INST262 Sec2

INST 262 (DCS and Fieldbus), section 2 Lab Automatically-controlled process: Questions 91 and 92, completed objectives due
by the end of day 4 Exam Day 5 Specic objectives for the mastery exam: Build a circuit to energize an electromechanical relay (question 93) Identify proper controller action (direct or reverse) for a given process Determine the eect of a component fault or condition change in an automatically-controlled process Identify specic instrument calibration errors (zero, span, linearity, hysteresis) from data in an AsFound table Solve for a specied variable in an algebraic formula Determine the possibility of suggested faults in a 4-20 mA loop circuit given measured values (voltage, current), a schematic diagram, and reported symptoms INST241 Review: Identify (American) wire colors for dierent thermocouple types INST251 Review: Identify the graphed response of a controller as being either P, I, or D Recommended daily schedule Day 1 Theory session topic: DDC, DCS, and SCADA system conguration Questions 1 through 20; answer questions 1-10 in preparation for discussion (remainder for practice) Day 2 Theory session topic: Instrument calibration Questions 21 through 40; answer questions 21-27 in preparation for discussion (remainder for practice) Day 3 Theory session topic: Instrument calibration (continued) Questions 41 through 60; answer questions 41-47 in preparation for discussion (remainder for practice) Day 4 Theory session topic: Review for exam Questions 61 through 80; answer questions 61-68 in preparation for discussion (remainder for practice) Feedback questions (81 through 90) are optional and may be submitted for review at the end of the day Day 5 Exam
Course Syllabus INSTRUCTOR CONTACT INFORMATION: Tony Kuphaldt (360)-752-8477 [oce phone] (360)-752-7277 [fax] tony.kuphaldt@btc.ctc.edu DEPT/COURSE #: INST 262 CREDITS: 5 Lecture Hours: 22 Lab Hours: 70 Work-based Hours: 0
COURSE TITLE: DCS and Fieldbus COURSE OUTCOMES: Commission, analyze, and eciently diagnose instrumented systems incorporating networked control platforms (DCS, Fieldbus, wireless). COURSE DESCRIPTION: This course teaches the basic principles of distributed instrumentation, including distributed control systems (DCS), FOUNDATION Fieldbus instruments, and wireless eld instruments. Pre/Corequisite course: INST 260 (Data Acquisition Systems) Prerequisite course: MATH&141 (Precalculus 1) COURSE OUTLINE: A course calendar in electronic format (Excel spreadsheet) resides on the Y: network drive, and also in printed paper format in classroom DMC130, for convenient student access. This calendar is updated to reect schedule changes resulting from employer recruiting visits, interviews, and other impromptu events. Course worksheets provide comprehensive lists of all course assignments and activities, with the rst page outlining the schedule and sequencing of topics and assignment due dates. These worksheets are available in PDF format at http://openbookproject.net/books/socratic/sinst INST262 Section 1 (Feedback control systems): 4 days theory and labwork INST262 Section 2 (DDC and DCS platforms): 4 days theory and labwork + 1 day for mastery/proportional Exams INST262 Section 3 (FOUNDATION Fieldbus): 4 days theory and labwork INST262 Section 4 (Wireless instrumentation): 4 days theory and labwork + 1 day for mastery/proportional Exams
STUDENT PERFORMANCE OBJECTIVES: Without references or notes, within a limited time (3 hours total for each exam session), independently perform the following tasks. Multiple re-tries are allowed on mastery (100% accuracy) objectives, each with a dierent set of problems: Build a circuit to energize an electromechanical relay given a switch and relay both randomly selected by the instructor, with 100% accuracy (mastery) Build a HART process transmitter circuit and use a HART communicator to alter transmitter parameters with 100% accuracy (mastery) Identify proper controller action for a given process with 100% accuracy (mastery) Predict the response of an automatic control system to a component fault or process condition change, given a pictorial and/or schematic illustration, with 100% accuracy (mastery) Determine proper AI block parameters to range a Fieldbus transmitter for a given application, with 100% accuracy (mastery) Calculate power loss (decibels versus watts) for a radio signal, with 100% accuracy (mastery) Calculate instrument input and output values given calibrated ranges, with 100% accuracy (mastery) Identify specic instrument calibration errors (zero, span, linearity, hysteresis) from data in an AsFound table, with 100% accuracy (mastery) Solve for specied variables in algebraic formulae, with 100% accuracy (mastery) Determine the possibility of suggested faults in a simple circuit given measured values (voltage, current), a schematic diagram, and reported symptoms, with 100% accuracy (mastery) Sketch proper power and signal connections between individual instruments to fulll specied control system functions, given pictorial and/or schematic illustrations of those instruments In a team environment and with full access to references, notes, and instructor assistance, perform the following tasks: Demonstrate proper use of safety equipment and application of safe procedures while using power tools, and working on live systems Communicate eectively with teammates to plan work, arrange for absences, and share responsibilities in completing all labwork Construct and commission an automatically-controlled process using a PID controller Generate an accurate loop diagram compliant with ISA standards documenting your teams control system Commission and decommission a FOUNDATION Fieldbus instrument Independently perform the following task on a functioning PID control system with 100% accuracy (mastery). Multiple re-tries are allowed with dierent specications/conditions each time): Diagnose a random fault placed in another teams control system by the instructor within a limited time using no test equipment except a multimeter, logically justifying your steps in the instructors direct presence
METHODS OF INSTRUCTION: Course structure and methods are intentionally designed to develop critical-thinking and life-long learning abilities, continually placing the student in an active rather than a passive role. Independent study: daily worksheet questions specify reading assignments, problems to solve, and experiments to perform in preparation (before) classroom theory sessions. Open-note quizzes and work inspections ensure accountability for this essential preparatory work. The purpose of this is to convey information and basic concepts, so valuable class time isnt wasted transmitting bare facts, and also to foster the independent research ability necessary for self-directed learning in your career. Classroom sessions: a combination of Socratic discussion, short lectures, small-group problem-solving, and hands-on demonstrations/experiments review and illuminate concepts covered in the preparatory questions. The purpose of this is to develop problem-solving skills, strengthen conceptual understanding, and practice both quantitative and qualitative analysis techniques. Lab activities: an emphasis on constructing and documenting working projects (real instrumentation and control systems) to illuminate theoretical knowledge with practical contexts. Special projects o-campus or in dierent areas of campus (e.g. BTCs Fish Hatchery) are encouraged. Hands-on troubleshooting exercises build diagnostic skills. Feedback questions: sets of practice problems at the end of each course section challenge your knowledge and problem-solving ability in current as as well as rst year (Electronics) subjects. These are optional assignments, counting neither for nor against your grade. Their purpose is to provide you and your instructor with direct feedback on what you have learned. Tours and guest speakers: quarterly tours of local industry and guest speakers on technical topics add breadth and additional context to the learning experience. STUDENT ASSIGNMENTS/REQUIREMENTS: All assignments for this course are thoroughly documented in the following course worksheets located at: http://openbookproject.net/books/socratic/sinst/index.html INST262 INST262 INST262 INST262 sec1.pdf sec2.pdf sec3.pdf sec4.pdf
EVALUATION AND GRADING STANDARDS: (out of 100% for the course grade) Mastery exams and mastery lab objectives = 50% of course grade Proportional exams = 40% (2 exams at 20% each) Lab questions = 10% (2 question sets at 5% each) Quiz penalty = -1% per failed quiz Tardiness penalty = -1% per incident (1 free tardy per course) Attendance penalty = -1% per hour (12 hours sick time per quarter) Extra credit = +5% per project All grades are criterion-referenced (i.e. no grading on a curve) 100% A 95% 90% > B+ 86% 80% > C+ 76% 70% > D+ 66% 95% > A- 90% 86% > B 83% 76% > C 73% 66% > D 63% 83% > B- 80% 73% > C- 70% (minimum passing course grade) 63% > D- 60% 60% > F
Graded quizzes at the start of each classroom session gauge your independent learning. If absent or late, you may receive credit by passing a comparable quiz afterward or by having your preparatory work (reading outlines, work done answering questions) thoroughly reviewed prior to the absence. Absence on a scheduled exam day will result in a 0% score for the proportional exam unless you provide documented evidence of an unavoidable emergency. If you fail a mastery exam, you must re-take a dierent version of that mastery exam on a dierent day. Multiple re-tries are allowed, on a dierent version of the exam each re-try. There is no penalty levied on your course grade for re-taking mastery exams, but failure to successfully pass a mastery exam by the due date (i.e. by the date of the next exam in the course sequence) will result in a failing grade (F) for the course. If any other mastery objectives are not completed by their specied deadlines, your overall grade for the course will be capped at 70% (C- grade), and you will have one more school day to complete the unnished objectives. Failure to complete those mastery objectives by the end of that extra day (except in the case of documented, unavoidable emergencies) will result in a failing grade (F) for the course. Lab questions are assessed by individual questioning, at any date after the respective lab objective (mastery) has been completed by your team. These questions serve to guide your completion of each lab exercise and conrm participation of each individual student. Grading is as follows: full credit for thorough, correct answers; half credit for partially correct answers; and zero credit for major conceptual errors. All lab questions must be answered by the due date of the lab exercise. Extra credit opportunities exist for each course, and may be assigned to students upon request. The student and the instructor will rst review the students performance on feedback questions, homework, exams, and any other relevant indicators in order to identify areas of conceptual or practical weakness. Then, both will work together to select an appropriate extra credit activity focusing on those identied weaknesses, for the purpose of strengthening the students competence. A due date will be assigned (typically two weeks following the request), which must be honored in order for any credit to be earned from the activity. Extra credit may be denied at the instructors discretion if the student has not invested the necessary preparatory eort to perform well (e.g. lack of preparation for daily class sessions, poor attendance, no feedback questions submitted, etc.).
REQUIRED STUDENT SUPPLIES AND MATERIALS: Course worksheets available for download in PDF format Lessons in Industrial Instrumentation textbook, available for download in PDF format Access worksheets and book at: http://openbookproject.net/books/socratic/sinst Spiral-bound notebook for reading annotation, homework documentation, and note-taking. Instrumentation reference CD-ROM (free, from instructor). This disk contains many tutorials and datasheets in PDF format to supplement your textbook(s). Tool kit (see detailed list) Simple scientic calculator (non-programmable, non-graphing, no unit conversions, no numeration system conversions), TI-30Xa or TI-30XIIS recommended ADDITIONAL INSTRUCTIONAL RESOURCES: The BTC Library hosts a substantial collection of textbooks and references on the subject of Instrumentation, as well as links in its online catalog to free Instrumentation e-book resources available on the Internet. BTCInstrumentation channel on YouTube (http://www.youtube.com/BTCInstrumentation), hosts a variety of short video tutorials and demonstrations on instrumentation. ISA Student Section at BTC meets regularly to set up industry tours, raise funds for scholarships, and serve as a general resource for Instrumentation students. Membership in the ISA is $10 per year, payable to the national ISA organization. Membership includes a complementary subscription to InTech magazine. ISA website (http://www.isa.org) provides all of its standards in electronic format, many of which are freely available to ISA members. Normal Accidents, by Charles Perrow. ISBN-10: 0691004129 ; ISBN-13: 978-0691004129. Instrument Engineers Handbook, Volume 2: Process Control and Optimization, edited by B ela Lipt ak, published by CRC Press. 4th edition ISBN-10: 0849310814 ; ISBN-13: 978-0849310812. Purdys Instrument Handbook, by Ralph Dewey. ISBN-10: 1-880215-26-8. A pocket-sized eld reference on basic measurement and control. Cad Standard (CadStd) or similar AutoCAD-like drafting software (useful for sketching loop and wiring diagrams). Cad Standard is a simplied clone of AutoCAD, and is freely available at: http://www.cadstd.com To receive classroom accommodations, registration with Disability Support Services (DSS) is required. Call 360-752-8450, email mgerard@btc.ctc.edu, or visit the DSS oce in the Counseling and Career Center (room 106, College Services building).
le INST262syllabus 6
Sequence of second-year Instrumentation courses
Core Electronics -- 3 qtrs

including MATH 141 (Precalculus 1)
(Only if 4th quarter was Summer: INST23x)
Prerequisite for all INST24x, INST25x, and INST26x courses
INST 200 -- 1 wk Intro. to Instrumentation
Offered 1st week of Fall, Winter, and Spring quarters
Summer quarter INST 230 -- 3 cr

Motor Controls
Fall quarter INST 240 -- 6 cr

Pressure/Level Measurement
Winter quarter INST 250 -- 5 cr

Final Control Elements
Spring quarter INST 260 -- 4 cr

Data Acquisition Systems
INST 231 -- 3 cr
PLC Programming
INST 241 -- 6 cr
Temp./Flow Measurement
INST 251 -- 5 cr
PID Control
INST 262 -- 5 cr
DCS and Fieldbus
INST 232 -- 3 cr
PLC Systems
INST 242 -- 5 cr
Analytical Measurement
INST 252 -- 4 cr
Loop Tuning
INST 263 -- 5 cr
Control Strategies
PTEC 107 -- 5 cr
Process Science
ENGT 122 -- 6 cr
CAD 1: Basics
Prerequisite for INST206
All courses completed?
INST 205 -- 1 cr Job Prep I No INST 206 -- 1 cr Job Prep II
Yes Graduate!!!
Offered 1st week of Fall, Winter, and Spring quarters
The particular sequence of courses you take during the second year depends on when you complete all rst-year courses and enter the second year. Since students enter the second year of Instrumentation at four dierent times (beginnings of Summer, Fall, Winter, and Spring quarters), the particular course sequence for any student will likely be dierent from the course sequence of classmates. Some second-year courses are only oered in particular quarters with those quarters not having to be in sequence, while others are oered three out of the four quarters and must be taken in sequence. The following layout shows four typical course sequences for second-year Instrumentation students, depending on when they rst enter the second year of the program:
Possible course schedules depending on date of entry into 2nd year

Beginning in Summer July Summer quarter INST 230 -- 3 cr
Motor Controls
Beginning in Fall Sept. Fall quarter INST 200 -- 1 wk

Intro. to Instrumentation
Beginning in Winter Jan. Winter quarter INST 200 -- 1 wk

Beginning in Spring April Spring quarter INST 200 -- 1 wk

INST 231 -- 3 cr
PLC Programming
INST 240 -- 6 cr
INST 250 -- 5 cr
INST 260 -- 4 cr
INST 232 -- 3 cr Aug. Sept.

PLC Systems
INST 241 -- 6 cr
INST 251 -- 5 cr
PID Control
INST 262 -- 5 cr
DCS and Fieldbus
Fall quarter INST 200 -- 1 wk

INST 242 -- 5 cr Dec. Jan.

INST 252 -- 4 cr
Loop Tuning
INST 263 -- 5 cr
Control Strategies
Winter quarter INST 205 -- 1 cr Job Prep I INST 250 -- 5 cr

PTEC 107 -- 5 cr Mar. April

Process Science
ENGT 122 -- 6 cr June July

CAD 1: Basics
INST 240 -- 6 cr
Spring quarter INST 205 -- 1 cr Job Prep I INST 260 -- 4 cr


Motor Controls
INST 241 -- 6 cr

INST 251 -- 5 cr
PID Control
INST 231 -- 3 cr
PLC Programming
Winter quarter INST 205 -- 1 cr Job Prep I INST 250 -- 5 cr

INST 252 -- 4 cr
Loop Tuning
INST 262 -- 5 cr
DCS and Fieldbus

PLC Systems

Process Science
INST 263 -- 5 cr
Control Strategies
Fall quarter INST 205 -- 1 cr Job Prep I INST 240 -- 6 cr

Spring quarter INST 206 -- 1 cr Job Prep II INST 260 -- 4 cr


CAD 1: Basics
INST 251 -- 5 cr
PID Control

Motor Controls
INST 252 -- 4 cr
Loop Tuning
INST 241 -- 6 cr

Process Science
INST 262 -- 5 cr
DCS and Fieldbus
INST 231 -- 3 cr
PLC Programming

Spring quarter INST 206 -- 1 cr Job Prep II INST 260 -- 4 cr

INST 263 -- 5 cr
Control Strategies

PLC Systems
Winter quarter INST 206 -- 1 cr Job Prep II INST 250 -- 5 cr


CAD 1: Basics
Fall quarter INST 206 -- 1 cr Job Prep II INST 240 -- 6 cr


Motor Controls
INST 262 -- 5 cr
DCS and Fieldbus
INST 251 -- 5 cr
PID Control
INST 263 -- 5 cr
Control Strategies
INST 231 -- 3 cr
PLC Programming
INST 241 -- 6 cr
INST 252 -- 4 cr
Loop Tuning
ENGT 122 -- 6 cr June

CAD 1: Basics
INST 232 -- 3 cr Aug.

