OUTLINE

41
42
43
44
45
46
47
48
49
410
411
412
413
414
415

Definition and characteristics of a series circuit

Resistance in series circuits
Voltage in series circuits
Kirchhoffs voltage law
Power in series circuits
Effects of opens in series circuits and troubleshooting
hints
Effects of shorts in series circuits and troubleshooting
hints
Designing a series circuit to specifications
Special applications
Critical thinking and the SIMPLER troubleshooting
sequence
Introduction to troubleshooting skills
The SIMPLER sequence for troubleshooting
Troubleshooting levels
A systems approach to troubleshooting
Using the SIMPLER sequence: a single-component
example

OBJECTIVES
After studying this chapter, you should be able to:
1. Define the term series circuit
2. List the primary characteristics of a series circuit
3. Calculate the total resistance of series circuits
using two different methods
4. Calculate and explain the voltage distribution
characteristics of series circuits
5. State and use Kirchhoffs voltage law
6. Calculate power values in series circuits
7. Explain the effects of opens in series circuits
8. Explain the effects of shorts in series circuits
9. List troubleshooting techniques for series circuits
10. Design series circuits to specifications
11. Series-connect voltage sources for desired
voltages
12. Analyze a voltage divider with reference
points
13. Calculate the required value of a seriesdropping resistor
14. Use the computer to solve circuit problems
15. Use the SIMPLER troubleshooting sequence to
solve the Troubleshooting Challenge problems

CHAPTER 4

Series Circuits

PREVIEW

eries circuits are found in many systems and subsystems. Common examples
are home light switch circuits and automobile ignition switch circuits. It is
important that you learn the characteristics of the series circuit. That knowledge
will aid you in analyzing series circuits whether they are stand-alone circuits or
portions of more complex circuits.
In studying series circuits, you will apply Ohms law and power formulas.
Also, you will learn how Kirchhoffs voltage law helps you analyze series circuits. Insight will be gained about the effects of opens and shorts in series circuits. You will see how voltage sources are used in series circuits. Also, voltage
dividers and the concept of reference points will be examined. The final portion
of this chapter will present a useful troubleshooting method that will be valuable
to you throughout your training, and more importantly, in your career.
You will be introduced to a special troubleshooting sequence called the SIMPLER sequence. By solving troubleshooting problems called Troubleshooting
Challenges, you will gain experience using the SIMPLER sequence. The system
for performing the procedure and solving each Troubleshooting Challenge will
be discussed. One sample solution to each challenge troubleshooting problem
is presented at the end of the chapter so you can compare your thinking process
against the sample solutions.
KEY TERMS

Battery
Block-level troubleshooting approach
Cell
Component-level troubleshooting approach

41

Kirchhoffs voltage law

Open circuit
Series circuit
Short circuit

Series-dropping resistor
SIMPLER troubleshooting
sequence
Voltage-divider action

Definition and Characteristics of a Series Circuit

A series circuit is any circuit having only one path for current flow. In other words,
two or more electrical components or elements are connected so the same current
passes through all the connected components.
This situation exists when components are connected end-to-end in the circuit
external to the source, Figure 41. This is termed a two-component series circuit.
Also, notice there is only one possible path for current flow from the sources negative side, through the external circuit, and back to the sources positive side.


V
source

I

Component
#2
Component
#1

FIGURE 41 Components connected end-to-end in a two-component series circuit

99

CHAPTER 4 Series Circuits

Key Characteristics
Excluding the source, how many components are in series in Figure 42? If you
said four, you are correct! The circuit in Figure 43 is a six-component series circuit. In all these cases, the two important characteristics to remember are that there
is only one path for current flow and that current is the same through all parts of
a series circuit. As a technician, you will have many opportunities to apply this
knowledge.

42

Resistance in Series Circuits

Knowing the characteristics that identify a series circuit helps you analyze the
important electrical quantities or parameters of these circuits.
First, lets analyze the series circuit in terms of its resistance to current flow. In
previous chapters we have limited circuits to a single resistor, and the circuits resistance to current flow was obvious. Now, we are connecting two or more resistors in
tandem or in series. How does this affect the circuit resistance?

Series Circuit Total Resistance Formula

If the circuit current must sequentially flow through all the resistors since there is
only one path for current, then the total resistance to current flow will equal the sum
of all the resistances in series. Once again, in series circuits, the total resistance
(RT or R total) equals the sum of all resistances in series.
RT = R1 + R2 . . . + Rn

FORMULA 41

Rn represents the last of the remaining resistor values.

EXAMPLE Refer to Figure 44 for an application of this formula. This illustrates that to find a series circuits total resistance, simply add all the individual
resistance values.

R4


R4


R3

VA


R3

VA


R1

(a)

R2

R6

R5
R4


VA


R1

R2

R3
I R
1

R2

(b)

FIGURE 42 Four-resistor series circuit

FIGURE 43
circuit

Six-resistor series

100

PART II Basic Circuit Analysis


V
source

I

R1

10 

R2

10 

R3

10 

RT  R1  R2  R3
R T  10   10   10 
R T  30 

FIGURE 44 Application of series-circuit total resistance formula

R1

PRACTICE PROBLEMS 1
R2
60-V
source

1. Referring back to Figure 42, what is the circuits total resistance if R1 and R2
are 10 k resistors and R3 and R4 are 27 k resistors?
2. The values of the resistors in Figure 44 are changed so that R1 = 2.7 k,
R2 = 5.1 k, and R3 = 8.2 k. What is the new total resistance value for the circuit?

R3
A

2A

The Ohms Law Approach

Another important method to determine total resistance in any circuit, including
series circuits, is Ohms law. Recall that the Ohms law formula to find resistance
is R = V/I. To find total resistance, this formula becomes:

R4
RT  ?

FIGURE 45
Ohms law

Finding RT by

V1
30 V

R1

VT  70 V

R2

IT
2A

R3

FIGURE 46 Finding one

resistors value by Ohms law

FORMULA 42

RT =

VT
IT

If there is any means of determining the value of total voltage applied to the series
circuit and the total current (which is the same as the current through any part of the
series circuit), Ohms law can be used to find total resistance by using RT = VT /IT .
EXAMPLE Look at Figure 45 and use Ohms law to find total resistance. Your
answer should be 30 ohms because 60 volts divided by 2 amperes equals 30 ohms.
Does this show the value of each of the resistors in the circuit? No, it only reveals
the circuits total resistance.
EXAMPLE Now look at Figure 46. Again, it is possible to use Ohms law to
determine the circuits total resistance, where total resistance equals total voltage
divided by total circuit current.
RT =

VT 70 V
=
= 35
IT
2A

CHAPTER 4 Series Circuits

Because we know the voltage drop across R1 and know that the current through all
parts of a series circuit is the same value, we can also determine the value of R1. In
this case, R1 equals the voltage across R1 divided by the 2 amperes of current
through R1. Thus, R1 equals 30 volts divided by 2 amperes. R1 = 15 ohms.
PRACTICE PROBLEMS 2

1. Again refer to Figure 46, if VT = 100 V, IT = 1 A, and VI = 47 V, what is the value

of R1? What is the value of RT?
2. Assume that the electrical parameters in the circuit of Figure 46 are changed so
that VT = 42 V and IT = 4 mA. What is the new value of RT?
3. With the circuit VT and IT described in problem 2, if R2 and R3 are equal value
resistors and R1 = 2.7 k, what is the value of R2?
We have discussed and illustrated two important facts about series circuits. First,
current is the same throughout all parts of a series circuit. Second, the total circuit
resistance equals the sum of all the resistances in series, which indicates total resistance must be greater than any one of the resistances. We will now study voltage, a
third important electrical parameter in series circuits.

43

Voltage in Series Circuits

To help you understand how voltage is distributed throughout a series circuit, refer
to Figure 47.

Individual Component Voltages

Because there is only one path for current, the current (I) through each resistor
(R1, R2, and R3) must have the same value since it is the same current, Figure 47.
From the study of Ohms law, you know the value of voltage dropped by R1 must
equal its I times its R, or
FORMULA 43

V1 = IR1 R1

EXAMPLE In this case, the current is 2 mA and the resistance of R1 is 100 k;

therefore, V1 = 200 volts, Figure 47a. (Remember that milliunits times kilounits
equals units.) Voltage dropped by R2 must equal 2 mA times 27 k, or 54 volts, Figure 47b. The voltmeter, which is measuring the voltage across R3, would indicate
20 volts because 2 mA 10 k = 20 volts, Figure 47c.
PRACTICE PROBLEMS 3

1. In the circuit shown in Figure 47c, if the voltmeter reads 30 V, what are the values of VA, IT, VR2, and VR1?
2. In the circuit shown in Figure 47c, if the voltmeter reads 25 V, what are the values of VA, IT, VR2, and VR1?

101

102

PART II Basic Circuit Analysis





100 k

R1




VA

VA




2 mA




10 k

R3

27 k

R2

10 k

R3
mA





27 k

R2

100 k

R1

mA

2 mA

(a)

(b)


100 k

R1




VA

27 k

R2



10 k

R3
mA

2 mA

(c)
FIGURE 47

Voltage distribution in series circuits

Practical Notes
In review, several observations are made.
1. The largest value resistor in a series circuit drops the largest voltage and the smallest value resistor drops the least voltage. These drops occur because the current is
the same through each of the resistors and each resistors voltage drop equals
I times its R.
2. Since the same current passes through all components in series, a given components voltage drop equals the same percentage or fraction of the total circuit
applied voltage as its resistance value is of the total circuit resistance.
3. Relating the above concepts, when comparing two specific components voltage
drops, the ratio of voltage drops is the same as the ratio of their individual resistances.

CHAPTER 4 Series Circuits

Refer back to the voltages calculated for the circuit in Figure 47. Did the largest
resistor value drop the highest voltage? Yes, R1 dropped 200 volts compared with
54 volts for R2 and 20 volts for R3. Is the comparative ratio of voltage drops between
resistors the same as the ratio of their resistances? Yes, R1 resistance value is
10 times that of R3 and V1 is 10 times V3. Also note that R2 voltage drop is 2.7 times
that of R3, which is the same as their resistance ratios.
The concept of ratios of voltage drops equaling the ratios of resistances can
be used to compare the voltage drops of any two components in the series circuit. For example, if the R values and applied voltage are known, it is possible
to find all of the voltages for each component throughout the circuit using the
proportionality technique. Naturally, you can also determine individual voltages around the circuit by solving for total resistance, then total current
(VT /RT), and then determining each I R drop with I R1 for V1, I R2 for V2,
and so forth.

The Voltage Divider Rule

You have just seen that the amount of voltage dropped by a given resistor in a
series circuit is related to its resistance value compared with the others in the circuit. The voltage divider rule shows how in a series circuit, any given resistors
voltage drop relates to its resistance compared with the circuits total resistance.
Using this rule, you can determine a series resistors voltage drop, without having to know the circuit current, if you know the applied voltage and circuit total
resistance. Heres the simple formula:

FORMULA 44

VX =

RX
VT
RT

where:VX = the voltage drop across the selected resistor

RX = the resistance value of the selected resistor
RT = the circuit total resistance
VT = the circuit applied voltage

Practical Notes
This type calculation is very simple using a calculator. You should get into the
habit of using your calculator for MOST of your calculations (if your program
promotes it at this stage of your learning). In some cases, however, the resistor
values and the voltage applied value are such that you can almost do this type
calculation in your head. In fact, heres a hint! It is a good idea to learn to
approximate answers in your head for any problem that you can, just as a double
check on your computations. Approximating is a powerful skill to learn and practice! It can often save you from embarrassing results. If you inadvertently make a
mathematical error along the way, your approximation will show you that the
erroneous results are not logical. Then, you can check back through your procedure, and quickly find the mistake.

