EXPERIMENT NO.

Familiarization of the Oscilloscope

I. OBJECTIVE:
The activity aims:
1. To introduce electrical equipment, devices, components and their symbols.

2. To discuss the functions of each electrical equipment, devices and components.

3. To differentiate equipment which are classified as load and supply, measurement and
protective device.

LEARNING OUTCOMES (LOs) COURSE LEARNING OUTCOMES (CLOs)

At the end of the activity, the students
should be able to: 1 2 3 4 5
1. Identify electrical equipment, devices, ●
●
component and their symbols
2. Classify load, supply, measurement and ●
●
protective equipment
3. Explain the fundamental functions of ●
●
each components

COURSE LEARNING OUTCOMES (CLOs)

1. Identify the different parameters and the principle operation of an alternating circuit.
2. Explain the relationship between reactive, inductive and capacitive load in single phase
circuits.
3. Give solutions to problems concerning 3 phase system.
4. Analyze the 3 phase balanced and unbalanced systems
5. Design a circuitry according to the desired function.

II. MATERIALS/EQUIPMENT NEEDED:

Quantity Device Quantity Device

One (1) Unit F.A.C.E.T. Base Unit Two (2) Units Power Supply, 15Vdc
One (1) Unit Oscilloscope, 2 dual One (1) Unit AC 1 Fundamentals
trace Circuit Board
One (1) Unit Multimeter One (1) Unit Function Generator

III. SAFETY GUIDELINES:

1. Keep your lab space clean and organized.
2. Clean your lab bench and equipment, and lock the door before you leave the laboratory.
3. Never eat, drink, or smoke while working in the laboratory.

4. DO NOT TOUCH ANYTHING WITH WHICH YOU ARE NOT COMPLETELY FAMILIAR! It is
always better to ask questions to laboratory technicians or to your instructors than to risk
harm to yourself or damage to the equipment.

1
IV. THEORETICAL BACKGROUND

A typical dual-channel oscilloscope is pictured in Figure 1-2. A dual-channel oscilloscope can

display in two different waveforms or traces at once. The features and controls covered in this unit are
common to all dual-channel oscilloscopes.
Oscilloscope is probably the single most universal and useful test and measurement
instrument invented for Electronic measurement applications. It is a complex instrument capable of
measuring or displaying a variety of signals. This is the basic equipment used in almost all electronic
circuit design and testing applications. The major subsystems in an oscilloscope are Power supplies
(high and low voltage supplies), Vertical and Horizontal amplifiers and display systems.
The main use of an oscilloscope is to obtain the visual display of an electrical voltage signal. If
the signal to be displayed is not in the voltage form, it is first converted to this form. The signal voltage
is then transmitted to the oscilloscope along a cable and enters the oscilloscope where the cable is
connected to the scope input terminals.

Important parts of the oscilloscope

 The Intensity control, usually labelled Inten or Intensity, controls the brightness of the trace.

 The Focus control , adjust the sharpness of the display

 The trace rotation controls, aligns the trace with the horizontal graticule lines.

 The scale illumination control, controls the brightness of the graticule.

 The Channel 1 and Channel 2 input jacks through X1 or X10. A X10 probe minimizes loading
of the circuit under test and is used whenever possible, the displayed waveform measures 10

2
 times less than it really is. X1 probe only when a signal is too small to be measured with a
X10 probe.

 Volts/Div or Volts/CM, control the calibrated vertical size of the display.

 Var or Variable controls the uncalibrated vertical size of the display. The variable attenuators
controls should initially be set to the calibrated position.

 The vertical mode control, usually labelled CH 1-CH 2-CHOP-ALT-ADD, sets the vertical
mode of operations. When it is in the Channel 1 position, only the channel 1 waveform input
in displayed in the screen. When it is in the Channel 2 position, only the channel 2 waveform
input in displayed in the screen. When the control is in the CHOP or ALT positions, both input
waveforms are displayed. You used CHOP when displaying waveforms of lower frequency
and ALT when displaying waveforms of high frequency.

 Time/Div or Time/CM, sets time represented by each horizontal division.

 Time Variable, VAR or Variable, adjust the uncalibrated horizontal size of the waveform
display.

 The horizontal position control, usually labelled  POSITION adjusts the horizontal position
of the display.

 The Slope control, usually labelled SLOPE, determines which portion of the selected signal
triggers the oscilloscope.

The Calibrator, usually labelled CAL or CALIBRATOR, is a square wave output signal produced by the
oscilloscope.

3
 DATE
NAME
PERFORMED
Experiment
SECTION
No. / Title

1. With the power off, connect channel 1 and channel 2 and set it into X10, and adjust
controls to the following settings.

 Illumination (ILLUM or ILLUMINATION): midpoint

 Focus (FOCUS): midpoint
 Intensity (INTEN or INTENSITY): midpoint
 Channel 1 attenuators (VOLTS/DIV or VOLTS/CM_: 0.1 V/Div
 Channel 1 variable attenuators(VARIABLE or VAR): fully clockwise
 Channel 1 vertical coupling (AC-GND-DC): GND
 Channel 1 position (POSITION): midpoint
 Channel 2 attenuators (VOLTS/DIV or VOLTS/CM_: 0.1 V/Div
 Channel 2 variable attenuators(VARIABLE or VAR): fully clockwise
 Channel 2 vertical coupling (AC-GND-DC): GND
 Channel 2 position (POSITION): midpoint
 Channel 2 invert (INV or INVERT): off (not in INV position)
 Vertical mode (CH 1-CH 2-CHOP-ALT-ADD): CH 1
 Time base (TIME/Div or TIME/CM): 0.5 ms/div
 Variable time base (TIME VARIABLE, VAR, or VARIABLE): fully clockwise
 horizontal position ( POSITION): midpoint
 Slope (SLOPE): positive +
 Trigger coupling (AC-HF-REJ-TV-V-TV-H): AC
 Trigger source (ALT-CH 1CH-2-LINE-EXT): CH1
 Holdoff (HOLDOFF): Norm
 Trigger mode (NORM,AUTO): AUTO
 Level (LEVEL): Preset

2. Adjust the position of channel 1 until the line is on the center horizontal graticule line, as shown in
Figure 1-5. What voltage that the line represent?

