Escolar Documentos
Profissional Documentos
Cultura Documentos
Winter 2013
Copyright Information
c
Copyright
2013
Oregon State University
School of Electrical Engineering & Computer Science (EECS)
This document is the property of Oregon State University and the School of EECS. Limited use of this document is
allowed, according to the following criteria:
Materials are free to use, except for the cost of reproduction, and must always bear this statement in any
reproduction.
Materials created using this information may not be labeled as TekBots materials, without the prior written consent of
both Oregon State University and the School of EECS.
Disclaimer of Liability
Oregon State University, Platforms for Learning, TekBots and other partner schools are not responsible for special,
consequential, or incidental damages resulting from any breach of warranty, or under any legal theory, including lost
profits, downtime, goodwill, damage to, or replacement of equipment or property, or any costs of recovering,
reprogramming, or reproducing any data stored in or used with our products.
The aforementioned parties are also not responsible for any personal damage, including that to life and health,
resulting from use of any of our products. You take full responsibility for your product/ application, no matter how
life-threatening it may be.
Internet Access
We maintain Internet systems for your use. They can be used to obtain free TekBots software and documentation
and also to purchase TekBots products. These systems may also be used to communicate with members of TekBots
and other customers. Access information is shown below:
E-mail: tekbots@eecs.oregonstate.edu
Web: http://www.tekbots.com
Contents
1 Preface
11
CONTENTS
2.6.1 Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
31
. . . . . . . . . . . . . . . . . . . . . . . 40
45
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
CONTENTS
4.7.4 Motor Current and the Oscilloscope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
4.8 Study Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
4.8.1 Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
5 Comparators
61
73
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
CONTENTS
7 Appendix B: Parts
79
87
93
99
c
2013
Oregon State University
Chapter 1
Preface
CHAPTER 1. PREFACE
1.1
During this course, various tasks will be performed from the assembly of electronic devices, and through the
development process of digital logic controllers and systems. These tasks are divided into individual lab documents
that correspond to what is being taught in the Digital Logic Design lecture.
Everything learned in lecture is relevant and useful in later (related) courses and in your future career. As various
tasks are performed in these labs, try to pay attention to how the lecture material relates to these tasks.
Understanding how the lecture material is used and applied will greatly improve your understanding of the topics as
well.
1.2
Important Symbols
During this lab and other TekBots labs, you will encounter the following symbols. So, review or acquaint yourself with
these symbols, as they are widely used in this lab manual.
This symbol designates caution, and the information in this caution-table should be read
thoroughly, and adhered to, before moving ahead. If the caution warning is ignored, the task
may appear impossible and/or lead to damaged TekBot and systems.
This symbol represents something that helps you make your task easier by reminding you
to perform a particular task before the next step. These reminder symbols are not normally
critical things to complete, but can make things easier.
The innovation symbol will give information to enrich your experience. These sections will
give more insight into the what, why, and how of the task being done. Use these to learn
more, or to get ideas for cool innovations.
The entire lab is divided into various sections, in order to break up the tasks. Typically, each section will have the
Section Overview as the introductory paragraphs and information detailing the tasks in the Procedure paragraphs.
Towards the end, there are Study Questions (which will be your homework from this lab), and/or Challenges.
1.3
Lab Structure
1.4
Lab Safety
Safety is always important when working with electricity and electronics. This includes both the safety for you as well
as safety for the circuit components you are working with. Concerns such as high voltage or currents can affect the
human body, while static safety and proper component use can affect the life of your circuits.
8
c
2013
Oregon State University
Section Overview
Procedure
Study Questions
Challenges
1.4.1
Personal Safety
When working with high voltages and currents, it is important you remember that you can be hurt, if your body
becomes the circuit, since the human body is a conductor of electricity. This issue has long been combated by using
the one hand rule. Whenever you are working with a potentially dangerous circuit, turn it off, but if it cannot be
turned off, use only one hand when working on it. This will prevent a circuit from being going through your heart,
which could be potentially fatal.
1.4.2
Component Safety
Many electrical components are likely to be damaged by static electricity. Static charge can build up to many
thousands of volts, but with little energy. This cannot harm humans, but it can easily damage electronic components.
To ensure static-safe handling, the best practice is to wear an anti-static strap and connect it to an earth ground such
as a computer case or a water pipe. If you do not have an anti-static wristband, you can instead touch a ground
every few minutes to discharge your static build up.
c
2013
Oregon State University
CHAPTER 1. PREFACE
10
c
2013
Oregon State University
Chapter 2
11
2.1
Section Overview
This Lab teaches students how to assemble a Tekbot, in the following steps:
Describe the purpose of the charger board.
Build and test the charger board and its parts.
Assemble the base of the robot.
Mount the charger board on the base and test the system.
Bring a printed copy of Appendix C: Schematics with you to the lab. This will enable you to
work in this lab quickly (without having to flip back to the corresponding schematic in this
manual constantly).
2.2
Procedure
In the first stage, the lab consists of steps to build the charger board and its parts: bridge rectifier, voltage regulators,
voltage divider, error amplifier, charging rate regulator, and its fuse and power distribution. In the next stage, there
are instructions to assemble the base of the Tekbot and its parts: battery holders, battery pack connectors, motor
assembly and mounting, and the wheels. Finally, the charger board is mounted on the robot, and the entire system is
tested as one unit.
2.3
Schematics are a representation of how each component on the PCB board is connected. It is important to
remember that all grounds are connected to each other and all VCC are connected to each other. Follow the copper
traces on the PCB board and find how it relates to the schematic. The Tekbot boards are two layers, meaning it uses
both the top and the bottom. Some traces may switch sides of the board through the solder holes or holes called
vias so look on both sides of the board to follow the copper traces. It will be easier to see all of the copper traces
when the board is blank.
c
2013
Oregon State University
2.4
The procedure for building the charger board parts is explained in the sub-sections: purpose, build, and test. Each
part has been shaded respectively in the schematic diagram for the charger board, found in Appendix C:
Schematics. The purpose sub-section explains why that part/shaded block is needed for the charger board. The
build sub-section describes the steps to build that portion of the circuit, as indicated in the shaded area of the
Schematic. It also explains what supporting parts need to be soldered in. The test sub-section describes the
process(es) necessary to test the block.
For complex systems such as the charger board, it is necessary to test each section as
soon as it is built, so that errors are easily isolated. By building and testing each part in
succession and checking it for functionality, it is easy to isolate errors to the most recently
built area.
