LM01-EEIE

0413

Learning Module 1

Circuit Devices

Knowledge Area Code : BSEE

Course Code : EEIE0413
Learning Module Code : LM1-EEIE0413
 LM01-EEIE

0413

Module Overview
Module Overview

Introduction

The most convenient form of energy – electricity. It can be used in the form of heat, light and
into mechanical energy. It can be transferred across great distances and even wirelessly. This
course packet tackles the humble origin of electricity, its sour

Topic#1: DC and AC Sources

Topic#2: Resistance
Topic#3: Reactance
Topic#4: Impedance
Topic#5: Ohms' Law and Power

Learning Outcomes

Upon completion of this module the student should be able to:

Gain knowledge using through mathematical analysis and comparative analysis about direct
current and alternating current sources, elements, devices and parameters including the uses
and application of the circuit elements.
Specifically:
1. Learn what is electricity, voltage and current and how to express them in various
forms.
2. Learn what resistance is and how they can be simplified when in circuits for analysis.
3. Learn about inductive and capacitive reactance and how it can be used.
4. Learn about impedance and combinations of the said elements.
5. Learn about Ohm's Law, ac power, real, reactive and apparent power, power factor,
power triangle and power factor correction.

Minimum Technical Skills Requirement

The candidate learner should have completed the Calculus and Physics course prior to this
module. Learner should have obtained the skills in electrical circuits analysis in both direct
current and alternating current. Furthermore, students in this course

Learning Management System

#https://app.schoology.com/course/5206667911/materials?f=483498894#

Learning Module: Basic Electrical Engineering 2

 LM01-EEIE

Module Overview 0413

Duration
This learning module is expected to be accomplished within the duration of 19 hours
covering 5 main topics under the Circuit Devices. Although the mode of learning is that of
hybrid flexible with asynchronous activities, the time frame should be enough to gain a full
learning experience. Details of the expected learning task duration per topic are listed as
follows:

Topic#1: DC and AC Sources 3 hours

Topic#2: Resistance 4 hours

Topic#3: Reactance 2 hours

Topic#4: Impedance 4 hours

Topic#5: Ohms' Law and Power 6 hours

Delivery Mode

This learning module was developed with flexible self-learning method as the primary mode
of delivery. However, to ensure timeliness and proper pacing, the module shall have
synchronous modes of delivery particularly during quiz or examinations. Discussion room
or forums are also made available for the online learning platform. Other modes of
communication such as email or sms are also available for the learner in case of connectivity
or resource issues.

Module Requirement with Rubrics

(Discuss the final requirement along with the corresponding rubric)

Learning Module: Basic Electrical Engineering 3

 Course
Packet
LM01-EEIE

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Course
01
Packet
LM1-EEIE

1 0413

Learning Module 01

Circuit Devices
Course Packet 01

DC and AC Sources

Knowledge Area Code : BSEE

Course Code : EEIE0413
Learning Module Code : LM-EEIE0413
Course Packet Code : LM01-EEIE0413-01

Learning Module: Circuit Devices 3

 Course
Packet
LM01-EEIE

01 0413

Course Packet 01
Course Packet 1

DC and AC Sources

Introduction

The convenience of using electricity can not be understated. In fact, electricity has made
everything very convenient for modern living.

The current living conditions of the majority of the world are dependent on electrical energy
sources.

The Philippines has majority of homes with grid connected electricity. Electrical energy is used
in almost all areas. Where there are no grids available, there may be the independent sources
or generators that produce electricity.

This course packet presents to the learner how electricity is created from various sources. How
electricity behaves and travels through mediums. How it is utilized in its various forms.

Detailed topic list is provided as follows:

1. Electricity
2. Sources of Electricity
3. Sinusoidal Waveforms
4. Average, Effective and RMS Values

Objectives

Learn what is electricity, voltage and current and how to express them in various forms.
Specifically, other learning outcomes are listed herein for the individual topics.
Discuss the nature of electricity form chemical and physical properties
Discuss photovoltaics, dry cell technology and generation of electricity.
Discuss direct current and alternating current in sinusoidal waveform characteristics.
Differentiate the various values to describe voltages and current.
Express sinusoidal waveforms using phasors.