4
 Figure 1-5. Vertical coupling in GND position

3. Use the screwdriver to adjust the TRACE ROTATION of the horizontal graticule line. How does the
display react when you adjust it in CW?

4. Adjust the TRACE ROTATION to align properly the center of the horizontal graticule line.

PROCEDURE B:

B. Observing and Measuring DC. Remember that the X10 probe makes the input’s amplitude look ten
times smaller than it really is. For example, suppose the attenuators control is set to 0.2 V/div, a X10
probe is in use, and the display rises 3 divisions above the ground reference when a dc voltage is
applied to the input. The voltage value is 6Vdc, determined as follows.
V= (0.2V/div0 x 3 Div x 10
= 6 Vdc

1. Insert the AC Fundamentals into the base unit then turn on the power source.

2. Apply a two-post connector from the positive variable supply to resistor R1 on the AC/DC
WAVEFORMS circuit block.

3. Use voltmeter to adjust the positive supply for 2 Dvc across R1.

4. Use the terminal post to connect channel 1 X10 probe across R1. Turn up the INTEN to about
midpoint.

5. Change the channel 1 into vertical coupling control to DC. How many divisions did the line shift
above the reference? What is the Dc voltage according in the oscilloscope? Measure and Record it.

6. Change the vertical coupling to AC. Did the display return to the center graticule line?

5
PROCEDURE C:

C. Observing AC Waveforms. When observing ac waveforms on the oscilloscope, adjust the vertical
and horizontal controls to display the largest possible trace of one cycle. You should make this
adjustment without exceeding the graticule range.

C
Figure 1-6

1. Switch the vertical coupling to AC, and connect the channel 1 X10 to the calibrator. Turn up the
INTEN.

2. Change X10 to X1 of the channel 1 and time base controls to display a similar Figure in 1-6. As you
Adjust the time base control counter clockwise, does the cycle increase or decrease?

3. Adjust slowly the ADJUSTING SCREW until the waveform look the same in Figure 1-6(a). What
type of properly adjusted ac waveforms are pictured?

6
4. Adjust the channel 1 vertical coupling to GND and attenuator to 0.1 V/div. And then Connect
channel 2 X10 to calibrator and set vertical coupling to AC. What type of properly adjusted ac
waveforms is pictured?

5. Return the vertical coupling to GND. Turn of all the power sources

PROCEDURE D:

D. Dual Trace Operation. Dual trace operation of an oscilloscope is the displaying or utilization of both
channel inputs at the same time.

1. Use Channel 1 and Channel 2 to display two lines in the CATHODE RAY TUBE by adjusting the
two
Channel in opposite directions.

2. set the vertical mode to ALT. The display should be the same in Figure 1-7. Which channel is in the
Upper and lower?

3. Connect both X10 probes to the calibrator, and switch both vertical coupling to AC. Adjust the V/Div
and Time/div to produce a display same in Figure 1-8, both V/div of channels should have equal
supply. Are the channel display the same?

7
4. Change the Vertical mode into ADD, when the two channels combined what you observe in the
characteristic of the waveform? Explain.

5. Return the Vertical mode in ALT. Reverse the switch of channel 2, Did the channel 2 waveform
invert?

6. Return the vertical mode in ADD. Where the channel inputs added or subtracted?

7. Turn off the power sources of all equipment’s that you’ve used.

VI. QUESTIONS
1. What are the uses of oscilloscope? And what is the importance of this equipment especially in
the engineers?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. How many coupling modes does the oscilloscope have? What are they?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3. What have you observed while you adjust the multiplier of the channels in the probe?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

8
 __________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
VI. OBSERVATIONS

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

VII. CONCLUSIONS

_____________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
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___________________________________________________________________________
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___________________________________________________________________________
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9
___________________________________________________________________________
______________________________________________________________________________

VIII. PICTURE EVIDENCES

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

10
 NATIONAL UNIVERSITY
Manila
COLLEGE OF ENGINEERING

RUBRIC FOR LABORATORY PERFORMANCE

Student Outcome (b): an ability to design and conduct experiments as well as analyse and interpret data.