103

104

PART II Basic Circuit Analysis

FIGURE 48 Voltage-divider
rule sample circuit

VT  50 V

R1

2.7 k

R2

4.7 k

R3

10 k

EXAMPLE Refer to Figure 48 and note how we can find the voltage dropped
across R2 by simply substituting the knowns into the formula. (In this case, R2 is
the value to be used for RX in the formula.) Calculating RT for the formula:
RT = R1 + R2 + R3 = 2.7 k + 4.7 k + 10 k = 17.4 k, therefore,
V R2 =

4.7 k
R2
VT ; VR2 =
50 ; VR2 = 0.27 50 = 13.5 V
RT
17.4 k

PRACTICE PROBLEMS 4

Now you use the voltage divider formula to find the following answers.
1. For the circuit of Figure 48, what is the voltage dropped by R1?
2. For the circuit of Figure 48, what is the voltage dropped by R3?
3. Sum the rounded voltages of R1, R2, and R3. Do they add up to close to the
applied voltage of 50 volts?
As you can see, the voltage divider rule can be very handy! You will get more
opportunities to use this rule as you proceed in your training.

Finding the Value of Applied Voltage

Again referring to Figure 47, lets examine some ways to find the circuit applied
voltage. One obvious way is the Ohms law expression where VT = IT RT. In this
circuit, V total (or V applied) = 2 mA times RT. As you can easily determine, RT in
this circuit equals 100 k + 27 k + 10 k = 137 k total resistance. Therefore,
circuit applied voltage equals 2 mA 137 k = 274 volts.
Another way to find applied voltage is to add all the individual voltage drops to
find total voltage, just as we add all the individual resistances to find total resistance.
This yields the same answer where 200 volts + 54 volts + 20 volts = 274 volts. This
method suggests an important concept called Kirchhoffs voltage law.

44

Kirchhoffs Voltage Law

Kirchhoffs voltage law states the arithmetic sum of the voltages around a single
circuit loop (any complete closed path from one side of the source to the other)
equals V applied (VA). It also says the algebraic sum of all the loop voltages, includ-

CHAPTER 4 Series Circuits

V



10 k
V2  20 V

R2


VA  50 V

FIGURE 49 Using
Kirchhoffs voltage law
where VA = V1 + V2


15 k
V1  ?

R1

VA  V1  V2

ing the source or applied voltage, must equal zero. That is, if you observe the polarity and value of voltage drops by the circuit elements and the polarity and value of
the voltage source, and add the complete loops values algebraically, the result is
zero. For our purposes, the arithmetic sum approach will be most frequently used.
It illustrates how Kirchhoffs voltage law helps determine unknown circuit parameters. Refer to Figure 49 as you study the following example.
EXAMPLE If the VA is 50 volts and V2 is 20 volts, how can Kirchhoffs voltage
law help determine V1? If the sum of voltages (not counting the source) must equal
V applied, then:
VA = V1 + V2
Since we know VA and V2, transpose to solve for V1.
Therefore, V1 = VA V2 = 50 V 20 V = 30 V
If individual voltage drops were known but not the applied voltage, find V applied
by adding the individual voltage drops. In this case 30 V + 20 V = 50 V. This agrees
with Kirchhoffs voltage law that the arithmetic sum equals the applied voltage.
Kirchhoffs voltage law can help you find unknown voltages in series circuits
through either addition or subtraction, as appropriate. And if there are more than
two series components:
FORMULA 45

VT = V1 + V2 . . . + Vn

where Vn represents the last of the remaining voltage values.

105

106

PART II Basic Circuit Analysis




20 V
Point A

50 V

FIGURE 410 Kirchhoffs

algebraic sum example

Point B

R2


30 V

R1


(20 V  30 V  50 V  0)
or ( 30 V  20 V  50 V  0)

In Figure 410, observe the polarity of voltages around the closed loop. To indicate polarities used in Kirchhoffs voltage law, trace the loop from the sources positive side (Point A), through the resistors and back to the sources negative side
(Point B). Consider any voltage a positive voltage whose + point is reached first,
and vice versa. In this case, the first voltage reached is +20 V; the next voltage is
+30 V, and the source negative terminal is 50 V. Adding these voltages yields:
(+20) + (+30) + (50) = 0; or 20 + 30 50 = 0
Tracing the other direction through the circuit gives:
(30) + (20) + (+50) = 0; or 30 + 20 + 50 = 0
In either case, the algebraic sum of the voltage drops and the voltage source around
the entire closed loop equals zero.
Likewise, the arithmetic sum of the voltage drops around a given loop must equal the
value of the applied voltage, regardless of which direction is used to trace the loop.
PRACTICE PROBLEMS 5

Refer again to Figure 410. Using the proportionality of voltage drops concept and
Kirchhoffs voltage law, if V1 is 45 V, what are the values of V2 and VA?

IN-PROCESS LEARNING CHECK 1 Fill in the blanks as appropriate.

1. The primary identifying characteristic of a series circuit is that the _____ is the
same throughout the circuit.
2. The total resistance in a series circuit must be greater than any one _____ in the
circuit.
3. In a series circuit, the highest value voltage is dropped by the _____ value resistance, and the lowest value voltage is dropped by the _____ value resistance.
4. In a two-resistor series circuit, if the applied voltage is 210 volts and one resistors voltage drop is 110 volts, what must the voltage drop be across the other
resistor? _____ V.
5. Answer each part of this question with increase, decrease, or remain the same. In
a three-resistor series circuit, if the resistance value of one of the resistors
increases, what happens to the circuit total resistance? _____ To the total current? _____ To the adjacent resistors voltage drop? _____
6. What is the applied voltage in a four-resistor series circuit where the resistor
voltage drops are 40 V, 60 V, 20 V, and 10 V, respectively? _____ V.

CHAPTER 4 Series Circuits

R3

40  PR3  I 2R  22  40  160 W  40% of PT

R2

50  PR2  I 2R  22  50  200 W  50% of PT

R1

10  PR1  I 2R  22  10  40 W  10% of PT

107


200 V


FIGURE 411 Largest R

dissipates most power, and
smallest R dissipates least
power.

2A

PT  400 W

A Quick Review
Current is the same throughout a series circuit; total resistance equals the sum of all
the individual resistances in series, and voltage distribution around a series circuit is
directly related to the resistance distribution, since current is the same through all components and each components voltage drop = current its resistance. Kirchhoffs voltage law states that the arithmetic sum of voltage drops equals the voltage applied, or
the algebraic sum of all the voltage drops and the voltage source equal zero.

Practical Notes
As you continue to work more electronic circuit problems, it is good to remember that:
Units divided by Kilo units = Milli units. This is often used when finding current:
I = V/R; where V/k = mA.
Units divided by Milli units = Kilo units. This is often used when finding resistance:
R = V/I; where V/mA = k.
Milli units times Kilo units = Units. This is often used when finding voltage:
V = I R; where mA k = V.

45

Power in Series Circuits

The last major electrical quantity to be discussed in relation to series circuits is

power. Recall that power dissipated by a component or circuit (or supplied by a
source) is calculated with the formulas P = V I, P = I 2R, or P = V 2/R. You have
learned that in series circuits the current (I) is the same through all components.
Therefore, the I 2 factor in the P = I 2R formula is the same for each component in
series and the largest R value dissipates the most power. Conversely, the component
with the least R value dissipates the least power (I 2R), Figure 411.

Individual Component Power Calculations

Individual component power dissipations can be found if any two of the three electrical parameters for the given component are known. For example, if the components

A Good Idea
Learn to use a calculators
various modes to ease the
work involved in circuit
calculations!

108

PART II Basic Circuit Analysis

R1

10 

R2

10 

R3

10 


90 V


FIGURE 412

RT  R1  R2  R3
R T  10   10   10 
R T  30 

Diagram for Practice Problem 6

resistance and the current through it are known, use the P = I 2R formula. If the components voltage drop and the current are known, use the P = V I formula. Knowing the voltage and resistance allows you to use the P = V 2/R version of the power
formula.
As implied previously, the individual power dissipations around a series circuit are directly related to the resistance of each element, just as the voltage distribution is directly related to each elements resistance. A specific resistors
power dissipation is the same percentage of the circuits total power dissipation
as its resistance value is of the total circuit resistance (RT). For example, if its
resistance is one-tenth (1/10) the total circuit resistance, it dissipates 10% of the
total power. If it is half the RT, it dissipates 50% of the total power, and so forth,
Figure 411.

Total Circuit Power Calculations

Total power dissipation (or power supplied to the circuit by the power source) is
determined by adding all the individual power dissipations, if they are known.
See Formula 46.
FORMULA 46

EXAMPLE

PT = P1 + P2 . . . + Pn

Refer to Figure 411. Using Formula 46:

PT = PR1 + PR2 + PR3 = 40 W + 200 W + 160 W = 400 W

PRACTICE PROBLEMS 6

Refer to Figure 412.

Find the values for:
P1 = __________ watts
P2 = __________ watts
P3 = __________ watts
PT = __________ watts
IT = __________ amperes

V1 = __________ volts
V2 = __________ volts
V3 = __________ volts
R3 = __________ % of RT
P3 = __________ % of PT

CHAPTER 4 Series Circuits

109

R1



VA  100 V

VA  100 V

R2

Point A
R3
mA


mA

Broken R
Point B

FIGURE 413 An open in a

series circuit

46 Effects of Opens in Series Circuits and Troubleshooting Hints

Opens
Thus far, you have studied how to analyze current, resistance, voltage, and power in
series circuits. At this point we will introduce some practical situations that might
occur in abnormal series circuits. The two extreme conditions are opens and shorts.
First, what are the effects of an open in a series circuit? An open circuit occurs
anytime a break in the current path occurs somewhere within the series circuit.
Because there is only one path for current flow, if a break (or open) occurs anywhere throughout the current path, there is no current flow. In effect, the circuit
resistance becomes infinite and IT (circuit current) must decrease to zero.
If an open causes circuit resistance to increase to infinity and circuit current to
decrease to zero, how does this affect the circuit voltages and power dissipations?
EXAMPLE In Figure 413, assume that R3 is physically broken in half, causing an open or break in the current path. Since there is no complete path for current
flow, what would the current meter read? The answer is zero mA.
If there is no current, what is the I R drop of R1? The answer is zero volts because
zero times any value of R equals zero. And the answer for V2 is also zero for the same
reason. This means that the difference of potential across each of the good resistors
(R1 and R2) is zero. That is, R1 has zero voltage drop and R2 has zero voltage drop. In
effect, the positive side of the source potential is present anywhere from the source
itself around the circuit to point A. The negative side of the source potential is present
at every point along the circuit on the opposite side of the break all the way to point B.
What is the potential difference across the break, or open? If your answer is
100 volts (or VA), you are correct! This indicates there will be no I R drops across
the good components in the circuit, and the circuit applied voltage appears across
the open portion of the circuit, regardless of where the open appears in the circuit.
An example of a purposely opened circuit is the light switch circuit in your
home. When you turn the light on, you close an open set of contacts on the switch,
which is in series with the light. When you turn the light off, you open those switch
contacts in series with the light; therefore, you open the path for current flow, causing the applied voltage to appear across the opened switch contacts and zero volts
to appear across the light element(s). If you measure the voltage across the switch
with the lights off, you will measure the source voltage, or V applied. CAUTION:
Dont try this! The voltage in a 120-volt lighting circuit is dangerous.

