84 Experiment 16: Series and Parallel Circuits

Figure 16.3: Combination Circuit

EQUIPMENT

Universal Circuit Board

(2) 100-Ω Resistors
(2) 200-Ω Resistors
(2) 300-Ω Resistors
(2) Digital Multi-Meters
Power Supply
(5) Jumpers
(6) Wire Leads
Experiment 16: Series and Parallel Circuits 85

Advance Reading resistor value. The current has more than one path
available and takes all available paths.
Text: Resistors in series, parallel, combination.
For a parallel circuit, the total equivalent resistance,
Lab Manual: REQ , is:
Appendix C
Appendix ?? - DMM
1 = 1 + 1 + 1 +···+ 1 = N 1 (16.2)
Objective R
EQ R 1 R2 R3 RN RI
I=1

The objective of this lab is to study circuits with re- (Resistors in Parallel)
sistors connected in series, parallel, and combination.

Theory

In the previous experiment, you constructed 4

circuits, each circuit built with one resistive element.
In this experiment, you will construct circuits using
multiple resistors.

The first type of circuit you will construct is a series

circuit (Fig. 16.1 and Fig. 16.4). In a series circuit, the
resistors are connected end-to-end such that the
current is the same through each resistor: The current Figure 16.5: Parallel Circuit Schematic
has only one path available. The voltage drop across
each resistor depends on the resistor value. The third type of circuit you will construct is a com-
bination circuit (Fig. 16.3 and Fig. 16.6). Resistive
For a series circuit, the total equivalent resistance, elements are not connected in series or parallel. To
REQ is: calculate the total equivalent resistance of a
combina-tion circuit, it should first be simplified
N (reduced to an equivalent resistor, REQ ). This is
REQ = R1 +R2 +R3 +···+RN = RI (16.1) done by choosing re-sistors that are connected in
I=1 either series or parallel, one step at a time, adding
those elements by use of Eq. 16.1 or Eq. 16.2, then
(Resistors in Series) proceeding to the next set of elements.

Figure 16.4: Series Circuit Schematic

Figure 16.6: Combination Circuit Schematic
The second type of circuit you will construct is a par-
allel circuit (Fig. 16.2 and Fig. 16.5). Resistors are said Note that it is not correct to, for example, calculate the
to be in parallel when they are connected to each other resistance of the 3 resistors across the top of the circuit
at each end. In this way, the potential differ-ence using Eq. 16.1, and then calculate the resistance of R 4,
applied across the combination is the same as the R5, and R6 using Eq. 16.2. You must identify which
potential difference applied across an individual resis- resistors are either in parallel or in series, then apply
tor. The current through each resistor depends on the the appropriate equation one step at a time.
86 Prelab 16: Series and Parallel Circuits

Name:

1. What is a series circuit? (10 pts)

2. What is a parallel circuit? (10 pts)

3. Is the equivalent resistance, REQ , of a series circuit greater than or less than any individual resistor? (10 pts)

4. Is the equivalent resistance, REQ , of a parallel circuit greater than or less than any individual resistor? (10 pts)

5. Calculate REQ for each of the first three circuits shown in Fig. 16.4 - Fig. 16.6 using the stated nominal values
for resistance. (Show all work on back of this sheet.) (25 pts)

6. You will plot I vs. V for each of the three circuits on one graph. What value should each slope have (use the
stated values for resistance)? (25 pts)

7. Create Data Tables in your lab notebook for all parts of this experiment. Sketch the column headings on the
back of this sheet. (10 pts)
 PROCEDURE PART 3: Combination Circuit
PART 1: Series Circuit 14. Repeat Part 1, Step 1 - Step 8, for the
combination circuit (Fig. 16.6).
Record all data in table format.

Recall that (i = 1, 2, . . . , n) PART 4: Graphing

1. Measure RI, then construct a series circuit (Fig.
15. Graph I vs. V for each of the first three circuits on
16.4) with 100-Ω, 200-Ω, and 300-Ω resistors and one graph (Part 1, Part 3, and Part 4).
ammeter (200 mA DCA); do not connect the
power supply yet. 16. Part 5 of this experiment may also be on an
2. Draw the schematic using measured R I’s. exam. Be certain you know how to produce a
complete graph. Ask for help if needed.
3. Calculate REQ .
4. Measure REQ .
QUESTIONS
5. Connect the unplugged power supply and the
volt-meter (DCV) to your circuit. 1. Why should the voltage drops (electric potential
Get instructor approval of your circuit dif-ferences) across the resistors connected in
parallel be the same? Were your values equal?
6. Always be sure the power supply is turned off be-
fore you plug it into an outlet. Plug in the power 2. Calculate the equivalent resistance of each of the
supply, and set the voltage to 1.00 V. Measure the first three circuits you constructed for this experi-
current and voltage. ment using your measured values. Show each step
in this process (math and schematic). Remember
7. Record the current (A) and the voltage (V) as you to include RA in your calculations.
increase the voltage in 1.0 V increments up to 4.0
V. 3. Consider your data from Part 2. Create a table
8. Leave the voltage at 4.0 V; disconnect the sim-ilar to the one shown below. Why does R EQ
voltmeter from the power supply. Maintaining the change when you change the scale of the
same orien-tation of the leads (if clockwise, black ammeter?
follows red), measure VI.
9. Add these potential differences ( I=1 VI).
R
Ammeter Scale EQ RA
10. Does I=1 VI equal −4.0 V? If not, ask your TA for
No Ammeter
guidance.
20 µA
200 µA
PART 2: Parallel Circuit
2 mA
11. Repeat Part 1, Step 1 - Step 8, for the parallel cir-
cuit (Fig. 16.5). 20 mA
12. Does V2 = V1 + VA, or does V2 = V1 = V3? Are 200 mA
each of these values negative or positive?! Yes, it
matters! 2A
13. Does V = |V1 + VA|? 20 A