INST261 Sec3

INST 261 (Programmable Logic Controllers), section 3
Lab
Relay- and PLC-based system troubleshooting: Question 91, completed objectives due by the end of
day 4, section 4
Exam
Day 5 of next section
Question 92 previews the mastery exam circuit-building activity
Recommended daily schedule

Day 1
Theory session topic: Timer instructions
Questions 1 through 20; answer questions 1-7 in preparation for discussion (remainder for practice)
Day 2
Theory session topic: Human-Machine Interfaces (HMIs)
Day 3
Theory session topic: PLC programming challenges
Day 4
Theory session topic: Sequencing instructions
Feedback questions (81 through 90) are optional and may be submitted for review at the end of the day
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Course Syllabus
INSTRUCTOR CONTACT INFORMATION:

Tony Kuphaldt
(360)-752-8477 [office phone]
(360)-752-7277 [fax]
tkuphald@btc.ctc.edu
DEPT/COURSE #: INST 261
CREDITS: 5 Lecture Hours: 26 Lab Hours: 66 Work-based Hours: 0
COURSE TITLE: Programmable Logic Controllers
COURSE OUTCOMES: Construct, analyze, document, and efficiently diagnose discrete (on/off) control
systems using both electromechanical relays and programmable logic controllers (PLCs). Also, use variable-
frequency drive (VFD) units to control the speed of AC induction electric motors.
COURSE DESCRIPTION: In this course you will learn how to wire, configure, and program
programmable logic controllers (PLCs) to control real processes. You will also learn how to wire,
configure, and use variable-frequency motor controls to use three-phase AC motors as final control elements.
Pre/Corequisite course: INST 260 (Data Acquisition Systems)
COURSE OUTLINE: a course calendar in electronic format (Excel spreadsheet) resides on the Y:
network drive, and also in printed paper format in classroom DMC130, for convenient student access. This
calendar is updated to reflect schedule changes resulting from employer recruiting visits, interviews, and
other impromptu events. Course worksheets provide comprehensive lists of all course assignments and
activities, with the first page outlining the schedule and sequencing of topics and assignment due dates.
These worksheets are available in PDF format at http://openbookproject.net/books/socratic/sinst
• INST261 Section 1 (Motor controls and logic): 4 days theory and labwork
• INST261 Section 2 (Basic PLC and HMI programming): 4 days theory and labwork + 1 day for mastery
programming assessment
• INST261 Section 3 (PLC programming continued): 4 days theory and labwork
• INST261 Section 4 (PLC-controlled system): 4 days labwork and final programming assessment
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STUDENT PERFORMANCE OBJECTIVES:
• Mastery exams (two per course): without references or notes, within a limited time (3 hours total
for mastery and proportional exams), independently perform the following activities with no errors
given a maximum of two attempts per exam sitting (up to three exam sittings allowed with a 10% score
deduction levied on the proportional exam score if not passed on first sitting). At least 60% of exam
questions are “Application” level or higher according to Bloom’s Taxonomy.
→ Exam 1: Build a circuit to energize an electromechanical relay
→ Exam 1: Sketch proper wire connections for sourcing or sinking PLC I/O points
→ Exam 1: Determine status of PLC discrete output given discrete input states and a simple RLL
program
→ Exam 1: Calculate instrument calibration points given input and output ranges
→ Exam 1: Circuit Fault Review: determine possibility of open/short faults in a simple circuit given
measured values (voltage, current)
→ Exam 1: INST240 Review: calculate ranges for hydrostatic level-measuring instruments (∆P)
→ Exam 1: INST250 Review: flow/Pressure/Cv calculation for a liquid control valve application
→ Exam 2: Connect a relay to a PLC output channel and demonstrate its operation
→ Exam 2: Sketch proper wire connections for sourcing or sinking PLC I/O points
→ Exam 2: Determine status of PLC discrete output given discrete input states and a simple RLL
program
→ Exam 2: Calculate instrument calibration points given input and output ranges
→ Exam 2: Circuit Fault Review: determine possibility of open/short faults in a simple circuit given
measured values (voltage, current)
→ Exam 2: INST241 Review: convert between different units of temperature
→ Exam 2: INST251 Review: perform numerical differentiation on a simple mathematical function
(graphed)
• Proportional exams (two per course): program a PLC to implement a set of specific control
functions for a hypothetical process application. At least 60% of exam questions are “Application” level
or higher according to Bloom’s Taxonomy.
• Lab exercises (two per course): in a team environment and with full access to references, notes,
and instructor assistance; build and document functioning motor-control systems as documented in the
Lab Exercise questions found in all course worksheets. Each lab exercise includes a set of qualitative
and conceptual questions to be answered individually without references or notes, and also lists mastery
objectives for the lab exercise (must be completed with no errors) including:
→ Generate an accurate wiring diagram documenting your team’s system.
→ Diagnose a fault placed in another team’s system by the instructor within a limited time (5 minutes
max.), properly using any diagnostic equipment at your disposal, with each step logically justified.
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METHODS OF INSTRUCTION: Course structure and methods are intentionally designed to develop
critical-thinking and life-long learning abilities, continually placing the student in an active rather than a
passive role.
• Independent study: daily worksheet questions specify reading assignments, problems to solve, and
experiments to perform in preparation (before) classroom theory sessions. Open-note quizzes and work
inspections ensure accountability for this essential preparatory work. The purpose of this is to convey
information and basic concepts, so valuable class time isn’t wasted transmitting bare facts, and also to
foster the independent research ability necessary for self-directed learning in your career.
• Classroom sessions: a combination of Socratic discussion, short lectures, small-group problem-solving,
and hands-on demonstrations/experiments review and illuminate concepts covered in the preparatory
questions. The purpose of this is to develop problem-solving skills, strengthen conceptual understanding,
and practice both quantitative and qualitative analysis techniques.
• Lab activities: an emphasis on constructing and documenting working projects (real instrumentation
and control systems) to illuminate theoretical knowledge with practical contexts. Special projects
off-campus or in different areas of campus (e.g. BTC’s Fish Hatchery) are encouraged. Hands-on
troubleshooting exercises build diagnostic skills.
• Tours and guest speakers: quarterly tours of local industry and guest speakers on technical topics
add breadth and additional context to the learning experience.
STUDENT ASSIGNMENTS/REQUIREMENTS: All assignments for this course are thoroughly

documented in the following course worksheets located at:
http://openbookproject.net/books/socratic/sinst/index.html
• INST261 sec1.pdf
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EVALUATION AND GRADING STANDARDS: (out of 100% for the course grade)
• Mastery exam and mastery lab objectives = 50% of course grade
• Proportional exams = 40% (2 exams at 20% each)
• Lab questions = 10% (2 question sets at 5% each)
• Quiz penalty = -1% per failed quiz
• Tardiness penalty = -1% per incident (1 “free” tardy per course)
• Attendance penalty = -1% per hour (12 hours “sick time” per quarter)
• Repair bonus = +5% per repaired instrument (instrument’s broken and repaired statuses must be
verified by the instructor)
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
Failing a mastery exam will result in a 10% deduction from the proportional exam score, and you get
a maximum of two re-takes (“sittings”) to pass new versions of the same mastery exam which must occur
before the next exam date. Failure to pass the mastery within three sittings will result in a failing grade (F)
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.
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 school 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.
“Lab questions” are assessed by individual questioning, at any date after the respective lab objective
(mastery) has been completed by your team. These questions serve to guide your completion of each lab
exercise and confirm participation of each individual student. Grading is as follows: full credit for thorough,
correct answers; half credit for partially correct answers; and zero credit for major conceptual errors. All
lab questions must be answered by the due date of the lab exercise.
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REQUIRED STUDENT SUPPLIES AND MATERIALS:
• Course worksheets available for download in PDF format
• Lessons in Industrial Instrumentation textbook, available for download in PDF format
→ Access worksheets and book at: http://openbookproject.net/books/socratic/sinst
• Spiral-bound notebook for reading annotation, homework documentation, and note-taking.
• Instrumentation reference CD-ROM (free, from instructor). This disk contains many tutorials and
datasheets in PDF format to supplement your textbook(s).
• Tool kit (see detailed list)
• Simple scientific calculator (non-programmable, non-graphing, no unit conversions, no numeration
system conversions), TI-30Xa or TI-30XIIS recommended
• Small “brick” PLC and HMI panel (Automation Direct option):
→ Automation Direct CLICK PLC model C0-00DD1-D (price ≈ $70) 8 discrete (DC) inputs, 6 discrete
(DC) outputs
→ or Automation Direct CLICK PLC model C0-02DD1-D (price ≈ $130) 4 discrete (DC) inputs, 4
discrete (DC) outputs, 2 analog inputs, 2 analog outputs, RS-485 Modbus communications port,
real-time clock and calendar
→ Automation Direct CLICK 24 VDC power supply model C0-00AC (price ≈ $30) 24 VDC at 0.5
amp maximum output
→ Automation Direct C-More Micro HMI panel 3 inch EA1-S3ML-N (price ≈ $150)
→ optional Automation Direct 20-key bezel for C-More Micro 3 inch panel EA-MG-BZ2 (price ≈ $80)
→ Automation Direct USB/serial adapter and cable part EA-MG-PGM-CBL (price ≈ $40) necessary
for programming the C-More Micro HMI panel (also useful for programming the PLC)
• Small “brick” PLC and HMI panel (Allen-Bradley option):
→ Rockwell (Allen-Bradley) MicroLogix 1000 model 1761-L10BWA (price ≈ $85 with BTC student
discount at North Coast Electric) 6 discrete (DC) inputs, 4 discrete (relay) outputs
→ Rockwell (Allen-Bradley) cable part 1761-CBL-PM02 (price ≈ $30 with BTC student discount at
North Coast Electric)
→ Automation Direct C-More Micro HMI panel 3 inch EA1-S3ML-N (price ≈ $150)
→ optional Automation Direct 20-key bezel for C-More Micro 3 inch panel EA-MG-BZ2 (price ≈ $80)
→ Automation Direct cable part EA-MLOGIX-CBL (price ≈ $30) and adapter part EA-MG-SP1
(price ≈ $50) necessary for connecting the C-More Micro HMI panel to an Allen-Bradley MicroLogix
1000 PLC
→ Generic USB-to-serial converter
→ Automation Direct USB/serial adapter and cable part EA-MG-PGM-CBL (price ≈ $40) necessary
for programming the C-More Micro HMI panel
ADDITIONAL INSTRUCTIONAL RESOURCES:

• The BTC Library hosts a substantial collection of textbooks and references on the subject of
Instrumentation, as well as links in its online catalog to free Instrumentation e-book resources available
on the Internet.
• “BTCInstrumentation” channel on YouTube (http://www.youtube.com/BTCInstrumentation), hosts
a variety of short video tutorials and demonstrations on instrumentation.
• ISA Student Section at BTC meets regularly to set up industry tours, raise funds for scholarships,
and serve as a general resource for Instrumentation students. Membership in the ISA is $10 per year,
payable to the national ISA organization. Membership includes a complementary subscription to InTech
magazine.
• ISA website (http://www.isa.org) provides all of its standards in electronic format, many of which
are freely available to ISA members.
• 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
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• To receive classroom accommodations, registration with Disability Support Services (DSS) is required.
Call 360-752-8450, email mgerard@btc.ctc.edu, or visit the DSS office in the Counseling and Career
Center (room 106, College Services building).
file INST261syllabus
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Sequence of second-year Instrumentation courses
Core Electronics -- 3 qtrs

including MATH 141 (Precalculus 1)
(Only if 4th quarter was Summer: INST23x)
INST 200 -- 1 wk Offered 1st week of

Prerequisite for all INST24x,
Fall, Winter, and
INST25x, and INST26x courses Intro. to Instrumentation Spring quarters
Summer quarter Fall quarter Winter quarter Spring quarter
INST 230 -- 3 cr INST 240 -- 6 cr INST 250 -- 5 cr INST 260 -- 4 cr

Motor Controls Pressure/Level Measurement Final Control Elements Data Acquisition Systems

PLC Programming Temp./Flow Measurement PID Control DCS and Fieldbus

PLC Systems Analytical Measurement Loop Tuning Control Strategies
PHYS 121 -- 5 cr ENGT 122 -- 6 cr

Physics I CAD 1: Basics
Prerequisite for INST206
INST 205 -- 1 cr
All courses
Job Prep I
Offered 1st week of
completed?
No Fall, Winter, and
Yes INST 206 -- 1 cr
Spring quarters
Job Prep II
Graduate!!!
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General student expectations
(Punctuality) You are expected to arrive for each theory and lab session on time, every day. If a session
begins at 12:00 noon, 12:00:01 is considered late. 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, weather-related, or required by
law. 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 reserve sufficient time for reading assignments and homework
questions to prepare yourself for theory sessions, where you will actively contribute your new knowledge. The
exact amount of time varies with each person, but 2 hours per day is the bare minimum for most. Graded
quizzes 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
following the absence.
(Feedback questions) You may submit answers to “feedback” questions at the end of each course section.
Your answers will be checked by the instructor, but neither count toward nor against your grade for the
course. The purpose of “feedback” questions is exactly that: to provide feedback for both you and the
instructor regarding your learning.
(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.
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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!
• Adjustable wrench, 6” handle (sometimes called “Crescent” wrench)
• Hex wrench (“Allen” wrench) set, fractional – 1/16” to 3/8”
• Optional: Hex wrench (“Allen” wrench) set, metric – 1.5 mm to 10 mm
• Optional: Miniature combination wrench set, 3/32” to 1/4” (sometimes called an “ignition wrench” set)
Note: when turning a bolt, nut, or tube 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 (sometimes called “Channel-lock” pliers)
• Diagonal wire cutters (sometimes called “dikes”)
Screwdrivers
• Slotted, 1/8” and 1/4” shaft
• Phillips, #1 and #2
• Jeweler’s screwdriver set
Measurement tools
• Tape measure. 12 feet minimum
• Optional: Vernier calipers
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 with a quiz. 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.
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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) The instructor makes general announcements to all students
(b) The 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
(3) End of practical (lab) session: debriefing where each team reports on their work to the whole class
Troubleshooting assessments will be conducted in the following manner:

• The student approaches instructor when ready to troubleshoot.
• The instructor selects a loop diagram for a system not built by that student’s team.
• The student evaluates that system to ensure it is working properly.
• The student submits the loop diagram to the instructor and leaves the lab room with all teammates.
• The instructor faults the system, then calls the whole team back into the lab room. It is entirely valid
to fault a component of the system the student has not studied in detail!
• The instructor plays the part of a bewildered operator, declaring the system broken. Throughout the
exercise, the student may ask questions of the instructor, who will answer as a real operator would:
describing symptoms but not providing any recommendations. The instructor will have a realistic
scenario in mind, and answer these questions accordingly.
• The student must begin their troubleshooting with a measurement or a response test. The instructor
will start a timer as soon as this first diagnostic step begins, giving the student 5 minutes to identify
the location and nature of the fault.
• Most importantly, the instructor challenges the student to defend all diagnostic steps throughout the
exercise. Every step must be logically justified, with the student correctly narrowing the field of possible
faults as time goes on. If the student at any point concludes a type or location of fault incompatible
with the gathered data, they fail the exercise. Likewise, if the student begins looking for specific faults
(e.g. checking configuration parameters, looking for loose wires) prior to gathering test data sufficient
to positively identify that location and type of fault, they fail the exercise.
• If by the end of the allotted time the student correctly identifies the location and type of fault (e.g.
open, short, ground, miscalibration, misconfiguration, etc.), they will be given extra time if needed to
precisely pinpoint the fault without instructor supervision. If the fault happens to be something of a
nature the student has not yet studied in detail (e.g. a controller misconfiguration, prior to the student
having learned how to configure controllers), and the student has correctly identified that component
as the culprit, the exercise is declared a success.
• If by the end of the allotted time the student fails to correctly identify the location and type of fault,
any observing teammate may continue diagnosis of the same system for full credit, with the instructor
re-starting the timer for another 5 minutes.
• The instructor reviews the entire effort with student and teammates, identifying correct procedures and
logical conclusions as well as any incorrect or inefficient steps.
• The student then repairs the fault and verifies the system works properly.
• The student returns loop diagram to the common holding area.
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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.
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General advice for successful learning
Cultivate meta-cognitive skills (the ability to monitor your own thinking on a subject)!
• Whenever you get “stuck” trying to understand a concept, clearly identify where you are getting stuck,
and where things stop making sense.
• When you think you understand a concept, test your understanding by explaining it in your own words.
You can do this by trying to explain it to a willing classmate, or by imagining yourself trying to explain
it to someone. If you cannot clearly explain a concept to someone else, you do not understand it well
enough yourself !
• The technique of trying to explain a concept also works well to identify where you are stuck. The point
at which you find yourself unable to clearly articulate the concept is very likely the exact point of your
misconception or confusion.
Join or create a study group with like-minded classmates!

• Read the textbook assignments together.
• Solve assigned problems together.
• Collectively identify difficult concepts and areas needing clarification, to bring up later during class.
• Take turns trying to explain complicated concepts to each other, then critiquing those explanations.
Eliminate distractions in your life!

• Time-wasting technologies: televisions, internet, video games, mobile phones, etc.
• Unhelpful friends, unhealthy relationships, etc.
Make use of “wasted” time to study!

• Carefully plan your lab sessions with your teammates to reserve a portion of each day’s lab time for
study.
• Bring a meal to school every day and use your one-hour lunch break for study instead of eating out.
This will not just save you time, but also money!
• Plan to arrive at school at least a half-hour early (the doors unlock at 7:00 AM) and use the time to
study as opposed to studying late at night. This also helps guard against tardiness in the event of
unexpected delays, and ensures you a better parking space!
Take responsibility for your learning and your life!

• Do not procrastinate, waiting until the last minute to do something.
• Obtain all the required books, and any supplementary study materials available to you. If the books
cost too much, look on the internet for used texts (www.amazon.com, www.half.com, etc.) and use the
money from the sale of your television and video games to buy them!
• Make an honest attempt to solve problems before asking someone else to help you. Being able to
problem-solve is a skill that will improve only if you continue to do work at it.
• If you detect trouble understanding a basic concept, address it immediately. Never ignore an area of
confusion, believing you will pick up on it later. Later may be too late!
• Do not wait for others to do things for you. No one is going to make extra effort purely on your behalf.
. . . And the number one tip for success . . .

