Experiment 7

7.1 Emitter and Collector Feedback Bias of BJTs

Objective
To determine the quiescent operating conditions of the emitter and collector feedback bias BJT
configurations.

Theory Overview
This experiment is an extension of Experiment 6. Two additional arrangements will be investigated in this
experiment: emitter-bias and collector feedback circuits.

Emitter-Bias Circuit:
The emitter-bias configuration in Figure 01 can be constructed using a single or a dual power supply. Both
configurations offer increased stability over fixed bias of Experiment 06. In particular, if the beta of the tran-
sistor times the resistance of the emitter resistor is large compared to the resistance of the base resistor, the
emitter current becomes essentially independent of the beta of the transistor. Thus, if we exchange transis-
tors in a properly designed emitter-bias circuit, the changes in IC and VCE should be small.
Collector Feedback Circuit:
If we compare the collector feedback bias circuit configuration in Figure 02 with the fixed bias of Experi-
ment 6 it is noted that for the former, the base resistor is connected to the collector terminal of the transistor
and not to the fixed supply voltage VCC. Thus the voltage across the base resistance of the collector feedback
configuration is a function of the collector voltage and the collector current. In particular, this circuit demon-
strates the principle of negative feedback, in which a tendency of an output variable to increase or decrease
will result in a reduction or increase in the input variable respectively. For instance, any tendency on the
part of IC to increase will reduce the level of VC, which in turn will result in a lower level of IB offsetting the
increasing trend of IC. The result is a design less sensitive to variations in its parameters.

Equipment’s & Component’s:

1. DC power supply

2. DMM

3. Resistors: 2.2 k Ω,3 k Ω, 390 k Ω, 1 M Ω

4. Transistors 2N3904 or equivalent and 2N4401 or equivalent

5. Connecting Wires

6. Breadboard

Schematics

a) Figure 01 shows the schematic diagram for Emitter Bias Configuration.

b) Figure 02 shows the schematic diagram for Collector Feedback Configuration.

Procedure
In-Lab Task 01: Emitter Bias Configuration: Determining β
a) Construct the network of Figure 01 using the 2N3904 transistor. Record the measured resistance
values.
RB(measured) = (1)
RC(measured) = (2)
 Figure 01: Emitter Bias configuration

Table 01: Data table.

Transistor Type VB VC VE VBE VCE IB (µ A) IC (m A) β

meas meas meas meas meas Calc Calc Calc

2N3904

2N4401

Table 02: Calculated Values.

Transistor Type VB VC VE VBE VCE IB (µ A) IC (m A)

2N3904

2N4401

Table 03: % Changes in β , IC, VCE and IB

%∆β % ∆ IC % ∆ VCE % ∆ IB
 RE(measured) = (03)
b) Measure the voltages VB and VRC .
VB(measured) = (04)
VRC(measured) = (05)

c) Using the measured resistor values calculate the resulting base current using the equation
VCC − VB
IB = (06)
RB

and the collector current using the equation

VRC
IC = (07)
RC

Record the resulting values in Table 01.

IB(calculated) = (08)

IC(calculated) = (09)
d) Using the results of Part 1(c), calculate the value of β and record in Table 01. This value of β
will be used for the 2N3904 transistor throughout this experiment.
IC
β = (10)
IB

β (calculated) = (11)

In-Lab Task 02: Emitter Bias Configuration: Determining Operating Point

a) Using the β determined in Part 1, calculate the currents IB and IC for the network of Figure 01
using the measured resistor values, the supply voltage. Perform a theoretical analysis of the
network by using theoretical voltages of VB and VRC . Insert the results in Table 02.

IB(Calculated) = (12)
IC(Calculated) = (13)
How do the calculated levels of IB and IC compare to those determined from measured voltage
levels in Part 1 (c)?
b) Using the results of Part 2(a), calculate the levels of VB, VC, VE , VBE and VCE and insert in Table
02.

VB(Calculated) = (14)
VC(Calculated) = (15)
VE(Calculated) = (16)
VBE(Calculated) = (17)
VCE(Calculated) = (18)
c) Energize the network of Figure 01 with the 2N3904 and measure VB ,VC, VE , VBE and VCE . Record
in Table 01.

