XLIX

Engineering Design Firm

9201 University City Blvd
Charlotte, NC 28223

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1201 009
Chris McDaniel
Madison Siler
Delanie Knight
Electrical Circuit Lab Report Final

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________-_

Electrical Circuit Project

Electrical Circuit Lab Report Draft

Prepared by: Delanie Knight

Course: Intro to Engineering Practices and Principles 1
Section: 009

Date Submitted: 10/02/2015

10/02/2015
Abstract

The purpose of the electrical project was to better understand the concepts of
electrical circuits, learn how they work, and connect real-life circuitry to theory.
Creating a working circuit that had similarly correct currents at each node illustrated
how the common physics equations are used in the real world. This project teaches
how breadboards work, how to place resistors on a breadboard in series and
parallel, and how power flows through the circuit.
In order to start the project, the change in voltage and resistance at each had to be
calculated using simple subtraction and Ohms Law. Once all the numbers were
calculated, the organization of resistors began. Finding combinations of resistors
took a few tries, since only the resistors given in the packet were allowed to be
used. The combinations were checked for correctness mathematically, and the
resistors were placed on the breadboard, according to how they were drawn out.
The circuit was tested with a power source of 18 volts (V). Since the calculations
and placement on the breadboard were correct, the actual voltage drop across each
node was within

5% of the theoretical voltage drop.

Based on the results of the project, it can be concluded that a circuit can have many
different resistor combinations, as long as the combinations are within the 5% of the
actual resistance. Resistance can be calculated given the total current and voltage
between each node. If the calculations and resistors are placed correctly, the
experimental voltage drops will closely resemble the theoretical voltages.
Introduction
Problem Statement
Each individual was given a specific electrical circuit to design, build, and test. The
given circuit gave the total voltage, the total current, and the voltage for each node.
The individual had to determine the change in voltage, and the resistance between
the nodes. The resistance then determines how the resistors may be placed on the
breadboard. The materials given were a small breadboard, 25 resistors, and jumper
wires.
Design and Performance Requirements
A power source of 18V DC will be provided to the individual on test day. The total
current for the circuit will be 0.0009A. The circuit will have a total of five resistor
combinations. To create a voltage drop, the individual must create a resistance
within

5% of the resistance calculated. The resistor combinations can be in

series, parallel, or both, but at least one parallel configuration must be present. The
individual may only use the resistors given in the packet. In order to replicate this
design, the individual must be given the following:
Five 10000 resistors
Five 3300 resistors
Five 2200 resistors
Five 330 resistors

 Five 220 resistors

*Note that not all resistors will be used
Constraints
The largest constraint of designing the electrical circuit is using only the resistors
given. The individual may have four of the five combinations designed, and the fifth
one not work out because they need a different combination of resistors. Time and
patience is needed. Other smaller constraints include the accuracy of the resistors,
whether the resistors are labeled correctly, the placement of the resistors, and
whether the resistors even work.
Assumptions
Assuming the resistors are completely accurate, and positioned correctly, the ideal
total resistance and actual total resistance will be exactly the same. Another
assumption would be that if the resistances between the nodes are within
the actual resistances, then the voltage will be within

5% of

5%, too.

Background
This project, overall, relies on the electrical theory. Electricity is the flow of
electrons. How tightly the atoms of the material hold the electrons determines the
conductivity. So, low conductivity is when an atom holds the electrons tightly, and
vice versa for high conductivity. Naturally, electrons flow from a negative to positive
charge. The flow can be drawn with a circuit schematic. The common components
of a circuit include, but are not limited to, resistors, batteries, motors, generators,
and inductors. This project only deals with resistors and batteries (Pre Class
readings, ENGR 1201 Moodle Site, UNC Charlotte, Charlotte, NC, accessed October
1, 2015).
The term voltage and the unit volt are named after the physicist, Alessandro
Volta, who created the battery. Voltage, the difference in electrical potential
between two points, is a very important factor in a circuit since it drives the
electron flow. A common voltage source is a battery (Pre Class readings, ENGR 1201
Moodle Site, UNC Charlotte, Charlotte, NC, accessed October 1, 2015).
Current is the movement of electrons. It is measured by area per unit of time. The
two most common types of current are direct current and alternating current. For
this project, only direct current is used, which move in one direction and often
comes from a battery. In equations, current is symbolized by a capital I. Andre
Ampere accounted for the first person to describe the current of flow, so, the
current unit, ampere, is fitting named after this scientist (Pre Class readings, ENGR
1201 Moodle Site, UNC Charlotte, Charlotte, NC, accessed October 1, 2015).
Resistance is the restriction of flow through a current, and is measured in Ohms
symbolized by the Greek letter, . George Ohm related the theories of voltage,
current, and resistance, creating Ohms Law. Similarly, the resistance unit is named

after this scientist (Pre Class readings, ENGR 1201 Moodle Site, UNC Charlotte,
Charlotte, NC, accessed October 1, 2015).
Theory
The theory used in this project is the electrical theory, as defined above. In the
context of this project, electrical theory deals with voltage, current, and resistance.
The law that ties all of the measurements together is Ohms Law, which is defined
as:

