LAB EKT101 Ver018 PDF
LAB EKT101 Ver018 PDF
EKT 101
ELECTRIC CIRCUIT THEORY
LABORATORY MODULE
SEMESTER I
ACADEMIC SESSION 2018/2019
Table of Contents
LABORATORY 1: …… page 4
BASIC LABORATORY EQUIPMENT
LABORATORY 2: …… page 17
BASIC COMPONENT OF ELECTRIC CIRCUIT
LABORATORY 3: …… page 25
SERIES-PARALLEL RESISTANCE
LABORATORY 4: …… page 29
NODAL ANALYSIS AND MESH ANALYSIS TECHNIQUES
LABORATORY 5: …… page 32
THEVENIN’S THEOREM, NORTON’S THEOREM’S AND MAXIMUM
POWER TRANSFER
LABORATORY 6: …… page 38
SINUSOIDAL STEADY STATE ANALYSIS – SERIES RLC CIRCUIT
*****OLO*****
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EKT 101 Electric Circuit Theory LABORATORY MODULE
LABORATORY OUTCOME
(ii) Ability to investigate and analyse circuit’s parameters containing sinusoidal steady
state sources using complex impedances and phasor representations.
PROGRAM OUTCOME
WK8: Engagement with selected knowledge in the research literature of the discipline
LABORATORY REPORTS
The deadline for reports is one week after the lab is performed. A mark is
subtracted for the late submitted.
RULES
No food or drink is allowed in lab at any time. Liquids are of particular danger
as they are ordinarily conductive. Spilling a bottle of water onto equipment
could leave the experimenter in danger or severe shock.
Similarly, items such as books and jackets should not be left on top of the test
equipment as it could cause overheating.
All test equipment is arrayed along the top shelf. A lab bench should always
be left in a secure mode. All equipment and components must properly
stowed.
LABORATORY 1
BASIC LABORATORY EQUIPMENT
OBJECTIVE
THEORY OVERVIEW
A. MULTI-METER
The digital meter broadly known as DMM (digital multi-meter) used number or
numerical display to represent the measured quantity. It has high degree of accuracy
and can eliminate usual reading errors compared to the analog meters.
For VOM, always reset the zero-adjust whenever you change scales (Figure
1.1). In addition always choose the range setting that will give the best reading
of the pointer location. As an example, to measure a 500- resistance, choose
function switch resistance with a range setting of X 1K. Finally do not forget
to multiply the reading by the proper multiplication factor. If you are not sure
about the value always starts with the highest range and going downwards until
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Figure 1.1
Figure 1.2
When measuring current levels, make a series connection between the meter and
the component whose current is to be measured (Figure 1.3). In other words,
disconnect the particular branch and insert the ammeter. The ammeter also has
5
polarity marking to indicate the manner they should be hooked-up in the circuit
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Figure 1.3
The connection of the multi-meter to measure different electrical quantities is
shown in both schematic diagram (Figure 1.4) and real wiring illustration in the
laboratory in Figure 1.5.
B. POWER SUPPLY
A power supply as depicted in Figure 1.6 is a device that supplies electric power to
an electrical load. The term is most commonly applied to devices that convert one form
of electrical energy to another, though it may also refer to devices that convert another
form of energy (mechanical, chemical, solar) to electrical energy. A regulated power
supply is one that controls the output voltage or current to a specific value; the
controlled value is held nearly constant despite variations in either load current or the
voltage supplied by the power supply's energy source.
Characteristic:
Have 3 channels – Channel 1 & Channel 2 – 0-30 V / 0- 50 V
Channel 3 – Fixed 5 V
C. FUNCTION GENERATOR
(ii) A function generator is a device that can produce various patterns of voltage at
a variety of frequencies and amplitudes. It is used to test the response of circuits
to common input signals. The electrical leads from the device are attached to
the ground and signal input terminals of the device under test.
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EKT 101 Electric Circuit Theory LABORATORY MODULE
Most function generators allow the user to choose the shape of the output from
a small number of options.
Square wave - The signal goes directly from high to low voltage.
