EE 230 Lab 2

EE 230 Lab 2 - Vdc (InputVoltage) Output Voltage-4...

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EE 230 Lab 2 Op-Amp Basic Circuits Brent Cornelius
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Introduction: In this lab we will be working with inverting and non-inverting amplifier circuits. You will first calculate each circuit based on ideal op-amp and then set up the circuit on your bread board and complete the experiment by checking your results with your calculations. There is a pin layout of the op-amp that you will be using so if you have any troubles hooking it up check out the figure to help you out! Once you are done with each circuit you will collect your data and write a complete lab report for it. Circuit #1 (Non-Inverting Op-Amp) G = (Ri + Rf) / Ri = (22kΩ + 1.5kΩ) / 22kΩ = 15 2/3 V/V Measured Output = 3.16V/.2V = 15.8 V/V Voltage Buffer = 1 % Difference => .85%
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Circuit #2 ( Inverting Amplifier Circuit): a.) Rf / Ri = 47kΩ / 10kΩ = 4.7kΩ Av = Vo / Vi = -.449V / .1V = -4.49 V/V b.) Here is our data collected from part two of the Circuit #2:
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Unformatted text preview: Vdc (InputVoltage) Output Voltage-4 11.246-3.5 11.247-3 11.248-2.5 11.249-2 9.378-1.5 7.033-1 4.689-0.5 2.345 0.5-2.345 1-4.67 1.5-7.01 2-9.356 2.5-10.63 3-10.629 3.5-10.628 4-10.628 Conclusion: This lab is a stepping stone into the Op-Amp Circuits that we will be working with later on in this class. I believe that it has helped us understand the basics of Op-Amps and how they work and how you are supposed to set them up correctly on the bread board. Also since it is a basic lab of Op-Amps I think that a lot of people benefited from this since some people havent dealt with Op-Amps before in the labs. I believe that this will help us in our classroom problems also because once you have a hands on exposure to what the circuit can achieve or cannot you understand more than just the schematic of the circuit you understand it as a whole....
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This note was uploaded on 09/18/2011 for the course EE 230 taught by Professor Mina during the Spring '08 term at Iowa State.

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EE 230 Lab 2 - Vdc (InputVoltage) Output Voltage-4...

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