technologies, we know as the Internet of Things.
Technological advances lies in the business value of IoT applications like smart wearables, smart homes and buildings, smart cities, autonomous cars, smart factories, location trackers, wireless sensors and much more.
5
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction: Technology is changing the world!
Technology is changing the world.
It is changing the way we communicate, shop, learn, travel, play and of course the way we work.
http://www.telegraph.co.uk/technology/2017/05/06/internet-things-could-really-change-way-live/
6
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
6
Introduction: Technology is changing the world!
7
Global gigabit subscriptions are expected to jump to 50 million in 2022, more than doubling from 24 million at the end of 2020, according to a new report from analyst firm Omdia.
High Speed Internet!
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction: Social Media is Changing societies!
8
Are you on social media a lot? When is the last time you checked Twitter, Facebook, or Instagram? Last n.
Insert Prename, Surname of all studentsWinter Term 202223Theo.docxpauline234567
Insert Prename, Surname of all students
Winter Term 2022/23
Theory Factsheet: Insert name of theory
Level of analysis
Insert levels of analysis, e.g., organisation, individual, social
Dependent construct(s)
Please insert the dependent construct(s) of the theory
Independent construct(s)
Please insert the independent construct(s) of the theory
Short description of the theory
Please describe the theory in full sentences.
Cause-Effect Model
Please insert a visual diagram of the cause-effect relationships or factor model of the theory (if available).
Applications of the theory
Please describe for which purposes / in which fields the theory has been applied.
Which relevance does the theory have for digitalization in organizations?
Criticism
Describe alternative views, potential critique, and open discussion on the theory.
References
Insert sources and references used in this factsheet in APA 7th style.
Students will write a 2-3 pages essay analyzing one of the topics addressed during the semester under the section of Contemporary Issues: Human Rights. The student will be free to choose any of the topics discussed during class as well as his/her opinion about it.
1. Choose a topic (death penalty, assisted suicide, abortion, death by euthanasia, bioethics… etc.)
2. First page: description of the problem (is is here Fl, or national or worlwide, statistics, etc)
Second page: YOUR ETHICAL POSITION ABOUT IT (why is this an ethical issue, where your argument os coming from, etc)
3. REFERENCES (could be ppt, movie, article, web, book)
The writing will be evaluated for clarity and proper handling of terms, phrases, and concepts addressed up to this date. APA or MLA style will be required
https://owl.english.purdue.edu/owl/section/2/10/.
Reading listWinter semester 2022/23
Version 24.09.2022
Reading
Package
No.
Theories Papers
Information Systems Foundational Theories
Structuration Theory Orlikowski, W.J. (1992). The Duality of Technology: Rethinking the Concept of Technology in Organizations. Organization Science, 3 (3), 398-
427.
Structuration Theory Orlikowski, W.J. and Robey, D. (1991). Information Technology and the Structuring of Organizations. Information Systems Research, 2 (2),
143-169.
Structuration Theory Walsham, G. and Han, C.K. (1991) Structuration theory and information systems research. Journal of Applied Systems Analysis 17: 77-85.
Institutional Theory Barley, S.R and Tolbert, P.S. (1997). Institutionalization and structuration: studying the links between action and institution. Organization
Studies 18 (1): 93-118.
Institutional Theory Orlikowski, W. J., & Barley, S. R. (2001). Technology and institutions: What can research on information technology and research on
organizations learn from each other? MIS Quarterly, 25(2), 145.
Design Science Hevner, A. R., March, S. T., Park, J., & Ram, S. (2004). Design science in information systems research. MIS Quarterly, 28 (1), 75.
Informative SpeechCourse COM103 Public SpeakingCriteria.docxpauline234567
Informative Speech
Course: COM103 Public Speaking
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Introduction / 10
Material / 8
Transitions / 10
10 points
Introduction
contained a
strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
7 points
Introduction
contained 3 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
4 points
Introduction
contained 2 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
0 points
Introduction
contained 1 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
8 points
Material was
clear AND
well organized
5.6 points
Material was
either clear
OR well
organized
3.2 points
NA
0 points
Material was
neither clear
and well
organized
10 points
Transitions
were clear and
used after the
intro, between
each main idea
and before the
conclusion
7 points
Transitions
were clear, but
were not used
in all areas:
after the intro,
between each
main idea and
before the
conclusion
4 points
Transitions
used after the
intro, between
each main idea
and before the
conclusion,
but were not
effective
0 points
Transitions
were not used.
Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a...
1 of 4 12/6/22, 5:38 PM
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Conclusion / 8
Time limit / 8
Preparation
outline
uploaded
/ 8
8 points
The
conclusion
contained a
strong closing
AND the
speaker
signaled the
end of the
speech
5.6 points
The
conclusion
contained a
strong closing
OR the
speaker
signaled the
end of the
speech
3.2 points
The speaker
needs
improvement
signalling the
end of the
speech and a
stronger
closing.
0 points
The
conclusion
neither
contained a
strong closing
and the
speaker did
not signal the
end of the
speech
8 points
The length of
the speech
was between
5 and 6
minutes
5.6 points
NA
3.2 points
The length of
the speech
was shorter
than 5 minutes
or longer than
6 minutes
0 points
NA
8 points
The
preparation
outline was
uploaded with
the speech
5.6 points
The
preparation
outline was
uploaded after
delivering the
speech
3.2 points
The
preparation
outline was
not in a
preparation
outline format
0 points
The
preparation
outline was
not uploaded.
Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a...
2 of 4 12/6/22, 5:38 PM
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Eye Contact / 10
Delivery / 10
Non verbals / 10
Overall
preparation
/ 8
10 points
The speaker
had strong eye
contac.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Electric Circuits LabInstructor -----------Serie.docx
1. Electric Circuits Lab
Instructor: -----------
Series RL Circuits
Student Name(s): Click or tap here to enter text.
Click or tap here to enter text.
Honor Pledge:
I pledge to support the Honor System of ECPI. I will refrain
from any form of academic dishonesty or deception, such as
cheating or plagiarism. I am aware that as a member of the
academic community, it is my responsibility to turn in all
suspected violators of the honor code. I understand that any
failure on my part to support the Honor System will be turned
over to a Judicial Review Board for determination. I will report
to the Judicial Review Board hearing if summoned.
Date: 1/1/2018
Contents
Abstract 3
Introduction 3
Procedures 3
2. Data Presentation & Analysis 4
Calculations 4
Required Screenshots 4
Conclusion 4
References 5
Abstract
(This instruction box is to be deleted before submission of the
Lab report)
What is an Abstract?
This should include a brief description of all parts of the lab.
The abstract should be complete in itself. It should summarize
the entire lab; what you did, why you did it, the results, and
your conclusion. Think of it as a summary to include all work
done. It needs to be succinct yet detailed enough for a person to
know what this report deals with in its entirety.
Objectives of Week 2 Lab 2:
· Understand the effect of frequency on inductive reactance.
· Measure the impedance of an RL circuit.
· Measure the phase angle and phase lead of an RL circuit using
the oscilloscope.
· Draw the impedance and voltage phasor diagrams.
· Understand how an inductor differentiates current.
Introduction
(This instruction box is to be deleted before submission of the
Lab report)
What is an Introduction?
In your own words, explain the reason for performing the
3. experiment and give a concise summary of the theory involved,
including any mathematical detail relevant to later discussion in
the report. State the objectives of the lab as well as the overall
background of the relevant topic.
Address the following items in your introduction:
· What is Impedance for an RL circuit? (Give formula)
· What is phase angle for an RL circuit? How is it calculated?
· What is phase lead for an RL lead circuit? How is it
calculated?
· How/why does an inductor differentiate current? Give
formula.Procedures
Part I:
1.
Connect the following circuit.
Figure 1: RL Circuit
2.
Connect one DMM across the resistor and one DMM
across the inductor.
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 RL circuit, the same current will
flow through the inductor and the resistor.
Record the result in
Table 1.
4. Total current I =
4.
Calculate the inductive reactance using Ohm’s law.