Sine wave - The signal curves like a sinusoid from high to low voltage
Triangle wave - The signal goes from high to low voltage at a fixed
rate.
The frequency control of a function generator controls the rate at which output
signal oscillates. On some function generators, the frequency control is a
combination of different controls. One set of controls chooses the broad
frequency range (order of magnitude) and the other selects the precise
frequency. This allows the function generator to handle the enormous variation
in frequency scale needed for signals. The duty cycle of a signal refers to the
ratio of high voltage to low voltage time in a square wave signal
Adjust the function generator until the output signal is correct, then attach the
signal and ground leads from the function generator to the input and ground of
the device under test.
For some applications, the negative lead of the function generator should attach
to a negative input of the device, but usually attaching to ground is sufficient.
D. OSCILLOSCOPE
An oscilloscope or better known as scope is the most versatile piece of equipment that
displays the variation of voltage with time on a cathode-ray tube (CRT). In other words
it can actually draw a graph of voltage direction and amplitude of a signal. The signal
can only be measured if its frequency is within the range of the scope’s frequency.
In all experiment to follow the type of oscilloscope used will be a dual-trace triggered-
sweep scope, model GOS-622G, 20 MHz with two (2) vertical inputs at the sensitivity
of 1 mV/cm. The typical scope has four sections/modes as shown in Figure 1.8. They
are vertical; horizontal; trigger or sync; and display. Let us look at each section to learn
its purpose and adjustments.
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EKT 101 Electric Circuit Theory LABORATORY MODULE
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CONTROL
BUTTONS/SWITCH FUNCTION
I. CALIBRATION OF OSCILLOSCOPE
4. Set the vertical coupling switch to AC (dis-engage the switch). Set the sweep
sensitivity TIME/DIV to 0.5 ms. Next, touch the input probe lead to the
calibration point, CAL. Make sure that the magnification scales at both scope
and probe is X1.
5. OBSERVE the values obtained from the displayed waveform and DRAW the
waveform in Figure 1.9 indicating the important values such as peak-peak
value Vpp, Frequency f, VOL/DIV button setting and TIME/DIV button
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setting.
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EKT 101 Electric Circuit Theory LABORATORY MODULE
DC levels:
(i) Place DC/AC/GND switch in the GND position to establish the base-
line or zero level reference on the screen.
(iii) Finally place the scope leads across the unknown dc level and use the
following equation to determine:
probe setting
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EKT 101 Electric Circuit Theory LABORATORY MODULE
AC level:
(i) Place DC/AC/GND switch in the GND position to establish the base-
line or zero level reference on the screen.
(iii) Finally place the scope leads across the unknown ac voltage level to
obtain voltage using the following equation:
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EKT 101 Electric Circuit Theory LABORATORY MODULE
APPENDIX
LABORATORY ACTIVITY
1. Generate the following signals using function generator and the oscilloscope as Figure
1a. Display and check the properties of each signal.
2. Show each of the waveform by indicating their values of vertical and horizontal
sensitivity.
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LABORATORY 2
OBJECTIVES
2. To practice measure the resistance values using multi-meter and use the breadboard.
THEORY OVERVIEW
A. RESISTOR
The resistor is the most fundamental of all electrical devices. Its fundamental attribute
is the restriction of electrical current flow: The greater the resistance, the greater the
restriction of current. Resistance is measured in Ohms. The measurement of resistance
in unpowered circuits may be performed with a multi-meter. Resistors cannot be
manufactured to perfection. That is, there will always be some variance of the true
value of the component when compared to its nominal value. For precision resistors,
typically 1% tolerance or better, the nominal value is usually printed directly on the
component. Normally, general purpose components, i.e. those worse than 1%, usually
use a color code to indicate their value.