Learning Management System

#https://app.schoology.com/course/5206667911/materials?f=483499510#

Duration

The course packet DC and AC Sources is expected to be completed within 3 hours inclusive of

Learning Module: Circuit Devices 5

 Course
Packet
LM01-EEIE

01 0413

the assessment. However, depending on the student, the actual time may vary. The time
provided here are just for budgetary purposes and are provided as estimates.
Course Packet 1

Electricity 30 minutes
Sources of Electricity 60 minutes
Sinusoidal Waveforms 60 minutes
Average, Effective and RMS Values 30 minutes
Phase Angles 60 minutes

Delivery Mode

This learning packet is made available both in print and digital content form at the website
provided. It is written primarily as a Flexible (Online) learning instrument

Assessment with Rubrics

(Discuss the assessment tool to be used along with the corresponding rubrics.)

Requirement with Rubrics

(Discuss the requirement along with the corresponding rubrics.)

Readings

Boylestad, Robert L.,2014. Introductory Circuit Analysis, 12th. 0. Phasors. pp.629-634.

ISBN: 978-1-292-02400-4
Boylestad, Robert L.,2014. Introductory Circuit Analysis, 12th. 10. Sinusoidal
Alternating Waveforms. pp.545-594. ISBN: 978-1-292-02400-4
Svoboda, James A.; Dorf, Richard C.,2014. Introduction to Electric Circuits, 9th. 10.
Phasors. pp.430-434. ISBN: 978-1-118-47780-2
Boylestad, Robert L.,2014. Introductory Circuit Analysis, 12th. 2. Voltage and Current.
pp.33-63. ISBN: 978-1-292-02400-4

Learning Module: Circuit Devices 6

 DC and AC Sources
Electricity

Electricity is the most convenient form energy in use in this period. It can be generated
from other forms of energy and it can also be converted to those forms in another place where
it is needed. Electricity can be generated in a far-off place where it is abundant, transmitted to
other locations using transmission lines, to the homes and industries in urban areas.
Electricity can be explained through electrochemistry. Atoms are made up of protons,
neutron and electrons. With the exemption of hydrogen, all atoms have the three particles.
Protons have positive electrical charge while electrons are negatively charged and finally
neutrons have no charge or neutral. For an atom, protons and electrons are usually balanced,
meaning equal in number. When an atom has unbalance number of electrons and protons, it is
called an ion.
Recalling chemistry, electrons orbit the nucleus of an atom. The nucleus is the center
where protons and neutrons are located. Electrons are said to occupy “shells” in their orbit.
The shells can be occupied by electrons with a maximum number only. The number of electrons
depend on the shell layer which is in 2n2, where n denotes the shell number.
The shell number and the corresponding number of electrons are indicators of bond or
energy levels. The farther the shell from the nucleus, the lesser the force holding the electrons
in place, with exemption when the number of electrons in the outer shell is approximately equal
to 2n2.
To get electricity, the electrons need to start moving from their location in the atom, to
another atom. The lesser the energy level of the electrons the faster they move.
Activity 1: Since matter is made up of atoms, and atoms have electrons, is it possible to
generate electricity from everything? Explain your answer.
Moving electrons, as in motion in physics, requires force. Something has to trigger the
force. Energy is neither created nor destroyed, it is converted from one form to another. So, to
move that electron, it needs to be pushed out of its orbit. How can this be done? How much
force is required?
The force that binds an electron to the atom is defined by Coulomb’s Law: The force
between two charges is directly proportional to the product of the charges and inversely
proportional to the square of the distance between them. Mathematically,
𝑄1 𝑄2
𝐹 = 𝑘 2 − −− > 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
𝑟
Evidently for the same two charges, but different distance between the two, the term r
is squared. The farther the from each other, the weaker the force between the two charges. Q1
and Q2 would either be a proton, an electron, a neutron or any combination. The most
interesting combinations would be like charges and opposite charges. The force F for like

