Paper ID #31937

A Rubric for Assessing an Electric Circuits Laboratory Final Exam

Dr. Ahmed Ammar, Ohio Northern University
Ahmed Ammar received the B.Sc. degree in electrical engineering from Sirte University, Libya, in 2005,
and the M.S. and Ph.D. degrees in electrical engineering from West Virginia University, USA, in 2012
and 2019, respectively. In 2019, he joined Ohio Northern University as a visiting assistant professor. His
current research focuses on the area of cooperative energy harvesting wireless communications.
Dr. Heath Joseph LeBlanc, Ohio Northern University
Heath J. LeBlanc is an Associate Professor in the Electrical & Computer Engineering and Computer
Science Department at Ohio Northern University. He received his MS and PhD degrees in Electrical
Engineering from Vanderbilt University in 2010 and 2012, respectively, and graduated summa cum laude
with his BS in Electrical Engineering from Louisiana State University in 2007. His research interests
include cooperative control of networked multi-agent systems, resilient and fault-tolerant control, and
networked control systems. He received the Best Student Paper Award in the area of Intelligent Control
Systems and Optimization at the 2010 International Conference on Informatics in Control, Automation
and Robotics, and he received an Honorable Mention Award at the 2012 International Conference on
Hybrid Systems: Computation and Control.
Dr. Muhammad Ajmal Khan, Ohio Northern University
Dr. M. Ajmal Khan is an Assistant Professor (tenure-track) in the Department of Electrical & Computer
Engineering and Computer Science (ECCS) at Ohio Northern University (ONU). He did his Ph.D. from
The University of Western Ontario (UWO), London, Canada in wireless communications and data net-
works in 2016. His current research interests include wireless communications and networks, wireless
systems security, and engineering education. He has actively participated in KEEN Innovating Curricu-
lum with Entrepreneurial Mindset (ICE) Workshop in 2017 and KEEN National Conference 2018. He
has actively incorporated various pedagogical techniques for Entrepreneurial Minded Learning (EML) in
several courses including networks and data communications, electric circuits, systems design and com-
munication systems.
Dr. Khalid S. Al-Olimat P.E., Ohio Northern University
Dr. Khalid S. Al-Olimat is a professor of Electrical and Computer Engineering at Ohio Northern Uni-
versity. He obtained his BS in Electrical Engineering from Far Eastern University in 1990, the MS in
Manufacturing Engineering from Bradley University in 1994 and his PhD in Electrical Engineering from
the University of Toledo in 1999. Dr. Al-Olimat is the recipient of Henry Horldt Outstanding Teacher
Award in 2004 and 2014. He is a senior member of IEEE and the chair of IEEE-Lima section. His areas
of interest are power engineering, adaptive, fuzzy and intelligent control. Dr. Al-Olimat is a registered
professional engineer in the State of Michigan.

American
c Society for Engineering Education, 2020
 A Rubric for Assessing an Electric Circuits Laboratory Final Exam

Ahmed Ammar Heath LeBlanc

ECCS Department ECCS Department
Ohio Northern University Ohio Northern University
Ada, Ohio 45810 Ada, Ohio 45810
Email: a-ammar@onu.edu Email: h-leblanc@onu.edu

M. Ajmal Khan Khalid Al-Olimat

ECCS Department ECCS Department
Ohio Northern University Ohio Northern University
Ada, Ohio 45810 Ada, Ohio 45810
Email: m-khan.2@onu.edu Email: k-al-olimat@onu.edu

1. Introduction

Laboratory experiments offer practical applications of the theory covered in courses, and are an
integral part of engineering programs. Oftentimes, students work in pairs or small groups during
laboratory experiments. Sometimes the collaborative experience can support peer learning,
whereas other times a divide-and-conquer approach is adopted, and each student completes only a
portion of the laboratory activities. The latter approach often leads to students specializing in a
subset of the core skills and competencies that are intended to be developed in the laboratory
course.

One approach to encourage all students to develop the core skills desired for the laboratory course
is to include a laboratory final exam as part of the course, which comprehensively assesses the
different skills and knowledge competencies intended for the laboratory course. In laboratory
courses with several sections and different instructors, it can be challenging to ensure consistency
in the assessment of the laboratory final exam.