2.4.1
Bridge Rectifier
Purpose:
There are basically three types of wall warts: the AC wall wart and two varieties of DC wall warts. The AC wall wart
provides an AC voltage at its output connector. The DC wall warts come in two varieties: with a positive center pin
output connector, or with a negative center pin output connector. The bridge rectifier allows the charger board to use
any of the above-mentioned wall warts without issues.
A diode lets current flow in only one direction. A bridge rectifier arrangement of diodes is able to take either polarity
of input voltage, (which includes AC voltages) and redirects the flow of current so that it enters the charger circuit
with the correct polarity. See Figures 2.2 and 2.3.
13
Build:
In order to build the bridge rectifier, read the following section Diode Placement Hint thoroughly. It will not only be
helpful, but is also essential, before working on the next section Soldering the diodes.
Diode placement hint:
For all the four diodes, line up the diode schematic symbol with its corresponding line on the silk screen of the PCB.
See Figure 2.4 for a correspondence among figure i the schematic symbol of the diode, ii the actual physical part,
and iii the board placement (silk screen on the PCB).
14
c
2013
Oregon State University
1. Plug in the wall wart (the one in the kit) and insert its power plug into J9. Set the voltmeter to the 20V range,
and measure the voltage at test point T2. It should be approximately 13V. If not, check the direction of the
diodes and their solder joints.
2. Take the board to a TA and test the board with the next plug (negative center pin). Measure the voltage at T2
again. (It should still indicate about 13V). From this, it is certain that the full-wave rectifier works correctly.
3. If the charger does not pass either of the above checks, find out at this point and fix it. It will not function
correctly later on in further tests, if it does not pass this one.
'
Negative
V at
mA
%
15
TA Signature:
(Bridge Rectifier Works)
2.4.2
Voltage Regulators
Purpose:
The op amp U1 keeps the chargers output voltage constant by comparing its output against a reference voltage. It
must be powered with approximately 13V. The op amp also needs the reference voltage, which is 2.5V. A voltage
regulator is therefore, a reliable way to obtain these two voltages.
Build
Use Appendix B: Parts List and Appendix C: Schematics to solder all of the parts needed for both: the voltage
regulator and the reference voltage regulator.
To implement the above, follow these steps:
1. Solder in C3 and C1 before you build the reference and op amp voltage regulator. (C3 has polarity, but C1
doesnt). Notice that C3 has minus signs on one side of it. Put the negative lead on that side into the hole that is
connected to ground. (Follow traces on the PCB).
2. Use Appendices B and C to solder all of the parts needed (R8, R1, D1, and D4) for both the voltage regulator
and the reference voltage regulator. All the four parts in the two regulator blocks must be installed for the
regulators to function. See Figure 2.7 to make sure the regulators are built correctly.
c
2013
Oregon State University
2.4.3
Voltage T2:
Voltage T3:
Voltage T5:
&
V
%
Voltage Divider
The charger seeks to maintain 8.7V at its output terminal. This is the voltage of a fully charged battery pack. The
voltage divider multiplies the output voltage by 0.286. When the output voltage is 8.7V, the input to the op amp is
2.5V (that is, 0.286 x 8.7V).
Error Amplifier
The op amp acts as an error amplifier that senses the difference between the 2.5V reference and the divided-down
voltage at T7. If T7 is lower than 2.5V, then the error amplifier output increases its output voltage. If T7 is higher than
2.5V, the amplifier output is reduced.
Charging Rate Regulator
The rate regulator acts as the valve controlled by the error amplifier to charge the batteries at a higher or lower
voltage, as dictated by the error amplifier. This valve is needed to allow for the larger amounts of current required for
charging the batteries.
c
2013
Oregon State University
17
1. Match the side of the chip with the half-circle onto the silkscreen with the same half-circle. As Q1 and Q2 both
have polarity, work with caution.
2. Solder in R7, D3, and D2. J8 is made with a male header. Again, since the LED D3 also has polarity, work with
caution.
Test:
To implement the test for these parts, follow these steps:
1. Plug in the wall wart and insert its power plug into J9. LED D3 should illuminate. If it does not, immediately
unplug the wall wart and check your work.
2. If it does, measure the voltages at the indicated test points in figure 2.9.
3. The expected voltages are shown in figure 2.9. Record the actual measured voltages against the expected
voltages in figure 2.9.
4. If the actual voltage readings do not match their corresponding expected values, find out what is wrong and fix
it. Not only will it not function correctly later, but other parts will be damaged too.
18
c
2013
Oregon State University
2.4.4
Purpose:
Every electrical system has to be powered by a source. Connectors provide the mechanical mechanism to do this.
The connectors primarily used on the TekBot are 0.1 socketed headers. This type of connector is common,
inexpensive, and is available in many configurations. It works well especially when the connectors need to be
inserted and removed many times over the life of the circuit.
Build:
In order to build the external connectors, follow these steps:
1. J1 to J7 are female connectors. Create these by snapping them off of the long sections of the female header
in the kit.
2. Snap one of the positions in-half so the other connectors are complete and not damaged. See Figures 2.10
and 2.11.
3. Solder in the fuse F1 and the switch S1.
c
2013
Oregon State University
19
Test:
In order to test the power connectors, follow these steps:
1. Plug in the wall wart and insert its power plug into J9. Place S1 in the ON position.
2. Insert small test wires into J1 through J7, and check for approximately 8.7V at J1 through J7.
2.5
The procedure for assembling the robot base consists of the following: attach the batteries to the base, assemble
and mount the motor, and attach the roller ball and wheels. In addition, each step will require a test to verify that
each system functions correctly.
2.5.1
To attach the batteries to the base, the steps involved are: connect the battery holders, attach the battery pack
connectors, test the charger with the batteries, and finally attach the battery holders.
Connect the Battery Holder
In order to connect the battery holders, follow these steps:
1. Cut a black wire from one pack and the red wire of another pack to a 2 length.
2. Strip 1/4 of insulation from the ends of these wires.
3. Twist the stripped wire ends together and then solder.
4. Place heat shrink tubing over the solder joint, and shrink the tubing into place using the heat from the end of
the soldering iron. See Figures 2.12 and 2.13.
20
c
2013
Oregon State University
Do not put the batteries in the holders until after soldering. This is to prevent possible battery
damage.
