INST200 Sec1

INST 200 (Introduction to Instrumentation)
Lab
Building a simple control loop: Questions 111 and 112, due at the end of day 5
• Day 2: Pulling wires throuch conduit
• Day 2: Locating wire pairs in loop system
• Day 2: Connect controller output to I/P and valve (use single-loop controllers and DCS)
• Day 3: Connect transmitter to controller input
• Day 3: Creating loop diagrams ; loop inspections
• Day 4: Tube fitting and teflon tape application
• Day 4: Testing mA signals using loop calibrators
• Day 4: Using HART communicators and/or Emerson AMS to access HART instrument parameters
• Day 5: Troubleshooting practice
• Day 5: Oral review of lab questions
Feedback questions
Questions 101 through 110, due at the beginning of day 5
Recommended daily schedule

Day 1
Theory session topic: Introduction to second-year program objectives, industry expectations
Questions 1 through 20; answer questions 1-10 in preparation for discussion (remainder for practice)
Day 2
Theory session topic: General introduction to instrumentation and control systems
Day 3
Theory session topic: Analog electronic and HART instruments, signals
Day 4
Theory session topic: Standard diagrams for instrumentation ; Signal wiring and tube connections
Day 5
Theory session topic: Process troubleshooting
Feedback questions (101 through 110) due at the end of the day
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INST 200 (Introduction to Instrumentation)
Credits/hours: 2 credits = 30 clock hours
Prerequisite: Math 141 (Precalculus 1) or instructor permission
Course description: This course introduces you to the trade, terminology, and basic principles of
instrumentation. It is a preparatory course for any one of three sections within the second year
of Instrumentation: measurement, control, and systems, enabling you to begin your second year of
Instrumentation at the start of Fall, Winter, or Spring quarter.
Program outcomes addressed:

(1) Communication; Communicates and expresses thoughts across a variety of mediums (verbal, written,
visually) to effectively persuade, inform, and clarify ideas with colleagues.
(2) Time management; Arrives on time and prepared to work; budgets time and meets deadlines when
performing technical tasks and projects.
(3) Safety; Complies with national, state, and local safety regulations when repairing, calibrating, and
installing instruments.
(5) Install and configure new instruments; Builds, configures and installs new instrument systems
according to plans, applying industry construction standards, and ensuring correct system operation
when complete.
(8) Document instrument systems; Interprets and creates technical documents (electronic schematics,
loop diagrams, and P&IDs) according to industry (EIA, ISA) standards.
(9) Self-directed learning; Selects and researches relevant information sources to learn new
instrumentation principles, technologies, and techniques.
Instructor contact information:

Tony Kuphaldt
Desmond P. McArdle Center
Bellingham Technical College
3028 Lindbergh Avenue
Bellingham, WA 98225-1599
(360)-752-8477 [office phone]
(360)-752-7277 [fax]
tkuphald@btc.ctc.edu
Required materials:
• Socratic worksheet: INST200 sec1.pdf
→ Download at: http://openbookproject.net/books/socratic/sinst
• Lessons in Industrial Instrumentation, By Tony R. Kuphaldt. Useful for all three quarters of instruction.
→ Download at: http://openbookproject.net/books/socratic/sinst/book/liii.pdf
• Spiral-bound notebook for reading annotation, homework documentation, and note-taking. A separate
notebook for each course is recommended.
• 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)
Supplemental materials: (recommended, not required)

• “BTCInstrumentation” channel on YouTube (http://www.youtube.com/BTCInstrumentation), hosts
a variety of short video tutorials and demonstrations on instrumentation.
• Instrumentation, by Franklyn W. Kirk, published by American Technical Publishers. ISBN-10:
0826934234 ; ISBN-13: 978-0826934239. This text is light on detail and math, but does a good job
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introducing all the major principles and technologies in simple language. Excellent photographs and
illustrations, too. Useful for all three quarters of instruction.
• Purdy’s Instrument Handbook, by Ralph Dewey. ISBN-10: 1-880215-26-8. A pocket-sized field 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 simplified clone of AutoCAD, and is freely available at:
http://www.cadstd.com
Student performance objectives:

Assessment legend: [L] = Lab, [X] = Exam, [P] = Preparation, [F] = Feedback questions
• Mastery (must eventually be demonstrated without error)
• [L] Work in team to build a safe control loop (proper wiring and tube connections included)
• [L] Sketch an accurate loop diagram
• [L] Properly assemble compression-style instrument tube fittings
• [L] Properly apply sealant to pipe fitting threads
• [L] Work in team to demonstrate manual controller action
• [L] Work in team to demonstrate automatic controller action
• [L] Work in team to demonstrate test equipment usage for measuring 4-20 mA signals
• [L] Work in team to demonstrate test equipment usage for generating 4-20 mA signals
• [L] Work in team to demonstrate usage of a HART communicator
• Proportional (graded on a percentage scale according to quality of fulfillment)

• [P] Identify and use appropriate sources of information for independent learning
• [L] Explain how to diagnose a hypothetical problem in a control loop
• [L] Explain or demonstrate a principle relevant to a simple control loop
• [L] Perform a basic math calculation relevant to a simple control loop
• [L] Explain or demonstrate safety procedure or tool usage
• [F] Explain expectations and grading system used throughout Instrumentation courses
• [F] Explain functions of Primary Sensing Element, transmitter, controller, transducer, and Final Control
Element in a control loop
• [F] Convert between process measurement and 4-20 mA values
• [F] Interpret a simple P&ID
• [F] Calculate input and output values for an instrument with “live zero” ranges
• [F] Identify a mistake in algebraic manipulation
• [F] Calculate voltage drop in a series-parallel circuit
• [F] Qualitatively analyze an AC resistor-capacitor circuit
• [F] Sketch a circuit diagram for a simple relay circuit
• [F] Diagnose a problem in a strobe light circuit
This is a pass-fail course, and is only taken once. It must be taken as the first “INST” series course, as
preparation for all the other INST courses.
file INST200syllabus
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Sequence of second-year Instrumentation courses
Core Electronics -- 1 year

(or equivalent)
1st quarter 2nd quarter 3rd quarter
INST 200 -- 1 wk INST 205 -- 1 wk INST 206 -- 1 wk

Intro. to Instrumentation Job Prep I Job Prep II
INST 240 -- 4 wks INST 250 -- 4 wks INST 260 -- 3 wks

Pressure and Level Final Control Data Acquisition
Measurement Elements Systems
Spring quarter
Winter quarter
Fall quarter

Temperature and Flow PID Controllers Programmable Logic
Measurement and Tuning Controllers

Analytical Process Optimization DCS and Fieldbus
Measurement and Control Strategies
continuing students
(after completing all three quarters)
GRADUATION !
file sequence
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General student expectations
(Punctuality) You are expected to arrive at school on time (by 8:00 AM) every day. One late arrival
is permitted during the timespan of each sequential course (e.g. INST240, INST241, etc.) with no grade
deduction. The grade deduction rate for late arrivals is 1% per incident.
(Attendance) You are expected to attend all day, every day. Each student has 12 “sick hours” per quarter
applicable to absences not verifiably employment-related, school-related, or weather-related. The grade
deduction rate is 1% per hour of absence in any course. 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 specifically choose. You should contact your instructor and team
members immediately if you know you will be late or absent. Absence on an exam day will result in a failing
grade for that exam, unless due to a documented emergency. Exams may be taken in advance for full credit.
(Participation) You are expected to participate fully in all aspects of the learning process including
independent study, lab project completion, and classroom activities. It is solely your responsibility to catch
up on all information missed due to absence. Furthermore, you shall not interfere with the participation of
others in the learning process.
(Teamwork) You will work in instructor-assigned teams to complete lab assignments. Team membership
is determined by accumulated attendance and punctuality scores: students with similar participatory trends
are teamed together. Any student compromising team performance through frequent absence, habitual
tardiness, or other disruptive behavior(s) will be expelled from their team and required to complete all
labwork independently for the remainder of the quarter.
(Preparation for theory sessions) You must dedicate at least 2 hours each day for reading assignments
and homework questions to prepare yourself for theory sessions, where you will actively contribute your new
knowledge. Graded quizzes and/or work inspections during each theory session will gauge your independent
learning. If absent, you may receive credit by having your preparatory work thoroughly reviewed prior to
the absence, or passing a comparable quiz after the absence.
(Feedback questions) You must complete and submit feedback questions for each section by the specified
deadline. These are graded for accuracy and recorded as a “feedback” score. Plagiarism (presenting anyone
else’s work as you own) in your answers will result in a zero score. It is okay to help one another learn the
material, and to learn from outside sources, but your explanations must be phrased in your own words and
with your own work shown.
(Disciplinary action and instructor authority) The Student Code of Conduct (Washington
Administrative Codes WAC 495B-120) explicitly authorizes disciplinary action against the following types
of misconduct: academic dishonesty (e.g. cheating, plagiarism), dangerous or lewd behavior, harassment,
intoxication, destruction of property, and/or disruption of the learning environment. Furthermore, the Code
states “Instructors have the authority to take whatever summary actions may be necessary to maintain order
and proper conduct in the classroom and to maintain the effective cooperation of the class in fulfilling the
objectives of the course.” Distractive or disruptive behavior such as (but not limited to) unauthorized
telephone or computer use, disrespectful comments, sleeping, and conversation that either impede your
participation or the participation of others may result in temporary dismissal from class with attendance
hours deducted.
file expectations
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General grading and evaluation standards
Assessment criteria
• Mastery (all must be mastered – constitutes first 50% of course grade)
• Mastery section of each lab exercise (unlimited attempts)
• Mastery section of each exam including the hands-on circuit building or troubleshooting activity (up to
two attempts per sitting; up to three sittings); or mastery capstone assessment (unlimited attempts)
• Proportional (grades based on quality of fulfillment, counts toward last 50% of course grade)
• Labwork, consisting of questions answered in an oral and demonstrative format (10% of grade)
• Proportional section of all exams (20% of grade)
• Feedback questions for all sections (20% of grade)
• Daily quizzes demonstrating preparation for theory sessions (-1% per failed quiz)
• Daily punctuality (-1% per incident of tardiness)
• Attendance (-1% per hour past allotted “sick time”)
• Destroyed items (-10% per incident) or purchase and replacement of the damaged item – This regards
avoidable incidents due to personal carelessness. When in doubt, ask the instructor how to properly
use a tool or piece of equipment!
• Repaired instruments (+5% per item) – Instrument identified in need of repair by the instructor
Negative weighting represent objectives where 100% passing is a basic expectation (passing every quiz,
punctuality every day, no accidents, etc.). Perfectly meeting these expectations does not count toward your
grade, but failing to meet these basic expectations will result in grade loss.
Grading scale
All grades are criterion-referenced (i.e. no grading on a “curve”)
• 100% ≥ A ≥ 95% 95% > A- ≥ 90%
• 90% > B+ ≥ 86% 86% > B ≥ 83% 83% > B- ≥ 80%
• 80% > C+ ≥ 76% 76% > C ≥ 73% 73% > C- ≥ 70% (minimum passing course grade)
• 70% > D+ ≥ 66% 66% > D ≥ 63% 63% > D- ≥ 60% 60% > F
The proportional section of an exam may be taken only after taking the mastery section. Failing the
mastery exam will result in a 50% deduction from the proportional exam score, and you get a maximum of
two re-takes to pass the mastery which must occur within three school days of the first attempt. Failure to
pass the mastery within three sittings will result in a failing grade for the course. 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. You may receive half-credit on missed proportional exam questions after grading by
explaining your original mistake(s) and providing completely corrected responses on the first attempt.
If any other “mastery” objectives are not completed by their specified deadlines, your overall grade
for the course will be capped at 70% (C- grade), and you will have one more course day to complete the
unfinished 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.
Answers to “feedback questions” are due at the end of each course section. Full credit is given for
each question correctly and thoroughly answered, half credit for each question either not fully answered
or containing minor errors, and zero credit for major conceptual errors. Late submissions will receive zero
credit, unless due to a documented emergency.
“Lab questions” are assessed in a group format where students take turns answering questions from the
list at the instructor’s prompting. Grading follows the same rubric as for feedback questions: full credit
for thorough, correct answers; half credit for partially correct answers, and zero credit for major conceptual
errors. If you are absent during this assessment, you must submit written answers to all of the lab questions,
which will be graded by the instructor.
file grading
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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!
• Miniature combination wrench set, 3/32” to 1/4”
• Adjustable wrench, 6” handle
• Hex wrench (“Allen” wrench) set, fractional – 1/16” to 3/8”
Note: when turning a bolt, nut, or tube fitting with a hexagonal body, the preferred ranking of hand
tools to use (from first to last) is box-end wrench or socket, open-end wrench, and finally adjustable wrench.
Pliers should never be used to turn the head of a fitting or fastener unless it is absolutely unavoidable!
Pliers
• Needle-nose pliers
• Slip-joint pliers
• Diagonal wire cutters
Screwdrivers
• Slotted, 1/8” and 1/4” shaft
• Phillips, #1 and #2
• Jeweler’s screwdriver set
Measurement tools
• Tape measure. 12 feet minimum
• Vernier calipers, plastic okay
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
• Teflon pipe tape
• Utility knife
You are recommended to engrave your name or place some other form of identifying mark on your tools,
as you will be doing a lot of your work in teams, and it is easy to get tools mixed up. Also, lost tools get
returned to their owners much faster when they are marked!
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.).
file tools
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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, reflection,
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. At the start of the classroom session, the instructor will check each student’s
preparation using one of several methods (direct inspection of work, a pop quiz, targeted questions, etc.).
Students then spend some class time working in small groups coordinating their presentations. The rest of
the class time is spent interacting Socratically with the instructor in a large-group dialogue. The instructor
calls students (or student groups) to present what they found in their research, questions that arose during
their study, their solutions to problems, and any problem-solving techniques applied. The instructor’s role
is to help students take the information gleaned from their research and convert this into understanding.
Lab
In the lab portion of each course, students work in teams to install, configure, document, calibrate, and
troubleshoot working instrument loop systems. Each lab exercise focuses on a different 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) Instructor makes general announcements to all students
(b) Instructor works with team to plan that day’s 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/configures the instrument(s)
(Remaining days, up to last) Each team member troubleshoots the instrument loop
(Last day) All teams answer lab questions, one team at a time, with the instructor
(3) End of practical (lab) session: debriefing where each team reports on their work to the whole class
file instructional
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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 benefit 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 difficult 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 find 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
benefit 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 benefit 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.
file distance
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General advice for successful learning
Reserve a time and a place for study