Learning Module: Basic Electrical Engineering 7

charges would result to a positive force or repulsion. A negative force results from two unlike
charges, a positive and a negative charge. The negative charge attracts the charges together.
How to generate the force required? Fortunately, that force for is very small since the
electron is really small. However, one moving electron would definitely not be enough to
release the force required.
A charge of 1 coulomb is the net charge associated with the charges of 6.28 x 10 18
electrons. The value of the constant k in equation 1 is 9.0 N-m2/C2. Since there are 2 charges
involved, in terms of electrons that would at least be in the order of 10 18, a big quantity. In
terms of physical size, just for comparison 1 cubic inch of copper at room temperature (1 in x 1
in x 1 in) has 1.4 x 1024 electrons. For its part, copper has only 1 free electron – electron that it
can move at the outermost shell. Imagine other metals that are highly conductive. The size
would it be bigger or smaller?
The phrase at room temperature was included in the statement for physical size. Yes,
this force is affected by the surrounding temperature. Copper and other metals are called
conductors because they can freely give up electrons from their shells. At certain temperatures,
depending on the element, some conductors become super conductors.
Activity 2: Explain superconductivity / superconductors. What metals can become
superconductors? What conditions are required to make them superconductors?
Suppose the charges Q1 and Q2 are fixed at a distance. Both are bundles of charges, for
now, opposite. A free electron is to be moved from a point near the surface of the positive
charge Q1 to a point near the negatively charged Q2. The electron being moved experiences
attraction force from Q1 while experiencing repulsion force from Q2. Moving the electron at
that specified direction would require work to be done. This work required to move the
negatively charged electron from Q1 to Q2 is called voltage. This is not yet the actual work done,
it is the work required to move the charge. If it takes 2 joules of energy to move the electron
from Q1 to Q2, there is 2 volts between the two point. Mathematically,
𝑊 𝐽𝑜𝑢𝑙𝑒𝑠
𝑉, 𝑣𝑜𝑙𝑡𝑠 = − −→ 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
𝑄 𝐶𝑜𝑢𝑙𝑜𝑚𝑏
Now that the potential or voltage has been established in two opposing reqions of
charges, a conductor or copper wire is connected between the points. The conductor having
free electrons now creates a path for the electrons to travel in. The free electron of copper starts
to move. There is now a steady flow of electrons. Electrons would now get attracted to the
positive charge. The other end, predominantly negative has electrons to give up and push
through the conductor.
Electrons are now in motion and moving from the negative region to the positive
region. The movement of electrons as any given point along the wire is now known as current,
measured in amperes.
A while back it has been mentioned that in a charge of 1 C, there are 6.28 x 1018 electrons
associated to it. In a given time of 1 second, if 6.28 x 10 18 electrons pass a given point along the

Learning Module: Basic Electrical Engineering 8

conductor or wire, it can be said as 1 Ampere of current. Or simply stated, 1 ampere of current
is equal to 1 C/s. This is a more practical or convenient measure than 6.28 x 10 18 electrons per
second. Current (I) is a rate of flow of charge (Q) per unit time (t).
𝑄
𝐼 = − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 3
𝑡
It is important to note that voltage or potential or pressure is the start whereas current
is the reaction. Of course, the current needs the path - circuit.
NOTE: In a circuit where there is an electric current, the actual flow of electrons is from
negative to positive charge. In conventional circuit notation and analysis, the conventional
flow used to indicate the flow of current is from positive to negative. For purposes of analysis,
the conventional flow is adopted in this course module.

Sources of Electricity

Direct Current or DC Sources

The term direct current refers to the magnitude and direction
of the voltage being uni-directional (one direction) of flow of charge.
The standard symbol for a dc source is shown in figure 1. The bars that
are shown have varying lengths. The long bars to indicate the positive
terminal, the short bars the negative terminal. The symbol is marked
with an E to denote electromotive force (emf). The emf is a force that Figure 1 Standard
establishes the flow of charge (current) in a system by applying a symbol for dc voltage
source
potential difference.
Battery. Shortened from battery of cells, referring to sources of voltage as a combination
of smaller packaged units usually as conversion from chemical or solar energy. Batteries
convert chemical energy into electrical energy using the same process as described in the
previous section. Separating ions, positive and
negative ions in separate compartments in a single
packaged unit. The terminals each connected to the
charged chemicals.
Primary type batteries. These are single use
batteries. Once depleted, the units are ready for
disposal and could not be replenished.
Secondary Type Batteries. Rechargeable
batteries, when depleted the chemical reaction in the
battery can be reversed to restore usability.
One important aspect to check about batteries Figure 2 Cut away view of a cylindrical
primary battery
is the Ampere-hour (Ah) rating – an indication of how
long a battery with particular voltage rating last to supply a particular current.

