INST 261 (Programmable Logic Controllers), section 1

Lab Relay-based motor control and PLC trainer construction: Question 91, completed objectives due by the end of day 4, section 2 PLC trainer details: Question 92 Exam By day 5 of next section Question 93 previews the mastery exam circuit-building activity Recommended daily schedule Day 1 Theory session topic: Polyphase power and AC electric motors Questions 1 through 20; answer questions 1-10 in preparation for discussion (remainder for practice) Day 2 Theory session topic: AC motor control circuits Questions 21 through 40; answer questions 21-28 in preparation for discussion (remainder for practice) Day 3 Theory session topic: Relay logic and ladder diagrams Questions 41 through 60; answer questions 41-51 in preparation for discussion (remainder for practice) Day 4 Theory session topic: Process switches and control circuits Questions 61 through 80; answer questions 61-70 in preparation for discussion (remainder for practice) Feedback questions (81 through 90) are optional and may be submitted for review at the end of the day

Course Syllabus INSTRUCTOR CONTACT INFORMATION: Tony Kuphaldt (360)-752-8477 [oce 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 eciently diagnose discrete (on/o) control systems using both electromechanical relays and programmable logic controllers (PLCs). Also, use variablefrequency drive (VFD) units to control the speed of AC induction electric motors. COURSE DESCRIPTION: In this course you will learn how to wire, congure, and program programmable logic controllers (PLCs) to control real processes. You will also learn how to wire, congure, and use variable-frequency motor controls to use three-phase AC motors as nal 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 reect schedule changes resulting from employer recruiting visits, interviews, and other impromptu events. Course worksheets provide comprehensive lists of all course assignments and activities, with the rst page outlining the schedule and sequencing of topics and assignment due dates. These worksheets are available in PDF format at http://openbookproject.net/books/socratic/sinst 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 nal programming assessment

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 rst sitting). At least 60% of exam questions are Application level or higher according to Blooms 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: ow/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 dierent units of temperature Exam 2: INST251 Review: perform numerical dierentiation on a simple mathematical function (graphed)

Proportional exams (two per course): program a PLC to implement a set of specic control functions for a hypothetical process application. At least 60% of exam questions are Application level or higher according to Blooms 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 teams system. Diagnose a fault placed in another teams system by the instructor within a limited time (5 minutes max.), properly using any diagnostic equipment at your disposal, with each step logically justied.

METHODS OF INSTRUCTION: Course structure and methods are intentionally designed to develop critical-thinking and life-long learning abilities, continually placing the student in an active rather than a passive role. Independent study: daily worksheet questions specify reading assignments, problems to solve, and experiments to perform in preparation (before) classroom theory sessions. Open-note quizzes and work inspections ensure accountability for this essential preparatory work. The purpose of this is to convey information and basic concepts, so valuable class time isnt wasted transmitting bare facts, and also to foster the independent research ability necessary for self-directed learning in your career. Classroom sessions: a combination of Socratic discussion, short lectures, small-group problem-solving, and hands-on demonstrations/experiments review and illuminate concepts covered in the preparatory questions. The purpose of this is to develop problem-solving skills, strengthen conceptual understanding, and practice both quantitative and qualitative analysis techniques. Lab activities: an emphasis on constructing and documenting working projects (real instrumentation and control systems) to illuminate theoretical knowledge with practical contexts. Special projects o-campus or in dierent areas of campus (e.g. BTCs Fish Hatchery) are encouraged. Hands-on troubleshooting exercises build diagnostic skills. 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 INST261 INST261 INST261 sec1.pdf sec2.pdf sec3.pdf sec4.pdf

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 (instruments broken and repaired statuses must be veried by the instructor) All grades are criterion-referenced (i.e. no grading on a curve) 100% A 95% 90% > B+ 86% 80% > C+ 76% 70% > D+ 66% 95% > A- 90% 86% > B 83% 76% > C 73% 66% > D 63% 83% > B- 80% 73% > C- 70% (minimum passing course grade) 63% > D- 60% 60% > F

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 specied deadlines, your overall grade for the course will be capped at 70% (C- grade), and you will have one more school day to complete the unnished objectives. Failure to complete those mastery objectives by the end of that extra day (except in the case of documented, unavoidable emergencies) will result in a failing grade (F) for the course. Lab questions are assessed by individual questioning, at any date after the respective lab objective (mastery) has been completed by your team. These questions serve to guide your completion of each lab exercise and conrm participation of each individual student. Grading is as follows: full credit for thorough, correct answers; half credit for partially correct answers; and zero credit for major conceptual errors. All lab questions must be answered by the due date of the lab exercise.

REQUIRED STUDENT SUPPLIES AND MATERIALS: Course worksheets available for download in PDF format Lessons in Industrial Instrumentation textbook, available for download in PDF format Access worksheets and book at: http://openbookproject.net/books/socratic/sinst Spiral-bound notebook for reading annotation, homework documentation, and note-taking. Instrumentation reference CD-ROM (free, from instructor). This disk contains many tutorials and datasheets in PDF format to supplement your textbook(s). Tool kit (see detailed list) Simple scientic calculator (non-programmable, non-graphing, no unit conversions, no numeration system conversions), TI-30Xa or TI-30XIIS recommended 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. Purdys Instrument Handbook, by Ralph Dewey. ISBN-10: 1-880215-26-8. A pocket-sized eld reference on basic measurement and control. Cad Standard (CadStd) or similar AutoCAD-like drafting software (useful for sketching loop and wiring diagrams). Cad Standard is a simplied clone of AutoCAD, and is freely available at: http://www.cadstd.com 6

 To receive classroom accommodations, registration with Disability Support Services (DSS) is required. Call 360-752-8450, email mgerard@btc.ctc.edu, or visit the DSS oce in the Counseling and Career Center (room 106, College Services building).

le INST261syllabus 7

Sequence of second-year Instrumentation courses

Core Electronics -- 3 qtrs

including MATH 141 (Precalculus 1)

(Only if 4th quarter was Summer: INST23x)

Prerequisite for all INST24x, INST25x, and INST26x courses

INST 200 -- 1 wk Intro. to Instrumentation

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

Summer quarter INST 230 -- 3 cr

Motor Controls

Fall quarter INST 240 -- 6 cr

Pressure/Level Measurement

Winter quarter INST 250 -- 5 cr

Final Control Elements

Spring quarter INST 260 -- 4 cr

Data Acquisition Systems

INST 231 -- 3 cr
PLC Programming

INST 241 -- 6 cr
Temp./Flow Measurement

INST 251 -- 5 cr
PID Control

INST 262 -- 5 cr
DCS and Fieldbus

INST 232 -- 3 cr
PLC Systems

INST 242 -- 5 cr
Analytical Measurement

INST 252 -- 4 cr
Loop Tuning

INST 263 -- 5 cr
Control Strategies

PHYS 121 -- 5 cr
Physics I

ENGT 122 -- 6 cr
CAD 1: Basics

Prerequisite for INST206

All courses completed?

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

Yes Graduate!!!

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

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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 veriably 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 specically 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 sucient 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 eective cooperation of the class in fullling 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 tting with a hexagonal body, the preferred ranking of hand tools to use (from rst to last) is box-end wrench or socket, open-end wrench, and nally adjustable wrench. Pliers should never be used to turn the head of a tting or fastener unless it is absolutely unavoidable! Pliers Needle-nose pliers 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 Jewelers 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 Teon 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.). le tools 10

Methods of instruction This course develops self-instructional and diagnostic skills by placing students in situations where they are required to research and think independently. In all portions of the curriculum, the goal is to avoid a passive learning environment, favoring instead active engagement of the learner through reading, reection, problem-solving, and experimental activities. The curriculum may be roughly divided into two portions: theory and practical.

Theory In the theory portion of each course, students independently research subjects prior to entering the classroom for discussion. At the start of the classroom session, the instructor will check each students 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 instructors 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, congure, document, calibrate, and troubleshoot working instrument loop systems. Each lab exercise focuses on a dierent type of instrument, with a eight-day period typically allotted for completion. An ordinary lab session might look like this: (1) Start of practical (lab) session: announcements and planning (a) The instructor makes general announcements to all students (b) The instructor works with team to plan that days goals, making sure each team member has a clear idea of what they should accomplish (2) Teams work on lab unit completion according to recommended schedule: (First day) Select and bench-test instrument(s) (One day) Connect instrument(s) into a complete loop (One day) Each team member drafts their own loop documentation, inspection done as a team (with instructor) (One or two days) Each team member calibrates/congures the instrument(s) (Remaining days, up to last) Each team member troubleshoots the instrument loop (3) End of practical (lab) session: debrieng where each team reports on their work to the whole class Troubleshooting assessments 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 students 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 rst 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 justied, with the student correctly narrowing the eld 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 specic faults (e.g. checking conguration parameters, looking for loose wires) prior to gathering test data sucient to positively identify that location and type of fault, they fail the exercise. If by the end of the allotted time the student correctly identies the location and type of fault (e.g. open, short, ground, miscalibration, misconguration, 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 misconguration, prior to the student having learned how to congure controllers), and the student has correctly identied 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 eort with student and teammates, identifying correct procedures and logical conclusions as well as any incorrect or inecient steps. The student then repairs the fault and veries the system works properly. The student returns loop diagram to the common holding area. le instructional 12