PLC Systems
INST 242 -- 5 cr Dec.

PTEC 107 -- 5 cr Mar.

Process Science
Graduation!
Graduation!
Graduation!
Graduation!
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General student expectations Your future employer expects you to: show up for work on time, prepared, every day; to work safely, eciently, conscientiously, and with a clear mind; to seek help when you need it; to follow through on all commitments; and to take responsibility for all your actions and for the consequences of those actions. Instrument technicians work on highly complex, mission-critical measurement and control systems, where incompetence and/or lack of integrity invites disaster. This is also why employers check legal records and social networking websites for signs of irresponsibility when considering a graduate for hire. Substance abuse is particularly noteworthy since it impairs reasoning, and this is rst and foremost a thinking career. (Mastery) You are expected to master the fundamentals of your chosen craft. Accordingly, you will be challenged with mastery assessments ensuring 100% competence in specic knowledge and skill areas (with multiple opportunities to re-try if necessary). Failure to pass any mastery assessment by the deadline results in your grade for that course being capped at a C-, with one more day given to demonstrate mastery. Failure to pass the mastery assessment during that extra day results in a failing grade for the course. (Punctuality and Attendance) You are expected to arrive on time, every scheduled day, and attend all day, just as you would for a job. If a session begins at 12:00 noon, 12:00:01 is considered late. Each student has 12 sick hours per quarter applicable to absences not veriably employment-related, school-related, weather-related, or required by law. Each student must confer with the instructor to apply sick hours to any missed time this is not done automatically for the student. Students may donate unused sick hours to whomever they specically choose. You must contact your instructor and team members immediately if you know you will be late or absent, and it is your responsibility to catch up on all missed activities. Absence on an exam day will result in a zero score for that exam, unless due to a documented emergency. (Independent study) Industry advisors and successful graduates have consistently identied the ability to independently learn new concepts and technologies as the most important skill for this career. You will build this vital skill by studying new facts and concepts before class begins, and you will be held accountable every day for this preparatory learning and for your problem-solving during class time. It is your responsibility to check the course schedule (given on the front page of every worksheet) to identify assignments and due dates. Most students nd 2 hours per day the absolute minimum time commitment for adequate study. Question 0 (included in every worksheet) lists practical tips for independent learning and problem-solving. (Safety) You are expected to work safely in the lab just as you will be on the job. This includes wearing proper attire (safety glasses when working with tools producing chips or dust, no open-toed shoes in the lab), implementing lock-out/tag-out procedures when working on circuits over 24 volts, using ladders to reach high places rather than standing on tables or chairs, and maintaining an orderly work environment. (Teamwork) You will work in instructor-assigned teams to complete lab assignments, just as you will work in teams to complete complex assignments on the job. As part of a team, you must keep your teammates informed of your whereabouts in the event you must step away from the lab or cannot attend for any reason. Any student regularly compromising team performance through absence, tardiness, disrespect, unsafe work, or other disruptive behavior(s) will be expelled from their team and required to complete all labwork independently for the remainder of the quarter. (Responsibility for actions) If you lose or damage college property (e.g. lab equipment), you must nd, repair, or help replace it. If your actions strain the relationship between the program and an employer (e.g. poor behavior during a tour or an internship), you must make amends. The general rule here is this: If you break it, you x it! (Disciplinary action) The Student Code of Conduct (Washington Administrative Codes WAC 495B120) explicitly authorizes disciplinary action against misconduct including: academic dishonesty (e.g. cheating, plagiarism), dangerous or lewd behavior, theft, harassment, intoxication, destruction of property, or disruption of the learning environment. le expectations 9
General tool and supply list Wrenches Combination (box- and open-end) wrench set, 1/4 to 3/4 the most important wrench sizes are 7/16, 1/2, 9/16, and 5/8; get these immediately! Adjustable wrench, 6 handle (sometimes called Crescent wrench) Hex wrench (Allen wrench) set, fractional 1/16 to 3/8 Optional: Hex wrench (Allen wrench) set, metric 1.5 mm to 10 mm Optional: Miniature combination wrench set, 3/32 to 1/4 (sometimes called an ignition wrench set)
Note: when turning a bolt, nut, or tube tting with a hexagonal body, the preferred ranking of hand tools to use (from rst to last) is box-end wrench or socket, open-end wrench, and nally adjustable wrench. Pliers should never be used to turn the head of a tting or fastener unless it is absolutely unavoidable! Pliers Needle-nose pliers Tongue-and-groove pliers (sometimes called Channel-lock pliers) Diagonal wire cutters (sometimes called dikes) Screwdrivers Slotted, 1/8 and 1/4 shaft Phillips, #1 and #2 Jewelers screwdriver set Optional: Magnetic multi-bit screwdriver (e.g. Klein Tools model 70035) Measurement tools Tape measure. 12 feet minimum Optional: Vernier calipers Optional: Bubble level Electrical Multimeter, Fluke model 87-IV or better Wire strippers/terminal crimpers with a range including 10 AWG to 18 AWG wire Soldering iron, 10 to 25 watt Rosin-core solder Package of compression-style fork terminals (e.g. Thomas & Betts Sta-Kon part number 14RB-10F, 14 to 18 AWG wire size, #10 stud size) Safety Safety glasses or goggles (available at BTC bookstore) Earplugs (available at BTC bookstore) Miscellaneous Simple scientic calculator (non-programmable, non-graphing, no unit conversions, no numeration system conversions), TI-30Xa or TI-30XIIS recommended. Required for some exams! Teon pipe tape Utility knife Optional: Flashlight An inexpensive source of high-quality tools is your local pawn shop. Look for name-brand tools with unlimited lifetime guarantees (e.g. Sears Craftsman brand, Snap-On, etc.). Some local tool suppliers give BTC student discounts as well! le tools 10
Methods of instruction This course develops self-instructional and diagnostic skills by placing students in situations where they are required to research and think independently. In all portions of the curriculum, the goal is to avoid a passive learning environment, favoring instead active engagement of the learner through reading, reection, problem-solving, and experimental activities. The curriculum may be roughly divided into two portions: theory and practical.
Theory In the theory portion of each course, students independently research subjects prior to entering the classroom for discussion. This means working through all the days assigned questions as completely as possible. This usually requires a fair amount of technical reading, and may also require setting up and running simple experiments. At the start of the classroom session, the instructor will check each students preparation with a quiz. Students then spend the rest of the classroom time working in groups and directly with the instructor to thoroughly answer all questions assigned for that day, articulate problem-solving strategies, and to approach the questions from multiple perspectives. To put it simply: fact-gathering happens outside of class and is the individual responsibility of each student, so that class time may be devoted to the more complex tasks of critical thinking and problem solving where the instructors attention is best applied. Classroom theory sessions usually begin with either a brief Q&A discussion or with a Virtual Troubleshooting session where the instructor shows one of the days diagnostic question diagrams while students propose diagnostic tests and the instructor tells those students what the test results would be given some imagined (virtual) fault scenario, writing the test results on the board where all can see. The students then attempt to identify the nature and location of the fault, based on the test results. Each student is free to leave the classroom when they have completely worked through all problems and have answered a summary quiz designed to gauge their learning during the theory session. If a student nishes ahead of time, they are free to leave, or may help tutor classmates who need extra help. The express goal of this inverted classroom teaching methodology is to help each student cultivate critical-thinking and problem-solving skills, and to sharpen their abilities as independent learners. While this approach may be very new to you, it is more realistic and benecial to the type of work done in instrumentation, where critical thinking, problem-solving, and independent learning are must-have skills.
11
Lab In the lab portion of each course, students work in teams to install, congure, document, calibrate, and troubleshoot working instrument loop systems. Each lab exercise focuses on a dierent type of instrument, with a eight-day period typically allotted for completion. An ordinary lab session might look like this: (1) Start of practical (lab) session: announcements and planning (a) The instructor makes general announcements to all students (b) The instructor works with team to plan that days goals, making sure each team member has a clear idea of what they should accomplish (2) Teams work on lab unit completion according to recommended schedule: (First day) Select and bench-test instrument(s) (One day) Connect instrument(s) into a complete loop (One day) Each team member drafts their own loop documentation, inspection done as a team (with instructor) (One or two days) Each team member calibrates/congures the instrument(s) (Remaining days, up to last) Each team member troubleshoots the instrument loop (3) End of practical (lab) session: debrieng where each team reports on their work to the whole class Troubleshooting assessments must meet the following guidelines: Troubleshooting must be performed on a system the student did not build themselves. This forces students to rely on another teams documentation rather than their own memory of how the system was built. Each student must individually demonstrate proper troubleshooting technique. Simply nding the fault is not good enough. Each student must consistently demonstrate sound reasoning while troubleshooting. If a student fails to properly diagnose the system fault, they must attempt (as many times as necessary) with dierent scenarios until they do, reviewing any mistakes with the instructor after each failed attempt.
le instructional 12
Distance delivery methods Sometimes the demands of life prevent students from attending college 6 hours per day. In such cases, there exist alternatives to the normal 8:00 AM to 3:00 PM class/lab schedule, allowing students to complete coursework in non-traditional ways, at a distance from the college campus proper. For such distance students, the same worksheets, lab activities, exams, and academic standards still apply. Instead of working in small groups and in teams to complete theory and lab sections, though, students participating in an alternative fashion must do all the work themselves. Participation via teleconferencing, video- or audio-recorded small-group sessions, and such is encouraged and supported. There is no recording of hours attended or tardiness for students participating in this manner. The pace of the course is likewise determined by the distance student. Experience has shown that it is a benet for distance students to maintain the same pace as their on-campus classmates whenever possible. In lieu of small-group activities and class discussions, comprehension of the theory portion of each course will be ensured by completing and submitting detailed answers for all worksheet questions, not just passing daily quizzes as is the standard for conventional students. The instructor will discuss any incomplete and/or incorrect worksheet answers with the student, and ask that those questions be re-answered by the student to correct any misunderstandings before moving on. Labwork is perhaps the most dicult portion of the curriculum for a distance student to complete, since the equipment used in Instrumentation is typically too large and expensive to leave the school lab facility. Distance students must nd a way to complete the required lab activities, either by arranging time in the school lab facility and/or completing activities on equivalent equipment outside of school (e.g. at their place of employment, if applicable). Labwork completed outside of school must be validated by a supervisor and/or documented via photograph or videorecording. Conventional students may opt to switch to distance mode at any time. This has proven to be a benet to students whose lives are disrupted by catastrophic events. Likewise, distance students may switch back to conventional mode if and when their schedules permit. Although the existence of alternative modes of student participation is a great benet for students with challenging schedules, it requires a greater investment of time and a greater level of self-discipline than the traditional mode where the student attends school for 6 hours every day. No student should consider the distance mode of learning a way to have more free time to themselves, because they will actually spend more time engaged in the coursework than if they attend school on a regular schedule. It exists merely for the sake of those who cannot attend during regular school hours, as an alternative to course withdrawal.
le distance 13
General advice for successful learning Focus on principles, not procedures Eective problem-solvers dont bother trying to memorize procedures for problem-solving because procedures are too specic to the type of problem. Rather, they internalize general principles applicable to a wide variety of problems. When asking questions about some new subject, concentrate on why rather than how or what. Cultivate meta-cognitive skills (the ability to monitor your own thinking on a subject)! Whenever you get stuck trying to understand a concept, clearly identify where you are getting stuck, and where things stop making sense. When you think you understand a concept, test your understanding by explaining it in your own words. You can do this by trying to explain it to a willing classmate, or by imagining yourself trying to explain it to someone. If you cannot clearly explain a concept to someone else, you do not understand it well enough yourself ! The technique of trying to explain a concept also works well to identify where you are stuck. The point at which you nd yourself unable to clearly articulate the concept is very likely the exact point of your misconception or confusion. Join or create a study group with like-minded classmates! Read the textbook assignments together. Solve assigned problems together. Collectively identify dicult concepts and areas needing clarication, to bring up later during class. Take turns trying to explain complicated concepts to each other, then critiquing those explanations. Eliminate distractions in your life! Time-wasting technologies: televisions, internet, video games, mobile phones, etc. Unhelpful friends, unhealthy relationships, etc. Make use of wasted time to study! Carefully plan your lab sessions with your teammates to reserve a portion of each days lab time for study. Bring a meal to school every day and use your one-hour lunch break for study instead of eating out. This will not just save you time, but also money! Plan to arrive at school at least a half-hour early (the doors unlock at 7:00 AM) and use the time to study as opposed to studying late at night. This also helps guard against tardiness in the event of unexpected delays, and ensures you a better parking space! Take responsibility for your learning and your life! Do not procrastinate, waiting until the last minute to do something. Obtain all the required books, and any supplementary study materials available to you. If the books cost too much, look on the internet for used texts (www.amazon.com, www.half.com, etc.) and use the money from the sale of your television and video games to buy them! Make an honest attempt to solve problems before asking someone else to help you. Being able to problem-solve is a skill that will improve only if you continue to work at it. If you detect trouble understanding a basic concept, address it immediately. Never ignore an area of confusion, believing you will pick up on it later. Later may be too late! Do not wait for others to do things for you. No one is going to make extra eort purely on your behalf. . . . And the number one tip for success . . . Realize that there are no shortcuts to learning. Every time you seek a shortcut, you are actually cheating yourself out of a learning opportunity!! le studytips 14
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Simple explanation of Attribution License: The licensor (Tony Kuphaldt) permits others to copy, distribute, display, and otherwise use this work. In return, licensees must give the original author(s) credit. For the full license text, please visit http://creativecommons.org/licenses/by/1.0/ on the internet.
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Metric prexes and conversion constants Metric prexes Yotta = 1024 Symbol: Y Zeta = 1021 Symbol: Z Exa = 1018 Symbol: E Peta = 1015 Symbol: P Tera = 1012 Symbol: T Giga = 109 Symbol: G Mega = 106 Symbol: M Kilo = 103 Symbol: k Hecto = 102 Symbol: h Deca = 101 Symbol: da Deci = 101 Symbol: d Centi = 102 Symbol: c Milli = 103 Symbol: m Micro = 106 Symbol: Nano = 109 Symbol: n Pico = 1012 Symbol: p Femto = 1015 Symbol: f Atto = 1018 Symbol: a Zepto = 1021 Symbol: z Yocto = 1024 Symbol: y
METRIC PREFIX SCALE T tera 1012 G M giga mega 109 106 k kilo 103 (none) 100 m milli micro 10-3 10-6 n nano 10-9 p pico 10-12
102 101 10-1 10-2 hecto deca deci centi h da d c
Conversion formulae for temperature o F = (o C)(9/5) + 32 o C = (o F - 32)(5/9) o R = o F + 459.67 K = o C + 273.15 Conversion equivalencies for distance 1 inch (in) = 2.540000 centimeter (cm) 1 foot (ft) = 12 inches (in) 1 yard (yd) = 3 feet (ft) 1 mile (mi) = 5280 feet (ft)
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Conversion equivalencies for volume 1 gallon (gal) = 231.0 cubic inches (in3 ) = 4 quarts (qt) = 8 pints (pt) = 128 uid ounces (. oz.) = 3.7854 liters (l) 1 milliliter (ml) = 1 cubic centimeter (cm3 )
Conversion equivalencies for velocity 1 mile per hour (mi/h) = 88 feet per minute (ft/m) = 1.46667 feet per second (ft/s) = 1.60934 kilometer per hour (km/h) = 0.44704 meter per second (m/s) = 0.868976 knot (knot international)
Conversion equivalencies for mass 1 pound (lbm) = 0.45359 kilogram (kg) = 0.031081 slugs
Conversion equivalencies for force 1 pound-force (lbf) = 4.44822 newton (N)
Conversion equivalencies for area 1 acre = 43560 square feet (ft2 ) = 4840 square yards (yd2 ) = 4046.86 square meters (m2 )
Conversion equivalencies for common pressure units (either all gauge or all absolute) 1 pound per square inch (PSI) = 2.03602 inches of mercury (in. Hg) = 27.6799 inches of water (in. W.C.) = 6.894757 kilo-pascals (kPa) = 0.06894757 bar 1 bar = 100 kilo-pascals (kPa) = 14.504 pounds per square inch (PSI)
Conversion equivalencies for absolute pressure units (only) 1 atmosphere (Atm) = 14.7 pounds per square inch absolute (PSIA) = 101.325 kilo-pascals absolute (kPaA) = 1.01325 bar (bar) = 760 millimeters of mercury absolute (mmHgA) = 760 torr (torr)
Conversion equivalencies for energy or work 1 british thermal unit (Btu International Table) = 251.996 calories (cal International Table) = 1055.06 joules (J) = 1055.06 watt-seconds (W-s) = 0.293071 watt-hour (W-hr) = 1.05506 x 1010 ergs (erg) = 778.169 foot-pound-force (ft-lbf)
Conversion equivalencies for power 1 horsepower (hp 550 ft-lbf/s) = 745.7 watts (W) = 2544.43 british thermal units per hour (Btu/hr) = 0.0760181 boiler horsepower (hp boiler)
Acceleration of gravity (free fall), Earth standard 9.806650 meters per second per second (m/s2 ) = 32.1740 feet per second per second (ft/s2 )
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Physical constants Speed of light in a vacuum (c) = 2.9979 108 meters per second (m/s) = 186,281 miles per second (mi/s) Avogadros number (NA ) = 6.022 1023 per mole (mol1 ) Electronic charge (e) = 1.602 1019 Coulomb (C) Boltzmanns constant (k ) = 1.38 1023 Joules per Kelvin (J/K) Stefan-Boltzmann constant ( ) = 5.67 108 Watts per square meter-Kelvin4 (W/m2 K4 ) Molar gas constant (R) = 8.314 Joules per mole-Kelvin (J/mol-K) Properties of Water Freezing point at sea level = 32o F = 0o C Boiling point at sea level = 212o F = 100o C Density of water at 4o C = 1000 kg/m3 = 1 g/cm3 = 1 kg/liter = 62.428 lb/ft3 = 1.94 slugs/ft3 Specic heat of water at 14o C = 1.00002 calories/go C = 1 BTU/lbo F = 4.1869 Joules/go C Specic heat of ice 0.5 calories/go C Specic heat of steam 0.48 calories/go C Absolute viscosity of water at 20o C = 1.0019 centipoise (cp) = 0.0010019 Pascal-seconds (Pas) Surface tension of water (in contact with air) at 18o C = 73.05 dynes/cm pH of pure water at 25o C = 7.0 (pH scale = 0 to 14) Properties of Dry Air at sea level Density of dry air at 20o C and 760 torr = 1.204 mg/cm3 = 1.204 kg/m3 = 0.075 lb/ft3 = 0.00235 slugs/ft3 Absolute viscosity of dry air at 20o C and 760 torr = 0.018 centipoise (cp) = 1.8 105 Pascalseconds (Pas)
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Question 0 How to read actively: Avoid shallow annotation methods such as underlining and highlighting. Instead, express your own interpretation of the text in a notebook or in the margins of the text. A suggestion is one sentence of your own thoughts per paragraph in the text. Expressing your own thoughts as you read is a far more eective way to digest the information than simply emphasizing portions of the text! If you do wish to emphasize some portion of the text that either makes perfect sense to you or causes confusion, write that portion verbatim and include a page number reference in your notes so you may reference it during class. Identify as clearly as possible which concepts or points confuse you the most. This is the rst and most important step to overcoming confusion. The more specic you are, the better your instructor and classmates will be able to help you overcome the confusion! If the text demonstrates a mathematical calculation, such as how to apply a new equation to solving a problem, pick up your calculator and work through the example as you read! Applications of math are an ideal opportunity to actively read a technical book. Maintain a notebook where you express your understanding of general principles applicable to the subject(s) you are studying, including mathematical formulae (a formula is really just a precise expression of a principle) with brief denitions of terms. Imagine trying to explain what youve just read to an intelligent child someone with the capacity to understand but without the experience to immediately relate. This forces you to distill each concept to its essence. Your rst attempt will rarely be right, but subsequent attempts will get better and better. Once you have an explanation that satises you, write it out using the fewest words possible. Problem-solving tips: Always begin by identifying which general principles youve learned apply to the problem, then identify how the goal of the problem (i.e. what it is youre asked to solve) and the given information ts with those principles. Perform thought experiments to visualize the eects of dierent conditions. Sketch a diagram to organize all given information and show where the answer will t.
Change the problem to make it simpler, and then solve the simplied problem (e.g. change quantitative to qualitative, or visa-versa; substitute dierent numerical values to make them easier to work with; eliminate confusing details; add details to eliminate unknowns; consider limiting cases that are easier to grasp; put the problem into a more familiar context, or analogy). Specically identify which portion(s) of the question you nd most confusing and need help with. The more specically you are able to express your point(s) of confusion, the better. Above all, cultivate persistence in your studies. Persistent eort is necessary for mastery of anything non-trivial. The keys to persistence are (1) having the desire to achieve that mastery, and (2) knowing that challenges are normal and not an indication of something gone wrong. A common error is to equate easy with eective: students often believe learning should be easy if everything is done right. The truth is that mastery never comes easy, and that easier methods usually substitute memorization for understanding!
Work backward from a hypothetical solution to a new set of given conditions.
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Questions Question 1 The following screenshot shows the conguration window for an analog input on a Delta DSC-1280 DDC building automation controller:
Based on the parameters you see in this conguration window, how many bits does the analog-digital converter inside the DDC controller use? le i00484
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Question 2 An example of a SCADA component in an electric power system is the General Electric model PQM II power quality monitor. This panel-mounted instrument inputs voltage and current signals from the power lines through instrument transformers (voltage and current step-down transformers), computing power factor, true power (P ), reactive power (Q), apparent power (S ), frequency, and imbalances of voltage or current between the dierent phases. This device also has the ability to record and trend power system values over time. A diagram showing the connections between a PQM II and the power lines is shown here:
Three-phase power lines ... A ... B ... C ... N CTs PTs

