PRACTICAL 3: PULSE AMPLITUDE MODULATION (PAM)

(CLO2, P4, PLO5: CLO3, A3, PLO9)

1.0 Learning Outcomes:

On completion of this practical work, students should be able to
i. Explain the concept of Pulse Code Modulation
ii. Learn the characteristic of Pulse Amplitude Modulation (PAM).
iii. Understand the characteristic of Pulse Amplitude Modulation (PAM).
iv. Observe the demodulation of a Pulse Amplitude Modulation (PAM) signal by means of a Low Pass Filter

2.0 Laboratory Equipment:

i. Two Channel Oscilloscope with Probe
ii. PCM 2967 Trainer
iii. Power Supply +-15V

3.0 Theory:

Pulse-amplitude modulation (PAM), is a form of signal modulation where the message information is encoded
in the amplitude of a series of signal pulses. It is an analog pulse modulation scheme in which the amplitudes of
a train of carrier pulses are varied according to the sample value of the message signal. Demodulation is
performed by detecting the amplitude level of the carrier at every symbol period.

Figure 3.1 – Principle of PAM

There are two types of pulse amplitude modulation:

1. Single polarity PAM: In this a suitable fixed DC bias is added to the signal to ensure that all the pulses are
positive.
2. Double polarity PAM: In this the pulses are both positive and negative.

Practical 3 : PULSE AMPLITUDE MODULATION (PAM) 1

 Pulse-amplitude modulation is widely used in modulating signal transmission of digital data, with non-baseband
applications having been largely replaced by pulse-code modulation, and, more recently, by pulse-position
modulation.

In particular, all telephone modems faster than 300 bit/s use quadrature amplitude modulation (QAM). (QAM
uses a two-dimensional constellation).

The number of possible pulse amplitudes in analog PAM is theoretically infinite. Digital PAM reduces the
number of pulse amplitudes to some power of two. For example, in 4-level PAM there are 22 possible discrete
pulse amplitudes; in 8-level PAM there are 23 possible discrete pulse amplitudes; and in 16-level PAM there are
24 possible discrete pulse amplitudes

4.0 Procedure:
In this part of the lab, you will observe a PAM signal. Before any observations can be made, take a look at the
panel of the PCM 2967 trainer, the ground terminal with an earth symbol should be connected to the
earth terminal of your oscilloscope. Follow these steps carefully:

Part A: Pulse Amplitude Modulation

1. Use an appropriate probe to make sure the oscilloscope is produce 0.5Vpp & 1 KHz.
2. Make the connection shown in figure 3.2.

Figure 3.2 – Connections for Practical A

3. Set the sampling switch to 32Khz. Observe and draw the output on Channel 2 Oscilloscope.

4. Try the effect of varying the DC potentiometer setting. What aspect of the output waveform is simply related to
the variable d.c input voltage?

5. Move the lead from DC potentiometer and connect instead to 2 KHz sine source. Observe and draw the
output.

Practical 3 : PULSE AMPLITUDE MODULATION (PAM) 2

 6. Try the effect of varying the sampling switch to 16 KHz & 8Khz. Observe and draw the output.

7. Observe and comment the changes in frequency sampling value

i. when the sampling frequency is 32KHz

ii. when the sampling frequency is 16KHz
iii. when the sampling frequency is 8KHz

Part B. Signal Recover Using a Filter

When using any modulation process to send a signal, the received signal is of little use unless someone or
something can interpret, the modulated version of the signal. Usually this means that the original signal must be
recovered. In this practical the Low Pass filter will be used.

Figure 3.3 – Characteristic of a Low Pass Filter

1. Make a connections shown in figure 3.4, effectively passing the PAM signal through the 2nd order Low pass
filters. The sampling frequency should be at 32KHz

Figure 3.4 – Connections for Practical B.

2. Does the output of the filter look reasonably like the input sine wave?

Practical 3 : PULSE AMPLITUDE MODULATION (PAM) 3

 3. Does the output of the filter still look reasonably like the input sine wave
i. when the sampling frequency is 16KHz
ii. when the sampling frequency is 8KHz
iii. when the sampling frequency is 4KHz

4. Connect the 4th order filter in addition, to make a 6th order filter. Observe the output.

Figure 3.5 – Connections for 6th order filter

5.0 Discussion/Question:

i. What is Pulse Amplitude Modulation (PAM)?

ii. Draw the block diagram of PAM.

6.0 Conclusion:

Write a full conclusion from the observation in this experiment

Practical 3 : PULSE AMPLITUDE MODULATION (PAM) 4

1 DEP30013 Communication System Fundamentals

Name:……………………………….…………………….. …… Matric No.: ………………………...

Programme:……………………………………………………… Date:……………………………………...