• Schedule a block of time every day for study and make it a priority!
• Create or join a study group, and help each other commit to regular study time.
• Keep the environment of your study place ideal: whatever music (or no music) helps you concentrate,
whatever time allows for the least number of distractions, etc.
• Plan to arrive at school at least a half-hour early 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!
Who to study with

• Classmates with similar schedules.
• Classmates who are serious about their education.
• Note that the intelligence of your study partners is not a significant criterion!
How to make time for study

• Rid yourself of unnecessary, time-wasting gadgets: televisions, video games, mobile phones, etc. I am
not kidding!
• Avoid recreational use of the internet.
• Bring a meal to school every day and use your one-hour lunch break for study instead of eating out.
• Carefully plan your lab sessions with your teammates to reserve a portion of each day’s lab time for
study.
• Cut off all unhealthy personal relationships.
Make efficient use of the time you have

• Do not procrastinate, waiting until the last minute to do something.
• Don’t let small chunks of time at home or at school go to waste. Work a little bit on assignments during
these times.
• Identify menial chores you can do simultaneously (e.g. house cleaning and laundry), and plan your
chore time accordingly to free up more time at home.
Take responsibility for your learning and your life

• 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 do work at it.
• If you detect trouble understanding a basic concept, seek clarification on 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 effort purely on your behalf.
• Seek help for any addictions. Addictions won’t just destroy your chance at an education – they can
destroy your whole life!
. . . 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!!
file studytips
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Creative Commons License
This worksheet is licensed under the Creative Commons Attribution License, version 1.0. To view
a copy of this license, visit http://creativecommons.org/licenses/by/1.0/ or send a letter to Creative
Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. The terms and conditions of this
license allow for free copying, distribution, and/or modification of all licensed works by the general public.
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.
More detailed explanation of Attribution License:

Under the terms and conditions of the Creative Commons Attribution License, you may make freely
use, make copies, and even modify these worksheets (and the individual “source” files comprising them)
without having to ask me (the author and licensor) for permission. The one thing you must do is properly
credit my original authorship. Basically, this protects my efforts against plagiarism without hindering the
end-user as would normally be the case under full copyright protection. This gives educators a great deal
of freedom in how they might adapt my learning materials to their unique needs, removing all financial and
legal barriers which would normally hinder if not prevent creative use.
Nothing in the License prohibits the sale of original or adapted materials by others. You are free to
copy what I have created, modify them if you please (or not), and then sell them at any price. Once again,
the only catch is that you must give proper credit to myself as the original author and licensor. Given that
these worksheets will be continually made available on the internet for free download, though, few people
will pay for what you are selling unless you have somehow added value.
Nothing in the License prohibits the application of a more restrictive license (or no license at all) to
derivative works. This means you can add your own content to that which I have made, and then exercise
full copyright restriction over the new (derivative) work, choosing not to release your additions under the
same free and open terms. An example of where you might wish to do this is if you are a teacher who desires
to add a detailed “answer key” for your own benefit but not to make this answer key available to anyone
else (e.g. students).
Note: the text on this page is not a license. It is simply a handy reference for understanding the Legal
Code (the full license) - it is a human-readable expression of some of its key terms. Think of it as the
user-friendly interface to the Legal Code beneath. This simple explanation itself has no legal value, and its
contents do not appear in the actual license.
file license
11
Metric prefixes and conversion constants
• Metric prefixes
• 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 = 10−1 Symbol: d
• Centi = 10−2 Symbol: c
• Milli = 10−3 Symbol: m
• Micro = 10−6 Symbol: µ
• Nano = 10−9 Symbol: n
• Pico = 10−12 Symbol: p
• Femto = 10−15 Symbol: f
• Atto = 10−18 Symbol: a
• Zepto = 10−21 Symbol: z
• Yocto = 10−24 Symbol: y
METRIC PREFIX SCALE

T G M k m µ n p
tera giga mega kilo (none) milli micro nano pico
1012 109 106 103 100 10-3 10-6 10-9 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 fluid ounces (fl. 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)
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)
Avogadro’s number (NA ) = 6.022 × 1023 per mole (mol−1 )
Electronic charge (e) = 1.602 × 10−19 Coulomb (C)
Boltzmann’s constant (k) = 1.38 × 10−23 Joules per Kelvin (J/K)
Stefan-Boltzmann constant (σ) = 5.67 × 10−8 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
Specific heat of water at 14o C = 1.00002 calories/g·o C = 1 BTU/lb·o F = 4.1869 Joules/g·o C
Specific heat of ice ≈ 0.5 calories/g·o C
Specific heat of steam ≈ 0.48 calories/g·o C
Absolute viscosity of water at 20o C = 1.0019 centipoise (cp) = 0.0010019 Pascal-seconds (Pa·s)
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 × 10−5 Pascal-
seconds (Pa·s)
file conversion constants
14
Question 0
How to read actively:

• Make notes in a notebook while reading – if you’re not “reading with a pencil,” you’re not actively
reading! “Shorthand” notation, diagrams, and other notes jotted in a notebook are more effective at
prompting active reading than underlining, highlighting, or otherwise marking up the original text.
• Mentally summarize each new concept or application you encounter in your own words before moving
on to the next. If you cannot do this, you know you need to re-read the relevant sections until you can!
• Try to link new concepts to previously-learned concepts, and imagine how new concepts might apply to
applications not mentioned in the text. Make notes on these points so you may raise them as questions
during class time.
• Note page numbers where important concepts, equations, images, tables, and problem-solving techniques
are introduced This will help you locate these important references during class time when you will
contribute in the dicsussion (“On page 572 it shows . . .”).
• Note page numbers of any sections in the reading that confound you, so you may call attention to it at
the start of class time to get help from classmates and/or the instructor.
• 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, actually engaging in the material rather than
passively observing what it says.
• Reserve the front pages of your notebook (or keep a separate notebook) for all mathematical formulae
you come across in your reading. Briefly explain in your own words what each formula does and what
its terms mean.
Problem-solving techniques
• Clearly identify all “given” information, and also what the question is asking you to determine or solve.
• Sketch a diagram or graph to organize all the “given” information and show where the answer will fit.
• Performing “thought experiments” to visualize the effects of different conditions.
• Working “backward” from a hypothetical solution to a new set of given conditions.
• Changing the problem to make it simpler, and then solving the simplified problem (e.g. changing
quantitative to qualitative, or visa-versa; substituting different numerical values to make them easier
to work with; eliminating confusing details; adding details to eliminate unknowns; considering limiting
cases that are easier to grasp).
• Identify any “first principles” of science, electronics, and/or instrumentation (e.g. Conservation laws,
Feedback, Zero and Span, Ohm’s Law, etc.) that might apply to the question.
• Specifically identify which portion(s) of the question you find most confusing and need help with. The
more specific you are able to be, the better.
file question0
15
Questions
Question 1
Watch the US Chemical Safety Board video on the 2005 Texas City oil refinery explosion (available
on such internet video sites as YouTube, and at the USCSB website directly), and answer the following
questions:
• What factors caused the explosion to occur?
• How was instrumentation involved in this accident?
• What precautions could have prevented the accident?
• Based on what you have seen in this video, identify some of the responsibilities you may or will have as
an instrument technician at the workplace.
• Based on what you have seen in this video, identify some of the responsibilities your instructors have in
preparing for this career (in possibly dangerous environments).
file i03852
Question 2
Read the “Sequence of Second-Year Instrumentation Courses” page of your worksheet (near the
beginning) and answer the following questions:
• What general topics are taught during Fall quarter?
• What general topics are taught during Winter quarter?
• What general topics are taught during Spring quarter?
• Where are you now in this sequence of courses?
• Where will you be next quarter in this sequence of courses?

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16
Question 3
Read the “General Student Expectations” page of your worksheet (near the beginning) and answer the
following questions:
• Explain the policy on punctuality.
• Explain the policy on absences.