Name of Student: _____________________________________________Program: _______________

Course: _____________________ Section: ____________ Sem. /SY _________

Performance Not attained Attaining Attained

Score
Indicators 1 2 3
1. Observance of Practices unsafe and Commits minimal Observes good
laboratory safety risky behaviours in the unsafe but not risky laboratory safety
procedures laboratory laboratory procedures procedures
2. Observance of Does not follow Needs some Follows and
laboratory experimental procedure guidance in following implements logical
experimental experimental experimental
procedure procedure procedure
3. Manner of data Does not appear to Shows good manner Exhibits an
gathering have an organized of data gathering but organized manner of
manner of data leads to partial data gathering to
gathering achievement of achieve objectives
objectives only
4. Documentation Documents data poorly Documents data with Documents data
errors in units and completely and
inconsistencies in the carefully
number of significant
figures

5. Use of equipment Does not use equipment Needs some Operates equipment
and tools and tools properly which supervision in and use tools
could lead to its damage operating equipment properly
and malfunction and using of tools
6. Interpretation of Makes no attempt to Applies appropriate Analyses and
data relate data to theory theories but does not interprets data
completely relate it to carefully by using
practice appropriate theories
and relating it to
practice
7. Review of related Seeks no extra Seeks information for Seeks information
literature and information other than experiments from few for experiments from
studies what was provided sources multiple sources
Total Score
Percentage Rating = (Total Score / 21) x 100%

11
Assessed by:

Printed Name and Signature of Faculty Member Date

NATIONAL UNIVERSITY
Manila
COLLEGE OF ENGINEERING
RUBRIC FOR EFFECTIVE WRITTEN COMMUNICATION

Student Outcome (g1): an ability for effective verbal and non-verbal communication.

Name of Student: ______________________________________________ Program: _______________

Course: _____________________ Section: _________________ Sem. /SY _________

Performance Not attained Attaining Attained

1 2 3 Score
Indicators
1. Articulation Does not articulate Articulates idea but Articulates ideas clearly
ideas lacks clarity and concisely

2. Organization Produces materials Produces materials in Organizes materials in

without structure or an organized manner logical and interesting
organization but is not easily sequence for easier
comprehensible comprehension
3. Visual Information Does not use Uses graphs, tables, Uses graphs, tables,
graphs, tables, figures and diagrams figures and diagrams to
figures and but insufficient to help help readers to
diagrams comprehension comprehend

4. Presentation Out of order and Generally, good Work is presented

sloppy presentation. presentation but could neatly and
still be improved. professionally

5. Grammar and Produces a work Produces a work with Produces a work with
spelling with frequent minimal grammatical correct grammar and
grammatical and and spelling error spelling
spelling error.
6. Professional Uses an informal or Uses good professional Uses good professional
writing inappropriate writing writing style with writing style
style assistance

Total Score
Percentage Rating = (Total Score / 18) x 100%

Assessed by:

Printed Name and Signature of Faculty Member Date

12
 EXPERIMENT NO. 2

Frequency Variation

I. OBJECTIVE:
The activity aims:
1. To introduce the functions of multimeter to measure voltage, current and resistance

2. To demonstrate the use of voltmeter to measure the voltage across the supply and the load.

3. To demonstrate the use of ammeter to measure the voltage along the circuit.

4. To demonstrate the use of ohmmeter to measure the resistance of the load and to conduct
continuity testing.

LEARNING OUTCOMES (LOs) COURSE LEARNING OUTCOMES (CLOs)

At the end of the activity, the students should be
able to: 1 2 3 4 5
1. Use Voltmeter to measure the voltage across ●
●
the supply and the load
2. Use Ammeter to measure the current along the ●
●
circuit.
3. Compare the measured and the calculated value ● ●

COURSE LEARNING OUTCOMES (CLOs)

1. Identify the different parameters and the principle operation of an alternating circuit.
2. Explain the relationship between reactive, inductive and capacitive load in single phase
circuits.
3. Give solutions to problems concerning 3 phase system.
4. Analyze the 3 phase balanced and unbalanced systems
5. Design a circuitry according to the desired function.
II. MATERIALS

Quantity/Specification Device Quantity/Specification Device

One (1) Unit F.A.C.E.T. Base Unit Two (2) Units Power Supply, 15Vdc
One (1) Unit Oscilloscope, 2 dual One (1) Unit AC 1 Fundamentals
trace Circuit Board
One (1) Unit Multimeter One (1) Unit Function Generator

III. SAFETY GUIDELINES

1. Keep your lab space clean and organized.

2. Clean your lab bench and equipment, and lock the door before you leave the laboratory.
3. Never eat, drink, or smoke while working in the laboratory.

13
 4. DO NOT TOUCH ANYTHING WITH WHICH YOU ARE NOT COMPLETELY FAMILIAR! It is
always better to ask questions to laboratory technicians or to your instructors than to risk
harm to yourself or damage to the equipment.

IV. THEORICAL BACKGROUND

AC waveform is a representation of how alternating current varies with time. In figure 1.1
shown below, there are types of waveform such as sine wave, square wave, ramp wave, sawtooth
wave and triangular wave. The most common waveform is the sinusoidal waveform or sine wave and
it is the most important type of AC waveform used in electrical engineering.

An AC Waveform generator is an electronic device that produces ac voltage of a desired

frequency, wave shape and amplitude. These waveform generators are similar since all are capable
of generating ac waveforms, all can vary in frequency and amplitude of the waveform produced and
all show a typical output impedance.

When measuring time on an oscilloscope, just multiply the number of divisions by the time
base setting. For example when the time base control is set to 0.4 ms/div and one cycle of waveform
measures 6.2 horizontal divisions, the time for the waveform to complete on cycle (t wave) is 2.48, the
answer can be calculated using the formula below.

twave = (time/div) x (div)

twave = (0.4 ms/div) x (6.2 div)
=2.48 ms

An output impedance or source impedance (R S), can be viewed as a resistor placed in series
between the generator and the circuit (R L), as shown in figure 1.2 below. The RS and RL form a voltage
divider circuit which reduces the output of the generator.