• Realize that there are no shortcuts to learning. Every time you seek a shortcut, you are actually cheating
yourself out of a learning opportunity!!
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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
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Nothing in the License prohibits the application of a more restrictive license (or no license at all) to
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Note: the text on this page is not a license. It is simply a handy reference for understanding the Legal
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file license
15
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)
16
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) = 14.504 pounds per square inch (PSI)
Conversion equivalencies for absolute pressure units (only)

1 atmosphere (Atm) = 14.7 pounds per square inch absolute (PSIA) = 101.325 kilo-pascals absolute
(kPaA) = 1.01325 bar (bar) = 760 millimeters of mercury absolute (mmHgA) = 760 torr (torr)
Conversion equivalencies for energy or work

1 british thermal unit (Btu – “International Table”) = 251.996 calories (cal – “International Table”)
= 1055.06 joules (J) = 1055.06 watt-seconds (W-s) = 0.293071 watt-hour (W-hr) = 1.05506 x 1010
ergs (erg) = 778.169 foot-pound-force (ft-lbf)
Conversion equivalencies for power

1 horsepower (hp – 550 ft-lbf/s) = 745.7 watts (W) = 2544.43 british thermal units per hour
(Btu/hr) = 0.0760181 boiler horsepower (hp – boiler)
Acceleration of gravity (free fall), Earth standard

9.806650 meters per second per second (m/s2 ) = 32.1740 feet per second per second (ft/s2 )
17
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
18
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. 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 discussion (“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.
Above all, cultivate an attitude of persistence in your studies. The ability to intently focus and not
give up when faced with a challenge is necessary for mastery of anything non-trivial. They keys to enabling
persistence are (1) having the desire to achieve that mastery, and (2) knowing that challenges are normal
and not an indication of something gone wrong.
file question0
19
Questions
Question 1
Suppose we have an Allen-Bradley model “SLC 500” PLC connected to a three switches and two AC
loads (a lamp and a solenoid coil) as shown in this illustration:
Slot 0 Slot 1 Slot 2 Slot 3

(processor) (discrete output) (discrete input) (unused)
Processor Output Input

Power 0 4 0 4
supply 1
2
3
5
6
7
1
2
3
5
6
7
VAC 1 IN0
OUT0 IN1
OUT1 IN2
OUT2 IN3
OUT3 IN4
VAC 2 IN5
120 VAC L1 OUT4 IN6

OUT5 IN7
power L2/N
OUT6 COM
Gnd OUT7 COM
Lamp 250 oF
Solenoid
112 PSI
Examine the following relay ladder logic (RLL) program for this Allen-Bradley PLC, determining the
status of the lamp and of the solenoid coil provided a process pressure of 130 PSI, a process temperature of
186 o F, and an unpressed pushbutton switch:
I:2 I:2 I:2 O:1
4 0 6 1
I:2 I:2 O:1
6 0 5
I:2
4
file i04527
20
Question 2
Read and outline the “Timers” subsection of the “Ladder Diagram (LD) Programming” section of the
“Programmable Logic Controllers” 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 i04525
Question 3
Read and outline the section of your PLC’s user manual describing timer instructions. Note the different
types of timer instructions available, and any special memory locations reserved for the operation of these
instructions. If there is an example program given in the manual showing how to use timers, make note of
the page number here for future reference!
Write a “demonstration” program of your own using these instructions, placing comments at each rung
of the program explaining in your own words what the program does and how each instruction works.
Save this program under a name such as DEMO timer for future reference and save it in a location on your
computer’s file storage unit where you will be able to find it easily.
file i04524
21
Question 4
Programming Challenge – Compressor run-time accumulator
Suppose a business has an air compressor to provide compressed air to its shop facility. This compressor
must be serviced after a certain amount of “run time” has accumulated, and they want automatic notification
of this by a PLC.
Write a PLC program to monitor the compressor’s running (a discrete input connected to the motor
contactor coil will tell the PLC when the compressor is running), using a timer instruction to track total run
time. A second discrete input connected to a “Reset” pushbutton re-sets the timer back to zero after service
has been performed on the compressor. The PLC should turn on a “Service” light after the timer reaches
an accumulated value of 30 seconds (a very short time period, just for the sake of testing the program).
Suggestions for Socratic discussion
• What type of timer instruction is best suited for this application, a retentive timer or a non-retentive
timer?
• How can you observe the accumulated time value while testing this program’s operation?
• How do you set the time value to turn on the service light, inside the timer instruction?
• Is there a special bit in the PLC’s memory indicating when the timer instruction has reached the pre-set
value?
PLC comparison:
• Allen-Bradley Logix 5000: available timer instructions include TON, TOF, RTO, TONR, TOFR, and RTOR.
Note that a special coil called the “reset” instruction (RES) is necessary to reset the current value of
a timer. The RES instruction must be given the same address as the timer to be reset, so the PLC
“knows” which timer to reset when that coil is activated.
• Allen-Bradley SLC 500: available timer instructions include TON, TOF, and RTO. Note that a special coil
called the “reset” instruction (RES) is necessary to reset the current value of a timer. The RES instruction
must be given the same address as the timer to be reset, so the PLC “knows” which timer to reset when
that coil is activated.
• Siemens S7-200: available timer instructions include TON, TONR, and TOF. Note that a special coil called
the “reset” instruction (R) is necessary to reset the current value of a timer. The R instruction must be
given the same address as the timer to be reset, so the PLC “knows” which timer to reset when that
coil is activated.
• Koyo (Automation Direct) DirectLogic: available timer instructions include TMR, TMRF, TMRA, and TMRAF.
file i02346
22
Question 5
Programming Challenge – Cooling fan delayed shutoff
A very large electric motor at an oil refinery drives a hydrogen gas compressor for injecting hydrogen
into chemical reactor vessels at high pressure. This motor is so large, it requires its own separate cooling fan
motor to provide cooling air over the stator windings and rotor. Due to the heat build-up in the iron core
of this motor, the cooling fan needs to run for an additional 5 minutes after the large motor shuts down.
Write a PLC program to start and stop the main motor (using “Start” and “Stop” pushbutton switches),
where the cooling fan motor turns on immediately with the main motor, but exhibits a delayed turn-off after
the main motor stops. For the sake of easily demonstrating this program, set the timer instruction to 5
seconds rather than 5 minutes. Assume the use of normally-open (NO) pushbutton switches for both the
“Start” and “Stop” inputs.
• What type of timer instruction is best suited for this application, an on-delay or an off-delay timer?
PLC comparison:
• Allen-Bradley SLC 500: available timer instructions include TON, TOF, and RTO.
• Siemens S7-200: available timer instructions include TON, TONR, and TOF.
file i02344
23
Question 6
Programming Challenge – Oil pre-lube system timer
A large grinding machine in an automated machine shop uses a pressurized oil lubrication system to
“float” the rotating grinding table holding the parts to be ground. This oil lubrication pump motor must be
turned on for 15 seconds before the table motor is turned on, to allow time for the oil to pre-lubricate the
moving parts before motion commences.
Write a PLC program to start and stop the table motor (using “Start” and “Stop” pushbutton switches),
where the oil lubrication pump runs for 15 seconds before the table motor turns on. Both motors should shut
off at the same time when the “Stop” button is pressed. Assume the use of normally-closed (NC) pushbutton
switches for both the “Start” and “Stop” inputs.
PLC comparison:
• Allen-Bradley SLC 500: available timer instructions include TON, TOF, and RTO.
• Siemens S7-200: available timer instructions include TON, TONR, and TOF.
file i02345
24
Question 7
Programming Challenge – Reversing motor restart delay
A three-phase electric motor drives an air heat exchanger (radiative cooler) in either direction (forward or
reverse), depending on which way operations personnel wish to blow the warm air. During warm weather, the
preferred direction is up, to direct hot air away from process equipment. During cold weather, the preferred
direction is down, to provide warmth in the process equipment area to help guard against liquid-filled pipes
and tubes freezing:
Radiator core
Forward blows air up Fan blade Fan blade
Reverse blows air down 3-phase 480 VAC

Motor
Fwd Rvs
Reset
A reversing start/stop PLC program is easy enough to write, with two “Start” pushbuttons (one for
Forward, one for Reverse) and one “Stop” pushbutton; but what we need here is a reversing program that
prevents an immediate re-start of the motor in the opposite direction following a stop command. This is
because the fan blades have a lot of inertia, and take about 30 seconds to coast to a stop. This restart
lockout timer will prevent someone from trying to reverse the motor’s direction before the fan has had a
chance to fully stop.
Write a PLC program to provide this forward/reverse/restart lockout functionality. Assume the use of
normally-open (NO) pushbutton switches for all pushbutton inputs.
file i02347
25
Question 8
One of the more important functions in PLC programming is the timer. Timers receive one or more
discrete bits as inputs, producing both a time count (typically an integer number) and at least one discrete
bit that is somehow time-delayed from the activating (input) bit triggering the timer.
Research the types of timing functions available in your PLC, noting the characteristics of each.
Points to note:
• Determine whether each timer function is retentive (holds its timing “count” value when de-activated)
or non-retentive (resets to zero each time it is de-activated).
• Determine whether each timer function produces a delay at the onset of activation (an on-delay timer)
or when the function is de-activated (an off-delay timer).
• Determine the maximum (longest) amount of time delay each timer function is able to produce.
• Determine the minimum (shortest) amount of time delay each timer function is able to produce.
• Determine how each timer function is to be reset.
PLC comparison:
• Allen-Bradley Logix 5000: timer functions available include TON, TOF, RTO, TONR, TOFR, and RTOR.
• Allen-Bradley SLC 500: timer function available include TON, TOF, and RTO.
• Siemens S7-200: timer function available include TON, TONR, and TOF.
• Koyo (Automation Direct) DirectLogic: timer function available include TMR, TMRF, TMRA, and TMRAF.
file i03700
Question 9
Write a relay ladder-logic (RLL) program in your PLC performing an on-delay timer function, where
one discrete input activates a timer that delays the turning-on of a discrete output (such as a lamp or a
motor). The timing diagram for this function is shown here:
On-delay timing diagram
Input
Delay
Output
PLC comparison:
• Allen-Bradley Logix 5000: suggested timer function is TON.
• Allen-Bradley SLC 500: suggested timer function is TON.
• Siemens S7-200: suggested timer function is TON.
• Koyo (Automation Direct) DirectLogic: suggested timer function is TMR.
file i03701
26
Question 10
Write a relay ladder-logic (RLL) program in your PLC performing an off-delay timer function, where one
discrete input activates a timer that maintains its discrete output for a time period following de-activation
of the input bit. The timing diagram for this function is shown here:
Off-delay timing diagram