→ How many “sick hours” do you have each quarter?
→ How and when are these hours applied to absence time?
→ What happens if you run out of “sick hours”?
• Explain the policy on participation.
• How and where will you work in teams to complete coursework?
• What is expected in terms of preparing for each theory (classroom) session?

→ When should this preparation occur?
→ What are you accountable for upon entering the session?
→ How is your preparation measured by the instructor?
• Explain what “Feedback questions” are.

→ What is plagiarism, and why is it rewarded with a zero score?
• Identify specific behaviors inappropriate for the classroom
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Question 4
Read the “General Grading and Evaluation Standards” page of your worksheet (near the beginning)
and answer the following questions:
• Explain what a “Mastery” assessment is.
• Identify how much of the total grade for each course is determined by passing all Mastery assessments.
• Identify how many times you may attempt a Mastery assessment.
• Explain what happens if you miss a deadline on a Mastery activity.
• Explain what a “Proportional” assessment is.
• Identify how much each Proportional measure contributes to your total grade for each course.
• Explain what a negative weighting means for some of the performance measurements (e.g. quizzes,
tardiness, attendance, destroyed equipment due to negligence)
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Question 5
Read the “General Tool and Supply List” page of your worksheet (near the beginning) and answer the
• Identify the tools you do not presently own.
• Where might you be able to purchase tools at discount prices?
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Question 6
Read the “Methods of Instruction” page of your worksheet (near the beginning) and answer the following
questions:
• Explain why students are expected to research subjects prior to entering theory (classroom) sessions.
What does this accomplish that would otherwise not take place in a lecture-based learning environment?
• Explain how is teamwork applied in the lab portions of courses.
• Identify how much time students have to complete each lab project.
• Explain how a typical lab session is conducted.
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Question 7
Read the “Distance Delivery Methods” page of your worksheet (near the beginning) and answer the
• Explain how “distance” delivery of course content is similar to regular face-to-face delivery.
• Explain how “distance” delivery of course content differs from regular face-to-face delivery.
• Identify the purpose of the “distance” delivery option: under what circumstance(s) would a student opt
to do this?
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18
Question 8
Read the “General Advice for Successful Learning” page of your worksheet (near the beginning) and
answer the following questions:
• Explain why dedicated study time is important to academic success.
• Identify the people you should choose as your study partners.
• Identify practical ways to “make” time available for study.
• Identify several practical ways to take responsibility for your own education.
• Explain what the phrase “There are no shortcuts” means in this context.
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Question 9
Download a copy of the essay “How To Mark a Book” by Mortimer Adler and read it together with
your classmates as a whole-classroom activity. Afterward, work in groups to answer the following questions:
• Adler mentions three specific outcomes of “marking up” a book as you read it. List these three outcomes.
→
→
→
• Adler’s essay focuses on the habit of “marking” books, but several points of his argument extend to
learning in general. Identify some of these points, and explain how you can apply them in your learning
within this program.
→
→
→
• Explain how it is possible to “mark up” a book without actually writing in it. This is important if the
book is in electronic format (e.g. Adobe PDF) rather than printed on paper.
In these courses, you will be expected to maintain a spiral-bound notebook for your reading notes and for
documenting your answers to assigned questions. This will allow the instructor to quickly check everyone’s
preparation work (by asking all students to submit their notebooks for review), and also provide a valuable
resource you may use during daily quizzes.
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19
Question 10
Read “Question 0” in your worksheet (near the beginning) and answer the following questions:
• Explain what you are to document if you find yourself completely “stumped” by an assigned question
(which may very well be the subject of that day’s quiz!).
• Explain how answering some of the “meta-questions” listed in Question 0 shows you are engaged with
the course material even if you happen to be baffled by it.
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Question 11
Explain the difference between a mastery assessment and a proportional-graded assessment. Given
examples of each in the course(s) you are taking.
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Question 12
Identify how percentage scores relate to letter grades. Also, explain how the percentage score is
calculated.
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Question 13
Participation is always an important factor in student success, both in being able to learn enough to
pass the assessments given in a course, and also to fulfill certain policy expectations. It is vital that students
learn to manage their time and life outside of school so that their time in school is well-spent. This carries
over to work ethic and the ability to contribute fully on the job. Your instructor’s duty is to prepare you
for the rigors of the workplace as instrument technicians, and the policies of the courses are set up to reflect
this reality.
Explain the attendance policy in these courses, according to the syllabi.

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Question 14
Explain how the particular method of instruction in these courses will help you to become life-long
learners, and why this trait is important to your career. Specifically, explain how you as a student will
interact with the course material, and how this differs from a traditional lecture-driven course.
file i00120
Question 15
If and when you are unable to attend school for any reason, you need to contact both your instructor
and your team-mates. Explain why.
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Question 16
Teamwork is an integral part of these courses. Unfortunately, there are many personal behaviors that
can disrupt effective teamwork. Identify what some of these disruptive behaviors might be, and how they
may be addressed in an effective and professional manner.
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Question 17
Explain why part of your grade comes from punctuality (showing up on time) as well as staying until
the scheduled day is over, and also explain how provision is made for incidents of late arrivals.
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Question 18
You are expected to show up every day prepared to discuss that day’s discussion questions. Explain
why this preparation is expected, and also how it is recorded and factored as part of your grade.
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Question 19
You are required to prepare for the classroom (theory) session by completing any reading assignments
and/or attempting to answer worksheet questions assigned for each day, before arriving to class. This
necessarily involves some independent research and problem-solving on your part.
What should you do if you encounter a question that completely mystifies you, and you have no idea
how to answer it? By the same token, what should you do if you encounter a section of the required reading
that you just can’t seem to understand? How are you still able to show “engagement” and preparation if
you are conceptually lost?
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Question 20
Near or at the end of every course section, you are required to answer several “feedback” questions
related to that section’s concepts. Explain how these questions are graded, and what purpose they serve in
the course.
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21
Question 21
Read and outline the introduction to the “Introduction to Industrial Instrumentation” 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, including the following
definitions:
• Process
• Process Variable (PV)
• Setpoint (SP)
• Primary Sensing Element (PSE)
• Transducer
• Lower Range Value (LRV)
• Upper Range Value (URV)
• Zero
• Span
• Controller
• Final Control Element (FCE)
• Manipulated Variable (MV) or Output
file i03862
Question 22
Read and outline the “Example: Boiler Water Level Control System” section of the “Introduction to
Industrial Instrumentation” 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.
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Question 23
Read and outline the “Example: Wastewater Disinfection” section of the “Introduction to Industrial
Instrumentation” 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.
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22
Question 24
Read and outline the “Example: Chemical Reactor Temperature Control” section of the “Introduction
to Industrial Instrumentation” 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.
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Question 25
Read and outline the “Indicators” subsection of the “Other Types of Instruments” section of
the “Introduction to Industrial Instrumentation” 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.
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Question 26
Read and outline the “Recorders” subsection of the “Other Types of Instruments” section of
the “Introduction to Industrial Instrumentation” chapter in your Lessons In Industrial Instrumentation
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Question 27
Read and outline the “Process Switches and Alarms” subsection of the “Other Types of Instruments”
section of the “Introduction to Industrial Instrumentation” 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.
file i03868
Question 28
Read and outline the “Summary” subsection of the “Other Types of Instruments” section of the
“Introduction to Industrial Instrumentation” chapter in your Lessons In Industrial Instrumentation
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23
Question 29
A water reservoir located high on a hill stores fresh water for a town’s drinking needs. A float connected
to a lever provides visual indication of the water level inside the reservoir. Nearby this reservoir, a person
has the most boring job in the world: to turn the pump on when the water level gets too low, and to turn
the pump off when the water level gets too high. Note that the float mechanism showing water level in the
reservoir cannot show the entire capacity of the reservoir, but only the top half (from 20 feet to 30 feet of
level):
stationary
pivot, or fulcrum
lever
cable
20 ft
Reservoir
float pointer 25 ft
30 ft
scale Bored
30 ft person
Water
Water to town Pump
Well
As crude as it is, this system contains instrumentation, and we may apply standard instrumentation
terms to its components. Apply the following terms to this water-supply system, as best as you can:
• Process
• Primary sensing element
• Final control element
• Measurement range
• Lower-Range Value (LRV)
• Upper-Range Value (URV)
• Measurement span
• Indicator
• Transmitter
• Controller
• Measured Variable (or Process Variable)
• Controlled Variable (or Manipulated Variable)
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24
Question 30
Define the following terms as they apply to the level controller shown in this P&ID (LIC 135), controlling
the level of liquid in the horizontal receiver vessel:
LT PV LIC
SP
135 135
radar MV
LI
135
LG
LY AS
135 20 PSI
AS
100 PSI
• Process Variable (PV)