One solution to ensuring consistency of assessing laboratory final exams across sections is to
develop a comprehensive rubric for assessing the various elements of the examination. This paper
provides an example rubric for an electric circuits laboratory final exam and discusses how the
rubric is used to help prepare the students for the laboratory final, as well as how it is used to assess
the laboratory final exam during the period in which the exam is administered. We also describe
how the laboratory final supports several key performance indicators for our ABET assessment
approach.

The rest of the paper is organized as follows. Section 2 describes the electric circuits laboratory
experiments and schedule. Section 3 discusses the logistics of administering the final exam, as
well as the content. Section 4 presents the rubric for grading the exam. Section 5 concludes the
paper, offering a few key performance indicators that enable the laboratory final to support
assessment of the ABET Student Outcomes.

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Proceedings of the 2020 ASEE North Central Section Conference
Copyright © 2020, American Society for Engineering Education
2. Electric Circuits Laboratory Experiments and Testing Equipment

Our electric circuits lab is equipped with 12 bench stations, each of which contains an oscilloscope,
waveform generator, three channel power supply, two digital multimeters, and Windows desktop
computer equipped with PSPICE. Assorted circuit components, such as resistors, capacitors,
inductors, and operational amplifiers (op amps) are mounted on wooden blocks using screw
terminals and provided to students for the experiments. Each station is also equipped with a resistor
decade box. Nominally, the lab is intended for 24 students per section.

The electric circuits laboratory meets for two hours and 45 minute sessions 13 times over the
course of a 15-week semester, and covers topics spanning from Ohm’s Law to power factor
correction and three phase system simulation. There is a total of 14 laboratory experiments and
assignments in the course. Lab 1 is an introduction to Ohm’s Law and explores the power rating
of resistors, show how a 47Ω, 0.25W resistor exceeds its power rating even for low voltages.
Students explore the deviation from Ohm’s Law and enjoy burning the resistor. Students learn how
set up the power supply and how to measure following: resistance using the ohmmeter mode of
the multimeter, voltage using the DC voltmeter mode, and current using the DC ammeter mode.
In PSPICE, students learn how to conduct a DC sweep analysis on a voltage source, as well as
how to plot current through the resistor and power absorbed by the resistor.

Lab 2 explores voltage dividers and Kirchoff’s Voltage Law (KVL). The bench measurements and
PSPICE simulation supports what has been covered in Lab 1. Lab 3 covers nodal and mesh/loop
analysis. In PSPICE, students learn about DC bias point analysis and how to display the voltages
and currents on the circuit schematic. Bench measurements support the use of multiple channels
of the power supplies and how to measure node voltages.

Lab 4 covers the Principle of Superposition. Students learn how to “turn off” the voltage sources
by disconnecting the wires terminated at the power supply and connect the wires together. Lab 5
examines Thevenin’s Theorem and maximum DC power transfer. Students learn to use the
resistive decade box as a variable resistor, and how to perform a resistive sweep using the global
parameter structure within a DC sweep analysis in PSPICE.

Lab 6 covers operational amplifiers, including inverting op amp and noninverting op amp
configurations. Students are introduced to how to set up op amps with the power supplies, as well
as how to simulate op amp circuits in PSPICE. Lab 7 is a take-home circuit design problem for a
DC circuit, which requires validation through simulation. Lab 8 introduces transient response
analysis in PSPICE by exploring first-order circuits. There are no bench measurements for Lab 8.

Lab 9 introduces the oscilloscope and waveform generator to students. An RC circuit is driven by
a sinusoidal forcing function across several frequencies, and students explore the low-pass and
high-pass filter nature of the RC circuit depending on which voltage is considered. Students are
taught how to take measurements using the oscilloscope, including how to measure phase
difference between the input and output sinusoidal waveforms. The PSPICE portion introduces
how to conduct a frequency sweep analysis. Lab 10 further supports the skills learned in Lab 9
through a similar analysis of an RLC circuit.