Record the result in
Table1.
Inductive Reactance XL =
5. Finally,
calculate the inductive reactance using the inductive
reactance equation.
Record the result in
Table 1.
6.
Adjust the function generator frequency following the
steps in
Table 2. Use the DMM to
measure the voltage across the resistor and the inductor.
Record your measurements in
Table 2.
7.
Plot the graph for
Frequency vs. VL.
5. Part II:
8.
Build the circuit in
Figure 2.
Figure 2: Series LR Circuit
9.
Set the voltage source amplitude to
1.5 VP and
frequency to
25 kHz, sine wave
10.
Connect Channel A of the oscilloscope across the
resistor and
measure the peak voltage drop (VR).
Record the result in
Table 3.
11. Use Ohm’s law to calculate the peak current flowing
through the resistor. Because it is a series circuit, the same
current will flow through the inductor.
Record the result in
Table 3.
Total current I =
12.
Connect Channel B of the oscilloscope across the
inductor and
measure the peak voltage drop (VL).
Record the value in
6. Table 3.
13.
Calculate the inductive reactance using Ohm’s law.
Record the result in
Table 3.
Inductive Reactance XL =
14. Now,
calculate the total impedance (ZT) value using the
equation .
Record the result in
Table 3.
Total Impedance (ZT) =
15.
Calculate the phase angle between VR and VS using the
formula . Record the result in
Table3 above. Also, record this value in
Table 4 under Phase Angle calculated value.
Phase angle,
Part III: Phase Angle and Phase Lead Measurement
Phase Angle
16.
Connect Channel B of the oscilloscope across the
voltage source and
7. run the simulation. Channel A should still be connected
across the resistor.
17. The waveforms should look like the ones shown in
Figure 4.
Figure 4: VS and VR waveforms
18. Obtain a stable display showing a couple of cycles for
Channel B (which is showing VS) and disable Channel A by
setting it to 0.
19.
Measure the time period (T) of the source voltage.
Record the result in
Table 4. (Use the cursors to measure the period (on the
scope it will show as T2-T1). Remember that the period is the
time taken to complete one cycle). See
Figure 5.
Figure 5: Measuring time period (T)
20. Now set the oscilloscope to view both the channels.
21. Adjust the amplitude of the signals using Channel A and
Channel B V/Div scale until both channels appear to have same
amplitude as seen on the scope face. (as close as possible)
22. Spread the signals horizontally using the Timebase
(Sec/Div) control until both signals are just visible across the
screen as shown .
23.
Measure the time duration between the two signals (∆t)
and record the result in
Table4. (Use cursors as shown in
Figure 6)
8. Figure 6: Measuring the time difference
24.
Calculate the phase angle using the formula and
record the result in
Table4.
Phase angle, θ = (∆t/T) * 360°
Phase Lead
25.
Connect your circuit as shown in
Figure 7. When the output of an RL circuit is taken
across the inductor, the circuit is called an RL lead circuit. The
output voltage in an RL lead circuit will lead the input voltage.
Figure 7: RL Lead Circuit
26. Calculate the phase lead using the equation . Notice the
similarity to the equation for the phase angle. The phase lead
angle and phase angle of an RL circuit are complementary
angles. (Their sum is 90°.) Use R and XL values from Table 3.
Phase Lead,
27.
Measure the time period (T) of the source voltage (as in
Step 19).
Record this value in
Table 4.
28. Now set the oscilloscope to view both the channels.
29. Adjust the amplitude of the signals using Channel A and
Channel B V/Div scale until both channels appear to have the
same amplitude as seen on the scope face. (as close as possible)
9. 30. Spread the signals horizontally using the Timebase
(Sec/Div) control until both signals are just visible across the
screen as shown in
Figure 6.
31.
Measure the time duration between the two signals (∆t)
and
record the result in
Table 4.
32.
Calculate the phase lead using the formula and
record the result in
Table 4.
Phase lead, θ = (∆t/T) * 360°
33.
Plot the Voltage and Impedance Phasor Diagrams.
Clearly indicate the phase angle and the phase lead.
