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INST 231 (PLC Programming), section 1
Lab
PLC-based motor control system: Question 91 and 92, completed objectives due by the end of day 2, section 3
Exam
Day 3 of next section – only a simple calculator may be used! Complete mastery of these objectives due by the next exam date
Specific objectives for the “mastery” exam:
- Electricity Review: Calculate voltages, currents, powers and/or resistances in a DC series-parallel circuit
- Sketch proper wire connections for sourcing or sinking PLC I/O points
- Determine status of PLC discrete output given discrete input states and a simple RLL program listing
- Calculate either the full-load current or the horsepower of an electric motor (either single- or three-phase) given the line voltage and one of the other parameters
- Solve for a specified variable in an algebraic formula
- Determine the possibility of suggested faults in a simple PLC circuit given a wiring diagram, RLL program listing, and reported symptoms
- INST240 Review: Calculate ranges for hydrostatic (DP) level-measuring instruments given physical dimensions and fluid densities
- INST250 Review: Convert between different pressure units (PSI, ”W.C., bar, etc.) showing proper mathematical cancellation of units (i.e. the “unity fraction” technique)
- INST262 Review: Identify specific instrument calibration errors (zero, span, linearity, hysteresis) from data in an “As-Found” table
Recommended daily schedule
Day 1
Theory session topic: Introduction to PLCs
Questions 1 through 20; answer questions 1-10 in preparation for discussion (remainder for practice)
Day 2
Theory session topic: Contact and coil programming
Questions 21 through 40; answer questions 21-27 in preparation for discussion (remainder for practice)
Day 3
Theory session topic: Counter instructions
Questions 41 through 60; answer questions 41-47 in preparation for discussion (remainder for practice)
Day 4
Theory session topic: Counter applications
Questions 61 through 80; answer questions 61-67 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
How To...
Access the worksheets and textbook: go to the Socratic Instrumentation website located at http://www.ibiblio.org/kuphaldt/socratic/sinst to find worksheets for every 2nd-year course section organized by quarter, as well as both the latest “stable” and “development” versions of the Lessons In Industrial Instrumentation textbook. Download and save these documents to your computer.
Maximize your learning: complete all homework before class starts, ready to be assessed as described in the “Inverted Session Formats” pages. Use every minute of class and lab time productively. Follow all the tips outlined in “Question 0” as well as your instructor’s advice. Do not take constructive criticism personally. Make every reasonable effort to solve problems on your own before seeking help.
Identify upcoming assignments and deadlines: read the first page of each course worksheet.
Relate course days to calendar dates: reference the calendar spreadsheet file (calendar.xlsx), found on the BTC campus Y: network drive. A printed copy is posted in the Instrumentation classroom.
Locate industry documents assigned for reading: use the Instrumentation Reference provided by your instructor (on CD-ROM and on the BTC campus Y: network drive). There you will find a file named 00 index OPEN THIS FILE.html readable with any internet browser. Click on the “Quick-Start Links” to access assigned reading documents, organized per course, in the order they are assigned.
Study for the exams: Mastery exams assess specific skills critically important to your success, listed near the top of the front page of each course worksheet for your review. Familiarize yourself with this list and pay close attention when those topics appear in homework and practice problems. Proportional exams feature problems you haven’t seen before that are solvable using general principles learned throughout the current and previous courses, for which the only adequate preparation is independent problem-solving practice every day. Answer the “feedback questions” (practice exams) in each course section to hone your problem-solving skills, as these are similar in scope and complexity to proportional exams. Answer these feedback independently (i.e. no help from classmates) in order to most accurately assess your readiness.
Calculate course grades: download the “Course Grading Spreadsheet” (grades template.xlsx) from the Socratic Instrumentation website, or from the BTC campus Y: network drive. Enter your quiz scores, test scores, lab scores, and attendance data into this Excel spreadsheet and it will calculate your course grade. You may compare your calculated grades against your instructors’ records at any time.
Identify courses to register for: read the “Sequence” page found in each worksheet.