60:1 60:1 60:1 (three "hot" conductors and one "neutral") 200:5 200:5 200:5 50:5
... ... ... ...
VN Voltage inputs V3 V2 V1
5A
Com
5A
Com
5A
Com
5A
Com
Phase A
Phase B
Phase C
Neutral
Current inputs
GE Multilin PQM II
RS-485 9-pin RS-232
To ... SCADA ... MTU

Com
Explain why instrument transformers (PTs and CTs with voltage step-down and current step-down ratios) are used to connect the PQM to the power system conductors. Assuming a phase-to-neutral voltage on B phase of 7155 volts AC, calculate the voltage seen between the PQM instruments V2 and VN terminals. Assuming a current of 148 amps AC through the C phase conductor of the power lines, calculate the current seen at the PQM instruments Phase C 5A terminal. Suppose you wished to connect a personal computer with a 9-pin serial port to the 9-pin serial port of the PQM. Which terminals of each 9-pin serial port would you need to connect together, at minimum, to enable communication between the PQM and the PC? Note: a personal computer is considered a DTE device, while the PQM is considered a DCE device! Suggestions for Socratic discussion An important safety consideration when working with current transformers (CTs) is to never opencircuit the secondary winding of a CT. Explain why. 21
For those who have studied three-phase power circuits, calculate the line voltage of this system based on the 7155 VAC phase voltage presented above. le i02030 Question 3 Read selected portions of the National Transportation Safety Boards safety study, Supervisory Control and Data Acquisition (SCADA) in Liquid Pipelines (Document NTSB/SS-05/02 ; PB2005-917005), and answer the following questions: Question #22 of the Safety Study in Appendix E lists the major features provided by pipeline SCADA systems. Identify some of the most popular features. Question #38 lists the number of data points handled by each respondents SCADA system. Just how data-rich are some of these systems? Question #42 of the Safety Study in Appendix E lists the various communication media used by SCADA systems to relay data between RTU and MTU points. Explain what each of these terms refers to. How many SCADA systems do not use redundant (backup) communication channels between RTU and MTU locations (hint: see question #43)? Questions #19 and #21 of the Safety Study in Appendix E list the rationale given by respondents as to why they are considering an upgrade (or are currently implementing an upgrade) for their SCADA system. What are some of the reasons given? Do any of them surprise you? The SCADA Screens and Graphics section of chapter 4 showcases several examples of graphic displays in use in liquid pipeline control systems. How much blank space should there be on any one screen in order to avoid clutter? How should color schemes be chosen to maximize eectiveness? The Safety Study results shown in Appendix E list a number of dierent manufacturers (vendors) for SCADA systems used in pipeline control (see question #15). Based on the vendor names and number of installations, what is your impression of pipeline SCADA systems in the United States: is there much standardization, or is there a wide diversity of system types in use? Is there a clear leader among the manufacturers represented in the survey? le i00277
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Question 4 Many modern distributed control systems (DCS) also host software to allow communication with HARTenabled instruments. One example of such software is Emersons AMS:
What does this particular screenshot reveal about the HART-enabled instruments connected to this Emerson DeltaV DCS? What advantages do you think might be realized by having the DCS be able to digitally communicate with eld instruments? What disadvantages can you see to this method of HART interface, as opposed to a hand-held HART communicator? 23
Suggestions for Socratic discussion With the DCS enabled to talk HART with eld instruments, one cannot also use a handheld HART communicator to talk with the same eld instruments. Explain why. le i00665 Question 5 Read and outline the Introduction to Pseudocode subsection of the Digital PID Algorithms section of the Closed-Loop Control chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. Feel free to skip past the portions of this subsection discussing branching and functions. le i02920
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Question 6 Examine this page of program code from a Siemens APOGEE system (written in Siemens PPCL programming language), then answer the following questions: 02530 02540 02550 02560 02570 02580 02590 02600 02610 02620 02630 02640 02650 02660 02670 C C IF THE ROOM TEMP IS LESS THAN HEATING SETPOINT THAN TURN ON THE HEATING PUMP C ELSE SHUT OFF HEATING PUMP C IF ("MV.GH.2E:ROOM TEMP" .LT. "MV.GH.2E.HTG.STPT") THEN ON ("MV.GH.2E:DO 2") IF ("MV.GH.2E:ROOM TEMP" .GT. "MV.GH.2E.HTG.STPT"+1) THEN OFF ("MV.GH.2E:DO 2") C C *****ROOM 3E CONTROLS***** C C IF SOMEONE PUSHES THE OVERIDE BUTTON, THEN TURN ON THE EXHAUST FAN C OVERRIDE FOR 2 HOURS C IF ("MV.GH.3E:DI OVRD SW" .EQ. ON) THEN SET (0,"MV.GH.3E.OT") IF ("MV.GH.3E.OT" .GT. 1000) THEN SET (1000, "MV.GH.3E.OT") IF ("MV.GH.3E.OT" .LT. 120) THEN ON ("MV.GH.3E.OVRD") ELSE OFF ("MV.GH.3E.OVRD")
What is the signicance of the letter C preceding many of the lines of code in this program? Identify the meanings of the following operators in Siemens PPCL code: .LT., .GT., .EQ.. Explain how the heating pump code functions (lines 2570 and 2580) to turn the pump on and o. Explain how the exhaust fan override code functions (lines 2650 and 2670) to turn the fan on for two hours. Specically, where does the code tell the Siemens controller to invoke a two-hour time delay? Line 6000 of this program (not shown on this page) instructs the controller to GOTO 00190, with 00190 being a line near the beginning of the program (also not shown on this page). In fact, this is the only GOTO instruction in the entire program. Why do you think this GOTO instruction exists? Suggestions for Socratic discussion Do you think it would be easier or more dicult to program custom control algorithms in a text-based language like PPCL or in a graphic-based language such as function blocks? le i00671
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Question 7 Examine this page of program code from a Siemens APOGEE system (written in Siemens PPCL programming language), then answer the following questions: 04600 04610 04620 04630 04640 04650 04652 04660 04662 04670 04672 04680 04690 C *****SWAMP COOLER CONTROL***** C C IF ANY WEST ROOM IS GREATER THAN 2 DEG ABOVE ITS SETPOINT, THEN TURN ON C THE SWAMP COOLER, ELSE SHUT OFF SWAMP COOLER C IF ("MV.GH.1W:ROOM TEMP" .GT. "MV.GH.1W.CLG.STPT" + 2) THEN ON ("MV.GH.1W.CLG") IF ("MV.GH.1W:ROOM TEMP" .LE. "MV.GH.1W.CLG.STPT") THEN OFF ("MV.GH.1W.CLG") IF ("MV.GH.2W:ROOM TEMP" .GT. "MV.GH.2W.CLG.STPT" + 2) THEN ON ("MV.GH.2W.CLG") IF ("MV.GH.2W:ROOM TEMP" .LE. "MV.GH.2W.CLG.STPT") THEN OFF ("MV.GH.2W.CLG") IF ("MV.GH.3W:ROOM TEMP" .GT. "MV.GH.3W.CLG.STPT" + 2) THEN ON ("MV.GH.3W.CLG") IF ("MV.GH.3W:ROOM TEMP" .LE. "MV.GH.3W.CLG.STPT") THEN OFF ("MV.GH.3W.CLG") C IF ("MV.GH.1W.CLG".OR."MV.GH.2W.CLG".OR."MV.GH.3W.CLG") THEN ON ("MV.GH.3W:DO 6") ELSE OFF ("MV.GH.3W:DO 6")
What is the signicance of the letter C preceding many of the lines of code in this program, particularly the signcance of lines 04610, 04640, and 04680? Identify the meanings of the following operators in Siemens PPCL code: .LE. and .GT. Explain how lines 04650 through 04690 control the swamp cooler. Suggestions for Socratic discussion Do you think it would be easier or more dicult to program custom control algorithms in a text-based language like PPCL or in a graphic-based language such as function blocks? le i00709
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Question 8 A DDC (Direct Digital Control) system used for building automation sends a 4-20 mA control signal to a steam valve with an electronic positioner. This particular loop has a problem, for the valve remains in the full-closed (0%) position regardless of what the DDC tries to tell it to do. A technician begins diagnosing the problem by taking a DC voltage measurement at terminal block TB-11 in this loop circuit:
Air supply TB-10
cable 41
V V A A
OFF
cable 30 TB-11
COM
DDC system cable 26 cable 16 cable 19 cable 24

Analog output Analog output Analog input Analog input
... To other field devices ... ...
Processor
The technician knows a reading of 22.6 volts indicates an open fault. Based on the location of the measured voltage (22.6 VDC), determine where in the wiring a single open fault could be located. For the next diagnostic test, the technician momentarily connects a jumper wire between the screws of TB-10 while continuing to measure voltage at TB-11. The new voltage measurement at TB-11 (with the jumper installed) reads 0.0 volts. Determine what this result tells us about the nature and location of the fault. Explain whether or not there is any danger of introducing a short-circuit into a system like this. Could a fuse be blown by doing this test? Suggestions for Socratic discussion Explain why it is critically important to determine the identities of the valve and DDC card as being either electrical sources or electrical loads when interpreting the diagnostic voltage measurements. Identify some of the pros and cons of this style of testing (measuring voltage at a set of points before and after a purposeful wiring short) compared to other forms of multimeter testing when looking for either an open wiring fault. le i00717
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Question 9 Identify the eects of the faults listed (considered one at a time) in this temperature control system:
Loop Diagram: Reactor 15-A temperature control Field process area Feed in
ATO
Revised by: I.M. Hott Field P30 panel
Date: DCS cabinet
Feb 30, 1999
Field P5 panel
Steam
Red
FTA-AO 1 2 Node 9
Module 31
TV-37 Reactor 15-A TY 37 TE 37 A