1. Strip 1/8 insulation from the two remaining battery leads and tin them.
2. Cut off a 2-position male header and stick it into a piece of cardboard, to hold it in place for you.
3. Cut two 41 pieces of shrink tubing and slide one onto each wire.
4. Solder a wire to each pin of the header. Slide the shrink tubing down around the joints and shrink to fit it around
the soldered area.
21
1. Plug the battery plug into your charger board. On the silk screen, notice that there is a small + symbol. The
red lead from your batteries should be closest to this symbol when the connector is inserted. Double and triple
check the polarity of the battery connection to the charger board.
2. Put the batteries into the holder and plug the wall wart in. LED D3 should illuminate. If it does not, immediately
unplug the wall wart and check your work.
3. If D3 does illuminate, measure the voltages at the indicated test points in figure 2.18.
4. The expected voltages are shown in figure 2.18. Record the actual measured voltages against the expected
voltages in figure 2.18.
The voltages vary somewhat at T4 and T6. These voltages will depend upon the high/low
charge of the battery. The voltages will however, be within 30% of the values that were
measured when the batteries were not connected.
22
c
2013
Oregon State University
Current(Amps) =
V oltage(V olts)
Resistance(Ohms)
(2.1)
6. If the charge current is far not within 20% of 50mA, immediately unplug the wall wart and battery pack from the
charger board.
If the battery pack is unplugged from the charger board, place some tape on the connector
ends to prevent accidental shorting. If shorted together, the battery pack wires and plastic
housing will melt in seconds. This could even damage the batteries.
23
2.5.2
Purpose:
This section has been divided into three phases: attaching the wires to the motors, mounting the motors, and testing
the motors.
Attach wires to the Motors
To make connections to the motors, pairs of conductors are stripped from a ribbon cable. Connectors will eventually
be attached to the ends of these wires, as they will be plugged and unplugged many times. The stranded conductors
in the ribbon cable will provide a more durable connection than a solid wire, as the latter could break after being
flexed a few times.
In order to attach wires to the motors, follow these steps:
1. Split the 10-strand ribbon cable into 5 pairs of two wires.
2. Split a pair 3.
3. Strip
1 00
4
1 00
2
6. Pass the wire through the motor terminal and bend it back over itself. Crimping the wire onto itself holds it in
place while the soldering is done.
7. Pass the leads of one of the three 0.1 microFarad (F ) capacitors into the two motor terminals. One lead of
each of the rest capacitors (Cap2 and Cap3) goes into each terminal of the motor.
8. Solder both the wire and capacitor leads to the terminal. For Cap2 and Cap3, solder their loose leg onto the
motors metal case, and cut off the excess leads of the capacitor. See Figure 2.21. Confirm that the solder
flows onto all surfaces: terminal, capacitor lead, and wire.
24
c
2013
Oregon State University
(a)
(b)
(c)
1. Use the #4 12 sheet metal screws included in the kit. Align the motor so that the shaft projects out of the frame
and screw in the screws, as shown in Figures 2.23.
2. Do not over-tighten the sheet metal screws holding the motors to the frame. (Too much torque can damage the
motors). See Figure 2.24 for a view of the motors and battery holders mounted on the chassis.
Test:
To test the motors, simply plug them into the charger board after charging the batteries. The charger board has six
output connectors. Use any one of them, but remember to check which holes are used on the connectors. If the
motors dont turn, find and fix the problem now.
Attach the Roller Ball
Make sure the bolts for the roller ball are placed with the heads of the bolts facing upwards. However, if the tail of the
bolt sticks upwards, it could damage the charger board by creating a short circuit. See Figure 2.25(a) for a view of
how the roller ball is mounted.
c
2013
Oregon State University
25
3. Drill a pilot hole for the second screw directly across from the first screw. Thread a #2 21 brass screw into this
hole. (Check again that the disk is centered on the wheel). Do the same for the remaining two screws. See
Figure 2.25(b) for a view of the aligned adapter disk.
4. Now that the adapter disk has been attached to the wheel, it is possible to attach the wheel (via the adapter
disk) to the motors. Attach the disk onto the motors by pressing the adapters onto the motor shafts. They
should fit snugly, and may need some force to connect them together tight. When they properly attach, there is
a distinct click.
5. Once the wheel is mounted on the motor as shown in Figure 2.25(c), temporarily connect each motor to the
battery pack and notice if the wheel is spinning true. If the wheel wobbles, then remove the screw and try
mounting the adapter again.
6. Repeat Steps 1 to 5 for other wheel.
Mounting the Charger Board on the Robot
To implement the above, follow these steps:
Do not mount the board directly to the metal base, or severe electrical damage will occur.
Use the white nylon 4-40 spacers.
00
1. Use three 4 40 12 metal machine screws, three 4-40 round spacers, and three 4-40 metal nuts to mount the
charger board to the aluminium base. See Figure 2.26(a) for a diagram of the spacer usage.
2. Align your charger board as shown in Figure 2.27. Figure 2.26(b) shows the completed TekBots base.
26
c
2013
Oregon State University
TA Signature:
(Tekbot Moves Forward and Backwards)
c
2013
Oregon State University
27
2.6
Study Questions
1. As was mentioned earlier, a diode only lets current flow in one direction. Why do you think that the diode D2
was included in the charger circuit? What problem(s) do you think, may occur, if it was excluded from the
circuit?
2. A bridge rectifier is a crucial part of any small electronic system. It allows for an alternating current (AC) or a
reverse center pin direct current (DC) wall wart to be converted to the desired DC current. Complete the graph
below, and refer to the schematic of the charger board to follow the current.
3. Once the battery pack is connected to the charger board, power for the robot circuits is available from the
connectors on the charger board (J1 J5). To protect the battery pack, a fuse F1 is included on the board. This
is a unique kind of fuse. Using a search engine on the Internet, and the part number as the search string, find
out what makes this kind of fuse different from conventional fuses. (See Appendix B: Parts List for the part
number).
4. Describe what steps you would take to fix the charger board, if the board had no power output at J1 (the power
distribution area). A specific solution isnt required; just write a general process that would be used.
28
c
2013
Oregon State University
2.6.1
Challenge
A sensor needs 5V to operate correctly. Assume that you get exactly 7.2V from the power distribution area on the
charger board. Design a functional block, (represented by the gray block), which will be able to change 7.2V to 5V.