Learning Module: Basic Electrical Engineering 9

 𝑎𝑚𝑝𝑒𝑟𝑒 − ℎ𝑜𝑢𝑟 (𝐴ℎ)
𝐿𝑖𝑓𝑒 (ℎ𝑜𝑢𝑟𝑠) = − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 4
𝑎𝑚𝑝𝑒𝑟𝑒𝑠 𝑑𝑟𝑎𝑤𝑛 (𝐴)

Figure 3 Cut away view of an automotive battery

DC Generators. A machine that converts mechanical energy into electrical energy. The
prime mover or mechanical source rotates a shaft connected to the generator. A strong
magnetic field is present in the core of the machine. On the rotating shaft are coils of magnetic
wire, cutting across the magnetic field or flux. This cutting action induces a voltage to appear
in the coil. This voltage is processed and connected to terminal outside the machine to serve as
connection points. The capacity of a generator is usually much larger than those of batteries.
For purposes of simplicity, in this course module, the same dc source standard symbol
indicated in figure 1 can also represent dc generators.
Power Supplies. These dc sources are plugged-in to the convenience outlets. The
common voltage in receptacles is alternating current (ac) source. DC is provided via
rectification process – conversion from ac to dc using electronic devices.
Activity 3: Research on the following topics (a) Photovoltaic Cells and (b) Fuel Cells.
Include a report on how they are generally being used for consumer devices and machines.

Alternating Current or AC Sources.

The term ac source refers to the time varying voltage or current. To simplify, the term
ac voltage or ac current in this course module refers to time varying voltage or current in the

Learning Module: Basic Electrical Engineering 10

sinusoidal waveform shape. There are other ac types like the square wave and the triangular
wave, however, those will not be tackled in this course module.
Generating Plant. Facilities that use big generators to generate power. Most of these
use synchronous generators as the main generating equipment.
Portable AC Generator. Small generator with its own prime mover. Compact size
allows for transfer of location.
Wind-power station. Generators with the wind as the prime mover. The design of the
wind-power station allows it to generate ac voltage without having to use inverters.
Solar Panels. Solar photo voltaic systems fitted with inverter. The inverter would
change the dc stored energy into sinusoidal ac voltage source.
Function generator. Supply voltage whose characteristics can be changed or
controlled.

Sinusoidal Waveform

Figure 4 Sinusoidal Waveform and Parameters

Waveform. Path traced by a quantity. Plotted as a function of some variable such as

time, temperature, position, degrees, and so on.
Instantaneous value. The magnitude of a waveform at any instant of time, denoted by
lower case letter (e1, e2, etc).
Peak Amplitude. The maximum value of a waveform measured from its average or
mean value, written in capital letters e.g. Ex for voltage sources and Vx voltage drops across
loads.
Peak Value. Maximum instantaneous value of a function measured from the zero
level. Peak value and peak amplitude of a waveform can have the same value when the average
or mean value of a waveform is zero.
Peak-to-peak Value. The summation of the magnitudes of the positive peak value and
negative peak voltage value. Written as E p-p or Vp-p.
Periodic waveform. Waveform that continually repeats itself after the same time
interval.

Learning Module: Basic Electrical Engineering 11

 Period (T). Time of a periodic waveform.
Cycle. Portion of a waveform obtained in a period (T) of time.
Frequency. The number of cycles in one second.

The sinusoidal waveform has a general format shown in equation 5.

