COURSE Project (20%)

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COURSE Project (20%)

2020-2021

Electronic Measurements & Technique Lab EE 207

Semester: Spring 2021

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I. Introduction

Projects for engineering students give an edge over the race of recruitment to work hard to ensure a good career. In spite of employment practices in recent times, students are progressively taking up projects to pad up their skill-set. Engineering projects help students to learn and acquire practical knowledge. Despite of theory concept they acquire, various industries also need to know their capacity to complete projects using their specific initiatives. Thus, we recommend students to realize engineering projects in their four years of engineering and try to present as many white papers as possible. Students who give importance to their course projects are expected to learn how to:

 Work in teams including multidisciplinary teams

 Build a major design experience based on the knowledge and skills acquired in the course work

 Build a major design experience incorporates appropriate engineering standards and multiple realistic constraints

 Apply both analysis and synthesis in the engineering design process, resulting in designs that meet the desired needs

In the design process, both creativity and criticism are essential. The followings are the seven steps that students should consider while designing their projects:

 Recognition of the need and identifying opportunities: Every project begins with recognition that needs improvement. These needs may be obvious or hidden to be revealed by investigation, surveys or research.

 Definition of the design problem: It is a major task requires gathering information about the problem.

 Definition of the design criteria and constraints: While the problem is being defined, the design criteria and constraints must be defined

a.

Design criteria are performance standards to be met by the design

b.

Design constraints are limitations placed on the designer, the final design or manufacturing process. Examples of possible constraints include accessibility, aesthetics, codes, constructability, cost, ergonomics, extensibility, functionality, interoperability, legal considerations, maintainability, manufacturability, marketability, policy, regulations, schedule, standards, sustainability, or usability.

c.

Risk analysis

 The design loop: design is a repetitive process of:

a.

Synthesis (Brainstorming - Generating new ideas)

b.

Analysis (Breaking ideas – find expected results)

c.

Decision-making (Deciding the best alternative)

 Optimization: Design team must ask themselves if it is the optimum design. Optimum is the best design that can be achieved at reasonable cost. The proposed design is judged against the design criteria

 Evaluation: Design team should hold a design review to approve drawings and specifications before they are released. If an optimum design cannot be achieved, the design team might revise the problem definition, the design criteria or the constraints in order to achieve the optimal solution or prototype.

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II. Project Description

In engineering world, amplification is one of the most essential applications. It is widely used in signal processing, TV & Radar systems, telecommunications, biomedical and more developing fields. Rectification is a process of converting AC to DC. The purpose of this project is to create a system consisting of rectification and amplification.

Topic 1

Mini microphone Pre –Amplifier using LM358

A preamplifier is an electronic amplifier that converts a weak electrical signal into an output signal strong enough to be noise-tolerant and strong enough for further processing, for sending to a power amplifier and a loudspeaker.

Without this, the final signal would be noisy or distorted.

They are typically used to amplify signals from analog sensors such as microphones and pickups. Because of this, the preamplifier is often placed close to the sensor to reduce the effects of noise and interference. However, it can be used for other application that require signal amplification.

The developed Mini microphone Pre –Amplifier using LM358 Should have the following parts:

The software part of the project will be simulated using PSPICE

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Page5 Components required

Resistors 1k,10k,100k

Capacitors 0.1µF,1µF,10µF

LM358 U1A

Microphone MK1

Speaker 6ohm

LED red

Circuit diagram

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LM358 an operational amplifier is amplifying device with very high gain and very high input impedance & low output impedance. The most common device that we have for amplification is a transistor, but the limitation is it amplifies current but not voltage.

Design Av = - Rf/Ri

Rf = Resistance Feedback ( Ω ) Ri = Resistance Input ( Ω )

Av = Voltage Gain ( V/V ) : volts per volt Vout = Av x Vin

Vout = 101 x 49.5mV Vout = 4.9995V

TOPIC 2

The idea of this project is to build a voltage level detector using operational

amplifiers that can be used as a voltage monitoring circuit. The indicator consists of an array

of 8 LED-s that make a scale ranging from 0 V up to the supply voltage Vcc and light up

proportionally according to the measured voltage.