Receive extra instructor help: ask during lab time, or during class time, or by appointment.
Identify job openings: regularly monitor job-search websites. Set up informational interviews at workplaces you are interested in. Participate in jobshadows and internships. Apply to jobs long before graduation, as some employers take months to respond! Check your BTC email account daily, because your instructor broadcast-emails job postings to all students as employers submit them to BTC.
Impress employers: sign the FERPA release form granting your instructors permission to share academic records, then make sure your performance is worth sharing. Document your project and problem-solving experiences for reference during interviews. Honor all your commitments.
Begin your career: participate in jobshadows and internships while in school to gain experience and references. Take the first Instrumentation job that pays the bills, and give that employer at least two years of good work to pay them back for the investment they have made in you. Employers look at delayed employment, as well as short employment spans, very negatively. Failure to pass a drug test is an immediate disqualifier, as is falsifying any information. Criminal records may also be a problem.
file howto
General Values, Expectations, and Standards (continued)
Punctuality and Attendance: late arrivals are penalized at a rate of 1% grade deduction per incident. Absence is penalized at a rate of 1% per hour (rounded to the nearest hour) except when employment-related, school-related, weather-related, or required by law (e.g. court summons). Absences may be made up by directing the instructor to apply “sick hours” (12 hours of sick time available per quarter). Classmates may donate their unused sick hours. Sick hours may not be applied to unannounced absences, so be sure to alert your instructor and teammates as soon as you know you will be absent or late. Absence on an exam day will result in a zero score for that exam, unless due to a documented emergency.
Mastery: any assignment or objective labeled as “mastery” must be completed with 100% competence (with multiple opportunities to re-try). Failure to complete by the deadline date caps your grade at a C−. Failure to complete by the end of the next school day results in a failing (F) grade for that course.
Time Management: Use all available time wisely and productively. Work on other useful tasks (e.g. homework, feedback questions, job searching) while waiting for other activities or assessments to begin. Trips to the cafeteria for food or coffee, smoke breaks, etc. must not interfere with team participation.
Orderliness: Keep your work area clean and orderly, discarding trash, returning tools at the end of every lab session, and participating in all scheduled lab clean-up sessions. Project wiring, especially in shared areas such as junction boxes, must not be left in disarray at the end of a lab shift. Label any failed equipment with a detailed description of its symptoms.
Independent Study: the “inverted” instructional model used in this program requires independent reading and problem-solving, where every student must demonstrate their learning at the start of the class session. Question 0 of every worksheet lists practical study tips. The “Inverted Session Formats” pages found in every worksheet outline the format and grading standards for inverted class sessions.
Independent Problem-Solving: make an honest effort to solve every problem before seeking help. When working in the lab, help will not be given to you unless and until you run your own diagnostic tests.
Teamwork: inform your teammates if you need to leave the work area for any reason. Any student regularly compromising team performance through absence, tardiness, disrespect, or other disruptive behavior(s) will be removed from the team and required to complete all labwork individually. The same is true for students found inappropriately relying on teammates.
Communication: check your email account daily for important messages from your instructor. Ask the instructor to clarify any assignment or exam question you find confusing, and express your work clearly and compellingly.
Academic Progress: your instructor will record your academic achievement, as well as comments on any negative behavior, and will share all these records with employers provided you have signed the FERPA release form. You are welcome to see these records at any time, and are encouraged to track your own academic progress using the grade spreadsheet template.
Office Hours: your instructor’s office hours are by appointment, except in cases of emergency. Email is the preferred method for setting up an appointment with your instructor to discuss something in private.