Distance delivery methods Sometimes the demands of life prevent students from attending college 6 hours per day. In such cases, there exist alternatives to the normal 8:00 AM to 3:00 PM class/lab schedule, allowing students to complete coursework in non-traditional ways, at a distance from the college campus proper. For such distance students, the same worksheets, lab activities, exams, and academic standards still apply. Instead of working in small groups and in teams to complete theory and lab sections, though, students participating in an alternative fashion must do all the work themselves. Participation via teleconferencing, video- or audio-recorded small-group sessions, and such is encouraged and supported. There is no recording of hours attended or tardiness for students participating in this manner. The pace of the course is likewise determined by the distance student. Experience has shown that it is a benet for distance students to maintain the same pace as their on-campus classmates whenever possible. In lieu of small-group activities and class discussions, comprehension of the theory portion of each course will be ensured by completing and submitting detailed answers for all worksheet questions, not just passing daily quizzes as is the standard for conventional students. The instructor will discuss any incomplete and/or incorrect worksheet answers with the student, and ask that those questions be re-answered by the student to correct any misunderstandings before moving on. Labwork is perhaps the most dicult portion of the curriculum for a distance student to complete, since the equipment used in Instrumentation is typically too large and expensive to leave the school lab facility. Distance students must nd a way to complete the required lab activities, either by arranging time in the school lab facility and/or completing activities on equivalent equipment outside of school (e.g. at their place of employment, if applicable). Labwork completed outside of school must be validated by a supervisor and/or documented via photograph or videorecording. Conventional students may opt to switch to distance mode at any time. This has proven to be a benet to students whose lives are disrupted by catastrophic events. Likewise, distance students may switch back to conventional mode if and when their schedules permit. Although the existence of alternative modes of student participation is a great benet for students with challenging schedules, it requires a greater investment of time and a greater level of self-discipline than the traditional mode where the student attends school for 6 hours every day. No student should consider the distance mode of learning a way to have more free time to themselves, because they will actually spend more time engaged in the coursework than if they attend school on a regular schedule. It exists merely for the sake of those who cannot attend during regular school hours, as an alternative to course withdrawal.

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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 nd yourself unable to clearly articulate the concept is very likely the exact point of your misconception or confusion. Join or create a study group with like-minded classmates! Read the textbook assignments together. Solve assigned problems together. Collectively identify dicult concepts and areas needing clarication, to bring up later during class. Take turns trying to explain complicated concepts to each other, then critiquing those explanations. Eliminate distractions in your life! Time-wasting technologies: televisions, internet, video games, mobile phones, etc. Unhelpful friends, unhealthy relationships, etc. Make use of wasted time to study! Carefully plan your lab sessions with your teammates to reserve a portion of each days lab time for study. Bring a meal to school every day and use your one-hour lunch break for study instead of eating out. This will not just save you time, but also money! Plan to arrive at school at least a half-hour early (the doors unlock at 7:00 AM) and use the time to study as opposed to studying late at night. This also helps guard against tardiness in the event of unexpected delays, and ensures you a better parking space! Take responsibility for your learning and your life! Do not procrastinate, waiting until the last minute to do something. Obtain all the required books, and any supplementary study materials available to you. If the books cost too much, look on the internet for used texts (www.amazon.com, www.half.com, etc.) and use the money from the sale of your television and video games to buy them! Make an honest attempt to solve problems before asking someone else to help you. Being able to problem-solve is a skill that will improve only if you continue to 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 eort purely on your behalf. . . . And the number one tip for success . . . Realize that there are no shortcuts to learning. Every time you seek a shortcut, you are actually cheating yourself out of a learning opportunity!!

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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 modication 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 les 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 eorts 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 nancial and legal barriers which would normally hinder if not prevent creative use. Nothing in the License prohibits the sale of original or adapted materials by others. You are free to copy what I have created, modify them if you please (or not), and then sell them at any price. Once again, the only catch is that you must give proper credit to myself as the original author and licensor. Given that these worksheets will be continually made available on the internet for free download, though, few people will pay for what you are selling unless you have somehow added value. Nothing in the License prohibits the application of a more restrictive license (or no license at all) to derivative works. This means you can add your own content to that which I have made, and then exercise full copyright restriction over the new (derivative) work, choosing not to release your additions under the same free and open terms. An example of where you might wish to do this is if you are a teacher who desires to add a detailed answer key for your own benet but not to make this answer key available to anyone else (e.g. students).

Note: the text on this page is not a license. It is simply a handy reference for understanding the Legal Code (the full license) - it is a human-readable expression of some of its key terms. Think of it as the user-friendly interface to the Legal Code beneath. This simple explanation itself has no legal value, and its contents do not appear in the actual license.

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Metric prexes and conversion constants Metric prexes Yotta = 1024 Symbol: Y Zeta = 1021 Symbol: Z Exa = 1018 Symbol: E Peta = 1015 Symbol: P Tera = 1012 Symbol: T Giga = 109 Symbol: G Mega = 106 Symbol: M Kilo = 103 Symbol: k Hecto = 102 Symbol: h Deca = 101 Symbol: da Deci = 101 Symbol: d Centi = 102 Symbol: c Milli = 103 Symbol: m Micro = 106 Symbol: Nano = 109 Symbol: n Pico = 1012 Symbol: p Femto = 1015 Symbol: f Atto = 1018 Symbol: a Zepto = 1021 Symbol: z Yocto = 1024 Symbol: y
METRIC PREFIX SCALE T tera 1012 G M giga mega 109 106 k kilo 103 (none) 100 m milli micro 10-3 10-6 n nano 10-9 p pico 10-12

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

Conversion formulae for temperature o F = (o C)(9/5) + 32 o C = (o F - 32)(5/9) o R = o F + 459.67 K = o C + 273.15 Conversion equivalencies for distance 1 inch (in) = 2.540000 centimeter (cm) 1 foot (ft) = 12 inches (in) 1 yard (yd) = 3 feet (ft) 1 mile (mi) = 5280 feet (ft)

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Conversion equivalencies for volume 1 gallon (gal) = 231.0 cubic inches (in3 ) = 4 quarts (qt) = 8 pints (pt) = 128 uid ounces (. oz.) = 3.7854 liters (l) 1 milliliter (ml) = 1 cubic centimeter (cm3 )

Conversion equivalencies for velocity 1 mile per hour (mi/h) = 88 feet per minute (ft/m) = 1.46667 feet per second (ft/s) = 1.60934 kilometer per hour (km/h) = 0.44704 meter per second (m/s) = 0.868976 knot (knot international)

Conversion equivalencies for mass 1 pound (lbm) = 0.45359 kilogram (kg) = 0.031081 slugs

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

Conversion equivalencies for area 1 acre = 43560 square feet (ft2 ) = 4840 square yards (yd2 ) = 4046.86 square meters (m2 )

Conversion equivalencies for common pressure units (either all gauge or all absolute) 1 pound per square inch (PSI) = 2.03602 inches of mercury (in. Hg) = 27.6799 inches of water (in. W.C.) = 6.894757 kilo-pascals (kPa) = 0.06894757 bar 1 bar = 100 kilo-pascals (kPa) = 14.504 pounds per square inch (PSI)

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

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

Conversion equivalencies for power 1 horsepower (hp 550 ft-lbf/s) = 745.7 watts (W) = 2544.43 british thermal units per hour (Btu/hr) = 0.0760181 boiler horsepower (hp boiler)

Acceleration of gravity (free fall), Earth standard 9.806650 meters per second per second (m/s2 ) = 32.1740 feet per second per second (ft/s2 )

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) Avogadros number (NA ) = 6.022 1023 per mole (mol1 ) Electronic charge (e) = 1.602 1019 Coulomb (C) Boltzmanns constant (k) = 1.38 1023 Joules per Kelvin (J/K) Stefan-Boltzmann constant () = 5.67 108 Watts per square meter-Kelvin4 (W/m2 K4 ) Molar gas constant (R) = 8.314 Joules per mole-Kelvin (J/mol-K) Properties of Water Freezing point at sea level = 32o F = 0o C Boiling point at sea level = 212o F = 100o C Density of water at 4o C = 1000 kg/m3 = 1 g/cm3 = 1 kg/liter = 62.428 lb/ft3 = 1.94 slugs/ft3 Specic heat of water at 14o C = 1.00002 calories/go C = 1 BTU/lbo F = 4.1869 Joules/go C Specic heat of ice 0.5 calories/go C Specic heat of steam 0.48 calories/go C Absolute viscosity of water at 20o C = 1.0019 centipoise (cp) = 0.0010019 Pascal-seconds (Pas) Surface tension of water (in contact with air) at 18o C = 73.05 dynes/cm pH of pure water at 25o C = 7.0 (pH scale = 0 to 14) Properties of Dry Air at sea level Density of dry air at 20o C and 760 torr = 1.204 mg/cm3 = 1.204 kg/m3 = 0.075 lb/ft3 = 0.00235 slugs/ft3 Absolute viscosity of dry air at 20o C and 760 torr = 0.018 centipoise (cp) = 1.8 105 Pascalseconds (Pas)

le conversion constants 18

Question 0 How to read actively: Make notes in a notebook while reading if youre not reading with a pencil, youre not actively reading! Shorthand notation, diagrams, and other notes jotted in a notebook are more eective 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. Briey explain in your own words what each formula does and what its terms mean. Problem-solving techniques Sketch a diagram or graph to organize all the given information and show where the answer will t. Clearly identify all given information, and also what the question is asking you to determine or solve.

Performing thought experiments to visualize the eects of dierent conditions.