Delay
Input
Output
PLC comparison:
• Allen-Bradley Logix 5000: suggested timer functions include TOF and TOFR.
• Allen-Bradley SLC 500: suggested timer function is TOF.
• Siemens S7-200: suggested timer function is TOF.
• Koyo (Automation Direct) DirectLogic: suggested timer functions include TMR and TMRA.
file i03702
Question 11
Write a relay ladder-logic (RLL) program in your PLC performing an on-delay timer function controlling
two discrete outputs: one that turns on immediately with the input bit, and the other that turns on after the
on-delay time has elapsed. The first output should de-activate when the second (on-delay) output activates.
The timing diagram for this function is as follows:
Input
Output_1
Delay
Output_2
PLC comparison:
file i03703
27
Question 12
Write a relay ladder-logic (RLL) program in your PLC performing a retentive on-delay timer function,
where one discrete input activates a timer that delays the turning-on of a discrete output (such as a lamp
or a motor). This timing function must be retentive, such that several brief activations of the input bit will
accumulate time rather than begin from zero with every re-activation. A pair of timing diagrams show how
a retentive on-delay timer should function:
Input
Delay
Output
Retentive on-delay timing diagrams

t2
t1 t3
Input
t1 + t2 + t3 = Delay
Output
Points to note:
• Retentive on-delay timers must have some external means to force a reset condition. Why is this?
• There is no such thing as a retentive off-delay timer. Why is this?
PLC comparison:
• Allen-Bradley Logix 5000: suggested timer function is TONR.
• Allen-Bradley SLC 500: suggested timer function is RTO.
• Siemens S7-200: suggested timer function is TONR.
• Koyo (Automation Direct) DirectLogic: suggested timer function is TMRA.
file i03704
28
Question 13
Write a relay ladder-logic (RLL) program in your PLC where three on-delay timer functions are cascaded,
producing the following timing function (three discrete output bits activating in sequence):
Input
Delay 1
Output_1
Delay 2
Output_2
Delay 3
Output_3
PLC comparison:
file i03706
29
Question 14
Write a relay ladder-logic (RLL) program in your PLC that produces a cycling on-and-off pulse output,
as shown by this timing diagram:
Output
This program has no need for a discrete input to activate or de-activate it. However, the timer function
you use in your program may require a contact to activate it. Some PLCs provide a special “always on”
contact just for purposes such as this, where a ladder-logic function requires a contact that is always activated.
In the Siemens S7-200, the “always on” contact is SM0.0. In the Koyo DL05, the “always on” contact is SP1.
An alternative strategy is to create your own “always on” contact by inserting this rung of logic at the
beginning of your program:
Always_on Always_on
Always_on
At any point after this logic, the “Always on” contact may be used whenever a perpetually-activated
contact is needed to pass virtual “power” on to some other ladder-logic function.
file i03707
Question 15
Question 16
Question 17
Question 18
Question 19
Question 20
30
Question 21
Suppose we have an IEC 61131-3 compliant PLC connected to a proximity switch, a key switch, and
two loads (a lamp and a solenoid coil) as shown in this illustration. The proximity switch counts objects
passing by on a conveyor belt:
Real-world I/O wiring

