Benghazi University

Faculty of Engineering

Electrical and Electronics Engineering Department

Basic Electric Circuit Laboratory II

EE282
 Benghazi University

Faculty of Engineering

Electrical and Electronics Engineering

Department

Basic Electric Circuit Laboratory II

EE282

Experiment Number ( )

Experiment Name

Students Name: -‫حامد المسعودي فضيل‬-----------------------------------------

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Students Number: -30082------------------------------------------------------

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Group Number: -------------------- Day: -Monday------------------

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Date: -12/2/2024-------- Time: --------------------------

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Instructors -‫عماد عبدهللا الفيتوري‬------------------------------------------
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Introduction: The purpose of this experiment is to give a simple introduction to the
devices and equipment used to measure voltage and current varying with time, how
they work, use them, and draw conclusions from them. This concept is also covered
with a simple example that increases the student's understanding and expands his
awareness.

Theoretical background :The theory involves understanding the principles of

voltage and current in both direct and alternating currents. It includes concepts such
as Ohm's Law, which relates voltage, current, and resistance, as well as the voltage
divider.

For alternating current (AC), the theory includes sine waveforms, peak values, and
root-mean-square (RMS) values. In addition, circuit analysis using tools such as
Kirchhoff's laws and basic circuit theories contributes to a comprehensive
understanding of electrical behavior.

In brief, the theoretical foundation involves understanding the fundamental laws and
principles that govern the behavior of electrical circuits, providing a basis for
interpreting and analyzing experimental results.
 EE282: Basic Electric Circuit Laboratory
Experiment 1
Use of the Oscilloscope

Objectives:
 Operation in sweep mode measurements.
 Voltage and frequency measurements.

Introduction:
Function Generator
This instrument outputs a time-varying periodic voltage signal .By pushing the
appropriate buttons on the front panel, the user can specify various characteristics of
the signal. Figure 1.1 shows the front panel of Instek GFG-8217a Function
Generator.
The main characteristics that you will be concerned with in this lab are:
• Shape: sine, square, or triangle waves.
• Frequency: inverse of the period of the signal; units are cycles per second (Hz)
• Vpp: peak to peak Voltage value of the signal
• DC Offset: constant voltage added to the signal to increase or decrease its
mean or average level. In a schematic, this would be a DC voltage source in
series with the oscillating voltage source.

Figure 1.1 Front panel of Instek gfg-8217a function generator

Oscilloscope
Oscilloscope is an instrument that captures the shape of a signal and displays it on
screen. An oscilloscope usually has two or four channels and one can see one to four
signals simultaneously on its screen. Figure 1.2 shows the Instek GOS-6112 Analog
Oscilloscope we use in this lab. This one has two channels.

Figure 1.2 Front panel of Instek GOS-6112 oscilloscope

VOLT/DIV setting
The voltage of the input signal determines the voltage on the “y” deflector plates,
which will effectively move the spot up or down on the screen. When you adjust the
VOLT/DIV setting on the oscilloscope, you are adjusting the amount of y-deflection
thereby making the ‘picture’ on the screen bigger or smaller. Changing this setting on
the oscilloscope does not change the actual amplitude of the input signal coming from
the signal generator.
TIME/DIV setting
When you adjust the TIME/DIV calibration on the oscilloscope, you are adjusting the
time that it takes for the spot to sweep across the screen from left to right. (The
flyback time is set by the oscilloscope.) If you shorten this time it means that the
sweep time is faster.
TRIGGERING
Finally note that in order to see a steady picture on the screen, there has to be
something that will synchronise the input signal on the y-axis with the sweep time on
the x-axis; and this is done by the trigger circuitry. The trigger setting will involve
selecting the source signal with which the sweep must be synchronised, as well as the
level at which it must synchronise.