• Setpoint (SP)
• Manipulated Variable (MV)
file i00135
Question 31
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
different temperatures and make adjustments if necessary.
Before making any adjustments, though, the technician first 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 instrument’s
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.
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Question 32
Question 33
25
Question 34
Question 35
Question 36
Question 37
Question 38
Question 39
Question 40
Question 41
Read and outline the “4 to 20 mA Analog Current Signals” section of the “Analog Electronic
reading.
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Question 42
Read and outline the “Relating 4 to 20 mA Current Signals to Instrument Variables” section of
the “Analog Electronic Instrumentation” chapter in your Lessons In Industrial Instrumentation textbook.
Prepare to work through at least two of the calculation examples shown in the subsections of this section.
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Question 43
Read and outline the “Controller Output Current Loops” section of the “Analog Electronic
reading.
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Question 44
Read and outline the “4-Wire (‘Self-Powered’) Transmitter Current Loops” section of the “Analog
Electronic Instrumentation” chapter in your Lessons In Industrial Instrumentation textbook. Note the page
this reading.
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Question 45
Read and outline the “2-Wire (‘Loop-Powered’) Transmitter Current Loops” section of the “Analog
Electronic Instrumentation” chapter in your Lessons In Industrial Instrumentation textbook. Note the page
this reading.
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Question 46
Connect a loop-powered differential pressure transmitter (4-20 mA output) to a DC voltage source, a
250 ohm resistor, and a diode as shown, using parts supplied by the instructor. You will need to bring your
own multimeter for this experiment! All electrical connections must be made using a terminal strip (no
twisted wires, crimp splices, wire nuts, spring clips, or “alligator” clips permitted):
Loop-powered (2-wire)
Loop DP transmitter Schematic
250 Ω
Diode
9V
H L 2-wire
transmitter
9V
250 Ω
+ - + -
9 volt 9 volt
When you have your transmitter powered and functioning, answer the following questions:
• Demonstrate how to measure the transmitter’s output signal three different ways:
→ Breaking the circuit to directly measure current with a milliammeter (4-20 mA signal)
→ Measuring a voltage drop across the 250 Ω resistor (1-5 V signal)
→ Connecting a milliammeter in parallel with the diode (4-20 mA signal)
• How does an applied pressure (blowing into the plastic tube) to the “High” pressure port on the
transmitter affect the electrical signal?
• How does an applied pressure (blowing into the plastic tube) to the “Low” pressure port on the
transmitter affect the electrical signal?
• Explain how the differential pressure transmitter, with its “High” and “Low” pressure ports, can act
either as a direct-acting or as a reverse-acting instrument.
• While measuring current (with the milliammeter shorting across the diode), temporarily short past
the 250 ohm resistor with a jumper wire. Describe how this affects the current, and how the result is
different from what most people familiar with DC circuits expect the current to do following a sudden
decrease in circuit resistance.
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Question 47
Read and outline the “Using Loop Calibrators” subsection of the “Troubleshooting Current Loops”
section of the “Analog Electronic Instrumentation” chapter in your Lessons In Industrial Instrumentation
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Question 48
Connect a loop-powered differential pressure transmitter (4-20 mA output) to a DC voltage source, a
250 ohm resistor, and a diode as shown, using parts supplied by the instructor. You will need to bring your
multimeter as well as a 4-20 mA loop calibrator for this experiment! All electrical connections must be made
using a terminal strip (no twisted wires, crimp splices, wire nuts, spring clips, or “alligator” clips permitted):
Loop DP transmitter Schematic
250 Ω
Diode
9V
H L 2-wire
transmitter
9V
250 Ω
+ - + -
9 volt 9 volt
When you have your transmitter powered and functioning, answer the following questions:
• Demonstrate how to measure the transmitter’s signal using a voltmeter connected in parallel with the
250 ohm resistor. Leave the voltmeter connected for the duration of the experiment.
• Demonstrate how to use the loop calibrator in the “Measure” (or “Read”) mode to measure the amount
of current output by the transmitter. Compare the loop calibrator’s current measurement against the
voltmeter’s voltage measurement.
• Remove the transmitter from the circuit and replace it with the loop calibrator, then demonstrate how
to use the loop calibrator in the “Simulate” mode to mimic the operation of the transmitter. Compare
the loop calibrator’s current simulation value against the voltmeter’s voltage measurement.
• Remove the batteries and the transmitter from the circuit and replace both with the loop calibrator,
then demonstrate how to use the loop calibrator in the “Source” mode to supply current through the
resistor and diode. Compare the loop calibrator’s current source value against the voltmeter’s voltage
measurement.
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Question 49
Read and outline the “Basic Concept of HART” subsection of the “The HART Digital/Analog Hybrid
Standard” section of the “Digital Data Acquisition and Networks” 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.
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Question 50
Connect a “smart” (HART protocol) loop-powered to a DC voltage source, a 250 ohm resistor, and
a diode as shown, using parts supplied by the instructor. All electrical connections must be made using a
terminal strip (no twisted wires, crimp splices, wire nuts, spring clips, or “alligator” clips permitted):
electronic transmitter
Loop
250 Ω
Diode
+ - + -
9 volt 9 volt
After building your circuit, answer the following questions:

• Insert a milliammeter in series with the circuit by breaking a connection and inserting the meter within
that break. Note the value of the loop current immediately after connecting the meter, and then again
a few seconds after the transmitter fully “powers up.” Describe how the current changes during this
“power-up” time, and how this behavior might be confusing to a technician who is measuring loop
current this way and only paying attention to the current immediately after connecting the meter.
• Connect a HART communicator device in parallel with the transmitter, turn it on, and use it to access
the transmitter’s programmable parameters.
• Temporarily short past the resistor with a jumper wire and note whether or not this has any effect on
the 4-20 mA analog current signal. Also note whether this elimination of the resistor have any effect on
the ability of the transmitter to communicate using HART (digital) signals.
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Question 51
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 Percent of span Output signal

applied (ft) (%) (mA)
0
25
50
75
100
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Question 52
Suppose you wish to calibrate a current-to-pressure (“I/P”) transducer to an output range of 3 to 15
PSI, with an input range of 4 to 20 mA. Complete the following calibration table showing the proper test
pressures and the ideal input signal levels at those pressures:
Input signal Percent of span Output pressure

applied (mA) (%) (PSI)
20
35
50
80
95
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Question 53
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 Percent of span Output signal

(feet) (%) (mA)
1.6
7.1
40
18.5
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Question 54
Shown here is a very simple pressure transmitter, a device that measures a fluid pressure and converts
that measurement into an electrical signal:
Pressure transmitter
Potentiometer
+ Power
10 V − terminals 5 kΩ
Output
terminals
Vout
Thin, flexible
metal diaphragm
Box
Applied
pressure
Suppose the potentiometer wiper will be at its full-down position with no pressure applied to the
diaphragm, and will be at its full-up position with 15 PSI (15 pounds per square inch) of pressure applied to
the diaphragm. Based on this information, and what you see in the schematic diagram, answer the following
questions:
• Lower Range Value (LRV) of input, in units of PSI:

• Upper Range Value (URV) of input, in units of PSI:
• Input span, in units of PSI:
• Lower Range Value (LRV) of output, in units of volts:

• Upper Range Value (URV) of output, in units of volts:
• Output span, in units of volts:
Now, suppose we make a modification to the electrical circuit portion of the pressure transmitter.
Assume the diaphragm still responds to pressure and moves the potentiometer wiper the same way it did
before. Answer the same questions again:
33
Pressure transmitter
6.25 kΩ
Potentiometer
+ Power
10 V − terminals 5 kΩ
Output
terminals
Vout
1.25 kΩ
Thin, flexible
metal diaphragm
Box
Applied
pressure
• Lower Range Value (LRV) of input, in units of PSI:

• Upper Range Value (URV) of input, in units of PSI:
• Input span, in units of PSI:
• Lower Range Value (LRV) of output, in units of volts:
• Upper Range Value (URV) of output, in units of volts:
• Output span, in units of volts:
The latter design outputs what is commonly called a live-zero signal, whereas the first transmitter
outputs a dead-zero signal. Live-zero signals are much preferred in industrial instrumentation, because they
more readily betray wiring failures than dead-zero signals.
Explain how you answered all the questions, and also show currents and voltage drops in both circuits
(complete with arrows showing directions of current). Then, elaborate on why you think live-zero signals
are preferable to dead-zero signals.
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34
Question 55
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 series of known pressures, it responded as such:
Applied pressure Output signal

(PSI) (mA)
0 3.5
25 7.5
50 11.5
75 15.5
100 19.5
Graph this instrument’s 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
Output
(mA) 8
0 25 50 75 100
Input
(PSI)
Hint: a computer spreadsheet program might be a useful tool in graphing this instrument’s response.
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Question 56
Determine the nominal resistance values of these resistors, given their band colors, and also express the
allowable tolerance in ohms (i.e. what the minimum and maximum acceptable resistance values are for each
resistor given its advertised tolerance).
For example, a 25 kΩ resistor with a 10% tolerance rating would have an allowable tolerance of +/- 2.5
kΩ.
• Red, Org, Blu, Gld =
• Brn, Blk, Grn, Sil =
• Blu, Blk, Brn, Gld =
• Yel, Vio, Red, Sil =
• Grn, Brn, Yel =
• Wht, Blu, Blk, Sil =
• Gry, Grn, Org, Gld =
• Org, Org, Gld =
• Vio, Red, Sil, Gld =
• Brn, Red, Blk, Sil =
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35
Question 57
An important part of performing instrument calibration is determining the extent of an instrument’s
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
• Thermometer
• LRV = -40o F
• URV = 250o F
• Test temperature = 70o F
• Instrument indication = 68o F
• pH analyzer
• LRV = 4 pH
• URV = 10 pH
• Test buffer solution = 7.04 pH
• Instrument indication = 7.13 pH
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.
file i00089
Question 58
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 differentiate between the two.
file i00091
36
Question 59
Analog electronic process transmitters typically have only two calibration adjustments: one for zero and
another for span. Occasionally you may find an analog electronic transmitter with a third adjustment: one
for linearity.
Modern “smart” process transmitters have more components in need of adjustment. A block diagram
of a typical smart pressure transmitter shows this very clearly:
"Smart" pressure transmitter
Range values
LRV URV
Trim adjustments Trim adjustments
Low High Low High
Analog-to- Digital-to
Sensor
Digital Micro- Analog 4-20 mA

processor
Converter Converter
(ADC) (DAC)
The purpose of the analog-to-digital converter (ADC) is to translate the pressure sensor’s electrical
output signal into a digital number the microprocessor can understand. Likewise, the purpose of the digital-
to-analog converter (DAC) is to translate the digital output of the microprocessor into a 4 to 20 mA DC
current signal representing measured pressure. The procedure of calibrating the ADC is called a sensor trim,
while the process of calibrating the DAC is called an output trim.
Explain the importance of performing both a sensor trim and an output trim whenever calibrating a
“smart” transmitter. In other words, explain why it is not enough to simply program LRV and URV values
into the microprocessor (e.g. LRV = 0 PSI ; URV = 30 PSI) and declare the job finished.
Furthermore, explain what external calibration equipment must be connected to the transmitter to
complete a sensor trim procedure, and also what external calibration equipment must be connected in order
to complete an output trim procedure.
file i00090
37
Question 60
Metric prefixes are nothing more than “shorthand” representations for certain powers of ten. Express
the following quantities of mass (in units of grams) using metric prefixes rather than scientific notation, and
complete the “index” of metric prefixes shown below:
8.3 × 1018 g =
3.91 × 1015 g =
5.2 × 1012 g =
9.3 × 109 g =
6.7 × 106 g =
6.8 × 103 g =
4.5 × 102 g =
8.11 × 101 g =
2.1 × 10−1 g =
1.9 × 10−2 g =
9.32 × 10−3 g =
1.58 × 10−6 g =
8.80 × 10−9 g =
6.9 × 10−12 g =
7.2 × 10−15 g =
4.1 × 10−18 g =
1018 1015 1012 109 106 103 102 101 (units) 10-1 10-2 10-3 10-6 10-9 10-12 10-15 10-18
peta giga kilo milli nano
E k d m a
file i00093
38
Question 61
Read and outline the “Process Flow Diagrams” section of the “Instrumentation Documents” chapter in
your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations,
your instructor and classmates the concepts and examples explored in this reading.
file i03886
Question 62
Read and outline the “Process and Instrument Diagrams” section of the “Instrumentation Documents”
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.
file i03887
Question 63
Read and outline the “Loop Diagrams” section of the “Instrumentation Documents” chapter in your
file i03888
Question 64
Read and outline the “SAMA Diagrams” section of the “Instrumentation Documents” chapter in your
file i03889
39
Question 65
Examine this portion of a P&ID, taken from real documentation at an oil refinery. This particular
diagram shows some of the piping and instrumentation associated with a chemical reactor vessel:
• Which direction does process fluid flow through this reactor vessel?
• Identify the functions of all instrument “bubbles” shown in this diagram.
• How are piping flanges shown in a PFD or P&ID?
• Two places on this diagram show the placement of a blind, used to positively seal off a pipe for
maintenance purposes. Locate these two blind installations. Hint: they are both located at pipe
flanges.
• Some of the indicators shown in this P&ID serve double-duty as process alarms. Identify which of the
indicators also have alarm functions, and which of those are high alarms, low alarms, or both.
file i03890
40
Question 66
Examine this loop diagram, taken from real documentation at an oil refinery:
• What type of control loop is represented in this diagram? In other words, what is the process variable,
and how is this process variable manipulated?
• What types of identifying information does this diagram provide about the 4-20 mA signal wiring?
• What is the calibrated range of the sensing instrument?
• How are physical locations for wire connection points declared in this diagram?
• Identify where wires are part of a larger, multi-conductor cable, and identify how those wires are
distinguished from all the others in that cable.
• Identify the convention used to identify wire pairs for each field instrument. In other words, how can
a person tell whether a certain wire pair is going out to the transmitter, the indicator, or the control
valve?
file i03891
Question 67
Suppose you wish to calibrate an electronic pressure transmitter to an input range of 0 to 200 PSI, 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 pressure Percent of span Output signal

applied (PSI) (%) (mA)
0
25
50
75
100
file i01764
41
Question 68
Suppose you wish to calibrate a current-to-pressure (“I/P”) transducer to an output range of 3 to 15
PSI, with an input range of 4 to 20 mA. Complete the following calibration table showing the proper test
pressures and the ideal input signal levels at those pressures:

