ET1015 ET1024 Notes1 AY2425S2 v1

Official (Closed), Non-Sensitive
ET1015/ET1024
INTRODUCTION TO ENGINEERING & DESIGN
Notes for Project 1 & 2
Name:
Admin No:
Class:
ET1015/ET1024 24/25 S2 1Page

Singapore Polytechnic Official (Closed), Non-Sensitive
School of Electrical & Electronic Engineering
General Laboratory Safety Rules and Regulations

1. Wear appropriate attire for the lab/workshop:
• Footwear (e.g. slipper and sandal) that exposes the feet is not permitted.
• Do not wear loose clothing, bangles, bracelets, necklaces, etc. that may cause
entanglement with rotating/moving part of a machine.
• Use Personal Protective Equipment like goggle when performs drilling job.
2. Use the right tool for the right job.
3. Always keep the lab/workshop clean and tidy.
4. Know where the following items are located:

• Fire-Extinguisher
• First-Aid Box
• Emergency Exit
• Emergency Switch (if provided)
5. Ensure all connections are connected properly and correctly before switching on the
power source.
6. Do not operate electrical equipment in the following situations:

• Damaged housing and frayed or damaged power cords.
• Standing on damp or metal floor.
• Faulty equipment.
• Equipment not properly grounded.
• Not feeling well.
7. Observe and follow all the safety instructions, rules, and regulations of the
lab/workshop.
8. Do not use the soldering iron with damaged or worn-out power cord.
• Turn on ventilating fans while performing soldering to extract the poisonous fume.
• Never touch the soldering iron that is turned on.
• Always wash your hands with soap and water after handling solder as the lead is
poisonous and bad for health.
• Do your soldering on a heat-resistant mat.
• Never leave your soldering iron on and unattended.
• Rest your hot soldering iron in the soldering stand.
• Switch off the soldering iron when not in use.
• Switch off the soldering iron 15 minutes before the end of the lesson (before tidy-up
the work bench)
• Make sure that your soldering iron is properly earthed.
9. The leads/wires should face downwards when trimming and this is to prevent the
leads/wires fly off and cut the eyes or body parts.
10. Report all near accidents or incidents to the Laboratory In-charge.
ET1015/ET1024 24/25 S2 2Page

11. When in doubt, ASK.

Project 1: Discovering Engineering
(Research Based Project)
Engineering is the science of designing and creating. Reverse engineering is the science of taking
things apart to see how they work. Have you ever wondered what makes devices work or what is
inside them? Let’s have some discovering engineering fun on some home appliances like bread
toaster, hair dryer, steam iron, fan, water heater, fluorescent lamp fitting and toaster oven.
Though there is an unlimited variety of home appliances, nearly all are constructed from the
following basic types of parts.
• Appliance cord - wire and plug.
• Internal wiring - cables and connectors.
• Electrical overload protection devices - fuses and circuit breakers.
• Thermal protection devices - thermal fuses and thermal switches.
• Appliance controls - switches, thermostats, rheostats, and timing mechanisms.
• Interlocks - prevent operation with case or door open.
• Light bulbs - incandescent and fluorescent.
• Indicators - incandescent or neon light bulbs or LEDs.
• Heating elements - Nichrome coils or ribbon, Calrod, Quartz.
• Solenoids - small and large.
• Small electronic components - resistors, capacitors, diodes.
• Motors - universal, induction, DC, timing.
• Fans and Blowers - bladed or centrifugal.
• Electronic controllers - simple delay or microprocessor based.
_________________________________________________________________________
Inside the appliance
Illustrate with diagrams to explain, as clearly as you can, the functions of the different parts of
the appliance and how these essential parts work together to achieve the intended purpose. You
may wish to pay attention to the following points as well:
• Where the power cord enters the appliance, where do the different cables (Live, Neutral
& Earth) terminate? How are they terminated?
• If there is an Earth wire, where is it attached to? To a plastic part or a metal part?
• Electrical safety is of paramount importance if an appliance is to be awarded a safety mark.

