project9 final paper

8/12/2019 Project9 Final Paper

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ECE 210 Laboratory Experiments in LabVIEW

by

Jesse Chen

and

Yang Zheng

ECE 345 Section H, Spring 2000

Supervised by ro!essor "avid #unson

and

$%&% Shao Hsia

5'('2000

ro)ect *


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Abstract

$he purpose o! the ECE 2(0 +aboratory eperi-ents is to visua++y represent +inear syste- conceptstaught in c+ass% Si-u+ating +aboratory eperi-ents in .ab/E1 instead o! using a rea++i!e setupprovides severa+ advantages% $he use o! co-puter si-u+ations reduces the possibi+ity o! -isirings

i-proper euip-ent use or euip-ent !ai+ure% sing a 6 based si-u+ation pac7age a++os instructorsto design circuits that behave si-i+ar to rea+ circuits hi+e providing contro+s and disp+ays si-i+ar tothose used in rea+ instru-ents% &+so, si-u+ations -ay be an ece++ent a+ternative to universities that donot have su!!icient !unding or sta!!ing to provide a co-prehensive +ab environ-ent to its students%Si-i+ar+y, students ta7ing the course re-ote+y !ro- the university -ay use si-u+ations as an added+earning too+% Hoever, si-u+ations can8t rep+ace the eperience gained by seeing the di!!erencesbeteen theoretica+ ca+cu+ations and rea+ resu+ts produced in +ab9 or eperience gained by using+aboratory instru-ents%


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i

TABLE OF CONTENTS

(%( ntroduction%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%3(%2 "esign Speci!ications%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%4

(%3 6enera+ "esign rocedures%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%4(%4 $he &dvantages and "isadvantages o! sing .ab/E1%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%4(%5 Cost &na+ysis%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%52%( .ab ( :vervie%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%;2%2 .ab ( "esign "etai+s%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%;2%3 .ab ( "esign /eri!ication%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%"? /% .aboratory 4 @igures%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%2;


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3

1 !"O#ECT OVE"VIEW

11 Intro$%ction

$he ECE 2(0 +aboratory teaches basic +inear syste- concepts, hich can be +earned through .ab/E1

si-u+ation instead o! circuitry% .ab/E1 is a 6 based si-u+ation environ-ent that a++os aninstructor to uic7+y create a si-u+ation that accurate+y approi-ates the behavior o! a circuit% $he bui+tin contro+s and disp+ays in .ab/E1 a++o the student to see the resu+ts o! a given input into a +inearsyste- a+-ost instantaneous+y% &+so, the student can vary the input conditions into the syste- toobserve changes at the output% $he si-u+ation can a+so be constructed such that the student is ab+e to-odi!y para-eters o! the syste-9 !or ea-p+e, the resistance and capacitance o! a si-p+e +o pass !i+terto change the ti-e constant%

$he !o++oing b+oc7 diagra- i++ustrates ho the pro)ect !unctions a+ong ith other reuire-ents in theECE 2(0 +aboratory%

@igure (

&s shon by the b+ue arro, our pro)ect dea+s -ain+y ith the si-u+ation and user inter!ace aspects o!the ECE 2(0 +aboratory%


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4

12 &esi'n Speci(ications

:ur pro)ect !ocuses on designing the .ab/E1 inter!ace !or the +aboratory eperi-ents in ECE 2(0%$he !ina+ design inc+udes !our o! the !ive +aboratory eperi-ents si-u+ated under the assu-ption o! anidea+ syste-% $he !i!th +ab eperi-ent, the superheterodyne receiver, as not i-p+e-ented% $i-e

constraints as e++ as the !easibi+ity o! accurate+y receiving and de-odu+ating a radio signa+ erereasons !or this decision% Each +aboratory eperi-ent consists o! separate A/isua+ nstru-entB or /!i+es that si-u+ate a particu+ar section o! the eperi-ent% Students can sitch !ree+y beteen thesections to si-u+ate AiredB circuits% $he student is not a++oed a+ter the circuits, but the student is ab+eto change certain para-eters o! the circuit, such as resistance, capacitance, or input signa+% ! theAContinuous unB option is used in .ab/E1, the si-u+ation i++ continuous+y update the outputdisp+ay%