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Proceedings of the 2020 ASEE North Central Section Conference
Copyright © 2020, American Society for Engineering Education
Lab 11 focuses on how to simulate circuits with dependent sources. Lab 12 is a take-home circuit
design of an AC circuit, which requires validation through simulation. Lab 13 introduces students
to power factor correction using an induction motor and an array of capacitors acting as a capacitor
bank. Finally, Lab 14 focuses on simulation of a YY balanced three-phase system.

3. Laboratory Final Exam

The laboratory final exam is structured to test the core competencies that should be developed
throughout the course. Students are given a practice exam that is structured the same as the actual
exam (with different circuits). Students are also provided the rubric to aid in their preparation,
outlined in the sequel. However, students are not allowed to bring the rubric, nor any other
materials to the final exam. Students leave their smart phones and watches at the front table and
pick them up upon leaving the examination.

Students are given 30 minutes to complete the exam. The instructor and lab teaching assistant are
available for grading the exam using the rubric as students complete each step. To reduce the
number of students in the lab at any given time, the lab period is divided into four 30-minute test
sessions, and students equally distribute among those time slots in order to make the grading more
manageable. Ten minutes between sessions is allotted to allow the instructor and lab TA to prepare
the bench equipment and desktop PC for the next session. The practice exam is shown below for
reference.

Electric Circuits Laboratory Practice Final Exam

Part 1: (60 points) Wiring and DC Measurements. Complete each step below in order. The
instructor must initial the completion of steps 1 & 2 before you proceed to the next step. While
waiting for the instructor to check and initial, you may proceed with the PSPICE simulation in Part
2 or the AC circuit of Part 3. It is highly encouraged to complete Part 2 prior to getting steps 3 and
4 checked.

1. Circuit Wiring. (20 points) Connect the circuit shown in Fig. 1 below using channel 1 of
the power supply and available resistors 𝑅1 = 680Ω, 𝑅2 = 1kΩ, 𝑅3 = 270Ω, 𝑅4 =
470Ω, and 𝑅5 = 47Ω . DO NOT TURN ON THE POWER SUPPLY and DO NOT
CONNECT ANY OTHER EQUIPMENT AT THIS TIME.

Figure 1. Circuit for Part 1, steps 1, 3 & 4

Instructor Initials: _________

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Proceedings of the 2020 ASEE North Central Section Conference
Copyright © 2020, American Society for Engineering Education
 2. Equivalent Resistance. (10 points) Measure the Thevenin equivalent resistance seen at
terminals a-b in Fig. 2, with 𝑅1 = 680Ω, 𝑅2 = 1kΩ, 𝑅3 = 270Ω, 𝑅4 = 470Ω, and 𝑅5 =
47Ω as in step 1. Record the measurement below.

Figure 2. Circuit for Part 1, step 2.

𝑅𝑎𝑏 = 𝑅𝑇𝐻 = _____________ Ω Instructor Initials: _________

3. Voltage Measurement. (15 points) Measure the voltage 𝑉0 shown in Fig. 1 above with
channel 1 of the power supply set to 𝑉𝑠 = 8V and with 𝑅1 = 680Ω, 𝑅2 = 1kΩ, 𝑅3 =
270Ω, 𝑅4 = 470Ω, and 𝑅5 = 47Ω. Record the measurement below.

𝑉0 = _______________ V Instructor Initials: _________

4. Current Measurement. (15 points) Measure the current 𝐼0 shown in Fig. 1 above with
channel 1 of the power supply set to 𝑉𝑠 = 8V and with 𝑅1 = 680Ω, 𝑅2 = 1kΩ, 𝑅3 =
270Ω, 𝑅4 = 470Ω, and 𝑅5 = 47Ω. Record the measurement below.

𝐼0 = _______________ A Instructor Initials: _________

Part 2: (20 points) PSPICE Simulation. Connect the circuit of Fig. 1 using PSPICE and simulate
the circuit to validate your answers for steps 3 and 4. Record the values for 𝑉0 and 𝐼0 found using
PSPICE and indicate any calculations necessary. Get the instructor to check the simulation and
initial below when ready. It is not necessary to get initials before proceeding to Part 3.