Troubleshooting
Hints
hen you suspect an open
W
in a series circuit, you
can measure the voltage
across each component. The
component, or portion of
the circuit across which you
measure V applied, is the
opened component, or circuit portion. Caution: To
measure these voltages,
power must be applied to
the circuit. Use all safety
precautions possible.
An alternative to this
power-on approach is to
use power-off resistance
measurements. The two
points in the circuit at
which you measure infinite ohms (with the circuit
completely disconnected
from the voltage/power
source) is the opened portion of the circuit. Resistance of the good components should measure their
rated values.

110

PART II Basic Circuit Analysis

PRACTICE PROBLEMS 7

1. In a series circuit having a 100-V source and comprised of four 27-k resistors,
indicate whether the following parameters would increase, decrease, or remain
the same if one of the resistors opened.
a. Total resistance would _______________.
b. Total current would _______________.
c. Voltage across the unopened resistors would _______________.
d. Voltage across the opened resistor would _______________.
e. Total circuit power dissipation would _______________.
2. Would the conditions you have described for question 1 be true no matter which
resistor opened?

47 Effects of Shorts in Series Circuits and Troubleshooting Hints

Shorts
What are the effects of a short in a series circuit? First, what is a short? A short circuit may be defined as an undesired very low resistance path in or around a given
circuit. An example is when someone drops a metal object across two wires connected to the output terminals of a power source. In this case you short all the other
circuits connected to the power source terminals and provide a very low resistance
path for current flow through the new metal current path.
A short may occur across one component, several components, or the complete
circuit (as in our dropped metal object example). Regardless, consider a short to be
a virtually zero resistance path that disrupts the normal operation of the circuit.
EXAMPLE Observe Figure 414. Notice that the undesired low resistance path
is a piece of bare wire with a virtually zero resistance that has fallen across the leads
of R1. Without the short, the circuit total resistance would equal 20 k (R1 + R2).
Therefore, with 20 V applied voltage, the current is 1 mA (20 V/20 k). With the
short, the resistance from point A to point B is close to zero ohms because R1 is
shorted. As far as the voltage source is concerned, it sees only 10 kV resistance
of R2 as total circuit resistance. Thus, current is 20 V/10 k, or 2 mA (double what
it would be without the short). The short causes RT to decrease to half its normal
value and current to double since the V applied is unchanged.
This circuit analysis points to some important generalizations: (1) If any portion
of a series (or any other type circuit) is shorted (or simply decreases in resistance),
the total circuit resistance decreases; and (2) the circuits total current increases,
assuming the applied voltage remains unchanged.
What happens to the other circuit parameters if a short (or decreased resistance) occurs
in a series circuit? Using our sample circuit in Figure 414: Let us think through it.
1. R1 becomes zero ohms.
2. RT decreases, causing circuit current (IT ) to increase.
3. Because I has increased and R2 is still the same value, the voltage across R2
increases. In this case, it will increase to V applied (20 V) because there is no
other resistor in the circuit to drop voltage.

CHAPTER 4 Series Circuits

Piece of wire
touching leads at
both ends of R1
Point A
R1
10 k


VA  20 V

R2
10 k

mA


FIGURE 414 Effects of a

short in a series circuit

VA  20 V

Point B

R1
10 k

R2
10 k

mA


Circuit current with R1 shorted

Circuit current with R1 NOT shorted

2 mA

1 mA

4. V1 (the voltage across R1) decreases to zero volts because any value of I times
zero ohms equals zero volts.
5. The total circuit power dissipation increases because I has doubled and V
applied has remained unchanged (P = V I ).
6. Power dissipated by the good resistor (R2) increases because its R is the same,
but the current through it has doubled (P = I 2R).
7. Of course, the power dissipated by R1 decreases to zero because no current flows
through it.
What happens if the total circuit is shorted instead of part of it? This means both
R1 and R2 are shorted and the short is across the power supply terminals. The
voltage source is looking at zero ohms, and it would try to supply infinite current. In reality this cannot happen. Probably the power supply fuse would blow,
and/or the power supply and circuit wires/conductors might be damaged. However, the generalizations for the partially shorted circuit would also apply. That
is, circuit resistance goes down, total current increases (until a fuse blows or the
power supply dies), and the voltage across the shorted portion of the circuit
decreases to zero.
PRACTICE PROBLEMS 8

1. If a series circuit having a 200-V source is composed of a 10-k, a 27-k, a

47-k and a 100-k resistor, and the 47-k resistor shorts, what will the voltages be across each of the resistors listed? (Remember to use the draw-the-circuit hint to help you in your analysis.)
2. With the short present across the 47-k resistor, do the voltage drops across the
other resistors increase, decrease, or remain the same?

111

112

PART II Basic Circuit Analysis

Troubleshooting Hints
f circuit fuses blow, components are too hot, or smoke appears, there is a good
IAgain,
chance that a component, circuit, or portion of a circuit may have acquired a short.
measuring resistances helps locate the problem that requires removing power
from the circuit to be tested. It is best to remove power from the circuit until the fault
can be cleared; therefore, voltage measurement techniques must be used judiciously,
if at all. Applying power to circuits of this type often causes other components or circuits to be damaged because excessive current may pass through the nonshorted
components or circuits.
With power removed from the circuit, it is possible to use an ohmmeter to measure the resistance values of individual components, or of selected circuit portions.
If the normal values are known, it is obvious which component(s), or portion(s) of
the circuit have the very low resistance value. Often, there will be visual signs of
components or wires that have overheated, leaving a trail that indicates where the
excessive current flowed as a result of the short.
In special cases, if voltage measurements are used, voltage drops across the good
components are higher than normal (due to the higher current), and voltage drops
across the shorted component(s) or circuit portion(s) are close to zero.
If there are current meters or light bulbs in the circuit, the meter readings are
higher than normal and/or the unshorted light bulbs glow brighter than normal.

A Special Troubleshooting Hint

A simple but useful technique used in troubleshooting circuits that have sequential in-line components or subcircuits is called the divide-and-conquer approach,
or split technique. This technique can save many steps in series situations where
one of many components or subcircuits in the sequential line is the malfunctioning element.
The technique is to make the first test in the middle of the circuit. The results tell
the technician which half of the circuit has the problem. For example, Figure 415
represents a twelve-light series Christmas tree circuit with an open bulb. Recall, if
one light becomes open, all the lights go out since the only path for current has been
interrupted. Note in Figure 415, the first test is made from one end of the string
to the mid-point, in this case between bulbs 6 and 7. If making a voltage test with
power on and the meter indicates V applied, then the open bulb must be between
bulb 1 through bulb 6. If V measures 0 volts, then the problem is in the other half
of the circuit between bulb 7 through bulb 12. With one check, half of the circuit
has been eliminated as the possible area of trouble.
Incidentally, this technique can be used with the power-off resistance measurement approach. With the circuit disconnected from the power source, if the first
R measurement shows infinite resistance between bulbs 1 and 6, the problem is in
that half of the circuit. If the reading is a low resistance, then the problem is in the
other half of the circuit between bulb 7 through bulb 12.
After dividing the abnormally operating circuits suspect area in half by making
the first measurement made at the circuit mid-point, the next step is to divide the
remaining suspect area of the circuit in half again by making the second check from
one end of the suspect section to its mid-point; thus, narrowing down to a quarter

CHAPTER 4 Series Circuits

of the circuit the portion that remains in question, Figure 416. This splitting technique can continue to be used until only two components or subcircuits remain.
Then each is checked, as appropriate, to find the malfunctioning component.
The divide-and-conquer approach can be used in any in-line (linear) system of
components or circuits where current flow, power, fluids, or signals must flow
sequentially from one component or subcircuit to the next and is useful in troubleshooting electrical, electronic, hydraulic, and many other systems having the inline condition.
Series Christmas tree lights (10-volt bulbs)
#12
#11
#10
#9
#8

#7
VA  120 V (if using voltage checks)
#1

#2

#3

#4

#5

#6

FIGURE 415 Divide-and-conquer troubleshooting technique1st step (NOTE: Meter

M may be either a voltmeter, if voltage is applied to the circuit under test, or an
ohmmeter, if the circuit is disconnected from the power source.)

#12

#11

#10

#9

#8

#7
VA  120 V (if using voltage checks)
#1

#2

#3

#4

#5

#6

FIGURE 416 Divide-and-conquer troubleshooting technique2nd step

(NOTE: Meter M may be either a voltmeter, if voltage is applied to the circuit under
test, or an ohmmeter, if the circuit is disconnected from the power source.)

113

Practical Notes
In review, solve circuit
problems with the following steps:
1. Collect all known values
of electrical parameters.
2. If no circuit diagram is
given, draw a diagram
and write known quantities on the diagram.
3. Solve the first part of
the problem at a point
where you have, or can
easily find, sufficient
knowns to solve for an
unknown. Then proceed
by solving the remaining portions of the problem, as appropriate.

114

PART II Basic Circuit Analysis

48

Designing a Series Circuit to Specifications

Let us apply this technique in a sample design problem, then you can try one to see
whether you have learned the process.
EXAMPLE Design a three-resistor series circuit where two of the resistors are
10 k, the total circuit current equals 2 mA, and the applied voltage equals 94 V.
The first step is to collect the knowns, which were given to you. The next step is
to draw the circuit and label the knowns, Figure 417. The third step is to start at a
point where sufficient knowns are available to solve for a desired unknown.
To apply the third step, observe that in the circuit we drew, we know both the
I and the R values for both R2 and R3. This makes it easy to find their voltage drops.
V2 = I R2 = 2 mA 10 k = 20 V
V3 = I R3 = 2 mA 10 k = 20 V
The unknown is the value of R1, which completes our design problem.
If the voltage drop of R1 can be found, it is easy to find its resistance value. This
is because we know the current must be 2 mA and its resistance must equal its voltage drop divided by 2 mA. It is convenient to use Kirchhoffs voltage law to find
V1. According to Kirchhoff, VA must equal V1 + V2 + V3. Thus, transposing to solve
for the unknown V1:
V1 = VA ( V2 + V3 ) = 94 V ( 20 V + 20 V) = 54 V
54 V
Therefore, R1 =
= 27 k .
2 mA
Another way to solve R1s value is to find RT , where RT = VT /IT . Thus,
RT = 94 V/2 mA = 47 k. Knowing total resistance equals the sum of all individual resistances in a series circuit and R2 plus R3 equals 20 k, R1 must make up the
difference of 27 k to provide a total resistance of 47 k. The more formal way to
illustrate this is to write the RT formula, then transpose it to solve for R1. Thus,
RT = R1 + R2 + R3
R1 = RT (R2 + R3) = 47 k (10 k + 10 k) = 27 k

R1

? k

R2

10 k

R3

10 k

FIGURE 417

VA  94 V


2 mA

CHAPTER 4 Series Circuits

Does our design meet the specifications? Yes, it is a three-resistor series circuit
where two of the resistors are 10 k, the total circuit current is 2 mA, and the
applied voltage equals 94 V.
PRACTICE PROBLEMS 9

Try this next design problem yourself. Complete it on a separate sheet of paper.
Problem: Design a three-resistor series circuit where R1 is 20 k and drops two-fifths
of V applied, R2 drops 1.5 fifths of V applied, and R3 has a voltage drop equal to V2.
Assume V applied is 50 V. Draw the circuit and label all V, R, P, and I parameter values.

49

Special Applications

Voltage Sources in Series

Voltage sources can be connected in series to provide a higher or lower total (resultant) voltage than one of the sources provides alone. The resultant voltage of more
than one voltage in series depends on the values of each voltage and whether they
series-aid or series-oppose each other. Figure 418a is a series-aiding type connection. Figure 418b is an example of a series-opposing arrangement.
Note that in Figure 418, you see the terms cell and battery. A cell is a single
voltaic device that converts chemical energy to electrical energy. The symbols associated with a single cell are shown in each circuit in the figure as the 1.5 V sources.
A familiar example of cells are the cells you put into your flashlight. Typically,
these are 1.5-V cells.
A battery is simply two or more cells interconnected and put into one package.
In the figure, the battery symbol is shown in each circuit related to the 6.0-volt
sources. A familiar example of a battery is the 12-volt automobile battery. It is
comprised of six 2-volt cells, interconnected and packaged in one battery case.