1) *enera+ &esi'n !roce$%res

nitia+ ca+cu+ations ere done according to the theory presented in the ECE 2(0 c+ass notes% >et

Spice si-u+ations ere used to chec7 the ca+cu+ations and provide a reasonab+e epectation !or theper!or-ance o! our syste-% $he ca+cu+ations ere then -odi!ied so that they cou+d be input into thedesign sche-atic o! a .ab/E1 / !i+e% &!ter testing and veri!ying that the si-u+ation as per!or-ingsatis!actori+y, the 6 !ront pane+ ou+d be bui+t%

1, T-e A$.anta'es an$ &isa$.anta'es o( /sin' LabVIEW

&+though e ere approached ith the idea o! i-p+e-enting the ECE 2(0 +aboratory eperi-ents in.ab/E1 by both ro!essor #unson and >ationa+ nstru-ents, e considered other so!tare pac7ages& circuit si-u+ation pac7age such as Spice ou+d have been an a+ternate choice% $he Spice a+readycontains the necessary co-ponents and too+s !or si-u+ating ana+og circuits% .ab/E1 on the other

hand, can8t even si-u+ate a resistor ithout ca+cu+ations and !or-u+as !ro- the instructor% HoeverSpice +ac7s the !riend+y graphica+ user inter!ace that .ab/E1 provides% &+so, .ab/E1 si-u+ationscan be changed in rea+ti-e, un+i7e Spice si-u+ations that have to be painsta7ing+y ad)usted and rerunbe!ore the ne resu+ts appear% Spice si-u+ations -ay be -ore accurate than our .ab/E1si-u+ations, but this isn8t as i-portant to us because the .ab/E1 si-u+ations a+ready su!!icient+yi-prove c+arity o! the resu+ts% 1e chose to deve+op in .ab/E1 a!ter conc+uding that there as noproduct that as c+ear+y better%

Hoever, the -ain disadvantage o! using .ab/E1 is that a++ ana+og signa+ processing -ust bei-p+e-ented digita++y% &++ signa+s and trans!er !unctions -ust be ca+cu+ated, sa-p+ed, and chec7ed !orva+idity% Sa-p+ing rates and processor speed considerations +i-it the accuracy o! the si-u+ations

.ab/E1 does provide i-portant co-ponents, such as signa+ generators and digita+ convo+ution!unctions% &++ other necessary !unctions -ust be i-p+e-ented by the instructor as a -athe-atica+!or-u+a, !or .ab/E1 to ca+cu+ate% @orcing a++ signa+s to be digita++y sa-p+ed +i-its so-e o! thepotentia+ o! the si-u+ation pac7age, but it does provide so-e interesting shortcuts and so+utions !or thesi-u+ation designer%


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5

1 Cost Ana+ysis

"escription Cost

e!erence Doo7s


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;

2 Laboratory Experiment 1

21 Lab 1 O.er.ie

$he !irst +ab gives an introduction to C circuits and capacitor ti-e constants as studied in the course%

art ( o! the origina+ +ab as7s the student to observe di!!erent signa+s generated by a signa+ generator onthe osci++oscope% $his section has been o-itted !ro- the .ab/E1 si-u+ations because a++ si-u+ationsdisp+ay the input ave!or-%

art 2 as7s the student to bui+d the circuit shon in @igure 2% $he +ab as7s the student to observe theoutput hen a 40 7HI sine ave ith a-p+itude (0 / pea7pea7 is app+ied to the syste-% $he student isas7ed about the phase o! the output vo+tage and current%

V o u t

V 1

0

R 1

1 0 k

C 1

3 3 0 p F

V i n

@igure 2

art 3 o! the origina+ +ab as7s the student to investigate the C ti-e constant o! the circuit shon in