Part IV: The Inductor Differentiates Current
34.
Construct the following RL circuit in Multisim. Set the
triangular current source to 1mA and 1ms.
Figure 8: Differentiator Circuit
35.
Connect Channel A across the resistor and Channel B
across the inductor. (Note: change one or both trace colors to
better observe the two signals)
36. Your signals should look like the example in
10. Figure 9.
Figure 9: Inductor as a differentiator waveforms
37. Channel A will show the voltage across the resistor. This
signal can be used to find the circuit current using Ohm’s law.
38. Channel B shows the voltage across the inductor. Show that
this signal satisfies the following equation on the piecewise
differentiable intervals.
39. Refer to
Figure 10 to answer the following questions.
Figure 10: Differentiator values, 0 to 0.5 ms
a. The signal has a period of 1 ms. Write the equation for the
circuit current on the interval 0 to 0.5 ms by following the
steps.
b. The general equation of a line is
.
We will start by finding vR(t). In this case, y is vR(t) and m is
the slope of the voltage. Fill in the values of vR(0.5) and vR(0)
to find the slope. Channel A, Cursor T2 gives the resistor
voltage at t=0. Channel A, cursor T1 gives the resistor voltage
at t = 0.5 ms.
c. Next, find b, the voltage at the beginning of the interval,
v(0), expressed in volts.
d. Write the equation for the resistor voltage on the interval of 0
to 0.5 ms using the values above.
e. Find the equation for i(t)
11. f. Find the equation of vL(t) by differentiating i(t).
g. Compare this value to the vL(t) waveform.
40. Refer to
Figure 11 to answer the following questions.
Figure 11: Differentiator values, 0.5 ms to 1.0ms
a. The signal has a period of 1 ms. Write the equation for the
circuit current on the interval 0.5 ms to 1.0 ms by following the
steps .
b. The general equation of a line is
.
We will start by finding vR(t). In this case, y is vR(t) and m is
the slope of the voltage. Fill in the values of vR(0.5) and
vR(1.0) to find the slope. Channel A, Cursor T2 gives the
resistor voltage at t = 50 ms. Channel A, cursor T1 gives the
resistor voltage at t = 100 ms.
c. Next, find b, the voltage at the beginning of the interval,
v(0.5), in volts
d. Write the equation for the resistor voltage on the interval of
0.5 ms to 1.0 ms using the values
e. Find the equation for i(t)
f. Find the equation of vL(t) by differentiating i(t).
g. Compare this value to the vL(t) waveform.Data Presentation
& Analysis
(This instruction box is to be deleted before submission of the
Lab report)
12. This section is the most important section of the report. Data
representations and analysis are crucial in the engineering field.
This section should include all raw data collected, e.g., voltage
and current readings. All results are to be presented in both
tabular and graphical forms. All tables must have titles and all
Figures must have brief captions.
Inductor L1
Voltage across, R
Voltage across, L
Total Current, I
Inductive Reactance, XL
Computed Reactance, XL
Table 1: Calculated and measured values
Frequency (in Hz)
VR
(measured)
VL
(measured)
15. Table 3: Calculated and measured values
(Use Word or Excel to create the plot and place here.)
Plot 1: Frequency vs. Inductor Voltage
Type of Angle
Measured
Period (T)
Time difference (∆t)
Measured Angle
Calculated Angle
Phase angle θ
Phase Lead Φ
16. Table 4: Phase angle and phase lead measurements
(Use Word or Excel to create the Phasor Diagrams and place
here.)
Plot 2(a) Impedance Phasor Plot
2(b) Voltage Phasor
Calculations
(This instruction box is to be deleted before submission of the
Lab report)
Show all of your calculations in this section.
Part I step 3: I =
Part I step 4: XL =
Part I step 5: L =
Part II step 11: I =
Part II step 13: XL =
Part II step 14: ZT =
Part II step 15:
Part III step 24:
Part III step 26:
Part III step 32:
Part IV step 39 b: m =
Part IV step 39 d: vR(t) =
Part IV step 39 e: i(t) =
Part IV step 39 f: vL(t) =
17. Part IV step 41 b: m =
Part IV step 41 d: vR(t) =
Part IV step 41 e: i(t) =
Part IV step 41 f: vL(t) =
Required Screenshots
(This instruction box is to be deleted before submission of the
Lab report)
Place screenshots of measurements in this section.