Series-opposing sources

Series-aiding sources

A
6.0-V
battery




R
1


1.5-V
cell 

7.5 V


7.5 A
Kirchhoffs algebraic sum around closed
loop  0 V
Going clockwise from point A 
 7.5 V  1.5 V  6.0 V  0 V

(a)
FIGURE 418

Series-connected voltage sources

6.0-V
battery




R
1


1.5-V
cell 

4.5 V


4.5 A
Kirchhoffs again
from point A (clockwise)
 4.5 V  1.5 V  6.0 V  0 V

(b)

115

116

PART II Basic Circuit Analysis

Note, in Figure 418a, that the resultant voltage applied to the circuit from the
series-aiding sources equals the sum of the two sources. In this case 6.0 V + 1.5 V =
7.5 volts. The resulting current through the resistor is 7.5 amperes,
I=

V 7.5 V
=
= 7.5 A
1
R

Ways to know these sources are series-aiding are (1) the negative terminal of one
source is connected to the positive terminal of the next, and (2) both sources try to
produce current in the same direction through the circuit.
In Figure 419, what is the total voltage applied to the circuit? What is the current value?
If you answered 27 V for the resultant voltage and 0.5 mA for the current, you are correct.
As you can see in Figure 420, series-opposing sources are connected so that:
(1) the negative terminal of one source is connected to the negative terminal of the
next, or positive-to-positive; and (2) the sources try to produce current through the
circuit in opposite directions.
To determine the resultant or equivalent voltage of series-opposing sources, subtract the smaller voltage from the larger voltage.
EXAMPLE In Figure 420, 9.0 V minus 4.5 V equals a resultant of 4.5 V
applied to the circuit connected to the series-opposing sources.
A final point about the concept of series-aiding and series-opposing voltages is
that voltage drops can be series-aiding or series-opposing just like voltage sources
are series-aiding or series-opposing. If the voltage drops are such that seriesconnected polarities are to +, or + to , and the current through the series components is in the same direction, they are series-aiding voltage drops. For example, VR1
and VR2 in Figure 420 are series-aiding. Conversely, if the polarities of series component voltage drops are to , or + to +, they are series-opposing voltage drops.

Source #1


9V


R1


Source #2

27 k


9V
R2
9V

27 k




Source #3

FIGURE 419 Series-aiding sources have the

following features: (a) Sources are in series. (b) Negative
terminal of one source connects to positive terminal
of next, and so on. (c) All three sources try to produce
current in the same direction through the circuit.
(d) They are verifiable using Kirchhoffs law.

R1


1 k
2.25 V


4.5 V


R2


1 k
2.25 V



9.0 V

4.5 V


I


mA

2.25 mA
Pt. A (clockwise)   2.25 V  2.25 V  4.5 V  9.0 V  0 V

FIGURE 420 Series-opposing sources have the following

features: (a) Sources are in series. (b) Negative terminal of one
source connects to negative terminal of next (or positive
connects to positive), and so on. (c) Both sources try to
produce current in opposite directions through the circuit.
(d) They are verifiable using Kirchhoffs law.

CHAPTER 4 Series Circuits

PRACTICE PROBLEMS 10

1. Refer to Figure 419. If Source #1 were reversed in polarity (turned around in

this circuit), what would be the value of VR1?
2. Refer to Figure 420. If the 4.5-V battery were replaced by a 6-V battery
(using the same polarity connections into the circuit), what would be the value
of VR2?

Simple Voltage Dividing Action and Reference Points

Voltage Dividing
As you have learned, voltage drops around a series circuit are proportional to
the resistance distribution since the current is the same through all components. You can select the values of resistors in series to distribute or divide
the applied voltage in any desired fashion. Therefore, combining this concept
with the series-aiding voltage drop idea, we can create a simple voltagedivider action using a series circuit, Figure 421. Notice the polarity of voltage drops, and the difference of potential between the various points identified
in the circuit.
Equal resistance values are used for R1, R2, and R3, and the voltage source is
equally divided by the three resistors. Also, since the voltage drops are seriesaiding, the voltages at the various points are cumulative.
PRACTICE PROBLEMS 11

Referring again to Figure 421, assume the parameters are changed so source
voltage = 188 V, R1 = 20 k, R2 = 27 k, and R3 = 47 k. Indicate the voltages
between the following points: D to C; C to B; B to A; and D to B.

A

R1
10 k

90-V
source

R2
10 k


R3
10 k

FIGURE 421


B


90 V

C


60 V

30 V

D

Example of voltage-divider action

117

118

PART II Basic Circuit Analysis

Sample Applications for Voltage Dividers

Volume Controls
You will recall that in an earlier chapter we mentioned that potentiometers were
often used as voltage-dividing devices. In Figure 422, you can see that if the
wiper-arm on the potentiometer is set at point A, the total voltage coming from the
preceding stage in an amplifier or radio circuit is fed to the next stage. If the wiper
arm is midway on the resistive element, half the voltage is applied to the next stage,
and so on. This is the technique used in radio and TV receivers, and in audio amplifiers to control the volume you hear from the system speaker(s). Obviously, the
higher the divided voltage that is fed to the next (audio amplifier) stage after the
potentiometer, the louder the sound you hear.

Potentiometer
(Pot)
Voltage divider
A
Radio, TV,
or audio
amplifier
circuits

Audio
output
amplifier
circuits

Loud
sound

Audio
output
amplifier
circuits

Less
sound

Audio
output
amplifier
circuits

Little, or no,
sound

C
(Pot)
A
Radio, TV,
or audio
amplifier
circuits

C
(Pot)
A
Radio, TV,
or audio
amplifier
circuits

FIGURE 422

Potentiometer acting as voltage divider/volume control

CHAPTER 4 Series Circuits

Transistor Bias Circuit

Later in your studies you will learn appropriate details about transistor amplifier
stages. For now, you simply need to see that one very practical and commonly used
application for a voltage divider is to supply appropriate voltage levels to various
parts of a transistor, Figure 423.
Reference Point(s)
Recall in an earlier chapter we discussed the idea of something with respect to or
in reference to something else. The example used was John is taller than Bill,
or Bill is shorter than John.
In electronic circuits it is common to relate electrical parameters, such as voltage, to a common reference point in the circuit. Most electronic circuits have some
sort of common return path or connection point to which many of the circuits in
the system are connected. This point becomes the circuit common reference
point. When the circuits are mounted on a metal chassis, the chassis is often used
as this common connection-point path. When the circuits are mounted on an epoxy
or glass substrate, such as that used by printed circuit (PC) boards, a copper path
around the PC board becomes the common connection point, or return path. This
common point on chassis or PC boards is often called chassis ground. The electrical schematic symbol for chassis ground is as shown here. p
In many books and diagrams, the chassis ground symbol is not used. The earth
ground symbol, q, is commonly used to represent the common reference point
for circuits. The chassis ground, or common circuit path may or may not be connected to an actual earth ground, as is the power-line system at your home.
Throughout this book, we will use the more commonly used ground symbol (q) to
represent the common reference point in circuits where we do show a common
ground reference.

R1
Transistor
R2

FIGURE 423 The voltages applied to the various elements of the transistor depend on the
value of the applied voltage and the ratio of the voltage divider resistances R1 and R2.

119

120

PART II Basic Circuit Analysis

In Figure 424, point C is where the ground reference is connected. How is this
used as a reference point to describe the voltages along the divider? The voltages
with respect to this ground reference point can be described as follows:
Point D with respect to ground reference = 30 V
Point C with respect to ground reference = 0 V
Point B with respect to ground reference = +30 V
Point A with respect to ground reference = +60 V
Suppose that the ground reference point is moved from point C to point B,
Figure 425. How are the voltages described with respect to the reference point?
Point D with respect to ground reference = 60 V
Point C with respect to ground reference = 30 V
Point B with respect to ground reference = 0 V
Point A with respect to ground reference = +30 V

Polarity
Again, the polarity and value of voltage are described in terms of its polarity and
value with respect to the designated reference point. For example, in Figure 424,
the voltage at point C with respect to the voltage at point D is +30 V. Conversely,
the voltage at point D with respect to the voltage at point C is 30 V. (Note the
direction and amount of current is the same in both of the examples.)
A more in-depth study of various types of voltage dividers will be given in the
chapter on series-parallel circuits. The idea of reference points, as just discussed,
will be used throughout your studies and your career as a technician.

A

R1
10 k

90-V
source


Ground
reference

R2
10 k

R3
10 k


B


60 V



30 V

C



0V


90 V



60 V

30 V 30 V

D

FIGURE 424 Ground as a reference point at point C. The 30 V, 60 V, and 90 V indicators

show the cumulative voltage drops. The 30 V, +30 V, and +60 V indicators show voltages
with respect to point C, where ground reference is connected.

CHAPTER 4 Series Circuits

PRACTICE PROBLEMS 12

Assume the circuit components and parameters are changed in Figure 425 so that VA
now equals 50 V; R1 now equals 12 k; R2 now equals 33 k; and R3 now equals
15 k. Assume that the ground reference point is still point B and that the polarity of
the source is the same as in Figure 425. Using the voltage-divider rule, and your
recently gained knowledge of reference points, determine the following: (Hint:
Redraw the circuit so you will have something to look at. Use a calculator, if possible.)
1.
2.
3.
4.

What is the voltage across R2?

What is the voltage at the top of R2 with respect to point C?
What is the voltage across R1?
What is the voltage at point C with respect to point A?

Ground
reference

R1
10 k
30 V


R2
10 k
30 V

90-V
source


R3
10 k
30 V


90-V
source

Ground
reference

R1
10 k
30 V

R2
10 k
30 V


R3
10 k
30 V

A A  30 V with respect to B (GND)

 A  60 V with respect to C
A  90 V with respect to D

B B  0 V with respect to B (GND)
 B  30 V with respect to C
B  60 V with respect to D

C C  30 V with respect to B (GND)
 C  60 V with respect to A
C  30 V with respect to D

D D  60 V with respect to B (GND)
D  30 V with respect to C
D  90 V with respect to A

A



30 V


B





0V


30 V

C


 60 V

30 V


D

FIGURE 425 Ground as a

reference point at point B

121

122

PART II Basic Circuit Analysis

FIGURE 426 Example of a

series-dropping resistor

100-V
source

Dropping resistor
must drop 60 V
with 30 mA of
current through it.

R dropping

Electrical load
requires
40 V at 30 mA

The Voltage-Dropping Resistor

One final topic relating to some special applications of series circuits is the seriesdropping resistor.
Often, there is a need to supply a specific voltage at a specific current to an electrical load. If the fixed power supply voltage available is higher than the desired
voltage value, a series-dropping resistor is used that drops the voltage to the desired
level, Figure 426.
EXAMPLE The current through the electrical load and the series-dropping
resistor must be the same since they are in series. To calculate the value of the dropping resistor, the value of voltage it must drop, and the value of current the load
requires, provide the knowns to solve the problem. In this case, the dropping resistor must drop 60 V, and the load requires 30 mA of current. Therefore, the dropping
resistor must have 30 mA passing through it when it is dropping 60 V. Ohms
law indicates the resistor value must be R = V/I, or the dropping resistor value =
60 V/30 mA = 2 k. Naturally, this design calculation technique can be used to
select resistor values for an infinite variety of dropping-resistor applications and is
another example of the many special applications for series circuits.
PRACTICE PROBLEMS 13

1. What is the minimum power rating for the dropping resistor, Figure 426?
2. What should the value of the dropping resistor be if the applied voltage were
150 V and the load requirements remained 40 V at 30 mA? What is the minimum power rating for the dropping resistor?