How do the calculated and measured results of Tables 01 and 02 compare for the 2N3904 tran-
sistor? In particular, comment on any result that do not compare well.

d) Replace the 2N3904 transistor of Figure 01 with the 2N4401 transistor and measure the resulting
voltages VB and VRC .Then calculate the currents IB and IC using measured resistance values.
Finally calculate the value of β for this transistor. This will be the value of β used for the 2N4401
transistor throughout this experiment. Record the levels of IB and IC , and β in Table 01..

VB(measured) = (19)
VRC(measured) = (20)
e) Using the beta determined in Part I(d), perform a theoretical analysis of Figure 01with the
2N4401 transistor. Calculate the levels of IB ,IC , VB ,VC, VE , VBE and VCE and insert in Table 02.
 Figure 02: Collector Feedback configuration without RE

f) Energize the network of Figure 01 with the 2N4401 and measure VB ,VC, VE , VBE and VCE .
Record in Table 01.
How do the calculated and measured results of Tables 01 and 02 compare for the 2N4401 tran-
sistor? In particular, comment on any result that appear different by more then 10 %.

g) Using the following equations calculate the magnitude (ignore the sign) of the percent change
in β , IC, IB and VCE . Record the results in Table 03.

|β(4401) − β(3904)|
%∆β = ∗ 100% (21)
|β 3904)|(
|IC(4401) − IC(3904)|
%∆IC = ∗ 100% (22)
|IC(3904)|
|VCE(4401) − VCE(3904)|
%∆VCE = ∗ 100% (23)
|VCE(3904)|
|IB(4401) − IB(3904)|
%∆IB = ∗ 100% (24)
|IB(3904)|

In-Lab Task 03: Collector Feedback Configuration(RE =0)

a) Construct the network of Figure 02 using the 2N3904 transistor. Insert the measured value of
each resistor.
RB(measured) = (25)
RC(measured) = (26)
b) Using the beta determined in Part 1for the 2N3904 transistor, calculate the theoretical levels of
IB, IC,VB, VC , and VCE , and record in Table 04.
 Table 04: Theoretical Calculated Values

Transistor Type VB VC VCE IB (µ A) IC (m A)

2N3904

2N4401

Table 05: Data table.

Transistor VB VC VCE IB (µ A) IC (m A)

Type meas meas meas Calc Calc

2N3904

2N4401

Table 06: % Changes in β , IC, VCE and IB

%∆β % ∆ IC % ∆ VCE % ∆ IB

c) Energize the network of Figure 02 and measure VB, VC and VCE . Record their values in Table
05. Calculate the current IB and IC using measured resistance values. Record the currents levels
in Table 05.
VRC
IC = R (27)
C

How do the calculated and measured values of Table 04 and 05 compare for 2N3904 transistor?

d) Replace the 2N3904 transistor of Figure 02 with the 2N4401 transistor. Then calculate the
voltages IB, IC,VB, VC , and VCE . Record in Table 04.
 e) Energize the network of Figure 02 with the 2N4401 transistor and measure VB, VC and VCE .
Record their values in Table 05 calculate the current IB and IC using measured resistance val-
ues. Record the currents levels in Table 05.

How do the calculated and measured results of Tables 04 and 05 compare for the 2N4401 tran-
sistor?

f) Calculate the magnitude (ignore the sign) of the percent change in β , IC, IB and VCE by using
Using the equations of Part 2(g). Record the results in Table 06.

Post Lab Task 01: Collector Feedback Configuration (RE ):

a) Construct the network of Figure 03 using the 2N3904 transistor. Insert the measured value of
each resistor.
RB(measured) = (28)
RC(measured) = (29)
RE(measured) = (30)
b) Using the beta determined in Part 1for the 2N3904 transistor, calculate the theoretical levels of
IB, IC, IE , VB, VC , and VCE , and record in Table 07.
 Figure 03: Collector Feedback configuration with RE

Table 07: Theoretical Calculated Values

Transistor Type VB VC VE VCE IB (µ A) IC (m A) IC (m A)

2N3904

2N4401

Table 08: Data table.