𝑉0 = _______________ V

𝐼0 = _______________ A Instructor Initials: _________

Part 3: (20 points) AC Measurements. The circuit of Fig. 3 is already connected for you,
including the scope probe of Channel 1 to measure the supplied voltage from the waveform
generator. Complete the steps below and ask the instructor to check them when ready. It is not
necessary to get initials before proceeding.

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Proceedings of the 2020 ASEE North Central Section Conference
Copyright © 2020, American Society for Engineering Education
 Figure 3. Circuit for Part 3

1. Probe Connection. (5 points) Set up the probe of Channel 2 to measure the voltage 𝑣𝐿
across the inductor.

Instructor Initials: _________

2. Oscilloscope Measurements (5 points) Use the oscilloscope to measure the following

quantities and record them below.

Frequency of Channel 2: ______________ Hz

Period of Channel 2: _________________ s

Min voltage of Channel 1: _______________ V

Peak voltage of Channel 2: __________________ V

Instructor Initials: _________

3. Phase Difference Measurement and Calculation (10 points) Use the oscilloscope to
measure the phase offset of Channel 2 relative to Channel 1. Treat Channel 1 as the
reference (i.e., assume Channel 1 is at 0°). Record the measurements and calculations
below. Write any equations or calculations applied.

Δ𝑡: ______________ s

Phase of Channel 2 waveform: _________________ °

Instructor Initials: _________

4. A Rubric to Assess the Final Exam

The intent in the development of the rubric has been to attempt to capture as many potential errors
students may make in each step as possible, and to explicitly list these errors so that the instructor
may track whether there are common mistakes across any given section of the laboratory course
in order to address shortcomings in the laboratory experiments or instruction.

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Proceedings of the 2020 ASEE North Central Section Conference
Copyright © 2020, American Society for Engineering Education
Below is the rubric for the laboratory final exam. Note how the structure matches one-to-one with
the exam. The blanks next to the descriptions of some check boxes are intended to be filled in with
a number associated with the number of mistakes of the type listed, so that multiple mistakes of
the same type are penalized appropriately. Major mistakes are penalized heavily (such as shorting
a source), whereas minor mistakes are only lightly penalized (such as having an unnecessary extra
wire that does not short any element).

Instructions: Check the appropriate boxes and fill in the blanks for scoring.
 Note: A negative score is possible in any category; however, 0 is the lowest score on each
part of the exam.

Part 1: Wiring and DC Measurements [SO6-aiii] [60 points; Score = ________ ]

1. Circuit wiring [20 points; Score = _______ ]

 Note: Shorted components are deducted along 2 dimensions [short + extra connection(s)].
☐ No errors ☐ Shorted resistors (-3× ____) ☐ Extra connections (-1× ____)
☐ Shorted source (-10) ☐ Incorrect part locations (-1× ____) ☐ Missing connections (-2× ____)

2. Equivalent resistance measurement [10 points; Score = _______ ]

 Note: Source connection errors may accumulate along multiple dimensions.
☐ No errors ☐ Ohmmeter mode but 4W (-1.5) ☐ Source shorted (-7)
☐ Incorrect measuring device (-5) ☐ Incorrect meter ports (-4) ☐ Wrong probe terminal (-1.5×___)
☐ Wrong meter mode (-3) ☐ Source connected to circuit (-3)
☐ Incorrectly recorded (-1) ☐ Removes components (-3×___)
☐ Source not replaced with wire (-1)

3. Voltage measurement [15 points; Score = _______ ]

 Note: Meter connection errors with circuit may accumulate along multiple dimensions.
☐ No errors ☐ Incorrect meter ports (-4) ☐ Incorrect source channel (-1)
☐ Incorrect measuring device (-8) ☐ Meter connected in series (-10) ☐ Incorrect source value (-1)
☐ Wrong mode (phys. quantity) (-4) ☐ Source not turned on (-2) ☐ Source shorted (-10)
☐ Voltmeter mode but AC (-2) ☐ Source current limit too low (-1) ☐ Wrong probe terminal (-2×____)
☐ Incorrectly recorded (-1)