14
V. PROCEDURE

A. Basic Operation of AC generator.

1. Make sure to turn off all power sources before inserting the AC 1 FUNDAMENTALS circuit
board into the base unit.
2. Check if your generator has an output impedance of 50Ω. Use generator buffer if it does not
have an output of 50 Ω.
3. Turn on the power sources.
4. Locate the DC/AC WAVEFORMS circuit block. Use the two-post connector and connect to the
generator source to resistor R1. Check if you need to use an external generator supply.

5. Use terminal posts to connect the generator leads to DC/AC WAVEFORMS circuit block.
6. Setup the oscilloscope and use the terminal posts to connect the channel 1x10 probe across
R1.
7. Set the generator function control for a sine wave output then adjust the amplitude control to
about midpoint.
8. Set the frequency control to 1.5 kHz.
9. Set the channel 1 vertical coupling to AC then adjust the attenuator and time base controls to
produce a display similar to the figure 1.3 below.

15
10. Draw the waveform and compute for the twave.

B. Generator Impedance

1. Set the generator frequency to about 1 kHz.

2. Select the channel 1x10 probe and connect it to the generator output or if you are using
GENERATOR BUFFER, then connect the probe to GENERATOR BUFFER output.
3. Turn up the oscilloscope intensity to about midrange and apply the generator output directly to
the channel 1x10 probe
4. Adjust the generator amplitude to produce a sine wave that is 6 vertical divisions high.
Determine if the voltage represent open circuit or loaded output of the generator.
5. Locate the GENERATOR IMPEDANCE circuit block. Turn the potentiometer R1 on the
GENERATOR IMPEDANCE circuit block fully clockwise.
6. Connect the channel 1x10 probe across R1 and R2. Determine if the R1 and R2 represent
the load.
7. Slowly turn the potentiometer R1 counterclockwise until the waveform displayed on the
oscilloscope decreases in amplitude to 3 graticule lines high (half the open circuit value).
Determine if the voltage across R1 and R2 represent the open circuit loaded output of the
generator.
8. Remove the generator and the oscilloscope probe from the GENERATOR IMPEDANCE
circuit block.
9. Measure and record the combined resistance of R1 and R2 (R L) using multimeter. Does RL
equal to the impedance of the generator?

16
 10. Remove all circuit board connections and turn off the power source.

DATE
NAME
PERFORMED
Experiment
SECTION
No. / Title

VI. DATA TABLE

A. Basic Operation of AC generator

tWAVE WAVEFORM

B. Generator Impedance

R1 and R2 (RL)

Does RL equal to the impedance of the generator?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________

VII. QUESTIONS

17
 1. What are the two controls that are needed to adjust the frequency on an AC waveform
generator?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

2. What is the cause of loading down of a generator?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

3. When does the load (RL) equal to the output impedance of the generator (RS)?

_____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________

4. What is the relationship of frequency to the number of cycles on a waveform?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

VIII. OBSERVATIONS

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

18
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________

IX. CONCLUSIONS

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________________

X. PICTURE EVIDENCES

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

19
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

NATIONAL UNIVERSITY
Manila
COLLEGE OF ENGINEERING

RUBRIC FOR LABORATORY PERFORMANCE

Student Outcome (b): an ability to design and conduct experiments as well as analyse and interpret data.

Name of Student: _____________________________________________Program: _______________

Course: _____________________ Section: ____________ Sem. /SY _________

Performance Not attained Attaining Attained

Score
Indicators 1 2 3
1. Observance of Practices unsafe and Commits minimal Observes good
laboratory safety risky behaviours in the unsafe but not risky laboratory safety
procedures laboratory laboratory procedures procedures
2. Observance of Does not follow Needs some Follows and
laboratory experimental procedure guidance in following implements logical
experimental experimental experimental
procedure procedure procedure
3. Manner of data Does not appear to Shows good manner Exhibits an
gathering have an organized of data gathering but organized manner of
manner of data leads to partial data gathering to
gathering achievement of achieve objectives
objectives only
4. Documentation Documents data poorly Documents data with Documents data
errors in units and completely and
inconsistencies in the carefully
number of significant
figures

5. Use of equipment Does not use equipment Needs some Operates equipment
and tools and tools properly which supervision in and use tools

20
 could lead to its damage operating equipment properly
and malfunction and using of tools
6. Interpretation of Makes no attempt to Applies appropriate Analyses and
data relate data to theory theories but does not interprets data
completely relate it to carefully by using
practice appropriate theories
and relating it to
practice
7. Review of related Seeks no extra Seeks information for Seeks information
literature and information other than experiments from few for experiments from
studies what was provided sources multiple sources
Total Score
Percentage Rating = (Total Score / 21) x 100%

Assessed by:

Printed Name and Signature of Faculty Member Date

NATIONAL UNIVERSITY
Manila
COLLEGE OF ENGINEERING
RUBRIC FOR EFFECTIVE WRITTEN COMMUNICATION

Student Outcome (g1): an ability for effective verbal and non-verbal communication.

Name of Student: ______________________________________________ Program: _______________

Course: _____________________ Section: _________________ Sem. /SY _________

Performance Not attained Attaining Attained

1 2 3 Score
Indicators
1. Articulation Does not articulate Articulates idea but Articulates ideas clearly
ideas lacks clarity and concisely

2. Organization Produces materials Produces materials in Organizes materials in

without structure or an organized manner logical and interesting
organization but is not easily sequence for easier
comprehensible comprehension
3. Visual Information Does not use Uses graphs, tables, Uses graphs, tables,
graphs, tables, figures and diagrams figures and diagrams to
figures and but insufficient to help help readers to
diagrams comprehension comprehend

4. Presentation Out of order and Generally, good Work is presented

sloppy presentation. presentation but could neatly and
still be improved. professionally

5. Grammar and Produces a work Produces a work with Produces a work with
spelling with frequent minimal grammatical correct grammar and
grammatical and and spelling error spelling
spelling error.

