Circuit Analysis I Lab Manual

CIRCUIT ANALYSIS I LAB MANUAL
Revised Date
February, 2015
DEPARTMENT OF ELECTRICAL ENGINEERING

THE UNIVERSITY OF LAHORE
Revision History
Revised Date
February 20, 2015

CERTIFICATE OF APPRO
VAL
It is certified that the lab manual titled “Circuit Analysis-1”, in scope and in quality, covers the
objectives and topics defined in the course outline.
Remarks by Mentor: ----------------------------------------------

Engr. Muhammad Rashad
Assistant Professor Department of
Electrical Engineering The
University of Lahore
Remarks by HOD: -------------------------------------------------

Dr. Asrar ul Haq Sheikh
Professor
Department of Electrical Engineering
The University of Lahore
Contents
Lab-01 ........................................................................................................................................ 1
Introduction to Laboratory operates and components .................................................................... 1
Lab-02 ........................................................................................................................................ 9
Resistor Color-Code & Resistance Measurements ........................................................................ 9
Lab-03 ...................................................................................................................................... 17
Ohm’s Law → V = IR............................................................................................................. 17
Lab-04 ...................................................................................................................................... 22
Voltage Dividers, Short and Open Circuits ................................................................................ 22
Lab-05 ...................................................................................................................................... 30
Parallel Circuits – Current Dividers .......................................................................................... 30
Lab-06 ...................................................................................................................................... 36
Series-Parallel Circuits ............................................................................................................ 36
Lab-07 ...................................................................................................................................... 41
Star Delta Transformation Circuit............................................................................................. 41
Lab-08 ...................................................................................................................................... 47
Nodal-Analysis Technique....................................................................................................... 47
Lab-09 ...................................................................................................................................... 53
Loop-Analysis Technique........................................................................................................ 53
Lab-10 ...................................................................................................................................... 59
Superposition ......................................................................................................................... 59
Lab-11 ...................................................................................................................................... 65
Thevenin’s Theorem in DC Circuits ......................................................................................... 65
Lab-12 ...................................................................................................................................... 72
Norton’s Theorem in DC Circuits............................................................................................. 72
Lab-13 ...................................................................................................................................... 80
Maximum Power Transfer ....................................................................................................... 80
Lab-14 ...................................................................................................................................... 85
Introduction to PSpice............................................................................................................. 85
Lab-15 ...................................................................................................................................... 90
Simulating Op amps in Pspice.................................................................................................. 90
Lab-16 ...................................................................................................................................... 94
Introduction to Oscilloscope & Function generator..................................................................... 94
Lab-01
Introduction to Laboratory operates and components
Objective:
To become familiar with the use of dc power supply, DMM and bread board
Equipment:
1. DC power supply
2. DMM
3. Bread board
Digital MultiMeter
Introduction
The digital multimeter, or DMM, which means that it displays measurements in a digital form rather
than a needle moving across a dial. It’s called a multimeter because it can make a variety of
measurements and replace a collection of different single-function meters. The measurements that will
be most important are voltage, current, and resistance. The voltage and current measurements can be for
either AC or DC signals.
1. The first step in using the DMM is to select the desire measurement function. This is done by
pressing the appropriate function select button, as shown in Figure 1-1
2. The test leads must be connected to the front panel jacks that correspond to the selected function.
When measuring current you must use the bottom two jacks on the right side, and for everything else
use the top two jacks on the right side. If your meter has a small board with a fuse plugged into the
bottom red jack then plug your red test lead into the jack on that board instead of the red jack on the
DMM when making current measurements. The remaining two jacks (the ones on the left marked HI
and LO )are for a special method of making precise resistance measurements.
Page | 1
Figure 1-1 Digital Multimeter
3. It’s always a good idea to match the color of the test lead to the color of the jack. Mixing up
the red and black leads is a good way to blow a circuit breaker . . . not that I know anyone who
has done that.
4. The test leads must also be connected to your circuit differently for different kinds of
measurements, as shown in Figure 1-2
Suppose you want to measure the voltage across some part of a circuit
Figure 1-2
as the device under test (DUT). The DMM, acting as a voltmeter, must be connected in parallel
with the DUT. In order to measure the current flowing through the DUT the DMM, acting as an
ammeter, must be connected in series with the DUT. Note that the red jack is assumed to be
connected to the higher voltage for voltage measurements, and current is assumed to enter the red
jack for current measurements. . . if you get them reversed your measured values will be
negative. To measure the resistance of something you must connect the DMM, acting as an
ohmmeter, to that thing alone. A resistance measurement is made by injecting a precise current
and measuring the resulting voltage, so you generally can’t measure the resistance of something
that is connected
to any other source of current. For resistance measurements you can interchange the red and
black test leads . . . it doesn’t make any difference.
5. Note that the DMM has auto ranging, which means that it automatically changes the
measurement units to provide the largest number of usable digits. For example, if you are
measuring a very small DC voltage then the displayed units will change from VDC to mVDC to
indicate that the displayed value is in milli volts instead of volts.
6. Be very careful when measuring current. If you connect test leads to the current measurement
jacks and then connect the other ends directly to a high current source (such as the output jacks
of the bench power supply) you will probably blow a fuse.
Troubleshooting
The display always reads something close to zero.
(a) Make sure you have the test leads plugged into the correct jacks for the type of measurement
you are making (voltage, current, or resistance).
(b) Make sure both test leads are connected to the circuit you want to measure.
(c) If the Rear indicator is lit (just under the characters that display the measurement units) then the
banana jacks on the front panel are disabled. Press the Front/Rear button once to extinguish the
indicator and enable the front panel jacks.
(d) If the problem occurs with resistance measurements, look for a short in the test lead connections.
(e) If voltage and resistance measurements work but current measurements always read near zero,
you may have a blown fuse. Ask the lab instructor to check it for you.
2. The display reads OVLD (overload).
(a) The quantity (voltage, current, or resistance) that you are trying to measure exceeds the range
of the meter. If auto ranging has been disabled (you will see the Man indicator lighted under
the measurement display) press the Auto/Man button to enable auto ranging. If the OVLD
indication persists you will need to use a different meter.
(b) If you are measuring resistance, you may have forgotten to connect both test leads or the
connections may be poor.
Bread Board
In this lab you’ll use a breadboard to implement simple circuits consisting of resistors, capacitors,
inductors, diodes, and various integrated components. Breadboards provide you with a general wiring
fabric in which to make connections among circuit components. Learning how to use this wiring fabric
effectively takes time and, more vital, practice. Figure 1-3 shows you the basic layout of the
breadboards you’ll be using in this lab.
Each row in the two main

columns is electrically
connected
Figure 1-3: Basic Breadboard
As you can see, the surface of board is covered in pinholes into which you can insert wires or electric
component leads. Beneath the plastic surface, the holes are connected with a network of metal tabs. But
not all pinholes are connected together. Every row in each of the two main columns is wired together.
[Note: The rows are NOT connected across the column.] You can also see a series of pinhole groups
arranged in columns along the left and right sides of the board. These are useful for wiring global
signals and power supply voltages.
Each of these four columns
is electrically distinct.
Figure 1-4: Special Sections for Global Signals
Making a connection between two components is simple once you understand the internal wiring of the
board. Let’s take a simple example of connected two resistors in series or in parallel. The general
wiring fabric of the breadboard provides an unlimited number of possibilities, but we want to focus on
the efficient implementations. Never use more jumper wire than necessary! Let the breadboard do the
work for you.
Series Parallel
Figure 1-5: Basic Wiring Combinations
Figure 4 shows 3 examples of series wiring and 2 examples of parallel wiring. The pinholes where the
component leads connect to the board are exaggerated with big circles.
Figure 1-6: Example Uses of the Breadboard
These few examples show you the basics and give you enough knowledge to do the labs. A few
general points to remember when you begin wiring a circuit:
 Try to use the breadboard to make connections, i.e. avoid the use of extra jumper wire. Murphy’s
law tells us that the more wire you use, the more likely you are to make an error by shorting two
wires or incorrectly wiring the circuit.
 When you use extra jumper wire, keep it as short as possible. The lab kits provide jumper wire
of various lengths. Use them all! A mess of long wires creates the “St. Louis Arch” syndrome,
where all your wires make glorious arches over each other. Now you can’t be expected to
appreciate why these arches are electrically undesirable (They act as antennas), but you can
appreciate how easily they complicate your life. If your circuit looks like a bush of wires,
imagine how hard it will be to debug it when [Note: not if] it doesn’t work correctly.
 Keep related components together.