Grounds for Failure: a failing (F) grade will be earned in any course if any mastery objectives are past deadline by more than one school day, or if any of the following behaviors are demonstrated: false testimony (lying) to your instructor, cheating on any assignment or assessment, plagiarism (presenting another’s work as your own), willful violation of a safety policy, theft, harassment, intoxication, or destruction of property. Such behaviors are grounds for immediate termination in this career, and as such will not be tolerated here.
file expectations
Inverted session formats
The basic concept of an “inverted” learning environment is that the traditional allocations of student time are reversed: instead of students attending an instructor-led session to receive new information and then practicing the application of that information outside of the classroom in the form of homework, students in an inverted class encounter new information outside of the classroom via homework and apply that information in the classroom session under the instructor’s tutelage. A natural question for instructors, then, is what their precise role is in an inverted classroom and how to organize that time well. Here I will list alternate formats suitable for an inverted classroom session, each of them tested and proven to work.
Small sessions Students meet with instructors in small groups for short time periods. Groups of 4 students meeting for 30 minutes works very well, but groups as large as 8 students apiece may be used if time is limited. Each of these sessions begins with a 5 to 10 minute graded inspection of homework with individual questioning, to keep students accountable for doing the homework. The remainder of the session is a dialogue focusing on the topics of the day, the instructor challenging each student on the subject matter in Socratic fashion, and also answering students’ questions. A second grade measures each student’s comprehension of the subject matter by the end of the session. This format also works via teleconferencing, for students unable to attend a face-to-face session on campus.
Large sessions Students meet with instructors in a standard classroom (normal class size and period length). Each of these sessions begins with a 10 minute graded quiz (closed-book) on the homework topic(s), to keep students accountable for doing the homework. Students may leave the session as soon as they “check off” with the instructor in a Socratic dialogue as described above (instructor challenging each student to assess their comprehension, answering questions, and grading the responses). Students sign up for check-off on the whiteboard when they are ready, typically in groups of no more than 4. Alternatively, the bulk of the class session may be spent answering student questions in small groups, followed by another graded quiz at the end.
Correspondence This format works for students unable to attend a “face-to-face” session, and who must correspond with the instructor via email or other asynchronous medium. Each student submits a thorough presentation of their completed homework, which the instructor grades for completeness and accuracy. The instructor then replies back to the student with challenge questions, and also answers questions the student may have. As with the previous formats, the student receives another grade assessing their comprehension of the subject matter by the close of the correspondence dialogue.
In all formats, students are held accountable for completion of their homework, “completion” being defined as successfully interpreting the given information from source material (e.g. accurate outlines of reading or video assignments) and constructive effort to solve given problems. It must be understood in an inverted learning environment that students will have legitimate questions following a homework assignment, and that it is therefore unreasonable to expect mastery of the assigned subject matter. What is reasonable to expect from each and every student is a basic outline of the source material (reading or video assignments) complete with major terms defined and major concepts identified, plus a good-faith effort to solve every problem. Question 0 (contained in every worksheet) lists multiple strategies for effective study and problem- solving.
Course Syllabus
INSTRUCTOR CONTACT INFORMATION: Tony Kuphaldt (360)-752-8477 [office phone] (360)-752-7277 [fax] [email protected]
DEPT/COURSE #: INST 231
CREDITS: 3 Lecture Hours: 11 Lab Hours: 44 Work-based Hours: 0
COURSE TITLE: PLC Programming
COURSE DESCRIPTION: In this course you will learn how to wire, program, and configure programmable logic controllers (PLCs) to perform discrete control functions including combinational logic, counters, and timers. Pre/Corequisite course: INST 230 (Motor Controls) Prerequisite course: MATH&141 (Precalculus 1) with a minimum grade of “C”
COURSE OUTCOMES: Construct, program, and efficiently diagnose control systems incorporating programmable logic controllers (PLCs).
COURSE OUTCOME ASSESSMENT: PLC wiring, programming, and configuration outcomes are ensured by measuring student performance against mastery standards, as documented in the Student Performance Objectives. Failure to meet all mastery standards by the next scheduled exam day will result in a failing grade for the course.
