i need help for my project to get 100%

Anonymous
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Hi

there is a project 1 can you help me with it, so there is a sample project about this lab and I want you to do all the needed in the sample and make sure to do also all the details grade, which I posted.


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Course: EEGR 202 Electric Circuits. Fall 2010 PROJECT 1: WHEATSTONE BRIDGE AND LIGHT SENSOR CIRCUIT GROUP MEMBERS: 1. _________________ Name 1 _______________ Signature 2. _________________ Name 2 _______________ Signature Date: Department of Electrical/Computer Engineering, Morgan State University. Course: EEGR 202 Electric Circuits. Fall 2010 PART ONE: WHEATSTONE BRIDGE INTRODUCTION The purpose of this project will is to use a variable resistor and a Light Dependent Resistor (LDR) in two different circuits to illustrate the concept of voltage division. In the first circuit called the Wheatstone bridge, the variable resistor is used to find the value of an unknown resistor. In the second circuit, a LDR is used to evaluate the appropriate value of the fixed resistor in order to design a light sensor circuit. THEORY You can include figures from the project/Lab handout. However, you have to rewrite the theory using your own words. All figures should be numbered and referenced to in your write-up. Figure#1 - Wheatstone bridge Circuit In this section, you can introduce the Wheastone bridge circuit and use it to derive the voltage division equations for Vx and Vy. Indicate what balancing the bridge implies. Note that all your equations in the theory section should not use actual numbers (you do that in the analysis section). Department of Electrical/Computer Engineering, Morgan State University. Course: EEGR 202 Electric Circuits. Fall 2010 EQUIPMENT ✓ ✓ ✓ ✓ ✓ ✓ Mobile Studio Lab 3478A Multimeter Fluke 45 Dual Display Multimeter Three Different value Resistors Variable Resistor Laptop Computer PROCEDURE 1. We picked a variable resistor. Then, using the laboratory multimeter, we measured the resistance between two terminals of all the combinations, while turning the knob (wiper) all the way to the left or to the right. Our goal was to understand how to properly connect the potentiometer in the circuit. 2. We chose three resistors from our lab kit. Then, we picked two resistors of the same value which were less than 1 K-ohms and built the Wheatstone bridge circuit as shown in figure #1 to predict the value of the unknown resistor Rx . note to students: you could also use the circuit to predict the value of Rv since you know the value of Rx. In the first case, we chose two equal resistors Ra = Rb. 3. Next, we adjusted the value of the variable resistor Rv until the output voltage measured between Vx and Vy was zero. Then, we compared the value of Rv with Rx. note to students: you could also use the circuit to predict the value of Rv since you know the value of Rx. In that case, your procedure will be to first choose a value for Rx, then vary your variable resistor until Vx=Vy. You finally compare the measured and calculated values of Rv. 4. We verified our answer by using the color code on the unknown resistor and compared it to the value of the variable resistor Rv that we measured using the digital multimeter. 5. Next, we chose Ra = 2Rb and repeated steps 2, 3 and 4. 6. Next, we chose Ra = (0.5) Rb and repeated steps 2, 3 and 4. Department of Electrical/Computer Engineering, Morgan State University. Course: EEGR 202 Electric Circuits. Fall 2010 7. Finally, we compared the value of Rx and Rv. RESULTS The table below represents the values of resistance of the variable resistor with respect to the terminals and wiper position as calculated: Table #1: Variable Resistor Measurements TERMINALS WIPER POSITION Left Most In the Middle Right Most X–Y 0.10ohm 0.5183kohm 0.9831kohm Y–Z 0.9831kohm 0.4656kohm 0.12ohm X–Z 0.9826kohm 0.9799kohm 0.9821kohm X-Y terminal is chosen because it has the highest range from left to right. When Ra = Rb Ra = Rb = 390 ohms. (Theoretical Value) When V = 0; Rv = 314.6 ohms. Using Wheatstone bridge formula => Rx/Ra = Rb/Rv Rx = (390* 390)/314.6 = 461.7 ohms. Using Color Code: Yellow, Purple, Brown, Gold => 47 * 10^1 = 470 ohms Tolerance = Gold. Therefore 5% tolerance = 5/100*470 = 23.5 Thus, the theoretical resistance should be between 446.5 Rx/Ra = Rb/Rv Rx = (780 * 390)/620.3 = 490.4 ohms. When Ra = (0.5) Rb Ra = 390 ohms and Rb = 780 ohms (Theoretical Values); At V = 0; Rv = 616.7 ohms. Using Wheatstone bridge formula => Rx/Ra = Rb/Rv Rx/Ra = Rb/Rv; Rx = (390 * 780)/616.7 = 471.13 ohms. Department of Electrical/Computer Engineering, Morgan State University. Course: EEGR 202 Electric Circuits. Fall 2010 Table #2: Rv (or Rx) measured and Theoretical Values TERMINALS Choice of Resistors Ra=Rb Ra=0.5Rb Ra=2Rb Rv (or Rx) Theoretical Rv (or Rx) Measured %Error ANALYSIS/DISCUSSION This is the most important part of your report, because here, you show that you understand the experiment beyond the simple level of completing it. Explain. Analyze. Interpret. This is the place where you answer any questions posed in the lab handout. In the first part of the procedure, we chose Ra=Rb= 390 ohms, and assumed that Rx = 462 ohms. The theoretical values indicate that Rv should be equal to 315 ohms. We built the circuit and balanced the Wheastone bridge. We then measured the value of Rv = 314.6 ohms. The results are correct because the measured and calculated values are very close to each other and the %error is ***%. The complete results are shown in Table#2. We repeated this procedure with Ra = 0.5 Rb, and assumed that Rx = ….etc You go through each step of your procedure and explain your results. CONCLUSION This lab effectively showed how the Wheatstone bridge provides a mechanism to calculate an unknown resistance using the known relationships given in the Wheatstone bridge formula. It demonstrated how to set-up a Wheatstone bridge and how to manipulate a Wheatstone bridge in a laboratory setting. Altogether, the Wheatstone bridge is a circuit used to compare an unknown resistance with a known resistance. Although significant error existed in this lab, the results still reflect the relationships governing the Wheatstone bridge sufficiently for understanding in an experimental contextual environment. Department of Electrical/Computer Engineering, Morgan State University. Course: EEGR 202 Electric Circuits. Fall 2010 PART TWO: Light Dependent Resistor (LDR) Light Sensor Circuit-Theory Temperature Dependent Resistor (TDR) Temperature Sensor Circuit Keep the same format and repeat all the steps of part I. INTRODUCTION The goal of this MS-lab experiment is to experimentally find out how to choose a “good” or “sensible” value for the fixed resistor R such that the LDR can be precisely used in a voltage divider circuit to design a light sensor circuit that is most sensitive to changes in illumination. THEORY Include a short theory on how LDRs operate and how Voltage division is applied here. Figure#2 – LDR Circuit Department of Electrical/Computer Engineering, Morgan State University. Course: EEGR 202 Electric Circuits. Fall 2010 PROCEDURE Follow the same steps as in Part I and list your steps. RESULTS Include all theoretical and measured results in this section using the order listed in the procedure. Table #3: LDR Voltage Measurement Values Fixed resistor Vout in the light Vout in the shade Voltage change R value 100 1 10 100 1M ANALYSIS/DISCUSSION This is the most important part of your report, because here, you show that you understand the experiment beyond the simple level of completing it. Explain. Analyze. Interpret. Please refer to the tables with the results values to justify your analysis. This is the place where you answer any questions posed in the lab handout. CONCLUSION Department of Electrical/Computer Engineering, Morgan State University.