Locate where the protective device is and how it is connected to the incoming cables. Is
a particular component a resistor, a switch or something else?
• Once a device is identified, can you tell what function it plays in the appliance?
• Does any of the inside parts surprise you?
ET1015/ET1024 24/25 S2 3Page

Research on the power cord & Safety features.

Q. The appliance cord delivers electricity to the appliance, and it is typically constructed
of two or three wires and a plug with 2 or 3 prongs. Open the cover and sketch the
internal wiring of a 3-pin plug.
Q. Illustrate what happens if the Live wire and Earth wire connections are swapped.
Q. Explain, with illustrations, why the fuse and switch must be on Live wire.
Q. What is double insulation? Is your home appliance double-insulated? How do you

tell if the appliance is 'double insulated'?
Q. Why high-power appliances need thicker cables?
Q Is it true that the thickness of the insulation of a wire or cable a reliable indication of its
capacity or voltage rating? Why?
Q. Fuses and circuit breakers are electrical overload protection devices used to protect the
equipment from short circuit or severe overload resulting from a failed component or
improper use. Illustrate with diagrams to explain why circuit breaker does the same job
as the fuse but works in a different way.
ET1015/ET1024 24/25 S2 4Page

Research on the new trends & future design

• What are the new or latest appliance trends on the market?
• What could be included in the future design?
• Any creative idea do you have to improve the current design and functions?
ET1015/ET1024 24/25 S2 5Page

Project 2: Keyless Organ with Alphanumeric Display

(Hardware Based Project)
This project can produce 4 different tones and display symbol depends on the input signals. The
inputs do not come from physical keys but from light dependent resistance circuit. This explains
the name “keyless”.
ET1015/ET1024 24/25 S2 6Page

LEARN HOW TO MAKE CIRCUITS

ON
A STRIPBOARD
IN
LESS THAN 3 WEEKS!
(Activity Book)
Documenting and reflecting your learning journey
©Dr Chia Chew Lin
ET1015/ET1024 24/25 S2 7Page

Session 1: Creating Your First Stripboard

Difficulty Level: ★☆☆☆☆
Estimated Duration: ~ 2.5 hours.
It is important that you learn the skills/techniques on how to use the

relevant tools while creating your first Stripboard. Thus, be sure go
through the steps mindfully.
At the end of the module, you should be able to identify the key
resources to help you get started in a similar project and be successful
and confident in applying the skills and techniques learnt in the work
to produce your own 7-segment display board and logic board!
Step 1: Create/Find a schematic diagram.
R
1
R
4
R R
2 3 R
5 R
6
Step 2: Understand the Schematic Diagram
Determine the values of R1, R2, R3, R4, R5 and R6 using colour code.
Calculate the theoretical values of the total resistance across AB.
Total resistance across AB using DMM: _______________Ω
ET1015/ET1024 24/25 S2 8Page

Step 3: Assemble components and obtain their physical layout/Pin configurations.
Step 4: Plan your Components’ Layout
Step 5: Solder the components.
Step 6: Complete the Remaining Connections using Wires (if any)
Step 7: Break the copper track according to your layout plan.
Step 8: Eight Perform Visual Inspection and Continuity Test
Always do a visual inspection to check for any mistakes in your connections and
soldering problems.
ET1015/ET1024 24/25 S2 9Page

Learn to use DMM to check for any open or short circuit connections.
Step 9: Test and check if your Stripboard work
Did you get a reading across AB that is close to what you expected in step 2?
Step 10: Check and troubleshoot if necessary.
ET1015/ET1024 24/25 S2 10 P a g e
Session 2: Creating Your Own 7 Segment Display Board

Difficulty Level: ★★☆☆☆
Estimated Duration: _____ hours
Submission date: ________________
Step 1: Create/Find a schematic diagram
Step 2: Understand the schematic diagram.
Refer to the PowerPoint slides for detailed working principle of the circuit diagram. Discuss with
your partner the working principles of the Display Board, please ASK if you are still not sure.
Step 3: Assemble components and obtain their physical layout/Pin configurations.
Description Qty/set
ULN2003A 1
LED – 7-segment Common Anode 1
5-way connector 2
Components
Resistor 330 Ω 0.25W 7
for Display
IDC wire connector system (header & socket) 2.5 mm 10 way 2
Board
IC socket – 16 pins 1
Strip board (Width ~24 holes; Length ~ 28 holes) 1
Single – core jumper wire 1
List of components
ET1015/ET1024 24/25 S2 11 P a g e
Physical layout/Pin configurations