There are many solutions, so imagine that this is a task given by an employer. (See Figure 2.28 for the design).
List the options you find, give a short analysis of why each one is good or bad, and recommend which one should be
used.
Project Summary
Input:
7.2V
Output:
5V
c
2013
Oregon State University
29
30
c
2013
Oregon State University
Chapter 3
31
3.1
Section Overview
This section has four exercises. Each exercise uses a prototyping board for building the circuits. Understanding how
to use a prototyping board is therefore crucial to finishing these exercises.
Following is a brief description of the four exercises:
Exercise One explores the internal resistance of an ammeter and then proceeds to use a voltmeter to
measure current.
Exercise Two uses the passive sign convention to find if the tekbot battery is generating or dissipating power.
Exercise Three explores current power and voltage are related in different combinations of resistors in series
and parallel.
Ensure that the batteries are fully charged. They need about 14 hours to completely charge.
3.2
A prototyping board (also called a protoboard) is used to build prototype circuits. They are a quick and convenient
way to build simple circuits without soldering. See Figure 3.1.
This section describes the method to seat the contacts in the new protoboard, and about the protoboard layout itself.
Using double-sided tape on the back of the prototyping board is not recommended. If
the protoboard is attached to a surface with the tape, removal may be impossible without
destroying the board.
3.2.1
With the new protoboard, we will need to seat the contacts for the first time that we use it. Push on the back of the
board using the thumbs to ensure that the internal contacts are firmly seated.
See Figure 3.2 for a view of how to seat the contacts in the new protoboard.
32
c
2013
Oregon State University
3.3. PROCEDURE
3.2.2
Protoboard Layout
Component leads/wires are inserted into the holes on the board. Inside each hole are metallic contacts that connect
an inserted wire to four other adjacent holes. The sets of five holes can be used to form circuit nodes. Most of the
nodes that can be formed will consist of up to five wires. However, at the top and bottom of the board, nodes of up to
twenty wires may be created. These are most convenient for forming ground and power contacts. See Figure 3.3.
When inserting a component into the protoboard, apply firm pressure. However, forcing component leads into the
protoboard that are too large in diameter may permanently deform the contacts, and future connections to those
holes will be intermittent and unreliable.
3.3
Procedure
As mentioned earlier, the procedure for Lab Two is divided into three exercises, and will deal with the following
concepts respectively:
1. Ammeter Characteristics
2. Passive Sign Convention and Power Equation
3. Power Dissipation and Equivalent Resistance
3.4
When measuring current with an ammeter, the current being measured flows through the meter. The ammeter is
designed to have zero internal resistance ideally, because any resistance in the ammeter will alter the current flowing
through the circuit under test, resulting in inaccurate measurements. However, a real ammeter must have some
small resistance to be able to measure current. We will first examine the internal resistance of a Digital Multimeter
(DMM) ammeter. Later, a voltmeter is used as an improvised ammeter.
To implement the above, follow these steps:
1. Work with a neighbor and measure the internal resistance of each others ammeters. With one DMM set to the
200 milliAmperes (mA) setting, measure and record the internal resistance using the other DMM. (Remember
the resistance should be very small, so use an appropriate resistance setting).
2. To avoid having to hold the DMM probes, use the micrograbber wires instead of the probes. See Figure 13.4.
c
2013
Oregon State University
33
3. Use the protoboard to build the circuit shown in Figure 3.5. (Use the battery pack to power the circuit.) Set the
DMM to the 200mA scale. Measure and record the current drawn by the motor.
4. Now build an improvised ammeter by placing a 1 resistor in series with the motor, and measuring the voltage
across it. The circuit is shown in Figure 3.6. The current through the motor is computed using Ohms Law
I = VR . Use the DMM in the 2V setting (not mA). Measure and record the voltage across the 1 resistor.
Using the DMM in the 200mA setting or with the leads plugged into the wrong holes for Step
4 will blow its internal fuse.
34
c
2013
Oregon State University
c
2013
Oregon State University
35
3.5
1. Was there a difference in the motor current directly measured by the DMM and the ammeter improvised by
using a voltmeter and a 1 resistor, as shown in Figure 3.6.
2. What was the percent difference between the two measured current values? Show your calculations in the
space provided below, and write the answer here
.
4. Show how you could build an ohmmeter with an ammeter and a voltage source. Illustrate it with a drawing and
write the calculation needed to compute its resistance.
36
c
2013
Oregon State University
3.6
A battery can generate or dissipate power. It dissipates power while being charged, (since the energy is being used
to create chemical potential energy). However, it generates power when powering a circuit, (since the chemical
potential energy is being converted back to electrical energy). Utilizing the passive sign convention, we can
determine when power is being either generated or dissipated by the battery pack.
In Figure 3.7, the ammeter measures the current that enters or exits the battery. This circuit is a conceptual
representation of the charger board.
When the wall wart is plugged in, current flows into the battery, because the wall wart output is at a higher voltage
potential than the battery pack. In this situation, the battery pack is being charged and it therefore is dissipating
power. Since the current is entering the positive (+) ammeter terminal, it will read positive current.
When the wall wart is unplugged, the battery pack discharges through the 1K resistor then through the multimeter.
The current will not pass through the wall wart because it is not connected and acting like an open circuit. In this
situation, the battery is delivering or generating power. Since the current is flowing out of the positive (+) ammeter
terminal, it will read negative current.
Normally, the batteries should never be charged from an unregulated source like a wall
wart. However, in this case, the 1K current limiting resistor protects the wall wart and the
batteries.
c
2013
Oregon State University
37
1. Measure and record the voltage of the battery pack. (It should be approximately 7.5V).
Battery Pack Voltage
2. Begin with the wall wart unplugged, the switch in the off position and witht he multimeter set to the 200mA
setting.
If the multimeter is not set high enough when measuring current, the internal fuse will blow
and the multimeter will not longer function properly.
3. Borrow a 1000 ohm resistor from your T.A. and plug it into the power block. One resistor lead will plug into
GND and the other resistor lead will plug into the + terminal of the header. A resistor does not have polarity
so it does not matter which direction you plug it in.
4. Use the multimeter micrograbbers to complete the circuit. Take the red micrograbber and hook it onto the black
lead of the tekbot battery back. See figure 3.8. Take the red lead of the batter pack and plug it into the +
terminal of J7. Attach a wire to the black micrograbber and put in into the ground terminal of J7. See figure 3.9.