𝑒 = 𝐸𝑚 sin 𝛼 − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 5
Where Am is the peak value of the waveform and α is the measure of the horizontal axis.
Generally, equation 5 is expressed with α = ωt. As with oscillation and periodic functions,
ω=2πf where f is the frequency as presented earlier.
For a waveform with f=60 Hz, ω = 377. This is the usual frequency for the distribution
supply in the Philippines similar to the USA. Japan, and many other European communities
use 50 Hz for their supply.
As a cycle, the waveform could be plotted using angles in degrees or radians. This can
be analyzed through the angular velocity ω or the frequency f. The changes in value cycles
through a circle when plotted in the cartesian plane or polar plane. The values just repeat over
time.
Remembering that frequency in hertz is
also cycles per second (cps). Another term that
could be used in place of cps is revolutions per
second, sometime revolutions per minute. Putting
the focus back at cps, and 1 cycle means moving
through the 360 degrees. Narrowing down on that
single cycle equals 360 degrees or 2π radians. The
time it takes for the waveform to complete 1 cycle
is know as the period (T). The horizontal axis can
now be labeled using either time, degrees or
Figure 5 Basic Sinusoidal Function
radians without changing its characteristics.
For emphasis, waveform or ac source in this course manual refers to sinusoidal
waveform unless otherwise stated. Other waveforms can be used for circuit analysis, the focus
of this course however for all practical purposes is on sinusoidal waveform sources.

Average, Effective and RMS Values of Waveform

When analyzing a circuit or a system, there are parameters to consider. Using dc

sources whether positive or negative would always have a value to work with and does not
vary. The steady state or stable condition of the system being evaluated can be immediately
seen – it is the same for all values of time. Such case would be difficult for sources that vary
with time. The response of the system to the input changes as the input also is changing.
Using the general form of the ac source would require evaluation using the
instantaneous value of the source. It remains true only at that specific instant. Fortunately, there

Learning Module: Basic Electrical Engineering 12

are ways to describe ac sources using some values obtained from the waveform characteristics.
These are average value, effective value and root-mean-square value of the waveform.
Average value, is the summation of area under the curve. Assigning positive values
for areas above the horizontal axis or zero and negative for areas below. Looking at 1 cycle of
the waveform, there are two identical curves. Using calculus to solve for the area of one of the
curves:
𝜋
𝐴𝑟𝑒𝑎1 = ∫0 𝐸𝑚 sin 𝛼 𝑑𝛼 = 2𝐸𝑚
This area is just half the cycle, an identical area exists with limits π to 2π
2𝜋
𝐴𝑟𝑒𝑎2 = ∫𝜋 𝐸𝑚 sin 𝛼 𝑑𝛼 = −2𝐸𝑚
Total area under the waveform is 0. The average value of the ac source, pure sinusoid
is zero (0). This is true for any sinusoid whose magnitude of the positive peak value is the exact
opposite, negative peak value. The average would be different otherwise. Under the
circumstances of average value, the overall impression is net value is zero. If this is the only
basis for operation, nothing in ac source is supposed to work, there simply is no energy under
this assumption of average.
There is however operation of electricity using ac sources. Likened to a dc source, and
ac source has an equivalent dc source – effective value of the sinusoid. To simplify the analysis,
the dc equivalent of an ac source is equal to 0.707 times the peak value of the sinusoid. This is
also known as the root-mean-square value of the sinusoid.
1
𝐸𝑒𝑓𝑓 = 𝐸𝑚 = 𝐸𝑟𝑚𝑠 − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 6
√2
1
𝐼𝑒𝑓𝑓 = 𝐼𝑚 = 𝐼𝑟𝑚𝑠 − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 7
√2

Phase Angle

The previous sections presented the ac source as a sinusoid that always starts at zero,
and whose peak values always coincide at the π/2 and 3π/2 and zero value at 0, π and 2π. There
are times however when the voltage source or current source waveform is shifted either to the
left or right of zero.
For such cases the standard expression for a sinusoidal waveform that has been shifted
is shown in equation 8.
𝑒 = 𝐸𝑚 sin(𝜔𝑡 ± 𝜃)

𝑎 = 𝐴𝑚 sin(𝜔𝑡 + 𝜃) 𝑎 = 𝐴𝑚 sin(𝜔𝑡 − 𝜃)