6.88
6.88
9.6
84
4.9
file i01626
Question 69
Read and outline the “Tube and Tube Fittings” section of the “Instrumentation Connections” chapter in
your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations,
file i03893
Question 70
Read and outline the “Connections and Wire Terminations” and “DIN Rail” subsections of the
“Electrical Signal and Control Wiring” section of the “Instrumentation Connections” 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.
file i03892
Question 71
Identify where a P&ID would be more helpful than a loop diagram, and visa-versa. Why do we have
these two different types of schematic diagrams in the instrumentation field?
file i00133
42
Question 72
Note the rectangular boxes and arrows near each instrument in the following loop diagram:
Loop Diagram: Furnace temperature control Revised by: Mason Neilan Date: April 1, 2002
Field panel Control room panel
Process area JB-12 CP-1
0-1500oF 0-1500oF
TE TB-15 TB-11
205 Yel Red Red Wht/Blu Wht/Blu Red Red
1 TT 3 1 7
205
Cable TT-205 Cable 3, Pr 1 Cable TT-205 Blk
Red
2 Blk Blk
4 Blu Blu
2 Blk
20 TIC
21 205
TY Red
205a
17
Blk
I
TB-15 TB-11 18
/P
Red Red Wht/Org Wht/Org Red Blk
TY 5 3 H
205b
Cable TY-205b Cable 3, Pr 2 Cable TY-205b Wht
Tube TV-205
Blk Blk
6 Org Org
4 Blk
N
TV
205 ES 120 VAC
AS 20 PSI Breaker #4
Valve #15 Panel L2
Column #8
Tag number Description Manufacturer Model Calibration Notes

TE-205 Thermocouple Omega Type K Ungrounded tip
0-1500o F
TT-205 Temperature transmitter Rosemount 444 4-20 mA
TY-205a Resistor Vishay 250 Ω

1-5 V
TIC-205 Controller Siemens PAC 353 0-1500o F Reverse-acting control
4-20 mA
TY-205b I/P transducer Fisher 546 3-15 PSI
TV-205 Control valve Fisher Easy-E 3-15 PSI Fail-closed
Explain what the “up arrows” near the transmitter and transducer bubbles tell us about these
instruments, and what the “down arrow” near the controller bubbles tells us about that instrument.
file i03607
43
Question 73
A pneumatic level transmitter has a calibrated range of 0 to 5 feet, and its output signal range is 3 to
15 PSI. Complete the following table of values for this transmitter, assuming perfect calibration (zero error).
Be sure to show your work!

(feet) (%) (PSI)
3.2
4
50
2.4
11.3
18
file i00097
Question 74
Suppose you wish to calibrate an electronic pressure transmitter to an input range of 0 to 50 inches of
water, 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:

applied (” W.C.) (%) (mA)
5
33
50
61
100
file i00462
Question 75
An electronic pressure transmitter has a calibrated range of 0 to 200 inches of mercury, and its output
signal range is 4 to 20 mA. Complete the following table of values for this transmitter, assuming perfect
calibration (zero error):

applied (” Hg) (%) (mA)
24
19
11.7
118
15.2
file i00473
44
Question 76
A pneumatic differential pressure transmitter has a calibrated range of -100 to +100 inches of water
column (” W.C.), and its output signal range is 3 to 15 PSI. Complete the following table of values for this
transmitter, assuming perfect calibration (zero error). Be sure to show your work!

applied (”W.C.) (%) (PSI)
0
-30
8
13
65
10
file i00096
Question 77
A pneumatic level transmitter has a calibrated range of 150 inches to 300 inches of liquid level, with an
output range of 3 to 15 PSI. Complete the following table of values for this transmitter, assuming perfect
calibration (zero error):

applied (inches) (%) (PSI)
4
7.2
189
66
14.1
file i00506
Question 78
Suppose you wish to calibrate an RTD temperature transmitter to an input range of 50 to 200 degrees
F, with an output range of 4 to 20 mA. Complete the following calibration table showing the proper test
temperatures and the ideal output signals at those levels:
Input temp Percent of span Output signal

applied (deg F) (%) (mA)
0
25
50
75
100
file i00644
45
Question 79
A temperature transmitter has a calibrated range of -80 to 150 degrees F 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 temp Percent of span Output signal

(o F) (%) (mA)
120
-45
42
25
7.5
12.9
file i00099
Question 80
The ADC0804 is an example of an integrated circuit analog-to-digital converter (ADC), converting an
analog input voltage signal into an 8-bit binary output:
+V
Vin ADC0804 Clk in
DB7 DB0
Digital data output lines
When operated from a 5.0 volt DC power supply in its simplest mode, the ADC0804 converts any DC
input voltage between 0.0 volts and 5.0 volts into an 8-bit number at the command of a clock pulse. A 0.0
volt input yields a binary output (or “count”) of 00000000, of course, while a 5.0 volt input yields a count
of 11111111.
Complete this table of numbers, relating various DC input voltages with count values (expressed in
binary, hex, and decimal) for an ADC0804 having an input range of 0.0 to 5.0 volts DC:
DC input voltage Binary count Hex count Decimal count

0.0 volts 00000000
00110011 51
2.2 volts 70
B3 179
11001100 CC
5.0 volts 11111111
file i03270
46
Question 81
Consider this control system, set up to maintain the temperature of a chemical reactor vessel at a
constant (“setpoint”) value. The reactor’s source of heat is a steam “jacket” where hot steam is admitted
through a motor-operated (M) control valve (TV) according to the temperature inside the reactor sensed by
the temperature transmitter (TT):
TIC
SP TT TI
Reactor
M
Steam jacket
TV
From steam
supply (boiler)
To condensate
return
You arrive at work one day to find the operator very upset. The last batch of product emptied from
the reactor was out of spec, as though the temperature were too cold, yet the controller (TIC) displays the
temperature to be right at setpoint where it should be: 175 o F.
Your first step is to go to the reactor and look at the temperature indicating gauge (TI) mounted near
the same point as the temperature transmitter. It registers a temperature of only 137 o F.
From this information, determine what is the most likely source of the problem, and how you made that
determination.
file i00137
47
Question 82
TIC
SP TT TI
Reactor
M
Steam jacket
TV
From steam
supply (boiler)
To condensate
return
You arrive at work one day to find the operator very upset. The last batch of product emptied from
the reactor was out of spec, and the temperature displayed by the indicating controller (TIC) shows it to be
197 o F. The setpoint is set at 175 o F, and the controller is in the automatic mode as it should be.
Your first step is to look at the indication on the controller showing the output signal going to the motor-
actuated steam valve (TV). This output signal display (the “manipulated variable”) shows 0 %, which means
“valve fully closed.”
Next, you decide to check the temperature shown at the temperature indicator (TI) located near the
temperature transmitter (TT) on the reactor. There, you see a temperature indication of 195 o F.
From this information, determine what is the most likely source of the problem, and how you made that
determination.
file i00138
48
Question 83
TIC
SP TT TI
Reactor
M
Steam jacket
TV
From steam
supply (boiler)
To condensate
return
While doing some clean-up work near the reactor, you receive a frantic call from the operator on your
two-way radio. He says that the controller (TIC) is registering a temperature of 186 o F, which is 11 degrees
higher than the setpoint of 175 o F. A temperature this high could ruin the product inside the reactor. He
wants you to check the temperature indicator on the side the reactor (TI) and let him know what it reads.
You look at the TI, and see that it registers a temperature of 172 o F, which is a bit too cold if anything,
not too hot. You immediately report this to the operator using your radio, who then asks you to check out
the system to see why he’s getting a false reading on the controller display.
Fortunately, you have your multimeter and tool set with you, so you proceed to the temperature
transmitter to measure the milliamp signal it is outputting. Removing a cover from a round junction
box on the conduit where the transmitter’s wires are routed, you see a terminal block inside with a 1N4001
rectifying diode placed in series with the circuit:
Conduit To transmitter
Conduit
To controller
Setting your multimeter to measure milliamps, you connect the red and black test leads across the diode.
49
This shorts past the diode, forcing all the current to go through the meter instead of the diode, allowing
you to “break in” to the 4-20 mA circuit without having to physically break a wire connection anywhere.
Making a mental note to thank your instrumentation instructor later for showing you this trick, you see that
your multimeter registers 15.683 mA.
Given a calibrated temperature transmitter range of 100 to 200 degrees F, determine what this current
measurement tells you about the location of the problem in this temperature control loop, and explain how
you made that determination.
file i00139
Question 84
On the job, you are sent to troubleshoot a brand-new control system, consisting of a pneumatic liquid
level transmitter connected to a pneumatic controller, which in turn drives a pneumatic control valve. The
process vessel, piping, control valve, controller, and level transmitter are all brand-new: they even sport a
fresh coat of paint.
LT LIC
LG
74 74
According to the unit operator, this level control system has never worked. As she shows you, the liquid
level inside the vessel is so low that the level gauge (LG) registers empty, yet the controller is commanding
the valve 100 % open, which of course continues to drain the vessel and prevent any liquid level from
accumulating.
Being well-educated in process control theory, you decide to check how the controller is configured.
Looking inside the controller case, you notice the controller is set for direct action: an increasing PV results
in an increasing output signal (MV), which will move the air-to-close valve more toward the “closed” state.
Realizing how to fix the problem, you reach inside the controller and move a lever that switches it into
reverse action mode.
Explain why this fixes the problem.

file i00140
50
Question 85
In this process, two chemical streams are mixed together in a reactor vessel. The ensuing chemical
reaction is exothermic (heat-producing) and must be cooled by a water cooling system to prevent overheating
of the vessel and piping. 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 cooling water flow:
Feed A Feed B
Reactor
TV
Hot water out

Cold water
in
TT Reaction product out
TIC
Suppose the last instrument technician to calibrate the temperature transmitter made a mistake, and
the transmitter consistently reads 5o too hot. For example, if the reaction product temperature is actually
275o F, the transmitter outputs a current signal corresponding to 280o F.
Describe in detail the effect this mis-calibration will have on the performance of the cooling system.
file i02928
51
Question 86
Feed A Feed B
Reactor
TV
Hot water out

Cold water
in
TIC
Suppose the last instrument technician to calibrate the temperature valve made a mistake, and the valve
position is consistently open 10% more than it should be. For example, if the temperature controller sends
a 50% (12 mA) control signal to the valve, the valve stem will settle at a position of 60% open instead.
Describe in detail the effect this mis-calibration will have on the performance of the cooling system.
file i02929
52
Question 87
Feed A Feed B
Reactor
TV
Hot water out