Red Red Wht Wht
Blk
Slot 1
Redundant AI/AO
Cbl TV-37 TB12 Cbl 1

Red Blk
TB27 Cbl 20 20 21 22
Red Blk
TB40 3 4 5
Red
2 3 4
TIC 37 FTA-AI 7 8 9
+24 VDC Node 9 Module 32 Slot 4
Red Blk
Product out
Tag number TE-37 TT-37 TIC-37 TY-37 TV-37
FTA-AI module resistor fails shorted FTA-AI module resistor fails open Ground wire falls o terminal TB40-8 Condensate valve left closed Corroded wire connection at TB12-3 Cable 1 fails open Cable 1 fails shorted Cable 21 fails open Cable 21 fails shorted
Suggestions for Socratic discussion For those who have studied RTD temperature sensors, determine the eect of a short-circuit between terminals B and C on temperature transmitter le i04019
Condensate
Cbl TT-37 TT 37
Red Blk
Cbl 3 10 11 12
Red Blk
Cbl 21 23 24 25
Red Blk
B C D
6 7 8
Blk
Description 4-wire platinum RTD Smart temp. transmitter DCS controller I/P transducer Steam control valve
Manufacturer Chromalox Rosemount Honeywell Fisher Fisher
Model
Calibration 100 , = 0.00392 100-250o F , 4-20 mA
Notes Direct action Reverse action Direct action Air-to-open
PM 546 Easy-E 4-20 mA , 3-15 PSI 3-15 PSI
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Question 10 Wet natural gas is mostly methane (CH4 ) mixed with signicant amounts of heavier hydrocarbon species such as ethane (C2 H6 ), propane (C3 H8 ), butane (C4 H10 ), and pentane (C5 H12 ). A process for separating these heavier hydrocarbons from the chief component (methane) using compression and cooling is shown here:
"Dry" natural gas (93% CH4)
PSV
PIC 115
PG "Wet" natural gas (78% CH4) LG

Cryogenic coolant loop
PT 115 Flash vessel LT 108 LIC 108 FIR 110
Filter
M Compressor
FT 110
Liquid hydrocarbons
Chilled gases enter the ash vessel, where methane rises and escapes in gaseous form, while all the other (heavier) hydrocarbon molecules condense into liquid and exit out the bottom. Suppose PT-115 is mis-calibrated, such that it falsely indicates a pressure lower than what is actually inside the ash vessel. How will this mis-calibration aect the control of ash vessel pressure? Will the operator be able to know anything is wrong by observing the DCS monitor screens for this process? Suggestions for Socratic discussion Explain the purpose of the heat exchangers in this P&ID, especially the two exchanging heat between the incoming (compressed) gas and the products coming o the top and bottom of the ash vessel. Identify and explain the purpose of the PSV valve in this diagram. le i03084
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Question 11 Digital single-loop process controllers are stand-alone units: they require no auxiliary hardware to perform their function. As such, they are equipped with analog-to-digital converters (ADC) and digital-toanalog converters (DAC) to interface directly with instruments via the traditional 4-20 mA standard. Many single-loop controllers also have discrete (on/o) inputs and outputs for interfacing with process switches and alarm circuits. Shown here is a typical example of a single-loop controller, front and back:
Front view
Back view L1 N Din_1 Din_2 Din_3 Com Aout_1 Dout_1 Com Ain_1 Com
100
SP
100
PV
Displ
Gnd
Auto Man
Dout_2 Com
Config 0
Aout_2 Dout_3
Out
0
Ain_2
Distributed control systems (DCS) are quite dierent. These systems are designed to control hundreds or even thousands of loops. As such, they are made in a modular fashion so the users can add whatever types of input and output (I/O) capability they need. Identify the purpose of each type of I/O module listed here, as it might be applied in a DCS. What Im looking for here is an educated guess from you, as it may be quite a challenge to actually research these specic I/O types for dierent distributed control systems: AI 1-5 VDC AI 4-20 mADC AI 4-20 mADC w/ HART AO 4-20 mA AO w/ HART DI 24VDC dry contact DI 24VDC isolated DI 120VAC isolated DO 24VDC high side le i02426
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Question 12 Question 13 Question 14 Question 15 Question 16 Question 17 Question 18 Question 19 Question 20 Question 21 Read and outline the Zero and Span Adjustments (Analog Instruments) section of the Instrument Calibration chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i03903 Question 22 Read and outline the Typical Calibration Errors section of the Instrument Calibration chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i03908 Question 23 Read and outline the Damping Adjustments section of the Instrument Calibration chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i03904 Question 24 Read and outline the LRV and URV Settings, Digital Trim (Digital Transmitters) section of the Instrument Calibration chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i03905
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Question 25 Read the An Analogy for Calibration versus Ranging section of the Instrument Calibration chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i03907 Question 26 Read and outline the Calibration Procedures section of the Instrument Calibration chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i03906
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Question 27 In this exercise, you will calibrate an analog RTD transmitter: a eld instrument designed to sense the electrical resistance of an RTD (Resistive Temperature Detector) and output a corresponding 4-20 mA DC signal. To do this exercise, you will need a small at-bladed screwdriver, some 9-volt batteries, a precision digital multimeter, alligator-clip style jumper wires, and some resistors and potentiometers (necessary to form a resistor network adjustable within a range of approximately 80 to 150 ). Your instructor will provide the RTD transmitter and batteries, while students provide all the other tools and components (from their rst-year lab supplies). It is advised that each and every student bring their multimeter, as multiple meters are useful in this exercise:
Z S 9 VDC 9 VDC
R
Resistor network simulating an RTD RTD transmitter
Milliammeter
Your transmitter has a zero adjustment potentiometer as well as a span adjustment potentiometer allowing you to make calibration adjustments. Normally, you would use an RTD sensor to provide the input resistance to this transmitter, but for the purpose of a classroom exercise we will simulate the resistance of an RTD using a resistor network. Your task will be to calibrate the transmitter so that it registers 4 mA at the lower range value (LRV) and 20 mA at the upper range value (URV) provided by the instructor. Your rst step should be determining how to connect the potentiometer to the transmitter to simulate an RTD (a variable resistance). Note that simply connecting the three terminals of the potentiometer to the three input terminals on the transmitter is incorrect! Pay close attention to the symbols drawn on the transmitter near the input terminals they show you how you must connect an RTD (and therefore your variable test resistance) to the transmitter. You must have your instructor verify your intended wire connections before powering the transmitter, in order to ensure the circuit will work properly and that the transmitter will not be damaged during the procedure. Instructor checks wiring plan before power-up: Next, your instructor will provide you with reasonable LRV and URV values for your calibration. Use the formula shown below to calculate equivalent resistance values for these temperatures: LRV (0% of range) = URV (100% of range) = degrees C = degrees C = R = 100[1 + 0.00385T ]
33
Next, build a resistor network using at least one potentiometer to simulate any resistance value within these limits (inclusive). You will be using your digital multimeter to measure the networks resistance as you set it to the desired value, then connecting the network to the RTD transmitter to simulate the desired temperature while using your multimeter to measure the output current. In this way, you will be able to simulate a variety of measured temperatures to the input of the RTD transmitter, while noting how the transmitter responds to those simulated conditions. Before you make any adjustments to the transmitters zero or span screws, you need to simulate ve points along the temperature range, recording the transmitters output in an As-Found calibration table. Calculate the error as a percentage of span (e.g. if the transmitter outputs 3.95 mA when it should output 4.00 mA, the error is -0.3125%): Input (%) 0 25 50 75 100 Resistance () Output (Ideal) 4 mA 8 mA 12 mA 16 mA 20 mA Output (As-Found) Error (%)
After recording the As-Found values, you will move the zero and span adjustments on the RTD transmitter as necessary to bring the transmitters calibration in line with the instructors specied range. You may nd that your potentiometer provides too coarse of an adjustment to settle at precisely the resistance values you wish during calibration. This will be especially true if the potentiometers full-scale value is large compared to the desired resistance (e.g. a 1 k potentiometer being used to simulate an RTD resistance of 123.7 results in you trying to use a very small range of the potentiometer). One way to narrow the resistance range of your potentiometer is to connect it in parallel with a xed resistor like this:
1 k
Rfixed
Radjustable = 0 to 155
What must the size of Rfixed be in order to provide the desired range of 0 to 155 ?
For practice, calculate the xed resistor value necessary to limit this 1 k potentiometers adjustment range to 0-155 . Rf ixed =
Of course, nding a potentiometer with a full-scale range close to the desired resistance adjustment range is the best way to go. The parallel xed-resistor solution is merely a way to make do with a potentiometer that is less than ideal.
34
After calibration, you will simulate the same ve points along the temperature range specied by the instructor, recording the transmitters output in an As-Left calibration table along with the calculated errors: Input (%) 0 25 50 75 100 Resistance () Output (Ideal) 4 mA 8 mA 12 mA 16 mA 20 mA Output (As-Left) Error (%)
Feel free to use a computer spreadsheet to tabulate and graph the As-Found and As-Left results. Suggestions for Socratic discussion Did your transmitter initially exhibit a zero error, a span error, and/or a linearity error? In general terms, how is a zero error revealed in a table of As-Found values? In general terms, how is a span error revealed in a table of As-Found values? In general terms, how is a linearity error revealed in a table of As-Found values? In general terms, how is a hysteresis error revealed in a table of As-Found values? Why is it important for an instrument technician to record both As-Found and As-Left results for an instrument being calibrated? le i02031 Question 28 Suppose you wish to calibrate an electronic level transmitter to an input range of 0 to 8 feet (of liquid), with an output range of 4 to 20 mA. Complete the following calibration table showing the proper test pressures and the ideal output signal levels at those pressures: Input level applied (ft) Percent of span (%) 0 25 50 75 100 Output signal (mA)
Suggestions for Socratic discussion Demonstrate how to estimate numerical answers for this problem without using a calculator. What sort of calibration (test) equipment do you suppose we might use when calibrating this instrument? Suppose the specied accuracy for this instruments calibration is 0.5% of span. How many milliamps may it deviate from ideal at each of the test points shown in this table? le i01846
35
Question 29 An electronic level transmitter has a calibrated range of 0 to 2 feet, and its output signal range is 4 to 20 mA. Complete the following table of values for this transmitter, assuming perfect calibration (zero error). Be sure to show your work! Measured level (feet) 1.6 Percent of span (%) Output signal (mA) 7.1 40 le i00032
36
Question 30 An important part of performing instrument calibration is determining the extent of an instruments error. Error is usually measured in percent of span. Calculate the percent of span error for each of the following examples, and be sure to note the sign of the error (positive or negative): Pressure gauge LRV = 0 PSI URV = 100 PSI Test pressure = 65 PSI Instrument indication = 67 PSI Error = % of span Weigh scale LRV = 0 pounds URV = 40,000 pounds Test weight = 10,000 pounds Instrument indication = 9,995 pounds Error = % of span Thermometer LRV = -40o F URV = 250o F Test temperature = 70o F Instrument indication = 68o F % of span Error = pH analyzer LRV = 4 pH URV = 10 pH Test buer solution = 7.04 pH Instrument indication = 7.13 pH Error = % of span Also, show the math you used to calculate each of the error percentages. Challenge: build a computer spreadsheet that calculates error in percent of span, given the LRV, URV, test value, and actual indicated value for each instrument. le i00089 Question 31 A common form of measurement error in instruments is called hysteresis. A very similar type of measurement error is called deadband. Describe what these errors are, and dierentiate between the two. le i00091
37
Question 32 An instrument technician working for a pharmaceutical processing company is given the task of calibrating a temperature recording device used to display and log the temperature of a critical batch vessel used to grow cultures of bacteria. After removing the instrument from the vessel and bringing it to a workbench in the calibration lab, the technician connects it to a calibration standard which has the ability to simulate a wide range of temperatures. This way, she will be able to test how the device responds to dierent temperatures and make adjustments if necessary. Before making any adjustments, though, the technician rst inputs the full range of temperatures to this instrument to see how it responds in its present condition. Then, the instrument indications are recorded as As-Found data. Only after this step is taken does the technician make corrections to the instruments calibration. Then, the instrument is put through one more full-range test and the indications recorded as As-Left data. Explain why it is important that the technician make note of both As-Found and As-Left data? Why not just immediately make adjustments as soon as an error is detected? Why record any of this data at all? Try to think of a practical scenario where this might matter. le i00082 Question 33 Question 34 Question 35 Question 36 Question 37 Question 38 Question 39 Question 40 Question 41 Read and outline the Instrument Turndown section of the Instrument Calibration chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i03909 Question 42 Read and outline the NIST Traceability section of the Instrument Calibration chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i03910
38
Question 43 Identify the types of instrument calibration errors shown in these graphs:
Id ea l
Id ea l
ct ua l
Output
Output
Output
Input
ct ua l
Id ea l
Input
Input
le i01036
39
ct ua l
Question 44 A smart (digital) DP pressure transmitter is removed from service and taken to a calibration bench for testing. A technician connects a precision pressure gauge and air source to the transmitters high port while monitoring the 4-20 mA output signal using a DMM:
DMM
mA
V
Loop resistor
A A
OFF
+ 24 VDC
COM
HART communicator
H L (vent)
Precision pressure regulator
Online 1 Device setup 2 PV 28.75 PSI 3 AO 17.14 mA 4 LRV 0.00 PSI 5 URV 35.00 PSI
PSI
Compressed air supply
Digital pressure gauge
Calculate the amount of sensor trim error as well as the amount of output trim error, both expressed in percent of span. Also, explain why the HART communicator is necessary to be able to separately calculate these error values. Suggestions for Socratic discussion What other possible sources of error besides the transmitter could account for these discrepancies? Suppose another instrument technician suggests to you that a problem within the precision air pressure regulator might account for some (or all!) of the calibration error seen in the data, and that we should replace the regulator with another. How would you respond to this suggestion? le i02033
40
Question 45 Read Flukes Transmitter Calibration with the Fluke 750 Series Documenting Process Calibrator application note (document 3792201B A-EN-N, August 2011) and answer the following questions: Identify the four dierent instrument calibration examples in this application note. Are any of these similar to an instrument calibration you have done? Explain the advantage of using the Auto Test feature of the Fluke DPC to perform an instrument calibration, compared to performing a manual calibration test. Explain why the fourth calibration example in this application note cannot be done using the Auto Test capability of the Fluke DPC. When manually providing the input values for this instrument under test, is it necessary for you to exactly settle at each test point? Explain why or why not. le i01940 Question 46 Read Flukes Calibrating Pressure Switches with a DPC application note (document 2069058B A-EN-N, July 2011) and answer the following questions: Dene deadband as used in this document with reference to a pressure switch, and explain why this is an important parameter for a process switch. Explain why it is important to tell the DPC whether the setpoint type is low or high. Explain why a pressure switch calibration check cannot be done using the Auto Test capability of the Fluke DPC, but rather must be done using the Manual Test feature. le i01941
41
Question 47 The Fluke corporation sells a software product called DPCTrack2 that may be downloaded and run for a free trial basis. Locate this software on the Fluke website (http://www.fluke.com) and download it to your PC so that you may experiment with it in class. DPCTrack2 is used to upload calibration specications to a process calibrator (e.g. the Fluke model 754) prior to instrument technicians performing a eld or a bench calibration. After the calibration(s) have been completed, the calibrator is re-connected to the personal computer so the As-Found and As-Left calibration results may be downloaded to DPCTrack2 for archival. Thus, DPCTrack2 is useful for calibration workload management: ensuring all technicians have the information necessary to properly complete mission-critical eld instrument calibrations, and ensuring all the calibration data gets properly archived. In this exercise, you will enter data for a few instruments as they appear on the following P&ID. Choose any instruments you wish from the P&ID (choosing a few within the same control loop would be best, because that would allow you to dene a Loop in the DPCTrack software as well as the instruments themselves), giving yourself license to invent realistic calibration ranges for each of them:
V-10 SOUR WATER TANK 8-0" Dia 12-0" Sidewall DP Atmosphere DT 190 oF
P-201 SOUR WATER TANK EDUCTOR 85 ACFM @ 1" H2O
P-101 COOLING WATER PUMP 20 GPM @ 80 oF Rated head: 80 PSI
P-102 SOUR WATER PUMP 5 GPM @ 80 oF Rated head: 75 PSI
P-103 STRIPPED WATER PUMP 8 GPM @ 150 oF Rated head: 60 PSI
C-7 SOUR WATER STRIPPER 12" x 40 SS DP 55 PSIG DT 350 oF Each bed 10 of 1" pall rings
E-2 SOUR WATER HEATER Rated duty: 300 MBTU/HR Shell design: 70 PSI @ 360oF Tube design: 125 PSI @ 360 oF
E-9 STRIPPED WATER COOLER Rated duty: 50 MBTU/HR Shell design: 150 PSI @ 350 oF Tube design: 150 PSI @ 350 oF
P-201 FI 37 Slope Slope

ST
To flare header Dwg. 13320 PC 115
PG 316 Set @ 50 PSI Set @ 75 PSI PG 402 TG 345
NC TT 21 TIR 21
ST
TIC 21 PG 406 PG 438 PV 115
PG 312
PG 315
PSV 352
PSV 353 TG 344
ST
To incinerator Dwg. 13319
ST ST
TG 26 LP cooling water Dwg. 31995
PAH 202
PSH 202 FQ 27
FIC 27
H L
I
/P
PG 441 FY 27 C-7 NC Liquid dist.