 Make the circuit on the breadboard look as much as possible like the schematic you’re
implementing. The visual correspondence will help you differentiate the various nodes; plus,
your TA can do more to help you debug if he can easily make sense of your circuit.
Each student is required to perform the lab and submit the following Performa along with the lab report.
1 = Unsatisfactory 2 = Fair 3= Satisfactory 4 = Very good 5= Excellent
Questions
1. To what extent did you learn on the material in the lab?
2. Are you able to apply knowledge gained in the lab to similar problems?
3. Are you able to analyze and interpret data recorded in the lab?
4. Are you able to identify, formulate and solve electrical engineering problems based on the knowledge acqui
5. Can you design a system, component or process to fulfill certain specifications based on the knowledge acq
6. Were you able to function as a group in the lab?
7. Were you able to interpret effectively the procedures and questions asked in the lab?
8. Comment whether your work in the lab has an impact on the society.
Additional Comments (if any):
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Lab-02
Resistor Color-Code & Resistance Measurements
Objective:
 To become familiar with the measurement of resistance values using a digital multimeter
(DMM).
 To learn the resistor color code
Introduction:
Resistors are color coded for easy reading. Imagine how many blind technicians there would be
otherwise.
 To determine the value of a given resistor look for the

gold or silver tolerance band and rotate the resistor as in
the photo at Right. (Tolerance band to the right). Look at
the 1st color band and determine its color. This may be
difficult on small or oddly colored resistors. Now look at
the chart and match the "1st & 2nd color band" color to
the "Digit it represents". Write this number down
.
 Now look at the 2nd color band and match that color to the same chart. Write this number next to
the 1st Digit.
 The Last color band is the number you will multiply the result by. Match the 3rd color band with
the chart under multiplier. This is the number you will multiple the other 2 numbers by. Write it
next to the other 2 numbers with a multiplication sign before it. Example : 2 2 x 1,000.
 To pull it all together now, simply multiply the first 2 numbers (1st number in the tens column
and 2nd in the ones column) by the Multiplier.
Example:
 First color is red which is 2
 Second color is black which is 0
 third color is yellow which is 10,000
 Tolerance is silver which is 10%
Therefore the equation is:
 2 0 x 10,000 = 200,000 Ohms = 200 kΩ
 Specified Range within which the actual resistance value must lie = [200 kΩ]•[±10%]
=180kΩ  Ractual 220 kΩ
The Code
Resistor Color Code Chart

1st. & 2nd Color Band
BLACK
BROWN
RED
ORANGE
YELLOW
GREEN
BLUE
VIOLET
GRAY
WHITE
Tolerance:
Resistors are never the exact value that the color codes indicate. Therefore, manufacturers place a
tolerance color band on the resistor to tell you just how accurate this resistor is made. It is simply a
measurement of the imperfections. Gold means the resistor is within 5% of being dead-on accurate.
Silver being within 10% and no color band being within 20%. To determine the exact range that the
resistor may be, take the value of the resistor and multiply it by 5, 10, 0r 20%. That is the number that
the resistor may go either way.
Examples:
 A 1,000 Ohm resistor with a gold band maybe any value between 950 to 1050 Ohms.
 A 22,000 Ohm resistor with a silver band maybe any value between 19,800 and 24,200
Ohms.
Equipment:
 DMM
 Resistors
Procedure:
1. Check out a Digital MultiMeter (DMM).
2. From the lead-rack, select a set of “banana Jack” lead wires; one BLACK and ONE RED. These
will serve as the input connection to the DMM.
3. Go to the side counter and take DMM and the required resistors back to your measurement
station.
4. Take four sets of resistors. THREE (3) resistors with the SAME color coded scheme.
5. Read the color code and enter the values in the “coded” columns of Tables.
6. Use the DMM to MEASURE the Values of the same resistors.

CAREFULLY Select the DMM range such that meter displays at least FOUR (4) digits. All
DMM measurements should be reported to 4 significant figures.
7. Use your measurements to make an assessment of whether the resistors are within specification
8. Place all resistors back.
9. Upon completion of the last measurement, return all resistors, meters, lead wires, etc. back to the
“AS FOUND” Condition
10. Given the color codes in Table 2.5, determine and record the nominal value and tolerance
NOTE:
 Each lab partner should make all measurements in completing this lab
 Units are important. All entries in data table should have clearly identified units.
 The use of quantity prefixes is preferred for resistors, e.g., a 57000 Ω resistor value should be written
as 57 kΩ, or if on a circuit diagram simply 57k next to the resistor symbol
Frequently Asked Questions

Just few common questions to help you out.
1. Which side of the resistor do I read from?

 The Gold or Silver band is always set to the right, and then you read from left to right.
Sometimes there will be no tolerance band -- Simply find the side that has a band closest to a
lead and make that the first band.
2. Sometimes the colors are hard to make out. How do I make certain what the value of the resistor
really is?
 Occasionally the colors are jumbled or burnt off. The only way to read it then is with a
multimeter across the leads
3. How do I remember this sequence of colors?
 Remember the color codes with this sentence: Big Brown Rabbits Often Yield Great Big
Vocal Groans When Gingerly Slapped.
Lab Data Sheet
Band Colors Band 1 Band 2 Band 3 Band 4
Resistor-1 – -
Nominal Value
(coded)
Table 2.1
Resistor-2 – -
Nominal Value
(coded)
Table 2.2
Resistor-3 – -
Nominal Value
(coded)
Table 2.3
Resistor-4 – -
Nominal Value
(coded)
Table 2.4
Color Bands
1
Brown
Blue
Brown
Red
Grey
Green
Table 2.5
Learning outcomes:
At the end of this lab students will be able to
 Read the actual values of resistance using the resistor color code
 Use DMM to measure the actual resistance of a resistor
Questions
1. What is the largest deviation in Tables? Would it ever be possible to find a value that is outside
the stated tolerance? Why or why not
2. Do the measured values of above Tables represent the exact values of the resistors tested? Why
or why not?
Run Notes/Comments
Name:
Roll No.:
Performance:
Instructor Signature:
Questions
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Lab-03
Ohm’s Law → V = IR
Objective:
This lab examines Ohm’s law which is one of the fundamental laws governing electrical circuits. It
states that voltage is equal to the product of current and resistance.
Theory:
Ohm’s law is commonly written as V = I * R. That is, for a given current, an increase in resistance will
result in a greater voltage. Alternately, for a given voltage, an increase in resistance will produce a
decrease in current. As this is a first order linear equation, plotting current versus voltage for a fixed
resistance will yield a straight line. The slope of this line is the conductance, and conductance is the
reciprocal of resistance. Therefore, for a high resistance, the plot line will appear closer to the horizontal
while a lower resistance will produce a more vertical plot line.
Equipment:
 DC power supply
 DMM
 Resistors
Procedure:
1. Check out a DMM and Red/Black Measurements Leads
2. Go to the side counter collect TWO “load” resistors, RL, required to construct the circuit shown
in Figure 3-1. The loads resistors should be in these ranges:
 RL1= 500 - 1.4kΩ
 RL2= 1.5k - 2.4 kΩ
The Ratio for RL2:RL1 should be  2:1
3. Use various supply voltages to complete Table 3.1 and Table 3.2 for the Load Resistors. For
each Load Resistors Measure1 the:
 potential across it
 current through it
4. Return all lab hardware to the “as-found” condition
5. Reduce the Data by completing the power calculations in Table 3.1 and Table 3.2
1
CAREFULLY Select the DMM range such that meter displays at least FOUR (4) digits. All DMM
measurements should be reported to 4 significant figures
6. For each load Resistor Make Cartesian (X-Y) plots of:
 IL v. Vs
 PL v. Vs
 SQRT(PL) v. Vs
HINT: Use graph papers to produce the appropriate plot(s) for Direction Step-6.
Figure 3-1
V =IR Test Circuit.
RL = 1kΩ and 2kΩ (nominally)
Lab Data Sheet:
Raw Data and Calculations:

RL,actual =
VS
(Volt)
1
2
3
4
5
6
7
8
9
10
Table 3.1 – V/I Measurements, Power Calculations – RL = 1 kΩ (nominal)
RL,actual =
VS
(Volt)
1
2
3
4
5
6
7
8
9
10
Table 3.2- V/I Measurements, Power Calculations – RL = 2 kΩ (nominal)
Learning outcomes:
 Use Ohm’s Law to analyze resistive circuits
 Use a power source
 Use a multimeter to measure voltage and current
Questions
1. How well do these carbon-resistors obey Ohm’s Law?
2. Is there a linear relationship between current and voltage?
3. What is the relationship between the slope of the plot line and the circuit resistance?
Run Notes/Comments
Name:
Roll No.:
Performance:
Questions
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Lab-04
Voltage Dividers, Short and Open Circuits
Objectives:
 To examine basic series DC circuits with resistors
 To investigate voltage divider rule
 To verify KVL
Theory:
In a series circuit the current is the same at all points in the loop and may be found by dividing the total
voltage source by the total resistance. The voltage drops across any resistor may then be found by
multiplying that current by the resistor value. Consequently, the voltage drops in a series circuit are
directly proportional to the resistance. An alternate technique to find the voltage is the voltage divider
rule. This states that the voltage across any resistor (or combination of resistors) is equal to the total
voltage source times the ratio of the resistance of interest to the total resistance.
Equipment:
 DC power supply
 Resistors
 DMM
Procedure – Voltage Dividers:
1. Check out a DMM and Red/Black measurement Leads.
2. Go to the side counter collect resistors, “bread board”, and leads required to construct the circuit
shown in Figure 4-1
3. Make the DMM-Measurements2 and Calculations needed to complete Table 4.1
 Choose Resistors within these ranges:
o R1 = 2.5-4.1 k
o R2 = 3.7-6 k
o R1:R2 ratio  1:1.5
 Be sure to measure and record the ACTUAL resistor values.
o NO resistor to be LESS THAN 470
2
CAREFULLY Select the DMM range such that meter displays at least FOUR (4) digits. All DMM
measurements should be reported to 4 significant figures
4. Calculate the current and voltages using the ACTUAL values for R1, R2, and VS as measured
with the DMM
5. Calculate the Δ% for the measured value as compared to the calculated from theory for an
arbitrary quantity, Q, as
�� − ��𝑒��
∆%� =
��𝑒��
Figure 4-1
Voltage Divider. Vs = 9.00 Vdc. R1nom = 3.3 kΩ. R2nom = 4.7 kΩ.

Actual Resistor & Voltage Values
R1 =
R2 =
VS =
Value Determination
Calculated
Measured
Δ%
Table 4.1– Voltage Divider V/I Measurements and Calculations
Figure 4-2
Voltage “Trivider”. Vs = 10.00 Vdc.
R1nom = 1 kΩ. R2nom = 2.4 kΩ. R3nom = 5.6 kΩ.
Voltage Trivider
1. Modify the previous circuit to the configuration shown in Figure 4-2
2. Make the Measurements and Calculations needed to complete Table 4.2

o R1 = 0.5-1.6 k
o R2 = 1.7-3.1 k
o R3 = 4.6-6.9 k
o R1:R2:R3 ratio  1:2.5:5.5
 Be sure to measure the ACTUAL resistor values with the DMM.
Actual Resistor and Voltage Values
R1 =
R2 =
R3=
VS =
Value Determination
Calculated
Measured
Δ%
Table 4.2 – Voltage “Trivider” V/I Measurements and Calculations
Task 2:
1. Modify the previous circuit to the configuration shown in Figure 4-3
2. Make the Measurements and Calculations needed to complete Table 4.3

o R1= R2 = R3 = 1.1-2.9 kΩ
 ALL resistors to have the SAME nominal (color-coded) values
 Be sure to measure the ACTUAL resistor values. If there is an insufficient number of the 1.1-
2.9 kΩ resistors, then choose from the lab supply resistors near the values shown.
3. Measure Va, Vb, and Vc relative to GND; i.e., for voltage measurements, connect the DMM black-
lead to the output of R3.
4. To create a SHORT circuit bridge the resistor posts with one of the bread-board interconnect wires.
o This creates a Low resistance path (a.k.a. “short circuit”) around the resistor
o After “shorting” the Resistor, Measure Va, Vb, or Vc at the INPUT post to the
Resistor.
5. When Creating an OPEN circuit remove the wire from the INPUT to the Resistor
o In This Case the NEG (black) wire from the Voltage Supply will NEVER be
removed.
 i.e., at least part of the circuit will ALWAYS be grounded
o After removing the input wire to the Resistor, Measure Va, Vb, or Vc at the INPUT
post FROM WHICH YOU JUST REMOVED THE WIRE.
7. Complete Table 4.3,Table 4.4 and Table 4.5

Figure 4-3
Open & Short Test-Circuit.
Vs = 12.00 Vdc. R1 = R2 = R3 = 1.1-2.9 kΩ (2 kΩ nominal).
 Actual Resistor and Voltage Values

R1 =
R2 =
R3 =
VS =
Value Determination
Calculated
Measured
Δ%
Table 4.3 – Voltage “Trivider” with same resistance V/I Measurements and Calculations
Value Determination
Calculated
Measured
Δ%
Table 4.4 – Short Circuit V/I Measurements and Calculations
Value Determination
Calculated
Measured
Δ%
Table 4.5 –Open Circuit V/I Measurements and Calculations
NOMENCLATURE KEY
 SC = Short Circuit
o Bridge Resistor with a wire
 OC = Open Circuit
o Disconnect the wire from the INPUT side of the resistor
Learning outcomes:
 Use Voltage Divider rule to analyze resistive circuits
 explain how changing the resistance in a circuit changes the current in the circuit
 understand that current flows only in a closed circuit
Questions
1. Is KVL satisfied in Table 4.1, Table 4.2 and Table 4.3?
2. If a fourth resistor of 10 kΩ was added below R3 in Figure 4-2, how would this alter Va
and Vb? Show work.
Page | 27
Run Notes/Comments
Name:
Roll No.:
Performance:
Page | 28
Each student is required to perform the lab and submit the following Performa along with the lab
report.
Questions
4. Are you able to identify, formulate and solve electrical engineering problems based on the knowledg
5. Can you design a system, component or process to fulfill certain specifications based on the knowled
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Lab-05
Parallel Circuits – Current Dividers
Objective:
 To examine basic parallel DC circuits with resistors
 To investigate current divider rule
 To verify KCL
Introduction and theory:

A parallel circuit is defined by the fact that all components share two common nodes. The
voltage is the same across all components and will equal the applied source voltage. The total
supplied current may be found by dividing the voltage source by the equivalent parallel
resistance. It may also be found by summing the currents in all of the branches. The current
through any resistor branch may be found by dividing the source voltage by the resistor value.
Consequently, the currents in a parallel circuit are inversely proportional to the associated
resistances. An alternate technique to find a particular current is the current divider rule. For a
two resistor circuit this states that the current through one resistor is equal to the total current
times the ratio of the other resistor to the total resistance.
Equipment:
 DC power supply
 Resistors
 DMM
Procedure– Current Dividers

1. Check out a DMM
2. Go to the side counter collect resistors, “bread board”, and leads required to construct the
circuit shown in Figure 5-1
3. Make the Measurements and Calculations needed to complete Table and Table 5.2
 Calculate the currents and resistances using the ACTUAL measured values for V, I, and
R.
 Calculate the Δ% for the measured value as compared to the calculated from theory for an
arbitrary quantity, Q, as
∆%� =
��
�� − ��
��
NOTE
The Ammeter MUST be connected in series with NO potential across it; i.e., do NOT
connect the ammeter ACROSS Vs or any R.
Figure 5-1
Current Divider. Vs = 9.00 Vdc. R1 = 1.4-2.5 kΩ. R2 = 3.0-4.8 kΩ.
Actual Values
Vs =
R1 =
R2 =
��𝑒�� − ��
∆% = × 100
��
Value Determination
Calculated
Measured
%
Table 5.1 – Current Divider V/I Measurements and Calculations
��𝑒�� − ��
∆% = × 100
��
Value Determination
Calc by V/Imeas
DMM Measured
%
Table 5.2 – Current Divider Resistance Calculations
Task 2
Procedure:
1. Modify the previous circuit to the configuration shown in Figure
2. Make the Measurement and Calculations needed to complete Table
Figure 5-2
Current “Trivider”. Vs = 9.00 Vdc. R1 = 0.6-1.6 kΩ. R2 = 1.7-2.8 kΩ. R3 = 2.9- 4.8kΩ.
Actual Values
Vs =
R1 =
R2 =
R3 =
Value Determination
Calculated
Measured
%
Table 5.3 – Voltage “Trivider” V/I Measurements and Calculations
Value Determination
Calc by V/Imeas
DMM Measured
%
Table 5.4 – Current “Trivider” Resistance Calculations
Learning outcomes:
 identify a resistive current divider and apply the current division formula to analyze DC
circuits
 apply Kirchhoff's current laws to parallel resistive circuit
Questions
1. Is KCL satisfied in Table 5.1 and Table 5.3?
2. If a fourth resistor of 10 kΩ was added next to R3 in Figure 5-2, how would this alter the
currents in each branch? Show work.
Run Notes/Comments
Name:
Roll No.:
Performance:
Page | 34
report.
Questions
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Lab-06
Series-Parallel Circuits
Objective:
 Analysis of simple DC series parallel circuit
Theory:
Simple series-parallel networks may be viewed as interconnected series and parallel sub-
networks. Each of these sub-networks may be analyzed through basic series and parallel
techniques such as the application of voltage divider and current divider rules along with
Kirchhoff’s Voltage and Current Laws. It is important to identify the most simple series and
parallel connections in order to jump to more complex interconnection
Equipment:
 DC power supply
 Resistors
 DMM
Procedure:
1. Check out a DMM.
2. Go to the side counter, collect resistors, “bread board”, and leads required to construct the
3. Make the DMM-Measurements and Calculations needed to complete Table and Table
 CAREFULLY Select the DMM range such that meter displays at least FOUR (4)
digits. All DMM measurements should be reported to 4 significant figures.
NOTE
The Ammeter MUST be connected in series with NO potential across it; i.e., do NOT connect
the ammeter ACROSS Vs or any R.
Figure 6-1
Series-Parallel Circuit. Vs = 10.00 Vdc. R1 = 1.7-2.8 kΩ. R2 = 2.9- 4.8kΩ. R3 = 0.6-1.6 kΩ.