4. Current measurement [15 points; Score = _______ ]

 Note: Meter connection errors with circuit may accumulate along multiple dimensions.
☐ No errors
☐ Incorrect measuring device (-8) ☐ Incorrect meter ports (-4)
☐ Wrong mode (phys. quantity) (-4) ☐ Meter connected in parallel (-10) ☐ Incorrect source channel (-1)
☐ Ammeter mode but AC (-2) ☐ Source not turned on (-2) ☐ Incorrect source value (-1)
☐ Incorrectly recorded (-1) ☐ Source current limit too low (-1) ☐ Source shorted (-10)
☐ Wrong probe terminal (-2×____)
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Proceedings of the 2020 ASEE North Central Section Conference
Copyright © 2020, American Society for Engineering Education
ECCS 2311 Lab Final Rubric Fall 2019

Part 2: PSPICE Simulation for Validation [SO6-bi] [20 points; Score = __________ ]

1. Circuit diagram components and wiring

o Note: Shorted components are deducted along 2 dimensions [short + extra connection(s)].
☐ No errors ☐ Duplicate parts (-1× ____) ☐ Incorrect part locations (-2× ____)
☐ Incorrect parts (-2× ____) ☐ Incorrect part values (-1× ____) ☐ Extra connections (-1× ____)
☐ Missing parts (-2× ____) ☐ Shorted components (-2× ____) ☐ Missing connections (-1× ____)

2. DC voltage and current measurements

o Note: Failed simulation due to missing ground is deducted as failed simulation (-3) +
missing part (-1).
☐ No errors ☐ Missing voltages (-2) ☐ Incorrect voltage (-3)
☐ Failed simulation (-8) ☐ Missing currents (-2) ☐ Incorrect current (-3)
☐ Wrong simulation (-5)

Part 3: AC Measurements [SO6-aiii] [20 points; Score = _____________ ]

1. Probe Connection [5 points; Score = _______ ]
o Note: Deductions along multiple dimensions are possible.
☐ No errors ☐ Probe ground misconnected (-2) ☐ Probe is grounded (-1)
☐ Probe ground not connected (-2) ☐ Probe connection incorrect (-1)

2. Oscilloscope measurements [5 points; Score = _______ ]

o Note: All quantities below should be measured using the oscilloscope.
☐ No errors ☐ Missing/incorrect period (-1) ☐ Missing/incorrect frequency (-1)
☐ Missing/incorrect rms voltage (-1) ☐ Missing/incorrect peak-to-peak ☐ Unaware how to measure (-5)
voltage (-1)

3. Phase difference measurement & calculation [10 points; Score = _______ ]

o Note: Should align waveform references, scale amplitude/time appropriately, & use
cursors for full credit.
☐ No errors ☐ Incorrect/inaccurate Δ𝑡 (-4) ☐ Calculator error (-1)
☐ Unable to measure Δ𝑡 (-6) ☐ Incorrect sign on angle (-1) ☐ Incorrect formula (-3)

Overall Score:

5. Conclusions

In this paper, we present an electric circuits laboratory final exam and a rubric for assessing the
relevant core competencies expected from the course. The laboratory final exam provides useful
data for our assessment of ABET Student Outcome 6 [1], which is
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Proceedings of the 2020 ASEE North Central Section Conference
Copyright © 2020, American Society for Engineering Education
ECCS 2311 Lab Final Rubric Fall 2019

An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use
engineering judgment to draw conclusions.

One key performance indicator (KPI) for our electrical and computer engineering programs that is
assessed using parts of the laboratory final exam is:

Operate instrumentation effectively to obtain the required data.

The following KPI is assessed using Part 2 of the laboratory final exam:

Use appropriate tools to analyze data and validate experimental results.

References

[1] ABET, “Criteria for Accrediting Engineering Programs, 2018-2019,” 2017. [Online].
Available: http://www.abet.org/wp-content/uploads/2017/12/E001-18-19-EAC-Criteria-11-29-
17- FINAL_updated1218.pdf. [Accessed: Jan 18, 2018].

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Proceedings of the 2020 ASEE North Central Section Conference
Copyright © 2020, American Society for Engineering Education