Changing the problem to make it simpler, and then solving the simplied problem (e.g. changing quantitative to qualitative, or visa-versa; substituting dierent 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 rst principles of science, electronics, and/or instrumentation (e.g. Conservation laws, Feedback, Zero and Span, Ohms Law, etc.) that might apply to the question. Specically identify which portion(s) of the question you nd most confusing and need help with. The more specic 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.

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

le question0 19

Questions Question 1 AC electric generators (sometimes called alternators) work on the principle of electromagnetic induction, spinning a magnet between wire coils as such:

Mechanical diagram iron Schematic diagram

These wire coils typically exist in pairs opposite each other from the centerline of the rotor shaft. The wire coils are called stator coils or stator windings, because they are stationary. This particular machine is called a single-phase alternator because the stator coils act as a single unit, producing one sine-wave AC voltage as the magnetized rotor turns. A three-phase AC generator has three sets of stator coils arranged 120o apart from each other around the centerline of the rotor shaft:

Mechanical diagram A B N C A S B C

Schematic diagram

Since the three pairs of stator windings see the poles of the magnetized rotor pass by at dierent times, their respective sine-wave voltages will be out of step (out of phase) with each other.

20

The following graph shows the pattern of the AC voltage produced by the rst alternator (single-phase), with only one stator coil pair, as the rotor makes two complete rotations (from 0o to 360o , twice):

0o

30o

600

90o

120o

150o

180o

210o

240o

270o

300o

330o

0o

30o

600

90o

120o

150o

180o

210o

240o

270o

300o

330o

360o

Sketch the patterns of the two additional AC voltages produced by the three-phase alternator on this same graph, and comment on the phase relationship between the three AC voltage waveforms. le i03256

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Question 2 Suppose a set of three neon light bulbs were connected to a 3-phase alternator with the three stator winding sets labeled A, B, and C:

A B N C A S B C

B C C B A

Neutral
The schematic diagram for this alternator/lamp system is as follows:

Alternator

Neutral

If the alternator spins fast enough (clockwise, as shown), the AC voltage induced in its windings will be enough to cause the neon lamps to blink on and o. Most likely this blinking will be too fast to discern with the naked eye. However, if we were to video-record the blinking and play back the recording at a slow speed, we should be able to see the sequence of light ashes. Determine the apparent direction of the lamps blinking (from right-to-left or from left-to-right), and relate that sequence to the voltage peaks of each alternator coil pair. Furthermore, determine how to reverse the blinking sequence just by reconnecting wires between the alternator and the neon lamps. le i03257

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Question 3 Read and outline the AC Induction Motors subsection of the On/O Electric Motor Control Circuits section of the Discrete Control Elements chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i04492 Question 4 If a set of six electromagnet coils were spaced around the periphery of a circle and energized by 3-phase AC power, and a magnetic compass were placed in the center of that circle, the compass needle would rotate because it would see a rotating magnetic eld produced by these coils:

Physical arrangement of coils Coil 1a Coil connection pattern Coil 3b Compass Coil 2b Coil Coil 2a 2b Coil 3a Coil 1b Coil 1a Coil 3a Coil 3b

Coil 2a

Coil 1b
Explain why the magnetic eld produced by the stator coils appears to rotate, and also calculate the rotational speed of this eld if the 3-phase AC power frequency is 60 Hz. Suggestions for Socratic discussion Why does a real three-phase motor have its three phase coils built in pairs, as is shown here? Why not just have three coils instead of six? What would the stator coil arrangement look like for a four phase electric motor? le i01443

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Question 5 The eects of Lenzs Law may be seen if we quickly pass a strong magnet near a thin strip of electrically conductive material, such as aluminum foil:

Motion S N Aluminum foil

What will happen to the foil as the magnet is quickly swept past it? Be as detailed as you can in your explanation. Now, imagine bending this strip of aluminum foil into a loop, and passing the same (powerful) magnet past the surface of the strip, except this time the magnets motion must be circular because the strips geometry is circular:

S N

Mo

tio

Aluminum foil loop

Explain how this thought experiment relates to the operation of an AC induction motor and the concept of a rotating magnetic eld. Also, explain why the rotor of an AC induction motor need merely be made of an electrically conductive material (such as copper or aluminum), not necessarily a magnetic material (such as iron). le i02300

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Question 6 You task is to work in a team to disassemble a small AC induction squirrel cage electric motor. Identify the following components of the motor once disassembled: Rotor Stator Stator windings Squirrel-cage rotor bars Shorting rings (on either end of squirrel-cage rotor) Bearings Keyway (on motor shaft) Power terminals Feel free to photograph the disassembled motor with a digital camera for your own future reference. Reassemble the motor (ensuring the shaft still spins freely) when done. le i04493

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Question 7 Three-phase motors and generators alike are manufactured in two basic forms: Wye (Y) and Delta ():

Mark in the above diagrams where the following electrical quantities would be measured (hint: each coil shown in the diagram is called a phase winding, and each conductor connecting the motor or generator to something else in the three-phase system is called a line): Phase voltage Line voltage

Phase current Line current In which circuit (Wye or Delta) are the phase and line currents equal? In which circuit (Wye or Delta) are the phase and line voltages equal? Explain both answers, in terms that anyone with a basic knowledge of electricity could understand. Where phase and line quantities are unequal, determine which is larger. le i03258

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Question 8 This is a schematic diagram of a Y-connected three-phase generator (with the rotor winding shown):

Three-phase "Y" alternator A B C Rotor winding . . . to a threephase load

How much AC voltage will appear between any two of the lines (VAB , VBC , or VAC ) if each stator coil inside the alternator outputs 277 volts? Draw a phasor diagram showing how the phase (winding) and line voltages relate. How much AC current will each of the lines (IA , IB , or IC ) conduct to a load (not shown) if each stator coil inside the alternator outputs 17 amps of current? How much power will be delivered to a load given the stator coil voltages and currents described above? le i02294 Question 9 This is a schematic diagram of a Delta-connected three-phase generator (with the rotor winding shown):

Three-phase "Delta" alternator A B C Rotor winding . . . to a threephase load

How much AC current will each of the lines (IA , IB , or IC ) conduct to a load (not shown) if each stator coil inside the alternator outputs 17 amps of current? How much AC voltage will appear between any two of the lines (VAB , VBC , or VAC ) if each stator coil inside the alternator outputs 240 volts? How much power will be delivered to a load given the stator coil voltages and currents described above? le i02295

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Question 10 Suppose one of the windings in a three-phase AC motor were suspected to be partially shorted, as though the electrical varnish insulation on several adjacent turns of the winding burned through allowing those turns to directly contact each other. This would result in that one winding having less electrical resistance than the other two windings. Explain how you would use basic electrical test equipment to conrm a partially-shorted motor winding. Provide two dierent answers: one for a Y-wound motor, and one for a Delta-wound motor:

T1

Y-wound motor

T2 T1

Delta-wound motor T2

T3

T3

Also, determine how you would use a piece of test equipment called a megger to check the windings for a short to ground (the metal frame of the motor), and how this particular type of test equipment diers from a regular ohmmeter. le i04494 Question 11 A very common design of AC motor is the so-called squirrel cage motor. Describe how a squirrel cage motor is built, and classify it as either an induction motor or a synchronous motor. Also, describe the relationship between line frequency and squirrel cage motor shaft speed. Be as precise as possible! le i01442 Question 12 Question 13 Question 14 Question 15 Question 16 Question 17 Question 18

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Question 19 Question 20 Question 21 Read and outline the Motor contactors subsection of the On/O Electric Motor Control Circuits section of the Discrete Control Elements chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i04495 Question 22 Read and outline the Motor Overload Protective Devices subsection of the On/O Electric Motor Control Circuits section of the Discrete Control Elements chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i04496 Question 23 Read and outline the Motor Control Circuit Wiring subsection of the On/O Electric Motor Control Circuits section of the Discrete Control Elements chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i04497 Question 24 You task is to work in a team to disassemble a contactor (and overload heater block) used for starting an AC induction motor. Identify the following components of the device once disassembled: Moving contacts Stationary contacts Armature (moving iron piece) Overload heaters Coil terminals Contact voltage, current, and/or horsepower ratings Feel free to photograph the disassembled contactor with a digital camera for your own future reference. Reassemble the contactor (ensuring the armature still moves freely) when done. le i04499

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Question 25 Examine this three-phase motor control circuit, where fuses protect against overcurrent faults, a threepole relay (called a contactor) turns power on and o to the motor, and a set of overload heaters detect mild overcurrent conditions. Control circuit wiring has been omitted for simplicitys sake. Only the power wiring is shown:

Line 1

Line 2

Line 3 Schematic diagram

Fuses

Fuse

Fuse

Fuse

1 1

2 2

3 3
OLs

motor

Motor 3 2 1

Shaft

Contactor

Overload block

Reset

After years of faithful service, one day this motor refuses to start. It makes a humming sound when the contactor is energized (relay contacts close), but it does not turn. A mechanic checks it out and determines that the shaft is not seized, but is free to turn. The problem must be electrical in nature! 30

You are called to investigate. Using a clamp-on ammeter, you measure the current through each of the lines (immediately after each fuse) as another start is once again attempted. You then record the three current measurements: Line 1 2 3 Current 52.7 amps 51.9 amps 0 amps

Determine at least two possible faults, either one fully capable of causing the motors refusal to start and the three current measurements taken. Then, decide what your next measurement(s) will be to isolate the exact location and nature of the fault. le i01445 Question 26 Read and outline the AC Motor Speed Control section of the Variable-Speed Motor Controls chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i04498