Figure 12: Screenshot of Waveforms Part 3 Step 10
Figure 13: Screenshot of Waveforms Part 3 Step 12
Figure 14: Screenshot of Waveforms Part 3 Step 19
Figure 15: Screenshot of Waveforms Part 3 Step 23
Figure 15: Screenshot of Waveforms Part 3 Step 27
Figure 16: Screenshot of Waveforms Part 3 Step 31
Conclusion
(This instruction box is to be deleted before submission of the
Lab report)
What is a Conclusion?
This section should reflect your understanding of the
experiment conducted. Important points to include are a brief
discussion of your results, and an interpretation of the actual
experimental results as they apply to the objectives of the
experiment set out in the introduction should be given. Also,
discuss any problems encountered and how they were resolved.
Address the following in your conclusions:
· Were your measured and calculated inductive reactance values
in agreement?
· What happened to the inductance and the inductive reactance
18. as you increased the frequency of the voltage source?
· Were your measured and calculated phase angle values in
agreement?
· Which quantity leads in a series RL circuit? (Current or
voltage) How do you know?
· What happens to phase angle as the frequency increases? What
happens to phase angle as the frequency decreases?
· Were your measured and calculated phase lead values in
agreement?
· Which quantity leads in an RL lead circuit? (Source voltage or
inductor voltage)
· What is the relationship between phase angle and phase lead?
· What happens to the phase lead as the frequency increases?
What happens to the phase lead as the frequency decreases?
References
Floyd, T. L., & Buchla, D. M. (2019).
Principles of Electric Circuits (10th Edition). Pearson
Education (US).
https://bookshelf.vitalsource.com/books/9780134880068
(2017) National Instruments Multisim (V 14.1) [Windows].
Retrieved from
http://www.ni.com/multisim/
6
image3.wmf
oleObject1.bin
image4.wmf
oleObject2.bin
20. Parts List:
1. Resistors 100 Ω, 1 kΩ, 10 kΩ.
2. Inductors 1 µH, 100mH.
III.
Procedures:
Part I:
1.
Connect the following circuit.
Figure 1: RL Circuit
2.
Connect one DMM across the resistor and one DMM
across the inductor.
Set both DMMs to read AC Voltage.
Measure the voltage drop across each component.
Record the result in
Table1.
3. Use Ohm’s law to
calculate the current flowing through the resistor. Since
the circuit in
Figure 1 is a series RL circuit, the same current will
flow through the inductor and the resistor.
Record the result in
Table 1.
21. Total current I =
4.
Calculate the inductive reactance using Ohm’s law.
Record the result in
Table 1.
Inductive Reactance XL =
5. Finally,
calculate the inductive reactance using the inductive
reactance equation.
Record the result in
Table 1.
Inductor L1
Voltage across, R
845.958 mV
Voltage across, L
533.246 mV
Total Current, I
0.846 mA
Inductive Reactance, XL
630.35 ohms
Computed Reactance, XL
22. 628.32 omhs
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 inductor.
Record your measurements.
Frequency (in Hz)
VR
(measured)
VL
(measured)
I =
XL =
24. 5.66 kΩ
5.66 kΩ
11k
142.743 mV
989.751 mV
0.143 mA
6.92 kΩ
6.91 kΩ
13k
121.133 mV
992.626 mV
0.121 mA
8.20 kΩ
8.17 kΩ
15k
105.174 mV
994.442 mV
0.105 mA
9.47 kΩ
9.43 kΩ
Table 2: Calculated and measured values
7.
Plot the graph for
Frequency vs. VL.
(Use Word or Excel to create the plot)
25. Figure 2. Plot of Frequency vs. Inductor Voltage
Part II:
8.
Build the circuit in
Figure 2.