ST
ST
FT 27
FV 27
TV 21
Cond
AIT 342
10 packed bed PG 401 FIC 28

I
AAH 342
Set @ 100 PSI
Cond
NC FIR 28
/P
From 50 PSI steam header Dwg. 13301 From nitrogen header Dwg. 13322 FT 29 FI 29 From acid gas separator Dwg. 25311 FIR 29
TG 343 FY 28 10 packed bed 2" thick insul 1 1/2"
PG 422 1/2" LAH 12 LAL 12
AIT 341
AAH 341
PSV 351
ST
L FV 28
FT 28
3/4"
LG 19 V-10
Set @ 2" vac. 2" press.
Steam dist. PSV 355 Set @ 60 PSI NC NLL LLL PCV 10 PG 299 TG 20 PG 300 PG 405 1-3" 2-6"
ST
LAL TI 340 11 Mag LSLL 203 LSL 11 LG 11
TG 477 1" LSH 1" 12 LT 12 1" 1" LY 12 3/4" LIR 12a M

ST
P
TG 480
LSL 12
HLL
E-9
ST
From sour water flash drum Dwg. 25309
HLL
ST
4-1"
1 1/2"
/I
TG 478 LR 12b
TG 479
2" thick insul LLL LT 18 LIR 18 LI 18 LSH 18 LSH 18 LP cooling water Dwg. 31995 LAH 18 LAL 18 1-0"
10-6" 24" MH E-2 FI 97 Set @ 100 PSI
FT 30
ST
LV 12 LIC NC
Strainer
PSV 354 FI 98
FIR 30
H L
12
ST
PAL 201
To water treatment Dwg. 45772
ST ST
pH
TG 346
PSL 201
PG 459
AIT 348
PG 461
PG 463
pH
M FIR 31
ST
AIR 348 P-101
I L P-102
ST
AIT 347
AIR 347
FT 31
PSLL 204 P-103 Slope

ST
ST
42
Your assignment at minimum is to enter multiple instruments into the DPCTrack2 database, complete with one or more Test Point Groups specifying calibration parameters for those instruments. An example of this is shown here:
Beyond that, feel free to experiment with entering more data into the DPCTrack2 database: Equipment data (assigning individual instruments to a piece of equipment) Loop data (assigning individual instruments to a loop) Location data (assigning equipment to certain buildings or other physical locations) Technician information Users manuals or other instructional documents linked to loops or instruments le i02034 Question 48 Question 49 Question 50 Question 51 Question 52
43
Question 53 Question 54 Question 55 Question 56 Question 57 Question 58 Question 59 Question 60
44
Question 61 Suppose an electronic pressure transmitter has an input range of 0 to 100 PSI and an output range of 4 to 20 mA. When subjected to a 5-step up-and-down As-Found calibration test, it responds as such: Applied pressure (PSI) 0 25 50 75 100 Output signal (mA) 3.5 7.5 11.5 15.5 19.5
Sketch this instruments ideal transfer function on the graph below, along with its actual transfer function graph based on the measured values recorded above. Then, determine what kind of calibration error it has (zero shift, span shift, and/or linearity):
20 16 12 8 4 0
Output (mA)
25
50
75
100
Input (PSI)
Finally, identify how this calibration error might be corrected. What steps or procedures would you follow to rectify this problem? Suggestions for Socratic discussion How might the other two calibration errors appear when graphed? Which constant in the y = mx + b linear equation represents zero, and which represents span? Describe how a computer spreadsheet program (e.g. Microsoft Excel) might be a useful tool in graphing this instruments response. le i00081
45
Question 62 An electronic DP transmitter has an input range of 0 to 100 inches water column and an output range of 4 to 20 mA. When subjected to a series of known pressures, it responds as such: Applied pressure ( WC) 0 25 50 75 100 Output signal (mA) 4.0 8.7 12.8 16.6 20.0
Graph this instruments ideal transfer function on the graph below, along with its actual transfer function graph based on the measured values recorded above. Then, determine what kind of calibration error it has (zero shift, span shift, and/or linearity).
20 16 Output 12 (mA) 8 4 0 0 25 50 Input ("W.C.) 75 100
Hint: a computer spreadsheet program might be a useful tool in graphing this instruments response. Feel free to attach a printed copy of a spreadsheet graph instead of hand-sketching one on this page. le i03859
46
Question 63 In this process, two chemical streams are mixed together in a reactor vessel. The ensuing chemical reaction is endothermic (heat-absorbing) and must be heated by steam to ensure the solution is at the necessary temperature to thoroughly react. A temperature transmitter (TT) senses the reaction product temperature and sends a 4-20 mA signal to a temperature indicating controller (TIC). The controller then sends a 4-20 mA control signal to the temperature valve (TV) to throttle steam ow:
Feed A Reactor TV
P
Feed B
Condensed water out

ATO
Steam in
TT TI TIC
Reaction product out
Suppose the last instrument technician to calibrate the temperature transmitter made a mistake, and the transmitter consistently reads 15o too hot. For example, if the reaction product temperature is actually 275o F, the transmitter outputs a current signal corresponding to 290o F. Describe in detail the eect this mis-calibration will have on the performance of the heating system. Suggestions for Socratic discussion Would this calibration error be apparent on the faceplate of the controller (i.e. an oset of 15 o F between PV and SP)? Why or why not? le i04386
47
Question 64 This room pressure control system maintains a slightly positive pressure in a precision electronic assembly room to prevent dust from entering from the outside, while always ensuring a rapid ow rate of air through the room. It regulates pressure by modulating two variable-speed fans: one introducing air to the room (the forced draft fan) and one venting air from the room (the induced draft fan). A pressure transmitter outputs 4 mA at 0 W.C room pressure and 20 mA at 2 W.C. room pressure:
SP = +0.5" WC (set at 25%)
PIC ID fan
HC Filter
PDT
VFD
VFD
FD fan PDIR
PT
Air out
Air in
Assembly room Door
Suppose you are called to troubleshoot a problem in this system: the room air pressure is holding steady at +1.03 inches WC (according to the display on the DDC control system). Based on this data, identify the most likely cause of the problem, and also how you would conrm your diagnosis before making any repairs. Suggestions for Socratic discussion What does VFD stand for, and what exactly do the VFD boxes do to exert control over the speed of the two fan motors? Explain why VFD control of air ow into and out of a forced-ventilation building makes more sense than using valve, dampers, or louvers to do the same. le i00403
48
Question 65 This single-loop control system has a problem: the pressure indicated on the controllers faceplate shows it to be precisely at setpoint (95 inches W.C.), yet the pressure gauge does not agree.
V4
Gauge reads 46 "W.C.
TB1
1 2
Single-loop controller
H Input N G Output
E.S.
Black White Green
250
3 4 5 6
Pressure transmitter
V1
H L
7 8
0 to 100 "WC
9 10
I/P transducer
(170 coil resistance)
V2 FC
Power supply
V3 A.S.
24 VDC
Air from blower
Determine the diagnostic value of each of the following tests. Assume only one fault in the system, including any single component or any single wire/cable/tube connecting components together. If a proposed test could provide new information to help you identify the location and/or nature of the one fault, mark yes. Otherwise, if a proposed test would not reveal anything relevant to identifying the fault (already discernible from the measurements and symptoms given so far), mark no. Diagnostic test Measure AC line voltage Measure DC power supply output voltage Inspect PID tuning parameters in controller Check pressure transmitter calibration Measure transmitter current signal Put controller into manual mode and move valve Measure DC voltage between TB1-3 and TB1-4 Measure DC voltage between TB1-7 and TB1-8 le i00583 Yes No
49
Question 66 An operator claims pressure gauge PG-108 is defective and needs to be replaced. This pressure gauge registers 50 PSI, while pressure controller PIC-33 and pressure recorder PR-33 both register the pressure as being equal to setpoint: 43 PSI. Before replacing this pressure gauge, however, you decide to do some diagnostic thinking to see if there might be other causes for the abnormally high reading at PG-108. The rst thing you check is the position of control valve PV-33a, and you nd its stem position to be at 35% open.
E-5, E-6, E-7 FEED HEAT RECOVERY EXCHANGERS 80 MM BTU/hr Shell 500 PSIG @ 650 oF Tube 660 PSIG @ 730 oF
E-8 OVERHEAD PRODUCT CONDENSER 55 MM BTU/hr Shell 120 PSIG @ 650 oF Tube 165 PSIG @ 400 oF
E-9 BOTTOMS REBOILER 70 MM BTU/hr Shell 630 PSIG @ 800 oF Tube 600 PSIG @ 880 oF
P-10 MAIN CHARGE FEED PUMP 2100 GPM @ 460 PSID
P-11 BACKUP CHARGE FEED PUMP 1900 GPM @ 460 PSID
P-12 MAIN BOTTOMS PRODUCT PUMP 2880 GPM @ 70 PSID
P-13 BACKUP BOTTOMS PRODUCT PUMP 2880 GPM @ 70 PSID
P-14 MAIN OVERHEAD PRODUCT PUMP 2350 GPM @ 55 PSID
P-15 BACKUP OVERHEAD PRODUCT PUMP 2350 GPM @ 55 PSID
C-5 MAIN FRACTIONATION TOWER Dia 10-3" Height 93 DP 57 PSIG DT 650 oF top, 710 oF bottom
NC
V-13 OVERHEAD ACCUMULATOR DP 81 PSIG DT 650 oF
Note 2
RTD FO
To LP flare Dwg. 62314
IAS FT 68 PT 68 TT 68 PY 33a FY 1. Backup (steam-driven) pumps automatically started by 2oo2 trip logic, where both pressure switches must detect a low-pressure condition in order to start the backup pump. 2. Transit-time ultrasonic flowmeter with pressure and temperature compensation for measuring overhead gas flow to flare line. 68
Modbus RS-485
PV 33b
3 to 9 PSI
PIC 33
H L
PY 33b PV 33a
NOTES: FIQ 68
PG 110
9 to 15 PSI
PG 135
PAH 66 PR 33
FO
Cooling water return Dwg. 11324
PSH 66
PG 108
PT 33
NC
FIR 67 PG 109
FOUNDATION Fieldbus
E-8
FT 67 HP cooling water Dwg. 11324
M Set @ 52 PSI Set @ 52 PSI

FOUNDATION Fieldbus
Set @ 55 PSI
Set @ 55 PSI IAS P

FO FOUNDATION Fieldbus
PG 111 FC 31
FOUNDATION Fieldbus
RTD
Overhead product Dwg. 28542
FV 31
FT 31
LIC 30 Set @ 73 PSI
H L
FOUNDATION Fieldbus
FT 69
PT 69
TT 69
NC
V-13 AIC 42 FY 40c

Lead/Lag Lead/Lag
LG 32
LT 30
FY 69
FIR 69
FY 40a
FY 40b
FOUNDATION Fieldbus
FC 34
FY 34
FT 40 AIC 36 FIC 35 PG 136 FFC 41

FOUNDATION Fieldbus
PG 134 IAS FY 35
FT 34
IAS FV 34 P
FC
Distillate product Dwg. 28543
AT 36 PG 127 C-5
FT 35
NC
FV 35 Sidedraw product Dwg. 28545
FOUNDATION Fieldbus
FT 41 600 PSI steam Dwg. 10957
IAS FV 41 P
FC
PG 130
PG 131
NC
AIT 42
NC
TT 53 TIR 50 TT 50
TIR 53 PG 138
FT 37
PG 137
Bottoms product Dwg. 28544
LAH E-5 TIR 51 Fractionator feed from charge heater Dwg. 27004 E-6 TIR 52 TT 52 TT 55 TIR 55 LSL 57 TT 51 TT 54 TIR 54 LSH 58 LG 39 58
Radar Magnetostrictive (float)
LT 38b HLL = 7-2" NLL = 5-4" LLL = 3-8" LT 38a
LT 38c
PG 132 PG 133
E-9
Median select
Condensate return Dwg. 10957 LIC 38

H L
LY 38
FIC 37 IAS FV 37
E-7 TT 56 PG 106 TIR PG 107 Set @ 410 PSI 59 TT 59

HC 142
LAL TIR 56 57
P
FO
NC
PG 140 Set @ 500 PSI
HC 143
PG 141 Set @ 100 PSI
HC 144
IAS
PG 139
IAS
IAS
PSL 60 PSL 61 I Note 1
PSL 62 PSL 63
R
PSL 64 I Note 1 PSL 65

R
S PG 118
FO
I Note 1
S PG 116
FO
PG 123
PG 124
FO
PG 119
PG 113
RO PG 122 M PG 125
RO PG 120
RO M PG 112
RO PG 115
RO M PG 117
RO
P-10
P-11
P-12
P-13
PG 114
P-14
P-15
PG 121
Condensate return Dwg. 10957
1000 PSI steam Dwg. 10957
Identify the likelihood of each specied fault in this process. Consider each fault one at a time (i.e. no multiple faults), determining whether or not each fault could independently account for all measurements and symptoms in this process. Fault PG-108 calibration error PT-33 calibration error PIC-33 left in manual mode PY-33a calibration error PY-33b calibration error Possible Impossible
Finally, identify the next diagnostic test or measurement you would make on this system. Explain how the result(s) of this next test or measurement help further identify the location and/or nature of the fault.
50
Suggestions for Socratic discussion Based on the information you have at this point, can you tell whether any suspected calibration error is due to a mis-adjustment of zero or of span? Explain why or why not. Is controller PIC-33 direct-acting or reverse-acting? How can you tell? Does control valve PV-33a throttle gas or liquid? How can you tell? Identify a typographical error in this P&ID. le i03512
51
Question 67 This boiler steam drum level control system has a problem. The water level in the steam drum is below setpoint (as indicated by the controller display showing 42% water level with a 50% setpoint), and has been for the past several hours despite the operators attempt to raise water level by raising the setpoint on the controller. Meanwhile, the boiler is operating at full power, making steam at a normal rate of ow:
Exhaust stack
Steam TB-25 LT
Steam drum
water Riser tubes

PV
LIC
SP
Downcomer tubes
TB-17 Mud drum
A.S.
LY
I
/P
Feedwater
Identify the likelihood of each specied fault for this system. Consider each fault one at a time (i.e. no multiple faults), determining whether or not each fault could independently account for all measurements and symptoms in this system. Fault LT calibration error LY calibration error Controller failed Low air supply pressure Excessive resistance in LT circuit Excessive resistance in LY circuit Feedwater pump worn Controller in manual mode Possible Impossible
Finally, identify the next diagnostic test or measurement you would make on this system. Bear in mind that this is an operating system and cannot be shut down to accommodate any arbitrary test. Explain how the result(s) of this next test or measurement help further identify the location and/or nature of the fault. le i01368
52
Bu
rn
er
Question 68 Large electric power distribution transformers are lled with a special high-dielectric oil that helps transfer heat from the transformer core to cooling tubes, as well as displace moisture from the internal volume of the device. One of the important operational parameters of such transformers is the temperature of this oil. A special-purpose protection device called a thermal overload protective relay (ANSI/IEEE code number 49) uses an RTD sensor to detect the transformers temperature, then energizes the circuit breakers trip coil (causing the breaker to open its contacts) if ever this temperature exceeds a certain pre-set value. A basic schematic diagram shows how this relay device triggers the circuit breaker to trip if necessary to protect the transformer against over-temperature:
Three-phase power transformer Circuit breaker

13.8 kV secondary 115 kV primary
From 115 kVAC 3-phase source
To 13.8 kVAC 3-phase load(s)
RTD
RTD
TC
Trip coil
RTD temperature sensing
49 protective relay
Trip contacts Control power in Gnd
125 VDC station battery