Note:
The LED anodes are connected to pins 3, 8 and to 5V.
The LED cathodes are connected to the 330Ω resistors and to the buffer ULN 2003A.
Before you proceed with the fabrication of the Display Board on the stripboard, plan the layout
of the jumper wires, components, etc on the ‘strip-board layout planning sheet’. Remember to get
your lecturer-in charge to check before you proceed.
ET1015/ET1024 24/25 S2 12 P a g e
Tips on planning your Components’ Layout
ET1015/ET1024 24/25 S2 13 P a g e
ET1015/ET1024 24/25 S2 14 P a g e
ET1015/ET1024 24/25 S2 15 P a g e
OfficialSingapore
(Closed), Non-Sensitive
Polytechnic
Step 7: Break the copper track according to your layout plan
Step 8: Perform Visual Inspection and Continuity Test
Do a visual inspection and check for any mistakes in your connection on the strip board or
look up for any soldering problems.
• Use DMM to check for any open or short circuit connections.
Step 9: Test and check if your Stripboard works.
• Refer to BS “Learning Resources>Project 2 Related Videos” on how to check 7-

segments circuit.
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OfficialSingapore
Polytechnic
7 –Segment Board
Self-Directed Learning Guide
To be successful in self-directed learning, one must be able to engage in self-reflection and self-evaluation
of his/her learning goals and progress in a unit of study. To support your learning progress in IED, we have
created a list of learning milestones so that you are able to monitor and evaluate your own learning. If you
can’t achieve the learning milestones in your first attempt, don’t get discouraged! List down the learning
challenges in your BCA form! Discuss with your team member and lecturer and see what learning
resources/strategies you need to overcome your learning challenges.
Name
Admin No
Learning goals: Learn the skills on how to make circuit on a stripboard.
Completion Date:
While doing my layout planning, I am able to
☐ plan the position of the components so that it uses the connections already on the stripboard as much as
possible. (i.e. fewer connecting wires)
label the numbering of the ICs, Vcc and Ground, …etc clearly on the planning sheet.
For electrical safety & Housekeeping, I am able to
⃢ setup the soldering working area in a safe manner.
⃢ ensure electrical safety practices and perform basic tool and equipment housekeeping (e.g. turn off the
power when not using, wires do not fly all over while stripping) at all times.
While fabricating the stripboard, I am able to
⃢ use RED wire for Vcc.
⃢ use BlACK wire for Ground.
⃢ use coloured wires to represent logic lines.
⃢ use proper wire length and layout my wiring in a neat manner.
⃢ apply solder such that the soldered joints looks smooth, shiny and cling to the metals for proper
connections.
Before I test the board,
⃢ I have visually inspected the board to check if there are any soldering problems.
I am able to use the digital multimeter to carry out the test procedures to check if
⃢ Vcc and Ground are not shorted.
⃢ all the tracks between the pins of an IC are not shorted after breaking them.
⃢ The logic inputs are not shorted (unless they are meant to)
⃢ The lCs are properly wired to Vcc and Ground.
While testing of the board, I am able to
⃢ test the board and show the working piece to my lecturer.
While troubleshooting the board
⃢ I can explain how the circuit works (revisit the lecture slides on how the circuit works).
⃢ I can identify the problem encountered. e.g. LED segment b is not working as intended.
⃢ I can use the digital multimeter to identify and trace where the problem lies.
⃢ I have done all the necessary checking and testing before I seek assistance from my lecturer.
Lecturer in Charge: ____________________ Submission Date: ______________________

Signature
17 | P a g e
OfficialSingapore
Polytechnic
Session 3: Creating Your Own Logic Board (Individual)