Transistor VB VC VE VCE IB (µ A) IC (m A) IE (m A)

Type meas meas meas meas Calc Calc Calc

2N3904

2N4401

Table 09: % Changes in β , IC, VCE and IB

%∆β % ∆ IC % ∆ VCE % ∆ IB
c) Energize the network of Figure 03 and measure VB, VC, VE and VCE . Record their values in Table
08 calculate the current IB, IC and IE using measured resistance values. Record the currents
levels in Table 08.

How do the calculated and measured values of Table 07 and 08 compare for 2N3904 transistor?

d) Replace the 2N3904 transistor of Figure 03 with the 2N4401 transistor. Then calculate the
voltages IB, IC, IE , VB, VC , and VCE . Record in Table 07.

e) Energize the network of Figure 03 with the 2N4401 transistor and measure VB, VC, VE and VCE .
Record their values in Table 08 calculate the current IB, IC and IE using measured resistance
values. Record the currents levels in Table 08.

How do the calculated and measured results of Tables 07 and 08 compare for the 2N4401 tran-
sistor?

f) Calculate the magnitude (ignore the sign) of the percent change in β , IC, IB and VCE by using
Using the equations of Part 2(g). Record the results in Table 09.
 Dhanani School of Science and Engineering, Habib University Karachi
Lab-07

Name: ________________________ Student ID.: ___________________

Lab: 07 Marks distribution

LR3 LR4 LR5 LR6 A3 Total

Points

Post-Lab Task 01 2

Task 01 1

Task 02 1 1 6
In-Lab
Task 03 1

Lab: 07 Marks obtained:

LR3 LR4 LR5 LR6 A3 Total

Point

Post-Lab Task 01 - - - -

Task 01 - - - -

In-Lab Task 02 - - -

Task 03 - - - -

Obtained Marks
 Lab Evaluation Assessment Rubric

Level 1: Unsatisfactory Level 2: Developing Level 3:Good Level 4:Exemplary

# Assessment Elements
Points (0-4) / 0-1 Points (5-6) / 2 Points (7-8) / 3 Points (9-10) /4

Connections between circuit components Few of the connections made between

Circuit layout and connections are correct Neat, clean and correct connections of all the
are mostly wrong. Circuit layout is circuit components are wrong. Circuit
LR1 Circuit Layout but not all connections are neat and clean as circuit components/ equipment are made as
cluttered. Needs guidance to make correct layout is not neat and clean as per
per standards. per standard circuit diagram.
equipment/ component connections. standards.

Program/code/simulation model/network Program/code/simulation model/network

Program/code/simulation model/network Program/code/simulation /network model is
Program/Code/ model does not implement the required model has some errors and doesn’t produce
model gives correct output but not efficiently implemented and gives correct
LR2 Simulation Model/ functionality and has several errors. The completely accurate results. Student has
efficiently implemented or implemented output. Student has full command on the basic
Network Model student is not able to utilize even the basic limited command on the basic tools of the
by computationally complex routine. tools of the software.
tools of the software. software.

Unable to identify the fault/minimal effort Able to identify the fault but unable to Able to identify the fault but partially Able to identify the fault and takes necessary
LR3 Troubleshooting
shown in troubleshooting. remove it. removes it. steps and actions to correct it.

Measurements are both accurate and precise.

Measurements are incomplete, inaccurate Measurements are somewhat inaccurate and Measurements are mostly accurate.
Data collection is systematic. Observations
and imprecise. Observations are incomplete imprecise. Observations are incomplete or Observations are generally complete.
LR4 Data Collection are very thorough and include appropriate
or not included. Symbols, units and vague. Major errors are there in using Minor errors are present in using symbols,
symbols, units and significant digits and task
significant figures are not included. symbols, units and significant digits. units and significant digits.
completed in due time.

Figures/ graphs / tables are not developed

or are poorly constructed with erroneous Figures, graphs and tables are drawn but All figures, graphs, tables are correctly
Figures / graphs / tables are correctly drawn
LR5 Results & Plots results. Titles, captions, units are not contain errors. Titles, captions, units are not drawn but contain minor errors or some of
and appropriate titles/captions and proper
mentioned. Data is presented in an obscure accurate. Data presentation is not too clear. the details are missing.
units are mentioned. Data presentation is
manner.
systematic.