Fuse Fuse
Identify how you would perform an As-Found test on this protective relay to ensure it would act to trip the circuit breaker in the event the transformer got too hot, without actually tripping the breaker. In other words, devise a live test of the protective relay that does not actually interrupt power to the transformer during the test. Assume the transformers trip temperature setting is 60 degrees Celsius, and that the formula relating RTD resistance with temperature is as follows: R = 100[1 + 0.00385T ] Be sure to specify any temporary changes you would make to the wiring in order to safely conduct your As-Found test, and describe the step-by-step procedure as though you were giving instuctions to another technician to perform the test instead of you. Suggestions for Socratic discussion The specic sequence in which you perform the steps of your As-Found calibration test is every bit as important as the steps themselves! Identify where an improper sequence of otherwise proper steps would cause things to go wrong during the test. 53
For those who have studied RTD sensors before, identify the proper amount of resistance equivalent to 60 degrees Celsius from an RTD table rather than using the given formula. le i02032
54
Question 69 This control system measures and regulates the amount of dierential pressure across a gas compressor, by opening a recirculation valve to let high-pressure discharge gas go back to the low-pressure suction of the compressor. This control system needs to be very fast-acting, and currently it is anything but that, as revealed by the open-loop trend shown in the upper-right of this illustration:
PDIC
terminal block
Open-loop test
PV SP
PDV PDY
(I/P)
PDT
PDV PDY
(volume booster)
35 PSI
instrument air
1 second
PDT Gas out

H L
Gas in
Discharge
Suction
Compressor
Electric motor
Identify what type of problem you think you are dealing with here, as the compressors dierential pressure should not take several seconds to stabilize following a sudden move by the recirculation valve. Also suggest a next diagnostic test or measurement to take, explaining how the result(s) of that test help further identify the location and/or nature of the fault. Suggestions for Socratic discussion Based on the evidence presented, how do you know this problem is denitely not caused by poor PID controller tuning? What other methods exist for controlling dierential pressure across a large gas compressor, other than using a recirculation valve? le i00586
55
Question 70 Gas ow control processes dier somewhat from liquid ow control processes, the former tending to be more dicult to control than the latter. Consider the following process, controlling the ow of gas out of a pressure-controlled vessel:
PIC
FIC Gas in PT FT Gas in Gas out Gas in Gas in Gas out
When the ow indicating controller (FIC) is placed in manual mode and the output bumped 10%, the result is certainly not what you would expect to see in a liquid ow control system:
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 0:00 0:30 1:00 1:30 2:00 2:30
Output
PV
Time (Minutes : Seconds)

Explain the odd shape of the process variable (PV) trend following the output step-change: why the ow increases, then sags, then stabilizes. Identify a diagnostic test you could perform on this process to positively identify the source of this strange behavior, explaining how the result(s) of this next test would help you identify the cause. le i03400
56
Question 71 Question 72 Question 73 Question 74 Question 75 Question 76 Question 77 Question 78 Question 79 Question 80 Question 81 Suppose you need to trigger an alarm light to come on if ever a process measurement signal (4-20 mA) exceeds an operator-determined trip point. The 4-20 mA loop-powered transmitter has already been installed, and wired to a spare analog input (#4) on a Siemens model 353 loop controller. The alarm light has also been wired to an unused digital (discrete) output on the same controller (#1). Sketch a simple function-block program to perform this alarm function based on the library of function blocks available in the Siemens model 353 controller.
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Question 82 Oil reneries and other heavy industries dealing with large quantities of ammable gases often use ares as emergency devices to safely burn o gas vented from one or more process units. This P&ID of a typical are gas system shows how liquids are knocked out of the ammable gas headed to the are, and how ames are prevented from following back from the are tip to the are line by means of a water seal:
Flare tip
PG 36
LP flare gas header Dwg. 10143
ST
ST
LAH PG 35 19 LSH 19 PG 36
ST
LAH 22 Knockout drum LG 20 LIR 24

WirelessHART
LAL 23
H L
Water seal drum LC 21 LT 21
LSH 22
LG 25
LT 24
LY 24
LSL 23
NC
FO NC
LC 24 TT 27
RTD
FO
TT 26
TV 26
LV 24 OWS LV 21 Process water Dwg. 13241
WirelessHART
TIR 27
L
TC 26
T
ST FC
Steam trap
NC
OWS 30 PSI steam Dwg. 13249
LP condensate
ST
Dwg. 13249
Describe the practical purpose of each controller in this P&ID (i.e. explain the reason why we have a controller installed and working in each case), and then determine its proper action. Assuming all transmitters are direct-acting (greater measured variable = greater signal output), determine the proper action (direct or reverse) for each controller in this system. Knockout drum LC-24 = direct or reverse? The purpose of this controller is to . . . Water seal drum LC-21 = direct or reverse? The purpose of this controller is to . . . Water seal drum TC-26 = direct or reverse? The purpose of this controller is to . . .
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Question 83 This pressure-control system does not appear to be regulating water pressure correctly. The SP is set for 110 PSI (out of a 0-150 PSI range), but the PV display on the controller faceplate registers only 27 PSI, and has for quite a while. You happen to notice that the controller output reads 38% on the faceplate:
Water in (from pump)
Air supply Controller

PV SP
Transducer I/P Filter

Pressure gauge
Water out (to points of use)
Out
Air-to-open valve
PT
0 to 150 PSI
Pressure transmitter Water out (back to sump)
Your rst test is to measure loop current in the circuit connecting the pressure transmitter to the pressure controller. There, your multimeter registers 6.88 milliamps. Your next step is to record the pressure gauges indication (at the I/P output tube): 7.5 PSI. Identify the likelihood of each specied fault for this control system. Consider each fault one at a time (i.e. no multiple faults), determining whether or not each fault could independently account for all measurements and symptoms in this circuit. Fault PT out of calibration (outputting wrong current) PIC input out of calibration (not interpreting PV signal properly) PIC output out of calibration (not sending correct mA signal to I/P) Pressure gauge out of calibration (not displaying pressure properly) I/P out of calibration (not outputting correct pressure) Control valve is oversized Control valve is undersized PIC is poorly tuned (not making good control decisions) Instrument air supply not at full pressure le i00338 Possible Impossible
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Question 84 In preparation to disconnect and remove an electric motor for rebuild, an electrician shuts o the circuit breaker feeding the motor control circuit, then places a lock and an informational tag on that breaker so that no one turns it back on before she is done with the job. The next step is to conrm the absence of dangerous voltage on the motor conductors before physically touching any of them. This conrmation, of course, is done with a voltmeter, and we all know that voltage is measured between two points. The question now is, how many dierent combinations of points must the electrician measure between using her voltmeter to ensure there is no hazardous voltage present?
Conduit
T1 T2 T3
V V
OFF
A A
COM
List all possible pairs of points the electrician must check for voltage between. Dont forget to include earth ground as one of those points, in addition to T1, T2, and T3!
Next, write a mathematical formula to calculate the number of point-pair combinations (i.e. the number of dierent voltage measurements that must be taken) given N number of connection points in the circuit.
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Question 85 Suppose a voltmeter registers 0 volts between test points C and E in this series-parallel circuit:
R3 1 k
16 volts
(0.25 amp current-limited)
+
B
1 k
R2 R1
D
1 k
Identify the likelihood of each specied fault for this circuit. Consider each fault one at a time (i.e. no multiple faults), determining whether or not each fault could independently account for all measurements and symptoms in this circuit. Fault R1 failed open R2 failed open R3 failed open R1 failed shorted R2 failed shorted R3 failed shorted Voltage source dead Possible Impossible
Finally, identify the next diagnostic test or measurement you would make on this system. Explain how the result(s) of this next test or measurement help further identify the location and/or nature of the fault.
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Question 86 A V-notch weir is a type of ow-sensing element for measuring liquid ow through open channels. Its construction is similar to a dam, and the height of liquid (head) on its upstream side is related to ow rate over the weir by a nonlinear equation. Suppose the height signal from a level transmitter upstream of a 60o V-notch weir gets sent to the analog input of a process recorder. Displaying the height measurement directly on the recorder would not be very useful, because height (H ) is not linearly proportional to ow rate (Q). A human operator looking at a trend of head could not tell what this trend means in terms of ow, or worse yet might mistakenly interpret the head trend as a ow trend. However, this recorder does have the feature of characterization, where you may enter an equation to linearize an otherwise non-linear signal. Write a linearization formula so that the trend recorder will be able to input the measured height (H , in inches) upstream of a 60o V-notch weir and display as a ow rate (Q) in units of cubic feet per second.
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Question 87 A digital pressure transmitter has a calibrated input range of 50 to 200 PSI, and a 10-bit output (0 to 1023 count range). Complete the following table of values for this transmitter, assuming perfect calibration (zero error): Input pressure (PSI) Percent of span (%) 7 22 39 56 78 Counts (decimal) Counts (hexadecimal)
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Question 88 Suppose an electronic pressure transmitter has an input range of 0 to 400 PSI and an output range of 4 to 20 mA. When subjected to a series of known pressures to obtain an As-Found calibration table, it responds as such: Applied pressure (PSI) 0 100 200 300 400 300 200 100 0 Output signal (mA) 4.0 8.0 12.0 16.0 20.0 16.1 12.1 8.1 4.1
Identify the type of calibration error this transmitter suers from.
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Question 89 Shown here is a pair of loop-powered 4-20 mA process transmitters, a process controller with dual measurement inputs, and a 4-20 mA I/P (current-to-pressure) converter used to drive a pneumaticallyactuated control valve. The controller inputs are ranged from 1 to 5 volts DC, not 4-20 mA:
4-20 mA looppowered transmitter
Process controller
+24 VDC
X 4-20 mA looppowered transmitter Y Gnd
+
ADC ADC Out Gnd 4-20 mA I/P converter Output 4-20 mA
Control valve
Show how all three eld devices would properly connect to the controller, including the placement of resistors to convert the current signals into voltage signals that the controllers ADCs may interpret. Furthermore, use shielded cable, showing where all shield ground connections should be located.
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Question 90 The following strobe light has a problem: the ash tube never ashes.
Flash tube On/off 6V R1 R2

TP1
T1
Q1
TP2
C2 Q2 R4
TP3
TP6
C1
Q3 R5 Q4 R6
TP4
R3
TP5
Turning the ash rate control (rheostat R1 ) to the slowest position, you take two voltage measurements with a voltmeter: at test point 3 (between TP3 and ground) you measure a voltage rhythmically pulsating between about 1.5 and 4 volts DC. At test point 6 (between TP6 and ground) you measure about 0.3 volts DC all the time. From this information, identify two possible faults (either one of which could account for the problem and all measured values in this circuit), and also identify two circuit elements that could not possibly be to blame (i.e. two things that you know must be functioning properly, no matter what else may be faulted) other than the 6 volt battery and the on/o switch. The circuit elements you identify as either possibly faulted or properly functioning can be wires, traces, and connections as well as components. Be as specic as you can in your answers, identifying both the circuit element and the type of fault. Circuit elements that are possibly faulted 1. 2. Circuit elements that must be functioning properly 1. 2.
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Question 91 Lab Exercise Your task is to build, document, and successfully operate a process controlled by a recording PID controller. Several alternative process types exist and are documented in subsequent pages. The working process you build will be used in future lab exercises this quarter to meet other learning objectives, which means you will not disassemble this project at the completion of these lab objectives as you normally would. The following table of objectives show what you and your team must complete within the scheduled time for this lab exercise. Note how some of these objectives are individual, while others are for the team as a whole: Objective completion table: Performance objective Choose process to build Prototype sketch (before building the system!) Final loop diagram and system inspection Process and Instrument Diagram (P&ID) Trend graph displays PV and Output Process exhibits good control behavior PV alarm(s) dened and enabled Lab question: Selection/testing Lab question: Commissioning Lab question: Mental math Lab question: Diagnostics Grading mastery mastery mastery mastery mastery mastery mastery proportional proportional proportional proportional 1 2 3 4 Team
The only proportional scoring in this activity are the lab questions, which are answered by each student individually in a private session between the instructor and the team. A listing of potential lab questions are shown at the end of this worksheet question. The lab questions are intended to guide your labwork as much as they are intended to measure your comprehension, and as such the instructor may ask these questions of your team day by day, rather than all at once (on a single day). It is essential that your team plans ahead what to accomplish each day. A short (10 minute) team meeting at the beginning of each lab session is a good way to do this, reviewing whats already been done, whats left to do, and what assessments you should be ready for. There is a lot of work involved with building, documenting, and troubleshooting these working instrument systems! As you and your team work on this system, you will invariably encounter problems. You should always attempt to solve these problems as a team before requesting instructor assistance. If you still require instructor assistance, write your teams color on the lab whiteboard with a brief description of what you need help on. The instructor will meet with each team in order they appear on the whiteboard to address these problems.
Cut out tag(s) with scissors, then affix to instrument(s) using transparent tape to show calibration: CALIBRATED By: Range: Date: By: Range: CALIBRATED Date: By: Range: CALIBRATED Date: By: Range: CALIBRATED Date:
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Lab Exercise choosing a process to build There are a number of process types to choose from when selecting the one you will build with your team. The only non-negotiable limitations is that the process must be safe, legal, and possible to complete in the time allotted for this lab. What follows are some examples:
Air pressure control

PY From compressed air supply (30 PSI)
/P
PRC
Alternatively, let the supply air be manually controlled and the pressure controller modulate the vent valve.
Pressure vessel
PT
Vent
Air turbine speed control

SY From compressed air supply (30 PSI)
"Muffin" fans (like those used for cooling personal computers) work surprisingly well as turbines and tachogenerators! A smart temperature transmitter configured for millivolt signal input works well as a speed transmitter, combined with a voltage divider to reduce the tachs output signal down to a millivolt range.
/P
SRC
Tach
Turbine
ST
Vent
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Water level control

I
/P
Fountain-style water pumps work well for this purpose, so long as the total pumping height (head) is not too great.
LY
Alternatively, let the in-flow be manually controlled and the level controller modulate the drain valve.
LRC LT
Bypass
Pump
Water flow control

Fountain-style water pumps work well for this purpose, so long as the total pumping height (head) is not too great. Simple venturi tubes may be fabricated using bell reducers and straight pipe sections, in either plastic or metal.
FT
I
/P
FY FRC
Alternatively, let the venturi flow be manually controlled and the flow controller modulate the bypass valve. Pump
Bypass
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Oven temperature control

TT
A cheap electric toaster oven or convection oven works well for this purpose. The only "hard-tofind" part is the power controller (JC) which modulates AC power to the heating element in accordance with the temperature controllers 4-20 mA output signal.
TRC
JC
(PWM)
Convection oven
Solar air heater control