21
 6. Professional Uses an informal or Uses good professional Uses good professional
writing inappropriate writing writing style with writing style
style assistance

Total Score
Percentage Rating = (Total Score / 18) x 100%

Assessed by:

Printed Name and Signature of Faculty Member Date

EXPERIMENT NO. 3

Voltage Amplitude and Values

I. OBJECTIVE:
The activity aims:
1. To compare the measure electrical parameters to the calculated parameters.

2. To discuss the mathematical relationship between voltage, current and resistance in a dc

circuit.

LEARNING OUTCOMES (LOs) COURSE LEARNING OUTCOMES (CLOs)

At the end of the activity, the students should be able
to: 1 2 3 4 5
1. Determine the relationship between the voltage ●
●
and the current at constant resistance.
2. Determine the relationship between the current ●
●
and the resistance at constant voltage.
3. Determine the relationship between the resistance ●
●
and the voltage at constant current

COURSE LEARNING OUTCOMES (CLOs)

1. Identify the different parameters and the principle operation of an alternating circuit.
2. Explain the relationship between reactive, inductive and capacitive load in single phase
circuits.
3. Give solutions to problems concerning 3 phase system.
4. Analyze the 3 phase balanced and unbalanced systems
5. Design a circuitry according to the desired function.
II. MATERIALS

22
Quantity/Specification Device Quantity/Specification Device
One (1) Unit F.A.C.E.T. Base Unit Two (2) Units Power Supply, 15Vdc
One (1) Unit Oscilloscope, 2 dual One (1) Unit AC 1 Fundamentals
trace Circuit Board
One (1) Unit Multimeter One (1) Unit Function Generator

III. SAFETY GUIDELINES

1. Keep your lab space clean and organized.

2. Clean your lab bench and equipment, and lock the door before you leave the laboratory.
3. Never eat, drink, or smoke while working in the laboratory.

4. DO NOT TOUCH ANYTHING WITH WHICH YOU ARE NOT COMPLETELY FAMILIAR! It is
always better to ask questions to laboratory technicians or to your instructors than to risk
harm to yourself or damage to the equipment.

IV. THEORICAL BACKGROUND

In DC circuits, the electricity flows in a constant direction which means the current and voltage
do not change polarity. However, in AC circuits, the current and voltage values are constantly
changing in polarity and amplitude back and forth over time. So in AC circuit, the amplitude and time
must be considered when you make measurements. There are three basic AC measurements. These
are amplitude measurement of voltage and current, time-related measurement of frequency which
allows us to measure the number of cycles of a given waveform in a second, and lastly, phase angle
which is time-related measurement used to compare identical frequencies of two sine waves. But first,
you must understand the cycle of a sine wave which bears direct relationship to a circular motion. The
figure 1-1 below shows a cycle of a sine wave. Both circle and the sine wave below are equal to 360°.

At any given instant, a sine wave can be at any given angle which can be measured in
degrees. For example, there are two identical generators that is adjusted to an exact same frequency
and suppose the second generator is turned on after the first generator on a short instant. We can
observe both waveforms on an oscilloscope and these waveforms would be similar to figure 2.2 which
is shown below.

23
NEW TERMS AND WORDS
Average value (avg) – the sum of a number of quantities divided by the number of quantities. For sine
waves, Vavg = 0.637 x Vpk.
Peak value (pk) – maximum amplitude in either polarity of an AC waveform. V pk. = Vpk-pk/2
Peak-to-peak value – (pk-pk) – amplitude between opposite peaks of an AC waveform. . V pk-pk =
Vpk.x 2
Period (T) – time required for an AC waveform to complete one cycle. T=1/f
Phase angle – the angle of separation between two AC waveforms of identical frequency.
rms value – An AC value that produces the same heating effect in a resistor as an equivalent dc value
does (the power of 1 Vrms = the power of 1 Vdc); also called effective value. For sine waves, Vrms =
0.707 x Vpk.

MEASURING THE AMPLITUDE OF AC WAVEFORMS

There are several ways to measure the amplitude of AC waveforms. We can measure the
amplitude by using peak-to-peak value. The peak-to-peak value measures from the maximum positive
portion of the wave to the maximum negative portion of the wave. Peak-to-peak values are indicated
by the subscript pk-pk. For example, we can express peak-to-peak value into voltage like 5 V pk-pk.
Another method of measuring the amplitude of AC waveforms is to find the peak value (pk), which
measures from the horizontal axis to either the maximum positive portion or the maximum negative
portion. The peak value is exactly half of the peak-to-peak value. Peak values are indicated by the
subscript pk. An example of this is 5 mA pk. The figure 2-3 below shows how to measure peak-to-peak
value and peak value.

24
 Peak-to-peak and peak values are measured directly from the oscilloscope, but two other
methods of measuring AC waveforms, finding the effective and average value that requires a small
amount of calculation. The equations used to calculate these values are restricted to sine waves only.

A common way to measure AC amplitude is with a meter using the rms (root mean square)
value scale. The rms, or effective value of an AC waveform represents the same power as a dc value
of equal amplitude. For example, the power of an AC voltage with an rms value of 10V equals the
power of a dc voltage of 10V. An rms value is indicated by the subscript rms or by no subscript at all.
An example of this is 10 Vrms = 10 VAC.