Scale Weight Excellent (A+) Competent (C) Needs Work (F) Typed or written in cursive with some scratchPoorly typed or written. Or pages contain Typed or neatly printed with no outs or formatting marks. stains. Or has crumpled or torn pages. Or crumpled or torn pages or stains. Pages are generally clear used lined paper. Or wrote mostly in Used pencil at no time. of stains, creases, and torn pencil. edges. Only some parts were written in pencil. Pages are bounded firmly with no loose or weakly attached pages. Plainly bounded the pages. Included a cover to protect the pages. Format 5 Used headings to divide the major sections (Example: Introduction, Procedure, etc.) Divided the minor sections using headings or paragraph breaks or indents. Always adhered to a consistent layout style. Introduction 5 Did not bind the pages. Divided only the major Did not used headings to divide the major sections using headings. sections. Generally adhered to a consistent layout style. No uniformity in layout style. Clearly stated the objective or goal Stated the objective or Did not clearly state the objective or goal. of the design Project in the goal in own words but not Or did not state objective using own introduction section in own words. as clear as it should be. words. Wrote a complete theory section in own words, that was clear and concise and allowed the reader to completely comprehend the theoretical background required to understand the purpose and the goals of the design project. Theory Wrote a theory section in own words, that was not always clear and concise. Wrote a theory section that was not It didn't allow the reader always in own words. The reader has a to completely comprehend hard time understanding the purpose and the theoretical background the goals of the design project. required to understand the purpose and the goals of the design project. 15 The design problem is not expressed in The design problem was Clearly proved to the reader that terms of mathematical and scientific expressed in terms of the design problem was expressed statements. Major omissions are made mathematical and in terms of mathematical and and the reader cannot understand and scientific statements, but it scientific statements. follow the theory behind the design is hard to follow. procedure. Included all required material and test equipment and included model numbers for each equipment. Procedure 10 Included most material and test equipment or missed some minor equipment. Made some major omissions. Included the schematic or Included the schematic or test-setup test-setup and labeled Omitted the schematic or failed to label and clearly labeled all items. most items. Referenced all the items or used the incorrect testReferenced all schematics and most schematics and setup or schematic. Did not reference the diagrams within the procedure. diagrams within the schematics or diagrams in the procedure. procedure. Wrote relevant instructions in the Wrote mostly relevant Omitted major instructions or included imperative mood and in logical instruction in logical order irrelevant instructions. order with no major omission. with no major omissions. Explained the different experiments conducted in Didn't explain all the experiments Clearly explained the different the lab experiment, but the conducted in the lab experiment. The steps required to complete the explanations are explanations are hard to follow and design project. The reader can sometimes not clear . The understand. The reader does not clearly understand the purpose of reader does not have a understand at all the purpose of the lab the design project as indicated in clear understanding of the experiment as indicated in the the introduction section. purpose of the lab introduction section. experiment as indicated in the introduction section. Analysis and Results The difference between the theoretical and The difference between the experimental results is The difference between the theoretical theoretical and experimental results explained. All of the and experimental results is not explained. 50 is clearly explained. Thoroughly questions in the design A lot of the questions in the design project and clearly answered all of the project have not been have not been answered thoroughly and questions in the design project. All answered thoroughly and clearly. Most of the answers are incorrect. answers are correct. clearly. Some of the answers are incorrect. All pertinent figures and plots were included. All pertinent figures and plots were All pertinent figures and plots were not However, they were not included and correctly labeled and included. They were not correctly labeled always correctly labeled referenced appropriately to support and/or not appropriately referenced to and referenced the analysis and discussions of the support the analysis and discussions of appropriately to support results. the results. the analysis and discussions of the results. The appropriate math skills, and engineering Explained how the appropriate The appropriate math skills, and principles are not clearly math skills, and engineering engineering principles are incorrectly applied to provide a principles are applied to provide a applied and do not provide a clear solution to the design solution to the design project. solution to the design project. project. Fundamental Fundamental engineering Fundamental engineering principles engineering principles principles (such as Ohm’s law, (such as Ohm’s law, KCL, KVL, etc...) (such as Ohm’s law, KCL, KCL, KVL, etc...) are clearly are not applied to solve the design KVL, etc...) are not clearly applied to solve the design problem. problem. applied to solve the design problem. The proposed solutions are clealry validated by using different methods such as by providing one or more theoretical solutions to the problem, or by using simulation results. Conclusion 5 Thoroughly and clearly answered all of the questions. The proposed solutions are not clearly validated by The proposed solutions are not validated using different methods. at all using different methods. The The alternative theoretical alternative theoretical solutions to the solutions to the problem or problem or the simulation results are the simulation results are poorly explained, or completely omitted. not clearly explained. Answered most of the questions clearly and thoroughly. Did not answer most of the questions or most answer were inadequate. Contained either 3-5 misspelled words or 3-5 grammatical errors. Contained no more than two misspelled words and no more than two grammatical errors. Grammar and Originality Contained more than five misspelled words or more than five grammatical errors. 10 All parts of the project report were written in own words. None of the report was copied verbatim from the project handout or from any other source. Most parts of the project report were written in own Most parts of the project report were not words. None of the report written in own words. Most of the report was copied verbatim from was copied verbatim from the project the project handout or handout or from any other source. from any other source. Subtotal Formula: Avg. Grade = (13*[Total Excellent pts.]+6*[Total Competent pts.]+1*[Total Needs Work pts.])/[Total pts.] Grading Scale Index Letter 100% 13 A+ 100 12 A 96.25 11 A- 92.5 10 B+ 88.75 9 B 85 8 B- 81.25 7 C+ 77.5 6 C 73.75 5 C- 70 4 D+ 66.25 3 D 62.5 2 D- 58.75 1 F 55