 Actual Values
Vs =
R1 =
R2 =
R3 =
 Component Values as Measured by the DMM
Vs =
R1 =
R2 =
R3 =
Value Determination
Calculated
DMM Measured
%
Table 6.1 – Currents and Potentials

Notes
 Calculate V & I using the VS & R Component-Values from component values
�� − ��
 ∆% = ��
× 100
��𝑒 �� − ��
 ∆% = ��
× 100
Value Determination
DMM Measured
Calc by V/I
%
Table 6.2 – DMM & V/I Resistance Values
Notes
 The DMM Measured values for R, R2, and R3 may be taken from Table ; RT must be DMM-
Measured separately.
 Calculate the V/I R-values using V & I from Table 6.2
�� − 𝑅 ��
 ∆% = × 100
��
Learning outcomes:
 Determine node currents using KCL
 Analyze series-parallel circuit by using KCL and KVL
Questions
1. Are KVL and KCL satisfied in Table 6.1?
2. How would the voltages at A and B in Figure change if a fourth resistor equal to 10 k was
added in parallel with R2? What if this resistor was added in series with R2?
Run Notes/Comments
Name:
Roll No.:
Performance:
Page | 39
report.
Questions
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Page | 40
Lab-07
Star Delta Transformation Circuit
Objective:
 To study the properties of star-delta circuit
Theory:
In solving networks (having considerable number of branches) by the application of Kirchhoff's
Laws, one sometimes experiences great difficulty due to a large number of simultaneous equation
that have to be solve. However, such complicated networks can simplify by successively
replacing delta meshes by equivalent star systems and vice versa.
1 1
R13 R12 R1
R3
2 R2
R23
3 2
3
Star-connection
Delta-connection
(a) (b)
Figure 7-1
Suppose we are given three resistance R12,R23 and R13 connected in delta fashion between
terminals 1,2 and 3 as in Figure 7-1a. So far as the respective terminals are concerned, these
given three resistances can be replaced by the three resistances R1, R2 and R3 connected in
star as shown in Figure 7-1b. These two arrangements will be electrically equivalent if
the resistance as measured between any pair of terminals is the same in both arrangements.
1. To convert from delta connection to star connection

�12 × �13
�1 =
�12 + �23 + �13
�12 × �23
�2 =
�
1
2 + �23 + �13
�23 × �13
�3 =
� 2 + �23 + �13
1
2. To convert from star connection to delta connection
�1 �3 + �2 �3 +
�12 =
�1 �2
�3
�1 �3 + �2 �3 +
�23 =
�1 �2
�1
�1 �3 + �2 �3 +
�13 =
�1 �2
�2
Equipment:
 DMM
 DC power supply
 Resistors
Procedure:
1. Check out a DMM and Power/Probe Leads for the Power-Supply and DMM
2. Go to the side counter, collect resistors, “bread board”, and leads required to construct the
42 | P a g e
3. Make the Measurements and Calculations needed to complete Table and Table 7.2
5. All Resistor values more than 2 kΩ.
6. Specify the Polarity of Voltages across and Direction of Currents through the resistors.
7. Analyze the circuit shown in Figure 7-2 theoretically using “Star-Delta” conversion
Technique and verify the results practically.
Figure 7-2
Actual Values:
Vs =
R1 =
R2 =
R3 =
R4 =
R5=
R6=
R7=
�� − ��
∆% = × 100
��
Value Determination
Calculated
Measured
Table 7.1– Potential Measurements and Calculations

�� −
∆% = × 100
��
��
Value Determination
Calculated
Measured
Table 7.2– Currents Measurements and Calculations
Learning outcomes:
 Identify star and delta connections in DC circuits
 Analyze DC circuits using star delta conversion
Questions
1. Explain why the resistors connected in delta can be replaced by the resistors
connected in star and vice versa?
Run Notes/Comments
Name:
Roll No.:
Performance:
Each student is required to perform the lab and submit the following Performa along with the
lab report.
Questions
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Lab-08
Nodal-Analysis Technique
Objective:
 To Investigate the application of nodal analysis to find currents and voltages in DC
circuits
Theory:
Multi-source DC circuits may be analyzed using nodal analysis technique. The process
involves identifying all of the circuit nodes, a node being a point where various branch
currents combine.
A reference node, usually ground, is included. Kirchhoff’s Current Law is then applied to
each node. Consequently a set of simultaneous equations are created with an unknown
voltage for each node with the exception of the reference.
In other words, a circuit with a total of four nodes including the reference will yield
(4-1=3) unknown node voltages and hence (4-1=3) equations.
Once the node voltages are determined, various branch currents and component voltages may
be derived.
Equipment:
 DC power supply
 Resistors
 DMM
Procedure:
2. Go to the side counter, collect resistors, “bread board”, and leads required to construct
the circuit shown in Figure 8-1
3. Make the Measurement and Calculations needed to complete Table 8.1,Table 8.2 and
Table 8.3
4. Return all the hardware
Figure 8-1
Connection Diagram for the Dual Voltage Supply Experimental Network.
Vs1 = 13V(nominal), Vs2 = 5V (nominal), R1 = 1.4-2.4 kΩ, R2 = 2.9-5.1 kΩ,R3 = 6.5-8 kΩ,
R4 = 9.5-16 kΩ, RL = 2.6-3.6 kΩ (3.3 kΩ nominal)
Raw data and calculations:
Component Actual-Values by DMM Measurement

Vs1 =
Vs2 =
R1 =
R2 =
R3 =
R4 =
RL =
 Calculate Node Voltages using the component actual-values
��,�� −��,��
 ∆% = × 100
��,��
Value
Determination
Calculated
Measured
%
Table 8– Node Voltages: Calculations & DMM-Measurements
 Calculate Branch Currents using the component actual-values

 ∆% = ��,�� −��,��× 100
��,��
Value
Determin.
Calculated
Measured
%
Table 8.2 – Branch Currents: Calculations & DMM-Measurements
 For ALL power calculations assume that the PASSIVE Sign convention relates
component voltage-polarities and current-directions
 Calculation-1: Use the component actual-values
 Calculation-2: Use the measured values of V-across, and I-through for the two supplies
from Table 8.1 and Table 8.2
��,�� −��,�
��,��
��
 ∆% =
× 10
0
Value
Calculations
Component: Calc1
Measured VI: Calc2
%
Table 8.3 – Power of Voltage Sources: Component and VI Calculations
��,�� −��,�
 ∆% = × 100
��
��,��
Value
Calcs
Component: Calc1
Measured
VI: Calc2
%
Table 8.4– Power Absorbed by Resistors: Component and VI Calculations
 Calculation-1: Use the component actual-values from Table 8.3 and Table 8.4
 Calculation-2: Use the measured values power from Table 8.3 and Table 8.4
 OB% by this Equation:
∑ �� − ∑ �𝑅�
∆�� % = × 100
|∑
�
�� | + | ∑ �� |
Value
Calculations
Component: Calc1
Measured VI: Calc2
Table 8.5– Power Balance
Learning outcomes:
 Identify nodes in the circuit
 Determine node voltages in the circuit using nodal analysis
Questions
1. Will the magnitudes of the voltages be the same if one or both sources have an
inverted polarity?
2. In the circuit of this lab the negative terminals of the sources are connected to ground.
Is this a requirement for nodal analysis? Explain your answer
Run Notes/Comments
Name:
Roll No.:
Performance:
lab report.
Questions
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Lab-09
Loop-Analysis Technique
Objective:
 To Investigate the application of mesh analysis to find currents and voltages in DC
circuits
Theory :
Multi-source DC circuits may be analyzed using mesh analysis technique. The process
involves identifying a minimum number of small loops such that every component exists in at
least one loop. Kirchhoff’s Voltage Law is then applied to each loop.
The loop currents are referred to as mesh currents as each current interlocks or meshes with
the surrounding loop currents. As a result there will be a set of simultaneous equations
created, an unknown mesh current for each loop. Once the mesh currents are determined,
various branch currents and component voltages may be derived.
Equipment :
 DC power supply
 Resistors
 DMM
Procedure:
2. Go to the side counter, collect resistors, “bread board”, and leads required to construct
the circuit shown in Figure 8-1
3. Make the Measurement and Calculations needed to complete Table 9.1,Table 9.2
Table 9.3, Table 9.4 and Table 9.5
4. Return all the equipment

