The Linear Integrated Circuits Laboratory at

The University of Central Florida

Bahman S. Motlagh

Alireza Rahrooh

Dept. Of Engr. Technology

University of Central Florida
12424 Research Parkway
Orlando, FL 32826
Tel: (407) 384-2153
E-mail: bmotlagh@mail.ucf.edu

Dept. Of Engr. Technology

University of Central Florida
12424 Research Parkway
Orlando, FL 32826
Tel: (407) 384-2153
E-mail: rahrooh@pegasus.cc.ucf.edu

Abstract
A course in Linear Integrated Circuits is an essential part of a well-rounded electrical engineering technology curriculum. With hands-on experiments significantly improving the understanding and visualization of complex subject matters, a series of laboratory experiments have been developed in order to enhance the teaching and learning
processes of Linear Integrated Circuits at the University of Central Florida [1]. The laboratory manual has been
designed in order to bridge the wide gap between textbook theory and real-life problems, while the laboratory assignments provide the student with both practical and problem-solving experiments to reinforce class lectures.

Introduction
The Linear Integrated circuits course (EET 4158C) has been taught as a required course for electrical engineering
technology students at the University of Central Florida since the programs inception. The Linear Integrated Circuits course introduces the concept and application of operational amplifiers [2]. Since it is a three-credit upper
level course, the allocation of time amongst lectures and lab work is extremely important for a successful teaching
plan. Without a sufficient amount of laboratory experiments, students are left with rather vague concepts regardless of the instructors effectiveness. Laboratory assignments clarify textbook formulas and examples, as well as
help to close the gap between theory and real-life problems. An efficient laboratory experiment should:
clearly relate to textbook materials,
relate to real life situations,
challenge students ability to design and test, and
encourage the student to analyze the design and draw conclusion.
With these considerations in mind a laboratory workbook has been developed at the University of Central Florida
for the linear Integrated Circuits course.

Overview of Laboratory Experiments

The experiments are designed to compliment and reinforce the lecture material throughout the semester. The following lab assignments are in the same sequential order as the material presented in the course textbook.
1. Introduction to Hardware Used in the Laboratory
2. Laboratory Report Format
3. Inverting/Noninverting Amplifiers and the Voltage Follower
4. Voltage-Controlled Current-Source (VCIS) Diode tester
5. Summing Amplifier
6. Balanced Closed-Loop Differential Amplifier
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7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.

Voltage Offset Null Circuit and Closed-Loop Differential Amplifier

DC Input Offset Voltage & DC Bias and Offset Current Measurement
Closed-Loop Bandwidth
Slew Rate
AC Integrator and Differentiator
All-Pass Phase Lag and Lead Circuits
Comparators
Schmitt Trigger
Astable A741 Multivibrator
Astable 555 Timer
Square/Triangular Wave Function Generator
Low-Pass Unity-Gain Active Filter
High-Pass Equal-Component Active Filter
Half-Wave Rectifier
Clamping Circuit
Analog/Digital & Digital/Analog Converters

A brief description of each experiment is given below. The equipment used in the laboratory includes a Digital
Voltmeter (DVM), oscilloscope, function generator, DC power supply, electronic breadboard, and miscellaneous
wires and test boards.

Experiment 1. Inverting/Noninverting Amplifiers and the Voltage Follower

Objective: To familiarize students with the inverting amplifier, the noninverting amplifier, and the voltage follower

The calculation of the amplification factor using the formulas discussed in lectures (Figure 1)
The measurement of the amplification factor using hardware equipment
Comparisons of calculated and measured amplification factors
Discussion and conclusion

Figure 1.Inverting Amplifier

Experiment 2. Voltage-Controlled Current-Source (VCIS) Diode tester

Objective: To enhance students understanding of the VCIS and its practical applications

This experiment requires an operational amplifier (741), two resistors (values to be determined), and four miscellaneous diodes (same type or different from each other)
Calculation and measurement of the voltage level after diode in a given circuit
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Comparisons and discussion of the results for four different diodes

Experiment 3. Summing Amplifier

Objective: To assist students with understanding of the linear combination circuit with both AC and DC operations
Students are required to construct a circuit based on a given ratio relationship
Comparisons of calculated and measured values of resistors

Experiment 4. Balanced Closed-Loop Differential Amplifier

Objective: To reinforce the concept of the balanced closed-loop differential amplifier
The calculation and measurement of isolated voltage divider
The calculation and measurement of voltage divider & differential amplifier
The calculation and measurement of differential amplifier with voltage follower

Experiment 5. Voltage Offset Null Circuit and Closed-Loop Differential Amplifier

Objective: To facilitate the learning of the voltage offset null circuit and the reading of a component data sheet
The calculation and measurement of output voltage for various input voltages
Discussion and conclusion

Experiment 6. DC Input Offset Voltage & DC Bias and Offset Current

Objective: To familiarize students with DC input offset voltage and DC bias and offset currents
DC input offset voltage measurement
DC bias and offset current measurement

Experiment 7. Closed-Loop Bandwidth

Objective: To enhance students understanding of the closed-loop frequency response and closed-loop bandwidth
The calculation and measurement of closed-loop gain, noise gain, and 3-dB bandwidth for an inverting amplifier
The calculation and measurement of closed-loop gain, noise gain, and 3-dB bandwidth for noninverting amplifier

Experiment 8. Slew Rate

Objective: To familiarize students with the concept of slew rate and the limitations
The measurement and calculation of the slew rate and the slew rate limiting frequency for various signal frequency levels