V =IR
In addition to Ohms Law, the different equations for resistors in series and parallel
were used. Resistors in parallel are side-by-side. The current will pass through a
node and will then split between the resistors. The equation for finding the
resistance of a circuit in parallel can be defined as:

1
1
=
R eq
R
Resistors in series are simply connect from one end to another. The same current
flows through every resistor without changing or splitting. To find the resistance for
a circuit in series the following equation may be used:

Req = R
Kirchoffs Current Law states that the sum of the current into any junction is zero. All
current that enters the junction or node must exit. The law is shown as

I =I out
Kirchoffs Voltage Law states that the sum of voltages along a closed path is equal
to zero. The equation is:

V closed path =0
(Pre Class readings, ENGR 1201 Moodle Site, UNC Charlotte, Charlotte, NC, accessed
October 1, 2015).
Methods and Procedures
The XLIX Design Firm Provided all of the necessary materials needed to complete
this project, which included a small bread board and 25 common resistors. The
given resistors were:
Five 10000 resistors
Five 3300 resistors
Five 2200 resistors

Five 330 resistors

Five 220 resistors

Also given was a schematic of a circuit with the total voltage, total current, and
voltage at each node given. First, the voltage drop between the nodes had to be
determined using simple subtraction. The voltage drop was then used to find the
resistance measurements between each node. Once the mathematical portion of
the circuit was completed, the actual circuit had to be built.
Before actually placing the resistors on the board, the set-up of each section had to
be created. This process used trial and error and the equations for resistors in
series. Eventually, a proper set-up had been reached. Afterwards, the technicalities
of where and how to place the resistors on the bread board had to be used. Once
learned, the resistors were placed on the breadboard. With the help of a multimeter, the final product was reached much quicker because the meter measured
the total resistance between groups of resistors to check against the calculations.
The process of trial and error was also used in this step.
The final product was, eventually, reached:

Figure 1. Circuit schematic of designed circuit.

Figure 2. Image of actual designed circuit.

Sample Calculations
Ohms Law:

V =IR

1.795=0.0009 R
R1+2 +3+4 =1994.44
Resistors in Series:

R13+14+ 15=330+2200+330=2860

Resistors in Parallel:

R3+ 4+2=

1
1
1
+
=
=1650
6600 2200 1650

Kirchoffs Current Law:

I =0.0009 A=I out =0.0009 A

Kirchoffs Voltage Law:

18 V + [1.7975 V + (6.3548V )+ (6.768 V ) + (2.6884 ) + (0.3938 V ) ] =0

Results
Table 1 Given, Theoretical, Experimental Test Results

Volta
ge
Divid
er
Node
Node
1
Node
2
Node
3
Node
4
Node
5

Theoreti
cal/
Calculat
ed
Resista
nce at
Nodes
()

Actual
Resist
ance
at
Nodes
()

Resista
nce
Percen
tage
Differe
nce (%)

1.795
6.354
8

1994.44

1980

7060.89

6.768
2.688
4
0.393
8

Volta
ge
Drop
at
Node
s
(V)

Theoretical/
Given Node
to Ground
Voltage (V)

Experim
ental
Node to
Ground
Voltage
(V)

Voltage
Percen
tage
Differe
nce (%)

0.724

16.205

16.18

0.1542

7040

0.296

9.8502

9.77

0.8141

7520

7530

0.133

3.0822

2.98

2987.11

2860

4.255

0.3938

0.39

0.03315
0.00964
9

437.56

440

0.558

Discussion
The results obtained in this project met the expectations laid out in the description.
The percent difference suggest that the theoretical and experimental results may
not be the same, however, they are very similar and are within the range 5% of
acceptance. All sections but one within the circuit are less than 1%, meaning that
the results were similar to what was expected.
There are many reasons that contribute to why the percent difference exists. First,
the resistors are common, so they will not be the exact measurement of ohms
needed, which accounts for the 5% range. Also, the manufactured resistors
resistance values are not always 100% accurate. Alternative resistor combinations
could have been performed, but the circuit would not meet the criteria described in
the project description.
The results imply that the mathematical calculations throughout the project were
correct, and that each theory and equation was understood. In order to complete
the project successfully, an in-depth understanding of electrical theory and its
applications were imperative. The project connects all theories, laws, and
definitions.
It is recommended that before even starting the project, to study and understand
how circuits work. Beginning without understanding the processes will make the
project more difficult and time consuming. At least of few hours (probably more)
should be allotted for the correct completion of this project. Patience is needed
because not all combinations and set-ups workout the first time. The results of this
project are important because it shows how resistance, current, and voltage are
calculated, within a circuit.
References

1. 1202 Faculty, Electrical Theory, (Pre-Class readings, ENGR 1201 Moodle

Site, UNC Charlotte, Charlotte, NC, accessed October 1, 2015).