Discrete input Discrete output
Proximity switch card card Solenoid coil
Valve
Prox_switch
Lamp
Indicator
Disarmed Armed
Enable
PLC program
Prox_switch Enable
CU
Enable
CTU
X
R Q
624 PV CV
Enable X Valve
Indicator
Examine this PLC’s relay ladder logic program, determining the status of the lamp and of the solenoid
coil after the proximity switch counts 6 more objects passing by, assuming the Enable keyswitch is in the
“Armed” position and the current count value is 620.
file i04528
31
Question 22
Read and outline the “Human-Machine Interfaces” section of the “Programmable Logic Controllers”
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 i04526
Question 23
The first step in learning how to configure your operator interface (HMI) panel is to install the
programming software on a personal computer (PC). A stationary desktop computer will work as well,
but portable (e.g. “laptop”) computers are much more useful once your PLC and HMI panel are installed
in a working system.
Once the software is installed and your PLC powered on, try to establish communications between the
PC and the HMI panel by starting up the programming software and selecting the “Connect” option (or
some synonymously-named option).
Points to note:
• Do you need an adapter to connect the programming cable between your PC and your HMI panel?
• Do you need to connect a DC power supply to the HMI panel, or will it be powered through the
programming cable?
• Does the HMI panel have data communication (send and receive) LEDs to show when it is “talking”
with your PC?
file i03677
Question 24
Programming Challenge – HMI control of sprinkler valves
Suppose an instrument technician wishes to have a PLC-controlled sprinkler system in his yard, with an
HMI panel inside his house with “pushbutton” graphics on the screen where he may conveniently activate
sprinkler water solenoid valves. To begin this project, the technician connects two solenoid valves to two
discrete outputs on his PLC: one valve opens up to send water to his fruit tree sprinkler nozzles while the
other valve opens up to fire a jet of water at the nearby fire hydrant where his neighbor’s dog likes to mark
his territory.
Create a simple HMI project with two “pushbutton” icons on the screen. The first icon will directly
activate the PLC output bit for the fruit tree sprinklers, and it needs to have a toggle action: pressing this
icon once turns the bit on, and pressing it a second time turns it off. The second icon will directly activate
the PLC output bit for the anti-dog water cannon, and it needs to have a momentary action: pressing this
icon activates the water jet, and releasing it stops the water jet.
The PLC itself does not need to have any instructions in it (except perhaps for an END rung to avoid a
processor error).
Points to note:
• What types of HMI data tags (boolean, integer, floating-point, ASCII, etc.) should be used for both
these “pushbutton” objects?
• How do you specify the action (toggle, momentary, etc.) of the “pushbutton” icons on the HMI screen?
file i02350
32
Question 25
Programming Challenge – Motor start/stop with counter, timer, and HMI screen
Write a PLC program to start and stop an electric motor (using normally-open “Start” and “Stop”
momentary pushbutton switches), with a counter instruction counting the number of times the motor has
been started, and a timer timing how long the motor has continuously run.
Then, create a project in your HMI panel to interface with this program, showing both the start count
and the run-time values as numbers on the screen.
When you are finished with this challenge, add one more feature to the HMI screen: a reset button for
re-setting the PLC’s start counter. For this, the HMI will need to write to a bit in the PLC’s memory that
is not associated with hard-wired I/O points.
Points to note:
• What type of PLC timer instruction is best suited for this application, a retentive or a non-retentive
timer?
• What types of HMI data tags (boolean, integer, floating-point, ASCII, etc.) should be used for the
count display and for the timer display?
file i02348
33
Question 26
Programming Challenge – model rocket launch timer with HMI screen
Suppose we wish to automate a model rocket lauchpad using a PLC to time the launch of the rocket.
When the “Countdown” pushbutton is momentarily pressed, the PLC will begin a counting sequence to
launch the rocket. After 10 seconds, a discrete output point on the PLC will activate to power the rocket
engine’s ignitor.
Write a PLC program to perform this countdown function, and program an HMI to display the 10-second
count from beginning to end in the form of a bargraph.
Points to note:
• How can you make this function latching, so that no one needs to hold the “Countdown” pushbutton
the entire 10 seconds, but rather merely needs to press it once and release?
file i02349
34
Question 27
Programming Challenge – Motor start/stop control with dual HMI/pushbutton controls
Suppose we need to have a PLC provide start/stop control for an electric motor, from two different
locations. Near the motor we have a pair of momentary-contact pushbutton switches: one to start the motor
and another to stop it. However, at the control room we have an HMI panel where the operators would like
to have an additional set of momentary start and stop “pushbuttons” so they may start and stop the motor
from that location as well.
Write a PLC program integrating these two sets of start/stop controls together, so that the motor may
be controlled from either location. Also provide a “run” indicator on the HMI panel so operators there know
when the motor is actually running.
file i02485
35
Question 28
Follow the “Getting Started” manual for your HMI panel to learn how to start a simple “project.” Make
note of all the relevant steps, from start to finish, including any special keystrokes or software functions
necessary to create and download the project from your PC into the HMI panel.
Points to note:
• How are projects saved to the hard disk of your PC?
• Where in the procedure do you select the type and model of PLC the HMI will interface with?
• How many different manufacturers and models of PLC are supported by your HMI?
• Is it possible to retrieve a program already stored in the HMI panel, uploading it to the PC? This is
what you will have to do if you ever approach a running HMI panel and need to get its program copied
to your PC in order to view and edit it!
file i03680
Question 29
Every operator interface (HMI) panel or software package assigns tag names to its data points.
Somewhere in the programming software, there should be an editor for the HMI’s tag database where each
data point to be used is assigned a tag name for reference within the HMI’s display. That is, each object
you draw on the HMI will have at least one tag name associated with it, controlling a numerical display, or
controlling the color, or some other visible feature of that object.
Points to note:
• How do you access the tag database in your HMI’s programming software? Are there any hot-keys which
will bring you immediately to an editing window where you may see all the tags and their associations?
file i03678
Question 30
Identify all the different variable types (e.g. Boolean, integer, real, etc.) supported within the tag
database of your HMI. When you choose to create a new tag in the HMI’s database, you will be prompted
somewhere in the process to select the variable type of that new tag. In that selection, you should see a list
of available data types.
Points to note:
• How many different data types do you see available for each tag choice?
• What data type might we associate with an item count, ranging from 0 to several thousand?
• What data type might we associate with a discrete input on the PLC?
• What data type might we associate with a discrete output on the PLC?
• What data type might we associate with an analog input or output on the PLC?
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Question 31
Write a simple relay ladder-logic (RLL) program in your PLC, where an internal bit contact (one that is
not associated with a real discrete input channel) drives an external (output) coil. The internal bit contact
will be driven by the HMI panel instead of a hard-wired input to the PLC:
HMI_input Output
Then, create a new “project” in your HMI panel, consisting of a single “control switch” on the screen.
This control switch will be associated with the same internal contact written in your PLC program, so that
when the switch is activated on the HMI panel screen, the PLC output will energize.
Points to note:
• Does the pushbutton object on the HMI have a “latching” option, where it remains on after pushing,
and turns off only if pushed again?
• Does the switch default to “momentary” operation, or is it assumed to be latching when it is first placed
on the screen?
• In the HMI’s tag name database, does it allow you to “browse” through all bit tag names available in
the PLC, or must you enter an explicit address?
• Does your PLC have any special designations for bits not directly “connected” to real-world I/O points?
• Why do you suppose it is prudent to have the HMI write to one of the “internal” PLC bit memory
locations instead of over-writing one of the discrete input bit locations?
• Can the HMI directly write to one of the PLC’s discrete output bit coils, so no ladder-logic programming
would be necessary at all for the HMI’s on-screen “switch” to activate one of the PLC’s discrete output
channels? Do you think this would be a wise programming practice, if possible?
PLC comparison:
• Allen-Bradley Logix 5000: all bits are named with tags, with the tags window being the place in the
programming software where associations between tag names and I/O points may be viewed (if they
exist at all).
• Allen-Bradley SLC 500: typically the binary file elements are used for internal bits (referenced with the
letter B as opposed to I for inputs and O for outputs).
• Siemens S7-200: typically the bit memory area is used for internal bits (referenced with the letter M as
opposed to I for inputs and Q for outputs).
• Koyo (Automation Direct) DirectLogic: typically the control relay memory area is used for internal bits
(referenced with the letter C as opposed to X for inputs and Y for outputs).
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Question 32
Write a simple relay ladder-logic (RLL) program in your PLC, where two internal bit contacts (bits not
associated with any discrete input channels) drives two external (output) coils. The internal bit contacts
will be driven by the HMI panel instead of hard-wired inputs to the PLC:
HMI_switch_1 Output_1
HMI_switch_2 Output_2
Then, create a new “project” in your HMI panel, consisting of a single “control switch” on two different
screens. Each of the control switches will be associated with internal contacts written in your PLC program,
so that when each switch is activated on the HMI panel screen, the associated PLC output will energize.
Add extra buttons or control objects on your HMI panel to allow navigation between the two screens.
Either place a text label on each screen to uniquely identify it, or make each screen a different background
color, so that the two screens cannot be confused.
Points to note:
• In the HMI’s tag name database, does it allow you to “browse” through all bit tag names available in
the PLC, or must you enter an explicit address?
• Why do you suppose it is prudent to have the HMI write to one of the “internal” PLC bit memory
locations instead of over-writing one of the discrete input bit locations?
• Can the HMI directly write to one of the PLC’s discrete output bit coils, so no ladder-logic programming
would be necessary at all for the HMI’s on-screen “switch” to activate one of the PLC’s discrete output
channels? Do you think this would be a wise programming practice, if possible?
PLC comparison:
exist at all).
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Question 33
Write a simple relay ladder-logic (RLL) program in your PLC, where a discrete input bit (associated
with an actual switch connected to an input channel) drives an internal coil (one that is not associated with
a real-world discrete output channel):
Input_switch Internal_bit
Configure your HMI panel to display the status of this internal bit, through a “lamp” object on the
HMI display. This way, the HMI’s “lamp” should “energize” when the real-world switch connected to the
PLC is activated.
Points to note:
PLC comparison:
exist at all).
file i03693
Question 34
Research the capabilities of your HMI panel to see if there is a way to have a discrete bit in the PLC’s
memory trigger some sort of noticeable alarm state in the panel. For instance, some HMI panels have a way
to associate the panel’s background color with a PLC bit status. Alternatively, the HMI panel may have a
buzzer (tone generator) which may be linked to a discrete bit in the PLC’s memory.
If your panel does have such a feature, test it by associating that alarm status bit with one of your
PLC’s discrete input bits, so that this alarm will trigger whenever the switch connected to that PLC input
is actuated.
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Question 35
Write a relay ladder-logic (RLL) program in your PLC resembling a motor start-stop latch. This
program will not be used to start and stop a motor, though. Instead, it will be used to latch whenever an
alarm switch is actuated:
Alarm_switch HMI_reset Alarm
Alarm
A single electrical switch connected to a discrete input channel on your PLC will serve as the activating
signal. The “Alarm” coil and contact in the PLC is just an internal bit, not associated with any real-world
output channel. Configure your HMI panel to display the status of this internal bit, so that a “lamp” will
“energize” on the HMI display whenever the alarm is activated.
The “HMI reset” contact must come from your HMI panel (from a momentary “pushbutton” object on
the screen), so that the alarm may be reset from the HMI.
If your panel does have such a feature, test it by associating that alarm status bit with one of your
PLC’s discrete input bits, so that this alarm will trigger whenever the switch connected to that PLC input
is actuated.
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Question 36
Write a relay ladder-logic (RLL) program for a motor start-stop control, using two pushbutton switches
(one for “Start” and one for “Stop”), with the program providing a latching function to keep the motor
running even when the “Start” switch is returned to the open status. Include two internal bit contacts (not
associated with any real-world discrete input channels on the PLC) linked to two “pushbutton” objects on
your HMI screen so that you may start or stop the motor either from the real-world switches or from the
HMI screen:
Start_switch Stop_switch HMI_stop Output
Output
HMI_start
Connect a small DC electric motor or other low-current load to one of the discrete output channels on
your PLC to indicate the status of the Output coil. Note: you will need to reference the User’s Manual for
your PLC to determine how power sources and loads should be connected to output channels!
Points to note:
• How do you draw vertical connecting lines in the ladder-logic program?
• See how the “Output” bit is used both as a coil (to write) and as a contact (to read).
• Turn status highlighting on to see the virtual “power” flow through the virtual “contacts” in the program,
showing how the “Output” contact latches the coil.
• The “Output” contact is commonly referred to in the industry as a seal-in contact. Explain why.
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Question 37
Write a relay ladder-logic (RLL) program in your PLC where a discrete bit from your HMI panel (a
momentary “pushbutton” on the screen) clocks a counter function, causing the counter to increment (count
up) every time the “pushbutton” is pressed and released. The HMI’s “pushbutton” will activate one of the
PLC’s internal bits (not a real-world discrete input bit), which should be tagged accordingly in the PLC
program to distinguish it from an actual discrete input:
HMI_input
CU CTU
R
PV
Be sure to have the status highlighting turned on, so you can watch the operation of the counter function
in the PLC programming software as it runs. There should be a current value count displayed somewhere
within the counter function box, so you can see how high the counter has counted.
Points to note:
• Identify the variable type necessary to use in the HMI’s database for the “pushbutton” control object.
PLC comparison:
• Allen-Bradley Logix 5000: CTU count-up instruction
• Allen-Bradley SLC 500: CTU count-up instruction
• Siemens S7-200: CTU count-up instruction
• Koyo (Automation Direct) DirectLogic: CNT counter instruction
file i03692
Question 38
Write a relay ladder-logic (RLL) program in your PLC where a single discrete input bit clocks a counter
function, causing the counter to increment (count up) every time the input transitions from a 0 to a 1 state
(from “low” to “high,” or from “false” to “true”). Then, configure your HMI panel to display the “current
value,” so that you may observe the counting of the PLC’s function from the HMI panel while the discrete
input is turned on and off. This will require you to configure a tag in the HMI’s tag database linked to the
counter function’s “current value” in the PLC, and to use the proper variable type (integer) to display the
count value.
Points to note:
• Identify the memory location within the PLC where the counter’s “current value” resides.
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Question 39
Write a relay ladder-logic (RLL) program in your PLC where a two discrete input bits clock an up-down
counter function, causing the counter to increment (count up) every time one input transitions from a 0 to
a 1 state (from “low” to “high,” or from “false” to “true”), and causing the counter to decrement (count
down) every time the other input makes the same type of transition. Configure your HMI panel to display
the counter’s “current value” in a numerical indicator, and provide a “pushbutton” on the HMI’s screen that
will reset this counter back to a count value of zero (0).
Points to note:
• Identify the memory location within the PLC where the counter’s “current value” resides.
• How does the reset bit “connect” to the counter function in ladder-logic?
• What happens when one of the “count” bits is transitioned while the “reset” bit is held in the active
(true) state?
• Identify the variable types necessary to use in the HMI’s database in order to display the count value,
and also to activate the reset bit.
PLC comparison:
• Allen-Bradley Logix 5000: CTUD instruction
• Allen-Bradley SLC 500: a special coil called the “reset” instruction (RES) is necessary to reset the
current value of any counter function. The RES instruction must be given the same address as the
counter to be reset, so the PLC “knows” which counter to reset when that instruction is activated.
• Siemens S7-200: CTUD instruction
• Koyo (Automation Direct) DirectLogic: UDC instruction
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Question 40
43
Question 41
Suppose we have an Allen-Bradley MicroLogix 1000 controller connected to a pair of pushbutton switches
and contactor controlling power to an electric motor as shown in this illustration:
"Start" switch 24V DC I/0 I/1 I/2 I/3 DC I/4 I/5