Difficulty Level: ★★★★☆
Estimated Duration: _____ hours
Submission date: ________________
Step 1: Create a schematic diagram based on the given scenarios:
7-Segment LED Display

a a
b
A c b
Logic f g
B d
Board e c
Circuit e
f
g d
l 2
Inputs
Figure 1: Block Diagram (Here: Bit a = A; Bit b = B)
Design process
You are required to design a digital logic circuit as shown in Figure 1 that will detect the two
inputs (A and B) and produce an appropriate display on the 7-segment LEDs. [A logic ‘1’ is
required to light each led (a to g) in the 7-segment led display.]. For example, when BA = 00,
the 7-segment LED displays an “E”. Discuss with your team mates why you think an “E” was
chosen and what it could represent?
i. Construct the truth table for your preferred output display.
18 | P a g e
OfficialSingapore
Polytechnic
ii. Evaluate the circuit implementation using basic gates (i.e. AND, OR and NOT) against
using only one type of gate. State what is your choice and why.
iii. Derive all the Boolean equations for LED segments a to g and draw the circuit
implementation using only NAND gates.
Step 2: Understand and verify the circuit diagram.

Simulate the circuit using NI Multisim to verify if your logic is correct.
19 | P a g e
OfficialSingapore
Polytechnic
Step 3: Assemble components and obtain their physical layout/Pin Configurations
Block Diagram for Alphanumeric Display
Description Qty/set
4-way connector 2
Components IDC wire connector system (header & socket) 2.5 mm 10 way 2
& cable IC socket – _14_pins 1
for your Strip board (Width ~24 holes; Length ~ 28 holes) 1
Logic Board Single – core jumper wire (3 colours) 3
DIY Molex cable 1
DIY ribbon cable 1
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Version: ____________
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Version: ____________
22 | P a g e
Step 7: Break the copper track according to your layout plan.
Step 8: Eight Perform Visual Inspection and Continuity Test
Always do a visual inspection to check for any mistakes in your connections and
soldering problems.
Learn to use DMM to check for any open or short circuit connections.
Step 9: Test and check if your Stripboard work
Did you get the same reading to what you expected in step 2?
23 | P a g e
Logic Board
Self-Directed Learning Guide
To be successful in self-directed learning, one must be able to engage in self-reflection and self-
evaluation of his/her learning goals and progress in a unit of study. To support your learning
progress in IED, we have created a list of learning milestones so that you are able to monitor and
evaluate your own learning. If you can’t achieve the learning milestones in your first attempt, don’t
get discouraged! List down the learning challenges in your BCA form! Discuss with your team
member and lecturer and see what learning resources/strategies you need to overcome your
learning challenges.
Group member Name Admission No
1
2
3
Learning goal(s): Learn to create schematic diagram and how to make prototyping using Stripboard.
Completion Date:
Logic Design
⃢ Decide on how the display shown on the 7-segment display and derive the truth table.
⃢ Able to derive all the Boolean equations for all the LED segments (from a to g).
⃢ Draw the circuit implementation using only NAND gates
⃢ Simulate the circuit using NI MultiSim to verify if your logic is correct. Show to your
Lecturer.
Lecturer’s signature :___________________
While doing my layout planning, I am able to
⃢ plan the positioning of the components so that it uses the connections already on the
stripboard as much as possible.
⃢ label the numbering of the ICs, Vcc and Ground, …etc clearly on the planning sheet.
For electrical safety & housekeeping, I am able to
⃢ setup the soldering working area in a safe manner.
⃢ ensure electrical safety practices and perform housekeeping at all times.
While fabricating my board, I am able to
⃢ use RED wire for Vcc.
⃢ use BlACK wire for Ground.
⃢ use coloured wires to represent logic.
⃢ use proper wire length and layout wiring in a neat manner.
⃢ apply solder such that the soldered joints looks smooth, shiny and cling to the metals for
proper connections.
Making of the Molex cable/ribbon cable, I am able to
⃢ use the tools correctly to make the Molex cable/ribbon cable.
⃢ know how to test continuity before using it.
Before I test my board
⃢ I have visually inspected the board to check if there are any soldering problems.
I am able to use the digital multimeter to carry the test procedures to check if
⃢ Vcc and Ground are not shorted.
⃢ The tracks between the pins of an IC are not shorted after breaking them
⃢ The logic inputs are not shorted (unless they are meant to)
⃢ The lCs are properly wired to Vcc and Ground.
While testing of the board, I am able to
⃢ test the board and show the working piece to your lecturer.
While troubleshooting the board
⃢ I am able to explain how the circuit works.
⃢ I am able to identify the problem encountered. e.g. LED segment b is not working as intended.
⃢ I have done all the necessary checking and testing before I seek assistance from my lecturer.
⃢ I am able to use the digital multimeter to identify and trace where the problem lies.
24 | P a g e
LDR Sensor Circuit