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Page7 Figure 1 - Voltage level indicator circuit

The voltage measuring circuit uses operational amplifiers as voltage comparators and a resistor voltage divider network that provides a set of reference voltages for the individual op-amp comparator circuits. As the measured input voltage increases, the output of each op-amp comparator circuit switches and lights up one more LED on the scale. The voltage level monitor can be used in a variety of different applications such as a battery condition monitor.

Comparator

If V1 > V2 then V0 = VCC+

If V1 < V2 then V0 = VCC-

The LM324 is a suitable component to be used in this project as quad

op-amp with four operational amplifier inside, so by combining two of

those integrated circuits you can compare eight different voltage levels

set by the network of resistors on the input.

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Page8 Figure 2 - voltage level indicator circuit

As shown on Figure 3, producing eight different reference voltages will require nine resistors. The junction at the bottom pair of resistors will produce a reference voltage that is one fifth the supply voltage, 1/9Vcc using equal value resistors. The second pair 2/9Vcc, the third pair 3/9Vcc and so on, with these reference voltages increasing by a fixed amount of one ninth (1/9) up to the maximum voltage of Vcc. The values of the resistors are to be determined as a part of the project.

The value of resistor R17 shown on Figure 4 will determine the lower limit of measurement and the values of other resistors will depend on the its value. Calculate the values of the resistors to achieve the given range of measurement:

Example: Supply voltage: 14V Range of measurement: 9-14 V

After choosing the resistor values build the circuit on the breadboard and test its

operation using the DC voltage supply.

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Page9 Figure 3 - PSpice circuit

TOPIC 3

Simple Intercom Circuit

In this project we are going to build a Simple Intercom Circuit using which you can

communicate two ways locally within your house or university. The circuit is very simple

and can be easily built over a breadboard. The main concept behind the circuit is the use

of LM386 audio amplifier which receives the audio signal from microphone, amplifies it and

plays it on the speaker.

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Page10 Figure 4 - Simple Intercom Circuit

The LM386 is a power amplifier use in low voltage consumer applications has a gain range from 20-200; by default the value of gain is 20 but can be increased upto 200 by using a capacitor across the pins 1 and 8. Here we have used a capacitor of 10uF to get the maximum gain of 200. The resistor R2 is used to control the volume of the speaker; here I have limited the volume to medium level using a 4.7K resistor. You can experiment with values from 1k-100k to get the volume of your choice.

Among a wide range of applications an operational amplifier can be used as audio amplifier.

The input of the amplifier is the microphone. We cannot amplify the sound from both the

microphone at the same time, so we use a switch. The DPDT switch will connect only one

microphone to the amplifier at a time. So only one person can talk at a time, this type of

communication is called half-duplex communication and this is what we see in walki-

talkies. Each time after speaking something the user has to flip this DPDT switch for the

person on other end to start talking.

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Page11 Figure 2 – LM 386-Audio Amplifier

I. Circuit Diagram

Working of Intercom Circuit

Follow the circuit diagram above and make the connections. To make the project more attractive you can use long wires to increase the distance between the set-1 and set-2 microphone and speaker.

The complete circuit is built on a bread board, and is powered by a 9V battery. The circuit can also run on voltage between 5V to 12V so choose a power supply which you are comfortable with. Now place the SPDT switch in a position and speak into the respective microphone your voice should be echoed on both the speakers.

Similarly place the switch in opposite position and talk into the other microphone and

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check if you can hear the sound on the speakers. Initially you can experiment with the circuit by blowing air into the microphone and check if the speaker produces some noise.

The main concept behind the circuit is the use of LM386 audio amplifier which receives the audio signal from microphone, amplifies it and plays it on the speaker.