Learning Module: Basic Electrical Engineering 13

 An important case when a sinusoid is
shifted so that the peak values are at the
vertical axis of in cyclic terms, 0, π, or 2π.
The sinusoid takes the cosine function
when the waveform shifts as big as 90 degrees.
The waveforms in figure 6 are said to be out of
phase by 90 degrees.
Taking sine wave as reference, cos
Figure 6 Am sin (wt + 90) = Am cos wt
wave is said to lag the sin wave by 90 degrees.
Whereas taking cos wave as reference, cos wave is said to lead the sine wave by 90 degrees.
Another way of expressing the ac waveform is thru phasors. In this course module, the
ac source refers to a sinusoidal waveform having the frequency 60 Hz, unless otherwise
specified in the conditions. The next method of expression used for ac source makes use of the
stated conditions – the waveforms expressed in the system being evaluated will have the same
frequency (limited to 60 Hz in this module only).
In certain cases, it is possible to combine sources in a single system. Evaluating the
conditions require complex mathematics and notations. Sinusoids can be expressed in phasor
form using the following information.
𝑒 = 𝐸𝑚 sin(𝜔𝑡 ± 𝜃) = 𝐸𝑚 cos(𝜔𝑡 ± 𝜃 − 90) − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 8
The phasor form requires the sinusoid to be expressed in the cosine form, trigonometric
identities were used in converting the sine function into the cosine. The term θ is known as the
phase angle, and that term needs attention. The term ωt specifies the frequency and is assumed
to be 60 Hz in this module, unless specified for another value. The conditions however require
that all other sinusoids have the same frequency specified. Equation 8 can be transformed to
its phasor or polar form and to the complex number form.
𝐸𝑚 sin(𝜔𝑡 ± 𝜃) = 𝐸𝑚 cos(𝜔𝑡 ± 𝜃 − 90) = 𝐸𝑚 ∠ (𝜃 − 90) − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 9
𝐸𝑚 ∠ (𝜃 − 90) = 𝐸𝑚 cos(𝜃 − 90) + 𝑖 𝐸𝑚 sin(𝜃 − 90) − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 10
Equation 10 takes the form (ax + by) or sometimes (x + iy) where the real term plotted
on the x-axis is the cosine term and the j operator with the sine term on the y-axis. The term Em
is obtained by Pythagorean theorem 𝐸𝑚 = √𝑥 2 + 𝑦 2 and the i introduces the imaginary
2
number √−1 .
The phasor notation shown for equations 9 and 10 is used generally for mathematics.
In ac circuits analysis, the rms value (not the peak) is the value of preference and the sine
function as the reference function. To keep with standards in electrical circuits analysis, the
phasor will be redefined for practical purposes as having the rms value and the usual phase
angle, thus:
𝐸𝑟𝑚𝑠 ∠ 𝜃 − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 11
The methods of expressing the sinusoid or ac waveform are used in this module
interchangeably. The student is hereby advised to practice using the said expressions to their

Learning Module: Basic Electrical Engineering 14

convenience and preference. Each of the expression has its own advantage in different
situations. Keep in mind that phasors in ac circuit analysis use the rms value not the peak value
of the wave form and the reference function is the sine function. This will be the convention in
this module, phasor form in the ac circuit analysis convention.

Sample Problems

1. Three equal positive charges of 3.33 x 10-9 C each are located at the vertices of an
equilateral triangle of 20 mm leg. What if the magnitude of the force acting on each
charge?
Given: Q1 = Q2 = Q3 = 3.33 x 10-9 C d1 = d2 = d3 = 20 mm (equilateral triangle)
Find: F1, F2, F3
2
𝑄1 𝑄2 (3.33 𝑥 10−9 )
Sol’n: F1 = F2 = F3 = k = (9 𝑥 109 ) = 2.5 𝑥 10−4 𝑁
𝑟2 (0.02)2

