EET ??? – ??? (EXPERIMENTS) - ibiblioformat, documentation, and accuracy. The pre-run stage consists of the student writing an hypothesis (i.e. what they think will happen), an experimental

EET ??? – ??? (EXPERIMENTS)

NAME: Last update 26 December 2020

# Due by Experiment Score1 Session #12 ???2 Session #12 ???3 Session #12 ???4 Session #12 ???5 Session #12 ???6 Session #12 ???7 Session #12 ???

8 Session #24 ???9 Session #24 ???10 Session #24 ???11 Session #24 ???12 Session #24 ???13 Session #24 ???14 Session #24 ???




# Due by Troubleshooting activity Score36 Session #12 Computer simulation: ???37 Session #24 Real circuit: ???38 Session #36 Computer simulation: ???39 Session #48 Real circuit: ???40 Session #60 Real circuit: ???

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This is a lab course focused on scientific experimentation, where students both devise and conducttheir own experiments to explore principles. The instructor certifies each experimental stage for properformat, documentation, and accuracy by a checklist. The pre-run stage consists of the student writing anhypothesis (i.e. what they think will happen), an experimental procedure, and an assessment of risks alongwith appropriate mitigations for those risks. When all pre-run objectives are met, the student then runsthe experiment and collects data. That recorded data is shown to the instructor, along with the student’swritten analysis of the data and summary of the experiment. The instructor challenges the student with aquestion related to their experiment, which the student should be able to easily answer. Videorecording ofall experiments is encouraged. Experiments are listed in suggested order.

The goal of all scientific experimentation is learning. As such, there is really no such thing as a “bad”hypothesis – even disproven hypotheses offer valuable lessons. What matters most of all is the student’sanalysis and summary where they draw important lessons from the experiment.

Experiment scores reflect the thoroughness and accuracy of your presented work. Work that is completeand accurate when presented to the instructor will receive a 100% score. The instructor’s role is to certifyyour completed work, with re-work resulting in deductions to your score.

EET Program Learning Outcomes

(1) COMMUNICATION and TEAMWORK - Accurately communicate ideas across a variety of media(oral, written, graphical) to both technical and non-technical audiences; Function effectively as a member ofa technical team.

(2) SELF-MANAGEMENT – Arrive on time and prepared; Work diligently until the job is done; Budgetresources appropriately to achieve objectives.

(3) SAFE WORK HABITS – Comply with relevant national, state, local, and college safety regulationswhen designing, prototyping, building, and testing systems.

(4) ANALYSIS and DIAGNOSIS - Select and apply appropriate principles and techniques for bothqualitative and quantitative circuit analysis; Devise and execute appropriate tests to evaluate electronicsystem performance; Identify root causes of electronic system malfunctions.

(5) PROBLEM-SOLVING – Devise and implement solutions for technical problems appropriate to thediscipline.

(6) DOCUMENTATION – Interpret and create technical documents (e.g. electronic schematic diagrams,block diagrams, graphs, reports) relevant to the discipline.

(7) INDEPENDENT LEARNING – Select and research information sources to learn new principles,technologies, and/or techniques.

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Values

This educational program exists for one purpose: to empower you with a comprehensive set of knowledge,skills, and habits to unlock opportunities in your chosen profession. The following values articulate personalattitudes guaranteed to fulfill this purpose, and the principles upon which this program has been designed.

Ownership – you are the sole proprietor of your education, of your career, and to a great extent yourquality of life. No one can force you to learn, make you have a great career, or grant you a fulfilling life –these accomplishments are possible only when you accept responsibility for them.

Responsibility – ensuring the desired outcome, not just attempting to achieve the outcome. Responsibilityis how we secure rights and privileges.

Initiative – independently recognizing needs and taking responsibility to meet them.

Integrity – living in a consistently principled manner, communicating clearly and honestly, applying yourbest effort, and never trying to advance at the expense of others. Integrity is the key to trust, and trust isthe glue that binds all relationships personal, professional, and societal.

Perspective – prioritizing your attention and actions to the things we will all care about for years to come.Recognizing that objective facts exist independent of, and sometimes in spite of, our subjective desires.

Humility – no one is perfect, and there is always something new to learn. Making mistakes is a symptomof life, and for this reason we need to be gracious to ourselves and to others.

Safety – assessing hazards and avoiding unnecessary risk to yourself and to others.