The color code technique is used to show resistance values of carbon resistors (Figure
2.1) without having to measure it. In this technique color bands are printed on the
resistor. The procedure for determining the resistance of a color-coded resistance is
described in Table 2.1. The first two bands determine the first two digits of the resistor
value, while the third band determines the power of 10-multiplier. For the resistor with
value less than 10 the third band is either silver or gold. The forth band is the percent
tolerance for the chosen resistor. If resistors have only three bands, it means the forth
band has no color. Sometimes a fifth band is employed for some high precision resistor
17
where the first three bands represent the significant digit. The forth band is the
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In the other case, for some standard 4-band code, a fifth band may indicate the
manufacturer’s special code for some physical characteristic or failure rate of the
component.
In writing the value of resistors: k stands for multiplier “kilo” and M for multiplier
“mega”. The alphabet written after the resistor value shows the tolerance: F = 1%, G =
2%, J = 5%, K= 10% and M = 20%.
The standard code is adopted by manufacturer through their trade association, the
Electronic Industries Association (EIA).
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Example 1:
Example 2:
B. CAPACITOR
Same as resistors, most of the capacitors (Figure 2.2) have their nominal value printed
directly on them using digital/alphabet code according to the EIA coding system. This
code is generally given in picofarads (pF), which means that we need to manipulate the
value if we want the value in microfarads (F) or nanofarads (nF).
Some capacitors have polarity (positive and negative) which must be connected
according to their polarity in order for the capacitor to operate such as the electrolytic
capacitors. Normally the negative leg of electrolytic capacitor could be recognized by
the white stripes at the body and/or the negative leg is shorter than the positive leg.
Example 3:
Capacitor marked 104 has value of 10 with 4 zeroes after it, or 100,000pF (equivalent
to 100 nF or 0.1 F)
Capacitor marked 681 = 68 with single zero or 680 pF
Capacitor marked 472 = 47 with 2 zeroes or 4700 pF (equivalent to 4.7nF)
Example 4:
F G J K M Z
1% 2% 5% 10% 20% -20%, +80%
Example 5:
C. INDUCTOR
An inductor (Figure 2.3) is a passive electronic component that stores energy in the
form of a magnetic field. In its simplest form, an inductor consists of a wire loops or
coil.
The inductance is directly proportional to the number of turns in the coil. Inductance
also depends on the radius of the coil and on the type of material around which the coil
is wound. The standard unit of inductance is the Henry, abbreviated H.
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2. BREAD BOARD
When building a "permanent circuit" the components can be "grown" together (as in an
integrated circuit), soldered together (as on a printed circuit board), or held together by
screws and clamps (as in house wiring). In lab, we want something that is easy to
assemble and easy to change. We also want something that can be used with the same
components that "real" circuits use. Most of these components have pieces of wire or
metal tabs sticking out of them to form their terminals.
A breadboard (Figure 2.5) is used to make up temporary circuits for testing or to try
out an idea. No soldering is required so it is easy to change connections and replace
components. Parts will not be damaged so they will be available to re-use afterwards.
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EKT 101 Electric Circuit Theory LABORATORY MODULE
Figure 2.5: Front look of a typical small breadboard used in the laboratory
The breadboard has many strips of metal (usually copper) which run underneath the
board as shown in Figure 2.6.
When wiring, it is important to keep your work neat! This will save time in debugging
when your circuit doesn’t work. Here are some tips: Keep your wires short, do not loop
wires over the chip, use the bus lines for Ground or a DC supply voltage (e.g. VCC)
and sometimes to get cleaner signals, short the metal base of the breadboard to the
circuit’s ground. 22
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EKT 101 Electric Circuit Theory LABORATORY MODULE
LABORATORY ACTIVITY
1. Identify the nominal values and the tolerances and record the corresponding color
code bands in Table 2.1.
2. Identify the nominal value of a particular resistor based on color coding technique for
each case and record in Table 2.2.
3. Record the color code, nominal value and measured value by multi-meter of the given
resistors in Table 2.3.
LABORATORY 3
SERIES-PARALLEL RESISTANCE
OBJECTIVES
3. To apply the Ohm’s Law, the Kirchhoff’s voltage and current Laws.
THEORY OVERVIEW
SERIES-PARALLEL RESISTANCE
The most common connections found in circuit analysis are series or parallel connections.