Household electricity is measured in rms (120V). The AC function on most multimeters

displays AC in rms. You can determine the rms value of a sine wave from the oscilloscope and the
following equation.
rms = 0.707 x peak value
For example, the rms value of a sine wave measuring 20 V pk on the oscilloscope is calculated
as shown below.
Vrms = 0.707 x 20
= 14.14 Vrms
Another way to measure the amplitude of an AC waveform is to measure the average value.
Measuring average value requires calculation and it can indicated by the subscript avg. An example of
this is 7 Vavg. You can also determine the average value of a sine wave from an oscilloscope display
and the following equation.
avg = 0.637 x peak value

For example, the average value of a sine wave measuring 11 V pk on the oscilloscope is
calculated as shown below.
Vavg = 0.637 x 11
= 7.007 Vavg
When determining the amplitude of a sine wave on the oscilloscope, first adjust the controls to
produce the largest possible amplitude of one cycle without exceeding the height of the graticule.
Measure the peak-to-peak amplitude by counting the number of graticule lines from the top of a peak

25
to the top of a valley. You can get a more accurate reading if you subtract the thickness of the trace
from the measurement. Once you determine the peak-to-peak value, you can derive all other
measurements from this value. Calculate the peak value by dividing the peak-to-peak value by 2.
Once you know the peak value, you can calculate the rms and average values.

If you know one type of amplitude measurement, you can determine all others. For example,
suppose you were asked to display on the oscilloscope a sine wave measuring 2 V rms. You need to
convert the given rms value to its peak-to-peak value so that you can properly adjust the amplitude on
the oscilloscope. You would find the peak-to-peak value as shown.

Table 2-1 shows all the equations necessary to convert between pk-pk, pk, rms and average
values. For example, suppose you are given the average value of a sine wave as 5 V avg, but you
desire the rms value. Looking at Table 2-1, find the column corresponding to the known value at the
top of the table (AVERAGE), and follow it down to the row containing the unknown value (RMS). Apply
the given average value to the equation in the table, as shown below.

avg = 5 Vavg
Vrms = avg x 1.11
= 5 Vavg x 1.11

26
V.
PROCEDURE

A. Measuring AC waveforms.

1. Make sure to turn off all power sources before inserting the AC 1 FUNDAMENTALS circuit
board into the base unit.
2. Locate the DC/AC WAVEFORMS circuit block. If your generator output impedance is not 50
Ω, connect the GENERATOR BUFFER between the generator and the circuit. Use a two post
connector to connect the generator source to R1. Use terminal posts to connect the generator
to the DC/AC WAVEFORMS circuit block. Turn on the generator and set the frequency to 60
Hz.
3. Switch the channel 1 vertical coupling to AC and the time base control to 2 ms/div.
4. Connect the channel 1 x 10 probe of the oscilloscope across R1.
5. Adjust the generator amplitude to produce a sine wave display 6 divisions high. The channel
1 attenuator should be set to 0.1 V/div. Determine the peak-to-peak value of the displayed
waveform (VR1).
6. What is the peak value of VR1? Record your results in the Data Table. (Vpk-pk/2)
7. What is the rms value of VR1? Record your results in the Data Table (Vrms = Vpk x 0.707)
8. What is the average value of VR1? Record your results in the Data Table (Vavg = Vpk x 0.637)
9. Disconnect the x10 probe from the circuit. Turn on the multimeter and set it for AC voltage
measurement. Measure VR1 with the multimeter and record your result in the Data Table.
10. Compare the multimeter measurement to the various AC values determined with the
oscilloscope in steps 4 to 8.
11. Remove all circuit board connections and turn off the power source.

DATE
NAME
PERFORMED

27
Experiment
SECTION
No. / Title

VI. DATA TABLE

VII. QUESTIONS

1. What is the advantage of using sine wave above other waveforms in representing current and
voltage?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

2. How do you measure the peak-to-peak value of an AC waveform on the oscilloscope?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

3. What is the difference between peak-to-peak value and peak value?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

4. How a sinusoidal voltage waveform is generated?

28
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

5. Determine the RMS amplitude of this square-wave signal. Assume that it is in 0.2 volts per
division.

________________________________________________________________________
________________________________________________________________________
_________________

VIII. OBSERVATIONS

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

29
___________________________________________________________________________
___________________________________________________________________

IX. CONCLUSIONS

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________________

X. PICTURE EVIDENCES

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

30
 NATIONAL UNIVERSITY
Manila
COLLEGE OF ENGINEERING

RUBRIC FOR LABORATORY PERFORMANCE

Student Outcome (b): an ability to design and conduct experiments as well as analyse and interpret data.

Name of Student: _____________________________________________Program: _______________

Course: _____________________ Section: ____________ Sem. /SY _________

Performance Not attained Attaining Attained

Score
Indicators 1 2 3
1. Observance of Practices unsafe and Commits minimal Observes good
laboratory safety risky behaviours in the unsafe but not risky laboratory safety
procedures laboratory laboratory procedures procedures
2. Observance of Does not follow Needs some Follows and
laboratory experimental procedure guidance in following implements logical
experimental experimental experimental
procedure procedure procedure
3. Manner of data Does not appear to Shows good manner Exhibits an
gathering have an organized of data gathering but organized manner of
manner of data leads to partial data gathering to
gathering achievement of achieve objectives
objectives only
4. Documentation Documents data poorly Documents data with Documents data
errors in units and completely and
inconsistencies in the carefully
number of significant
figures

5. Use of equipment Does not use equipment Needs some Operates equipment
and tools and tools properly which supervision in and use tools
could lead to its damage operating equipment properly
and malfunction and using of tools
6. Interpretation of Makes no attempt to Applies appropriate Analyses and
data relate data to theory theories but does not interprets data
completely relate it to carefully by using
practice appropriate theories
and relating it to
practice
7. Review of related Seeks no extra Seeks information for Seeks information
literature and information other than experiments from few for experiments from
studies what was provided sources multiple sources
Total Score
Percentage Rating = (Total Score / 21) x 100%

Assessed by:

Printed Name and Signature of Faculty Member Date

31
 NATIONAL UNIVERSITY
Manila
COLLEGE OF ENGINEERING
RUBRIC FOR EFFECTIVE WRITTEN COMMUNICATION

Student Outcome (g1): an ability for effective verbal and non-verbal communication.