5. Flip the switch from the off position to the on positiion. Measure and record the current and direction(in or out of
the battery) in the table below.
6. Leave the switch in the on positiion and plug in the wall wart. Measure and record the current and direction.
38
c
2013
Oregon State University
3.7
1. With reference to Figure 3.7, draw a schematic diagram of the circuit when the wall wart is plugged in. Show
the current magnitude, directions and the orientation of the battery. Also write down the battery voltage taken
earlier, next to the battery symbol.
2. Using the power equation, the passive sign convention and your readings, determine the power dissipated by
the battery when wall wart is plugged in.
c
2013
Oregon State University
39
3.8
Resistors have different physical sizes to accommodate different levels of power dissipation. Bigger resistors can
dissipate more power in the form of heat energy because of their larger surface area. However, a sufficient quantity
of small resistors can safely dissipate as much power as a single but bigger resistor.
3.8.1
Resistors in Series
P ower(W atts) =
V oltage(V olts)2
Resistance(Ohms)
(3.1)
40
c
2013
Oregon State University
Req =
4. Using the protoboard, connect the string of resistors into the circuit, as shown in Figure 3.12. Plug in the wall
wart.
c
2013
Oregon State University
41
1. Consider the parallel-connected resistors, R3 and R4, on the charger board schematic, figure3.13. Determine
the equivalent resistance, Req when the J8 jumper is in.
Req =
2. Connect the wall wart. Measure and record the voltages across the resistors R3 and R4.
c
2013
Oregon State University
3.9
1. Write the KVL equation for the circuit in Figure 3.12 and see if the equality holds. Write down all the steps and
identify as to which resistor each term in the equation corresponds to. Circle or mark the final solutions.
2. Write the KCL equation for the circuit in Figure ?? and see if the equality holds. Write down all the steps.
Identify each term and draw a schematic diagram indicating the direction of currents used. Circle or mark the
final solutions.
Challenge
Our battery packs are rated at about 600mAH. At a discharge rate of 46mA (that is: 7.2V /154), in theory, they
should last for 600mAH
47mA = 12.7hours. However, this is not the case for practical circuits. This calculation assumes that
the circuit will operate until the last coulomb is consumed from the battery. However, as the battery pack discharges,
its output voltage decays. A NiCad cell is considered discharged when it reaches 1V. At full charge is may be from
1.25 to 1.4V.
c
2013
Oregon State University
43
44
c
2013
Oregon State University
Chapter 4
45
4.1
Section Overview
This section explores the function of two common types of semiconductors: diodes and Bipolar Junction Transistors
(BJTs), This section also introduces the oscilloscope (oscope), an electric test instrument that allows observation of
varying signals. As mentioned in Lab One, diodes allow current to flow only in one direction. They are used to
convert AC to DC (rectification), provide voltage references, and to limit or clip signals. BJTs are versatile devices,
mostly utilized as switches, or small-signal amplifiers.
In this lab, we will observe the I-V characteristics of common diodes, zener diodes, BJTs, and the current draw of the
Tekbot motors. We will also build a motor control circuit similar to the one on the motor control board. At the end of
this lab, there is a challenge problem.
4.2
Procedure
To observe the characteristics of common as well as zener diodes, two diode experiments will be performed in this
lab, followed by a BJT experiment. The motor board will then be examined to illustrate how transistors are utilized to
create an H-bridge, and how they allow the motors to go forward and backward. The oscope will be introduced to
observe the current draw of the Tekbot motors. Finally, a challenge problem is presented for building an amplifier
using a BJT, to view voice waveforms on an oscilloscope.
4.3
1. Build the circuit, as shown in Figure 4.1. The 10K resistor (with an arrow pointing towards it), is a
potentiometer (commonly called a pot). Turning the potentiometer shaft will adjust the voltage across the
diode. Use the blue, square, 10K pots in your circuit, and adjust them with a screwdriver.
46
c
2013
Oregon State University
c
2013
Oregon State University
47
4.4
1. Replace the diode in the first experiment with a zener diode. See Figure 4.3.
2. Adjust the voltage from the smallest value possible, to the largest. Plot ten points on the graph in Figure 4.5.
Plot five negative diode voltages and five positive diode voltages, so the conductive properties of a zener diode
are clearly understood.
The scale of the negative diode voltages differs from the positive voltages, to make the
curves look clearer.
48
c
2013
Oregon State University
c
2013
Oregon State University
49
4.5
The simplest way to use a BJT is as a switch. The contacts of an NPN BJT switch are closed by injecting base
current and are opened by removing base current. When sufficient base current is present and collector current is
flowing, the collector and emitter terminals are essentially connected together with a voltage source of approximately
0.2V. The voltage source does not actually exist inside the transistor, but a potential difference of 0.2V still exists
between the collector and the emitter. See Figures 4.5 and 4.6.
In order to understand the BJT as a saturated switch, this section uses a BJT to switch the motor on and off, provides
an explanation of the Light Emitting Diode (LED), and a few study questions towards the end.
1. With the wheels removed from the robot, build the circuit as shown in Figure 4.7, on the protoboard. Create
the switch using a movable wire.
]; Vce
].
(b) The Ib and Ic values of the transistor. (Hint: You dont have to actually measure these to know.) Ib
[ ]; Ic
[ ].
(c) The power dissipation of the transistor (with the motor off). P owerDissipated
].
3. With the switch contacts closed, the motor should begin to run. Again, measure the following values:
(a) Vbe
]; Vce
]; Ib
]; Ic
].
(b) Using these measurements just taken, compute the beta of the transistor, using the formula
Ic
Ib .
Beta
(c) Neglecting the base current (that is, considering only Ic and Vce ), the power dissipated by the transistor
is
[ ].
50
c
2013
Oregon State University
Figure 4.7: A switch using a NPN transistor and the pins of the 2N4401
4. With the switch contacts closed, as in Step 3, place another 2.2K resistor in parallel with the one connected
to the base lead. Again, measure the following values:
(a) Vbe
]; Vce
]; Ib
]; Ic
].
(Yes/ No).
You will notice that Ib increased considerably and Ic increased slightly relative to its previous value in Step 3. Also,
note the difference in Vce . It should have changed only slightly.
When Ib is substantially increased with little increase in Ic , the transistor is still in saturation.