(Milled and soldered by students)
The LDR (light dependent resistor) and resistors (fixed and variable) form a potential divider.
A potential divider is used to split voltage in a series circuit. This theory is put to good use in
sensing circuits. We shall explore how a light dependent resistor (LDR), whose value depends
upon the incident light intensity, can be used as part of a potential divider to control the voltage
in a circuit. The LDR behaves as per amount of light and its output directly varies with it. The
LDR resistance is minimum (ideally zero) when it receives maximum amount of light and goes
to maximum (ideally infinite) when there is no light falling on it. The voltage output Vout can
be changed by variations in the value of the LDR.
Figure 1: The LDR Potential Divider Circuit
Discuss with your team members on the working principles of the above circuit.
___________________________________________________________________________
What is the function of LDR (light dependent resistor)?
___________________________________________________________________________
Measure the resistances of the LDR when it is covered by your finger and when it is not covered
respectively.
R covered = ________________, R not covered = ________________
What happens at Vout when light is shone at the LDR and when light shining at the LDR is
obstructed?
___________________________________________________________________________
25 | P a g e
Figure 2: LDR Sensor Circuit
The outputs at Vout1 and Vout2 are each connected to an NOT gate. What is the function of the
variable resistors VR1 and VR2? What is the voltage level which is considered a LOW input by
the NOT gate? You need to adjust the VR to satisfy the requirement for a LOW input.
___________________________________________________________________________
___________________________________________________________________________
26 | P a g e
Figure 3: Decoder Circuit
Fill in the table below for the different outputs at A, B, C and D.
Bit a Bit b A B C D
0 0
0 1
1 0
1 1
Figure 4: LDR sensor with decoder
Assemble and solder all the components (as shown in Figures 4) onto the given printed circuit
board.
Analyse and test the output signals at A, B, C and D when the light shining on the LDR is
interrupted. (You may wish to simulate the circuit using Multisim)
27 | P a g e
Tone Generator Circuit

The circuit diagram for the astable multivibrator using IC 555 is shown in Figure 5. The 555
timing circuit is a highly stable controller capable of producing oscillation. For astable
operation as an oscillator, the free running frequency and the duty cycle are both accurately
controlled with two resistors, R1 and R2,and one capacitor, C, which are externally connected
to the 555 timer.
Figure 5: Astable Multivibrator Circuit
When the circuit is connected as shown in Figure 5, it triggers itself and free runs as a
multivibrator. The external capacitor C charges through R1 and R2, and discharges through R2
only. Thus, the duty cycle is set by the ratio of these two resistors. In the astable mode of
operation, C charges and discharges between 1/3 Vcc and 2/3 Vcc. As in the triggered mode, the
charge and discharge times and therefore frequency are independent of the supply voltage.
The charge time (output HIGH) is given by:

tHigh = 0.693 (R1 +R2) C
and the discharge time (output LOW) by:
tLow = 0.693 (R2) C
Thus the total period T is given by:
T = tHigh + tLow = 0.693 (R1 + 2R2) C
The frequency of oscillation is given by:
1 1.44
𝑓= =
𝑇 (𝑅1 +2𝑅2 )𝐶
The duty cycle is given by:
𝑅1 + 𝑅2
𝐷=
𝑅1 + 2𝑅2
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What will happen to the output waveform if the value of R1 is increased?
___________________________________________________________________________
Will changing the value of C affect the output frequency? Explain.
___________________________________________________________________________
Figure 6: Circuit Diagram for a Tone Generator
The main component of this circuit is the 555 timer IC, configured as an astable multivibrator. A
555 configured as such outputs an oscillating signal with a frequency determined by the values
of R1, R2, and the capacitor connected between pin 1 and pin 2.
Every time one of the switches is pressed, a capacitor of a certain value is connected to the 555,
causing it to deliver a signal of corresponding frequency at pin 3. If a speaker (with amplifier)
is connected at pin 3, by choosing the capacitor values well, tones produced may mimic those
of an organ. The number of 'keys' in electronic organ may be increased by adding more switches
and capacitors.
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Transistors (BJTs) as Switches
The easiest way to understand transistors is to think of them as switches. Transistor is a current-
controlled device. As the current flows through the base of the transistor, it works like a close
switch. You can switch a big current (between the collector and emitter) with a much smaller
current (in the base). Let’s look at a circuit diagram below.
When there is no current in base of the transistor, the transistor is in cut-off state. Hence, the
transistor acts as an open switch and there is no current flowing in the circuit.
When the current flows in the base of the transistor, the transistor is in saturation state. Hence,
the transistor acts as a close switch and there is current flowing in the circuit.
The mechanical switches (S1, S2, S3 and S4) in Figure 6 are replaced by BJTs as shown in
Figure 7. Any current on the base sufficient to drive the transistor to saturation will turn on the
transistor.
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Square Wave Generator

Figure 7: Tone Generator with mechanical switches replaced by BJTs.
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One useful feature of the D-type Flip-Flop (IC 74LS74) is that it can be wired into a square
wave generator by configuring the IC as a Toggle FF. The inverted output terminal 𝐐 is
connected directly back to the Data input terminal D giving the device “feedback” as shown
below.
It can be seen from the waveforms above, that on the rising edge of the clock pulse, D is copied
to Q. Since 𝐐 is connected to D, the data is inverted on each rising edge. The output of this
circuit is high for 50% of the time and low for 50% of the time. The output duty cycle is therefore
always 50% irrespective of the input waveform duty cycle. The flip-flop toggles the output at
every rising edge of the clock input.
Sketch the output waveforms VQ for two different clock inputs VCLK.
32 | P a g e
Assemble and solder the component (as shown in Figures 8) onto the given printed circuit board.
Analyse and verify the output signal at pin 5 is at 50% duty cycle when the light shining on the
LDR is interrupted.
Figure 8: Square Wave Generator Circuit
Bill of Materials
Description Designation Qty

Variable Resistors – 10kΩ VR1, VR2 2
Components for Resistors - 330Ω R1, R2 2
LDR Sensor and
Light Dependent Resistors (LDRs) LDR1, LDR2 2
Decoder Boards
Hex Inverter – 74LS04 U1 1
Quadruple 2-input Positive-AND Gate
U2 1
– 74LS08
Timer – LM555 U3 1
Resistors – 100kΩ R3 1
R4, R5, R6,
Resistors – 10kΩ 5
R7, R8
Components for Q1, Q2, Q3,
NPN Transistors – 2N3904 4
Tone Generator Q4
High Conductance Fast Diode – D1, D2, D3,
4
1N4148 D4
Ct1, Ct2, Ct3,
Capacitors – 27nF, 10nF, 4.7nF, 3.3nF 4
Ct4
Capacitor – 100nF C3 1
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Header, 2-Pin J1 1
Polarized Capacitor (Radial) – 10uF C1 1
Components for
Input Power Capacitor – 100nF C2 1
SPDT Switch SW 1
1A General Purpose Rectifier –
D7 1
1N4001
Resistor - 100Ω R9 1
High Conductance Fast Diode –
D5, D6 2
1N4148
NPN Transistor – 2N3904 Q5 1
Components for
Power Amplifier PNP Transistor – 2N3906 Q6 1
Header, 2-Pin J3 1
Dual D-Type Positive-Edge-Triggered