The LM386 has a gain range from 20-200; by default the value of gain is 20 but can be increased upto 200 by using a capacitor across the pins 1 and 8. Here we have used a capacitor of 10uF to get the maximum gain of 200. The resistor R2 is used to control the volume of the speaker; here I have limited the volume to medium level using a 4.7K resistor. You can experiment with values from 1k-100k to get the volume of your choice.

The output of the amplifier (pin 5) is connected to both the speakers. One speaker will be used in set-1 and the other in set-2 as show in the circuit diagram. The input of the amplifier is the microphone (microphone has polarity so be careful while connecting it), We cannot amplify the sound from both the microphone at the same time, so we use a SPDT (single pole double throw) switch as shown above.

The SPDT switch will connect only one microphone to the amplifier at a time.

So only one person can talk at a time, this type of communication is called half-

duplex communication and this is what we see in walki-talkies. Each time after

speaking something the user has to flip this SPDT switch for the person on other end to start talking.

III. ABET Learning Outcome The aim of this project is to

 Measure the characteristics of diodes and bipolar transistors. [6]

 Design, build and test biasing networks for diodes, bipolar transistors, and field effect transistors. [1,2,6]

 Design, build and test single stage voltage amplifiers to meet a set of given specifications. [1,2,6]

 Design simple switching circuits. [1,2,6]

 Work with a team, develop hands-on experience, draw conclusion and communicate results through the offered course project. [2,3,5]

IV. Project Management & Deliverables

This project is divided into the following deliverables.

Deliverable 1: Design and Simulation (due date is week 15)10%:

 This will include the design and simulation of the project.

 The steps and calculations for the complete working of the project will be

prepared by the student and electronic copy uploaded as turn it in through

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Moodle considering the due date.

Deliverable 2: Report (due date is week 15)10%:

 An electronic copy of report must be submitted through Moodle (Turnitin) considering due date. A rough structure of Report includes the following:

1. Introduction 2. Objective

3. Project Overview ,Explanation of project goals and aims 4. Solution and results

5. Conclusion

V. Turnitin

Turnitin is a web-based solution that lets AUM faculty and AUM students check written work for improper citation or misappropriated content. You may be assigned a username and a password to be able to upload your assignments online, when and if requested. If you face any technical problem, please contact IT at AUM.

VI. APA Style

AUM adopts the APA writing style for all its academic programs. AUM students need to use this style for their assignments. The following web site is of value for students:

http://owl.english.purdue.edu/owl/resource/560/01/. Students are also encouraged to visit the AUM Writing Lab to receive help and guidance on all APA-related questions.

Academic Honesty and Integrity Assurance VII.

One of the signs that the course material has been properly understood is honesty when accomplishing the assignments. Lack of academic integrity (e.g. plagiarism, copying another person’s work, the use of unauthorized aids on examinations, cheating, facilitating acts of academic dishonesty by others) will not be tolerated. Therefore, if students include ideas, sentences, or other material that are not theirs in their work, they must properly quote the source(s). Students are encouraged to consult with the instructor if they have any questions on the issues of academic integrity or technical formatting of the references.

Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the right to ask the student to verify her/his work. This can be done through, but not limited to, repeating the work, oral examination or discussion, alternative or similar on spot class assignment, pop quiz, or any other action deemed necessary. If the student fails to prove the authenticity of the work, then the Instructor will apply the academic misconduct rules as mentioned in the AUM Student Handbook which may include awarding the work a zero grade.

Students are expected and encouraged to be honest and to maintain the highest standards of academic integrity in their academic work and assignments at the University. Any act of Academic Dishonesty may result in severe consequences for violations range from zero grades given for the

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Page14 assignments, failing the course, and suspension from the University. Students will refrain from any academic dishonesty or misconduct including, but not limited to:

 Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the right to ask the student to verify her/his work. This can be done through, but not limited to, oral examination or discussion, or any other action deemed necessary. If the student fails to prove the authenticity of the work, then the Instructor will apply the academic misconduct rules as mentioned in the AUM Student Handbook

 A zero grade will be given to all students that share exactly the same results: You will also be held responsible if someone else copies your work - unless you can demonstrate that you have taken reasonable precautions against copying.