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Question 27 The most common method of starting up a three-phase induction motor is to simply apply full power all at once by closing the three contacts of a large contactor relay. This is called across-the-line starting:

"Across the line" motor starter

3- power

motor

Across-the-line starting is simple, but results in huge inrush currents at the moment of contactor closure, and also places a lot of mechanical and thermal stress on the motor as it rushes to attain full speed. A gentler method of starting an induction motor is to place impedances in series with the three-phase power, using two contactors (one start and one run) to sequence the motor from start-up to full-speed run. The impedances ideally take the form of inductors (reactors):

Run

3- power

motor

Start
Explain how and why this method of starting is gentler than across-the-line starting. Suggestions for Socratic discussion Would large (high-power) resistors work instead of inductors? Would large capacitors work instead of inductors? le i02310

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Question 28 This variable-frequency motor drive (VFD) circuit converts three-phase AC power at 60 Hz into rectied and ltered DC, then switches that DC into three-phase AC of whatever frequency desired. The control circuitry for triggering the MOSFETs is not shown in this diagram, for the sake of simplicity:

Three-phase AC power source (60 Hz)

L1 L2 L3

Q1

Q3

Q5

T1 T2 T3

AC motor

Q2

Q4

Q6

Your task is to determine the states (ON or OFF) of those six transistors during each of the time periods shown in the oscillograph:

T1

T2

T3

Output current 0

t1

t2

t3

t4

t5

t6

t7

Time period t1 t2 t2 t3 t3 t4 t4 t5 t5 t6 t6 t7

Q1

Q2

Q3

Q4

Q5

Q6

Assume a positive current on the graph is one where the drive sources current to the motor, and a negative current on the graph is one where the drive sinks current from the motor. Suggestions for Socratic discussion What would be dierent, if anything, about the switching of these six power transistors to make the motor spin faster? What would be dierent, if anything, about the switching of these six power transistors to make the motor spin in reverse rather than forward? le i01723

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Question 29 Shown here is a typical set of curves for an overload heater, such as is commonly used to provide overcurrent protection for AC electric motors:

40

Time to trip

30

Seconds
20

Time to reset

10

0 0 100 200 300 400 500 600

Percent of full-load current rating

Why is there any time required to re-set an overload heater contact after a trip? Circuit breakers can be re-closed mere moments after a trip with no problem, and fuses (of course) can be replaced moments after blowing. Is this an intentional design feature of overload heaters, or just an idiosyncrasy? Also, explain why the reset curve starts to decrease for currents above 300% of the motors full-load rating. Why doesnt the reset time curve continue to increase with increasing fault current magnitudes? le i02308

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Question 30 Some common components of three-phase motor control circuits are shown here in the following illustrations. These include fuses, a contactor, and an overload assembly:

To 3- , 480 volt power source L1 L2 L3 Pictorial diagram Schematic diagram Fuses To 3- , 480 volt power source

Fuses Contactor Contactor Overload

Reset

Overload

Motor Motor
T1 T2 T3

Fuses protect the power wiring from gross overcurrent conditions such as what might happen if there were an accidental phase-to-phase short-circuit inside the motor. The contactor is nothing more than a big relay with three normally-open contacts to send power to the motor, serving to start and stop the motor on command with a 120 volt signal to its coil. The overload block, however, is a little more mysterious. Its three heater elements (looking like backto-back question mark symbols in the schematic diagram) carry the motors current from the contactor to the motor terminals. These resistive heaters are designed to become warm under normal operating conditions, just as the motor itself will become slightly warm under normal conditions from resistive power losses in its windings. If the motor ever becomes too warm as a result of overloading (slight overcurrent), the overload heaters (which will also be too warm due to the overcurrent) will trigger a small thermally-operated switch contact to spring open. Connection terminals for this small switch contact may be seen on the right-hand side of the overload block in the pictorial diagram. Explain how the overload heaters may be used to automatically shut the motor o and prevent damage. le i01444

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Question 31 The base or synchronous speed of an AC electric motor is the speed at which its rotating magnetic eld spins around. This rotational speed is a function of both line frequency and the number of poles in the motor. A 2-pole motor (the smallest number of poles for a practical induction or synchronous motor) excited by 60 Hz yields a synchronous speed of 3600 RPM (60 revolutions per second). As frequency (f ) increases, motor speed increases, all other factors unchanged. As more poles are added to the motor, its speed will decrease, all other factors unchanged. To illustrate, doubling frequency (2f ) doubles the speed of the motor, while doubling the number of poles (2n) will cut its speed in half. To state this relationship mathematically, speed is directly proportional to frequency and inversely proportional to the number of poles: S f n

We could add a constant of proportionality (k) to this expression and re-write it as an exact equation: S= kf n

Use the real-world example of a 2-pole motor with a synchronous speed of 3600 RPM at a line frequency of 60 Hz to develop an equation for predicting the synchronous speed of any AC motor given its number of poles and line frequency. le i02301 Question 32 Question 33 Question 34 Question 35 Question 36 Question 37 Question 38 Question 39 Question 40 Question 41 Read and outline the Relay Control Systems chapter in your Lessons In Industrial Instrumentation textbook in its entirety. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i04500

36

Question 42 A very common form of latch circuit is the simple start-stop relay circuit used for motor controls, whereby a pair of momentary-contact pushbutton switches control the operation of an electric motor. In this particular case, I show a low-voltage control circuit and a 3-phase, higher voltage motor:

To 3-phase power source F1

480/120 V

F2 OL M1

Start

Stop

M1

M1 OL

motor

Explain the operation of this circuit, from the time the Start switch is actuated to the time the Stop switch is actuated. The normally-open M1 contact shown in the low-voltage control circuit is commonly called a seal-in contact. Explain what this contact does, and why it might be called a seal-in contact. le i02304

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Question 43 Draw the necessary wire connections to build the circuit shown in this ladder diagram: Ladder diagram:

L1

L2

Start

M1

M1

M1

Motor

Illustration showing components:

L1

L2

Relay Motor

(Dashed lines represent connections between relay terminals and socket screw lugs, hidden from sight)
le i02305

38

Question 44 The circuit shown here provides two-direction control (forward and reverse) for a three-phase electric motor:

L1 Forward M2 M1 OL

L2

Reverse

M1

M2

M1

OL motor

To 3-phase power source

M2

Explain how the reversal of motor direction is accomplished with two dierent motor starters, M1 and M2. Also, explain why there is only one set of overload heaters instead of two (one for forward and one for reverse). Finally, explain the purpose of the normally-closed contacts in series with each starter coil. le i02307

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Question 45 Safety is a paramount concern in electrical systems. Generally, we try to design electrical circuits so that if and when they fail, they will do so in the manner safest to those people working around them, and to the equipment and process(es) controlled by the circuit. One of the more common failure modes of circuits having wires strung through metal conduit is the accidental ground, or ground fault, where the electrical insulation surrounding a wire fails, resulting in contact between that wire and a grounded metal surface. Suppose an accidental ground were to occur at the point shown in this ladder diagram:

L1 Master power control Indicator lamp

L2

Heater on

Heater

High pressure switch

Relief solenoid

Ground fault
What would be the result of this fault? Hint: you will need to know something about the L1/L2 power source in order to answer this question! What would be the result if the L1/L2 power connections were reversed? le i02313

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Question 46 Complete the following ladder logic diagram so that an OR gate function is formed: the indicator lamp energizes if either switch A or switch B is actuated.

L1 A B CR1 CR2

L2

Next, complete the following ladder logic diagram so that an AND gate function is formed: the indicator lamp energizes if both switch A and switch B are actuated.

L1 A B CR1 CR2

L2

Finally, write the proper Boolean expression next to each lamp, describing its state in terms of A and B. le i02314

41

Question 47 Complete the truth table for the following relay logic circuit, and then complete a second truth table for the same circuit with relay coil CR2 failed open:

L1 A CR1

L2

CR2

CR1

CR2

Indicator

Truth table (good circuit) A 0 0 1 1 B Output 0 1 0 1

Truth table (with fault) A 0 0 1 1 B Output 0 1 0 1

Assume a 1 state for a switch means it is being pressed, and a 0 state means it is unpressed. Explain why the truth table will be modied as a result of the fault. le i02318

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Question 48 Predict how the operation of this relay logic circuit will be aected as a result of the following faults. Consider each fault independently (i.e. one at a time, no multiple faults):

L1 A B CR1 CR2 CR3

L2

CR1-1 CR2-1 CR3-1 CR1-2 CR2-2

Lamp 1 Lamp 2

Pushbutton switch A fails open: Relay coil CR2 fails open: Relay contact CR1-1 fails open:

Relay contact CR2-1 fails shorted: Relay contact CR2-2 fails shorted: For each of these conditions, explain why the resulting eects will occur. le i02319

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Question 49 There is a problem somewhere in this relay logic circuit. Lamp 2 operates exactly as it should, but lamp 1 never turns on. Identify all possible failures in the circuit that could cause this problem, and then explain how you would troubleshoot the problem as eciently as possible (taking the least amount of electrical measurements to identify the specic problem).