Formulae used, end results and all

Formulae used and/or calculations are Formulae used are correct but there are few Formulae used and end results are correct.
calculations are correct with all the
LR6 Calculations incorrect. Units are not mentioned with mistakes in calculation which lead to Complete working steps are not shown.
intermediate steps clearly shown. Units are
results. incorrect results. Proper units are not mentioned with results.
mentioned with results.

Response shows a complete lack of Response shows complete understanding of

Response shows shallow understanding of Response shows substantial understanding
LR7 Viva understanding of the assigned / completed the completed task. The student is able to
the assigned task of the assigned task
task explain all the related concepts.

Outstanding participation towards the group

No participation towards the group tasks at Substantial participation towards the group
LR8 Contribution Not much interest is shown in group tasks. tasks. Helps and guides other group members
all. tasks.
as well.

Most of the tasks are included in report but Good summary of most the in-lab tasks is Detailed summary of the in-lab tasks is
All the in-lab tasks are not included in
are not well explained. All the necessary included in report. The work is supported provided. All tasks are included and explained
LR9 Report report and / or the report is submitted too
figures / plots are not included. Report is by figures and plots with explanations. The well. Data is presented clearly including all
late.
submitted after due date. report is submitted timely. the necessary figures, plots and tables.

Results are well analyzed supported with

Results are analyzed and concluded but are
Results are not interpreted or are analyzed Analysis of the obtained results is reasons. Good comparison is made between
LR 10 Analysis not well explained and justification is not
incorrectly. incomplete. Conclusions are not drawn. the theoretical and experimental results with
provided with the help of reasoning.
correct and useful conclusion.
Affective Domain (emotion-based):
The affective domain defining behaviors that corresponds to attributes and values in which we deal with things
emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. Table below outlines the
learning outcomes related to affective domain.

Category (Level) Description Examples of activity to be trained or ‘Key words’ (verbs which describe the
demonstration and evidence to be activity to be trained or measured at each
measured level)

Receiving (A1) The ability to willingly It may include being aware of or Notice, tolerate, accept, be aware, ask,
attend to stimuli to get sensitive to the existence of certain listen, attend, follow, concentrate, discuss,
awareness of an attitude, ideas, material, or phenomena and acknowledge.
behavior or value. being willing to tolerate them.

Listen to teacher take interest in

session learning

Responding (A2) The ability to react and It may include student is committed Agree to, answer freely, assist, care for,
actively respond to stimuli. in some small measure to the ideas, communicate, comply, conform, consent,
materials, or phenomena involved by contribute, cooperate, follow, obey,
actively responding to them. This is participate willingly, read voluntarily,
a result of exposure to an attitude, respond, volunteer, represent, react, clarify,
behavior or value provide other references and examples, cite,
write and perform.

Valuing (A3) The ability to attach values Students recognize value and display Adopt, assume responsibility, behave
or worth to something. this through involvement or accordingly, choose, commit, desire,
commitment. It may be willingness exhibit loyalty, express, initiate, prefer,
to be perceived by others as valuing seek, show concern, show continual desire,
certain ideas, materials, or use resources to, argue, challenge, debate,
phenomena. refute, confront, justify and criticize.

Organizing or conceptualizing The ability to conceptualize It may include relating the value to Adapt, adjust, arrange, balance, classify,
values (A4) the value and resolve those already held, determining its conceptualize, formulate, group, organize,
conflict between it and importance and bringing it into a rank, theorize, develop, improve,
other values to develop a harmonious and internally consistent manipulate, modify and practice.
value system. philosophy.

Characterizing or internalizing The ability to integrate the It may include consistent behavior in Act upon, advocate, defend, exemplify,
values (A5) value into a value or belief accordance with the values he or she influence, justify behavior, maintain, serve,
system that controls has internalized in spite of support, display, practice, validate, verify.
behavior discomfort or cost. The value is
recognized as a part of person
character.