Competence – applying knowledge and skill to the effective solution of practical problems. Competenceincludes the ability to verify the appropriateness of your solutions and the ability to communicate so thatothers understand how and why your solutions work.

Diligence – exercising self-discipline and persistence in learning, accepting the fact there is no easy way toabsorb complex knowledge, master new skills, or overcome limiting habits. Diligence in work means the jobis not done until it is done correctly: all objectives achieved, all documentation complete, and all root-causesof problems identified and corrected.

Community – your actions impact other peoples’ lives, for good or for ill. Conduct yourself not just foryour own interests, but also for the best interests of those whose lives you impact.

Respect is the acknowledgement of others’ intrinsic capabilities, responsibilities, and worth. Everyone hassomething valuable to contribute, and everyone deserves to fully own their lives.

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Course description

This course explores principles of ??? by scientific experiment. All experiments employ scientific method:proposing falsifiable hypotheses, devising procedures, gathering data, analyzing results, and developingdocumentation. Students also apply fundamental circuit principles to the diagnosis of simulated and realfaults in these same types of circuits. Mastery standards applied to all experimental and diagnostic stepsguarantee attainment of learning outcomes.

Course learning outcomes

• Rigorously demonstrate ???, ???, and ??? principles by means of scientific experimentation. (AddressesProgram Learning Outcomes 2, 4, 6, 7)

• Troubleshoot faulted ???, ???, and ??? circuits from measurements taken at test points with circuitcomponents and connections hidden from view. (Addresses Program Learning Outcomes 4, 6)

• Articulate diagnostic reasoning while troubleshooting these same circuits. (Addresses Program LearningOutcomes 1, 3)

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Experiment 1

NAME: DUE DATE:

Plan and conduct an experiment . . .

Pre-run objective checklist:• Written hypothesis: [Attempts = (ungraded) ] [Completed = ]

© Makes clear and verifiable prediction(s), quantitative if at all possible© Shows schematic diagram of experimental circuit in full detail (i.e. everything you will build)© Shows all supporting mathematical work

• Written procedure: [Attempts = ] [Completed = ]© Clearly states criteria for either accepting or rejecting the hypothesis (i.e. “How will we know?”)© Identifies components and test equipment to be used© Identifies how to build and test in stages where applicable, to simplify troubleshooting

• Risk assessments: [Attempts = ] [Completed = ]© Identifies all personal risks (e.g. shock, burns, inhalation) and methods to mitigate© Identifies all risks to hardware (e.g. citing maximum ratings from datasheets where applicable) andmethods to mitigate

Experimental run:⊙All pre-run objectives must be certified complete before running the experiment⊙All safety protocols must be followed

© Running experiment shown to the instructor, either live or recorded

Post-run objective checklist:• Data collected: [Attempts = ] [Completed = ]⊙

All data must be original (i.e. no plagiarism)© Records data with full precision (i.e. no rounding), sketches or screenshots where appropriate

• Written analysis: [Attempts = ] [Completed = ]⊙All conclusions must be your own (i.e. no plagiarism)

© Explains how the collected data either confirms or refutes the hypothesis© Calculates error (Error % of value = Measured−Predicted

Predicted× 100%) and proposes sources of error

© Describes lessons learned from this experiment• Challenge question: [Attempts = ] [Completed = ]

→ e.g. Conceptual (explain circuit concepts, correct a misconception, qualitative analysis)→ e.g. Quantitative (alter component values and re-calculate)→ e.g. Diagnostic (explain effects of faults, choose effective tests to diagnose)→ e.g. Other (e.g. redesign using different components, research datasheet parameters)

The instructor will have you demonstrate each completed objective, in order from top to bottom. The totalnumber of completed objectives divided by the total number of attempts made yields the percentage score.Repeated experimental runs are expected and will not count as additional attempts. A zero score will resultif (1) the experiment is run without all pre-run objectives certified; or (2) any safety standard is violated(e.g. touching energized conductors); or (3) you copy anyone else’s data or work.

You must answer the challenge question without aid from any external information source.