L1 A B CR1 CR2 CR3

L2

CR1 CR2 CR3 CR1 CR2

Lamp 1 Lamp 2

le i02320

44

Question 50 Predict how the operation of this motor control circuit will be aected as a result of the following faults. Consider each fault independently (i.e. one at a time, no multiple faults):

L1 Start Stop CR1 Motor run

L2

CR1-1 CR1-2

Mtr

Stop pushbutton switch fails open: Relay contact CR1-1 fails open: Relay contact CR1-2 fails open: Relay coil CR1 fails open: For each of these conditions, explain why the resulting eects will occur. le i02321

45

Question 51 The following ladder logic diagram (for a steam heater control) contains a serious mistake:

L1

L2

Off

On Red
Thermostat

CR1 Green Steam solenoid

CR1

This is a mistake Ive seen many students make. Explain what the mistake is, and draw a corrected version of this relay circuit. Suggestions for Socratic discussion Why do you suppose this is a common mistake for students to make when sketching a ladder logic diagram? Despite it being in error, there is a certain logic to it. If a real circuit were wired in this manner, what would it do? How would it behave? If a real circuit were wired in this manner, how could you diagnose the nature of the problem using a multimeter? le i02322

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Question 52 An alternative to the conventional schematic diagram in AC power control systems is the ladder diagram. In this convention, the hot and neutral power conductors are drawn as vertical lines near the edges of the page, with all loads and switch contacts drawn between those lines like rungs on a ladder:

To 480 VAC Fuse Fuse

"Hot"

Fuse 120 VAC

"Neutral"

Toggle switch

Indicator light

Limit switch

Solenoid coil

Temperature switch

As you can see, the symbolism in ladder diagrams is not always the same as in electrical schematic diagrams. While some symbols are identical (the toggle switch, for instance), other symbols are not (the solenoid coil, for instance). Re-draw this ladder diagram as a schematic diagram, translating all the symbols into those correct for schematic diagrams. le i02302

47

Question 53 Perhaps the most challenging aspect of interpreting ladder diagrams, for people more familiar with electronic schematic diagrams, is how electromechanical relays are represented. Compare these two equivalent diagrams: First, the ladder diagram:

To 480 VAC

L1 120 VAC

L2

Toggle switch

M1

M1

Motor

Next, the schematic diagram:

"Hot"

Relay (M1) To 480 VAC Mtr "Neutral"

Based on your observations of these two diagrams, explain how electromechanical relays are represented dierently between ladder and schematic diagrams. le i02303

48

Question 54 There are several dierent methods of providing reduced-voltage starting for electric motors. One of them is the autotransformer method. Here is a diagram showing how this works:

OL S R L1 CT S R L2 CT S R L3 CT
L1, L2, and L3 represent the three phase power supply conductors. Three sets of contacts (R, S, and Y) serve to connect power to the motor at dierent times. The starting sequence for the motor is as follows: 1. 2. 3. 4. 5. 6. Motor o (R open, S open, Y open) Start button pressed (S and Y contacts all close) Time delay (depending on the size of the motor) Y contacts open Time delay (depending on the size of the motor) R contacts close, S contacts open

motor Y

Explain the operation of this system. How do the autotransformers serve to reduce voltage to the electric motor during start-up? le i02309

49

Question 55 In ladder logic diagrams, a normally-open relay contact is drawn as a set of parallel lines, almost like a non-polarized capacitor in an electronic schematic diagram. Normally-closed relay contacts dier in symbolism by having a diagonal line drawn through them. Analyze the following relay logic circuit, completing the truth table accordingly:

L1 A CR1

L2 Truth table A 0 0 1 1 B Output 0 1 0 1

CR2

CR1

CR2

Indicator

le i02315

50

Question 56 Identify each of these relay logic functions by name (AND, OR, NOR, etc.) and complete their respective truth tables:
A A A B B CR1 B CR1

A 0 0 1 1

B Output 0 1 0 1
A B

A 0 0 1 1

B Output 0 1 0 1
A B CR1

A 0 0 1 1

B Output 0 1 0 1

A CR1

A 0 0 1 1

B Output 0 1 0 1
A A B B

A 0 0 1 1

B Output 0 1 0 1
A A B B

A 0 0 1 1

B Output 0 1 0 1
A CR1

CR1

A 0 0 1 1

B Output 0 1 0 1

A 0 0 1 1

B Output 0 1 0 1

A Output 0 1

le i02316

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Question 57 Write a truth table for each of the indicator lamps in the following ladder diagram, and determine which logic function (AND, OR, NAND, NOR, or NOT) best describes each lamps behavior with respect to the status of the input switches.

L1 A B CR1 CR2 CR3

L2

CR1 CR2 CR3 CR1 CR2

Lamp 1 Lamp 2

Also, write the proper Boolean expression next to each lamp, describing its state in terms of A and B. le i02317 Question 58 Limit switches are electrical switches designed to actuate based on the motion or position of an object, rather than the touch of a human operator. Simple limit switches rely on direct, physical contact, using a lever, sometimes tipped with a roller for low friction:

Direct-contact limit switch Light bulb Com NC NO

Battery

Show how you would connect the limit switch in the above illustration so that it makes the light turn o when actuated (i.e. the light will be on when no one touches the switch lever). le i02242

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Question 59 Limit switches are often used on the doors of electrical enclosures and cabinets to automatically shut o power or shut down a machines function if anyone opens the door for maintenance purposes. The limit switch is typically mounted in such a way that a shut door holds the switch lever in the actuated position. When the door opens wide, the limit switch lever is released and the switch returns to its normal status. Draw the appropriate limit switch symbol in this ladder logic diagram so that the control circuit (shown as a rectangular box) gets shut down if ever someone opens the cabinet door:

L1 ??? Control circuit

L2

Be sure to denote whether this limit switch needs to be normally-open (N.O.) or normally-closed (N.C.). le i02967 Question 60 Question 61 Read and outline the Normal Status of a Switch section of the Discrete Process Measurement chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i04501 Question 62 Read and outline the Hand Switches and Limit Switches sections of the Discrete Process Measurement chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i04502

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Question 63 Using a terminal strip to organize all wire connections, construct a circuit to turn on a DC load (e.g. lamp, relay coil) using an industrial-style pushbutton switch. Experiment with both the normally-open contacts and the normally-closed contacts (assuming the pushbutton switch has both). The instructor will provide all necessary components to you during class time. Suggestions for Socratic discussion How could one determine the NO/NC status of a pushbutton switchs contacts if the terminals were not labeled, and the plastic case of the switch opaque so you could not visually inspect the contacts working? Switch contacts usually have greater AC current ratings than DC current ratings why do you think this is? le i04505 Question 64 Read and outline the Proximity Switches section of the Discrete Process Measurement chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i04503 Question 65 Using a terminal strip to organize all wire connections, construct a circuit to turn on a DC load (e.g. lamp, relay coil) using a proximity switch as the sensor. The instructor will provide all necessary components to you during class time. Suggestions for Socratic discussion What are some of the advantages that proximity switches have over traditional direct-contact limit switches? What are some good applications where we could use proximity switches in industry? le i04504 Question 66 Read and outline the Pressure Switches section of the Discrete Process Measurement chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this reading. le i03934

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Question 67 Switches, whether they be hand-actuated or actuated by a physical process, come in two varieties: normally-open (NO) and normally-closed (NC). You are probably accustomed to seeing both types of switch represented in pushbutton form on schematic diagrams:

Normally-open pushbutton switch

Normally-closed pushbutton switch

Normally-open pushbutton switches close (pass current) when actuated (pressed). When un-actuated, they return to their normal (open) state. Normally-closed pushbutton switches are just the opposite: they open (stop current) when actuated (pressed) and return to their normal (closed, passing current) state when un-actuated. This is simple enough to comprehend: the normal status of a momentary-contact pushbutton switch is the state it is in when no one is touching it. When pressed, the pushbutton switch goes to the other (opposite) state. Things get more confusing, though, when we examine process switches, such as pressure switches, level switches, temperature switches, and ow switches:

Normally-open pressure switch

Normally-closed pressure switch

Normally-open level switch

Normally-closed level switch

Normally-open temperature switch

Normally-closed temperature switch

Normally-open flow switch

Normally-closed flow switch

Dene normal in the context of one of these process switches. In other words, explain what condition(s) each process switch must be in to ensure it is in the normal state; and conversely, what condition(s) need to be applied to each switch to force it into its other state. le i02966

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Question 68 Label the components in this ladder diagram for a pressure alarm circuit, identifying the following:

L1

L2

Which lamp is the low pressure warning lamp Which lamp is the high pressure warning lamp Which pressure switch should have the low-pressure trip point of 10 PSI Which pressure switch should have the high-pressure trip point of 250 PSI le i03967

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Question 69 Examine this ladder diagram for a solenoid valve control circuit, where the status of a solenoid valve (either on or o) is controlled by hand switches and a pressure switch. Then, answer the questions that follow:

(-)

(+)

5A
1

O H A
5 S 4

CR1-1
6 1 3 8

Reset
7 9

Remote stop
11

CR1
3

CR1-2
5 7 10

IL-71 R
2

Identify the meaning of the square boxes (each one with a unique number inside) Identify the three positions of the Hand/O/Auto switch and the meaning of each one Explain why diodes are found in parallel with the solenoid and relay coils, but not in parallel with the lamp Identify the meaning of the numbers near each side of the relay contacts Identify whether the pressure switch enables the solenoid to energize if the sensed pressure exceeds the trip point or falls below the trip point Identify the meaning of the red indicator light le i04152

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Question 70 Examine this ladder diagram for a solenoid valve control circuit, where the status of a solenoid valve (either on or o) is controlled by hand switches and a pressure switch.