Several resistors can be combined to represent a single equivalent resistance for the purpose of
circuit simplifying. The equivalent resistance for any number of resistors in series connection
is the sum of each individual resistor or simply by adding all single resistors. The single
equivalent resistor is always larger than the largest resistor in the series connection. Resistors
connected in series carry the same current through them but the voltage across each of the
resistors can be obtained using voltage divider rule principle or Ohm’s law.
N
Req ( SERIES) R1 R2 R3 R4 R5 RN Rn (3.1)
n 1
Meanwhile the equivalent resistance for any number of resistors in parallel connection is
obtained by taking the reciprocal of the sum of the reciprocal of each single resistor in the
circuit. The single equivalent resistor is always smaller than the smallest resistor in the parallel
connection. The voltage across each resistor must be the same but the currents thru each of
them are divided according to the current divider rule principle.
1 1
1 1 1 1 1 1 N 1
Req ( PARALLEL) (3.2)
R1 R2 R3 R4 R5 RN n 1 Rn
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EKT 101 Electric Circuit Theory LABORATORY MODULE
KIRCHHOFF’S LAWS
Kirchhoff’s Current Law (KCL) states that the algebraic sum of current entering a node must
be equal to that of leaving the same node.
i3
Applying KCL, we obtain
i4
i2
i2 + i6 = i1 + i3 + i4 + i5
i1
For this particular problem, given one
i5 unknown but all others are known, we can
i6
solve using the above single equation.
Mathematically we write,
N M
in ( Into)
n 1
i
m 1
m (Out) (3.3)
where N = number of current entering the node and M = number of current leaving the node.
Y
or i
y 1
y 0 Y = number of total current at the node (3.4)
Kirchhoff’s Voltage Law states that the algebraic sum of voltage drop in a loop must be equal
to that of voltage rise in the same loop. Stated it in a different way is that the algebraic sum of
all voltages around a loop must be zero. Applying KVL, we obtain
+ V1 - + V4 - Loop 1: V1 + V2 + V3 = Vs
Loop 2: V4 + VIs = V2
R1 R4
Is
+ V2 -
+ VIs -
N M
Mathematically we write, Vn ( Drop)
n 1
V
m 1
m ( Rise)
where N = no of voltage drop in the loop and M = no of voltage rise in the loop.
Y
or V
y 1
y 0 Y = no of total voltage in the loop (3.5)
You can try to prove that using KVL elements in parallel connection should have same voltage
26
across them. While using KCL try to prove that elements in series should carry same current
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through them.
EKT 101 Electric Circuit Theory LABORATORY MODULE
LABORATORY ACTIVITY
EQUIPMENT/COMPONENT
Multi-meter (1)
Variable DC Power Supply (1)
Resistor (1/4 W) – (5)
Breadboard (1)
LAB PRACTICAL
R2 = 6k8
I2
R3 = 3k9
B C
A D
R1 = 1k0 I3 R5 = 2k2
R4 = 4k7
I4
2. Measure and Record the true resistances between terminals as in the Table 3.1.
3. Supply voltage Vs = 5V to the circuit as shown in Figure 3.2. Measure and Record all
the voltages and currents in Table 3.2.
V2
R2 = 6k8
V1 V3
I2
R3 = 3k9
B C
A D
R1 = 1k0 I3 R5 = 2k2
R4 = 4k7
I4
A1
IT
Vs = 5 V
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RESULT
Theory Measured
% Deviation X 100%
Theory
How does the voltage across the resistor compare to the source voltage? Does current behave
differently than voltage in a circuit and how?
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EKT 101 Electric Circuit Theory LABORATORY MODULE
LABORATORY 4
OBJECTIVES
1. To construct resistive circuits and analyze the circuits using Nodal Analysis and Mesh
Analysis methods.
2. To demonstrate the validity of nodal analysis and mesh analysis methods through
experimental measurements.