Figure 9-1
Connection Diagram for the Dual Voltage Supply Experimental Network. Vs1 = 13V
(nominal), Vs2 = 5V (nominal), R1 = 1.4-2.4 kΩ, R2 = 2.9-5.1 kΩ, R3 = 6.5-8.8 kΩ,
R4 = 9.5-16 kΩ, RL = 2.6-3.6 kΩ (3.3 kΩ nominal)
Component Actual-Values by DMM Measurement

Vs1 =
Vs2 =
R1 =
R2 =
R3 =
R4 =
RL =
 Calculate Loop currents using the component actual-values
 ∆% = ��,�� −��,��× 100
��,��
Value
Determination
Calculated
Measured
%
Table 9.1– Loop Currents: Calculations & DMM-Measurements
 Calculate Branch Currents using the component actual-values

 ∆% = ��,�� −��,��× 100
��,��
Value
Determin.
Calculated
Measured
%
Table 9.2 – Branch Currents: Calculations & DMM-Measurements
��,�� −��,�
 ∆% = × 100
��
��,��
Value
Calculations
Component: Calc1
Measured VI: Calc2
%
Table 9.3– Power of Voltage Sources: Component and VI Calculations
Value
Calcs
Component: Calc1
Measured
VI: Calc2
%
Table 9.4 – Power Absorbed by Resistors: Component and VI Calculations
 OB% by this Equation:
∑ �� − ∑ �𝑅�
∆�� % = × 100
| ∑ �� | + | ∑ �𝑅�|
�
Value
Calculations
Component: Calc1
Measured VI: Calc2
Table 9.5 – Power Balance
Learning outcomes:
 Identify loops in the circuit
 Determine loop currents in the circuit using mesh analysis
Question:
1. How does V3 by the Loop Analysis Technique compare to the DMM-Measured value
from Table 9.1
2. In general compare Mesh and Nodal Analyses to multisource DC circuits. What are
the advantages and disadvantages of each? Are some circuits better approached with a
particular technique? Will each technique enable any particular current or voltage to
be found or are there limitations
Run Notes/Comments
Name:
Roll No.:
Performance:
lab report.
Questions
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Lab-10
Superposition
Objective:
 To validate superposition theorem through experimental measurements.
Equipment:
 Dc power supply (0-10V)
 DMM
 Resistors:( 1K, 3K, 6.2K, 4.7K )
Theory:
Superposition theorem:
In a network of linear resistances containing more than one generator (or source of e.m.f.),the
current which flows at any point is the sum of all the currents which would flow at that point
if each generator were considered separately and all the other generators replaced for the time
being by resistances equal to their internal resistances.
1. In this network, there are two generators and three resistors. The generators might be
batteries, oscillators, or other signal sources.
Figure 10-1
2. To find the voltage caused by the 6V generator, replace the 4V generator by short circuit.
Using Ohm’s law, and the potential divider equation:
V= 1.736V
Figure 10-2
3. To find the voltage caused by the 6V generator, replace the 4V generator by short circuit.
Using Ohm’s law, and the potential divider equation:
V= 2.315V
Figure 10-3
3. Now the total voltage of the original circuit is sum of the two voltages and that is:
V= 4.051 V
Procedure:
1. Connect the circuit as shown in the Figure 10-1.
2. Measure the currents I1, I2, I3 and record in the Table 10.1
3. Connect the circuit in figure 5 when V1 = On and V2 = Short
5. Connect the circuit below when V1 = Short and V2 = On
7. From results, calculate the current passing through each resistor and voltage across
each resistor.
8. Repeat the above steps for circuit shown In Figure 10-6
Figure 10-4
Figure 10-5
Figure 10-6
I1 (mA)
Table 10.1
I1 (mA)
Table 10.2
I1 (mA)
Table 10.3
Learning outcomes:
 Simplify the linear DC circuit using superposition theorem by turning off dc
supplies
 Understand the effect of each voltage source on the currents and voltages
across each resistor in the DC circuit
Questions
1. Find Ia using superposition principle.
Figure 10-7
2. Why is it important to note the polarities of the measured voltages and currents?
Run Notes/Comments
Name:
Roll No.:
Performance:
63 | P a g e
lab report.
Questions
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64 |Page
Lab-11
Thevenin’s Theorem in DC Circuits
Objective:
 To measure Current and Voltage in the load resistor by using Thevenin’s theorem
Equipment:
 DMM
 Resistors:( 1K, 3K, 6.2K, 4.7K )
Theory:
Thevenin says that any circuit how much complex can be reduced into a single voltage source
in series a single resistor.
In simple words we can say that Theremin’s Theorem allows us to replace any circuitry (no
matter how complex) “behind “two chosen terminals by simple voltage source-series resistor
equivalent. To demonstrate this we apply the theorem to the simple four-resistor circuit as
shown in the figure 11-1.
Figure 11-1
Now remove the load resistance resistor and calculate the equivalent thevenin’s voltage VTH
and thevenin’s resistance RTH. As no current flows through the R3 resistor, its effect must be
negligible in VTH measuring and calculating. Calculate and measure VTH as shown in the
figure
11-2
Figure 11-2
�2
�� = × ��
�1 +
�2
Now remove the power source VS and short the circuit as shown in
Figure 11-3 and calculate RTH as
Figure 11-3
�1 ×
�2
�� = �3 +
�1 + �2
Now connect the source VTH and thevenin’s equivalent resistance RTH in series. This is our
equivalent Thevenin’s circuit. Connect the load resistor RL across Theremin’s equivalent
circuit as shown in figure 11-4.
Figure 11-4
IL is calculated as:
��
�� =
�� + ��
VL = IL × RL
If we glance at our actual circuit as shown in Figure 11-1, we see that RL and R3 are
connected in series so their equivalent is RT (series) is calculate as
RT (series) = RL +R3
Now R2 and RT (series) appear in parallel and their equivalent is calculated as
�� (�𝑒��) ×
�2
�� =
�
� (��) + �
2Our actual circuit now reduces to RCD in series with resistor R1 and power source VS.
Voltage across the terminal CD is calculated by using voltage division rule as
��
� × ��
�� =
�� +
�
�1
VCD appears across series combination of RL and R3 so we will calculate voltage drops across
load resistor as
��
�� = ×�
�3 + ��
And current through load resistor

��
�� =
��
Procedure:
1) Connect the circuit as shown in Figure 11-1 initially the power switch off.
2) Adjust the source voltage VS is equal to 15V and measured the current through the load
resistor and then record in Table 11.2.
3) Remove the load resistor from the circuit as shown in the Figure 11-2
4) Measure and calculate the voltage drops across the terminal A and B. This is the VTH of
this circuit and record in table 11.1.
5) Remove the power supply and short the circuit as shown in Figure 11-3.
6) Calculate and measure the resistance between the terminal A and B and record in Table
11.1
This is the Thevenin’s equivalent resistance RTH of this circuit.
7) Now connect the load resistance across Thevenin’s equivalent circuit as shown in figure
11-4
8) Calculate and measure the load current IL and voltage drops across the load resistor and
record in the Table 11.2
CALCULATED
VTH
RTH
Table 11.1
CALCULATED
IL
VL
Table 11.2
Learning outcomes:
 Determine the equivalent resistance of the circuit using DMM by turning off
the supplies
 Convert complex linear circuits into equivalent thevenin’s circuit
 Determine the current and voltage across the load resistor using thevenin’s
equivalent circuit
Questions
1. To what type of circuit Thevenin’s theorem is applicable
2. What is the use of Thevenin’s theorem?
3. How will you calculate the RTH?
4. In place of current source, what is placed while calculating R TH?
5. In place of voltage source which electrical parameters is placed?
Run Notes/Comments
Name:
Roll No.:
Performance:
lab report.
Questions
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Lab-12
Norton’s Theorem in DC Circuits
Objective:
 To measure and calculate current and Voltage in the load resistor by using norton’s
theorem and in actual circuit.
Equipment:
 DMM
 Resistors:
(1K, 3K, 6.2K, 4.7K)
Theory:
Norton says that any circuit how much complex can be reduced into a single current source in
parallel a single resistor
In simple words we can say that Norton’s Theorem allows us to replace any circuitry (no
matter how complex) “is hind “two chosen terminals by simple current source-parallel
resistor equivalent. To demonstrate this we apply the theorem to the simple four-resistor
circuit as shown in the Figure 12-1.
Figure 12-1
Now remove the load resistance resistor and calculate the short circuit equivalent current IS
and equivalent resistance RTH. Now short the load resistor removing terminals and calculate
short circuit current i.e. IS as shown in Figure 12-2
Figure 12-2
��
�� =
�3
RX = R3 // R2
�2 ×
�3
�� =
�
2 +�
3�
2 ×
�3
�� =
�
2 + �3
��
�� =
�
+�
� 1
Now remove the power source VS and short the circuit as shown in Figure 12-3 and calculate
RTH as
Figure 12-3
�1 ×
�2
�� = �3 +
�1 + �2
Now connect the current source IS and Norton, s equivalent resistance RTH in parallel. This is
our equivalent Norton, s circuit. Connect the load resistor RL across Norton’s equivalent
circuit as shown in figure 12-4.
Now VL is calculated as
��
�� =
�
+�
��
VL = IL × R
L
Figure 12-4
If we glance at our actual circuit, we see that RL and R3 are connected in series so their
equivalent is R (series) is calculate as
R (series) = RL +R3
Now R2 and R (series) appear in parallel and their equivalent is calculated as