Experiment 9. AC Integrator and Differentiator

Objective: To introduce the AC integrator, the low-frequency differentiator, and their applications
The computation and measurement of break frequency and output waveform for an AC integrator (Figure 2)
The calculation and measurement of break frequency and output waveform for a low-frequency differentiator
The measurement of the positive and negative peak values of the output waveform

Experiment 10. All-Pass Phase Lag and Lead Circuits

Objective: To reinforce the concept of the all-pass phase lag and the all-pass phase lead circuits, their design, and
applications
To design and experiment a circuit that will allow the phase shift to be adjustable over the range of 45 to
135 at a frequency of 1-KHz using a 10-K

Experiment 11. Comparators

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Objective: To familiarize students with the open-loop comparator, both inverting and noninverting, comparator
circuits with bias, and the A741 and LM311 components
To build inverting /noninverting open-loop comparators and study output waveforms as input wave varies
To construct and experiment a comparator circuit with variable bias
The comparisons of the 741 comparators and the LM111/LM211/LM311 comparators

Figure 2. AC Integrator

Experiment 12. Schmitt Triggers

Objective: To introduce the inverting & noninverting Schmitt triggers and their applications
The computation and measurement of threshold voltage for inverting/noninverting Schmitt trigger comparators

Experiment 13. Astable A741 Multivibrator

Objective: To enhance the understanding of the A741 oscillator and multivibrator circuits, particularly the astable multivibrator, and their applications
Constructing an astable multivibrator circuit and comparing calculated values with measured values

Experiment 14. Astable 555 Timer

Objective: To facilitate the learning of the 555 integrated circuit timer, its numerous functions, particularly as an
astable multivibrator, and its applications
Building an astable multivibrator 555 circuit based on given specifications (Figure 3)
Computing and measuring time T, time constant , frequency f, and voltage levels.

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Figure 3. Astable Multivibrator 555 Circuit

Experiment 15. Square/Triangular Wave Function Generators

Objective: To reinforce the understanding of the square/triangular wave function generator, its design, and applications
To design and build a square/triangular wave function generator (Figure 4)
To compute and measure the component values

Figure 4. Square/Triangular Wave Function Generator

Experiment 16. Low-Pass Unity-Gain Active Filter

Objective: To familiarize students with unity-gain active filter design and its applications
Experimenting design with various values of components and analyzing the result

Experiment 17. High-Pass Equal-Component Active Filter

Objective: To introduce finite gain filters and their design
Studying a given circuit with various values of components and discussing the outcome

Experiment 18. Half-Wave Rectifier

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Objective: To familiarize students with the signal-processing rectifier circuits and applications
To review a given circuit and compare the calculated and measured component values (Figure 5)

Experiment 19. Clamping Circuits

Objective: To introduce clamping circuits and their development
Building a circuit based on given specifications and observing the output voltage levels while changing input
voltage levels

Experiment 20. Analog/Digital and Digital/Analog Converters

Objective: To acquaint students with analog-to-digital and digital-to-analog converters
To test and observe the output for multiple input values

Figure 5. Nonsaturating Half-Wave Rectifier (Negative)

Conclusion
Effectively designed laboratory experiments can significantly increase a students knowledge and understanding of
Linear Integrated Circuits. This knowledge, acquired through experimental laboratory observation and participation, is vital in the preparation of a students career in electrical engineering technology and potentially the field of
engineering technology science. Through careful curriculum development reflecting traditional theories and embracing application and imagination, students can gain a distinctly widened perspective in the field of subject matter. Through application of the contained materials utilized in various class room and laboratory environments
three predominant observations were made:
1.

Comprehensive understanding of subject matter by students has increased,

2.

Students have become more proficient in trouble shooting during laboratory assignments, and

3.

Overall average grade has improved.

Since the adoption of this new laboratory manual, more students are inspired and better equipped to participate
meaningfully in class discussions and show a broadened interest in the subject of linear integrated circuitry.

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References
[1] Motlagh,B., and Rahrooh, A., Linear Integrated Circuits Laboratory Manual, University of Central Florida,
Orlando, Florida.
[2] Stanley, W., Operational Amplifiers With Linear Integrated Circuits, Prentice Hall, Third Edition, 1994.

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Bahman S. Motlagh
Bahman S. Motlagh is an assistant professor of engineering technology at the University of Central Florida
and the program coordinator for Information System
Technology program. He received his B.S. from Istanbul
Academy of Sciences, M.S.Cp.E, and Ph.D. degrees in
Computer Engineering from the University of Central
Florida, in 1993, 1997, respectively. He is a member of
the American Society for Engineering Education (ASEE),
the Institute of Electrical and Electronics Engineers
(IEEE). Currently he is serving as IEEE chairman for the
Cape Canaveral section. He has published numerous papers on various electrical engineering applications and
computer architecture.

Alireza Rahrooh
Alireza Rahrooh is an assistant professor of engineering
technology at the University of Central Florida and the
program coordinator at Brevard Campus. He received his
B.S., M.S., and Ph.D. degrees in Electrical Engineering
from the University of Akron, Ohio, in 1979, 1986, 1990,
respectively. Dr. Rahrooh has also served as a faculty
member at Pennsylvania State University and has published numerous papers on various electrical engineering
applications. He is a member of the American Society for
Engineering Education (ASEE), the Institute of Electrical
and Electronics Engineers (IEEE), International Society
for Computers and Applications (ISCA), International Association of Science and Technology for Development
(IASTED), and Eta Kappa Nu in recognition of excellent
scholarship.

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