THEORY OVERVIEW
Basic laws such as the Ohm’s Law and Kirchhoff’s Laws can solve only a limited number of
variables in circuit analysis and are restricted to analyzing simple circuits. To solve for
complex circuits with a single source or circuits with more than one source that are not in series
or parallel place a need for a more powerful techniques such as Nodal Analysis and Mesh
Analysis methods. These two techniques can be used to solve almost any kind of circuit analysis
problems.
The mesh analysis technique will determine the currents, I of the circuit while the nodal
analysis approach will provide the potential levels, V of the nodes of the circuit with respect to
some reference.
The application of each technique follows a sequence of steps, each of which will result in a
set of equations with the desired unknowns. It is then only a matter of solving these equations
for the various variables, whether they be current or voltage. These equations can be either
solved by using Cramer’s rule (to obtain circuit variables as a quotient of its determinants) or
by calculator (if not involved complex number) or barely by normal substitutions and
eliminations (not suggested for more than two equations). Most of the circuit analysis problems
in this course will be limited to the three linear simultaneous equations for conventional hand
solutions.
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EKT 101 Electric Circuit Theory LABORATORY MODULE
LABORATORY ACTIVITY
EQUIPMENT/COMPONENT
Multi-meter (1)
Variable DC Power Supply (1)
Resistor (1/4 W) – 5 different values: R1, R2, R3, R4, R5
Breadboard (1)
LAB PRACTICAL
1. Measure the value of each resistors and Record in Table 4.1.
V1 R1 V2 R3 V3 R5 V4
2.2k 6.8k 1k
_
+
VS 1 R2 R4
4.7k 3.9k
VS 2
_
+
2. Construct the circuit as shown in Figure 4.1. Set VS1 and VS2 to 15V. Measure each of
node voltages and Record that results in Table 4.2.
3. Connect the circuit as shown in Figure 4.2. Set VS1 and VS2 to 15V. Measure the mesh
currents and branch currents. Record the results in Table 4.3.
R1 R3 R5
VS 1 R2 R4
I1 4.7k I2 3.9k I3 VS 2
_
+
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RESULT
R2
R3
R4
R5
Verify your observation on the nodal voltages. State the relationship between mesh currents
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LABORATORY 5
OBJECTIVE
1. To determine VTh, IN and RTh or RN of the Thevenin and Norton equivalent circuits.
3. To demonstrate the conditions for maximum power transfer to a load are RL=RTh and
VL=VTh/2.
THEORY OVERVIEW
The Thevenin equivalent circuit consists of an open-circuit dc voltage, VTh in series with an
open-circuit resistance, RTh (determined when all sources being removed from the circuit).
While the Norton’s equivalent circuit consists of a short-circuit dc current, IN in parallel with a
single resistor, RN defined exactly the same way as RTh. The equivalent circuits for Thevenin
and Norton are depicted in Figure 5.1.
RTh
x x
VTh RL IN RN RL
(a) y (b) y
Figure 5.1: (a) Thevenin equivalent circuit (b) Norton equivalent circuit
The theory of source conversion dictates that the Norton and Thevenin circuits be terminally
equivalent and related as follows:
VTh
R N RTh ; VTh I N RN and IN (3.1)
RTh
If a dc voltage source is to deliver maximum power to a resistive load, the load resistor R L must
have a value equal to the Thevenin equivalent resistance, RTh “seen” by the load. For this value,
the voltage across the load will be one-half of the Thevenin voltage. In mathematical
expression,
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2
VTh VT h
R L RTh , VL and Pmax (3.2)
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2 4 RTh
EKT 101 Electric Circuit Theory LABORATORY MODULE
LABORATORY ACTIVITY
EQUIPMENT/COMPONENT
Multi-meter (1)
Variable DC Power Supply (1)
Resistor (1/4 W) – 3.3 k, 1 k , 2.2 k, 470
Breadboard (1)
