To start “PART A,” the student first measured their own resting heart rate. This was done by locating either …show more content…
Figure 05: Workstation Setup with Materials Used for Second Circuit. There were two different circuits created in “PART B” of this experiment. The first circuit was created to represent the basic usage of a linear potentiometer as a voltage divider. A diagram of this circuit can be seen in Figure 06 below.
Figure 06: Schematic of First Circuit Created. Once this first circuit was correctly constructed and a teaching assistant double checked it, the power supply, represented by VTin the schematic, was turned on and set to 4 Volt DC. The RTin the schematic represents the placement of the linear displacement sensor. V2represents the output measured by the connected multimeter. Initially, slider of the linear displacement sensor was all the way to the side and the multimeter displayed a reading zero. As the student pushed the slider along its track from 0 cm to 6 cm at 1 cm increments, using a metric ruler, the reading given through the multimeter was recorded. Once 6 cm was reached, the slide was placed back to where it first began. This process was repeated 3 more times for a total of 4 trails, the measurements all being …show more content…
The value of N was equal to a number corresponding to the second letter of the students last name, by using the alphabetical sequence located in Attachment 02 of this report. In this case, the value of N was found to be U = 21. The total value of 6,200 Ohms () was inputted into the resistor decade box and placed into a spot in the circuit which corresponds to Rpin the schematic in Figure 07. Once the circuit was correctly constructed and checked by the teaching assistant, the power supply (VT) was turned on and set to 3.5 Volt DC. Same as before, 4 trials were completed, with the linear displacement sensor slider being moved at 1 cm and the value displayed on the multimeter being