TT
For the purposes of this lab exercise, the solar collector may be made out of cardboard with clear plastic food wrap as the cover material. Paint the inside of the collector flat black for maximum heat absorption capability. Use a variable-frequency motor drive (VFD) if the fan is turned by an AC motor. If using a DC fan (e.g. computer cooling fan), you may use a simpler PWM power controller.
TRC
JC
(VFD or PWM)
Collector Air fan
Other process ideas include: Soldering iron temperature control (blowing air over tip with variable-speed fan). Pneumatic piston height control (using lengths of PVC pipe to build a simple piston/cylinder which may be used to lift small weights using modest air pressures). A good way to control air pressure to the piston is to route the I/P transducers output to a volume booster relay and let the relays output directly drive the piston. Piston height may be sensed using a exible water tube attached to the piston rod, running to a stationary pressure transmitter. Inverted pendulum balance. Note: this is an advanced project!
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Lab Exercise selecting components and planning the system One of the most common problems students encounter when building any working system, whether it be a circuit on a solderless breadboard or an instrument loop spanning an entire room, is properly connecting and conguring all components. An unfortunate tendency among most students is to simply start connecting parts together, essentially designing the system as they go. This usually leads to improperly-connected components and non-functioning systems, sometimes with the result of destroying components due to those improper connections! An alternative approach is to plan ahead by designing the system before constructing it. This is easily done by sketching a diagram showing how all the components should interconnect, then analyzing that diagram and making changes before connecting anything together. When done as a team, this step ensures everyone is aware of how the system should work, and how it should go together. The resulting prototype diagram need not be complex in detail, but it should be detailed enough for anyone to see which component terminals (and ports) connect to terminals and ports of other devices in the system. For example, your teams prototype sketch should be clear enough to determine all DC electrical components will have the correct polarities. If your proposed system contains a signicant amount of plumbing (pipes and tubes), your prototype sketch should show all those connections as well. Your rst step should be selecting proper eld instruments from the instrument storage area to use in building your system. In this particular lab, you are looking for a transmitter suitable for measuring your process variable, and likely an I/P converter used to convert the controllers 4-20 mA output signal into an air pressure that a control valve may operate on. Electronic process controllers are in several locations throughout the lab, ready to be used for controlling processes. Your instructor will help you select appropriate instruments for the process you have chosen. You may also need a data acquisition unit, or DAQ to function as a trend recorder. When used with a personal computer and connected properly to the loop circuit, a DAQ unit will provide graphical displays of loop variables over time. Students usually nd the connection of a DAQ unit to their loop controller to be the trickiest part of their loop wiring. You will need to consult the manufacturer documentation on the DAQ unit as well as the eld instruments and controller in order to gure out how to wire them together. You will nd your teammates who have already taken the Measurement course series will be very helpful in showing you how to check, congure, calibrate, and install the measuring instrument(s) you will need for your process! Your teams prototype sketch is so important that the instructor will demand you provide this plan before any construction on your teams working system begins. Any team found constructing their system without a veried plan will be ordered to cease construction and not resume until a prototype plan has been drafted and approved! Each member on the team should have ready access to this plan (ideally possessing their own copy of the plan) throughout the construction process. Prototype design sketching is a skill and a habit you should cultivate in school and take with you in your new career. Planning a functioning system should take no more than an hour if the team is working eciently, and will save you hours of frustration (and possible component destruction!).
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Lab Exercise building the system The Instrumentation lab is set up to facilitate the construction of working instrument loops, with over a dozen junction boxes, pre-pulled signal cables, and racks set up with 2-inch vertical pipes for mounting instruments. These racks also provide structure for building physical processes, with more than enough weight-bearing capacity to hold any process vessels and equipment. The only wires you should need to install to build a working system are those connecting the eld instrument to the nearest junction box, and then small jumper cables connecting dierent pre-installed cables together within intermediate junction boxes. After getting your prototype sketch approved by the instructor, you are cleared to begin building your system. Instruments attach to 2-inch pipes using special brackets and U-bolts. These brackets and U-bolts are located in the instrument storage area. You will also need to install liquid-tight exible conduit between the instrument(s) and the nearest junction box to route signal wires through. Conduit and ttings are located in a drawer in the back of the lab near the instrument storage area. This ensures your installation will have a professional appearance with no exposed signal wiring. Select a specic loop controller for your system. Your instructor may choose the controller for your team, to ensure you learn more than one type of controller during the course of a quarter. Finally, your process control system needs to have a loop number, so all instruments may be properly labeled. This loop number needs to be unique, so that another team does not label their instruments and cables the same as yours. One way to make your loop number unique is to use the equivalent resistor colorcode value for your teams color in the loop number. For example, if you are the Red team, your loop number could be 2. Common mistakes: Neglecting to consult the manufacturers documentation for eld instruments (e.g. how to wire them, how to calibrate them). Mounting the eld instrument(s) in awkward positions, making it dicult to reach connection terminals or to remove covers when installed. Improper pipe/tube tting installation (e.g. trying to thread tube ttings into pipe ttings and visaversa). Failing to tug on each and every wire where it terminates to ensure a mechanically sound connection. Students working on portions of the system in isolation, not sharing with their teammates what they did and how. It is important that the whole team learns all aspects of their system! Building a functioning process complete with instrumentation for control typically takes one or two sessions (3 hours each) if all components are readily available and the team is working eciently!
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Lab Exercise documenting the system Each student must sketch their own loop diagram and their own P&ID for their teams system, following proper ISA conventions. The P&ID documents the ow of uid and materials in your process plus the general control strategy. The loop diagram documents all wiring and tube connections between instruments. Although the two diagrams reinforce one another and might possibly be combined into one, the industry standard is to use two separate diagrams. Sample loop diagrams are shown in the next question in this worksheet. These loop diagrams must be comprehensive and detailed, showing every wire connection, every cable, every terminal block, range points, etc. The principle to keep in mind here is to make the loop diagram so complete and unambiguous that anyone can follow it to see what connects to what, even someone unfamiliar with industrial instrumentation. In industry, loops are often constructed by contract personnel with limited understanding of how the system is supposed to function. The loop diagrams they follow must be so complete that they will be able to connect everything properly without necessarily understanding how it is supposed to work. Every instrument and every signal cable in your loop needs to be properly labeled with an ISA-standard tag number. An easy way to do this is to wrap a short piece of masking tape around each cable (and placed on each instrument) then writing on that masking tape with a permanent marker. Although no industry standard exists for labeling signal cables, a good recommendation is to label each two-wire cable with the tag number of the eld instrument it goes to. Thus, every length of two-wire cable in a pressure transmitter circuit should be labeled PT-x (where x is the loop number), every ow control valve should be labeled FV-x, etc. Remember that the entire loop is dened by the process variable it measures: if the PV is temperature then the transmitter with be a TT, the control valve will be a TV, the controller with be a TC, etc. When your entire team is nished drafting your individual loop diagrams, call the instructor to do an inspection of the loop. Here, the instructor will have students take turns going through the entire loop, with the other students checking their diagrams for errors and omissions along the way. After successfully passing the inspection, each team member needs to place their loop diagram in the diagram holder located in the middle of the lab behind the main control panel. When it comes time to troubleshoot another teams system, this is where you will go to nd a loop diagram for that system! The P&IDs will be submitted to the instructor for inspection as well, but the process itself need not be inspected again. Common mistakes: Forgetting to label all signal wires (see example loop diagrams). Forgetting to label all eld instruments with their own tag names (e.g. PT-83). Forgetting to note all wire colors. Forgetting to put your name on the loop diagram! Basing your diagram o of a team-mates diagram, rather than closely inspecting the system for yourself. Not placing loop sheet instruments in the correct orientation (eld instruments on the left, control room instruments on the right).
Creating and inspecting accurate loop diagrams should take no more than one full lab session (3 hours) if the team is working eciently! Creating and inspecting accurate P&IDs will take more time, but not an entire lab session (3 hours).
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Lab Exercise operating the system All networked loop controllers in the lab (DCS, DDC, PLC, single-loop networked) provide graphing functionality so that you may plot your process variable (PV) and output values over time. This graphical data is essential for tuning PID-controlled loops. If you happen to be using a controller that does not provide graphing capability, your team must attach a trend recorder and/or a data acquisition unit (plus a personal computer) to the necessary signal cables so that these values are recorded over time. PID tuning is a subject worthy of its own course, and so you will not be expected to achieve perfect control on your process. You will nd, however, that one of the best ways to learn PID tuning is by playing with your process as it responds to dierent tuning parameters entered into the loop controller. The expectation for good control behavior in the context of this lab exercise is for the loop to exhibit response that is no less stable following large setpoint changes than the classic quarter-wave damping described by Ziegler and Nichols in 1942. Most student-built processes are quite safe to operate. However, if your process harbors any unique hazards (e.g. overowing water may present a slip hazard, overheated oven may cause materials to smoke or burn), you must be aware of these hazards and limit everyones exposure to them. All team members for each process must be familiar with the inherent hazards of their process and how to mitigate them. One operational step to help avoid problems is to congure the controller for setpoint limits preventing the setpoint value from being placed at dangerous values in automatic mode. Just what these setpoint limit values should be set to varies with the process and the teams experience operating it. As your time with the process builds, you will no doubt arrive at ideas for improving it. Feel free to work with your team to optimize the process in any way you see t. The goal is to have your process as robust and problem-free as possible for other teams to use it in later coursework! After you have built and tuned your process, you should identify and congure alarm values for the controllers PV display. Most controllers have PV alarm capability built in, signaling a condition of excessive or insucient PV if those alarm points are ever tripped. You need to set at least a high alarm on the PV so that when other teams come after you to re-tune your process, they have some guidepost showing them what PV value(s) they should not exceed! If your team has enough time, feel free to connect an actual alarm indicator light and/or audible buzzer to your control system that turns on (and latches) if an alarm point is exceeded. A tendency of students when they rst learn to tune PID control loops is to proceed carelessly because they know the toy processes they are learning to tune arent going to harm anything if their PVs go out of bounds. While this assumption might be true for your teams process, it is not good to allow others to proceed as such and form bad habits. Thus, the inclusion of alarm point(s) on your process PV especially if connected to some form of signaling device that is annoying and/or embarrassing to trip such as a loud buzzer makes for a better teaching tool for others learning PID tuning!
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A crude closed-loop PID tuning procedure Tuning a PID controller is something of an art, and can be quite daunting to the novice. What follows is a primitive (oversimplied for some situations!) procedure you can apply to many processes. Step 1 Understand the process you are trying to control. If you do not have a fundamental grasp on the nature of the process youre controlling, it is pointless even dangerous to change controller settings. Here is a simple checklist to cover before touching the controller: What is the process variable and how is it measured? What is the nal control element, and how does it exert control over the process variable? What safety hazards exist in this process related to control (e.g. danger of explosion, solidication, production of dangerous byproducts, etc.)? How far am I allowed to bump the process while I tune the controller and monitor the response? How is the controller mode switched to manual, just in case I need to take over control? In the event of a dangerous condition caused by the controller, how do you shut the process down? Step 2 Understand what the settings on the controller do. Is your controller congured for gain or proportional band? Minutes per repeat or repeats per minute? Does it use reset windup limits? Does rate respond to error or PV alone? You had better understand what the PID values do to the controllers action if you are going to decide which way (and how much) to adjust them! Back in the days of analog electronic and pneumatic controllers, I would recommend to technicians that they draw little arrow symbols next to each adjustment knob showing which way to turn for more aggressive action this way they wouldnt get mixed up guring out gain vs PB, rep/min vs min/rep, etc.: all they had to think of is more or less of each action. Step 3 Manually bump the manipulated variable (nal control element) to learn how the process responds. Right now, you are the controller! What you need to do is adjust the process to learn how it responds: is it an integrating process, a self-regulating process, or a runaway process? Is there signicant dead time or hysteresis? Is the response linear and consistent? Many process control problems are caused by factors other than the controller, and this manual test step is a key diagnostic technique for assessing these other factors. Step 4 Set the PID constants to minimal settings and switch to automatic mode. This means gain less than 1, no integral action (0 rep/min or maximum min/rep), no derivative action, and no ltering. Step 5 Bump the setpoint and watch the controllers response. This tests the controllers ability to manage the process on its own. What you want is a response that is reasonably fast without overshooting or undershooting too much, and without undue cycling. The nature of the process and the constraints of quality standards will dictate what is too much response time, over/undershoot, and cycling. Step 6 Increase or decrease the control action aggressiveness according to the results of Step 5. Step 7 Repeat steps 5 and 6 for P, I, and D, one at a time, in that order. In other words, tune the controller rst to act as a P-only controller, then add integral (PI control), then derivative (PID), each as needed.
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Caveats The procedure described here is very crude, and should only be applied as a students rst foray into PID tuning, on a safe demonstration process. It assumes that the process responds predominantly to proportional (P-only) action, which may not be true for some processes. It also gives no specic advice for tuning based on the results of step 3, which is the mark of an experienced PID tuner. With study, practice, and time, you will learn what types of processes respond best to P, I, and D actions, and then you will be able to intelligently choose what parameters to adjust, and what closed-loop behaviors to look for.
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Lab questions (reviewed between instructor and student team in a private session) Selection and Initial Testing Explain how to simply test the transmitter for proper operation prior to actually starting up the process Explain how to simply test the nal control element for proper operation prior to actually starting up the process Explain and demonstrate how to set the tuning parameters (P, I, and D) of the controller Identify and explain the distinction between direct and reverse control modes in the loop controller Identify some of the main loads in your process, and explain how they may be varied while the process is running Commissioning and Documentation Demonstrate how to isolate potentially hazardous energy in your system (lock-out, tag-out) and also how to safely verify the energy has been isolated prior to commencing work on the system Explain and demonstrate how to set the proper engineering units for the controllers process variable (PV) and setpoint (SP) indicators Explain (step by step) how to secure an operating (automatic mode) control loop to calibrate the process transmitter without shutting down the process Explain (step by step) how to secure an operating (automatic mode) control loop to stroke and calibrate the control valve without shutting down the process Demonstrate the use of a loop calibrator to measure the 4-20 mA signal output by the transmitter Demonstrate the use of a loop calibrator to simulate the 4-20 mA signal coming from the transmitter Demonstrate the use of a loop calibrator to stroke the control valve Mental math (no calculator allowed!) Convert a proportional band value into a gain value, or visa-versa Convert a repeats/(minute or second) integral value into a (minutes or seconds)/repeat integral value, or visa-versa Calculate the pneumatic pressure in a 3-15 PSI range corresponding to x percent. Calculate the electrical current in a 4-20 mA range corresponding to x percent. Calculate the electrical voltage in a 1-5 volt range corresponding to x percent. Calculate the percentage value of a pneumatic pressure signal x PSI in a 3-15 PSI range. Calculate the percentage value of an electrical current signal x mA in a 4-20 mA range. Calculate the percentage value of an electrical voltage signal x volts in a 1-5 volt range. Diagnostics Virtual Troubleshooting referencing their systems diagram(s), students propose diagnostic tests (e.g. ask the instructor what a meter would measure when connected between specied points; ask the instructor how the system responds if test points are jumpered) while the instructor replies according to how the system would behave if it were faulted. Students try to determine the nature and location of the fault based on the results of their own diagnostic tests. Explain how to distinguish an open cable fault from a shorted cable fault using only a voltmeter (no current or resistance measurement, but assuming you are able to break the circuit to perform the test) Identify the eect of improper controller action (direct versus reverse) on an automatically-controlled process Explain how to use the manual mode of a process controller as a diagnostic test to check for problems in a control system le i01558
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Question 92 The Rules of Fault Club (1) Dont try to nd the fault by looking for it perform diagnostic tests instead (1) Dont try to nd the fault by looking for it perform diagnostic tests instead! (3) The troubleshooting is over when you have correctly identied the nature and location of the fault (4) Its just you and the fault dont ask for help until you have exhausted your resources (5) Assume one fault at a time, unless the data proves otherwise (6) No new components allowed replacing suspected bad components with new is a waste of time and money (7) We will practice as many times as we have to until you master this (8) Troubleshooting is not a spectator sport: you have to troubleshoot! These rules are guaranteed to help you become a better troubleshooter, and will be consistently emphasized by your instructor.
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Loop diagram template
Loop Diagram:
Revised by:
Date:
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Tag #
Description
Manufacturer
Model
Input range
Output range
Notes
Loop diagram requirements Perhaps the most important rule to follow when drafting a loop diagram is your diagram should be complete and detailed enough that even someone who is not an instrument technician could understand where every wire and tube should connect in the system! Instrument bubbles Proper symbols and designations used for all instruments. All instrument bubbles properly labeled (letter codes and loop numbers). All instrument bubbles marked with the proper lines (solid line, dashed line, single line, double lines, no lines). Optional: Calibration ranges and action arrows written next to each bubble. Text descriptions Each instrument documented below (tag number, description, etc.). Calibration (input and output ranges) given for each instrument, as applicable. Connection points All terminals and tube junctions properly labeled. All terminal blocks properly labeled. All junction (eld) boxes shown as distinct sections of the loop diagram, and properly labeled. All control panels shown as distinct sections of the loop diagram, and properly labeled. All wire colors shown next to each terminal. All terminals on instruments labeled as they appear on the instrument (so that anyone reading the diagram will know which instrument terminal each wire goes to).
Cables and tubes Single-pair cables or pneumatic tubes going to individual instruments should be labeled with the eld instrument tag number (e.g. TT-8 or TY-12) Multi-pair cables or pneumatic tube bundles going between junction boxes and/or panels need to have unique numbers (e.g. Cable 10) as well as numbers for each pair (e.g. Pair 1, Pair 2, etc.). Energy sources All power source intensities labeled (e.g. 24 VDC, 120 VAC, 20 PSI) All shuto points labeled (e.g. Breaker #5, Valve #7)
80
Sample Loop Diagram (using a single-loop controller)
Loop Diagram: Furnace temperature control Process area
Revised by: Mason Neilan Field panel JB-12
Date: April 1, 2007 Control room panel CP-1