Flip-Flop with Preset and Clear – U4 1
74LS74
Components for
Test Point – Bit a TP1 1
Square Wave
Generator and Test Point – Bit b TP2 1
Connecting Block
to Student’s PCB
Header, 4-Pin J2 1
Gnd Gnd1, Gnd2 2
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10uF
10K
10K
35 | P a g e
Reflection Log Exercise
General
1. What did you do well during this project?
2. What are the three most important things you learned during this project?
3. What is something you accomplished during this project that you are proud of?
4. If you could change one thing that happened during this project, what would it be?
5. What were the skills that you learnt during this module which you managed to apply to
this project?
Working Effectively in Teams

1. How did your project group work together as a team?
2. What were some difficulties you faced when working in your team?
3. What are some advantages and/or disadvantages of working in a team?
4. What were some things you learnt about yourself and the way you work in teams?
Problem-Solving and Decision-Making

1. What were some problems your team faced during the project?
2. Were those problems successfully resolved? If yes, how so. If no, why not?
3. What were some things you learnt about your problem-solving and/or decision-making
skills?
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Official (Closed), Non-Sensitive

Notes for Project 1 & 2

ET1015/ET1024 24/25 S2 1Page

General Laboratory Safety Rules and Regulations

2. Use the right tool for the right job.

3. Always keep the lab/workshop clean and tidy.

4. Know where the following items are located:

6. Do not operate electrical equipment in the following situations:

ET1015/ET1024 24/25 S2 2Page

11. When in doubt, ASK.

• Electrical safety is of paramount importance if an appliance is to be awarded a safety mark.

• Does any of the inside parts surprise you?

ET1015/ET1024 24/25 S2 3Page

Research on the power cord & Safety features.

Q. What is double insulation? Is your home appliance double-insulated? How do you

Q. Why high-power appliances need thicker cables?

ET1015/ET1024 24/25 S2 4Page

Research on the new trends & future design

ET1015/ET1024 24/25 S2 5Page

Project 2: Keyless Organ with Alphanumeric Display

ET1015/ET1024 24/25 S2 6Page

LEARN HOW TO MAKE CIRCUITS

©Dr Chia Chew Lin

ET1015/ET1024 24/25 S2 7Page

Session 1: Creating Your First Stripboard

It is important that you learn the skills/techniques on how to use the

Step 1: Create/Find a schematic diagram.

Step 2: Understand the Schematic Diagram

Total resistance across AB using DMM: _______________Ω

ET1015/ET1024 24/25 S2 8Page

Step 3: Assemble components and obtain their physical layout/Pin configurations.

Step 4: Plan your Components’ Layout

Step 5: Solder the components.

Step 6: Complete the Remaining Connections using Wires (if any)

Step 7: Break the copper track according to your layout plan.

Step 8: Eight Perform Visual Inspection and Continuity Test

ET1015/ET1024 24/25 S2 9Page

Step 9: Test and check if your Stripboard work

Step 10: Check and troubleshoot if necessary.

Session 2: Creating Your Own 7 Segment Display Board

Step 1: Create/Find a schematic diagram

Step 2: Understand the schematic diagram.

Step 3: Assemble components and obtain their physical layout/Pin configurations.

Physical layout/Pin configurations

Step 4: Plan your Components’ Layout

Tips on planning your Components’ Layout

Step 5: Solder the components.

Step 6: Complete the Remaining Connections using Wires (if any)

Step 7: Break the copper track according to your layout plan

Step 8: Perform Visual Inspection and Continuity Test

• Use DMM to check for any open or short circuit connections.

Step 9: Test and check if your Stripboard works.

• Refer to BS “Learning Resources>Project 2 Related Videos” on how to check 7-

Step 10: Check and troubleshoot if necessary.

Lecturer in Charge: ____________________ Submission Date: ______________________

Session 3: Creating Your Own Logic Board (Individual)

Step 1: Create a schematic diagram based on the given scenarios:

7-Segment LED Display

Figure 1: Block Diagram (Here: Bit a = A; Bit b = B)

Lecturer in Charge: Submission Date: __

R covered = , R not covered =