Practical Notes
The power rating of the dropping resistor must be greater than the power it is
required to dissipate. Usually, a rating of at least two times the actual dissipation
is chosen.
It should be pointed out that a voltage drop is the difference in voltage between
two points caused by a loss of pressure (or emf) as current flows through a component offering opposition to current flow. An example is the potential difference
caused by a voltage drop across a resistor.

CHAPTER 4 Series Circuits

Your most valuable asset as a technician is the ability to think critically and logically. The ability to mentally move from a general principle or general case to a specific situation (deductive reasoning) is valuable. Likewise, moving from a specific
case to a probable general case is worthwhile (inductive reasoning).
Throughout the remainder of this text, we will help you develop and enhance
your logical reasoning skills. To get started, study the following section called
Introduction to Troubleshooting Skills.

411

Introduction to Troubleshooting Skills

All electronic technicians and engineers perform troubleshooting to some degree

throughout their careers! Whether designing, installing, testing, or repairing electronic circuits and systems, the skill of locating problem areas in the circuit or system by a logical narrowing down process becomes a valuable asset.
To enhance your skills of logical troubleshooting, we will introduce a simple
sequence of troubleshooting steps you can easily learn. Well call it the SIMPLER sequence (or method) for troubleshooting.
In many of the remaining chapters, you will have an opportunity to practice this
sequence and solve Troubleshooting Challenge applications problems. By the
time you finish the book, this SIMPLER sequence should be second nature; thus,
enhancing your skills and making you an even more valuable technician.

412

The SIMPLER Sequence for Troubleshooting

SYMPTOMS
IDENTIFY
MAKE
PERFORM
LOCATE

Gather, verify, and analyze symptom information.

EXAMINE

Examine available information and again determine what type test

and where.

REPEAT

Repeat the preceding analysis and testing steps until the trouble is
found.

Identify initial suspect area for location of trouble.

Make decisions about: What type of test to make and Where to make it.
Perform the test.
Locate and define new narrower area in which to continue
troubleshooting.

Further Information About Each Step in the Sequence

1. SYMPTOMS may be provided or collected from a number of sources, such as:
a. What the user of the circuit or system tells you.
b. Your five senses frequently can give you strong clues to the trouble. Sight and
hearing allow evaluation of the circuit or system output indicators; e.g., normal or abnormal picture, normal or abnormal sound, system meter readings,

SIMPLER

410 Critical Thinking and the SIMPLER Troubleshooting

Sequence

123

SIMPLER

124

PART II Basic Circuit Analysis

STEP Y

SYMPTOMS Gather,
verify, and analyze
symptoms information.
STEP Z

IDENTIFY the initial

suspect area.
STEP [

MAKE a decision
about What type of
test to make and
Where to make it.
STEP Q

PERFORM

the test.

STEP R

LOCATE

the new
narrower suspect
area.

STEP S

EXAMINE

the available
information and again
determine tests to be
made.

STEP J

REPEAT

the analysis
and testing steps until
the trouble is found.

STEP K

VERIFY Test and verify

that the circuit operates
normally.

indicator lights, signal conditions. Sight also allows you to see obviously
overheated/burned components. Smell helps find overheated or burned components. (Once you have smelled certain types of overheated or burned components, you will never forget the smell!) Touch can also be used but should
be used very cautiously! Bad burns result from touching a component that is
running exceedingly hot! (Some components run that way normally, others do
not.) Also, you can be dangerously shocked by touching live circuits!
c. By using your evaluation of the easy-to-check indicators. For example, if a
TV has sound but no picture, or a radio receiver has hum, but you cant tune
in radio stations. Most systems have easy-to-get-at switches and controls that
aid in narrowing down possible trouble areas before you begin in-depth troubleshooting. For example, TVs have channel selectors, radios have tuning and
volume controls, and electronic circuits frequently have switches and variable
resistances.
d. By comparing actual operation to normal operation and norms. Norms
are normal characteristics of signals, voltages, currents, etc., that are known
by experience or determined by referring to diagrams and documentation
about the circuit or system being checked. This means you, as a technician,
should know how to read and thoroughly understand block and schematic
diagrams. (In specific cases, you may have to trace the actual circuit and draw
the diagrams yourself.)
2. IDENTIFY the initial suspect area by:
a. analyzing all the symptom data;
b. from the analysis of the symptom data, determining all the possible sections
of a system, or components within a circuit, that might cause or contribute to
the observed symptoms; and
c. circling, or in some way marking, the initial suspect area.
3. MAKE a decision about what kind of test and where to make your first
test by:
a. Looking at the initial suspect area, and determining where a test should be
made to narrow down the suspect area most efficiently. And, determining
what type of test would be most appropriate to make. (NOTE: Many times the
where will dictate what type of test is to be made. At other times, the easiest type of test to make, which yields useful information, determines both the
where and what kind of tests information.)
b. Typically, you begin with general tests, such as looking at obvious indicators,
manipulating switches and controls, and similar measures. As you narrow
down the suspect area, your tests become more precise, such as voltage, current, or resistance measurements. Finally, substituting a known good component for the suspected bad one confirms your analysis. (In some cases, eradicating the problem is done by soldering, or removing a short, or moving a
wire rather than changing a component.)
4. PERFORM the first test based on what your analysis has indicated (i.e., what
kind of test and where), and you are provided with new information and insight
to use in your quest to narrow down and find the problem.

CHAPTER 4 Series Circuits

413

Troubleshooting Levels

There are two basic levels of troubleshooting technicians may have to perform. One
is troubleshooting to the block or module level. The other is troubleshooting to
the single component level.
The block-level troubleshooting approach requires knowledge of the normal
inputs and outputs used for each block or module in the total system. These
inputs and/or outputs may be audio or video signals, certain voltage levels, certain
current values, and so forth.
To troubleshoot to the block level, well refer to the inputs/outputs theory,
where the inputs refer to block inputs and the outputs refer to the block output(s). If the input quantities (signals, voltages, etc.) check normal for a given block
but the output quantities are abnormal, the problem is probably in that block.
On the other hand, if the input quantities are not normal, you trace backward to
where the input is supposed to come from until the place of abnormality is found.
In some cases, the abnormality can be caused by the input circuitry of the block
being tested, rather than from blocks feeding this block. Your job is to isolate the
block causing the problem and to replace it. See A Block-level Troubleshooting
Example.
The single-component level troubleshooting approach requires knowledge of
normal parameters throughout the circuitry within each block of the system. By isolating and narrowing down (using the SIMPLER sequence approach), you will
eventually narrow the problem to the bad component(s) within a module or block.
Replacing the bad component(s) solves the problem. See A Component-level
Troubleshooting Example. Study these two examples; then, proceed in the chapter, as appropriate.

The SIMPLER Sequence and Troubleshooting Levels

The SIMPLER sequence can be applied to both the block and component levels of
troubleshooting. You will have a chance to try both troubleshooting levels in the
Troubleshooting Challenge problems you will find throughout this book.
After studying the examples on pages 000 and 000 and other basic information,
you will get to try the first Troubleshooting Challenge, found at the end of this
chapter, to begin practicing these concepts.

SIMPLER

5. LOCATE and bracket the new narrower questionable area of the circuit or system using information you have. Again, you will identify this new smaller area
by circling or bracketing it so you wont make needless checks outside the logical area to be analyzed.
6. EXAMINE the collected symptom information, test results, and other data you
have. Now make a decision about the next test that will provide further meaningful information.
7. REPEAT the analysis, testing, and narrowing down process as many times as
required, and you will eventually find the fault in the circuit or system. At this
point, you have successfully used the SIMPLER sequence!

125

SIMPLER

126

PART II Basic Circuit Analysis

Talk
into
microphone

MICROPHONE

Signal
okay

AMPLIFIER

No
signal

SPEAKER

No
sound

FIGURE 427

A Block-Level Troubleshooting Example

Looking at Figure 427, If you were told there was no sound from the speaker even
though someone was talking into the microphone, the block-level troubleshooting
scenario might be as follows:

SYMPTOMS
IDENTIFY

No sound from speaker.

MAKE

decisions about test (what kind of test and where). Probably make test
about in the middle of the system (at the amplifier input). That way
you have cut the area of possible trouble in half with your first test.
(Remember the divide-and-conquer technique explained with
Figure 416.)

PERFORM

the test. As you can see from the diagram, the signal into the amplifier
is OK (the input is all right for this block).

LOCATE

the new smaller suspect area. Your first test has eliminated the microphone as a possible trouble spot. The remaining possible trouble area is
the amplifier block and the speaker block.

EXAMINE

available information and make new test decisions. Now see if the
amplifier output is normal. The type of check is a signal check; the
where is at the amplifier output.

REPEAT

testing and analysis procedure. A check at the amplifier output shows

no signal. (The output signal is bad.) If the input to the amplifier is
good and the output of the amplifier is bad, the chances are the trouble is in the amplifier block. This is troubleshooting to the block
level. If we were to go inside the block to find the component in the
block causing the trouble, that would be troubleshooting to the component level.

initial suspect area anywhere in the system for this situation. The trouble could be in the speaker block, amplifier block, or microphone block.

A Good Idea
When performing block-level troubleshooting, if the output of a block is abnormal, check the condition of all the blocks inputs before assuming that the trouble is
in this block!

CHAPTER 4 Series Circuits

2 k
2 k

6V

R2

V0V

2 k
R1

A Component-Level Troubleshooting Example

If you were given the facts in Figure 4-28, and told the voltage source had been
checked as being OK, component-level troubleshooting might be done as follows:

SYMPTOMS
IDENTIFY

No voltage across R2, even though circuit input voltage is normal.

MAKE

decisions about test (what type of test and where). Since voltage tests
are easy and yield much information for small effort, the what kind of
test is answered with a voltage test. Since you were told that the voltage source is OK, you decide to check the voltage across either one of
the two remaining resistors to determine if current is flowing anywhere
in the circuit.

PERFORM

the test. You decide to make the voltage test across R1. The result of the
test is that VR1 is found to be 6 volts. This is abnormal for this circuit!

LOCATE

the new smaller suspect area. The voltage test across R1 leads you to
believe it may be the suspect! (Recall in a series circuit applied voltage
appears across the open portion of the circuit, and zero volts appear
across the good components.)

EXAMINE

available information and make new test decisions. The logical new
test might be to disconnect the power source and use an ohmmeter
to check the value of resistance exhibited by R1. The what kind of
test is a resistance check. The where to make the test decision is
across R1.

REPEAT

testing and analysis procedure. When R1 is tested with the ohmmeter, it

measures infinite resistance, or open. R1 is indeed the culprit.

VERIFY

This is verified by replacing R1 and energizing the circuit. When this is

done, the voltage drops measured across each of the resistors is 2 volts.
This is troubleshooting down to the component level.

initial suspect area. The trouble could be with any one of the resistors
or with the interconnecting wires in the circuit, since the symptom
could be caused by R2 being shorted or by an open elsewhere in the
circuit.

FIGURE 428

SIMPLER

R3

127

SIMPLER

128

PART II Basic Circuit Analysis

Input
or
Inputs

FIGURE 429 Simplified

system diagram

FIGURE 430 Simplified

television system

414

System & Sub-Systems

Processing Element(s)

Output
or
Outputs

Inputs

Processing

Output(s)

Composite
Video Signal
from Antenna
or Cable

RF Tuning sub-systems
Signal Processing subsystems
etc.