Figure 2: Series LR Circuit
9.
Set the voltage source amplitude to
1.5 VP and
frequency to
25 kHz, sine wave
10.
Connect Channel A of the oscilloscope across the
resistor and
measure the peak voltage drop (VR).
Record the result in
Table 3.
11. Use Ohm’s law to
calculate the peak current flowing through the resistor.
Because it is a series circuit, the same current will flow through
the inductor.
Record the result in
Table 3.
Total current I =
26. VR
I
VL
XL
ZT
1.133 V
0.113 mA
1.786 V
15.80 kΩ
13.27 kΩ
46.49ᶿ
Table 3: Calculated and measured values
12.
Connect Channel B of the oscilloscope across the
inductor and
measure the peak voltage drop (VL).
Record the value in
Table 3 above.
13.
Calculate the inductive reactance using Ohm’s law.
Record the result in
Table 3.
Inductive Reactance XL =
14. Now,
27. calculate the total impedance (ZT) value using the
equation.
Record the result in
Table 3.
Total Impedance (ZT) =
15.
Calculate the phase angle between VR and VS using the
formula.
Record the result in
Table 3. Also, record this value in
Table 4 under Phase Angle calculated value.
Phase angle,
Part III: Phase Angle and Phase Lead Measurement
Phase Angle
16.
Connect Channel B of the oscilloscope across the
voltage source and
run the simulation. Channel A should still be connected
across the resistor.
17. The waveforms should look like the ones shown in
Figure 4.
Figure 4: VS and VR waveforms
18. Obtain a stable display showing a couple of cycles for
Channel B (which is showing VS) and disable Channel A by
28. setting it to 0.
19.
Measure the time period (T) of the source voltage.
Record the result in
Table 4. (Use the cursors to measure the period on the
scope it will show as T2-T1). Remember that the period is the
time taken to complete one cycle). See
Figure 5.
Figure 5: Measuring time period (T)
Type of Angle
Measured
Period (T)
Time difference (∆t)
Measured Angle
Calculated Angle
Phase angle θ
40 ms
6.4 ms
57.6
57.6
Phase Lead Φ
Table 4: Phase angle and phase lead measurements
20. Now set the oscilloscope to view both the channels.
29. 21. Adjust the amplitude of the signals using Channel A and
Channel B V/Div scale until both channels appear to have the
same amplitude as seen on the scope face. (as close as possible)
22. Spread the signals horizontally using the Timebase
(Sec/Div) control until both signals are just visible across the
screen as shown.
23.
Measure the time duration between the two signals (∆t)
and record the result in
Table 4. (Use cursors as shown in
Figure 6)
Figure 6: Measuring the time difference
24.
Calculate the phase angle using the formula and record
the result in
Table 4.
Phase angle, θ = (∆t/T) * 360°
Phase Lead
25.
Connect your circuit as shown in
Figure 7. When the output of an RL circuit is taken
across the inductor, the circuit is called an RL lead circuit. The
output voltage in an RL lead circuit will lead the input voltage.
Figure 7: RL Lead Circuit
26.
Calculate the phase lead using the equation. Notice the
similarity to the equation for the phase angle. The phase lead
30. angle and phase angle of an RL circuit are complementary
angles. (Their sum is 90°.) Use R and XL values from
Table 3.
Phase Lead,
27.
Measure the time period (T) of the source voltage (as in
Step 19). Record this value in
Table 4.
28. Now set the oscilloscope to view both the channels.
29. Adjust the amplitude of the signals using Channel A and
Channel B V/Div scale until both channels appear to have the
same amplitude as seen on the scope face. (as close as possible)
30. Spread the signals horizontally using the Timebase
(Sec/Div) control until both signals are just visible across the
screen as shown in
Figure 6.
31.
Measure the time duration between the two signals (∆t)
and record the result in
Table 4.
32.
Calculate the phase lead using the formula and record
the result in
Table 4.
Phase lead, θ = (∆t/T) * 360°
33.
Plot the Voltage and Impedance Phasor Diagrams.
Clearly indicate the phase angle and the phase lead.