Name of Student: ______________________________________________ Program: _______________

Course: _____________________ Section: _________________ Sem. /SY _________

Performance Not attained Attaining Attained

1 2 3 Score
Indicators
1. Articulation Does not articulate Articulates idea but Articulates ideas clearly
ideas lacks clarity and concisely

2. Organization Produces materials Produces materials in Organizes materials in

without structure or an organized manner logical and interesting
organization but is not easily sequence for easier
comprehensible comprehension
3. Visual Information Does not use Uses graphs, tables, Uses graphs, tables,
graphs, tables, figures and diagrams figures and diagrams to
figures and but insufficient to help help readers to
diagrams comprehension comprehend

4. Presentation Out of order and Generally, good Work is presented

sloppy presentation. presentation but could neatly and
still be improved. professionally

5. Grammar and Produces a work Produces a work with Produces a work with
spelling with frequent minimal grammatical correct grammar and
grammatical and and spelling error spelling
spelling error.
6. Professional Uses an informal or Uses good professional Uses good professional
writing inappropriate writing writing style with writing style
style assistance

Total Score
Percentage Rating = (Total Score / 18) x 100%

Assessed by:

Printed Name and Signature of Faculty Member Date

32
 EXPERIMENT NO. 4

Characteristics of an Inductor

I. OBJECTIVE:
The activity aims:
1. To determine the effects of series inductance on a DC and AC circuit with the use of
oscilloscope and multimeter.

2. To determine the effects of parallel inductance on a DC and AC circuit with the use of
oscilloscope and multimeter.

3. To compare the series and parallel inductance on a DC and AC circuit with the use of
oscilloscope and multimeter.

COURSE LEARNING OUTCOMES

LEARNING OUTCOMES (LOs) (CLOs)
At the end of the activity, the students should be able to:
1 2 3 4 5
1. Determine the effects of series inductance on a DC
and AC circuit with the use of oscilloscope and ● ● ●
multimeter.
2. Determine the effects of parallel inductance on a DC
● ● ●
& AC circuit with the use of oscilloscope and multimeter.
3. Compare the series and parallel inductance on a DC
● ● ●
& AC circuit with the use of oscilloscope and multimeter.

COURSE LEARNING OUTCOMES (CLOs)

1. Identify the different parameters and the principle operation of an alternating circuit.
2. Explain the relationship between reactive, inductive and capacitive load in single phase
circuits.
3. Give solutions to problems concerning 3 phase system.
4. Analyze the 3 phase balanced and unbalanced systems
5. Design a circuitry according to the desired function.
II. MATERIALS

Quantity/Specification Device Quantity/Specification Device

One (1) Unit F.A.C.E.T. Base Unit Two (2) Units Power Supply, 15Vdc
One (1) Unit Oscilloscope, 2 dual One (1) Unit AC 1 Fundamentals
trace Circuit Board
One (1) Unit Multimeter One (1) Unit Function Generator

III. SAFETY GUIDELINES

1. Keep your lab space clean and organized.

2. Clean your lab bench and equipment, and lock the door before you leave the laboratory.
3. Never eat, drink, or smoke while working in the laboratory.

33
 4. DO NOT TOUCH ANYTHING WITH WHICH YOU ARE NOT COMPLETELY FAMILIAR! It is
always better to ask questions to laboratory technicians or to your instructors than to risk
harm to yourself or damage to the equipment.

IV. THEORITICAL BACKGROUND

When inductors are connected in series, the total inductance is the sum of the individual
inductors’ inductances. To understand why this is so, consider the following: the definitive measure of
inductance is the amount of voltage dropped across an inductor for a given rate of current change
through it. If inductors are connected together in series (thus sharing the same current, and seeing the
same rate of change in current), then the total voltage dropped as the result of a change in current will
be additive with each inductor, creating a greater total voltage than either of the individual inductors
alone. Greater voltage for the same rate of change in current means greater inductance.

Thus, the total inductance for series

inductors is more than any one of the individual
inductors’ inductances. The formula for calculating
the series total inductance is the same form as for
calculating series resistances:

When inductors are connected in parallel, the total inductance is less than any one of the
parallel inductors’ inductances. Again, remember that the definitive measure of inductance is the
amount of voltage dropped across an inductor for a given rate of current change through it. Since the
current through each parallel inductor will be a fraction of the total current, and the voltage across
each parallel inductor will be equal, a change in total current will result in less voltage dropped across
the parallel array than for any one of the inductors considered separately. In other words, there will be
less voltage dropped across parallel inductors for a given rate of change in current than for any of
those inductors considered separately, because total current divides among parallel branches. Less
voltage for the same rate of change in current means less inductance.