Video
Output
&
Audio
Output

A Systems Approach to Troubleshooting

A. The Basic Essence of Any System

Almost any system designed to perform an action, or to produce something, can
be distilled to a functional block diagram. The diagram in Figure 429 shows the
absolute bare essence elements in virtually any system. As you can see, a system of any kind requires an input, or inputs. It requires processing element(s), generally illustrated by system and/or sub-systems blocks in the block diagram. These
processing elements of the system will process, change, or perform tasks with
these input(s). Finally, after the processing has been accomplished, there will be
some useful output or outputs, assuming all elements in the system are working
properly.

B. Sub-Systems
Of course, our illustration of the bare essence system diagram provides a very
simplified overview of the systems concept. For a practical block diagram, each
of the major systems or sub-systems is usually broken down into more detailed
block diagrams. These add further details regarding each of the sub-systems functions, their inputs and outputs, and the system process flow. It is this more detailed
type functional block diagram that you will usually use to aid you in your troubleshooting and thinking process. An example of the simplest type system-flow
block diagram for a TV system is shown in Figure 430.
Even this type diagram is too simplistic to use for technical troubleshooting. A
slightly more detailed block diagram of the TV system is shown in Figure 431.
But, for a system as complex as this one, the troubleshooter would use a block
diagram containing 10, 20, or even 30 blocks. Each block would help show the
critical steps taken in processing the inputs (in this case the TV signal), in order
to produce the desired outputs. Note that the block diagram does not show the
hundreds (and in some cases, thousands) of individual components or parts used
in the circuits within the blocks. The functional block diagram simply shows the
key functions and processing steps used to achieve each desired output from the
system.
Conceptually, all of these diagrams convey the importance of the INPUTPROCESSING-0UTPUT flow sequence in any system.

CHAPTER 4 Series Circuits

Processing
(Blocks 25)
4
Video
Processing
Sub-system(s)

1
TV Antenna
or
Cable

2
Tuner
Sub-system(s)

6
TV Picture
Tube

3
Signalprocessing
Sub-systems(s)

5
Audio
Processing
Sub-system(s)
FIGURE 431

Outputs
(Blocks 67)

Simplified TV system block diagram

C. System Troubleshooting Concepts

System-style troubleshooting is often performed using the process flow-block diagram approach. This is in contrast with the discrete, item-by-item component-level
troubleshooting approach. Typically, in system-style troubleshooting, the object is to
find the bad module or sub-system and replace it, rather than going inside each
process block or module and seeking the individual component, or components
within that block that are bad. Once you have replaced the faulty sub-system module
and made the system operative again, you might opt to perform the discrete component level troubleshooting to repair the faulty module for future use; send the module
off to a repair facility; or throw the module away, whichever is most appropriate.
Overview of a Typical Systems Approach Scenario
Initially, symptoms appear that tell you that the system is not working properly.
Generally, you are made aware of such a problem because one or more of the output indicators for the system shows the output(s) to be abnormal.
For example, look at Figure 431 as you think about the following: The TV may
have sound but no picture. Alternatively, the case might be that the TV has picture,
but it is abnormal; or, the TV has sound, but the sound is distorted. The output indicators are telling you there is a problem. Not only that, this output symptom information is giving you a clue as to which sub-systems in the system might be involved.
Once you have taken time to clearly identify and describe the symptoms information, you then logically consider what sub-systems might possibly cause, or be
related to these specific symptom(s). This will identify the questionable area of

7
Speakers

SIMPLER

Inputs
(Block 1)

129

SIMPLER

130

PART II Basic Circuit Analysis

the system you should bracket and the area in which you should troubleshoot.
Incidentally, when you bracket the questionable area, you eliminate troubleshooting efforts in all units, modules, or sub-systems that could not be related
to the symptoms. As in our TV example, if there is good picture but the sound is
absent, you would not troubleshoot in the video (picture-related) sub-system
block(s). Rather, you troubleshoot in the sub-system block(s) related to processing audio.
After identifying the system or sub-system blocks that might cause the trouble
symptoms, check inputs and outputs of each of the blocks representing these subsystems to isolate the specific problem area.
To enable localizing the problem area, there are test points in the actual circuit that
relate to the various blocks inputs and outputs. Measure and observe parameters and
their values at these test points in order to compare them to the normal (expected)
data for a normally operating system. Then, use your check results to judge how and/or
why one segment of the system may be showing abnormal results. At this point, use
the functional block diagrams illustration of how the system works to help you find
and localize the problem area(s) of the actual circuit. This approach allows a more logical path to troubleshooting than trying to test every part, or even every sub-system in
a random fashion. You have logically narrowed down to the probable trouble area.
Once you have identified the malfunctioning module, either replace the
module, or troubleshoot further to find the defective circuit and/or part within the
module. As mentioned earlier, you should not only replace the defective module,
circuit, or component, but find the probable cause of its failure as a preventive
measure against repeating this failure. You would typically change that module or
part to fix the system; however, not before you test to see if something else in the
system might have caused that unit to go bad. Again, this extra measure prevents
ruining the replacement module. When you are convinced that the only problem
in this area of the system is the module you have located, then you can replace
the module. When this is done, you should follow up by verifying that the system
and sub-system is operating properly. NOTE: Often (but not always), when
replacing parts or modules, you will have to do some calibration work to recalibrate or set the system for desired operation. These recalibrations compensate
for subtle differences that may occur when replacement parts or modules are put
into the system.
Summarizing This Generalized Systems Approach:
1. Analyze the available symptoms of trouble (usually shown by some output indicator)
2. Bracket the system-flow blocks that might relate to causing the symptom(s)
3. Check inputs and outputs of each sub-system block within the bracketed questionable area
4. Using the inputs/outputs checking approach, narrow down to the likely bad
module
5. Replace the bad module, after verifying that it is safe to do so
6. Calibrate or readjust for minor discrepancies between old and new
modules/parts
7. Verify proper system operation after replacement and recalibration.

CHAPTER 4 Series Circuits

131

D. Examples of Other Common Systems

The Automobile System:

a. Inputs are items such as fuel and air, oil, coolant, and electrical energy.
b. Processing includes such items as engine, transmission, wheels, and the driver.
c. Output is movement in a desired direction, at a desired speed.
The Multimeter System:
a. Inputs are the electrical quantities to be measured (voltage, current, resistance,
etc.), brought into the meter system via its test leads.
b. Processing may include electromagnetic reaction to, or digital processing of the
electrical quantities being measured.
c. Output is some readable value via an analog scale, or via digital readout.
Using this quick overview of the systems approach to troubleshooting as a background, lets further introduce you to the SIMPLER troubleshooting sequence. You
will have opportunity throughout the text to work with challenge problems involving both the systems block-diagram approach, and the more detailed componentlevel troubleshooting techniques using this SIMPLER sequence.

415

Using the SIMPLER Sequence: (A Closer Look at

Component-Level Troubleshooting) a Single Component
Level Example

The information given to you is:

A basic circuit is comprised of a voltage source, conducting wires, a switch, and
a light bulb (with its socket). It is known that the voltage source and conductor
wires have been previously tested and they are good.
The complaint (which reveals symptom information) is the light bulb does not
light, even when the switch is flipped to the on position.
1. The symptom information gathered is that the light bulb doesnt light! You verify this by connecting the circuit. Analysis of the symptom information can be
done by mentally visualizing the circuit, or drawing the circuit diagram. It is
then apparent that if the source and the conductor wires are good, the initial suspect areas are the switch, light bulb, and socket.
2. Now you mentally (or on paper) identify the portion of the circuit containing the
switch, the light bulb, and the socket (by circling or bracketing), Figure 432.
This becomes the initial suspect area for locating the trouble.

SIMPLER

Without taking the great amount of space it would take to illustrate each of these
examples, let me simply help you think of the types of inputs, processing and
outputs involved in some systems with which you probably have some familiarity. Be aware that for each item listed, there usually are more sub-systems than
noted, each requiring specific inputs and processing in order to produce desired
outputs. For example, in the automobile inputs list, the fuel sub-system might
contain the gas tank, the fuel pump, the fuel line, the fuel filter, and the fuel
injector system.

SIMPLER

132

PART II Basic Circuit Analysis

Light
bulb and
socket

V
source

Known
good
bulb

V
source

Switch
Switch

FIGURE 432

Initial suspect area

FIGURE 433

Checking the light bulb first

Ohmmeter

Good bulb
does not
light

V
source

Switch
on

Suspect
bulb

(a)
FIGURE 434
continuity.

(b)

Results of test: (a) Good bulb does not light. (b) Suspect bulb has

3. You now make a decision about what type of test to make and where to
make it. Some of the possibilities are to (a) make a voltage test with a voltmeter across the light bulb socket; (b) turn the switch to the off position and
replace the bulb with a known good bulb, then turn the switch to the on position to see if the replacement bulb lights; (c) disconnect the power source,
unscrew the bulb, and make an ohmmeter test of the suspect bulb to see if it has
continuity; (d) measure the voltage across the switch terminals with the switch
open and with it closed to see if the voltage changes; and (e) disconnect the
power source and use an ohmmeter to check the switch in both the off and
on positions to see if it is operating properly. Because changing the bulb
would be reasonably easy to do and bulbs do fail frequently, you decide to make
the light bulb test first, Figure 433.
4. When you perform this test, you find that the good replacement bulb does not
light, even with the power source connected to the circuit and the switch in the
on position. Or if you tested the suspect bulb using the ohmmeter check
approach, you would find the bulb checks good, Figure 434.
5. You can now locate the new smaller suspect area that includes only the socket
and switch, Figure 435.

CHAPTER 4 Series Circuits

V
source

Switch

Voltmeter
Switch

FIGURE 435

FIGURE 436

Narrowed suspect area

V
source

Voltmeter
Switch
on

FIGURE 437

Voltage check at light socket

Light
glows

V
source

Switch
on

FIGURE 438

The circuit works

Voltage present at socket

6. When you examine all the accumulated information, you decide the most likely
suspect between the socket and switch might be the switch since it is somewhat
of a mechanical device which fails more frequently. Three ways you can check
into this possibility are to (a) disconnect the power source from the circuit and
use an ohmmeter to check the switch continuity in both the off and on positions; (b) measure the voltage at the light socket to see if voltage is present with
the switch in the on position; and (c) measure voltage across the switch in both
the off and on positions to see if there is voltage across the switch when in
the off position and zero volts present when the switch is in the on position.
After examining the information, your decision about what type of test and
where is to check voltage at the light socket since this is an easy check to
make, Figure 436.
7. Repeating the analysis and testing procedures, you make the test at the bulb
socket with the switch on. Voltage is present, Figure 437. This indicates
the switch is good. With this analysis, your remaining suspect is the light
socket. In testing the socket (either by ohmmeter continuity testing with the
power off or by replacing with a known good socket), you find the socket is
indeed bad. You have found the problem! The solution is obvious: Replace
the socket. After replacing the socket, you verify the accuracy of your troubleshooting by testing the circuit. Your reward is that the circuit works properly, Figure 438.
Although this hypothetical case is simple, it illustrates the concepts of the SIMPLER troubleshooting sequence. Practice using the sequence because it will help
you become a logical troubleshooter!