STUDENT PERFORMANCE OBJECTIVES:
- Without references or notes, within a limited time (3 hours total for each exam session), independently perform the following tasks. Multiple re-tries are allowed on mastery (100% accuracy) objectives, each with a different set of problems: → Calculate voltages, currents, powers, and/or resistances in a DC series-parallel circuit, with 100% accuracy (mastery) → Sketch proper wire connections for sourcing or sinking PLC I/O points given schematic or pictorial diagrams of the components, with 100% accuracy (mastery) → Determine status of a PLC discrete output given input states and a simple RLL program, with 100% accuracy (mastery) → Calculate either the full-load current or the horsepower of an electric motor (either single- or three- phase) given the line voltage and one of the other parameters → Solve for specified variables in algebraic formulae, with 100% accuracy (mastery) → Determine the possibility of suggested faults in a simple PLC circuit given measured values (voltage, current), a schematic diagram, and reported symptoms, with 100% accuracy (mastery) → Program a PLC to fulfill a specified control system function
- In a team environment and with full access to references, notes, and instructor assistance, perform the following tasks: → Demonstrate proper use of safety equipment and application of safe procedures while using power tools, and working on live systems → Communicate effectively with teammates to plan work, arrange for absences, and share responsibilities in completing all labwork → Construct and commission a motor start/stop system using a PLC as the control element → Generate an accurate wiring diagram compliant with industry standards documenting your team’s motor control system
- Independently perform the following tasks with 100% accuracy (mastery). Multiple re-tries are allowed with different specifications/conditions each time: → Program a start/stop function in a PLC and wire it to control an electromechanical relay
COURSE OUTLINE: A course calendar in electronic format (Excel spreadsheet) resides on the Y: network drive, and also in printed paper format in classroom DMC130, for convenient student access. This calendar is updated to reflect schedule changes resulting from employer recruiting visits, interviews, and other impromptu events. Course worksheets provide comprehensive lists of all course assignments and activities, with the first page outlining the schedule and sequencing of topics and assignment due dates. These worksheets are available in PDF format at http://www.ibiblio.org/kuphaldt/socratic/sinst
- INST231 Section 1 (PLC contact, coil, and counter programming): 4 days theory and labwork
- INST231 Section 2 (PLC timer programming): 2 days theory and labwork + 1 day for mastery/proportional exams
EVALUATION AND GRADING STANDARDS: (out of 100% for the course grade)
- Completion of all mastery objectives = 50%
- Mastery exam score = 10%
- Proportional exam score = 30%
- Lab questions = 10%
- Quiz penalty = −1% per failed quiz
- Tardiness penalty = −1% per incident (1 “free” tardy per course)
- Attendance penalty = −1% per hour (12 hours “sick time” per quarter)
- Extra credit = +5% per project (assigned by instructor based on individual learning needs)
All grades are criterion-referenced (i.e. no grading on a “curve”)
100% ≥ A ≥ 95% 95% > A- ≥ 90% 90% > B+ ≥ 86% 86% > B ≥ 83% 83% > B- ≥ 80% 80% > C+ ≥ 76% 76% > C ≥ 73% 73% > C- ≥ 70% (minimum passing course grade) 70% > D+ ≥ 66% 66% > D ≥ 63% 63% > D- ≥ 60% 60% > F
Absence on a scheduled exam day will result in a 0% score for the proportional exam unless you provide documented evidence of an unavoidable emergency.
If you fail a mastery exam, you must re-take a different version of that mastery exam on a different day. Multiple re-tries are allowed, on a different version of the exam each re-try. There is no penalty levied on your course grade for re-taking mastery exams, but failure to successfully pass a mastery exam by the due date will result in a failing grade (F) for the course.
If any other “mastery” objectives are not completed by their specified deadlines, your overall grade for the course will be capped at 70% (C- grade), and you will have one more school day to complete the unfinished objectives. Failure to complete those mastery objectives by the end of that extra day (except in the case of documented, unavoidable emergencies) will result in a failing grade (F) for the course.
“Lab questions” are assessed in a written exam format, typically on the last scheduled day of the lab project. Grading is as follows: full credit for thorough, correct answers; half credit for partially correct answers; and zero credit for major conceptual errors.