(-)

(+)

5A
1

O H A
5 S 4

CR1-1
6 1 3 8

Reset
7 9

Remote stop
11

CR1
3

CR1-2
5 7 10

IL-71 R
2

Suppose the solenoid valve refuses to energize when the Hand/O/Auto switch has been placed in Auto, the Reset pushbutton pressed, and the pressure switch contacts are in the closed state. The solenoid can, however, be made to energize by placing the switch in the Hand position. Beginning your troubleshooting steps, you rst note that the red indicator light never comes on. Identify at least three possible faults that could (each one, individually) account for these symtpoms. Also, identify at least three components you know to be fully functional in this circuit. Three possible faults: Three known-good components: le i04158

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Question 71 An improvement over direct-contact limit switches for many applications is the inductive proximity switch. This type of switch actuates simply when an object gets near it no direct physical contact necessary! Explain how these devices work, and what kinds of material they are able to detect. Inductive proximity switches are powered devices by necessity. They usually require a DC voltage for power, and their output is usually not a dry switch contact. Instead, it is usually a transistor, with the output signal being standard TTL logic (0 to 5 volts). Inductive proximity switches are often manufactured as three-wire devices:

Switch actuates when object approaches this end!

(+) Output Gnd

Show how you would connect the limit switch in the above illustration so that it makes the LED turn on when actuated, assuming the switchs internal transistor is congured to source current through the output lead. le i02243

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Question 72 An improvement over direct-contact limit switches for many applications is the inductive proximity switch. This type of switch actuates simply when an object gets near it no direct physical contact necessary! Explain how these devices work, and what kinds of material they are able to detect. Inductive proximity switches are powered devices by necessity. They usually require a DC voltage for power, and their output is usually not a dry switch contact. Instead, it is usually a transistor, with the output signal being standard TTL logic (0 to 5 volts). Inductive proximity switches are often manufactured as three-wire devices:

Switch actuates when object approaches this end!

(+) Output Gnd

Show how you would connect the limit switch in the above illustration so that it makes the LED turn on when actuated, assuming the switchs internal transistor is congured to sink current through the output lead. le i02244 Question 73 Determine the functions of all pressure switches in this steam boiler monitoring circuit, and what their designations mean:

L1 PSL-1
80 PSI

L2 Low steam warning lamp

PSH-1
200 PSI

High steam warning lamp

PSHH-2
220 PSI

Boiler shutdown solenoid

Also, explain the signicance of the switch symbols: normally open versus normally closed. le i00221

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Question 74 Two pressure switches are plumbed together so as to receive the exact same pressure at all times, and they both sense the pressure of compressed air in a pneumatic system. Based on the wiring diagram for these switches, identify the function of the lamp:

L1 85 PSI 115 PSI

L2

le i02964 Question 75 Draw the appropriate pressure switch symbol in this ladder-logic diagram for a low-pressure alarm which turns on a lamp if the oil pressure of an industrial machine ever drops below 10 PSI:

L1

L2 Low oil pressure warning lamp

Be sure to specify whether the pressure switch needs to be normally-open (NC) or normally-closed (NC). le i02965 Question 76 Explain what the following ladder-logic circuit does, and identify the meaning of each symbol in the diagram:

L1 TSHH

L2

Temp. high

TSH

Cooling water solenoid

TSL Temp. low

le i00364

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Question 77 Identify which lamp in the following ladder-logic diagram is the high-ow alarm and which is the low-ow alarm, given the ow switch symbols shown:

L1

L2

le i00548

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Question 78 A form of liquid level switch called a tilt switch is often used for detecting sewage level in lift stations where sewage collected from homes via gravity is pumped out of the collection sump to the wastewater treatment plant (usually located miles away):

From homes

From homes

LSH

LSH

Empty
LSL

Full
LSL

To WWTP

To WWTP

Pump

Pump

Tilt switches often use a small glass vial containing liquid mercury as the tilt sensor. Explain how a glass tube partially lled with mercury works as an electrical tilt switch, and also perform a thought experiment where you describe this systems function from start to nish through a complete start-stop cycle of the pump motor:

L1 LSH LSL M1 OL

L2

M1 M1 OL To 3-phase AC power motor

le i00303

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Question 79 Explain how the following electronic level switch works:

+V

Relay R1 Q1

Probe

Liquid

Grounded metal vessel

Identify what kinds of process liquids this level switch would be applicable to, and why. Also, identify which ladder-logic switch symbol would be appropriate for this particular level switch:

Normally-open

Normally-closed

(N.O.)
le i00513 Question 80 Question 81

(N.C.)

A delta-connected AC generator has a phase voltage of 13.8 kV, and is connected to a balanced wyeconnected load consuming power at a rate of 0.75 MW. Assuming a power factor of 1 (unity), calculate the following parameters in this polyphase circuit, and draw a sketch of it: Line voltage = volts amps ohms volts amps Line current =

Equivalent phase resistance (of load) = Phase voltage (of load) = Phase current (of load) = Be sure to show all your calculations! le i02360

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Question 82 A wye-connected AC generator has a phase voltage of 7.2 kV, and is connected to a balanced deltaconnected load consuming power at a rate of 3.4 MW. Assuming a power factor of 1 (unity), calculate the following parameters in this polyphase circuit, and draw a sketch of it: Line voltage = volts amps ohms volts amps Line current =

Equivalent phase resistance (of load) = Phase voltage (of load) = Phase current (of load) = Be sure to show all your calculations!

le i02517 65

Question 83 Convert the following binary (gate) logic diagram into an equivalent ladder (relay) logic diagram:

Input from field Switch A OR Switch B NOT Switch C AND NOT

Output to field

Alarm lamp

le i02362 66

Question 84 Calculate all phase voltages and currents in the load given an open fault in one of the sources (alternators) coils:

Wye-connected generator (480/277 V)

Delta-connected load R1 = R2 = R3 = 115

R1 Open fault

R3

R2

Phase quantity VR1 VR2 VR3 IR1 IR2 IR3

Value (volts/amps)

le i02363 67

Question 85 A megger is a common piece of test equipment used to test the electrical integrity of motors and power components (contactors, switches, etc.). Explain what a megger measures, and how this instrument diers in principle from a regular multimeter.

le i02382 68

Question 86 Suppose the solenoid energizes when the pushbutton switch is pressed (and de-energizes when the pushbutton is released), but the lamp never energizes regardless of the pushbutton switchs state:

480 VAC source

1 amp 1 amp

5 amps

F G A

1 amp

Solenoid Lamp

+ 24 VDC
B

Identify the likelihood of each specied fault for this circuit. Consider each fault one at a time (i.e. no multiple faults), determining whether or not each fault could independently account for all measurements and symptoms in this circuit. Fault Pushbutton switch failed open NC relay contact failed open NO relay contact failed open Relay coil failed open 480 volt fuse(s) blown Pushbutton switch failed shorted NC relay contact failed shorted NO relay contact failed shorted Relay coil failed shorted 24 VDC source dead Possible Impossible

le i03136 69

Question 87 A technician prepares to use an oscilloscope to display an AC voltage signal. After turning the oscilloscope on and connecting the Y input probe to the signal source test points, this display appears:
OSCILLOSCOPE vertical Y V/div
DC GND AC

slowly moving

trigger

timebase X s/div
DC GND AC

What appears on the oscilloscope screen is a vertical line that moves slowly from left to right. Which display control would need to be adjusted on the oscilloscope in order to show a normal-looking wave on the screen, and which way would that control need to be adjusted (to a lesser value or to a greater value)?

le i03235 70

Question 88 A common accessory device for a variable-frequency drive (VFD) is a line reactor, which is nothing more than a large inductor connected in series with each of the motor drives power line conductors. The purpose of a line reactor is to act as a low-pass lter, allowing 60 Hz power to the VFD but blocking harmonic frequencies generated by the VFD from corrupting the AC power supply system.

3-phase 480 VAC

Line reactor

L1

L2

L3 T1 T2 T3

VFD
T1 T2 T3

AC motor

Suppose each winding of a line reactor for a 10 horsepower VFD has 0.119 of resistance and 1.5 mH of inductance. Calculate the amount of impedance oered by each winding to the following harmonics: Frequency (f ) 60 Hz (1st harmonic) 180 Hz (3rd harmonic) 300 Hz (5th harmonic) 420 Hz (7th harmonic) 540 Hz (9th harmonic) Impedance (Z)

Hint: you may consider each reactor coil to be a series-connected inductor and resistor, together producing a certain amount of impedance for each frequency.

le i03242 71

Question 89 Small relays often come packaged in clear, rectangular, plastic cases. These so-called ice cube relays have either eight or eleven pins protruding from the bottom, allowing them to be plugged into a special socket for connection with wires in a circuit. Note the labels near terminals on the relay socket, showing the locations of the coil terminals and contact terminals:

(top views)
Com #1 Com #2 N.C. #2 coil coil N.O. #2

Relay

Relay socket

N.O. #1

Draw the necessary connecting wires between terminals in this circuit, so that actuating the normallyopen pushbutton switch sends power from the battery to the coil to energize the relay, with one of the relays normally-open contacts turning the lamp on. The pushbutton switch should not carry any lamp current, just enough current to energize the relay coil:

N.C. #1

+ N.O. switch

Battery Lamp Relay (plugged into socket)

le i03210 72

Question 90 In this 480 volt AC induction motor control circuit, a three-pole relay (typically called a contactor) is used to switch power on and o to the motor. The contactor itself is controlled by a smaller switch, which receives 120 volts AC from a step-down transformer to energize the contactors magnetic coil. Although this motor control circuit used to work just ne, today the motor refuses to start.