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Voigt34
School: UCLA

Attached.

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Running Head: Nodal and Mesh Analysis- Resistor Circuit Design

Project 1: Nodal and Mesh Analysis- Resistor Circuit Design

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2
Nodal and Mesh Analysis- Resistor Circuit Design
Nodal and Mesh Analysis- Resistor Circuit Design
Introduction
The purpose of this project is to construct circuits of resistors and perform an analysis of the
circuits through the Nodal Analysis and Mesh method. Through the experiment, we will be
able to compare the theoretical resistance, voltages and currents with measured resistances,
voltages and currents. the nodal and mesh analysis validity.
Theory
It is worth noting that Kirchhoff’s law and Ohm’s law only solve limited variables in the
analysis of circuits and are particularly used in analyzing basic circuits. The Nodal and Mesh
Analysis are used to solve complex circuits that have more than one source. The mesh
method of analysis determines the circuit currents while the nodal method of analysis
provides nodes’ potential levels with respect to a certain reference. Figure 1 below has five
resistors whose resistance is not known. They include R1, R2, R3, R4 and R5. The nodal and
mesh analysis project will involve testing, building and designing the resistor circuit made of
two sources (V2 and V1) and five resistors labeled R1, R2, R3, R4, and R5. The circuit
design will be such ...

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Anonymous
Totally impressed with results!! :-)

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