4.5.1
Internally, the motor consists of many windings of wire. When current flows through the windings, a magnetic field is
produced in the motor that causes it to turn. But, when the motor drive current is removed, the collapsing magnetic
field produces a very high voltage, (up to 200V), which will eventually destroy the transistor.
The high voltage created when the field collapses is oriented in the opposite direction to the original applied voltage.
Therefore, the LED passes this flyback current and re-circulates it back through motor windings, thus protecting the
transistor. It is this current spike that causes the brief flash of the LED when the power is removed. You may also see
a dull glow of the LED while the motor is running.
c
2013
Oregon State University
51
4.6
Study Questions
1. Use the results of Steps 3 and 4 from the previous section (i.e. The BJT as a Saturated Switch), write out your
own description of the condition of saturation. (It should include the relationship of Ib and Vce ).
2. Is the BJT an effective switch, as far as its own power dissipation is concerned? In other words, considering the
power dissipated by the transistor (either on or off), is it effective in ensuring that most of the power is delivered
to the load? Why? What characteristic feature about it being saturated makes the BJT an effective switch?
52
c
2013
Oregon State University
4.7
The motor control board needs to be able to spin both motors in either direction to allow the robot to back up and
turn. The motors are turned on or off by applying a high or low voltage level respectively to the motor drive circuits.
These signals come from digital logic gates. The digital logic gates are implemented to keep the transistors from
breaking. This protection block is called the current sequencer. The arrangement of the transistors in the motor drive
circuit gives this circuit the name H-bridge. Try to spot the H in Figure 4.7.
This section describes the function of the H-Bridge, and testing of the motor control board.
4.7.1
The H-Bridge
Figure 4.8 shows the H-bridge that controls the direction of current flowing through the motors, and therefore, the
direction of rotation as well, notice:
This circuit is actually a combination of the NPN and PNP switch circuits we just built.
The current flows from left to right through the motor when Q2 and Q5 are turned on.
The current flows from right to left through the motor when Q3 and Q4 are turned on.
Q1, Q6, and the various resistors are used to correctly bias the H-bridge transistors to work with logic-high on
input signals.
4.7.2
The H-bridge of the motor control board is what determines if the motors run foward or backward. However an issue
can arise if the change of direction is too quick. When the direction of the motors changes too quickly the current can
shoot through from Q2 to Q4, bypassing the motors entirely and damaging the transistors. See figure 4.9.
53
4.7.3
Power the motor controller board with a 4-pin keyed power wire from the power distribution area of the charger
board. Use all four pins so that if the plug is put in backwards, there will only be NC (No Connection) plugged into +
and GND. The motor controller board inputs are active low. This means that when an input signal is zero volts, it is
logically asserted or true. When EN is connected to GND, an H-bridge passes current. When DIR is connected to
GND, then the H-bridge passes current in the reverse direction.
Since the motor controller has digital gates, a reference to EN being grounded or at 0V potential does not apply here.
Instead, the term for grounded is 0. When the inputs to the motor controller arent grounded, they are being pulled
hihg to Vcc by R2 and R3 are called 1. Thus, the inputs are essentially referred to as just 0 or 1.
Use some stripped wires to connect the motor board, as shown below in Figure 4.12.
54
c
2013
Oregon State University
In table 4.1, write the appropriate motor actions. Indicate which LED is on: red or green.
Direction
Motor State
Stopped
Stopped
Forward
Backward
LED Color
Try each switch combination and observe the resultant motor state. If the motor runs on a direction opposite to the
one indicated, just reverse the motor connections to the board. Refer to the schematic for the motor controller in
Appendix C: Schematics.
4.7.4
Motors will draw varying current depending on the physical resistance. When the motors have to overcome a greater
force to turn, a greater current will be drawn. For example, if the Tekbot needs to drive uphill it will draw greater
current. To observe the current being drawn by the motors an oscilloscope will be used. The oscilloscope is an
electric test instrument that allows the user to monitor a system with varying voltages.
Due to the cost of oscilloscopes there are a limited number. Working in groups of two is
advised.
1. Begin with the motor plugged in but with switch of the charger board in the off position.
2. Strip both ends of a small wire and solder one end to the test point T12 of the motor control board.
c
2013
Oregon State University
55
56
c
2013
Oregon State University
4.8
Study Question
1. The following oscilloscope graph is of the test point T12. Identify what is happening to the motor in the five
regions.
c
2013
Oregon State University
57
4.8.1
Challenge
An NPN BJT acting as a linear amplifier is more like a dimmer switch than an on/off switch. In this mode, a small
base current is able to control a much larger current flowing from the collector to the emitter. The big difference with
the BJT amplifier is that a large collector resistor is used to convert the varying collector current to a varying voltage
at the output.
Shown below in Figure 4.14, is the schematic for a small signal audio amplifier. The amplifier consists of two single
transistor amplifiers in series. By doing so, the two stages of amplification can together boost the microphone output
level over 150 times. The microphone output level is only about 20mV peak-to-peak. The composite gain of the
amplifier is simply: gain of the f irst stage gain of the second
]; Ic
2. Build the amplifier on the protoboard and apply power to the circuit. Confirm that the voltages just computed
are identical in the amplifier. The voltages and currents should be within about 30% of computed values. If they
are not, check your circuit for errors.
58
c
2013
Oregon State University
]; Ic
].
3. If your amplifier voltages match, adjust the knob labeled CH 1 VOLTS/DIV to the setting 50mV for the 10x
probe. Attach the ground lead of the oscilloscope probe to the circuit ground. Touch the oscilloscope probe tip
to the junction of the microphone and the 10K resistor. Whistle or hum into the microphone and note the
voltage level.
mV (Should be 20mV peak-to-peak)
Average Microphone Output-Voltage Level:
4. Next, touch the probe to the collector of the transistor Q1. Adjust the knob labeled CH 1 VOLTS/DIV to the
setting 0.1 for the 10x probe. Now hum or whistle into the microphone again at about the same level and notice
the output signal in Q1. It should be significantly bigger. From the relative size of both the input and output
voltages, estimate the voltage gain of the amplifier.