COM COM
DC OUT
"Stop" switch Power

Run
Fault
Force
OL contact
85-264 VAC
VAC VAC VAC VAC

L1 L2/N VDC O/0 VDC O/1 VDC O/2 VDC O/3
Contactor coil
This motor control system has a problem, though: the motor refuses to start when the “Start”
pushbutton is pressed. Examine the “live” display of the ladder logic program inside this Allen-Bradley PLC
to determine what the problem is, assuming an operator is continuously pressing the “Start” pushbutton as
you examine the program:
I:0 I:0 I:0 O:0
3 2 0 2
O:0
Identify at least two wiring faults that could account for all you see here.
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Question 42
Programming Challenge – Reversing motor restart delay
Suppose a large machine is turned by an electric motor with reversing contactors. Due to the high
inertia of the machine’s moving parts, the motor requires time to coast to a stop before reversing direction,
or else the motor will become overloaded in the effort to switch direction while overcoming inertia spinning
the wrong way.
After some experimentation with the machine, it is determined that 20 seconds provides an adequate
delay following a “Stop” command prior to starting the motor in the opposite direction. To provide this
delay automatically, you are asked to program a PLC inhibiting a re-start in the opposite direction for 20
seconds following a “stop” command. The “Forward” and “Reverse” commands are to come from an HMI
panel (not hard-wired pushbutton switches), and the HMI panel should also indicate “inhibit” status to the
operator so he or she knows they must wait before pushing a different directional button.
Write a PLC program to provide this forward/reverse/restart lockout functionality, and an HMI screen
with the appropriate “pushbutton” icons and “inhibit” display.
Points to note:
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Question 43
Programming Challenge – HMI-driven up/down setpoint control
In an industrial process controlled by a PLC, the operators desire to have pushbutton control over the
setpoint of a control loop. In other words, they want one pushbutton to increment the setpoint value of the
loop whenever it is pushed, and another pushbutton to decrement the setpoint value of the loop whenever
pushed. Furthermore, they want both these “pushbuttons” to be on an HMI screen rather than be real
hard-wired pushbutton switches.
Write a PLC program to provide this up/down control over an integer value, and an HMI screen with
the appropriate “pushbutton” icons and numerical display for the setpoint.
Points to note:
• What type of counter instruction is best suited for this application?
• Would there be an easy way to build a high limit into this system, so the operators could not increment
the setpoint value any greater than a pre-set limit value?
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Question 44
Programming Challenge – HMI-driven up/down timer interval control
A PLC is being used to flash a warning beacon on and off for a loading dock where large ships anchor
to onload and offload cargo. The personnel in charge of this loading dock get bored rather easily, and wish
to make the flashing rate of this beacon adjustable like this:
5 seconds
5 seconds
7 seconds
7 seconds
Write a PLC program to provide this beacon-flashing function, using an HMI screen to provide operators
with arbitrary adjustment of the cycle period.
Points to note:
• What type of timer instruction(s) are best suited for this application?
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Question 45
Programming Challenge – HMI-driven PWM duty cycle control
Suppose we wish to use a PLC to control the average amount of electrical power delivered to an oven’s
heating element. The simplest way to implement this control is to have the PLC output a pulsing discrete
signal to a solid-state relay (SSR) which then switches AC power to the heating element, the “duty cycle”
of that pulsing being adjustable between 0% and 100%, inclusive.
10% duty cycle

1 second
9 seconds
50% duty cycle

5 seconds
5 seconds
90% duty cycle

9 seconds
1 second
Write a PLC program to provide this pulse-width-modulation (PWM) control, using an HMI screen to
provide operators with arbitrary adjustment of the duty cycle.
Points to note:
• What type of timer instruction(s) are best suited for this application?
• Would there be an easy way to build a high limit into this system, so the operators could not increment
the duty cycle value greater than 100%?
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Question 46
Question 47
Question 48
Question 49
Question 50
Question 51
Question 52
Question 53
Question 54
Question 55
Question 56
Question 57
Question 58
Question 59
Question 60
49
Question 61
Suppose we have an Allen-Bradley model “SLC 500” PLC connected to a limit switch, a hand switch,
and a motor contactor as shown in this illustration:
Slot 0 Slot 1 Slot 2 Slot 3

(processor) (discrete output) (unused) (discrete input)
Processor Output Input

Power 0 4 0 4
supply 1
2
3
5
6
7
1
2
3
5
6
7
VAC 1 IN0
OUT0 IN1
OUT1 IN2
OUT2 IN3
OUT3 IN4
VAC 2 IN5
120 VAC L1 OUT4 IN6

OUT5 IN7
power L2/N
OUT6 COM
Gnd OUT7 COM
Limit switch
Contactor
Disable Enable
Unfortunately, the motor is not starting up when it should. You are summoned to investigate, so you
connect a laptop PC to the PLC to examine the “live” status of the program elements:
I:3
TIMER ON DELAY EN
Timer T4:3
4 DN
Time Base 0.1
Preset 160
Accum 160
I:3 T4:3 O:1
2 DN 0
Based on your examination of this program, explain why the motor is not starting.
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Question 62
Read and outline the “Sequencers” subsection of the “Ladder Diagram (LD) Programming” section
of the “Programmable Logic Controllers” 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 63
Read and outline the section of your PLC’s user manual describing sequencer instructions. Note
the different types of sequencer instructions available, and any special memory locations reserved for the
operation of these instructions. If there is an example program given in the manual showing how to use
sequencers, make note of the page number here for future reference!
Write a “demonstration” program of your own using these instructions, placing comments at each rung
of the program explaining in your own words what the program does and how each instruction works. Save
this program under a name such as DEMO sequencer for future reference and save it in a location on your
computer’s file storage unit where you will be able to find it easily.
Note: some PLC manufacturers refer to their sequencer instructions as drum instructions, most notably
older Siemens-brand PLCs and Koyo-brand PLCs.
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Question 64
Programming Challenge – Batch mixing sequence control
Tony loves garlic-infused olive oil, and so he decides to build an automated process for mixing large
batches of it:
Oil valve Ground

garlic
S
Motor PLC
screw conveyor
Olive oil Motor
Pushbutton
Batch mixing vessel
Mixer Drain valve
Oil mix
The problem is, Tony easily forgets the steps necessary to make the mix, and so he needs a PLC to
“remember” the sequence of steps for him.
Write a PLC program to perform the following sequence, advancing to the next step with each push of
the pushbutton switch:
Step Action Oil valve Mixer motor Garlic feed Drain valve
1 Drain valve off, oil valve on on off off off
2 Oil valve off, mixer on off on off off
3 Garlic feed on off on on off
4 Garlic feed off off on off off
5 Mixer off, drain valve on off off off on
PLC comparison:
• Allen-Bradley Logix 5000: relevant ladder-logic commands include SQI, SQO, and SQL.
• Allen-Bradley SLC 500: relevant ladder-logic commands include SQI, SQO, SQC, and SQL.
• Siemens S7-200: relevant ladder-logic commands include SCR, SCRE, and SCRT.
• Koyo (Automation Direct) DirectLogic: relevant ladder-logic commands include DRUM and EDRUM.
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Question 65
Programming Challenge – Traffic light controller
Write a PLC program to sequence a single traffic light (green, yellow, and red lights). The green light
should remain on for 15 seconds, the yellow light for 3 seconds, and the red light for 20 seconds.
• Although a sequencing instruction is perhaps the most obvious way to perform this function, is there a
way to sequence the traffic light without using a sequencing instruction?
PLC comparison:
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Question 66
Programming Challenge – Mercury Cougar tail light sequencer
An instrument technician is restoring a vintage 1969 Mercury Cougar, which has three light bulbs on
each side of the rear tail-light assembly for turn signals. When the turn signal switch is activated, the three
lights on that particular side of the car blink in sequence like this:
Step 1
Step 2
Step 3
Step 4
The problem is, the original factory sequencing circuit board for the tail lights is defective, so the
technician decides to install a 12 VDC powered PLC in his Cougar to replicate the original blinking sequence.
Write a PLC program to provide this blinking sequence with two switch inputs:
• Brake switch: if activated (and turn signal NOT activated) turn on all three lights constantly
• Turn switch: when activated, blink the three lights in sequence regardless of brake switch status
• Although a sequencing instruction is perhaps the most obvious way to perform this function, is there a
way to sequence the tail lights without using a sequencing instruction?
PLC comparison:
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Question 67
A mechanical logic device used to control the on-and-off actions of several devices in an ordered sequence
is known as a drum switch or drum timer. Research how one of these devices is supposed to work, and what
applications might be found for it in industry.
file i03710
Question 68
Most programmable logic controllers (PLCs) offer a relay ladder-logic (RLL) function mimicking the
operation of a mechanical drum switch, used to sequence the on-and-off control of several devices in pre-
arranged order. Research the analogous function for your PLC, and determine its necessary inputs and
outputs.
Points to note:
• How are multiple discrete output bits “mapped” to the sequencing function, so that the function “knows”
which bit(s) to turn on and off at any given step in the sequence?
• What event(s) must occur to increment the sequencing function from one step to the next?
• Can the sequencing function be made to go backwards one or more steps if needed?
• Can the sequencing function be made to skip ahead to any arbitrary step if needed?
• Can the sequencing function be reset back to the first step?
• If your PLC supports multiple varieties of sequencing instructions, how do those instructions differ in
function and purpose?
PLC comparison:
file i03711
Question 69
Write a relay ladder-logic (RLL) program in your PLC to control the three lights of a traffic signal, in
sequence:
• Red (stop)
• Yellow (slow)
• Green (go)
PLC comparison:
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55
Question 70
Write a relay ladder-logic (RLL) program in your PLC to control the lights of a four-way traffic signal,
in sequence:
• North/South: Red (stop)
• North/South: Yellow (slow)
• North/South: Green (go)
• East/West: Red (stop)
• East/West: Yellow (slow)
• East/West: Green (go)
PLC comparison:
file i03713
Question 71
in sequence:
Instead of using real discrete output bits on your PLC for the lights, configure your HMI panel to show
each light as it would appear on a real traffic signal stack, using on-screen lamp “objects.” Note: your
PLC’s sequencing instruction should refer to “internal” bits in your PLC’s memory, rather than bits driving
real-world discrete output channels.
Points to note:
PLC comparison:
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Question 72
Programming Challenge – Engine auto-start sequence
Suppose we wish to have a PLC start up an engine automatically on demand. We need the PLC to
follow this sequence in starting the engine:
Step # Throttle (idle/run) Choke Ignition Starter