�� (�𝑒��) ×
�2
�� =
�� (�𝑒��𝑒�) + �2
Our actual circuit now reduces to RCD in series with resistor R1 and power source VS. Voltage
across the terminal CD is calculated by using voltage division rule as
��
� × ��
�� =
�� +
�
�1
VCD appears across series combination of RL and R3 so we will calculate voltage drops across
load resistor as
��
�� = ×�
�3 + ��
And current through load resistor

��
�� =
�
�
Procedure:
1) Connect the circuit as shown in Figure 12-1 initially the power switch off.
2) Adjust the source voltage VS is equal to 15V and measure the current through the load
resistor(through Ammeter A2) and then record in Table 12.2,also note the value of
current that is flowing in Ammeter A1.
3) Remove the load resistor from the circuit as shown in the Figure 12-2.
4) Short the terminals where you have remove the load resistance, vary the voltage until the
current through the A1 retain its original value as note in step no.2.
5) Measure and calculate the short circuit current through the load resistor. This is the IS of
this circuit and record in Table 12.1.
6) Remove the power supply and short the circuit as shown in Figure 12-3.
7) Calculate and measure the resistance between the terminal A and B and record in Table
12.1
This is the Thevenin’s equivalent resistance RTH of this circuit.
8) Now connect the load resistance across Norton’s equivalent circuit as shown in Figure
12-4.
9) Calculate and measure the load current IL and voltage drops across the load resistor and
record in the Table 12.2
CALCULATED
IS
RTH
Table 12.1
CALCULATED
IL
VL
Table 12.2
Learning outcomes:
 Determine the equivalent resistance of the circuit using DMM by turning off
the supplies
 Convert complex linear circuits into equivalent Norton’s circuit
 Determine the current and voltage across the load resistor using Norton’s
equivalent circuit
Questions:
1. To what type of network Norton’s theorem applicable?
2. How is RN connected to IN?

Run Notes/Comments
Name:
Roll No.:
Performance:
78 | P a g e
lab report.
Questions
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79 |Page
Lab-13
Maximum Power Transfer
Objective:
 To Demonstrate that maximum power transfer to a load is defined by the condition
RL=RTh.
Equipment:
 DMM
 Resistors:
(1K, 3K, 6.2K, 4.7K)
Theory:
If a DC voltage source is to deliver maximum power to a resistor, the resistor must have a
value
equal to the internal resistance of the source. In a complex network, maximum power transfer
to a load will occur when the load resistance is equal to the Thevenin resistance “seen” by the
load. For this value, the voltage across the load will be one-half of the Thevenin’s voltage.
In equation form,
RL = RTh , VL = ETh/IL , Pmax = E2Th/4RTh (1)
Procedure:
1. Consider the simple the series circuit of Figure 1 using E = 8 volts and Ri = 330 Ω. Ri
forms a simple voltage divider with RL. The power in the load is VL2 /RL and the total circuit
power is E 2 /(Ri+RL). The larger the value of RL, the greater the load voltage, however, this
does not mean that very large values of RL will produce maximum load power due to the
division by RL. That is, at some point VL2 will grow more slowly than RL itself. This
crossover point should occur when RL is equal to Ri. Further, note that as RL increases, total
circuit power decreases due to increasing total resistance. This should lead to an increase in
efficiency. An alternate way of looking at the efficiency question is to note that as R L
increases, circuit current decreases. As power is directly proportional to the square of current,
as RL increases the power in Ri must decrease leaving a larger percentage of total power
going to RL.
Figure 13-1
2. Using RL = 50 ohms, compute the expected values for load voltage, load power, total
power and efficiency, and record them in Table 13.1
Repeat for the remaining RL values in the Table 13.1
For the middle entry labeled Actual, insert the measured value of the 3.3 k used for Ri.
3. Build the circuit of Figure 13-1 using E = 8 volts and Ri =330 Ω and set the potentiometer
to 50 Ω. Measure the voltage across as you vary RL through the throwing values: 0, 100, 200,
300, 330, 400, 600, 800, and 1000 Ω. be sure to set the resistance with the ohmmeter section
of your meter before each reading.. Measure the load voltage and record it in Table 13.2
Calculate the load power, total power and efficiency, and record these values in Table 13.2
Repeat for the remaining resistor values in the table.
4. Create two plots of the load power versus the load resistance value using the data from the
two tables, one for theoretical, one for experimental. For best results make sure that the
horizontal axis (RL) uses a log scaling instead of linear.
5. Create two plots of the efficiency versus the load resistance value using the data from the
two tables, one for theoretical, one for experimental. For best results make sure that the
horizontal axis (RL) uses a log scaling instead of linear.
RL
0
100
200
300
Actual=
400
600
800
1000
Table 13.1
RL
0
100
200
300
Actual=
400
600
800
1000
Table 13.2
Learning outcomes:
 Determine the value of load resistance at which maximum power is
transferred to the load which will give the maximum efficiency
Questions
1. At what point does maximum load power occur?
2. At what point does maximum total power occur?
3. What is load matching?

Run Notes/Comments
Name:
Roll No.:
Performance:
83 | P a g e
lab report.
Questions
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84 |Page
Lab-14
Introduction to PSpice
Objective:
 This experiment will provide exposure to PSpice software. A primary purpose of this lab
course is for you to become familiar with the use of the software and to learn to use it to
assist you in the analysis of circuits
Software used:
 PSpice
Background:
PSpice has a schematic GUI input and an oscilloscope-like output interface. The schematic
input (called Capture) lets users draw circuits to be simulated on the screen and the
oscilloscope-like output (called Probe) allows users to interactively plot traces after a
simulation run. In between this input and output is what is basically the original SPICE solver
(written by Nagel et al.) that reads the circuit definitions from “netlists” (a text file which
describes the circuit by specifying components, their values and their interconnections) and
runs the circuit simulation. In days gone by, users specified circuits by writing the netlist by
hand in a text editor and the netlist file was effectively the input to the simulator. PSpice (and
the other commercial SPICE implementations) create the netlist automatically from the circuit
schematic drawn by the user (this process is called schematic capture).
PSpice can perform DC, AC, and transient analysis, so you can test the response of your
circuit to different inputs.
DC analysis
• DC sweep – steady-state voltages and currents when sweeping a voltage or current source.
• Bias point details – bias point data in addition to what is automatically computed in any
simulation.
AC analysis
• AC sweep – small-signal response of the circuit (linearized around the bias point) when
sweeping one or more sources over a range of frequencies. Outputs include voltages and
currents with magnitude and phase; you can use this information to obtain graphical plots.
Transient analysis
• Transient – this is time-based analysis which calculates the voltages and currents tracked
over
time.
An overview of the basic steps needed to run a simulation in PSpice is shown below
Procedure:
A simple DC series circuit is shown in Figure 14-1 and your goal is to find the value of the
current in the resistor labeled R1 in the circuit shown
Figure 14-1
Proceed as follows, to get the answer using PSpice:
To open a new schematic window

1) Start Schematics from the Design lab Eval 8 under the program in the Start menu in
the Microsoft Windows. A blank schematic window (indicated by “Schematics” in the
title bar at the top of the window) will appear on the screen, you can begin creating
the circuit.
To place components to place the voltage source

1) From the Draw menu, select Get New Part to display the Part Browser dialog box.
2) In the Part Name text box, type VDC.
3) Click Place & Close.
4) Move the pointer to the correct position on the schematic and double-click to place
the voltage source.
To place the resistors

1) From the Draw menu, select Get New Part to display the Part Browser dialog box.
2) In the Part Name text box, Type R.
3) Click Place & Close.
4) Single-click to place the first resistor (R1), then single-click to place the second
resistor (R2), so on…Double-click to cancel placement mode.
To place the other components