Approximate amplifier gain of Q1 (observed)
5. Given the values of the resistors in the amplifier, what would you estimate the gain to be?
Approximate amplifier gain of Q1 (rule of thumb estimate)
6. Finally, touch the probe to the collector of the second transistor Q2. Adjust the knob labeled CH 1 VOLTS/DIV
to the setting 5 for the 10x probe. Now hum or whistle into the microphone again at about the same level and
notice the output signal in Q2. It should be significantly bigger than that seen at Q1s collector. From the relative
size of Q1s and Q2s output voltages, estimate the voltage gain of the amplifier. (Hint: The input to Q2 is simply
the output of Q1.)
Approximate amplifier gain of Q2 (observed)
7. Given the values of the resistors in the amplifier, what would you estimate the gain to be?
Approximate amplifier gain of Q2 (rule of thumb estimate)
c
2013
Oregon State University
59
60
c
2013
Oregon State University
Chapter 5
Comparators
61
CHAPTER 5. COMPARATORS
5.1
Section Overview
Comparators are used to compare two voltage levels and typically provide a logic level output indicating the result of
the comparison. One confusing aspect of comparators is the open collector output that can pull the output to ground
but cannot drive it to a high voltage level. In this Lab, we will examine the behavior of the comparator.
5.2
Preparation
Make sure that the batteries are charged. Obtain either a printed or electronic copy of the datasheet for the LM339
Quad Comparator chip, from an On-line source, or from the TekBots Web-page (under the Reference section).
5.3
Procedure
In the first part of this Lab, a test comparator circuit is constructed and analyzed. Later, there is a description of the
operation, construction of an analog control board and an oscilloscope task. Finally, after assembling and testing the
entire system, there is a challenge problem to perform with the newly-constructed TekBot.
5.3.1
Construct the circuit, as shown in Figure 5.1. (Most of these parts will be used later on the analog control board: so,
please be careful and gentle with them).
The comparator in the schematic (Figure 5.1), is inside a dual in-line package (DIP) package. Physically, the comparator has very little resemblance to the schematic symbol. In
order to understand what leads connect to what components, use a datasheet for the parts
being used.
The important section is the Pin Diagram section.
5.3.2
Circuit Description
R1 and R2 are used as voltage dividers to provide a variable input voltage to the inputs of the comparator. The
position of the slider in the pot is adjusted with a screwdriver. R3 is a 1K resistor connected from the comparator
62
c
2013
Oregon State University
5.3. PROCEDURE
output to the supply voltage. This resistor allows the comparator output to go to the supply voltage level when the
comparison is true. Therefore, when the non-inverting input (+) is higher than the inverting input (-), the output will be
driven by the resistor to the supply voltage. However, when the non-inverting input (+) is lower than the inverting
input (-), the comparator output will go to ground.
To implement this circuit, follow these steps:
1. Apply power to the circuit from your battery pack. Apply the given comparator input levels and then fill in the
corresponding output levels. (It is not necessary to set the input voltages exactly) For each voltage setting,
record the comparator output voltage. Indicate the logical output level with a 1 if the output is near the supply
voltage, and with a 0 if the output is near ground.
The annotations 2+ and 2- indicate that the voltage is set to just above or just below 2V
respectively. For example, 2- could be 1.9. This is done to make the comparator output
decisive for our settings. The comparator could resolve between 2.0 volts and 2.000001
volts, but it is not possible to set the potentiometers to such precise readings.
2. Using the table as a guide, describe in your own words a rule that describes as to when the comparator logic
output is high.
3. Remove the resistor between the comparator output and the supply voltage. Set the potentiometers using the
table you just filled in, so that the output should be logic high. What voltage do you read? Explain the result of
the readings.
4. In step 1, at what point did we measure the Vce of the output transistor?
c
2013
Oregon State University
63
CHAPTER 5. COMPARATORS
5.4
The analog control board is used to control the forward, backward, and turning behavior of the TekBot. The robot
goes forward until either one or both of the buttons on the sensor board strikes an object. Depending upon which
button is depressed, the robot first backs up. It then turns towards the opposite side at which the button was struck,
and proceeds forward again. This is referred to as bumpbot behavior.
c
2013
Oregon State University
See Figure 5.5 for a description of how the ramp and voltage decision points create the turning bumpbot behavior.
65
CHAPTER 5. COMPARATORS
5.5
This section describes the purpose, build and test processes for the various parts that make up the analog control
board. They are the Voltage Regulator, the Reference Voltage Potentiometers, the Ramp Generator, and the
Comparators and Pull-up Resistors.
5.5.1
Voltage Regulator
Purpose: This block sets the supply voltage for the board at approximately 4.7V.
Build: Build the VCC voltage regulator. Also put in J1, D2, and C4.
Test: Apply an input voltage from the charger board at J1. T11 is the input and should be close to 8V. T12 should be
about 4.7V. Note: No components should be warm.
5.5.2
Purpose: Potentiometers allow adjustment of the voltages at T3, T4, T7, and T8 so that the backup and turn times
can be adjusted.
Build and Test: Solder in the potentiometers. Apply voltage to the board again. Adjust each potentiometer and
observe that the voltages change at the respective comparator pin. Initially set T4 and T8 at 2V and T3 and T7 at 3V.
5.5.3
Ramp Generator
Purpose: A ramp generator provides timing for the backup and turn behavior. The capacitor is discharged to ground
when a sensor switch is grounded. After the switch is ungrounded, the voltage will slowly rise as the capacitor is
charged through the 100K resistor connected to the supply voltage. Use a voltmeter to see this ramping voltage.
Build: Solder in the parts for both the ramp generators. C1 and C2 have polarity and therefore, it should not be put
backwards. Align the line on the capacitor (the + terminal) with the + on the silk screen. Also, solder in J2, J3, J4
and J5.
Test: Apply power to the board. Connect the SIG pin of J2 to GND. Note: If T1 and the output pin DIR at connector
66
c
2013
Oregon State University
5.5.4
Purpose: The Comparators compare the voltages at T1, T4, T5, and T8.
The pull-up resistors allow the comparators to signal a logic true or 1 to the motor control board. Without the
resistor, the comparator can only instruct the motors to go backwards.
Build: Solder in the comparator making sure the chip is oriented correctly. The half circle of of the chip should match
the half circle on the board silk screen. Solder in R8 and R9.
5.6
The Bumpbot boards are mounted and wired, and the system is programmed for corresponding movements to the
left and right bumpers.
5.6.1
67
CHAPTER 5. COMPARATORS
5.7
The ramp generator uses a simple RC circuit to time how long each tekbot motor will move in reverse. The
comparators compare the voltage from the charging capacitor circuit to a reference voltage controlled by the
potentiometers. Using an oscilloscope you will observe the analog control board behavior.