Cold water
in
TIC
Suppose the temperature of the incoming cooling water suddenly increases. That is, the cool water
available to cool the exothermic process is not as cool as it used to be. Describe in detail the effect this
change in conditions will have on the performance of the cooling system.
file i02930
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Question 88
In this process, maple syrup is heated by passing through a steam heat exchanger, then enters an
evaporator where the water boils off, leaving the syrup denser than it was when it entered. A level control
system (LT, LIC, and LV) maintains constant syrup level inside the evaporator, while a density control
system (DT, DIR, DC, and DV) monitors the density of the thickened syrup and adjusts steam flow to the
heat exchanger accordingly.
Steam Water vapor

supply
Evaporator
DV LT
LIC
LV
Heat
exchanger Thickened
syrup
Condensate
return to boiler
DT
Syrup in
DC DIR
Suppose a process operator accidently leaves the manual block valve on the steam line shut, so that
no steam can enter the heat exchanger. Describe how both control systems will respond over time to this
process condition.
file i02935
54
Question 89
Steam Water vapor

supply
Evaporator
DV LT
LIC
LV
Heat
exchanger Thickened
syrup
Condensate
return to boiler
DT
Syrup in
DC DIR
Suppose the incoming (raw) syrup becomes more watery (less dense) but its volumetric flow rate into
the evaporator system remains unchanged. Describe how both control systems will respond over time to this
change in feed product quality.
file i02934
55
Question 90
Steam Water vapor

supply
Evaporator
DV LT
LIC
LV
Heat
exchanger Thickened
syrup
Condensate
return to boiler
DT
Syrup in
DC DIR
Suppose the syrup density transmitter (DT) suffers a sudden calibration problem, causing it to register
too low (telling the density controller that the syrup is less dense than it actually is).
Describe in detail the effect this calibration error will have on the performance of the density control
system.
file i02936
Question 91
Suppose you were giving instructions to a human operator regarding which way to move a hand-operated
control valve to maintain a process variable at setpoint. In each of these examples, determine which way
the operator should move the valve to counteract an increase in the process variable resulting from some
independent change in the process:
56
Example 1: Temperature control application
Thermometer
Temperature is too high (TI)
Pot
Valve
To gas
fuel supply Should the operator move the valve
further open or further closed?
Example 2: Level control application
4-20 mA
LT LI
H L Level is too high
Valve
Should the operator move the valve

57
Example 3: Flow control application
FI
FT 3-15 PSI Flow is too high
20 PSI
air
H L
Should the operator move the valve
Valve
Orifice plate
Example 4: Temperature control application
Oil to be
heated
Steam in Steam out

Heat exchanger
Note: the oil and steam never contact each

each other inside the exchanger; steam flows
inside a set of tubes while the oil flows outside
those same tubes. Heat transfers through the
tube walls from the steam to the oil.
TT
Valve
Temperature is too high Should the operator move the valve

TI
10-50 mA
file i00109
58
Question 92
Any control loop must contain, at minimum, these three instrumentation components:
• Transmitter
• Controller
• Final Control Element
Now, sometimes two or more of these functions may be combined into one instrument, but at least these
three functions must still be present.
Explain what each of these instruments (or functions) does, and how they connect to each other to form
a working control system (loop). Give a practical example if possible, such as the “cruise control” in an
automobile or the heating/cooling system in your home.
file i00111
Question 93
Pictured here is a P&ID (Process and Instrument Diagram) of a liquid flow control “loop,” consisting of a
flow transmitter (FT) to sense liquid flow rate through the pipe and output an electronic signal corresponding
to the flow, a flow controller (FC) to sense the flow signal and decide which way the control valve should move,
a current-to-air (I/P) transducer (FY) to convert the controller’s electronic output signal into a variable air
pressure, and an air-operated flow control valve (FV) to throttle the liquid flow:
I
/P
4-20 mA signal FC 4-20 mA signal

FY
FT 3-15 PSI signal

FV
Pump Pipe
The actions of each instrument are shown here:

• FT: increasing liquid flow = increasing current signal
• FC: increasing process variable (input) signal = decreasing output signal
• FY: increasing current input signal = increasing pneumatic output signal
• FV: increasing pneumatic signal = open more
Describe what will happen to all signals in this control loop with the controller in “automatic” mode
(ready to compensate for any changes in flow rate by automatically moving the valve) if the pump were to
suddenly spin faster and create more fluid pressure, causing an increase in flow rate.
Also describe what will happen to all signals in this control loop with the controller in “manual” mode
(where the output signal remains set at whatever level the human operator sets it at) if the pump were to
suddenly spin faster and create more fluid pressure, causing an increase in flow rate.
file i00124
59
Question 94
The very simplest style of automatic control is known as on-off or more whimsically, bang-bang control.
This is where the automatic controller only has two output signal modes: fully on and fully off. Your home’s
heating system is most likely of this sort, where a thermostat can either tell the furnace to turn on or to
turn off.
Describe the advantages and disadvantages of “on-off” control, as contrasted against more sophisticated
control schemes where a final control element such as a control valve may be proportionately positioned
anywhere between fully open and fully closed according to the demands of the process.
file i00125
Question 95
Calculate the voltage drops in this loop-powered 4-20 mA transmitter circuit for the current conditions
shown in the table:
A C
E
B +
− 24 VDC
250 Ω
H L D
F
Loop-powered 50 Ω
4-20 mA
transmitter G
Percent of range Transmitter current VCD VEF VF G VAB

0% 4 mA
25 % 8 mA
50 % 12 mA
75 % 16 mA
100 % 20 mA
In order for a loop-powered transmitter such as this to function adequately, there must be a minimum
DC voltage between its terminals (VAB ) at all times. A typical value for this voltage is 12 volts (be aware
that this minimum voltage level varies considerably between different manufacturers and models!). Identify
what loop condition(s) may jeopardize this minimum supply voltage value, and how you as a technician
would ensure the transmitter always received enough voltage to function.
file i00129
60
Question 96
Electrical signals are frequently used in industrial control applications to communicate information
from one device to another. An example of this is motor speed control, where a computer outputs a speed
command signal to a motor “drive” circuit, which then provides metered power to an electric motor:
To source of
3-phase AC power
Input Output Motor
Computer Two-wire cable Motor

drive
Two common standards for analog control signals are 1-5 volts DC and 4-20 mA DC. In either case, the
motor will spin faster when this signal from the computer grows in magnitude (1 volt = motor stopped, 5
volts = motor runs at full speed; or 4 mA = motor stopped, 20 mA = motor runs at full speed).
At first, it would seem as though the choice between 1-5 volts and 4-20 mA as control signal standards
is arbitrary. However, one of these standards exhibits much greater immunity to induced noise along the
two-wire cable than the other. Shown here are two equivalent schematics for these signal standards, complete
with an AC voltage source in series to represent the “noise” voltage picked up along the cable’s length:
Motor drive
Computer input
1-5 VDC 1 MΩ
Vnoise
Motor drive
Computer input
4-20 mA 250 Ω
Vnoise
Use the Superposition theorem to qualitatively determine which signal standard drops the greatest
amount of noise voltage across the motor drive input’s resistance, thereby most affecting the motor speed
control.
file i00128
61
Question 97
Draw a P&ID representing everything shown in this pictorial illustration (show the controller located
in the main control room, with all other instruments field-mounted):
Cold fluid
in
Air-to-close
valve
Steam in
Transducer Heat exchanger
I/P Controller
PV SP
Out
Warm fluid
Air supply Steam out out
Thermocouple
TT
Temperature
transmitter
file i00132
62
Question 98
Question 99
Question 100
Question 101
Explain, in as much detail as you can, how you will be graded in these courses.
This is a graded question: you will be graded on accuracy and originality (no plagiarized answers!).
file i00009
63
Question 102
Explain the functions of the following instruments, and give a practical example of each one:
• Primary Sensing Element (PSE)
• Transmitter
• Controller
• Final Control Element (FCE)
• Signal transducer
file i00008
64
Question 103
Write your own problem converting a 4-20 milliamp current value into a corresponding process
measurement (or visa versa) then solve that problem showing all your work. The style of your problem
should be the same as that presented in the Lessons In Industrial Instrumentation “Analog Electronic
Instrumentation” textbook chapter examples.
Be sure to show all your work!
file i00010
65
Question 104
Describe what all the symbols and line types mean in this process and instrument diagram (P&ID):
FIC
SP
101
FIR
101
FY
101
FT
101 FV
101
FE
101
file i00011
66
Question 105
An electronic pressure transmitter has a calibrated range of 100 to 300 PSI, and its output signal range
is 4 to 20 mA. Complete the following calibration table for a calibration tolerance of +/- 0.5% (of span),
and be sure to show the equations used to calculate all the parameters given the percentage of span (x):
Input pressure Percent of span Output signal Output signal Output signal
applied (PSI) (%) ideal (mA) min. (mA) max. (mA)
0
10
25
50
75
90
100
Equations used:
Input pressure =
Output signal (ideal) =
Output signal (min.) =
Output signal (max.) =
file i00013
67
Question 106
In this equation there is a mistake:
p
x2 + x4 y 6 = x + x2 y 3
Identify the mistake, and re-write the right-hand side of the equation so the two sides are truly equal.
Be sure to show all your work!
p
x2 + x4 y 6 =
file i03138
68
Question 107
Calculate the amount of voltage between points A and B in this circuit. Be sure to identify polarity as
well as magnitude, and show all of your work!
1k5 B
1k
20
A 690
4k7 250
file i02528
69
Question 108
The capacitor in this RC circuit is variable, by means of adjusting the insertion of a movable dielectric
made of high-permittivity plastic:
Movable dielectric
Vout
AC C
voltage R
source
Identify what will happen to the output voltage (Vout ) – whether it will increase, decrease, or remain
the same – when the dielectric is pulled further out, away from the capacitor plates. Be sure to explain your
reasoning in detail!
file i02908
70
Question 109
Small relays often come packaged in clear, rectangular, plastic cases. These so-called “ice cube” relays
have either eight or eleven pins protruding from the bottom, allowing them to be plugged into a special
socket for connection with wires in a circuit. Note the labels near terminals on the relay socket, showing the
locations of the coil terminals and contact terminals:
(top views)
Com #1
Com #2
coil
coil
Relay
Relay socket
N.O. #1
N.O. #2
N.C. #1
N.C. #2
Draw the necessary connecting wires between terminals in this circuit, so that actuating the normally-
open pushbutton switch sends power from the battery to the coil to energize the relay:
-
+
Battery
Relay
(plugged into socket)
N.O.
switch
file i03206
71
Question 110
The following strobe light has a problem: the flash tube never flashes.
Flash tube
On/off T1
6V
Q1 TP2
R1 R2 TP1 C2 TP6
Q2
C1 R4
TP3 Q3
R5
R3 Q4
R6
TP4
TP5
Turning the flash 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 6 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/off 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 specific
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.
file i03186
72
Question 111
Lab Exercise
Your team’s task is to build a simple control loop consisting of a “smart” transmitter, indicating
controller, I/P transducer, and control valve. This loop does not actually have to control anything, but
it must move the valve in response to a change in measurement when the controller is in the “automatic”
mode. I recommend using a Rosemount model 3051 pressure transmitter with a span somewhere between
10 and 100 PSI, and using the default controller display range of 0 to 100 percent rather than try to scale it
to engineering units. Each instrument in the loop should be labeled with a proper tag name (e.g. “PT-15”
for a pressure transmitter), with all instruments in each loop sharing the same loop number. Write on pieces
of masking tape to make simple labels for all the instruments and signal lines.
The rule in this loop is to keep everything simple! The time will come to study each loop component
in depth. For now, you are just learning how the various devices interconnect to form a complete control
system. This will give you perspective and context for your later studies.
In addition to building and documenting a simple control loop, you must also demonstrate the proper
assembly of compression-style instrument tube fittings (e.g. Swagelok brand or similar) and the proper
application of Teflon tape to pipe threads. You will also be required (as a team) to demonstrate the use
of common diagnostic test equipment used in the troubleshooting of 4-20 mA current loops. Many of the
lab projects you’ll be building in this program require tube fitting, pipe fitting, and current loop diagnostic
skills, so it is important to master these basic skills now.
Objective completion table:
Performance objective Grading 1 2 3 4 Team