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Experiment 2

NAME: DUE DATE:

Write and execute a SPICE simulation . . . Write and execute a C/C++ simulation . . .You will find sample code with explanations in the “Gallery” chapter of the ??? learning module:

You will find sample code with explanations in the “Programming References” chapter of the ??? learningmodule:

http://ibiblio.org/kuphaldt/socratic/model/mod_00template.pdf

Pre-simulation objective checklist:• Written hypothesis: [Attempts = (ungraded) ] [Completed = ]

© Makes clear and verifiable prediction(s), quantitative if at all possible© Shows schematic diagram of simulated circuit in full detail (i.e. everything you will simulate)© Shows all supporting mathematical work

• Written procedure: [Attempts = ] [Completed = ]© Clearly states criteria for either accepting or rejecting the hypothesis (i.e. “How will we know?”)© Cites any sampled source code and properly credits that code’s author© Identifies how to build and test in stages where applicable, to simplify troubleshooting

Simulation run:⊙All pre-simulation objectives must be certified complete before running your code

Post-simulation objective checklist:• Data collected: [Attempts = ] [Completed = ]⊙

All data must be original (i.e. no plagiarism)© Includes text or screenshots of simulation results© Lists final version of source code


© Explains how the collected data either confirms or refutes the hypothesis© Includes any programming errors made (i.e. errors preventing the program from running)© Includes any simulation errors encountered (i.e. incorrect simulation results)© Describes lessons learned from this simulation

• Challenge question: [Attempts = ] [Completed = ]→ e.g. Conceptual (explain programming concepts, correct a misconception, qualitative analysis)→ e.g. Quantitative (alter parameter(s) and predict new program behavior)→ e.g. Diagnostic (explain effects of errors, choose effective methods to debug)→ e.g. Other (e.g. redesign to achieve same objective with different code)

The instructor will have you demonstrate each completed objective, in order from top to bottom. The totalnumber of completed objectives divided by the total number of attempts made yields the percentage score.Repeated edits and simulation runs are expected and will not count as additional attempts. A zero scorewill result if (1) the simulation is run without all pre-simulation objectives certified; or (2) you copy anyoneelse’s data or work. Note that it is proper to sample some (but not all!) of your source code from previoussimulations of your own or from others, so long as it is properly cited.


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Experiment 3

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Experiment 4

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Experiment 5

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Experiment 6

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Experiment 7

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Experiment 8

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You may choose your own experiment, ideally one that will help you strengthen your understanding ofone or more foundational principles. One suggestion is to choose a concept misunderstood or misapplied ona previous assessment (e.g. a failed exam question).

Checklists for physical experiments and computer simulations appear on the following two pages. Yourchoice may be of either (or both!) types.

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Checklist for physical experiment
















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Checklist for microcontroller-based experiment



• Written procedure: [Attempts = ] [Completed = ]© Clearly states criteria for either accepting or rejecting the hypothesis (i.e. “How will we know?”)© Identifies components and test equipment to be used© Cites any sampled source code and properly credits that code’s author© Identifies how to build and test in stages where applicable, to simplify troubleshooting





All data must be original (i.e. no plagiarism)© Records data with full precision (i.e. no rounding), sketches or screenshots where appropriate© Lists final version of source code


© Explains how the collected data either confirms or refutes the hypothesis© Includes explanations of any errors and corrections© Describes lessons learned from this experiment

• Challenge question: [Attempts = ] [Completed = ]→ e.g. Conceptual (explain circuit or code concepts, correct a misconception, qualitative analysis)→ e.g. Quantitative (alter component values or code and predict effects)→ e.g. Diagnostic (explain effects of faults, choose effective tests to diagnose/debug)→ e.g. Other (e.g. redesign to achieve same objective with different components/code)



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Experiment 9

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Experiment 10

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Experiment 11

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Experiment 12

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Experiment 16

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Experiment 17

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Experiment 18

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Experiment 19

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Experiment 26

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Experiment 27

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Experiment 31

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Experiment 32

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Experiment 35

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Troubleshoot 36

NAME: DUE DATE:

Troubleshoot a fault within a ??? circuit. This circuit shall be constructed in such a manner that allcircuit components and simulated faults must be hidden from view (e.g. covering it up with a box or towel)but test points will be available for contact with a multimeter’s probes. A schematic diagram showing thecircuit and its test points will be allowed for use during the troubleshooting exercise.

The circuit shall be ???. Possible faults include:

• Any cable failed open• Any cable failed shorted• Any component failed open• Any component failed shorted• Any component value altered

The instructor will either set up or supervise other students setting up a random fault hidden fromview. You will then have a limited amount of time to independently perform measurements and other testswhile under the continuous observation of the instructor. A successful troubleshooting exercise consists ofboth correctly identifying the location and nature of the fault, as well as logically defending the necessity ofeach diagnostic step. Incorrect fault identification, unnecessary steps, and/or incorrect defense of any stepwill result in a failed attempt. Your only access to the faulted circuit will be via the test points, and onlyone unpowered test will be permitted.