To implement this exercise, follow these steps:
1. You will need to work in groups of two to observe how the ramp generator works.
2. Begin with all four potentiometeres turned all the way to the right.
3. Power the analog control board in the same way you power the motor control board.
4. Strip both ends of two wires and solder them into T4 and T1.
5. Plug in two oscilloscope probes into channel one and two. Be sure to set the probe setting to the proper value
of 10X.
6. Connect one probe to T4 and the other to T1.
7. Use the skills and knowledge gained from the previous lab about the oscilloscope to capture a waveform that
represents the ramp generator and direction change. Your waveform will look similar to figure 5.8
TA Signature:
(Correct Oscilloscope waveform captured)
68
c
2013
Oregon State University
5.8. PROGRAMMING
5.8
Programming
In order to make the robot work correctly, tune the reference voltages on the analog board. If the right button is
pushed, the Bumpbot should back up, turn left, and then continue forward. However, if the left button is pushed, the
TekBot should backup, turn right, and then continue forward. See Figure 5.9 for a view of how the finished Bumpbot
looks like.
c
2013
Oregon State University
69
CHAPTER 5. COMPARATORS
5.9
Study Questions
1. This is a troubleshooting question; so, use the block schematic for the analog control board. Heres the
scenario: An eager lab student did not want to test his board periodically as he was building it in phases. He
attempts to test his board at the end of the entire Lab. The power is plugged in and nothing works. After wasting
valuable time by trying to troubleshoot without a schematic, he becomes frustrated. He asks his neighbor or
help. The neighbor doesnt want to waste time, so he starts by making a table of test voltages. See table 5.1
10
11
12
13
Voltage
7.2
What could be wrong? Dont dismiss anything as too simple of a solution, because many problems in electrical
circuits are the simple ones. Describe and justify the steps you would take to find the source of the problem.
Suggest at least three possible causes of the problem and how you would check each of those.
2. Throughout the Lab, you have had some experience with troubleshooting. What are some general strategies
you would find useful for troubleshooting a circuit and when would each of those strategies be most useful?
3. When the robot is first turned on, the wheels are driven backwards. Why does that happen?
70
c
2013
Oregon State University
5.9.1
Challenge
1. In this Lab, we have constructed a simple system that uses comparators to compare voltages and makes the
TekBot move. Figure 5.10 shows a block diagram for a photovore controller for your TekBot. This circuit will
cause your TekBot to always steer using light intensity as a guide. Resistors that change their value in
response to light are called photoresistors.
c
2013
Oregon State University
71
CHAPTER 5. COMPARATORS
2. The Sensor Board that you have made uses two small buttons to detect objects. These do not work very well if
the object is low to the ground, or if you dont run directly into the object. Create your own whisker extensions
to expand the area of sensing that your robot has. Figure 5.11 shows two types of whisker extensions, but you
may use anything, and may even replace the switches on your TekBot with something different. Grading is
based on your TAs discretion.
72
c
2013
Oregon State University
Chapter 6
73
6.1
1. Turn the DMM on. Figure 6.1 shows a view of the DMM with the probes.
2. Plug the black probe into ground or into the common jack. Plug the red probe into the A jack for current
measurement or the V jack for voltage or resistance measurement.(Often times, the red probe will be in the
V jack).
3. Refer to Figure 6.2 shows a schematic for measuring the voltage and resistance.
6.2
Schematic Symbols
The table contains some common schematic symbols you might encounter, when examining a schematic.
74
c
2013
Oregon State University
6.3
The table below will assist you in identifying resistor color codes. Examples:
180 = 18 101 = [10 (1) + 1 (8)] 101 = [10 (brown) + 1 (gray)] 10Brown
= Brown Gray Brown = 180
If the bands on the resistor are gold red violet yellow, what is the resistance? First of all the resistor is
backwards. Gold is never the first color band: so, the real order is yellow violet red gold.
[10 (yellow) + 1 (violet)] 10red = [10 (4) + 1 (7)] 102 = 4, 700 = 4.7K
c
2013
Oregon State University
75
6.4
Examples:
If the capacitor says 104 on it, do the calculation as shown below:
1microF arad
10 104 = 105 picoF arad 10
6 picoF arad = .1microF arad
If the capacitor says 47 on it, then assume the multiplier is 0. The process is then the same as shown above.
76
c
2013
Oregon State University
c
2013
Oregon State University
77
78
c
2013
Oregon State University
Chapter 7
Appendix B: Parts
79
7.1
The table has the list of parts for the mechanical base:
80
c
2013
Oregon State University
7.2
The table has the list of parts for the charger board:
c
2013
Oregon State University
81
82
c
2013
Oregon State University
7.3
The table has the list of parts for the sensor board:
c
2013
Oregon State University
83
7.4
The table has the list of parts for the analog board.
84
c
2013
Oregon State University
7.5
Miscellaneous Parts
Parts not falling in any of the previous parts lists will appear in the table.
c
2013
Oregon State University
85
86
c
2013
Oregon State University
Chapter 8
Appendix C: Schematics
87
8.1
This page has the schematic/block diagram of the charger board. (Refer to Figure 8.1).
88
c
2013
Oregon State University
8.2
This page has the schematic/block diagram of the sensor board. (Refer to Figure 8.2).
c
2013
Oregon State University
89
8.3
This page has the schematic/block diagram of the motor controller board. (Refer to Figure 8.3).
90
c
2013
Oregon State University
8.4
This page has the schematic/block diagram of the analog board. (Refer to Figure 8.4).
c
2013
Oregon State University
91
92
c
2013
Oregon State University
Chapter 9
93
9.1
This page has the Silk Screen of the charger board. (Refer to Figure 9.1).
94
c
2013
Oregon State University
9.2
This page has the Silk Screen of the sensor board. (Refer to Figure 9.2).
c
2013
Oregon State University
95
9.3
This page has the Silk Screen of the motor controller board. (Refer to Figure 9.3).
96
c
2013
Oregon State University
9.4
This page has the Silk Screen of the analog board. (Refer to Figure 9.4).
c
2013
Oregon State University
97
98
c
2013
Oregon State University
Chapter 10
Appendix E: Suppliers
99
10.1
Suppliers
100
c
2013
Oregon State University