Section 12: Student Evaluation and Pre-Labs

Section Contents
This section contains the following:
• “Improving Evaluation Techniques” on page 12-3
• “Simulation Lab Tests” on page 12-4
• “Pre-laboratory Assignments” on page 12-5.

Test Questions and Worksheets in this Section

The test questions and worksheets in this section start on page 1 of Test Question 1:
• “Test Question 1”
• “Test Question 2”
• “Test Question 3”
• “Test Question 4”
• “Worksheet 12-1: Pre-Lab1”
• “Worksheet 12-2: Pre-Lab2”
• “Worksheet 12-3: Pre-Lab3”
• “Worksheet 12-4: Pre-Lab4”
• “Worksheet 12-5: Pre-Lab5”.
12-2 Practical Teaching Ideas with Multisim

Circuits for this Section

The following is a list of the file names of circuits used in this section and a brief description
of each.

File (.ms10) Description

Board A simulation of a prototyping board to familiarize students with the
internal connections of such boards.
Test13 A faulted Clipper.
Test1 and Test2 Sample test or quiz questions about op-amps.
Test11 and Test12 FET circuits that are faulted
Test14 A faulted Clamper.
Test15 and Test16 Two Zener circuits which are faulted.
Test17 and Test20 Faulted tests that use the Spectrum Analyzer.
Test18 and Test19 Bridge rectifiers which are faulted.
Test22 A faulted Band Pass filter.
Test3 and Test21 Two tests designed that require a student to set the Spectrum Analyzer to
view a specified spectral component.
Test4 A faulted series circuit.
Test5 – Test7 Common Collector circuits that are faulted.
Test8 – Test10 Common Emitter circuits that are faulted.
Pre-Lab1-Pre-Lab5 Pre-lab exercises to be completed before entering the lab.
Section 12: Student Evaluation and Pre-Labs 12-3

Improving Evaluation Techniques

Multisim defies the evaluation limitations that have been the norm for many years. It allows for
exciting student evaluation methodologies that can be used with success.

The evaluation techniques discussed in this section:

• Save marking time
• Highlight distinctions between numerical and conceptual student errors
• Can be quickly and easily customized for individual students to prevent copying
• Can be printed for handouts or copied to disks to be handed in
• Allow students who have worked in groups and have done the majority of work themselves to
take credit for their accomplishments

With Multisim, you have the option to hand out printed copies of the instruments that have been
available to the student and any schematics that you wish to present in Multisim format. Students can
be asked to answer multiple choice questions pertaining to the handouts. Students can also be asked to
draw the expected output from specific circuits. They can also be challenged to sketch the contents of
a given black box.

One very good method of evaluation is through the use of the Description Box contained in any given
circuit. The student can answer the questions in the Description Box and hand his/her results in on
disk.

To use the Description Box

1. Open the circuit file. Select Tools/Description Box Editor.
2. Begin typing your test or exam. You can enter as much text as you wish.

Note: The contents of the Description Box may be printed for use with other means of evaluation.
Both the circuit and the Description Box may be printed to a hardcopy for examination
purposes. Select File/Print to print the schematic. To print one or more instruments
independently, select File/Print Options/Print Instruments. In order to print a circuit with no
results showing, run the file then quickly stop the run. All values will be set to zero. You can
also use the Simulate/Clear Instrument Data command to remove data from all instruments and
the Grapher.
12-4 Practical Teaching Ideas with Multisim

Simulation Lab Tests

Goal
To provide a test situation which is meaningful to the student, requiring both theoretical calculations
and demonstration of ability to use appropriate test equipment to solve a circuit.

Comments on Test1
Test question 1 includes a circuit that the student is asked to solve as in a regular written test, before
simulation. After simulation, the student is asked to measure the parameters that were previously
solved on paper.

The written portion of the test might be handed in before the student is permitted to run the
simulation.

Comments on Test2
Test question 2 requires a good knowledge of test equipment as well as measurement techniques.
Students are required to determine circuit performance by measurements of components when the
values are hidden.

Comments on Test3
Multiple tests and exams are easy to set up and mark when Multisim is used for the evaluation. The
use of Multisim can make multiple tests simple to implement. Circuit files such as Test3.ms10 may be
quickly reproduced and printed with altered test questions, simply by double-clicking on component
values to change them. The files may then be presented in hard or soft copy for student evaluation.

Test question 3 is an example of how you can mark test and exam questions without the use of a
complete solution set. Indicators may be placed into a circuit file, to provide you with quick solutions
for all questions. Only one solution file needs to be created. For multiple tests involving different
values of components, the values of your solution file components can easily be changed with
instantaneous results.