Loop diagram and inspection mastery –
Tube fitting assembly demo mastery –
Teflon tape application demo mastery –
Transmitter senses process mastery – – – –
Manual control of valve mastery – – – –
Valve responds to setpoint change mastery – – – –
Valve responds to process change mastery – – – –
Test equipment use (measuring mA signal) mastery – – – –
Test equipment use (generating mA signal) mastery – – – –
Test equipment use (HART communicator) mastery – – – –
Lab question: Diagnosis proportional – – – –
Lab question: Instruments proportional – – – –
Lab question: Math proportional – – – –
Lab question: Tools/safety proportional – – – –
Lab questions (reviewed between instructor and student team in a private session)
• Diagnosis
• Explain what will happen (and why) if the 250 ohm resistor fails open in the transmitter circuit
• Explain what will happen (and why) if the 250 ohm resistor fails shorted in the transmitter circuit
• Explain what will happen (and why) if the transmitter cable fails open
• Explain what will happen (and why) if the valve (I/P) cable fails open
• Explain what will happen (and why) if the I/P air supply fails (0 PSI)
• Suppose the valve does not move when the transmitter is stimulated, with the controller in automatic
mode and all signals at approximately 50%. Explain how you could “divide the loop” into two halves to
determine which half the problem was in, either through careful observation, electrical measurements,
or a simple test.
73
• Instruments
• Explain the difference between a pipe and a tube fitting, using real fittings as examples
• Demonstrate how a sound electrical connection is made at each terminal block
• Identify the “high” and “low” pressure ports on your pressure transmitter, and explain their significance
• Demonstrate the difference between direct and reverse controller action
• Explain in simple terms how a varying air pressure actuates the control valve mechanism
• Math (no calculator allowed!)

• 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.
• Tools/Safety
• Demonstrate how to shut off and tag out electrical power to your loop instruments
• Identify where the danger tags are kept (for tagging out devices)
• Identify where the First Aid kit is located in the lab
• Identify where the fire extinguisher is located in the lab
• Identify how to use the safety eye-wash in the lab’s sink
• Identify how to activate the building fire alarm
• Locate the BTC campus emergency procedures manual in the lab
• Demonstrate the proper use of a combination wrench (which end is preferred)
• Demonstrate how to use a combination wrench to turn a nut or bolt in close quarters (where there is
not enough room to swing the wrench more than 20 degrees or so)
• Identify safety hazards associated with the drill press
74
Loop diagram requirements
• 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 (“field”) 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 field
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 shutoff points labeled (e.g. “Breaker #5,” “Valve #7”)
Go to the answer section for this question to see an example loop diagram!
75
file i00012
Loop Diagram: Revised by: Date:
Process area JB- CP-
TB-40 TB-
Cable Cable Cable
Pair
I
TB-40 TB-
/P
Cable Cable
Pair
Cable
76
ES 120 VAC
AS 20 PSI Breaker #
Column #

Transmitter
Resistor
Controller
I/P transducer
Control valve
Loop diagram template
Question 112
77 Loop Diagram: Revised by: Date:
Tag # Description Manufacturer Model Input range Output range Notes

Loop diagram requirements
• 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 (“field”) 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 field
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 shutoff points labeled (e.g. “Breaker #5,” “Valve #7”)
78
Sample Loop Diagram (using a single-loop controller)
0-1500oF 0-1500oF
TE TB-15 TB-11
1 TT 3 1 7
205
Red
2 Blk Blk
4 Blu Blu
2 Blk
22 TIC
21 205
TY Red
205a
19
Blk
I
TB-15 TB-11 18
/P
TY 5 3 H
205b
Tube TV-205
Blk Blk
6 Org Org
4 Blk
N
79
TV
205 ES 120 VAC
Valve #15 Panel L2
Column #8

TT-205 Temperature transmitter Rosemount 444 0-1500o F 4-20 mA Upscale burnout
TIC-205 Controller Siemens PAC 353 1-5 V 0-1500o F Reverse-acting control
TY-205b I/P transducer Fisher 546 4-20 mA 3-15 PSI
TV-205 Control valve Fisher Easy-E 3-15 PSI 0-100% Fail-closed
Sample Loop Diagram (using DCS controller)
Loop Diagram: Blue team pressure loop Revised by: Duncan D.V. Date: April 1, 2009
Field process area Field panel JB-25 DCS cabinet
0-50 PSI
TB-52 TB-80 Card 4
Red Red Red Red Red Red Channel 6
H PT 1 11 11
Cable PT-6 Cable 4, Pr 1 Cable PT-6
Analog
L 6 2 12 12
Blk Blk Blk Blk Blk Blk input
0-50 PSI
Tube PV-6
PIC
6
80
PV
6
I
TB-52 TB-80 Card 6
/P
Red Red Red Red Red Red Channel 6
PY 15 29 11
Cable PV-6 Cable 4, Pr 8 Cable PV-6
Analog
6 16 30 12
Blk Blk Blk Blk Blk Blk output
AS 20 PSI
PT-6 Pressure transmitter Rosemount 3051CD 0-50 PSI 4-20 mA
HART-enabled input
PIC-6 Controller Emerson DeltaV 4-20 mA 4-20 mA Direct-acting control
PY-6 I/P transducer Fisher 846 4-20 mA 3-15 PSI

PV-6 Control valve Fisher Vee-ball 3-15 PSI 0-100% Fail-open
Sample Loop Diagram (using pneumatic controller)
file i00654
Loop Diagram: Sludge tank level control Revised by: I. Leaky Date: April 1, 2008
Bulkhead panel
Process area Control panel CP-11
B-104
H Tube LT-24a Tube LT-24b

LT Out 14
L 24
(vent) In
C
Supply
LIC
A.S. 21 PSI
24
Tube LV-24 D
LV
A.S. 21 PSI
24
81
Tube LV-24 Tube LV-24

LT-24 Level transmitter Foxboro 13A 25-150 "H2O 3-15 PSI
LIC-24 Controller Foxboro 130 3-15 PSI 3-15 PSI
LV-24 Control valve Fisher Easy-E / 667 3-15 PSI 0-100% Fail closed
Answers
Answer 1
Answer 2
Answer 3
Answer 4
Answer 5
Answer 6
Answer 7
Answer 8
Answer 9
Answer 10
Answer 11
A mastery assessment is one that must be passed with a 100% score (no errors). Mastery assessments
are usually given with multiple opportunities to pass. The basic idea is, you try and try until you get it
perfect. This ensures mastery of the concept, hence the name.
By contrast, a proportional-graded assessment is one where you do not have to achieve perfection to pass.
Most of the tests and assignments you have completed in your life are of this type. A grade (percentage,
ranking, and/or letter) is given based on how well you answer the question(s).
In all the Instrumentation courses, all exams have both mastery and proportional sections. Lab exercises
likewise have both mastery and proportional sections as well. Preparation and feedback grades are strictly
proportional, with no mastery component.
Follow-up question: what happens if you fail to fulfill a mastery assessment within the allotted time?
Answer 12
I’ll refer you to the syllabus pages for your answer!
Answer 13
Each student is allowed a certain number of hours absence time per quarter (refer to the syllabus for
the exact number!), to be used for absences of any reason. Absences exceeding this number of hours will
result in grade deductions (refer to the syllabus to see how severe!). Unused absence hours may be donated
by students to their classmates at the end of each quarter to help out fellow students in need.
Answer 14
You will attempt to answer a series of questions assigned to you, and/or read assigned sections of your
textbook(s) and reference manuals, then prove your engagement with the material to your instructor every
day by sharing what you found. The instructor, meanwhile, will note your comprehension of the material
and coach you on how to find pertinent information and problem-solve. This process involves independent
study, group work, and presentation of your ideas.
82
Answer 15
Contacting your instructor and team-mates allows you to keep abreast of any new developments, and
find out how you can participate (if possible) during your absence. For instance, there may be something
your lab team could have you research while you’re out, to bring back to school the next day.
Answer 16
I’ll let you come up with your own answer(s) to this question!
Answer 17
Hint: one “free” tardy per course is granted without any deduction to your grade for that course.
Answer 18
I’ll refer you to the syllabus for your answer.
Answer 19
Even if the answer to a worksheet question eludes you, it is still possible to show engagement by
answering some of the meta-questions listed in question 0 (found near the beginning of each and every
worksheet!). Not only will documenting your responses to these meta-questions show engagement, it will
also help you think more clearly about the question, and in doing so help you to arrive at an answer!
Answer 20
I’ll refer you to the syllabus for your answer.
Answer 21
Answer 22
Answer 23
Answer 24
Answer 25
Answer 26
Answer 27
Answer 28
Answer 29
I’ll let you discuss this with your classmates!
Answer 30
• Process Variable (PV) = The signal representing the variable being measured and controlled (liquid
level)
• Setpoint (SP) = The point at which the controller tries to maintain the process variable
• Manipulated Variable (MV) = The controller’s output signal, which tells the final control element what
to do to influence the process variable
83
Answer 31
I’ll answer the question with a scenario of my own: suppose it is discovered that some patients suffered
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?
Answer 32
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
84
Answer 51

applied (ft) (%) (mA)
0 0 4
2 25 8
4 50 12
6 75 16
8 100 20
Answer 52

7.2 20 5.4
9.6 35 7.2
12 50 9
16.8 80 12.6
19.2 95 14.4
Answer 53

(feet) (%) (mA)
1.6 80 16.8
0.3875 19.375 7.1
0.8 40 10.4
1.8125 90.625 18.5
Answer 54
First transmitter design:
Input range: 0 to 15 PSI
Output range: 0 to 10 volts DC
Last transmitter design:

Input range: 0 to 15 PSI
Output range: 1 to 5 volts DC
Follow-up question: show the current in both circuits using both conventional flow notation and electron
flow notation.
Answer 55
This instrument has a zero shift error, but not a span shift or linearity error.
Follow-up question: what would a span shift or a linearity error look like on the transfer function graph?
85
Answer 56
• Red, Org, Blu, Gld = 23 MΩ, +/- 1.15 MΩ