Following similar steps as described for the DC voltage source and resistors you can create
circuits consist of the components listed below. The symbol names you need to type in the
Part name text box of the Part Browser dialog box are shown in parentheses:
• Capacitor (C)
• Inductor (L)
• DC current source (IDC)
• AC voltage source (VAC)
• AC current source (IAC)
• Pulsed voltage source (VPULSE)
• Pulsed current source (IPULSE)
• Ground symbols (GND)
• Bubble symbols (BUBBLE)
To change orientation of the components

You may need to change the orientation of the placed component. This can be implemented
using the Rotate (Ctrl+R) or Flip (Ctrl+F) functions from the Edit menu. Note: It is important
to keep the polarity of each device in the order so the current will flow in one direction.
To connect the components

1) From the Draw menu, select Wire to enter wiring mode. The cursor changes to a
pencil.
2) Click the connection point (the very end) of the DC voltage source and draw line to
the connection point of first resister and click. Then click the other connection point of
the first resistor and draw line to the second resistor. Follow similar procedure to
continue connecting components until the circuit is wired as shown in figure 1 and
finally double-click to cancel wiring mode.
To assign names (labels) to the components

1) Double-click the reference designator of the component (for example, R1
or V1) to edit it.
2) Continue naming devices until all circuit devices are named.
To change the attribute values of devices

1) Double-click the attribute value (for example 1k) of the component symbol (e.g.
R1).
2) In the Set Attribute Value dialog box, type 3 (means 3Ω).
3) Click OK.
4) Continue changing the attribute values of the circuit devices
Your schematic should now have the same symbols, wiring, labels, and attributes as in
figure 1.
To save your schematic

1) From the File menu, select Save
2) Type DC Analysis 1 in the File name text box.
3) Click OK to save the file as DC Analysis 1.sch
Lab Assignment:
Simulate the following circuits in PSpice and verify the results by doing calculations
 Circuit 1:
Determine the voltage and current across each resistor
Learning outcomes:
 Use Pspice software for the DC analysis of circuits
 Draw any linear circuit in PSpice and determine the voltages and currents
across each element
 Verify the hardware results in the previous labs using PSpice software
Run Notes/Comments
Name:
Roll No.:
Performance:
lab report.
Questions
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Lab-15
Simulating Op amps in Pspice
Objective:
 Explore use of an op-amp
Software used:
 PSpice
Theory:
An op amp is an active circuit element designed to perform mathematical operations of
addition, subtraction, multiplication, division, differentiation, and integration.
Op amps are commercially available in integrated circuit packages in several forms.
PRELAB:
1. Bring a printout of the performance specifications (data sheet) for the uA741 Op Amp.
This gives you the pin connections for the chip so that you’ll know how to connect the
circuit.
Procedure:
PSpice for Windows does not have a model for an ideal op amp, although one may create one
as a sub circuit using the Create Sub circuit line in the Tools menu. Rather than creating an
ideal op amp, we will use one of the four non ideal, commercially available op amps supplied
in the PSpice library eval.slb.
The op amp models have the part names LF411, LM111, LM324, and uA471, as shown in
1. Each of them can be obtained from Draw/Get New Part/libraries ···/eval.lib or by
simply selecting Draw/Get New Part and typing the part name in the Part Name
dialog box, as usual. Note that each of them requires dc supplies, without which the
op amp will not work. The dc supplies should be connected as shown in the Figure
Using Schematics, draw the circuit in as shown in Figure 15-1. Notice that the
positive terminal of the voltage source vs is connected to the inverting terminal (pin 2)
via the 10-k
resistor, while the non inverting terminal (pin 3) is grounded
2. Also, notice how the op amp is powered; the positive power supply terminal V+ (pin
7) is connected to a 15-V dc voltage source, while the negative power supply terminal
V− (pin 4) is connected to −15 V. Pins 1 and 5 are left floating because they are used
for offset null adjustment,
3. Besides adding the dc power supplies to the original circuit in Figure 15-1,add
pseudo components VIEWPOINT and IPROBE to respectively measure the output
voltage Vo at pin 6 and the required current i through the 20-k resistor
Figure 15-1
4. After saving the schematic, simulate the circuit by selecting Analysis/Simulate and
have the results displayed on VIEWPOINT and IPROBE.
5. Calculate the closed loop gain and verify the results by doing calculations.
6. Repeat for the circuit shown in Figure 15-2
Figure 15-2
Learning outcomes:
 Use Pspice to analyse the behavior of op-amp in circuits
 Determine the closed loop gains of op-amp
 Understand the effects of varying the resistances across op-amp on the
output voltage
Questions:
1. What will be the effect on the output voltage if the 20k resistance in the circuit in
Figure 15-1 is replaced by 40k resistance
Run Notes/Comments
Name:
Roll No.:
Performance:
lab report.
Questions
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Lab-16
Introduction to Oscilloscope & Function generator
Objective:
 To become familiarize with oscilloscope and function generator
1. OSCILLOSCOPE
The oscilloscope is the most important instrument available to the practicing technician or
engineer. It permits the visual display of a voltage signal that can reveal a range of
information of the operating characteristics of a circuit or system that is not available with a
standard multimeter. At first glance the instrument may appear complex and difficult to
master. Be assured, however, that once the function of each section of the oscilloscope is
explained and understood and the system is used throughout a set of experiments, your
expertise with this important tool will develop quite rapidly.
In addition to the display of a signal, it can also be used to measure the average value, rms
value, frequency, and period of a sinusoidal or non-sinusoidal signal. The screen is divided
into centimeter divisions in the vertical and horizontal directions. The vertical sensitivity is
provided (or set) in volts/div., while the horizontal scale is provided (or set) in t time (s/div.).
If a particular signal occupies 6 vertical divisions and the vertical sensitivity is 5mV/div., the
magnitude of the signal can be determined from the following equation:
Amplitude of signal voltage = Voltage Sensitivity(V/div.) x Deflection (div.)

VS = (5mV/div x 6 div.) = 30 mV
If one cycle of the same signal occupies 8 divisions on the horizontal scale with a horizontal
sensitivity of 5µs/div., the period and frequency of the signal can be determined using the
following equations:
Period of signal voltage = Horizontal Sensitivity(s/div.) x Deflection(div.)
T = (5µs/div.)(8div.) = 40µs
F=1/T = 1/40 µs = 25 KHz
CRO (Front Panel)
Display:
A: is the display. This can be a phosphor screen or an LCD, and is usually about 100 mm
corner to corner.
B: shows the 'trace'. This is the line drawn by the scope to represent the signal. On a CRO,
this line is created by a bright dot moving across the screen at high speed. On a digital scope,
the line is drawn on the LCD like a graphical calculator.
The screen is overlaid with a grid of horizontal (C) and vertical (D) lines, called the
'graticule', which divides the screen into squares, called 'major divisions'. The graticule is
usually 10 major divisions wide and 8 tall.
The central horizontal and vertical lines (E) are usually thicker than the others and are
divided into 'minor divisions', usually five per major division. When we talk about
"divisions" in later sections, we will always mean the major divisions - the minor divisions
are just to aid measuring.
There are also special horizontal lines labeled "0" (2.5 divisions below the center) and "100"
(2.5 divisions above it). The "10" and "90" lines have tick marks like the central axes. These
four horizontal lines are guides for scaling the signal for rise-time measurement. This will be
discussed later.
Power, Calibration and Display Controls
1: is the Power On/Off Button
2: is the Power Indicator which lights when the oscilloscope is on. This may be an LED in
newer scopes or a neon tube in older scopes
3: is the trace rotation (TR) control. This sets the inclination of a flat signal relative to the
graticule. This is usually a Trimpot and needs to be set using a flat-bladed screwdriver. Once
set, this control should retain its position and will rarely need adjusting.
4: is the intensity of the trace. Turning this up increases the brightness of the trace, and
turning it down makes it dimmer. An overly bright trace can damage the phosphor of the
screen if the dot is moving too slowly.
The trace can get fuzzy if the electron beam is not focused correctly. The focus control (5)
sets this. Most scopes can focus the beam to form a trace about 1mm wide.
6: is the calibration point. This gives a steady square wave at a set frequency and voltage,
allowing the scaling of the trace to be set accurately. Sometimes, more than one frequency
and voltage is available to give a more representative calibration. The standard calibration
signal is between 0V and 2V at 1KHz
Vertical Axis Controls