SIMPLER

Light
bulb and
socket

V
source

133

134

PART II Basic Circuit Analysis

Summary
The definition and characteristics of a series circuit
state that the circuit components are connected so that
there is only one current path; therefore, the current is
the same through all components in series.
Current in a series circuit is calculated by Ohms law,
using either total voltage divided by total resistance:
I=

VT
RT

or the voltage drop across one of the components

divided by its resistance; for example:
I=

V1
R1

Total resistance in a series circuit equals the sum of

the individual resistances (RT = R1 + R2 . . . + Rn). RT
can also be calculated if VT and I are known using:
RT =

VT
IT

Because I is the same throughout all components in

series, each components voltage drop (I R) is proportional to its resistance compared to the total resistance.
The largest value resistance drops the highest percentage or fraction of V applied; the smallest value resistance drops the smallest portion of the total voltage.
The voltage-divider rule is a convenient way of finding individual voltage drops in series circuits where
the applied voltage and total resistance are known.
The formula states:
VX =

RX
VT
RT

Calculators are very useful for most calculations in electronics. Calculators may be used in several different
modes of operation. One method is simply entering the
literal numbers. Other methods use the advantages of a
scientific calculator by application of powers of 10.
The engineering mode deals with numbers times powers
of 10 with exponents having multiples of three. The scientific notation mode translates every number into a
number between 1 and 10 times a power of 10. The engineering mode is the mode you will probably use most.

V applied must equal the sum of the voltage drops

around the closed loop. That is, if there are three components around the series string, V applied must equal
the sum of the three components voltage drops. If
there are four components, V applied equals the sum
of the four individual voltage drops.
Kirchhoffs voltage law states the arithmetic sum of
the voltages around a single circuit loop equals V
applied. Also, Kirchhoffs voltage law can be stated as
the algebraic sum of all the loop voltages, including
the source, must equal zero. It is important when using
Kirchhoffs law(s) to notice the voltage polarities.
The power distribution throughout a series circuit is
directly related to the resistance distribution. For example, if a components R is 25% of the total R, it dissipates 25% of the total power supplied by the source.
Total power dissipated by a series circuit (or any other type
circuit) equals the sum of all the individual power dissipations. Total power can be calculated by PT = VT IT ,
or PT = P1 + P2 . . . + Pn.
A break or open anywhere along the path of current in
a series circuit causes RT to increase to infinity; IT to
decrease to zero; voltage drops across unopened components or circuit portions to decrease to zero; and circuit applied voltage to be felt across the open portion
of the circuit. PT decreases to zero since I equals zero.
A short (very low resistance path) across any component, or portion, of a series circuit causes RT to
decrease; IT to increase; voltage drops across the normal portions of the circuit to increase; and voltage
dropped across the shorted portion of the circuit to
decrease to virtually zero. A short also causes PT to
increase and the power dissipated by the remaining
unshorted components to increase.
When designing a circuit or solving for unknown
quantities in an electrical circuit, it is good to (1) collect all known values; (2) draw a diagram and label
known value(s); and (3) solve at any point where
enough knowns are available to solve for an unknown.
(NOTE: Usually, Ohms law and/or Kirchhoffs
law[s] will be used in the solution.)
When troubleshooting a series circuit with an open
condition, voltage measurements will reveal zero volt-

CHAPTER 4 Series Circuits

age drop across good components (or circuit portions)

and V applied across the open points. Take resistance
measurements only with the circuit disconnected from
the source. Then normal components will reveal normal readings, and the opened component/portion will
reveal an infinite ohms reading.
When troubleshooting a series circuit with a short
condition, use resistance measurements with the
power source disconnected from the circuit. Normal

components (or circuit portions) will measure normal

values of R, while the shorted component (or circuit
portion) will measure very low, or zero R.
Series circuits are useful for several special applications, such as series-aiding and series-opposing voltage sources, simple voltage-dividing action, and
series-dropping an available voltage down to a desired
level.

Formulas and Sample Calculator Sequences

FORMULA 41
(To find total
resistance of
series resistors)

FORMULA 42
(To find total
resistance using
Ohms law)

FORMULA 43
(To find voltage
across a selected
resistor)

FORMULA 44
(To find voltage
across a selected
resistor using the
voltage-divider rule)

FORMULA 45
(To find total voltage
in a series circuit)

FORMULA 46
(To find total power
in a series circuit)

RT = R1 + R2 . . . + Rn
R1 value, , R2 value, , . . . ,
VT
IT
total voltage value, e, total current value,
RT =

V1 = IR1 R1
current value, p, resistor #1 value,

VX =

RX
VT
RT

RX value, e, RT value, p, VT value,

VT = V1 + V2 . . . + Vn
V1 value, , V2 value, , . . . ,
PT = P1 + P2 . . . + Pn
P1 value, , P2 value, , . . . ,

135

136

PART II Basic Circuit Analysis

Using Excel
Series Circuits Formulas
File: FOE4_01.xls
DONT FORGET! It is NOT necessary to retype formulas, once they are
entered on the worksheet! Just input
new parameters data for each new
problem using that formula, as needed.

Refer to Figure 48. Make R2

be the Rx in the formula. Use
the Formula 44 spreadsheet
sample and solve for V across
R2. Compare with results in
text example.
Refer to Figure 48, again.
Make R1 be the Rx in the formula. Use the Formula 44
spreadsheet sample and solve
the V across R1. Compare with
answer given in Answer
Appendix for Practice Problems 4, question 1.

Review Questions
1. Explain the most distinguishing electrical characteristic of a series circuit and clarify why this characteristic is true for this type circuit.
2. The total resistance of a series circuit is:
a. more than the largest value resistor in the circuit.
b. less than the largest value resistor in the circuit.
c. equal to the largest value resistor in the circuit.
3. Explain why your answer for question 2 is true.
4. In a series resistive circuit, the largest voltage drop
appears across:
a. the smallest R value resistor.
b. the largest R value resistor.
c. neither the smallest or largest R value resistor.
5. In a series resistive circuit, the applied circuit voltage is equal to the:
a. difference between the smallest and largest voltage drops around the circuit.

b. sum of all the individual voltage drops around the

circuit.
c. product of the smallest and largest voltage drops
around the circuit.
6. Kirchhoffs voltage law indicates that the mathematical sum of the voltage drops around a complete
circuit loop must equal:
a. zero.
b. VA.
c. V1 + V2.
d. none of the above.
7. The power distribution throughout a series circuit is:
a. directly related to the resistance distribution
around the circuit.
b. inversely related to the resistance distribution
around the circuit.
c. has no relationship to the resistance distribution
around the circuit.

CHAPTER 4 Series Circuits

8. If a break occurs in a series circuit:

a. RT decreases to zero ohms.
b. RT increases to infinite ohms.
c. neither of the above are true.
9. If a short is placed across part of a series circuit:
a. RT decreases to zero ohms.
b. RT does not change.
c. RT decreases.
d. RT increases.

137

10. What type measurement would you make in troubleshooting a series circuit containing a short?
a. Resistance measurements with the power on
b. Resistance measurements with the power off
c. Voltage measurements with the power off
d. None of the above

Problems
NOTE: While working on these problems, dont forget
to draw and label diagrams, as appropriate. It is a good
habit to form.
1. If a series string of two equal resistors draws
5 amperes from a 10-volt source, what is the value
of each resistor?
2. What is the current through a series circuit consisting of one 10-k, one 20-k, and one 30-k resistor? Assume the circuit applied voltage is 40 V.
3. Draw a diagram of a series circuit containing resistors
having values of 50 , 40 , 30 , and 20 , respectively. Label the 50- resistor as R1, the 40- resistor
as R2, and so forth. Calculate the following and appropriately label your diagram:
a. What is the value of RT?
b. What is V applied if I equals 2 A?
c. What is the voltage drop across each resistor?
d. What is the value of PT?
e. What value of power is dissipated by R2? by R4?
f. What fractional portion of VT is dropped by R4?
g. If R3 increases in value while the other resistors
remain the same, would the following parameters
increase, decrease, or remain the same?
(1) Total resistance
(2) Total current
(3) V1, V2, and V4
(4) PT
h. If R2 shorted, would the following parameters
increase, decrease, or remain the same?
(1) Total resistance
(2) Total current
(3) V1, V3, and V4

27 k
mA
R4

3 mA

R3

27 k

R2

10 k

VT

R1
10 k

FIGURE 439

4. According to Kirchhoffs voltage law, if a series circuit contains components dropping 10 V, 20 V, 30 V,

and 50 V, respectively, what is V applied? What is
the algebraic sum of voltages around the complete
closed loop, including the source?
5. Draw a diagram showing how you would connect
three voltage sources to acquire a circuit applied
voltage of 60 V, if the three sources equaled 100 V,
40 V, and 120 V, respectively.
6. a. Calculate the PT and P1 values for the circuit
shown in Figure 439.
b. What is the VT?
c. What is the RT?
d. How many times greater is P4 than P1?
e. If R4 shorted what would the value of PT become?
of P1?

138

PART II Basic Circuit Analysis

2 k

20 V

R1

R2

VA

mA
R4

R1

12 k

R2

1.5 k

R3

4.7 k

R4

2.7 k

2 mA

R3


VA  30 V

20 mW

FIGURE 440

7. a. Find the value of VA for the series circuit shown in

Figure 440.
b. Assume that R3 and R4 are equal. What is the
value of R3?
c. What is the value of R2?
8. Draw a simple three-resistor series voltage divider
that provides equal voltage division of a 180-V
source and draws 2 mA of current.
Referring to Figure 441, calculate and answer questions 916:
9. What value of voltage will be read by the voltmeter?
10. What value of current will be read by the milliammeter?
11. What is the voltage drop across R2?
12. What is the voltage drop across R3?
13. What is the voltage drop across R4?
14. If R3 were to short out, what would be the voltage
reading on the voltmeter?
15. Which resistor in the circuit of Figure 441 dissipates the most power? The least power?
16. If VA doubled for the original circuit of Figure 441,
would the percentage of applied voltage dropped by
R3 increase, decrease, or remain the same?
17. In a three-resistor series circuit, if V applied is
200 V, V1 is 40 V, and V2 is 90 V, what is the value
of V3?
18. In a three-resistor series circuit, if V1 is 25 V, V2 is
50 V, and V3 is twice V1, what is the value of V
applied?

mA

FIGURE 441

Review questions problem circuit

R1
010 k

100 V


R2
10 k

42 V

R3
10 k

FIGURE 442

19. For the conditions shown in the circuit in Figure 442.

a. To what value is R1 adjusted?
b. What is the value of IT?
c. What percentage of total power is dissipated
by R1?
d. If R1 were set to the middle of its R range, what
would be the value of IT?
e. If R1 were set at the least value possible, what
value of voltage would be indicated by the voltmeter in the circuit?

139

CHAPTER 4 Series Circuits

20. a. Find RT and VT for the circuit shown in

Figure 443.
b. What value will meter M1 indicate?
c. What value will meter M3 indicate?
d. What is the value of IT for this circuit?
e. If all R values remain the same, but PT doubles,
what is the new value of VT? What is the new IT?
21. Refer to Figure 443. If all R values are as shown,
but PR5 equals 45 mW:
a. What is the value of PR2?
b. What is the value of PT?
c. What is the value of IT?
22. Draw a circuit diagram of a series circuit where V3 is
three times the value of V1 and V2 is twice V1. Assume
V applied is 60 V, RT is 120 k, and calculate:
a. value of R1.
b. values of V1, V2, and V3.
c. values of I and PT.
23. Determine the value of a series-dropping resistor
needed to drop a source voltage of 100 V to the
appropriate value for a load rated as 50 V at 5 mA.
Draw the circuit and label all components and electrical parameters.
Refer to Figure 443 to answer questions 2428.
24. If R5 were to be shorted out by a jumper wire, would
the voltage drop across R1 increase, decrease, or
remain the same?
25. If R2 increased in value, because of age, would the
meter reading of meter M3 increase, decrease, or
remain the same?