0-1500oF Red Cable TT-205 Blk TY Red Blk Blk
TE 205
0-1500oF Yel
TB-15
Red Cable TT-205 Blk Blk Red
TB-11
Wht/Blu
1 2
TT 205
3 4
Wht/Blu
Cable 3, Pr 1
Blu Blu
1 2
Red
7 22 TIC 21 205 19 18 H N
Blk Wht
Red
TB-15
/P
TB-11
Wht/Org
205a
Tube TV-205
TY 205b
Red
Red
Cable TY-205b Blk Blk
5 6
Wht/Org
Cable 3, Pr 2
Org Org
3 4
Red Cable TY-205b Blk
81
TV 205
AS 20 PSI Valve #15 Column #8
ES 120 VAC Breaker #4 Panel L2
Tag # TE-205 TT-205 TY-205a TIC-205 TY-205b TV-205
Description Thermocouple
Temperature transmitter
Manufacturer Omega Rosemount Vishay Siemens Fisher Fisher
Model 444 PAC 353 546 Easy-E
Input range 0-1500o F 1-5 V 4-20 mA 3-15 PSI
Output range Type K 4-20 mA 250 0-1500o F 3-15 PSI 0-100%
Notes Ungrounded tip Upscale burnout Reverse-acting control Fail-closed
Resistor Controller I/P transducer Control valve
Sample Loop Diagram (using DCS controller)
Loop Diagram: Blue team pressure loop Field process area

0-50 PSI
Revised by: Duncan D.V. Field panel JB-25 TB-52 TB-80

Red Red
Date: DCS cabinet
April 1, 2009
H L
Red
Red
PT 73 6
Cable PT-6 PT-73

Blk Blk
1 2
Cable 4, Pr 1
Blk Blk
11 12
Red
Red
Cable PT-6 PT-73 Blk Blk
11 12
Card 4 Channel 6 Analog input
Tube PV-6
0-50 PSI
PIC 6 73 TB-52
Red Red
82
PV 73 6
I
/P
TB-80
Red Red
PY 73 6 AS 20 PSI Tag # PT-73 PT-6 PIC-73 PIC-6 PY-73 PY-6 PV-73 PV-6 Description Pressure transmitter Controller I/P transducer Control valve
Cable PV-6 PV-73

Blk Blk
15 16
Cable 4, Pr 8
Blk Blk
29 30
Red
Red
Cable PV-73 PV-6 Blk Blk
11 12
Card 6 Channel 6 Analog output
Manufacturer Rosemount Emerson Fisher Fisher
Model 3051CD DeltaV 846 Vee-ball
Input range Output range 0-50 PSI 4-20 mA 4-20 mA 3-15 PSI 4-20 mA 4-20 mA 3-15 PSI 0-100%
Notes
HART-enabled input Direct-acting control
Fail-open
Sample Loop Diagram (using pneumatic controller)
le i00654
Loop Diagram: Sludge tank level control Process area
Revised by: I. Leaky Bulkhead panel B-104
Date:
April 1, 2008
Control panel CP-11
H L
(vent)
LT 24 In
Tube LT-24a
Out
Tube LT-24b 14
C A.S. 21 PSI LV 24 Tube LV-24 Tube LV-24 Tube LV-24 LIC 24 D A.S. 21 PSI
Supply
83
Tag # LT-24 LIC-24 LV-24
Description Level transmitter Controller Control valve
Manufacturer Foxboro Foxboro Fisher
Model 13A 130

Easy-E / 667
Input range 25-150 "H2O 3-15 PSI 3-15 PSI
Output range 3-15 PSI 3-15 PSI 0-100%
Notes
Fail closed
Question 93 Connect an ice-cube relay to a DC voltage source and a switch such that the relay will energize when the switch is closed. All electrical connections must be made using a terminal strip (no twisted wires, crimp splices, wire nuts, spring clips, or alligator clips permitted). This exercise tests your ability to properly interpret the pinout of an electromechanical relay, properly wire a switch to control a relays coil, and use a terminal strip to organize all electrical connections.
Relay socket Relay Terminal strip Switch
The following components and materials will be available to you during the exam: assorted ice cube relays with DC-rated coils and matching sockets ; assorted switches ; terminal strips ; lengths of hook-up wire ; battery clips (holders). You will be expected to supply your own screwdrivers and multimeter for assembling and testing the circuit at your desk. The instructor will supply the battery(ies) to power your circuit when you are ready to see if it works. Until that time, your circuit will remain unpowered.
Study reference: the Control Relays section of Lessons In Industrial Instrumentation. le i03772
84
Answers Answer 1 Answer 2 Partial answers: Explain why instrument transformers (PTs and CTs with voltage step-down and current step-down ratios) are used to connect the PQM to the power system conductors. The instrument transformers provide both signal reduction and galvanic isolation between the PQM and the high-voltage, high-current power line conductors. Assuming a phase-to-neutral voltage on B phase of 7155 volts AC, calculate the voltage seen between the PQM instruments V2 and VN terminals. 119.25 volts Answer 3 Answer 4 One disadvantage is that while using software such as AMS to view and/or edit HART instrument parameters from the control room display, you do not get the same sort of verication of having the right instrument as you do when connecting a handheld HART communicator directly to the instrument! Answer 5 Answer 6 Each line beginning with a letter C is a comment, placed there strictly for the benet of any human being reading the program. Comments are ignored by the controller as it executes the code. The .LT. operator stands for Less Than while the .GT. operator stands for Greater Than and the .EQ. operator stands for Equal To. The singular GOTO instruction causes the program to loop, endlessly repeating the entire program. Answer 7 Each line beginning with a letter C is a comment, placed there strictly for the benet of any human being reading the program. Comments are ignored by the controller as it executes the code. The .LE. operator stands for Less Than Or Equal To while the .GT. operator stands for Greater Than. Answer 8 Based on the rst measurement (only), we could conclude the wiring fault may be an open in either cable 30 or in cable 41. After taking the second measurement, we must conclude the fault is an open in cable 41 (or an open fault in the valve positioner). Answer 9 Answer 10 This mis-calibration will result in the actual ash vessel pressure being greater than it should be.
85
Answer 11 Partial answer: AI 1-5 VDC Analog input, requires external 250 resistor and loop power supply AI 4-20 mADC AI 4-20 mADC w/ HART Analog input, provides loop power and HART communication ability AO 4-20 mA AO w/ HART DI 24VDC dry contact Discrete input, provides power for switch circuit DI 24VDC isolated DI 120VAC isolated DO 24VDC high side Answer 12 Answer 13 Answer 14 Answer 15 Answer 16 Answer 17 Answer 18 Answer 19 Answer 20 Answer 21 Answer 22 Answer 23 Answer 24 Answer 25 Answer 26 Answer 27
86
Answer 28 Input level applied (ft) 0 2 4 6 8 Answer 29 Measured level (feet) 1.6 0.3875 0.8 Answer 30 Pressure gauge LRV = 0 PSI URV = 100 PSI Test pressure = 65 PSI Instrument indication = 67 PSI Error = +2 % of span Weigh scale LRV = 0 pounds URV = 40,000 pounds Test weight = 10,000 pounds Instrument indication = 9,995 pounds Error = -0.0125 % of span Thermometer LRV = -40o F URV = 250o F Test temperature = 70o F Instrument indication = 68o F Error = -0.69 % of span pH analyzer LRV = 4 pH URV = 10 pH Test buer solution = 7.04 pH Instrument indication = 7.13 pH Error = +1.5 % of span Percent of span (%) 80 19.375 40 Output signal (mA) 16.8 7.1 10.4 Percent of span (%) 0 25 50 75 100 Output signal (mA) 4 8 12 16 20
87
Answer 31 Hysteresis and dead band are not exactly the same type of calibration error, but they are closely related. Dead band refers to a range of instrument measurement during reversal of input where the output does not change at all. A common example of this is a loose steering system in an automobile, where the steering wheel must be turned excessively to take up backlash (mechanical slack) in the linkage system. Hysteresis refers to the situation where a reversal of input causes an immediate, but not proportionate, reversal of output. This is commonly seen in air-actuated valves, where air pressure acts against the action of a large spring to precisely position a valve mechanism. Ideally, the valve mechanism will move proportionally to the air pressure signal sent to it, and this positioning will be both repeatable and accurate. Unfortunately, friction in the valve mechanism produces hysteresis: a dierent air pressure signal may be required to position the valve mechanism at the same location opening versus closing, but unlike dead band, any amount of signal reversal (change of direction: increasing vs. decreasing) will cause the valve to move slightly. Compare the following transfer function graphs to understand the dierence between hysteresis and dead band:
Ideal instrument response (no hysteresis or dead band)
Output
Input Dead band going up Input going down Hysteresis: Output going up Input Output Dead band going up
Dead band:
Output
going down
going Output down
Input
going down going up Input
Both dead band and hysteresis are characteristically mechanical phenomena. Electronic circuits rarely exhibit such artifacts of measurement or control. Dead band and hysteresis are more often found together than separately in any instrument. Interestingly, both eects are present in magnetic circuits. The magnetization curves for typical transformer core steels and irons are classic examples of hysteresis, whereas the magnetization curve for ferrite (in the saturation region) is quite close to being a true representation of deadband. Answer 32 Ill answer the question with a scenario of my own: suppose it is discovered that some patients suered complications after taking drugs manufactured by this company, and that the particular batch of suspect drugs were processed in this very same vessel about 6 months ago? Now imagine that this temperature recording instrument gets routinely calibrated once a month. See the problem?
88
Answer 33 Answer 34 Answer 35 Answer 36 Answer 37 Answer 38 Answer 39 Answer 40 Answer 41 Answer 42 Answer 43 Answer 44 Answer 45 Answer 46 Answer 47 Answer 48 Answer 49 Answer 50 Answer 51 Answer 52 Answer 53 Answer 54 Answer 55 Answer 56 Answer 57 Answer 58 Answer 59
89
Answer 60 Answer 61 This instrument has a zero shift error, but not a span shift or linearity error. Ideal transfer function:
20 16 12 8 4 0
Output (mA)
25
50
75
100
Input (PSI)
Actual transfer function: (zero error)
ideal
20 16 12 8 4 0
actual
Output (mA)
25
50
75
100
Input (PSI)
90
A span error would look something like this (wrong slope):
20 16 12 8 4 0
ideal
Output (mA)
actual
0 25 50 75 100
Input (PSI)
A linearity error would look something like this (not a straight line):
20 16 12 8 4 0
ideal
Output (mA)
actual
25
50
75
100
Input (PSI)
A zero error is usually correctable by simply adjusting the zero screw on an analog instrument, without making any other adjustments. Span errors, by contrast, usually require multiple adjustments of the zero and span screws while alternately applying 0% and 100% input range values to check for correspondence at both ends of the linear function. Answer 62 Answer 63 Answer 64 Chances are there is something wrong with the ID fan, causing it to move less air than it should. Alternatively, the FD fan could be at fault, spinning faster than it should.
91
Answer 65 Diagnostic test Measure AC line voltage Measure DC power supply output voltage Inspect PID tuning parameters in controller Check pressure transmitter calibration Measure transmitter current signal Put controller into manual mode and move valve Measure DC voltage between TB1-3 and TB1-4 Measure DC voltage between TB1-7 and TB1-8 Yes No
Moving the valve in manual mode will be a worthwhile test only if you also check the gauges and controllers indications of pressure with the valve in a dierent position. Both indications should change with a change in valve position. Answer 66 Fault PG-108 calibration error PT-33 calibration error PIC-33 left in manual mode PY-33a calibration error PY-33b calibration error Answer 67 Students are often surprised to nd that a transmitter calibration error would not cause this problem. A calibration error in the LT would cause the actual steam drum level to drift o setpoint, but with this being the only problem the controller would still register right on setpoint! A vital next test is to check the controller output, to see what it is trying to tell the valve to do. It should be commanding the valve to open up. If not, the controller denitely has some sort of problem (or is in manual mode). Answer 68 There is a lot to consider when planning the As-Found calibration test. What I am looking for here is a complete step-by-step procedure describing a safe and logical way to conduct the test without causing the circuit breaker to trip. Answer 69 A good step to take next is to gure out whether the problem is on the output side of the control system or on the input side of the control system. Is the slow pressure trend real, and the control valve not responding as quickly as it should? Is the pressure actually changing quickly, but the measurement side of the system not accurately reporting it as it should? Probably the best rst-step here is to actually go to the control valve and observe how fast it responds to step-changes from the controller (manual mode). Answer 70 This is an example of a process with interacting control loops! Possible Impossible
92
Answer 71 Answer 72 Answer 73 Answer 74 Answer 75 Answer 76 Answer 77 Answer 78 Answer 79 Answer 80 Answer 81 This is a graded question no answers or hints given! Answer 82 This is a graded question no answers or hints given! Answer 83 This is a graded question no answers or hints given! Answer 84 This is a graded question no answers or hints given! Answer 85 This is a graded question no answers or hints given! Answer 86 This is a graded question no answers or hints given! Answer 87 This is a graded question no answers or hints given! Answer 88 This is a graded question no answers or hints given! Answer 89 This is a graded question no answers or hints given! Answer 90 This is a graded question no answers or hints given! Answer 91
93
Answer 92 Your loop diagram will be validated when the instructor inspects the loop with you and the rest of your team. Answer 93
94

INST262 Sec2

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INST 262 (DCS and Fieldbus), section 2 Lab Automatically-controlled process: Questions 91 and 92, completed objectives due

Sequence of second-year Instrumentation courses

Core Electronics -- 3 qtrs

(Only if 4th quarter was Summer: INST23x)

Prerequisite for all INST24x, INST25x, and INST26x courses

INST 200 -- 1 wk Intro. to Instrumentation

Offered 1st week of Fall, Winter, and Spring quarters

Summer quarter INST 230 -- 3 cr

Fall quarter INST 240 -- 6 cr

Winter quarter INST 250 -- 5 cr

Spring quarter INST 260 -- 4 cr

Prerequisite for INST206

All courses completed?

INST 205 -- 1 cr Job Prep I No INST 206 -- 1 cr Job Prep II

Offered 1st week of Fall, Winter, and Spring quarters

Possible course schedules depending on date of entry into 2nd year

Beginning in Fall Sept. Fall quarter INST 200 -- 1 wk

Beginning in Winter Jan. Winter quarter INST 200 -- 1 wk

Beginning in Spring April Spring quarter INST 200 -- 1 wk

INST 232 -- 3 cr Aug. Sept.

Fall quarter INST 200 -- 1 wk

INST 242 -- 5 cr Dec. Jan.

Winter quarter INST 205 -- 1 cr Job Prep I INST 250 -- 5 cr

PTEC 107 -- 5 cr Mar. April

ENGT 122 -- 6 cr June July

Spring quarter INST 205 -- 1 cr Job Prep I INST 260 -- 4 cr

Summer quarter INST 230 -- 3 cr

INST 242 -- 5 cr Dec. Jan.

Winter quarter INST 205 -- 1 cr Job Prep I INST 250 -- 5 cr

INST 232 -- 3 cr Aug. Sept.

PTEC 107 -- 5 cr Mar. April

Fall quarter INST 205 -- 1 cr Job Prep I INST 240 -- 6 cr

Spring quarter INST 206 -- 1 cr Job Prep II INST 260 -- 4 cr

ENGT 122 -- 6 cr June July

Summer quarter INST 230 -- 3 cr

PTEC 107 -- 5 cr Mar. April

INST 242 -- 5 cr Dec. Jan.

Spring quarter INST 206 -- 1 cr Job Prep II INST 260 -- 4 cr

INST 232 -- 3 cr Aug. Sept.

Winter quarter INST 206 -- 1 cr Job Prep II INST 250 -- 5 cr

ENGT 122 -- 6 cr June July

Fall quarter INST 206 -- 1 cr Job Prep II INST 240 -- 6 cr

Summer quarter INST 230 -- 3 cr

ENGT 122 -- 6 cr June

INST 232 -- 3 cr Aug.

INST 242 -- 5 cr Dec.

PTEC 107 -- 5 cr Mar.

102 101 10-1 10-2 hecto deca deci centi h da d c

Conversion equivalencies for force 1 pound-force (lbf) = 4.44822 newton (N)

Work backward from a hypothetical solution to a new set of given conditions.

Three-phase power lines ... A ... B ... C ... N CTs PTs

... ... ... ...

To ... SCADA ... MTU

Air supply TB-10

DDC system cable 26 cable 16 cable 19 cable 24

... To other field devices ... ...

Revised by: I.M. Hott Field P30 panel

Date: DCS cabinet

Feb 30, 1999

TV-37 Reactor 15-A TY 37 TE 37 A

Cbl TV-37 TB12 Cbl 1

Tag number TE-37 TT-37 TIC-37 TY-37 TV-37