Students who have made simple errors in test questions, such as using a different value than
requested, have often lost more marks than perhaps was necessary for a fair evaluation. Using
Multisim, this problem is easily addressed by simply changing the value to that which the student
used and checking his/her results with the simulation.
Section 12: Student Evaluation and Pre-Labs 12-5

Relevant Test Questions

• “Test Question 1”
• “Test Question 2”
• “Test Question 3”
• “Test Question 4”.

Pre-laboratory Assignments

Goal
• To enhance use of the limited practical laboratory facilities in your school system
• To reduce the cost of replacement parts/test equipment.

Prerequisites
You will need circuit files Board.ms10 and Pre-Lab.ms10, Clipper.ms10, Clamper.ms10,
Transistor.ms10 and Template.ms10.

Comments
Replacing the initial student laboratory experience with a Multisim environment may significantly
reduce instrument and component replacement costs. However, a simulated environment cannot
replace traditional laboratories. Students will be expected to be able to use the real thing in industry.

Students can become proficient in the use of instruments and components before being introduced to
the physical equipment. More efficient laboratory time will result. Less breakage, allowing greater
percentages of budgets to be placed back into the classroom can result.
12-6 Practical Teaching Ideas with Multisim

Suggested Procedure
Part One: Simulating Circuit Behavior
Students might be expected to draw the expected Oscilloscope trace on the supplied worksheet. The
instructor would initial this worksheet as correctly completed before the student would run the
simulation and proceed to Part Two of this pre-lab assignment. You can create a series of unique files
for different lab groups.

Part Two: Simulating Breadboard Construction

In the second part of this pre-lab activity, you can have students build and simulate the circuit on a
virtual breadboard. This exercise can resemble as closely as possible the situation that will face them
in the practical lab.

Extension Ideas
Proficient use of the Multisim software program itself may be used as a pre-laboratory assignment.
As well, Multisim’s breadboarding feature can be incorporated with any of the labs which are
included with this workbook. Students should be able to demonstrate the proper use of test equipment
before they are permitted access to the real instrument. They can first simulate circuits that they plan
to build. Apply this strategy wherever it seems applicable.

Relevant Worksheets
• “Worksheet 12-1: Pre-Lab1”
• “Worksheet 12-2: Pre-Lab2”
• “Worksheet 12-3: Pre-Lab3”
• “Worksheet 12-4: Pre-Lab4”
• “Worksheet 12-5: Pre-Lab5”
 Page 1 of 2

Test Question 1
Name:______________________ ID Number:___________________ Class:_______________

Starting Point
Open circuit file Test1.ms10.

Questions
1. Use basic op-amp theory to calculate the voltage gain, upper and lower -3dB frequencies, and
maximum possible undistorted output voltage for the circuit shown. (You can get op-amp
characteristics from the op-amp model library.)
2. Record all answers and show calculations.

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Page 2 of 2 Test Question 1

3. Simulate circuit Test1.ms10 and measure circuit performance (as calculated in question 2). To
measure -3dB frequencies, use the Signal Generator, the Oscilloscope (or Multimeter) and the
Bode Plotter.
4. Your solution from Multisim must be handed in as a file. Include all instrument settings as used.

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 Page 1 of 2

Test Question 2
Name:______________________ ID Number:___________________ Class:_______________

Starting Point
Open file Test2.ms10.

Procedure
1. Solve the circuit and make any test equipment settings necessary to find the value of the threshold
voltage.
2. Have the instructor check your solution on-screen.
3. Save your solution on a disk, including the test equipment used with the solution shown, and
hand it in to the instructor. Fill in answers for Problems 1 and 2 below.

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Page 2 of 2 Test Question 2

Problems
1. Identify the type of circuit.

2. Find the value of the threshold voltage.

V (threshold) =

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 Page 1 of 2

Test Question 3
Name:______________________ ID Number:___________________ Class:_______________

Starting Point
Open Test3.ms10.

Procedure
1. Adjust the Spectrum Analyzer to display the output.
2. Demonstrate the results to your instructor.

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Page 2 of 2 Test Question 3

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 Page 1 of 2

Test Question 4
Name:______________________ ID Number:___________________ Class:_______________

Starting Point
Open Test4.ms10.

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Page 2 of 2 Test Question 4

Suggested Procedure
Part A might represent a test given to a student. The Description Box could be used to ask the student
to find IB, VCA, VBD, VB and VC. Simply double-clicking on the components to change their
values allows multiple tests to be produced.

Part B is the same circuit as part A. Use basic op-amp theory to calculate the voltage gain, upper and
lower 3-dB frequencies, and maximum possible undistorted output voltage for the circuit shown.
Simply by changing the component value to that of the particular student and observing the results
allows individual tests to be marked.