• Brn, Blk, Grn, Sil = 1 MΩ, +/- 100 kΩ
• Blu, Blk, Brn, Gld = 600 Ω, +/- 30 Ω
• Yel, Vio, Red, Sil = 4.7 kΩ, +/- 470 Ω
• Grn, Brn, Yel = 510 kΩ, +/- 102 kΩ
• Wht, Blu, Blk, Sil = 96 Ω, +/- 9.6 Ω
• Gry, Grn, Org, Gld = 85 kΩ, +/- 4.25 kΩ
• Org, Org, Gld = 3.3 Ω, +/- 0.66 Ω
• Vio, Red, Sil, Gld = 0.72 Ω, +/- 0.036 Ω
• Brn, Red, Blk, Sil = 12 Ω, +/- 1.2 Ω
Answer 57
• 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 buffer solution = 7.04 pH
• Instrument indication = 7.13 pH
• Error = +1.5 % of span
Answer 58
Both hysteresis and deadband are errors in instrument response revealed when the direction of input
signal motion is reversed. For example, when the pressure input to a pressure gauge is increased, then
decreased.
86
Answer 59
Simply setting the LRV and URV values is not actually calibrating the transmitter to accurately
correspond to reality. If this concept is hard to grasp, imagine a transmitter whose LRV and URV values
are set perfectly, and whose DAC is calibrated just right, but whose ADC suffers from a zero shift. The
microprocessor will “think” the pressure is something different from what it really is, and it will output an
incorrect (zero-shifted) milliamp signal as a result.
In order to perform a sensor trim, you must connect a known pressure source (a standard) to the
transmitter’s input port and correlate that standard pressure to the pressure value registered by the
microprocessor. When trimming the output, you must connect a precise milli-ammeter in series with the
transmitter’s output current to correlate the intended current signal of the microprocessor to the actual
current.
87
Answer 60
8.3 × 1018 g = 8.3 Eg
3.91 × 1015 g = 3.91 Pg
5.2 × 1012 g = 5.2 Tg
9.3 × 109 g = 9.3 Gg
6.7 × 106 g = 6.7 Mg
6.8 × 103 g = 6.8 kg
4.5 × 102 g = 4.5 hg
8.11 × 101 g = 8.11 dag
2.1 × 10−1 g = 2.1 dg
1.9 × 10−2 g = 1.9 cg
9.32 × 10−3 g = 9.32 mg
1.58 × 10−6 g = 1.58 µg
8.80 × 10−9 g = 8.80 ng
6.9 × 10−12 g = 6.9 pg
7.2 × 10−15 g = 7.2 fg
4.1 × 10−18 g = 4.1 ag
1018 1015 1012 109 106 103 102 101 (units) 10-1 10-2 10-3 10-6 10-9 10-12 10-15 10-18
exa peta tera giga mega kilo hecto deka deci centi milli micro nano pico femto atto
E P T G M k h da d c m µ n p f a
Answer 61
88
Answer 62
Answer 63
Answer 64
Answer 65
Answer 66
Answer 67

applied (PSI) (%) (mA)
0 0 4
50 25 8
100 50 12
150 75 16
200 100 20
Answer 68

6.88 18 5.16
5.1 6.88 3.83
12.8 55 9.6
17.44 84 13.08
6.53 15.83 4.9
Answer 69
Answer 70
Answer 71
This is a good question to discuss with your classmates!
Answer 72
An “up” arrow indicates a direct-acting instrument, while a “down” arrow represents a reverse-acting
instrument. I’ll let you research what “direct-acting” and “reverse-acting” mean.
89
Answer 73
Partial answer:

(feet) (%) (PSI)
3.2
0.4167 8.333 4
50
2.4
11.3
0.9 18 5.16
Answer 74

applied (” W.C.) (%) (mA)
2.5 5 4.8
16.5 33 9.28
25 50 12
30.5 61 13.76
50 100 20
Answer 75

applied (” Hg) (%) (mA)
24 12 5.92
38 19 7.04
96.25 48.13 11.7
118 59 13.44
140 70 15.2
Answer 76
Partial answer:

applied (”W.C.) (%) (PSI)
0
-30 35 7.2
8
13
30 65 10.8
10
90
Answer 77

applied (inches) (%) (PSI)
156 4 3.48
202.5 35 7.2
189 26 6.12
249 66 10.92
288.8 92.5 14.1
Answer 78
Input temp Percent of span Output signal

applied (deg F) (%) (mA)
50 0 4
87.5 25 8
125 50 12
162.5 75 16
200 100 20
Answer 79
Partial answer:
Measured temp Percent of span Output signal

(o F) (%) (mA)
120
-45 15.22 6.435
42
25
7.5
47.94 55.63 12.9
Answer 80
Partial answer:
DC input voltage Binary count Hex count Decimal count

0.0 volts 00000000 00 0
1.0 volts 00110011 51
2.2 volts 70 112
3.51 volts 10110011 B3 179
4.0 volts 11001100 CC
5.0 volts 11111111 255
Answer 81
Answer 82
Answer 83
91
Answer 84
Answer 85
Answer 86
Answer 87
Answer 88
Answer 89
Answer 90
Answer 91
• Example 1: increasing temperature, operator should close the valve more

• Example 2: increasing level, operator should open the valve more
• Example 3: increasing flow, operator should close the valve more
• Example 4: increasing temperature, operator should open the valve more
Follow-up question: in which of these examples is the operator functioning as a direct-action controller
and in which of these examples is the operator functioning as a reverse-action controller?
Answer 92
I’ll let you think of your own practical control loop example.
Answer 93
In automatic mode:
Process flow rate (increase) → FT output signal (increase milliamps) → FC output signal (decrease
milliamps) → FY output signal (decrease PSI) → FV position (moves further closed, pinching off liquid
flow).
In manual mode:
Process flow rate (increase) → FT output signal (increase milliamps) → FC output signal (remains
steady) → FY output signal (remains steady) → FV position (holds position).
Answer 94
This is a good topic to discuss with your classmates!
92
Answer 95
Partial answer:
Percent of range Transmitter current VCD VEF VF G VAB

0% 4 mA
25 % 8 mA 24 V
50 % 12 mA 3V
75 % 16 mA 0.8 V
100 % 20 mA 18 V
Follow-up question: suppose this loop-powered transmitter required a minimum voltage of 19 volts to
function properly. How much current could it output and still meet this operating criterion?
Answer 96
The motor drive input in the 1-5 volt signal system “sees” more noise voltage than the motor drive
input in the 4-20 mA signal system.
Follow-up question: what bad effects do you think noise superimposed on the DC signal cable would
have on motor speed control?
Challenge question: why do you suppose the 1-5 volt signal system requires a much greater input
impedance (1 MΩ) than the 4-20 mA signal system? What might happen to the voltage signal received at
the motor drive’s input terminals if the input resistance were much less?
93
Answer 97
AS
I
P
TY
TIC
TT
TE
The “fail-open” arrow on the valve stem indicates that it is air-to-close.
Follow-up question: which direction of action should the controller be programmed with (direct action
or reverse action), assuming both the transmitter and I/P transducer are direct-acting?
Answer 98
Answer 99
Answer 100
Answer 101
This is a graded question – no answers or hints given!
Answer 102
Answer 103
Answer 104
Answer 105
94
Answer 106
Answer 107
Answer 108
Answer 109
Answer 110
95
Answer 111

0-1500oF 0-1500oF
TE TB-15 TB-11
1 TT 3 1 7
205
Red
2 Blk Blk
4 Blu Blu
2 Blk
20 TIC
21 205
TY Red
205a
17
Blk
I
TB-15 TB-11 18
/P
TY 5 3 H
205b
Tube TV-205
Blk Blk
6 Org Org
4 Blk
N
96
TV
205 ES 120 VAC
Valve #15 Panel L2
Column #8

o
0-1500 F
TT-205 Temperature transmitter Rosemount 444 4-20 mA

1-5 V
TIC-205 Controller Siemens PAC 353 0-1500o F Reverse-acting control
4-20 mA
TY-205b I/P transducer Fisher 546 3-15 PSI
TV-205 Control valve Fisher Easy-E 3-15 PSI Fail-closed

Answer 112
Your loop diagram will be validated when the instructor inspects the loop with you and the rest of your
team.
97

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INST 200 (Introduction to Instrumentation)

Recommended daily schedule

Credits/hours: 2 credits = 30 clock hours

Prerequisite: Math 141 (Precalculus 1) or instructor permission

Program outcomes addressed:

Instructor contact information:

Supplemental materials: (recommended, not required)

Student performance objectives:

• Proportional (graded on a percentage scale according to quality of fulfillment)

Core Electronics -- 1 year

1st quarter 2nd quarter 3rd quarter

INST 200 -- 1 wk INST 205 -- 1 wk INST 206 -- 1 wk

INST 240 -- 4 wks INST 250 -- 4 wks INST 260 -- 3 wks

INST 241 -- 4 wks INST 251 -- 4 wks INST 261 -- 4 wks

INST 242 -- 3 wks INST 252 -- 3 wks INST 262 -- 4 wks

Reserve a time and a place for study

Who to study with

How to make time for study

Make efficient use of the time you have

Take responsibility for your learning and your life

. . . And the number one tip for success . . .

Simple explanation of Attribution License:

More detailed explanation of Attribution License:

METRIC PREFIX SCALE

102 101 10-1 10-2

• Conversion formulae for temperature

Conversion equivalencies for distance

1 milliliter (ml) = 1 cubic centimeter (cm3 )

Conversion equivalencies for velocity

Conversion equivalencies for mass

Conversion equivalencies for force

Conversion equivalencies for area

Conversion equivalencies for absolute pressure units (only)

Conversion equivalencies for energy or work

Conversion equivalencies for power

Acceleration of gravity (free fall), Earth standard

Avogadro’s number (NA ) = 6.022 × 1023 per mole (mol−1 )

Electronic charge (e) = 1.602 × 10−19 Coulomb (C)

Boltzmann’s constant (k) = 1.38 × 10−23 Joules per Kelvin (J/K)

Molar gas constant (R) = 8.314 Joules per mole-Kelvin (J/mol-K)

Specific heat of water at 14o C = 1.00002 calories/g·o C = 1 BTU/lb·o F = 4.1869 Joules/g·o C

Specific heat of ice ≈ 0.5 calories/g·o C

Specific heat of steam ≈ 0.48 calories/g·o C

pH of pure water at 25o C = 7.0 (pH scale = 0 to 14)

Properties of Dry Air at sea level

file conversion constants

How to read actively:

• What factors caused the explosion to occur?

• How was instrumentation involved in this accident?

• What precautions could have prevented the accident?

• What general topics are taught during Fall quarter?

• What general topics are taught during Winter quarter?

• What general topics are taught during Spring quarter?

• Where are you now in this sequence of courses?

• Where will you be next quarter in this sequence of courses?

• Explain the policy on punctuality.

• Explain the policy on absences.

• Explain the policy on participation.

• How and where will you work in teams to complete coursework?

• What is expected in terms of preparing for each theory (classroom) session?

• Explain what “Feedback questions” are.

• Identify specific behaviors inappropriate for the classroom

• Explain what a “Mastery” assessment is.