1 0 0 0 0
2 0 1 0 0
3 0 1 1 1
4 1 0 1 0
The program needs to have two discrete inputs and four discrete outputs:
• Input start: Start-up command signal (0 = shut down ; 1 = begin start-up sequence)
• Input run detector: Running sensor (0 = not firing ; 1 = engine running)
• Output throttle: (0 = idle position; 1 = run position)
• Output choke: (0 = off (run position) ; 1 = choked position)
• Output ignition: (0 = off ; 1 = on)
• Output starter: (0 = off ; 1 = cranking)
Steps 1 through 3 should happen according to a timed schedule, but the transition from step 3 (cranking
the engine) to step 4 (engine running) should occur only if Input 1 shows the engine has fired. The sequence
should immediately revert to step 1 if the “Input start” command signal ever turns off.
• How will your sequencer “know” when to advance from one step to the next, especially given the change
of criteria from steps 1 through 3, to step 4?
PLC comparison:
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Question 73
Programming Challenge – Engine auto-start sequence with cranking time limit
Suppose we wish to have a PLC start up an engine automatically on demand. We need the PLC to
follow this sequence in starting the engine:
Step # Throttle (idle/run) Choke Ignition Starter

1 0 0 0 0
2 0 1 0 0
3 0 1 1 1
4 1 0 1 0
The program needs to have two discrete inputs and four discrete outputs:
• Input start: Start-up command signal (0 = shut down ; 1 = begin start-up sequence)
• Input run detector: Running sensor (0 = not firing ; 1 = engine running)
• Output throttle: (0 = idle position; 1 = run position)
• Output choke: (0 = off (run position) ; 1 = choked position)
• Output ignition: (0 = off ; 1 = on)
• Output starter: (0 = off ; 1 = cranking)
the engine) to step 4 (engine running) should occur only if Input 1 shows the engine has fired. The sequence
should immediately revert to step 1 if the “Input start” command signal ever turns off.
Furthermore, the sequence should abort if step 3 has been active for more than 10 seconds without the
engine firing. After aborting the sequence (i.e. re-setting back to step 1 and remaining there), an alarm bit
should be set by the PLC program to notify an operator that the engine did not start as it was supposed to.
• How will the program determine if the engine has been cranking for more than 10 seconds continuously?
• How will the sequencing function be re-set back to step 1, and remain there rather than progress through
the start-up sequence again if the sequence was aborted due to the engine not firing after 10 seconds of
cranking (i.e. the command signal is still “1”)?
PLC comparison:
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Question 74
Write a relay ladder-logic (RLL) program for your PLC to start up an internal-combustion engine
following this sequence:
Step # Throttle (idle/run) Choke Starter

1 0 0 0
2 0 1 0
3 0 1 1
4 1 0 0
Your program should have three discrete outputs and one discrete input:
• Output 1: Throttle control (0 = idle ; 1 = run)
• Output 2: Choke control (0 = off ; 1 = choked)
• Output 3: Starter (0 = off ; 1 = crank)
• Input 1: Run status (0 = not firing ; 1 = engine running)
the engine) to step 4 (engine running) should occur only if Input 1 shows the engine has fired. Furthermore,
the sequence should abort if step 3 has been active for more than 10 seconds without the engine firing. After
aborting the sequence (i.e. re-setting back to step 1 and remaining there), an alarm bit should be set by the
PLC program to notify an operator that the engine did not start as it was supposed to.
The alarm status and the sequencer step number need to register on your HMI panel, so that an operator
can tell what it going on at any given time.
Points to note:
• How will the program determine if the engine has been cranking for more than 10 seconds continuously?
• How will the sequencing function be re-set back to step 1, and remain there rather than progress through
the start-up sequence again?
• Where is the sequencing function’s step value held, so that the HMI panel may access it for display to
the operator?
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Question 75
in sequence:
Configure your HMI panel such that an operator may independently set the time delay between each
step of the sequence by entering a numerical value on the panel, or by pressing “buttons” on the panel to
increment or decrement each time delay.
Points to note:
PLC comparison:
file i03721
Question 76
Question 77
Question 78
Question 79
Question 80
Question 81
Explain the difference between a retentive timer function and a non-retentive timer function in PLC
programming.
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60
Question 82
Explain what the difference is between an on-delay and an off-delay timer in PLC ladder logic
programming. Draw timing diagrams showing each timer’s function in response to an on-and-off input
signal.
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Question 83
Identify the differences between the following PLC data types, and give a practical application for each
one:
• Boolean
• Unsigned integer
• Signed integer
• Floating-point (“Real”)
• ASCII string
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Question 84
Suppose this PLC-controlled water level system suffers a switch failure, such that the low-level switch
never activates to warn the PLC of a low-level condition in the tank:
LSH
Water tank
PLC
LSL
What operational problems will result from this switch failure? Be as specific as you can in your answer!
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63
Question 85
Draw wires in this diagram to show how a PLC could be connected to a couple of pressure switches
and a motor contactor to control the starting and stopping of a three-phase air compressor motor. Note
that both pressure switches are normally-open: the contacts are open at atmospheric pressure (0 PSIG), and
close as pressure rises. One switch has a setting of 40 PSI, and controls when the motor starts. The other
switch has a setting of 80 PSI, and controls when the motor stops.
To 3-φ , 480 volt power source
Processor Digital Digital

L1 L2 L3 Power inputs outputs
supply (120 VAC) (relay)
X0 Y0
X1 Y1
X2 Y2
480/120 V
X3 Y3
transformer
H1
L1 Common Common
X1
H3
L2
H2
X2
Gnd
H4
Contactor
A1
Low pressure switch
A2 (contacts open when pressure drops below 40 PSI)
Compressor
motor
High pressure switch
(contacts close when pressure exceeds 80 PSI)
T1 T2 T3
Programming
computer
display
Also draw a simple ladder logic program in the computer display window for this compressor start/stop
function.
file i02364
64
Question 86
Suppose a voltmeter registers 0 volts between test points C and B in this circuit:
R2 C
1 kΩ
B
R1 1 kΩ R4 1 kΩ
A
F
16 mA
(20 volts
voltage-limited)
R3
D E
1 kΩ
Identify the likelihood of each specified fault for this circuit. Consider each fault one at a time (i.e. no
multiple faults), determining whether or not each fault could independently account for all measurements
and symptoms in this circuit.
Fault Possible Impossible