To 3- , 480 volt power source

L1

L2

L3

L1

L2

L3

Schematic diagram
Fuses

Transformer
H4

Transformer
X2

H2

Contactor

H1

H3

H2

H4

H3

Contactor
A1 A2 A2 A1 X1 X2

H1

X1

Switch Motor
T1 T2 T3

T1 T2

T3

Using your AC voltmeter, you measure 478 volts AC between L1 and L2, 479 volts AC between L2 and L3, and 478 volts AC between L1 and L3. With the switch in the on position, you measure 117 volts AC between terminals X1 and X2 on the transformer. From this information, identify the following: Two components or wires in the circuit that you know cannot be failed either open or shorted, besides the 480 volt AC source which is obviously operational.

Two dierent component or wire failures in the circuit, either one of which could account for the problem and all measured values, and the types of failures they would be (either open or shorted).

motor

Switch

le i03175 73

Question 91 Lab Exercise Your teams task is to construct a relay control circuit for an AC motor, starting and stopping the motor based on the states of two process switches. The recommended application is a lift station pump control system, where water is pumped out of a sump (bucket) according to the states of high-level and low-level switches. The motor and process switches will all be located in the eld area. A pushbutton switch located at the main control panel will provide a manual Start control. The control relay (used to latch the motor on or o) will be located in the eld area junction box. 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 is the only test equipment allowed during the time limit. If the fault is generally identied 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 eort, in which case the student must re-try with a dierent fault. Multiple re-tries are permitted with no reduction in grade. Motor control objective completion table: Performance objective Print manual page showing relay pinout Danger tag used whenever wiring system Wiring diagram and inspection Pictorial (layout) diagram Proper motor control function Troubleshooting (5 minute limit) Lab question: Selection/testing Lab question: Commissioning Lab question: Mental math Lab question: Diagnostics Grading mastery mastery mastery mastery mastery mastery proportional proportional proportional proportional 1 2 3 4 Team

Dierent relay-based motor control project ideas are welcome as an alternative to the lift station system described here. A team wishing to do an alternative lab project must propose a project where the same learning objectives will be achieved, and the project will be granted approval by instructor permission only. In addition to constructing and documenting a motor control system, you must also construct a PLC trainer for learning PLC programming. This trainer will consist of a PLC, DC power supply, at least four toggle switches connected to the discrete inputs of the PLC, at least four indicator lights connected to the outputs of the PLC, and a terminal strip marshalling all I/O wiring (so that you may connect and disconnect dierent devices to the PLCs I/O points without loosening and re-tightening the screws on the PLCs own terminal block this saves wear and tear on the PLC which is more expensive to replace than a separate terminal block). PLC trainer objective completion table: Performance objective All inputs (switches) function properly All outputs (lights) function properly Grading mastery mastery 74 1 2 3 4 Team

L1

5A 1A 24 VDC

Sample wiring diagram

LSL

LSH

CR1

CR1-1 Cable Cable

75

Manual start

CR1-2 motor

Lab Questions Selection and Initial Testing Explain the meanings of the various ratings specied on the motor nameplate Explain the meanings of the various ratings specied on the relay nameplate Identify in the manufacturer documentation where to connect wires to the control relay (CR1) Explain how to test the proper operation of one of the process switches on a test bench (i.e. before it is used in the motor control circuit) Commissioning and Documentation Demonstrate proper use of wire strippers Demonstrate proper use of compression terminal crimping tool Demonstrate how to check for proper termination of wire in terminal block Explain importance of lockout/tagout procedure when working on power circuits Identify multiple locations (referencing a wiring diagram) where you should be able to measure full DC voltage at all times Identify multiple locations (referencing a wiring diagram) where you should be able to measure full AC voltage at all times Mental math (no calculator allowed!) Convert horsepower rating of a single-phase AC electric motor into a current rating (at a specied line voltage) Convert current rating of a single-phase AC electric motor into a horsepower rating (at a specied line voltage) Diagnostics Given a particular component or wiring fault (instructor species type and location), what symptoms would the system exhibit and why? Given a 0 volt measurement (instructor species location), what fault(s) could that indicate in the system and why? Given a certain voltage measurement (instructor species voltage and location), what fault(s) could that indicate in the system and why? Demonstrate how to test a fuse using a multimeter le i03654

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Question 92 In order to learn PLC programming and perform the exercises necessary for exams in this course, you must have your own PLC trainer consisting of a working PLC and input switches all wired and ready to use.

PLC
Power I/O

Input switches

Indicator lamps
All components should be securely mounted to a wood board or some other structure making it easy to transport and use. You must have a terminal block in between the switches, indicators, and PLC I/O terminals to allow for easy connection and disconnection of external devices to your PLC without wearing out the screws on the PLCs terminal block prematurely. Separate terminal blocks are easily replaced, whereas the terminal block on your PLC is likely much more expensive and inconvenient to replace! You must consult the users manual for your PLC in order to determine how all devices should be wired to the input and output (I/O) terminals. Note that often there are dierent types of I/O (AC, DC, sourcing, sinking) available for the same (or similar) model of PLC. Most PLC users manuals give detailed diagrams showing how to connect devices to discrete I/O points, so be sure to follow the proper diagram for your specic PLC model! Once you have your PLC wired, your next step is to use programming software (installed in a personal computer) to program your PLC with some simple function. le i04513

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Question 93 Connect an ice-cube relay to a DC voltage source and a switch such that the relay will energize when the switch is closed. All electrical connections must be made using a terminal strip (no twisted wires, crimp splices, wire nuts, spring clips, or alligator clips permitted). This exercise tests your ability to properly interpret the pinout of an electromechanical relay, properly wire a switch to control a relays coil, and use a terminal strip to organize all electrical connections.

Relay socket Relay Terminal strip Switch

The following components and materials will be available to you during the exam: assorted ice cube relays with DC-rated coils and matching sockets ; assorted switches ; terminal strips ; lengths of hook-up wire ; battery clips (holders). You will be expected to supply your own screwdrivers and multimeter for assembling and testing the circuit at your desk. The instructor will supply the battery(ies) to power your circuit when you are ready to see if it works. Until that time, your circuit will remain unpowered.

Study reference: the Control Relays section of Lessons In Industrial Instrumentation. le i03772

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Answers Answer 1

0o

30o

600

90o

120o

150o

180o

210o

240o

270o

300o

330o

0o

30o

600

90o

120o

150o

180o

210o

240o

270o

300o

330o

360o

Answer 2 The lamps will blink from left to right (C-B-A-C-B-A). Answer 3 Answer 4 It is helpful to recall how three-phase power is generated when trying to answer this question: we generate three-phase power by rotating a magnet at the center of three sets of coils, spaced 120o apart from each other around the circle. Answer 5 As a powerful magnet sweeps by a strip of aluminum foil, eddy currents are induced in the foil which produce their own reactionary magnetic elds. In accordance with Lenzs Law, these magnetic elds produced by the eddy currents react against the powerful magnets eld in such a way that they oppose its relative change in position. Thus, the aluminum foil strip will be dragged along by the eld of the moving magnet. Ill let you determine what the aluminum foil loop will do! Answer 6

79

Answer 7

Vline Vline Vphase

ph as e

Ili

ne

I line

Ili

Ip

ha s

I ph

ne

I line

as e

Iphase
I phas Ip
has e e

Vp
Vline

Wye conguration Iphase = Iline Vphase < Vline Delta conguration Vphase = Vline Iphase < Iline Follow-up question: how do Kirchhos Voltage and Current Laws explain the relationships between unequal quantities in Wye and Delta congurations?

Iline

80

Iline

s ha e

Vphase Vline Vline

Vphase Vline

Vphase

Iphase

Answer 8 Phase voltage = 277 volts AC (given) Line voltage = VAB = VBC = VAC = Vphase 3 = 480 volts AC

V
VC V 77 =2

AC

=4

80

VBC = 480 V

12
120o
12 0
o

VA = 277 V

=2 77 V

V AB

8 =4

Phase current = 17 amps AC (given) Line current = IA = IB = IA = Iphase = 17 amps AC Total load power = total source power = 3Iphase Vphase = Iline Vline 3 = 14.13 kW Follow-up question #1: what is the ratio between the line and phase voltage magnitudes in a Y-connected three-phase system? Follow-up question #2: what would happen to the output of this alternator if the rotor winding were to fail open? Bear in mind that the rotor winding is typically energized with DC through a pair of brushes and slip rings from an external source, the current through this winding being used to control voltage output of the alternators three-phase stator windings. Answer 9 Phase current = 17 amps AC (given) Line current = IA = IB = IC = Iphase 3 = 29.4 amps AC Phase voltage = 240 volts AC (given) Line voltage = VAB = VBC = VAC = Vphase = 240 volts AC Total load power = total source power = 3Iphase Vphase = Iline Vline 3 =12.24 kW Follow-up question #1: what is the ratio between the line and phase current magnitudes in a Deltaconnected three-phase system? Follow-up question #2: what would happen to the output of this alternator if the rotor winding were to fail open? Bear in mind that the rotor winding is typically energized with DC through a pair of brushes and slip rings from an external source, the current through this winding being used to control voltage output of the alternators three-phase stator windings.