Troubleshooting is mastery-based, meaning every one must be competently completed by the due datein order to pass the course, and you will be given multiple opportunities to re-try if you do not pass on thefirst attempt. Each re-try begins with another randomized fault. Scoring is based on the number of attemptsnecessary to successfully troubleshoot a circuit (e.g. 1 attempt = 100% ; 2 attempts = 80% ; 3 attempts =60% ; 4 attempts = 40% ; 5 attempts = 20% ; 6 or more attempts = 0%). Troubleshooting assessments areclosed-book and closed-note.

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Troubleshoot 37

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Troubleshoot 40

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Lab clean-up 41

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This list represents all of the major work-items that must be done at every semester’s end to preparethe lab space for the upcoming semester. Each student will have at least one task assigned to them.

Non-technical tasks

© Thoroughly clean whiteboard(s)

© Clean floor of all debris

© Clean all workbench surfaces

© Organize all cables, cords, test leads neatly into their storage locations

© Clean all electrical panel and test equipment surfaces

© Note any depleted bins (electronic components, threaded fasteners, cables, etc.)→ Report to instructor for re-ordering in preparation for next semester

Technical tasks

© Check fastener storage bins to ensure no fasteners are misplaced

© Check digital IC storage bins to ensure no ICs are misplaced

© Check resistor storage bins to ensure no resistors are misplaced

© Check inductor/transformer storage bins to ensure no inductors or transformers are misplaced

© Check capacitor storage bins to ensure no capacitors are misplaced

© Test oscilloscopes for basic functionality (e.g. all channels functional, all vertical sensitivity settingsfunctional, all timebase settings functional, triggering functions properly)

© Test signal generators for basic functionality (e.g. all waveshapes functional, magnitude adjustmentfunctional, frequency adjustment(s) functional)

© Test power supplies for basic functionality (e.g. voltage adjustments functional, current limits functional,voltage/current meters functional)

© Test benchtop multimeters for basic functionality (e.g. all voltage ranges functional, all current rangesfunctional, overcurrent fuse good)

© Test permanently-installed demonstration projects for basic functionality (read instructions on each!)

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General Troubleshooting Advice

All electronic circuit faults fall into at least one of these categories:

• Connection fault – the components are not properly connected together.

• Design flaw – the circuit cannot work because something about it is incorrectly designed.

• Lack of power/signal or poor quality – the power and/or signal source is “dead” or “noisy”

• Component fault – one or more components is faulty.

• Test equipment – either the test equipment itself is faulty, or is not being used appropriately.

Of these categories, the one causing more problems for students initially learning about circuits than allthe others is the first: connection fault. This is because the ability to translate an idea and/or a schematicdiagram into a physical circuit is a skill requiring time to develop. Many such problems may be avoided by(1) drawing a complete schematic of what you intend to build before you build it, (2) marking that schematicto show which connections have been made and which are left to make, and (3) using an ohmmeter (notyour eyes!) to verify that every pair of points which should be connected are connected and that no pointswhich should be electrically distinct from each other are in fact electrically common.

Troubleshooting strategies

• Verify the symptom(s) – Always check to see that the symptom(s) match what you’ve been told byothers. Even if the symptoms were correctly reported, you may notice additional (unreported) symptomshelpful in identifying the fault.

• Verify good power quality – Is the source voltage within specifications, and relatively free of “ripple”and other noise?

• Check signals at component terminals – Use an oscilloscope or multimeter to check for propersignals at each of the component pins, to see if each one matches your expectations. An importantcheck, especially for integrated circuits, is whether the measured output signal(s) are appropriate forthe measured input signal(s).

• Simply the system – If possible, re-configure the circuit to be as simple as possible, because complexitymakes faults harder to find.

• Swap identical components – If particular a component is suspected of being faulty, and you areable to swap another (identical) component for it, do so to see whether or not the problem moves withthe old component. If so, that component is to blame; if not, the problem lies elsewhere.

• Always look for Root Cause(s) – don’t declare success simply by finding the proximate (i.e. themost direct) cause, but continue your search to find what design flaw, circumstance, or other distalcause led to it.

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Documents

EET ??? – ??? (EXPERIMENTS) - ibiblioformat, documentation, and accuracy. The pre-run stage consists of the student writing an hypothesis (i.e. what they think will happen), an experimental