PRACTICAL :3
TOPIC : PULSE AMPLITUDE MODULATION (PAM)

Result:
Part A: Pulse Amplitude Modulation

Step 3:

Sampling switch: 32 KHz

Step 4:

Step 5:

Practical 3: Pulse Amplitude Modulation (PAM)

2 DEP30013 Communication System Fundamentals

Step 6:

Sampling switch: 16 KHz

Sampling switch: 8 KHz

Step 7:
i. when the sampling frequency is 32KHz

ii. when the sampling frequency is 16KHz

iii. when the sampling frequency is 8KHz

Part B. Signal Recover Using a Filter

Step 2:

Practical 3: Pulse Amplitude Modulation (PAM)

3 DEP30013 Communication System Fundamentals

Step 3:
i. When the sampling frequency is 16 KHz.

ii. When the sampling frequency is 8 KHz.

iii. When the sampling frequency is 4 KHz.

Step 4:

Discussion/Question:
1. What is Pulse Amplitude Modulation (PAM)?

2. Draw the block diagram of PAM.

Practical 3: Pulse Amplitude Modulation (PAM)

4 DEP30013 Communication System Fundamentals

Conclusion:

Practical 3: Pulse Amplitude Modulation (PAM)

 DEP30013 Communication System Fundamentals (CLO2, P4, PLO5)

Practical Work 2 FREQUENCY MODULATION

Group
Student Matric No Name Student Matric No Name
1 4
2 5
3 6

STUDENTS
Criteria 15 - 10 9-5 4-1 1 2 3 4 5 6
Following Able to develops and implements practical procedures. Most often followed Does not follow practical procedure.
procedure Occasional oversight leads to loss of practical efficiency and/or
(15%) loss of data.
All equipment accurately placed Set-up of equipment is generally accurate with 1 or 2 small Set-up of equipment is not accurate, help is required with
Set Up Equipment
All necessary supplies on hand details that need refinement several major details.
(15%)
Very neat and organized All necessary supplies on hand. Many necessary supplies must found in mid-lab
Data collection are analyzed accurately, trends are noted, Analysis somewhat lacking in insight. Analysis poor, not enough data.
(15%) Enough data was taken to establish conclusion. Enough data but additional data would be more powerful. Results are unclear.
Analysis and Carefully using appropriate theory. Applies appropriate theory to data when prompted to do so. Make no attempt to related data to theory
Theory Application Able to relate theory with the practical work application Misinterprets significance of theory or variable involved. Makes errors in interprets and analyzes data.
(15%)
Is able to operate instrumentation and process Is tentative in operation of instruments and process equipment Does not operate instrumentation and process equipment,
Tool Operation
equipment excellently. Required occasionally supervision. Required frequent supervision.
(15%)
Require less or seldom supervision.
Technical Skills Excellent recognizing problem, plan and develop Moderate recognizing problem, plan and develop alternative
Need guide recognizing problem.
(15%) alternative ideas. ideas.
Criteria 5-4 3-2 1
All-important trends and data comparisons have been Some of the results have been correctly interpreted and Very incomplete or incorrect interpretation of trends and
Discussion
interpreted correctly and discussed, good understanding discussed; partial but incomplete understanding of results is still comparison of data indicating a lack of understanding of
(5%)
of results is conveyed evident results
Conclusion All-important conclusions have been clearly made, Conclusions regarding major points are drawn, but many are
Conclusions missing or missing the important points
(5%) student shows good understanding misstated, indicating a lack of understanding

( CLO3, P4, PLO5 ) / 100

 DEP 30013 COMMUNICATION SYSTEM FUNDAMENTALS
INDIVIDUAL AND TEAMWORK (CLO3 , A3 , PLO9)
PRACTICAL WORK :
NO NAME: MATRIX NUMBER :
1
2
3
4
5

Student
Very Weak Weak Fair Good Very Good
Attribute Subattribute
(1) (2) (3) (4) (5)
1 2 3 4 5
Able to foster relationship High ability to foster
No clear evidence of ability
Able to foster relationship and and work together with Able to foster good good relationship and
to foster good relationships
work together with other group other group members relationship and work work together
Foster good and work together
members towards goal towards goal achievement together with other group effectively with other
relationship effectively with other group
achievement but with limited with some effect(s) and members towards goal group members
members towards goal
effect and require improvement require minor achievement towards goal
achievement.
improvements achievement
TEAMWORK

Able to demonstrate in
Attempt to demonstrate in Show clear evidence
practice the ability to Able to demonstrate in
No clear evidence of ability practice the ability to alternate to assume alternate
assume alternate roles as practice the ability to assume
to assume alternate roles roles as a group leader and roles as a group
Alternate a group leader and group alternate roles as a group
as a group leader and group members but with limited leader and a group
Roles members with some leader and a group member
group members effect and require member demonstrated
effect(s) and require minor to achieve the same goal
demonstrated in practice improvements in practice
improvements

Able to very well

Limited respect and Able to respect and accept
Respect and Not able to respect and Able to well respect and respect and accept
acceptance of others’ opinions opinion of others in
accept accept opinion of others accept opinion of others in opinion of others in
in achievement group’s achieving group’s
opinions that leads to conflicts achieving group’s objectives achieving group’s
objectives objectives
objectives

Total Marks: [15m]