0V

81

Answer 10 A megger is a special high-resistance ohmmeter using a test voltage of several hundred or thousand volts. It is able to detect faults in the insulation of motor windings in the multiple-megaohm range! Answer 11 There is a lot of information easily available on squirrel cage electric motors. I will leave it to you to do the research on how these motors are constructed and classied. Squirrel cage motor speed varies directly with line frequency, but these motors can never turn a mechanical load precisely at synchronous speed. Shaft speed will always slip behind the true synchronous speed established by line frequency. Answer 12 Answer 13 Answer 14 Answer 15 Answer 16 Answer 17 Answer 18 Answer 19 Answer 20 Answer 21 Answer 22 Answer 23 Answer 24 Answer 25 Here are some possibilities: Fuse #3 blown open Third relay contact damaged (failed open) inside the contactor Overload heater #3 failed open One winding failed open inside the motor (assuming a Y winding conguration)

There are several valid next steps you could take from this point. Discuss alternatives with your classmates. Answer 26

82

Answer 27 The Start contactor must be energized rst, then at a later time is de-energized as the Run contactor is simultaneously energized. Either timing relays or a PLC handles this sequencing of contactors. Answer 28 Time period t1 t2 t2 t3 t3 t4 t4 t5 t5 t6 t6 t7 Q1 ON o o o ON ON Q2 o ON ON ON o o Q3 o o ON ON ON o Q4 ON ON o o o ON Q5 ON ON ON o o o Q6 o o o ON ON ON

Answer 29 The reset time for an overcurrent heater is an intentional design feature. If the heater is too hot to re-set, then the motor is too hot to re-start. Answer 30 If you thought the overload heaters would open up like fuses in the event of an overload condition (becoming too warm) to directly interrupt motor current, you have made a very common error! Dont feel bad, though I wont tell anyone. In order for the overload assembly to automatically shut down the motor, its small switch must be connected to something. Ill let you gure out what that something is! Answer 31 Did you think I was going to give away the answer after practically telling you step-by-step how to do it? Instead, Ill give you some test cases to test your formula on and see if your answer is correct: 60 60 60 50 50 50 50 Hz, Hz, Hz, Hz, Hz, Hz, Hz, 4-pole 6-pole 8-pole 2-pole 4-pole 6-pole 8-pole = = = = = = = 1800 RPM 1200 RPM 900 RPM 3000 RPM 1500 RPM 1000 RPM 750 RPM

Answer 32 Answer 33 Answer 34 Answer 35 Answer 36 Answer 37 Answer 38

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Answer 39 Answer 40 Answer 41 Answer 42 Even though the Start and Stop switches are momentary, the seal-in contact makes the circuit latch in one of two states: either motor energized or motor de-energized. Answer 43

L1

L2

Relay Motor

Answer 44 Motor reversal is accomplished by reversing the phase sequence of the three-phase power going to the motor (from ABC to ACB). The existence of only one set (three) heaters may be adequately explained if you consider a scenario where the motor overheats after being run in the Forward direction, then an immediate attempt is made to run it in Reverse. Finally, the NC contacts (typically called interlock contacts) prevent lots of sparks from ying if both pushbuttons are simultaneously pressed! Answer 45 In a properly designed system, with L2 grounded at the power source, this fault will result in a blown fuse when the pressure switch closes. In a circuit with L1 and L2 reversed, this same ground fault would energize the relief solenoid, with or without the pressure switchs permission. Follow-up question: explain how a test instrument called a megger could be used to detect the presence of a ground fault.

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Answer 46

L1 A B CR1 CR2

L2

CR1 A or B = A+B CR2

L1 A B CR1 CR2 CR2

L2

CR1

A and B = AB
Answer 47

Truth table (good circuit) A 0 0 1 1 B Output 0 0 1 0 0 1 1 0

Truth table (with fault) A 0 0 1 1 B Output 0 0 1 0 0 1 1 1

If you thought that the faulted truth table would be all 0s, you probably thought I said relay contact CR2 failed open. The fault I proposed was relay CR2 coil failed open.

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Answer 48 Pushbutton switch A fails open: Lamp 1 always energized, lamp 2 simply becomes inverse status of pushbutton switch B. Relay coil CR2 fails open: Both lamp 1 and lamp 2 simply become inverse status of pushbutton switch A. Relay contact CR2-1 fails shorted: Lamp 1 always energized. Relay contact CR1-1 fails open: Lamp 1 simply becomes same status as pushbutton switch B.

Relay contact CR2-2 fails shorted: Lamp 2 simply becomes inverse status of pushbutton switch A. Answer 49 This is a problem worthy of a good in-class discussion with your peers! Of course, several things could be wrong in this circuit to cause lamp 1 to never energize. When you explain what measurements you would take in isolating the problem, be sure to describe whether or not you are actuating either of the pushbutton switches when you take those measurements. Answer 50 Stop pushbutton switch fails open: Motor cannot start, lamp never energizes.

Relay contact CR1-1 fails open: Motor starts and lamp energizes when Start button is pressed, but both immediately de-energize when it is released. Relay contact CR1-2 fails open: Motor run lamp turns on and o as expected, but the motor itself never runs. Relay coil CR1 fails open: Motor cannot start, but the lamp energizes when the Start pushbutton is pressed. Answer 51 Never, ever connect load devices in series in a control circuit such as this! Answer 52

"Hot"

To 480 VAC

Light

Solenoid

Heater

"Neutral"

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Answer 53 One of the most signicant dierences is that in ladder diagrams, relay coils and relay contacts (the normally-open contact in this diagram shown as a capacitor-like symbol) need not be drawn near each other. Follow-up question: what do the two labels L1 and L2 represent? Answer 54 When the S and Y contacts are all closed, the autotransformers form a three-phase Y connection, with line voltage (L1, L2, and L3) applied to the tips of the Y, and a reduced motor voltage tapped o a portion of each autotransformer winding. When the Y contacts open, the three autotransformers now function merely as series-connected inductors, limiting current with their inductive reactance. When the R contacts close, the motor receives direct power from L1, L2, and L3. Follow-up question: how do the overload heaters function in this circuit? They arent connected in series with the motor conductors as is typical with smaller motors! Answer 55

Truth table A 0 0 1 1 B Output 0 0 1 1 0 0 1 0

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Answer 56
A A A B B CR1 B CR1

NOR

AND A 0 0 1 1 B Output 0 0 1 0 0 0 1 1
A B

OR A 0 0 1 1 B Output 0 0 1 1 0 1 1 1
A CR1 B CR1 A B

A 0 0 1 1

B Output 0 1 1 0 0 0 1 0

Neg-OR A 0 0 1 1 B Output 0 1 1 1 0 1 1 0
A A B B

NAND A 0 0 1 1 B Output 0 1 1 1 0 1 1 0
A A B B

Neg-AND A 0 0 1 1 B Output 0 1 1 0 0 0 1 0
A CR1 CR1

XNOR A 0 0 1 1 B Output 0 1 0 1 0 0 1 1 A 0 0 1 1

XOR B Output 0 0 1 1 1 0 0 1

NOT A Output 0 1 1 0

Answer 57

A 0 0 1 1

Lamp 1 B Output 0 1 1 0 0 0 1 0

A 0 0 1 1

Lamp 2 B Output 0 1 1 0 0 0 1 0

Each of the lamps exhibits the behavior of a NOR gate. Lamp 1 = A + B, Lamp 2 = A B.

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Answer 58

Light bulb turns off when limit switch actuates

Battery Com NC NO

Light bulb

Answer 59

L1 Limit switch (N.O.) Control circuit

L2

Answer 60 Answer 61 Answer 62 Answer 63 Answer 64 Answer 65 Answer 66 Answer 67 The normal condition for a process switch is the condition of least stimulus. For example: A pressure switch will be in its normal state when there is minimum pressure applied A level switch will be in its normal state when there is no level detected by the switch A temperature switch will be in its normal state when it is cold A ow switch will be in its normal state when there is no ow detected by the switch

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Answer 68 Answer 69 Partial answer: Identify the meaning of the square boxes (each one with a unique number inside) these are terminals in a terminal block or terminal strip assembly Identify the meaning of the numbers near each side of the relay contacts these are terminal numbers on the relay base (the socket the relay plugs into) Identify whether the pressure switch enables the solenoid to energize under if the sensed pressure exceeds the trip point or falls below the trip point the solenoid energizes when the applied pressure rises above (exceeds) the trip point Answer 70 Answer 71

(+) Output

Gnd
Answer 72

(+) Output

Gnd

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Answer 73 PSL = Pressure Switch, Low PSH = Pressure Switch, High PSHH = Pressure Switch, High-High Both warning lamps should be o when the steam pressure is between 80 and 200 PSI. The boiler will automatically shut down when the shutdown solenoid de-energizes, and this will happen if the steam pressure exceeds 220 PSI. Answer 74 The lamps illumination signies a condition where the compressed air pressure is somewhere between 85 and 115 PSI. Answer 75

L1 10 PSI

L2 Low oil pressure warning lamp

As the diagram shows, this needs to be a normally-closed switch. Answer 76 This is an automatic cooling system with high and low temperature alarms. Answer 77

L1

L2

High flow alarm

Low flow alarm

Answer 78 Be sure to review the operation of this simple motor start-stop circuit in your answer! Answer 79 This switch works on the principle of electrical conductivity through the liquid. Ill let you explain in detail how the circuit works. The action of this switch is best described as a normally-closed (N.C.). Answer 80 Answer 81 This is a graded question no answers or hints given!

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Answer 82 This is a graded question no answers or hints given! Answer 83 This is a graded question no answers or hints given! Answer 84 This is a graded question no answers or hints given! Answer 85 This is a graded question no answers or hints given! Answer 86 This is a graded question no answers or hints given! Answer 87 This is a graded question no answers or hints given! Answer 88 This is a graded question no answers or hints given! Answer 89 This is a graded question no answers or hints given! Answer 90 This is a graded question no answers or hints given! Answer 91 Answer 92 Answer 93

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