When plotting a signal against time (the standard use for a scope), the vertical axis represents
voltage. Most controls for the vertical axis are duplicated for each channel to give
independent control over each signal.
7 controls the position of the trace. It can be adjusted to set the voltage relative to a ground,
or it can be adjusted to separate the two signals - perhaps the first channel in the top half of
the screen and the second channel in the bottom.
8 inverts the relevant channel. That is, the negative voltage is displayed, and the trace is
upside-down.
9 is the vertical scale control, often called the volts/div. control. This sets the height of the
trace. It operates in discrete steps.
10 is a variable height control. It can adjust the height of the trace up to the next set increment
on the volts/div. control. When set to CAL, the height is as stated on the volts/div. control.
11 is the AC/DC toggle. When set to AC, any DC component of the voltage is filtered out by
switching a capacitor in series with the input signal, leaving just an AC voltage. This is useful
when the DC component swamps the AC component, making it either too small to see or
driving it off the top of the screen. When set to DC, the signal is displayed as is.
12 is the GND toggle. By selecting this, the input signal is ignored, and the trace shows 0V.
This can be useful to measure a voltage or to eliminate one of the traces from the display.
13 is the Channel 1 signal input and 14 is the Channel 2 input. This is where the
oscilloscope's probe is plugged in.
Each channel has a copy of most of these controls (except chop/alt, which applies to all
channels). The way the channels are combined is set using 15, which is usually a sliding
switch. When set to CH. 1, only the trace from Channel 1 is displayed, and likewise for CH.
2. When DUAL is selected, the traces are shown side by side. This is when the chop/alt
control applies. ADD shows the sum of the two traces as one trace. By inverting the traces,
one can be subtracted from the other.
Horizontal Axis Controls

When operating in the normal voltage vs. time mode, this axis represents time. The primary
control is the time base selector, 19. The time base is the length of time displayed per major
horizontal division on the screen. This ranges from about 0.1 milliseconds to about 1 second
(or more on digital scopes).
The position of the trace from side to side is controlled by 17. This is useful if part of the
trace is off the edge of the screen but you don't want to change the time base.
The ×10 MAG control, 16, is a very useful control if you want to quickly zoom in on a
feature without changing the time base and losing your settings. This bottom magnifies the
central area of the trace by a factor of 10 in the horizontal direction (but leaves the voltage
height unchanged).
18 toggles the mode between the usual voltage vs. time format and the XY mode. This
continuously plots the voltage on Channel 1 along the horizontal axis against the voltage on
Channel 2 (the vertical axis). This can be extremely useful to analyze frequency or phase
relationships. This is a complex topic, and will be covered in its own section later in the
module.
20 and 21 act in much the same way as 10 does on the vertical axis. This diagram shows it to
be slightly different from the vertical control. To select a non-standard time base, press 20,
and adjust 20 until the correct setting is obtained. To return to a calibrated time base, press 20
again. Sometimes these controls are the same style as 10, sometimes the vertical controls are
like these.
22 is the GND terminal of the scope. This is used to set a "datum" voltage against which to
measure the voltages on the input channels. Be careful when using isolated mains voltage
circuits, as the "ground" is sometimes floating at mains voltage, and can short to the real
ground, causing injury or death.
23 toggles between chop-mode and alt-mode. Chop-mode means that when the scope is
drawing two signals side by side it alternates rapidly between the two over the course of
passing across the screen. This action is called chopping. Alt-mode alternates at the end of
each pass, and can appear to flicker at slow speeds.
Triggering Control
Often, when looking at signals with an oscilloscope, you're looking at a repeating signal.
Triggering allows you to horizontally align repetitions of this signal. When the oscilloscope
sees a trigger event, it knows to put a trace onto the screen horizontally aligned with the
Trigger Alignment Indicator. A trigger event happens when the voltage goes past the Trigger
Level. This allows a repeating wave to be overlaid on top of itself in such a way that it
reinforces previous traces and makes the trace brighter.
You can best appreciate the trigger by moving the trigger level to a voltage that the trace
never reaches. For example, move the trigger level to -2 volts and you should see the trace
dance across the screen. Now, move the trigger level back to 0 volts for channel 1 and the
trace should stabilize.
2. Function Generator:
The function generator is a voltage supply that typically provides a sinusoidal, square-wave,
and triangular voltage waveform for a range of frequencies and amplitudes. The frequency
and the amplitude of these voltage functions can be set by the proper dial positions and their
associated multipliers. For more precise settings of these parameters, the oscilloscope is used.
Both the scope and the function generator are built to withstand some abuse, so do not be
afraid to try various combinations of dial settings to fully develop your abilities with this
laboratory
experiment. If you are working in a group, every group member should be involved in the
experimental work. It is important to learn how to use the laboratory equipment, such as the
function generator and the oscilloscope, properly. Such acquired skills are essential for the job
of the electrical engineer and technician.
Horizontal Sensitivity
1. Determine the period of the 1000 Hz sinusoidal waveform in milliseconds using the
equation T = 1/ f . Show all work for each part of the experiment.
T (calculated) =
2. Set the horizontal sensitivity of the scope to 0.2 ms/div. Using the oscilloscope,
measure the number of required divisions and insert below. How does the result
compare to the calculated number of divisions?
Number of divisions (measured) =
Vertical Sensitivity
1. Do not touch the controls of the function generator but set the sensitivity of the scope
to 0.2 ms/div. and set the vertical, sensitivity to 2 V/div. Using this latter sensitivity,
calculate the peak-to-peak value of the sinusoidal waveform on the screen by first
counting the number of vertical divisions between peak values and multiplying by the
vertical sensitivity.
Peak-to-peak value (calculated) =
Lab exercise:
1. Make all the necessary adjustments to clearly display a 5000-Hz6 Vp-p sinusoidal
signal on the oscilloscope. Establish the zero volt line at the center of the screen.
Record the chosen sensitivities:
Vertical sensitivity =
Horizontal sensitivity =
2. Draw the waveform on Fig. 1.1, carefully noting the required number of horizontal
and vertical divisions. Add vertical and horizontal dimensions to the waveform using
the chosen sensitivities listed above.
Learning outcomes:
 Use oscilloscope and function generator
 Adjust the horizontal and vertical sensitivity of the oscilloscope to display
the required waveform
 Determine the period and amplitude of AC signals
Run Notes/Comments
Name:
Roll No.:
Performance:
lab report.
Questions
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CIRCUIT ANALYSIS I LAB MANUAL

DEPARTMENT OF ELECTRICAL ENGINEERING

February 20, 2015

Remarks by Mentor: ----------------------------------------------

Remarks by HOD: -------------------------------------------------

2. The display reads OVLD (overload).

Each row in the two main

Figure 1-3: Basic Breadboard

Figure 1-4: Special Sections for Global Signals

Figure 1-5: Basic Wiring Combinations

 Keep related components together.

1. To what extent did you learn on the material in the lab?

6. Were you able to function as a group in the lab?

Additional Comments (if any):

 To determine the value of a given resistor look for the

Resistor Color Code Chart

6. Use the DMM to MEASURE the Values of the same resistors.

8. Place all resistors back.

Frequently Asked Questions

1. Which side of the resistor do I read from?

3. How do I remember this sequence of colors?

Band Colors Band 1 Band 2 Band 3 Band 4

1. To what extent did you learn on the material in the lab?

6. Were you able to function as a group in the lab?

Additional Comments (if any):

1. Check out a DMM and Red/Black Measurements Leads

4. Return all lab hardware to the “as-found” condition

Raw Data and Calculations:

1. How well do these carbon-resistors obey Ohm’s Law?

2. Is there a linear relationship between current and voltage?

1. To what extent did you learn on the material in the lab?

6. Were you able to function as a group in the lab?

Additional Comments (if any):

Procedure – Voltage Dividers:

1. Check out a DMM and Red/Black measurement Leads.

Raw Data and Calculations:

1. Modify the previous circuit to the configuration shown in Figure 4-2

2. Make the Measurements and Calculations needed to complete Table 4.2

Actual Resistor and Voltage Values

2. Make the Measurements and Calculations needed to complete Table 4.3

6. Return all lab hardware to the “as-found” condition

7. Complete Table 4.3,Table 4.4 and Table 4.5

Open & Short Test-Circuit.

Vs = 12.00 Vdc. R1 = R2 = R3 = 1.1-2.9 kΩ (2 kΩ nominal).

 Actual Resistor and Voltage Values

1. Is KVL satisfied in Table 4.1, Table 4.2 and Table 4.3?

1. To what extent did you learn on the material in the lab?

6. Were you able to function as a group in the lab?

Additional Comments (if any):

Introduction and theory:

Procedure– Current Dividers

Raw Data and Calculations:

Table 5.2 – Current Divider Resistance Calculations

1. Modify the previous circuit to the configuration shown in Figure

2. Make the Measurement and Calculations needed to complete Table

3. Return all lab hardware to the “as-found” condition

Table 5.3 – Voltage “Trivider” V/I Measurements and Calculations

Table 5.4 – Current “Trivider” Resistance Calculations

1. To what extent did you learn on the material in the lab?

6. Were you able to function as a group in the lab?

Additional Comments (if any):

1. Check out a DMM.

4. Return all lab hardware to the “as-found” condition