@igure 2, echanging the 330p@ capacitor ith a 0%0( @ capacitor%

art 4 o! the origina+ +ab as7s the student to investigate the !reuency response o! the circuit% $he

student is to p+ot the observed -agnitude, and co-pare it ith the epected -agnitude response%

22 Lab 1 &esi'n &etai+s

$he circuit presented in +ab ( is a sing+epo+e, ana+og +opass !i+ter% &s given in the ECE 2(0 c+assnotes (K, the trans!er responses o! the !i+ter in the ti-e and !reuency do-ains are given asL

RC

t

eRC

th

=

(GF F(%(G

(

(GF

+

=

RCjjH

F(%2G

@ro- F2G, e can derive the phase response to beLG(FGF ( RCjTanjH += F(%3G

art 2 o! +ab ( as i-p+e-ented in .ab/E1 by ta7ing advantage o! F(%2G and F(%3G% & .ab/E1 /disp+ays one cyc+e o! a sine ave, and appropriate+y sca+es the ti-e ais to indicate the chosen!reuency% .ab/E1 then ca+cu+ates the phase di!!erence and -agnitude di!!erence due to a sine aveo! the given !reuency% $he ne -agnitude and phase are then used as input va+ues into a ne.ab/E1 signa+ generator that disp+ays a -agnitude and phase shi!ted sine ave, corresponding to the


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:>"E&.

&ctua+ Characteristics dea+ Characteristics

aG 6ain very +arge F& M (05G aG n!inite gain

bG 6ain depends on !reuency bG 6ain is independent o! !reuency

cG inis very +arge F(0;G cG inis in!inite+ydG o

is very s-a++ F(5 G dG ois Iero

@or the idea+ op a-p -ode+, e assu-e the di!!erentia+ vo+tage, as e++ as the currents entering the opa-p, are Iero% >onidea+ op a-ps reuire a -ore co-p+icated -ode+ 3K as shon in@igure ;%


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(0

Fi'%re 3

n part ( o! this +ab, e obtained the !o++oing vo+tage gain using the idea+ op a-p -ode+L

(R

R

V

V f

i

o= F2%(G

$he nonidea+ op a-p -ode+ produces a -uch -ore co-p+icated inputoutput vo+tage ratioL

KGGFJF

GF(

KGGFJFH

HH((

KGGFJFH

HH

GGFF

GF

((2

2(

((2

(

((2((2

2

ffif

i

fffio

i

oo

ffio

fi

ffi

i

i

o

RRRRRrR

RrR

RRRRRRrr

RrA

rR

RRRRRrr

RrA

RRRRRr

Rr

V

V

+++

+

+

+++

++

+++

+++

+

= F2%2G

:ur ca+cu+ations sho that -ode+ing the op a-p using the idea+ -ode+ gives resu+ts practica++y identica+to resu+ts using the nonidea+ op a-p -ode+, ith a precision to the !ourth deci-a+ digit% $here!ore, eused the idea+ op a-p -ode+ to si-u+ate the rest o! the circuits%

art 2 o! this +ab is i-p+e-ented using ti-e do-ain convo+ution -ethod used in +ab (% @irst, e !oundthe trans!er !unction o! the circuitL

jwRC

RC

V

V

f

i

o

+

=

H

(

H

(

(F2%3G

$hen e too7 the @ourier trans!or- o! the above trans!er !unction, hich resu+ts in the ti-e do-aini-pu+se response o! the circuitL

e t

CRf

RC

th(

(H

(GF

= F2%4G

Convo+ving the input signa+ ith the above i-pu+se response yie+ds the desired output signa+, inc+udingthe transient and steady state parts o! the signa+%

#ode+ing the op a-p as an idea+ device reduces the circuit in part 3 o! +ab 2 to the si-p+e +o pass !i+terana+yIed in .ab (% &gain, e !ound the -agnitude response o! the circuit in advance and disp+ayed theoutput ave!or- ith respect to the input ave!or- according+y%