2. Convert 4 + j3 into polar form

Given: 4 + j3
Req’d: 𝑟∠𝜃
2
Sol’n: 𝑟 = √42 + 32 = 5
3
𝜃 = 𝑡𝑎𝑛−1 4 = 36.87°
4 + j3 = 5∠36.87°
3. Express 20 sin (377t – 180°) in phasor form
Given: 20 sin (377t – 180°)
Req’d: 𝑟∠𝜃
1
Sol’n: 𝑟𝑟𝑚𝑠 = (20) = 14.14
√2
20 sin(377𝑡 − 180°) = 14.14 ∠ − 180°
4. Express the phasor 𝐼 = 40 𝐴 ∠ 20° into a sine wave with frequency of 60 Hz.
Given: 𝐼 = 40 𝐴 ∠ 20° f = 60 Hz
Req’d: i(t)
Sol’n: 𝑖(𝑡) = 40√2 sin(2𝜋(60)𝑡 + 20°) = 56.57 sin(377𝑡 + 20°)
5. Express 3.6 x 10−6 cos (754t − 30°) in phasor form
Given: 3.6 x 10−6 cos (754t − 30°)
Req’d: 𝑟∠𝜃
3.6 𝑥 10−6
Sol’n: 𝑟∠𝜃 = ∠ (−30 + 90)° = 2.55 𝑥 10−6 ∠ 60°
√2
−3
6. Given 𝑖 = 6 𝑥 10 sin 1000𝑡 𝐴 determine i at t = 2ms
Sol’n: 𝑖 = 6 𝑥 10−3 sin(1000 𝑥 2 𝑥 10−3 ) = 5.46 𝑚𝐴
7. Determine the angle and time in 1 cycle at which the sinusoidal function 𝑣 =
10 sin 377𝑡 is 4V.
Sol’n: 4𝑉 = 10 sin 377𝑡
4
sin 𝛼 = ; 𝛼 = 𝑠𝑖𝑛−1 (0.4) = 23.58°
10

Learning Module: Basic Electrical Engineering 15

But in a full cycle of a pure sinusoid, there will be angles at which this would occur.
During the first half when approaching peak value and second during the decreasing
value approaching zero. That zero value happens at 180 degrees. Therefore,
𝛼2 = 180 − 𝛼1 = 180 − 23.58 = 156.42°
Solving for time, use radian units in the term ωt.
𝜋
𝛼, 𝑟𝑎𝑑 = 23.58° = 0.412 𝑟𝑎𝑑
180°
377𝑡 = 0.412 𝑟𝑎𝑑 ∶ 𝑡 = 1.09 𝑚𝑠
𝜋
𝛼, 𝑟𝑎𝑑 = 156.42° = 2.73 𝑟𝑎𝑑
180°
377𝑡 = 2.73 𝑟𝑎𝑑 ∶ 𝑡 = 7.24 𝑚𝑠

Learning Module: Basic Electrical Engineering 16

 Activity Sheet 1
Activity 1: Since matter is made up of atoms, and atoms have electrons, is it possible to
generate electricity from everything? Explain your answer.

Learning Module: Basic Electrical Engineering 17

 Activity Sheet 2
Activity 2: Explain superconductivity / superconductors. What metals can become
superconductors? What conditions are required to make them superconductors?

Learning Module: Basic Electrical Engineering 18

 Activity Sheet 3
Activity 3: Research on the following topics (a) Photovoltaic Cells and (b) Fuel Cells.
Include a report on how they are generally being used for consumer devices and machines.

Learning Module: Basic Electrical Engineering 19

 Activity Sheet 4
Activity 4: Sketch the waveform pair in together in 1 graph (2 waveforms per graph).
Describe the phasor relationship (Leading or lagging).

a. 𝑣 = 10 sin(𝜔𝑡 + 30°) ; 𝑖 = 5 sin(𝜔𝑡 + 70°)

b. 𝑣 = 10 sin(𝜔𝑡 − 20°) ; 𝑖 = 15 sin(𝜔𝑡 + 60°)
c. 𝑣 = 3 sin(𝜔𝑡 − 10°) ; 𝑖 = 2 cos(𝜔𝑡 + 10°)

Learning Module: Basic Electrical Engineering 20

 Course LM1-EEIE
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