International Islamic University Islamabad

Faculty of Engineering & Technology

Department of Electrical Engineering

Workshop Practice Lab (EE102L)

Experiment No. 14: Applications of Electronic Components Integration on

PCBs (Open Ended Lab)

Name of Student: ……………………………………

Registration No.: ……………………………………..

Date of Experiment: …………………………………

Submitted To: ………………………………………...

Experiment No. 14: Applications of Electronic Components Integration on PCBs

(Open Ended Lab) Page 1
Objective:
 To apply of electronic components integration on PCBs (open ended lab).

Equipment Required:
 It depends upon your proposed solution.
Theory:
Introduction to Open-Ended Lab:
In an open-ended lab, students are given the freedom to develop their own experiments,
instead of merely following the already set guidelines from a lab manual or elsewhere.
Making labs open-ended pushes students to think for themselves and think harder. The
students here have to devise their own strategies and back them with explanations, theory and
logical justification. This not only encourages students to come up with their experiments, but
also requires them to defend themselves and their experiment, if questioned. The intent is to
develop analytical, logical, reasoning and research skills of the students. There are three
general areas, which can be made open-ended:
Concept:
In order to make this stage open-ended, the teacher may give the students a project with a
purpose and not the procedure. The students would then have to come up with their own
experiments to back the theory or fulfill the purpose. For example, the teacher may ask the
students to build an inverter (product) for domestic household applications. The students
would then have to decide which products they want to experiment on and what testing
experiment they want to conduct. The teacher here plays a supportive sort and is available to
address any student queries and aid students on their project concept, while giving students
space to tap into their creativity. This boosts up the confidence in students, as they can
proudly say that they did the experiment on their own.
Design:
Once the experiment’s concept is in place, whether developed by the students or teacher,
it is time to design the experiment in accordance with the concept. The teacher may choose to
let the students study the different experiments that the teacher may have chalked down on a
list and then chose one for themselves. The teacher may, in this case, drop hints and guide the
students, without actually choosing something for them. This would indirectly encourage the
students to learn more about all the experiments on the list, irrespective of which one they are

Experiment No. 14: Applications of Electronic Components Integration on PCBs

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 doing. In order to choose the experiment that they want to do for their project, the students
would need to know about all the experiments.
Analysis and Reporting:
Most lab experiments in the classroom end with the teacher giving specific information
on analysis and reporting, making it easier for the teacher while reducing the learning for the
students. Leaving this step open-ended would help instill confidence in the students. The
teacher may explain the different report formats to the students. The students may be asked to
write an initial draft of their report and then discuss their analysis with the teacher, before
finalizing their report. The teacher may make suggestions and guide the students who need
direction.
Debriefing:
It may be useful for teachers to have a debriefing session with the students after an open-
ended experiment. The teacher may drop pointers for the students and perhaps talk about the
difficulties that the students faced while doing the experiment. This may be in the form of a
lecture or a discussion and could emphasize the essential learning points. The specifications
of open-ended lab and its rubrics for the Workshop Practice Lab are briefly provided in Table
14.1 and 14.2 respectively.

Table 14.1: Specifications of Open-Ended Lab for Workshop Practice Lab

Sr. Course
Course Title Activities Attributes
No. Code
Applications of Electronic
Workshop Practice Depth of Analysis,
1 EE102L Components Integration on
Lab Depth of Knowledge
PCBs

Experiment No. 14: Applications of Electronic Components Integration on PCBs

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 Table 14.2: Rubrics for the Evaluation of Open-Ended Lab

Nature of
Sr. Course Course Open-
Activities Rubrics for Assessment
No. Code Title Ended
Lab

A. Design and Simulation:

Excellent (100 %):
 Design parameters are accurate.
 Circuit design is correct.
Good (80%):
 Design parameters are not optimum.
 Circuit design is correct.
Average (60%):
 Design parameters are not optimum.

PCB Applications of  Circuit design has issues.

Workshop Design Electronic Poor (40%):
1 EE102L Practice (Software Components
 Design parameters are wrong.
Lab and Integration on
Hardware) PCBs  Circuit has short circuit path.
B. Hardware Implementation:
Excellent (100%):
 Circuit is fully working efficiently.
Good (80%):
 Circuit is fully working.
Average (60%):
 Circuit is not properly working.
Poor (40%):
 Circuit is not working at all.

Experiment No. 14: Applications of Electronic Components Integration on PCBs

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