Thus, the total inductance is less than any one of the individual inductors’ inductances. The
formula for calculating the parallel total inductance is the same form as for calculating parallel
resistances:

34
V. PROCEDURE

1. Turn off the power sources. Insert the AC 1 FUNDAMENTALS circuit board into the base unit.
Install the generator buffer if required. Turn on the power sources.

2. Connect the circuit shown in figure on the

inductance/ inductive reactance circuit block. Adjust
Vgen for a 10Vpk-pk, 20kHz sine wave. Measure the
circuit current (I) using current-sensing resistor R2.
Measure the voltage drop across the inductor (VL).
Calculate the impedance of the inductor using I,VL,
and Ohm’s law. Record I, ZL, and the total inductance
(LT) in table.

3. Connect the circuit shown in figure (essentially add

an inductor in series). Adjust Vgen for a 10Vpk-pk,
20kHz sine wave. Calculate LT. Record LT in table.

4. Measure current (I), and record your result.

5. Measure the combined voltage drops across

inductors L1 and L2 (VL). Using VL and I from step 4,
calculate the inductor impedance (ZL). Record your
result in the table.

6. Connect the circuit shown (remove added series

inductor and add an inductor in parallel). Adjust Vgen
for a 10Vpk-pk, 20kHz sine wave. Calculate the circuit
inductance (LT), and record your result in the table.

7. Measure circuit current (I), and record your result in

the table.

35
 8. Measure the voltage drop across
the parallel inductors (VL). Calculate
the inductor impedance (ZL) by using
VL and I in the previous step. Record.

9. Activating CM switch 17 adds an

unseen inductor to the circuit. Place
Cm switch 17 in the ON position.
Readjust Vgen for 10Vpk-pk if
necessary. Measure I, VL and ZL and
record.

10. Return the CM switch 17 to the

off position.

DATE
NAME
PERFORMED
Experiment
SECTION
No. / Title

VI. DATA TABLE

A. Table 4.1

SINGLE INDUCTOR INDUCTOR ADDED INDUCTOR ADDED CM SWITCH 17 ON

(STEP 2) IN SERIES IN PARALLEL (STEP 9)
(STEPS 3-5) (STEPS 6-8)

TOTAL INDUCTANCE
(LT)
CIRCUIT CURRENT
(I)
INDUCTOR
IMPEDANCE
(ZL)

VIII. OBSERVATIONS

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
36
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________

IX. CONCLUSIONS

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________________

X. PICTURE EVIDENCES

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

37
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________

NATIONAL UNIVERSITY
Manila
COLLEGE OF ENGINEERING

RUBRIC FOR LABORATORY PERFORMANCE

Student Outcome (b): an ability to design and conduct experiments as well as analyse and interpret data.

Name of Student: _____________________________________________Program: _______________

Course: _____________________ Section: ____________ Sem. /SY _________

Performance Not attained Attaining Attained

Score
Indicators 1 2 3
1. Observance of Practices unsafe and Commits minimal Observes good
laboratory safety risky behaviours in the unsafe but not risky laboratory safety
procedures laboratory laboratory procedures procedures
2. Observance of Does not follow Needs some Follows and
laboratory experimental procedure guidance in following implements logical
experimental experimental experimental
procedure procedure procedure
3. Manner of data Does not appear to Shows good manner Exhibits an
gathering have an organized of data gathering but organized manner of
manner of data leads to partial data gathering to
gathering achievement of achieve objectives
objectives only
4. Documentation Documents data poorly Documents data with Documents data
errors in units and completely and
inconsistencies in the carefully
number of significant
figures

38
 5. Use of equipment Does not use equipment Needs some Operates equipment
and tools and tools properly which supervision in and use tools
could lead to its damage operating equipment properly
and malfunction and using of tools
6. Interpretation of Makes no attempt to Applies appropriate Analyses and
data relate data to theory theories but does not interprets data
completely relate it to carefully by using
practice appropriate theories
and relating it to
practice
7. Review of related Seeks no extra Seeks information for Seeks information
literature and information other than experiments from few for experiments from
studies what was provided sources multiple sources
Total Score
Percentage Rating = (Total Score / 21) x 100%

Assessed by:

Printed Name and Signature of Faculty Member Date

NATIONAL UNIVERSITY
Manila
COLLEGE OF ENGINEERING
RUBRIC FOR EFFECTIVE WRITTEN COMMUNICATION

Student Outcome (g1): an ability for effective verbal and non-verbal communication.

Name of Student: ______________________________________________ Program: _______________

Course: _____________________ Section: _________________ Sem. /SY _________

Performance Not attained Attaining Attained

1 2 3 Score
Indicators
1. Articulation Does not articulate Articulates idea but Articulates ideas clearly
ideas lacks clarity and concisely

2. Organization Produces materials Produces materials in Organizes materials in

without structure or an organized manner logical and interesting
organization but is not easily sequence for easier
comprehensible comprehension
3. Visual Information Does not use Uses graphs, tables, Uses graphs, tables,
graphs, tables, figures and diagrams figures and diagrams to
figures and but insufficient to help help readers to
diagrams comprehension comprehend

4. Presentation Out of order and Generally, good Work is presented

sloppy presentation. presentation but could neatly and
still be improved. professionally

39
 5. Grammar and Produces a work Produces a work with Produces a work with
spelling with frequent minimal grammatical correct grammar and
grammatical and and spelling error spelling
spelling error.
6. Professional Uses an informal or Uses good professional Uses good professional
writing inappropriate writing writing style with writing style
style assistance

Total Score
Percentage Rating = (Total Score / 18) x 100%

Assessed by:

Printed Name and Signature of Faculty Member Date

40