 Any violation of the AUM standards will be taken as a violation to AUM policy and can lead to penalties. If you wonder whether a course of action violates this policy, simply ask in advance and please refer to the undergraduate AUM Student Handbook.

For a detailed description of academic misconduct, please refer to the AUM Student Handbook.

Copyrights VIII.

Students are expected to adhere to copyright practices, refer to the undergraduate AUM Student Handbook.

IX. Project and team-based work

The Project component of the course, if exist, is essential to passing this course. The project shows competency in understanding and applying the course objectives and achieving the learning outcomes. The project should allow the student to investigate, apply, research, and practice real-life business situations. It is expected that each student to fully and actively participate in the project as an effective team member. A project document will be distributed later in the semester with details about the project.

For all group related work, the entire team is responsible for the team outcome and the deliverables, except for the specific parts of the project that may be graded individually depending on the project’s requirement and as communicated in the project document.

X. Marking Scheme

The project is worth 20% of the total grade of your course; each deliverable is worth 6%, 6% and 8%

respectively. The grade will be based on every group’s circuit design, simulation and project report.

The student will be evaluated based on the below grading scheme:

Final Report:

Introduction (20%)

Available Solutions (5%)

Proposed Solution (35%)

Conclusion (10%)

References (5%)

Formatting and language used

(15%)

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 Problem Definition (5%)

 Criteria and Constraints (5%)

 Objectives (5%)

 Structure of the Report (5%)

 Brainstorming (5%)

 Advantages and Inconvenient of each solution (5%)

 Background and Theory (5%)

 Block Diagram/ flow chart (Using MS-Visio). (5%)

 List of Components if applicable (5%)

 Steps of building the circuit/Design/simulations with pictures of final prototype (10%)

 Discussion/ Simulation/

Code correctly follows the flowchart/ block diagram (5%)

 Summary of the work done. (5%)

 Future work.

(5%)

 Use IEEE or APA references

 Grammatical and sentence structural mistakes (15%)

 Formatting: Cover page, group members’ names, consistent fonts and size throughout the document (i.e. no copy-pasting from the net) (10%)

Final results (prototype, simulations, or research products, etc.):

 Design [70%]

a. Does the circuit, etc. work or Not? (10%)

b. How does the designed circuit look? [nice/catchy/basic design] (5%) c. Results meet initial expectation? Are the outputs satisfactory? (5%)

d. Are the material/components used to build the prototype adequate for such problems?

(5%)

e. Is the proposed solution the most optimized? (5%)

f. What is the impact of the material/components on the environment? (5%)

g. Explaining the engineering design process clearly based on the proposed design. (5%) h. A detailed flowchart/block diagram describing the functionality of the system and the

process to go from inputs to outputs (Using MS-Visio). (5%)

i. Connection diagram showing all wiring connections between the components and your inputs and outputs (if applicable). (Using fritzing software www.fritzing.org or any other software) (5%)

j. Steps of building the circuit. (with its code if applicable) (5%)

k. Using real illustrations extracted from prototype/ simulation (graphs, tables, trends, Pictures) and proper organization using IEEE style or APA style (5%)

l. Explaining exactly the same components and elements used in the design/circuit (5%) m. Clear and convincing explanation on implementation of the design (5%)

 Answering question correctly [30%].

a. Able to answer the questions related to the prototype and provide data to support their answers. (Accurate & detailed explanation of answer) (15%)

b. Show deep understanding on the prototype/simulations etc., its main functionality, the implementation, etc. (15%)

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XI. Student Assessment Rubric

Deliverables Bare pass mark (60%-69%)

C classification (70%-79%)

B classification (80%-87%)

A classification (>87%) Final report

Weighting 10%

 The report is succinct and to the point. The maximum size of the report is met.

COURSE Project (20%)