Measuring the frequency

To determine the frequency of a waveform, using a scope, it is first necessary to
measure the period T of that waveform. There are two common methods to measure
T. The first method is performed by measuring the time between two alternate zero
crossings. The second method is performed by measuring the time between two
consecutive (equal polarity) peaks. Once the period T is found, the frequency can be
determined from the relation

𝑓 = 1/𝑇.
Pre-lab Work:
1. Predict the peak-to-peak voltage (V1, V2, and V3) AND Voltages across the
resistors (VR1, VR2 and VR3) in Figure 1.3 .Record your results in table 1.1
and table 1.2.
Notice VR1=V1-V2
VR2=V2-V3
VR3=V3

Fig 1.3
Experimental Work and Results:
Before proceeding with the lab work, please familiarize yourself with the equipment.

Part 1: Measuring ac voltages: (using oscilloscope)

1. Connect the function generator to signal input CH1 of the oscilloscope.
2. Set the function generator to produce a sine wave of about 10Vpp, a frequency
of about 1K Hz, and no DC offset.
3. Construct the circuit shown in Figure 1.1 on your breadboard and connect the
function generator with 10Vpp 1 kHz sinewave.
4. Use oscilloscope to observe the peak to peak voltages (V1, V2, and V3),
Sketch the signals as shown on the screen of the oscilloscope. And record in
Table 1.1 the measured peak to peak voltages.
5. Calculate voltages across the resistors, VR1,VR2,VR3 and record values
in Table 1.2

Points Vs V1 V2 V3
Measured Vpp 10 10 8.17 4.902
Theoretical Vpp 10 10 8.17 4.902
Error (%) 0 0 0 0
Frequency 1K Hz
Table 1.1

Points VR1 VR2 VR3

Measured Vpp 1.83 3.268 4.902
Theoretical Vpp 1.83 3.268 4.902
Error (%) 0 0 0
Frequency 1K Hz

Table 1.2
node V1 voltage with 1KHz frequency

node V2 voltage with 1KHz frequency

 node V3: voltage with 1KHz frequency

Part 2: Measuring the frequency by measuring the periodic of an AC voltage:

1. Connect the vertical input of the oscilloscope to the F.G. And adjust the
frequency of the F.G to 1 kHz.
2. Set the oscilloscope at 0.5 ms/div. How many cycles on the screen?

There are 5 cycles on the screen.

3. Reset the oscilloscope time/div control until one or two cycles are displayedon
the screen, measure the time of the signal displayed by:
 𝑇= 𝑤𝑥𝑑
Where 𝑤 is the width of the signal in div and 𝑑 is the time/div setting, after
that using the formula 𝑓 = 1/𝑇 compute the frequency of the wave form?
Sketch the waveform
𝑇1 =1mS…………….…….………
𝑓1=1K Hz…………………….………

T = 10*100u = 1mS
F = 1/T = 1K Hz

4. Reset the frequency of the F.G to 2 kHz. And compute the frequency of the
wave form. Sketch the waveform.
𝑇2=0.5mS……………….……………
𝑓2=2K Hz…………………………….
T = 5*100u = 0.5mS
F = 1/T = 2K Hz
 Discussion:
Did the practical results correspond with the calculations of prelab work? If no
explain why?

No, there will always be a slight error between theoretical calculations and
practical results. This error is the result of human error, approximation of
calculations, failure to obtain ideal values for the equipment used, or the
temperature affecting the machines used. Understanding the differences between
theoretical and practical results helps in improving methods. Experimentation and
development of theories to better reflect real conditions.

Simulation Work Using Multisim:

Use Multisim to simulate the circuit shown in figure 1.3. Use oscilloscope to measure
the peak to peak voltage across the resistors.

These demands were measured during the experiment.

Conclusions: At the end of this wonderful experience, we find that our

study of the devices and equipment used in measuring variable voltage and
current had a positive impact. By interacting with the tools and devices, the
students acquired practical and interactive skills that were enhanced with
the concepts of variable voltage and current. This practical approach can
enhance their understanding of theoretical concepts and open new
horizons. Finally, this experience is suitable for enhancing practical
learning and encouraging students to think creatively.