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((

$he sound !eature in this +ab is i-p+e-ented by using the input !reuency and -agnitude response o! thecircuit at that !reuency to produce a tone ith the desired pitch and +oudness% 1e can hear that as!reuency increase, the pitch increases and the +oudness decreases as a resu+t o! the -agnitude responses+oping don as !reuency increases o! a +o pass !i+ter%

)) Lab 2 &esi'n Veri(ication

$o veri!y the va+idity o! our .ab/E1 si-u+ation, e co-pared the- to the si-u+ations done inSpice%

$he Spice si-u+ation !or part ( o! this +ab shos the output ave!or- being the inverted and a-p+i!iedversion o! the input ave!or- as shon in @igure (4% :ur .ab/E1 si-u+ation F@igure (5G shos the

sa-e re+ationship beteen the input and output ave!or-s% Since !and ( have va+ues o! (00 7and

(0 7, respective+y, the gain o! the inverting a-p+i!ier is (0 according to our ear+ier ca+cu+ations% $his

-atches the Spice si-u+ation% Since the gain changes as !and ( changes, e veri!ied our si-u+ationresu+ts ith -any di!!erent va+ues o! !and (%

@or part 2 o! this +ab, our .ab/E1 si-u+ated output ave!or- as shon in @igure (ot on+y do the overa+shapes -atch !or various types o! the input ave!or-, the va+ues at speci!ic points o! the outputave!or- a+so agree ith that o! Spice%

n the +ast part, e veri!ied our .ab/E1 si-u+ation ith both the Spice si-u+ation o! the -agnituderesponse o! the circuit and the actua+ output ave!or-s% $he -agnitude response gives us the gain o!the circuit !or various !reuencies as shon in @igure (=, and this he+ps us veri!y the re+ationshipbeteen the input and output ave!or-s% $he actua+ p+ot o! the ave!or-s gives us an even -ore directay o! con!ir-ing our resu+ts since the si-u+ations are identica+%


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(3

Laboratory Experiment ,

1 Lab , O.er.ie

$he ob)ective o! +aboratory eperi-ent 4 is to introduce bandpass !i+tering to the student% &+so, @ourier

series and !reuency do-ain concepts are ep+ored%

$he !irst part o! the +ab eperi-ent as7s the student to characteriIe the -agnitude vs% !reuencyresponse o! the bandpass !i+ter% &s be!ore, the student has no access to the !reuency do-ain p+ot, and-ust generate a -agnitude vs% !reuency p+ot by hand, as a ho-eor7 assign-ent% n +ab, the !reuencyo! the input signa+ can be varied to produce di!!erent -agnitude responses% &n output to the spea7er isa+so used in the eperi-ent to provide an audio indication o! the -agnitude response%

$he second part o! the eperi-ent as7s the student to observe the response o! the syste- to a suareave input% $he student i++ a+so observe the @ast @ourier $rans!or- F@@$G o! the signa+%

2 Lab , &esi'n &etai+s

t is i-portant to !irst !ind the !reuency do-ain trans!er response o! the bandpass !i+ter circuit, givenbe+oL

@igure ea-en, "ona+d &%,Electronic Circuit Analysis and Design% ChicagoL $i-es #irror HigherEducation 6roup, nc%, (**;, pp%=(3, =43%

4% ay, S% %, ACS 3=4 C+ass >otes,B c+ass notes !or CS 3=4, "epart-ent o! Co-puter Science,niversity o! ++inois at rbanaCha-paign, Spring 2000%


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@igure *

@igure (0


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@igure (3


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A!!EN&I5 II Laboratory 2 Fi'%res

@igure (4

@igure (5


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@igure (;

@igure (


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@igure (=

@igure (*


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A!!EN&I5 III Laboratory ) Fi'%res

@igure 20

@igure 2(


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@igure 22


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A!!EN&I5 IV Laboratory , Fi'%res

@igure 23

@igure 24


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