LAB PRACTICAL
3.3 k 1 k x
R1 R3 IL
Vs +
12 V R2 2.2 k VL RL = 470
-
y
Figure 5.2: Circuit diagram for Thevenin’s and Norton’s theorems application
3. Measure the voltage VL and the current IL. Record the results in Table 5.2.
4. Rearrange the circuit as depicted in Figure 5.3 and Measure RTh / RN.
3.3 k 1 k x
R1 R3
Vs
R2 2.2 k m
y
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3.3 k 1 k x
R1 R3
Vs R2 2.2 k Vm
y
Figure 5.4: Circuit connection for determining Vth
3.3 k 1 k x
R1 R3
Vs R2 2.2 k Am
8. Construct the Thevenin equivalent circuit as depicted in Figure 5.6 using values
obtained in parts 3 and 4 respectively. Then measure the voltage VL and IL. Insert the
values in Table 5.2
0 - 10 k
x
R1 IL
VTh +
VL RL = 470
-
y
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1. Replace RL in Figure 5.2 with a 10-k potentiometer. Measure the load voltage VL
across the potentiometer to check the conditions that at R L = RTh. Record your
observation in Table 5.3.
3.3 k 1 k x
R1 R3
Vs RL = 0 - 10k
12 V R2 2.2 k
IL
y
Figure 5.7: Determining Rth / RN
2. Leave the potentiometer as connected in Figure 5.7 and measure VL for all values of
RL appearing in Table 5.4.
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EKT 101 Electric Circuit Theory LABORATORY MODULE
RESULT
Table 5.1: Measured resistors values.
Resistor
Measured Value ()
Designation
R1
R2
R3
RL
Table 5.2: Thevenin and Norton electrical parameters, voltage and load current.
Percentage
MEASUREMENT
Difference (%)
Parameter THEORY
Original Circuit Thevenin/ Original Thevenin/
Norton Circuit Circuit Norton
VTh (V)
RTh / RN (k)
IN (mA)
VL(V)
IL (mA)
Table 5.4: Experimental results for maximum power transfer to the load.
VL (measured)
RL PL = VL2 / RL (calculated)
(Volt)
(miliWatt)
400
800
1.2 k
1.6 k
2 k
2.4 k
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2.8 k
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3.2 k
EKT 101 Electric Circuit Theory LABORATORY MODULE
Compare IL and VL of the original circuit with using series-parallel techniques with
Thevenin/Norton theorems and validate the obtained results.
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EKT 101 Electric Circuit Theory LABORATORY MODULE
LABORATORY 6
OBJECTIVE
2. To apply the dual-trace method to determine the phase angle associated with each
voltage of the circuit and determine which signal leads or lags which.
4. To relate the phase angle between the current and voltage of a resistor, an inductor and
a capacitor.
THEORY OVERVIEW
The phase angle between two signals of the same frequency can be determined using the
oscilloscope using dual-trace comparison with the calibrated time base. Despite of giving better
accuracy compared to the Lissajous pattern method, it also can compare two signals of different
amplitudes and different shapes.
The procedure essentially consists of displaying both traces on the screen simultaneously
(select vertical mode button [31] to DUAL) and measuring the distance (in scale division)
between two identical points on the two traces as in Figure 6.1. The input signal is chosen as
a reference, that is, zero-phase angle. In the comparison, the signal being compared is leading
(+) if it is to the left of the reference and lagging (-) if it is to the right of the reference.
V2
reference
V1
D2
D1
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Since D1 is associated with a full cycle of 360o while D2 is associated with phase angle or phase
shift, then the relationship is,
𝐷
𝜃 = 𝐷2 × 360° (6.1)
1
1div.
For the case in Figure 6.1: x 360 o 120 o (V2 lags V1 )
3 div.
All the basic circuits, Kirchhoff’s laws and methods of analysis which previously applied to dc
circuits are equally applicable to ac circuit. The only major distinguish is that in ac, phasors are
used in analyzing ac circuits.
Let revise the response of the individual basic R, L and C to a sinusoidal voltage or current.
For all practical purposes, assume resistor is unaffected by the frequency of the applied voltage.
The voltage source takes up this mathematical expression,
V= Vm sin t (6.2)
From equations (5.2) and (5.3), it is apparent that for purely resistive circuit, voltage and current
are in phase with the peak values related by Ohm’s law.