R1 failed open
R2 failed open
R3 failed open
R4 failed open
R1 failed shorted
R2 failed shorted
R3 failed shorted
R4 failed shorted
Current source dead
This question is typical of those in the “Fault Analysis of Simple Circuits” worksheet found in the Socratic
Instrumentation practice worksheet collection, except that all answers are provided for those questions. Feel
free to use this practice worksheet to supplement your studies on this very important topic.
file i03156
65
Question 87
Calculate all voltage drops and currents in these two circuits, and comment on the difference the resistor’s
value makes:
250 Ω 400 Ω
24 V 15 mA 24 V 15 mA
Calculate all voltage drops and currents in these two circuits, and comment on the difference the voltage
source’s value makes:
250 Ω 250 Ω
24 V 15 mA 10 V 15 mA
Calculate all voltage drops and currents in these two circuits, and comment on the difference the current
source’s value makes:
250 Ω 250 Ω
24 V 15 mA 24 V 8 mA
file i02666
66
Question 88
Complete the table of values for this circuit. Be sure to show all your work!
2.7 kΩ 4.7 kΩ
R2 R4
2.2 kΩ R1 1 kΩ R3 3V
R1 R2 R3 R4 Total
V 3V
I
R 2.2 kΩ 2.7 kΩ 1 kΩ 4.7 kΩ
P
As you solve this problem, be sure to store all intermediate calculations (i.e. answers given to you by
your calculator which you will use later in the problem) in your calculator’s memory locations, so as to avoid
re-entering those values by hand. Re-entering calculated values unnecessarily introduces rounding errors
into your work, as well as invites keystroke errors. Avoiding the unnecessary introduction of error is a very
important concept in Instrumentation!
If your final answers are rounded as a result of not doing this, you will only receive half-credit for your
work. This is a general policy for all your mathematical work in this program, not just this particular
problem!
file i03239
67
Question 89
What will happen to the voltage drops across each resistor in this circuit if resistor R1 fails open?
Power
supply
Printed circuit board with + -

surface-mount resistors
R1
R4 R2
R3
• VR1 = (increase, decrease, or stay the same)
Be sure to explain your reasoning for the answers you give!
file i03152
68
Question 90
A technician is troubleshooting a faulty optically-isolated TRIAC power switching circuit. The solenoid
valve is supposed to open up when the pushbutton switch is pressed and shut when the switch is released,
but it remains open (passing liquid) no matter what state the switch is in. A mechanic replaces the solenoid
valve, thinking it is frozen open. However, even the brand-new solenoid valve remains open and refuses to
shut:
Pinout of opto-TRIAC
Battery
To 120 VAC TP1
Switch
power source
+
-
TP2
TP3
TP6 TP5
TP4
Solenoid valve
Pipe Pipe
Leaving the switch in its normal (“unpressed”) position, the technician measures approximately 0.1
volts AC between test points TP5 and TP6, and 9 volts DC (normal for the battery) between test points
TP1 and TP3. Based on these voltage measurements, 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). 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 i03180
69
Question 91
Lab Exercise
Your task is to troubleshoot two different discrete control systems: one comprised of electromechanical
relays, and one controlled by a PLC of a different model than that used in your PLC trainer.
Each student is given 5 minutes to diagnose a fault placed by the instructor in a system they did
not build, correctly identifying both the general location and nature of the fault, and logically justifying
all diagnostic steps taken to the supervising instructor. A standard multimeter (and a personal computer
with ladder logic editing software for the PLC system) is the only test equipment allowed during the time
limit. No diagnostic circuit breaks are allowed except by instructor permission, and then only after correctly
explaining what trouble this could cause in a real system. If the fault is generally identified within the initial
time limit, more time will be given to precisely identify and correct it. Failure to correctly identify both
the general location and nature of the fault within the allotted time, and/or failing to demonstrate rational
diagnostic procedure to the supervising instructor will disqualify the effort, in which case the student must
re-try with a different fault. Multiple re-tries are permitted with no reduction in grade.
Motor control objective completion table:
Performance objective Grading 1 2 3 4 Team

Troubleshooting relay system (5 minute limit) mastery ––––
Troubleshooting PLC system (5 minute limit) mastery ––––
Lab question: Relay systems proportional ––––
Lab question: PLC systems proportional ––––
Lab question: Mental math proportional ––––
Lab question: Diagnostics proportional ––––
70
Lab Questions
• Relay systems
• Explain the meanings of the various ratings specified on the relay nameplate
• Explain the meanings of acronyms SPST, SPDT, DPST, and DPDT as they relate to switch and
relay contacts
• Identify in the manufacturer documentation where to connect wires to the control relay (CR1)
• Demonstrate how to perform some basic diagnostic tests on a control relay (removed from a system)
using a multimeter and a power supply
• PLC systems
• Explain the difference between “online” and “offline” modes in the programming editor software
• Explain what is meant by the term “sinking” with regard to a PLC input card (DC)
• Explain what is meant by the term “sourcing” with regard to a PLC input card (DC)
• Explain what is meant by the term “sinking” with regard to a PLC output card (DC)
• Explain what is meant by the term “sourcing” with regard to a PLC output card (DC)
• Explain what a “relay” PLC output card is, and how it differs from sourcing or sinking DC output
cards
• Mental math (no calculator allowed!)

• Convert horsepower rating of a single-phase AC electric motor into a current rating (at a specified
line voltage)
• Convert current rating of a single-phase AC electric motor into a horsepower rating (at a specified
line voltage)
• Convert “VA” (volt-amp) rating of a PLC power supply into a current rating (at a specified line
voltage)
• Diagnostics
• Given a particular component or wiring fault (instructor specifies type and location), what symptoms
would the system exhibit and why?
• Given a 0 volt measurement (instructor specifies location), what fault(s) could that indicate in the
system and why?
• Given a certain voltage measurement (instructor specifies voltage and location), what fault(s) could
that indicate in the system and why?
file i04159
71
Question 92
Connect the coil of an “ice cube” relay to one of the discrete outputs on a programmable logic controller
(PLC), making the relay turn on and off as the inputs of the PLC are stimulated. All electrical connections
must be made using a terminal strip (no twisted wires, crimp splices, wire nuts, spring clips, or “alligator”
clips permitted). You are allowed to have your PLC pre-programmed so all you have to do for this exercise
is make the proper wire connections between the PLC and the relay.
This exercise tests your ability to properly interpret the “pinout” of an electromechanical relay, properly
wire a PLC output channel to control a relay’s coil, and use a terminal strip to organize all electrical
connections.
PLC Relay socket

24V
DC OUT
DC
COM
I/0 I/1 I/2 I/3 DC
COM
I/4 I/5
Relay
Power
Terminal strip
Run
Fault
Force
85-264 VAC
VAC VAC VAC VAC

L1 L2/N VDC O/0 VDC O/1 VDC O/2 VDC O/3
The following components and materials will be available to you during the exam: assorted “ice cube”
relays with DC-rated coils and matching sockets ; terminal strips ; lengths of hook-up wire.
You will be expected to supply your own screwdrivers and multimeter for assembling and testing the
circuit at your desk.
Study reference: the “Control Relays” section of Lessons In Industrial Instrumentation.

file i00127
72
Answers
Answer 1
Both the lamp and the solenoid coil will be energized.
Answer 2
Answer 3
Answer 4
Answer 5
Answer 6
Answer 7
Answer 8
Answer 9
Answer 10
Answer 11
Answer 12
Answer 13
Answer 14
Answer 15
Answer 16
Answer 17
Answer 18
Answer 19
Answer 20
Answer 21
Both the lamp and the solenoid coil will be energized.
Answer 22
Answer 23
Answer 24
Answer 25
73
Answer 26
Answer 27
Answer 28
Answer 29
Answer 30
Answer 31
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
Answer 51
Answer 52
74
Answer 53
Answer 54
Answer 55
Answer 56
Answer 57
Answer 58
Answer 59
Answer 60
Answer 61
The contactor is not energizing because the PLC “thinks” the hand switch is in the “disable” position.
I’ll let you figure out what type of wiring or component fault might cause this.
Answer 62
Answer 63
Answer 64
Answer 65
Answer 66
Answer 67
Answer 68
Answer 69
Answer 70
Answer 71
Answer 72
Answer 73
Answer 74
Answer 75
Answer 76
Answer 77
Answer 78
75
Answer 79
Answer 80
Answer 81
This is a graded question – no answers or hints given!
Answer 82
Answer 83
Answer 84
Answer 85
Answer 86
Answer 87
Answer 88
Answer 89
Answer 90
Answer 91
Answer 92
76

INST261 Sec3

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INST 261 (Programmable Logic Controllers), section 3

Recommended daily schedule

INSTRUCTOR CONTACT INFORMATION:

DEPT/COURSE #: INST 261

CREDITS: 5 Lecture Hours: 26 Lab Hours: 66 Work-based Hours: 0

COURSE TITLE: Programmable Logic Controllers

STUDENT ASSIGNMENTS/REQUIREMENTS: All assignments for this course are thoroughly

All grades are criterion-referenced (i.e. no grading on a “curve”)

ADDITIONAL INSTRUCTIONAL RESOURCES:

Core Electronics -- 3 qtrs

(Only if 4th quarter was Summer: INST23x)

INST 200 -- 1 wk Offered 1st week of

Summer quarter Fall quarter Winter quarter Spring quarter

INST 230 -- 3 cr INST 240 -- 6 cr INST 250 -- 5 cr INST 260 -- 4 cr

INST 231 -- 3 cr INST 241 -- 6 cr INST 251 -- 5 cr INST 262 -- 5 cr

INST 232 -- 3 cr INST 242 -- 5 cr INST 252 -- 4 cr INST 263 -- 5 cr

PHYS 121 -- 5 cr ENGT 122 -- 6 cr

Prerequisite for INST206

Troubleshooting assessments will be conducted in the following manner:

Join or create a study group with like-minded classmates!

Eliminate distractions in your life!

Make use of “wasted” time to study!

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:

Slot 0 Slot 1 Slot 2 Slot 3

Processor Output Input

120 VAC L1 OUT4 IN6

I:2 I:2 I:2 O:1

I:2 I:2 O:1

Suggestions for Socratic discussion

Suggestions for Socratic discussion

Suggestions for Socratic discussion

Forward blows air up Fan blade Fan blade

Reverse blows air down 3-phase 480 VAC

Suggestions for Socratic discussion

On-delay timing diagram