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 Page 1 of 4

Worksheet 12-1:
Pre-Lab1

Name:______________________ ID Number:___________________ Class:_______________

Starting Point
Observe the diagram below. This can be found in the file Board.ms10.

Open circuit file Pre-Lab.ms10.

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Page 2 of 4 Worksheet 12-1

Questions
The use of the protoboard is confusing for some students. The drawing in the main window of
Board.ms10 attempts to show you how the pins are connected inside the board. Use this prototype to
breadboard Pre-Lab.ms10.

1. Select Tools/Show Breadboard. A simulated breadboard environment will be displayed. Click on

the arrows to display each component that exists in the schematic. Breadboard Pre-Lab.ms10 by
dragging each component onto the breadboard and creating the connections.

2. Save your circuit and obtain instructor’s initial. ___________

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Worksheet 12-1 Page 3 of 4

3. Given a triangle wave input of 1 kHz and 6 V, draw the expected results for the scope as it is
connected.

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Page 4 of 4 Worksheet 12-1

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 Page 1 of 2

Worksheet 12-2:
Pre-Lab2

Name:______________________ ID Number:___________________ Class:_______________

Starting Point
Open Clipper.ms10.

Notes
The use of the protoboard is confusing for some students. The drawing in the main window of
Board.ms10 attempts to show you how the pins are connected inside the board. Use the Board.ms10
prototype to breadboard Clipper.ms10.

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Page 2 of 2 Worksheet 12-2

1. Select Tools/Show Breadboard. A simulated breadboard environment will be displayed.

2. Click on the arrows to display each component that exists in the schematic.
3. Breadboard Clipper.ms10 by dragging each component onto the breadboard and creating
the connections.
4. Save your circuit and obtain instructor’s initial. ___________
5. Given a sine wave of 10V, 1 kHz, draw the expected output.

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 Page 1 of 2

Worksheet 12-3:
Pre-Lab3

Name:______________________ ID Number:___________________ Class:_______________

Starting Point

Open Clamper.ms10.

Notes

The use of the protoboard is confusing for some students. The drawing in the main window of
Board.ms10 attempts to show you how the pins are connected inside the board. Use the Board.ms10
prototype to breadboard Clamper.ms10.

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Page 2 of 2 Worksheet 12-3

1. Select Tools/Show Breadboard. A simulated breadboard environment will be displayed.

2. Click on the arrows to display each component that exists in the schematic.
3. Breadboard Clamper.ms10 by dragging each component onto the breadboard and creating
the connections.
4. Save your circuit and obtain instructors initial. ___________
5. Given a 20V, 1 kHz signal, draw the expected waveform.

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 Page 1 of 2

Worksheet 12-4:
Pre-Lab4

Name:______________________ ID Number:___________________ Class:_______________

Starting Point

Open Transistor.ms10.

Notes
The use of the protoboard is confusing for some students. The drawing in the main window of
Board.ms10 attempts to show you how the pins are connected inside the board. Use the Board.ms10
prototype to breadboard Transistor.ms10.

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Page 2 of 2 Worksheet 12-4

1. Select Tools/Show Breadboard. A simulated breadboard environment will be displayed.

2. Click on the arrows to display each component that exists in the schematic.
3. Breadboard Transistor.ms10 by dragging each component onto the breadboard and creating the
connections.
4. Save your circuit and obtain instructors initial. ___________
5. Calculate IB, IC, and IE

6. Calculate VCE

7. Calculate the maximimum input voltage without clipping.

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 Page 1 of 2

Worksheet 12-5:
Pre-Lab5

Name:______________________ ID Number:___________________ Class:_______________

Starting Point

Open Template.ms10.

Notes
The use of the protoboard is confusing for some students. The drawing in the main window of
Board.ms10 attempts to show you how the pins are connected inside the board. Use the Board.ms10
prototype to breadboard Template.ms10.

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Page 2 of 2 Worksheet 12-5

1. Select Tools/Show Breadboard. A simulated breadboard environment will be displayed.

2. Click on the arrows to display each component that exists in the schematic.
3. Breadboard Template.ms10 by dragging each component onto the breadboard and creating the
connections.
4. Save your circuit and obtain instructor’s initial. ___________
5. Solve the circuit, and make any test equipment settings necessary to find the value of the
threshold voltage.
6. Have the instructor check your solution on-screen.
7. Save your solution on a disk, including the test equipment used with solution shown, and hand in
to the instructor.
8. Be sure to fill in answers for Problems #1 and #2 below.

PROBLEMS

1. Identify the type of circuit.

This circuit is _______________________________________ .

2. Value of the threshold voltage.

V(threshold) = ___________

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