VR
Imaginary
Vm
Im
IR VR
t
IR
Real
(a) (b)
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Figure 6.2 (a) time domain waveform (b) phasor diagram of voltage and current of a
resistive.
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EKT 101 Electric Circuit Theory LABORATORY MODULE
dVC
IC C C (Vm cos t ) CVm cos t
dt (6.4)
I m sin (t 90 o )
From equations (6.2) and (6.4), it is apparent that for purely capacitive circuit, current leads
voltage by 90o with the peak values related by Ohm’s law.
VR Imaginary
Vm
Im IR VC
IC
t
90o
Real
(a) (b)
Figure 6.3 (a) time domain waveform (b) phasor diagram of voltage and current of a
capacitive
From equations (6.3) and (6.5), it is apparent that for purely inductive circuit, current lags
voltage by 90o with the peak values related by Ohm’s law.
Imaginary
VL
IL
90o
Real
(a) (b)
Figure 6.4 (a) time domain waveform (b) phasor diagram of voltage and current of an
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inductive
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EKT 101 Electric Circuit Theory LABORATORY MODULE
A complete phasor diagram and schematic diagram for a series RLC circuit can be viewed as
in Figure 6.5.
Imaginary
+ VC< - + VL< -
VL VR
+ VR< -
90o IR= IL = IC
Vs +
IR = IL = IC
Real
Vs
90o
-
VC
(a) (b)
Figure 6.5 (a) Phasor diagram showing the relationship of voltages and currents in series
RLC Circuit. (b) Series RLC schematic diagram.
The magnitude of the voltage source is in a series RLC circuit is given by,
Vs VR (VL VC ) 2 I R 2 ( X L X C ) 2 IZ T
2
(6.6)
VL VC X L X C
tan 1 (6.7)
VR R
ZT R j( X L X C ) (6.8)
In a series RLC circuit, the voltage across the reactive component may be greater than the input
voltage.
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EKT 101 Electric Circuit Theory LABORATORY MODULE
LABORATORY ACTIVITY
EQUIPMENT/COMPONENT
LAB PRACTICAL
C = 0.022 uF L = 10 mH
C =0.22microFarad
CH1 CH2
+ VL< -
+ VR< -
+ VC< -
+ R = 1 k
Vs Ip-p
-
3. Interchanging the position of resistor and capacitor as depicted in Figure 6.7. Draw the
waveforms traces of Vs and VC and the phase shift, 2
L
CH1 + VR< - CH2
+ VL< -
R
+ VC< -
+
Vs Ip-p C
-
4. Interchanging the position of resistor and inductor as depicted in Figure 6.8. Draw the
waveforms traces of the Vs and VL .
+ VL< -
+ + VC< - R
Vs L
- Ip-p
5. Insert all the measured values in Table 6.1 and also complete the Table 6.2.
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EKT 101 Electric Circuit Theory LABORATORY MODULE
RESULT
Horizontal sensitivity
= _______
Vertical sensitivity
= _______
Vs versus VR
Horizontal sensitivity
= _______
Vertical sensitivity
= _______
Vs versus VC
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EKT 101 Electric Circuit Theory LABORATORY MODULE
Horizontal sensitivity
= _______
Vertical sensitivity
= _______
Vs versus VL
Table 6.1: Phase shift measurement between Vs and VR, Vs and VC and Vs and VL.
VR VC VL
Measured
Resistance D1 D2 1 D1 D2 2 D1 D2 3
() (div) (div) (degree) (div) (div) (degree) (div) (div) (degree)
3 - 1
1 2 3 1 + 2
Phase Angle (degre
(degree) (degree) (degree) (degree)
e)
Measurement
Theory
Percentage Difference (%)
XL ()
ZT = Rmea ± jX ()
VR (V)
VC (V)
VL (V)
VR (V)
VC (V)
Measurement
VL (V)
ZT = Vs/Ip-p ()
What do you think will happen to the phase angle of the current in this experiment if the value
of resistance increases? Suggest the possible modification to the series RLC to achieve the
required phase angle. 46