M3
V

R6
1 k

R5
5 k

R4
27 k

M2
54 V

R3
10 k
47 k
R1
1 k

R2
V
M1

FIGURE 443

26. If R4 were shorted, would the circuit applied voltage

increase, decrease, or remain the same?
27. With the parameters shown in Figure 443, determine the value of circuit applied voltage.
28. All other factors (parameters) remaining the same,
if the power dissipated by R3 quadruples, what must
have happened to the value of circuit applied voltage and the circuit current? (Be specific!)

Analysis Questions
1. In your own words, explain the difference between
calculator scientific-mode notation and calculator
engineering-mode notation.
2. List at least two other possible applications for simple voltage dividers, other than those mentioned in
this chapter.
3. In your own words, express the key facts you have
learned in this chapter regarding the divide-andconquer rule.

4. In the SIMPLER troubleshooting sequence of steps,

the first step relates to gathering and analyzing
symptom information. Name at least three tools and
techniques that can help you in this effort.
5. In the SIMPLER troubleshooting method, how do
you go about identifying the initial suspect area?
6. In the SIMPLER troubleshooting method, what are
two decisions you must make before making each
test as you proceed through the troubleshooting
sequence.

140

PART II Basic Circuit Analysis

7. In your own words, define what the term bracketing

means in reference to the SIMPLER troubleshooting system.
8. In what type of circuit or system situation is the
divide-and-conquer technique most appropriately
used?
9. What type of documentation aid do you think would
be most helpful when you are beginning to troubleshoot a circuit of any kind?
10. What precaution should be taken when troubleshooting a series circuit suspected of having a
short? Briefly explain why this precaution should
be taken.
11. If a series circuits current suddenly drops to zero,
what has happened in the circuit?

12. For the circuit of Figure 440, if certain components are overheating, circuit current has increased,
and the voltage drops across R2 and R3 have drastically decreased, which of the following has
occurred?
a. The total circuit has been shorted.
b. The total circuit has been opened.
c. R1 has shorted.
d. R2 and R3 have shorted out.
e. None of the above
13. What basic technique is often used in troubleshooting a defective series circuit that has a number of
components in series?

MultiSIM Exercise for Series Circuits

1. Use the MultiSIM program and the circuit shown in
Figure 424 for the following exercise.
2. Measure and record the following parameters.
Record both the value and the polarity. (NOTE:
Connect the multimeter negative lead to the ground
reference point in the circuit when making the
MultiSIM measurements.)
a. Measure and record the voltage from point C to
point D.

b. Measure and record the voltage from point C to

point A.
c. Measure and record the voltage from point C to
point B.
3. Do the results agree with the parameters shown in
text Figure 424?

A Good Idea
Wear safety glasses when you or someone near you is soldering or using rotating
machinery or power tools!

CHAPTER 4 Series Circuits

141

Performance Projects Correlation Chart

Suggested performance projects in the Laboratory Manual that correlate with topics in this chapter are:
Chapter Topic
Resistance in Series Circuits
Definition and Characteristics of a Series Circuit
Voltage in Series Circuits
Power in Series Circuits
Effects of Opens in Series Circuits
and Troubleshooting Hints
Effects of Shorts in Series Circuits
and Troubleshooting Hints

Performance Project
Total Resistance in Series Circuits
Current in Series Circuits
Voltage Distribution in Series Circuits
Power Distribution in Series Circuits
Effects of an Open in Series Circuits

Project Number
9
10
11
12
13
14

Effects of a Short in Series Circuits

NOTE: It is suggested that after completing the above projects, the student should be required to answer the questions in the Summary at
the end of this section of projects in the Laboratory Manual.

Troubleshooting
Challenge

VT

6V

Step
7
Repeat

Step
3
Make
Step
4
Perform

142

Step
8
Verify

Step
5
Locate

Step
6
Examine

1 k

R2


1 k

(Follow the SIMPLER

sequence by referring
to inside front cover.)

Step
2
Identify

1 k

CHALLENGE CIRCUIT 1

Step
1
Symptoms

R3

mA

R1

Challenge Circuit 1

STARTING POINT INFORMATION

1. Circuit diagram
2. VT = 6 V
3. Measured IT = 1.5 mA
TEST
VAB
VBC
VCD
Res. of R1
Res. of R2
Res. of R3
RT

Results in Appendix C
(5)
(86)
(42)
(16)
(62)
(3)
(36)

CHALLENGE CIRCUIT 1
Meter lead

STEP Y

SYMPTOMS

The total current is too low for voltage

applied. This implies that the total resistance has increased,
meaning that one or more resistor(s) has changed value.

STEP Z

Source lead

IDENTIFY

initial suspect area: R1, R2, and R3 (i.e., total

circuit).
Symptoms

STEP [

MAKE

test decision: Check voltage across R2 (middle of

AUTO-RANGE DIGITAL MULTIMETER

DC

circuit).

AC

UNFUSED

300mA

10A

CONT

hrs

mA

+
10

POWER

STEP Q

ON

START

20

MEMORY
VALUE

30
DATA
HOLD

BUZZER
IN

RANGE CONTROL
DOWN
UP
MANUAL

PNP

1000V DC 750V AC
300mA MAX

!
C

OFF

DCAC AMPS ONLY

10 AMP MAX

DC
0

PERFORM

RESET

MIN

MAX

OUT

AUTO

NPN

B
E

!
750V
MAX

1st Test: Look up the test result. VBC is 1.5 V.

e+
urc

STEP R

o
Fro m s

LOCATE

From
sou
r

ce

new suspect area: R1 and R3. NOTE: VBC would

be greater than 2 V if R2 had increased and the other resistors had not.

STEP S

EXAMINE

available data.

STEP J

REPEAT analysis and testing:

2nd Test: Check voltage across R1. VAB is 1.5 V.
3rd Test: Check voltage across R3. VCD is 3 V.
4th Test: Disconnect the V source and check resistance
of R3. The result is that R3 is 2 k, which is abnormal.
STEP K

VERIFY 5th Test: Replace R3 with a good 1-k resistor and

note the current. When this is done, the circuit checks out
normal. Each resistor drops 2 V and the circuit current
measures 2 mA.

R3

mA
1 k


VT

6V

1 k

R2


1 k
A

R1

CHALLENGE CIRCUIT 1

143

1st Test

4th Test

AUTO-RANGE DIGITAL MULTIMETER

DC

AC

10A

CONT

hrs

10

ON

START

OFF

RESET

20

MEMORY
VALUE

PNP

1000V DC 750V AC
300mA MAX

MAX

OUT

AUTO

10

ON

START

OFF

RESET

20

MEMORY
VALUE

POWER

UNFUSED

300mA

10A

CONT

hrs

DCAC AMPS ONLY

10 AMP MAX

30
DATA
HOLD

RANGE CONTROL
DOWN
UP
MANUAL

BUZZER
IN

PNP

1000V DC 750V AC
300mA MAX

!
C

750V
MAX

NPN

DC
0

RANGE CONTROL
DOWN
UP
MANUAL

BUZZER
IN

AC
K

30
DATA
HOLD

C
MIN

DC

DCAC AMPS ONLY

10 AMP MAX

DC
0

POWER

AUTO-RANGE DIGITAL MULTIMETER

UNFUSED

300mA

MIN

MAX

OUT

AUTO

!
750V
MAX

NPN

From sourc
e+
From
sou
rc
e

2nd Test

5th Test

AUTO-RANGE DIGITAL MULTIMETER

DC

AC

10A

CONT

hrs

10

ON

START

OFF

RESET

20

+
PNP

1000V DC 750V AC
300mA MAX

!
C

MIN

AUTO

OUT

MAX

10

POWER

From sourc
e+
From
sou
rc
e

Fro m s

ON

START

OFF

RESET

ce +
o ur

From
sou
r

ce

3rd Test
AUTO-RANGE DIGITAL MULTIMETER
DC

AC

UNFUSED

300mA

10A

CONT

hrs

+
10

ON

START

OFF

RESET

20

30
DATA
HOLD

MEMORY
VALUE

BUZZER
IN

RANGE CONTROL
DOWN
UP
MANUAL

PNP

1000V DC 750V AC
300mA MAX

!
C

From sourc

From
sou
rc
e

144

DCAC AMPS ONLY

10 AMP MAX

DC
0

POWER

e+

MIN

MAX

OUT

AUTO

NPN

B
E

!
750V
MAX

UNFUSED

300mA

10A

CONT

hrs

20

DCAC AMPS ONLY

10 AMP MAX

30
DATA
HOLD

MEMORY
VALUE

BUZZER
IN

RANGE CONTROL
DOWN
UP
MANUAL

PNP

1000V DC 750V AC
300mA MAX

!
C

750V
MAX

NPN

DC
0

RANGE CONTROL
DOWN
UP
MANUAL

BUZZER
IN

AC
mA

30
DATA
HOLD

MEMORY
VALUE

DC

DCAC AMPS ONLY

10 AMP MAX

DC
0

POWER

AUTO-RANGE DIGITAL MULTIMETER

UNFUSED

300mA

MIN

MAX

OUT

AUTO

NPN

B
E

!
750V
MAX

DC Power Source

1st Component
TP1

2nd Component

TP2

TP3

TP4

3rd Component
TP5

TP6

TP7

TP12

CHALLENGE CIRCUIT 2
(Series Circuit
Block Diagram)

TP4

4th Component
TP8

5th Component
TP9

TP10

TP11

Step
2
Identify

Step
1
Symptoms

Step
7
Repeat

Step
3
Make
General Testing Instructions:

General Testing Instructions:

Measurement
Assumptions:

Possible Tests and Results

Measurement
Assumptions:
I = at TP
V = from TP to ground
R = from TP to ground
(with the power
source disconnected
from the circuit)

SERIES CIRCUIT
BLOCK DIAGRAM

Possible Tests & Results:

Current (high, low, normal)
Voltage (high, low, normal)
Resistance (high, low, normal)

Starting Point Information

Test Points

At TP1:

TP2
TP3
TP4
TP5
TP6
TP7
TP8
TP9
TP10
TP11
TP12

V = normal
I = low
R = high

Step
4
Perform

Step
8
Verify

Step
5
Locate

Step
6
Examine

Test Results in Appendix

V
I
R
Signal
(
NA )
(
NA )
(
NA )
(
NA )
(
NA )
(
NA )
(
NA )
(
NA )
(
NA )
(
NA )
(
NA )

145

CHALLENGE CIRCUIT 2: SERIES CIRCUIT

STEP Y

SYMPTOMS At TP1, voltage is normal, current is lower

than normal, and with the power supply disconnected, the
resistance measures higher than normal.
STEP Z

IDENTIFY

initial suspect area. Since this is a series circuit,

the symptom might be caused by any one of the component
blocks having increased in its opposition to current. Thus,
all five component blocks would be included in the initial
bracketing.

STEP [

MAKE test decision based on the symptoms information.

Since this diagram is representing a series circuit situation,
we know the current will be low throughout the circuit;
therefore, lets begin with voltage testing at appropriate test
point(s). Lets make the first test from TP4 to ground.
STEP Q

PERFORM
First Test: Voltage from TP4 to ground is slightly high.

STEP R

LOCATE

new suspect area. In order for voltage to be high

at this point (TP4), when we know current is lower than
normal suggests that the R between TP4 and ground must
be higher than normal. (But which component is it?) It could
be Component 2, 3, 4, or 5.

STEP S

EXAMINE

available data.

STEP J

REPEAT analysis and testing.

Second Test: measure voltage at TP6
Voltage at TP6 reads slightly high.
Third Test: measure voltage at TP8.
Voltage at TP8 is slightly lower than normal, suggesting
that the third Component Block may contain the problem.
STEP K

VERIFY
Fourth Test: Replacing the 3rd Component Block with
a new module that meets specifications causes the circuit
current to increase back to its normal specified value.

146