Individual preparation for Socratic dialogue sessions is measured by a “prep quiz” and/or personal inspection of your work by the instructor. A second (“summary”) quiz score for every Socratic session marks your participatory dialogue and ability to give reasoned answers to challenge questions on that session’s topic(s). In the event of absence, these scores may be credited by having your preparatory work and demonstration of understanding reviewed at any time before the end of the quarter in a one-on-one dialogue with the instructor.
Extra credit opportunities exist for each course, and may be assigned to students upon request. The student and the instructor will first review the student’s performance on feedback questions, homework, exams, and any other relevant indicators in order to identify areas of conceptual or practical weakness. Then, both will work together to select an appropriate extra credit activity focusing on those identified weaknesses, for the purpose of strengthening the student’s competence. A due date will be assigned (typically two weeks following the request), which must be honored in order for any credit to be earned from the activity. Extra credit may be denied at the instructor’s discretion if the student has not invested the necessary preparatory effort to perform well (e.g. lack of preparation for daily class sessions, poor attendance, no feedback questions submitted, etc.).
REQUIRED STUDENT SUPPLIES AND MATERIALS:
- Course worksheets available for download in PDF format
- Lessons in Industrial Instrumentation textbook, available for download in PDF format → Access worksheets and book at: http://www.ibiblio.org/kuphaldt/socratic/sinst
- Spiral-bound notebook for reading annotation, homework documentation, and note-taking.
- Instrumentation reference CD-ROM (free, from instructor). This disk contains many tutorials and datasheets in PDF format to supplement your textbook(s).
- Tool kit (see detailed list)
- Simple scientific calculator (non-programmable, non-graphing, no unit conversions, no numeration system conversions), TI-30Xa or TI-30XIIS recommended
- Portable personal computer with Ethernet port and wireless. Windows OS strongly preferred, tablets discouraged.
- 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. amp maximum output → Automation Direct C-More Micro HMI panel 3 inch EA1-S3ML-N (price ≈ $150) → optional Automation Direct C-More Micro touch-screen HMI panel 3 inch EA1-S3ML (price ≈ $190) → Automation Direct USB/serial adapter and cable part EA-MG-PGM-CBL (price ≈ $40) necessary for programming the C-More Micro HMI panel (also works for programming the PLC) → Note: We have found the Autmoation Direct software works equally well through a 9-pin serial port as through a USB port (with converter), and is very “friendly” to use.
- 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 → or Rockwell (Allen-Bradley) MicroLogix 1100 model 1763-L16BWA (price ≈ $240 with BTC student discount at North Coast Electric) 10 discrete (DC) inputs, 6 discrete (DC) outputs, 2 analog inputs, RS-485 communication port, 10 Mbit/s Ethernet communication port, embedded web server for remote monitoring of data points (series A or B programmable using free MicroLogix Lite software) → 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 C-More Micro touch-screen HMI panel 3 inch EA1-S3ML (price ≈ $190) → Automation Direct cable part EA-MLOGIX-CBL (price ≈ $30) and adapter part EA-MG-SP (price ≈ $50) necessary for connecting the C-More Micro HMI panel to an Allen-Bradley MicroLogix 1000 PLC → Automation Direct USB/serial adapter and cable part EA-MG-PGM-CBL (price ≈ $40) necessary for programming the C-More Micro HMI panel → Note: Programming Allen-Bradley PLCs is best done using a PC with a 9-pin serial port. We have found trying to use a USB-to-serial adapter very troublesome with Allen-Bradley software!
file INST231syllabus
The particular sequence of courses you take during the second year depends on when you complete all first-year courses and enter the second year. Since students enter the second year of Instrumentation at four different times (beginnings of Summer, Fall, Winter, and Spring quarters), the particular course sequence for any student will likely be different from the course sequence of classmates. Some second-year courses are only offered in particular quarters with those quarters not having to be in sequence, while others are offered three out of the four quarters and must be taken in sequence. The following layout shows four typical course sequences for second-year Instrumentation students, depending on when they first enter the second year of the program:
INST 240 -- 6 cr Pressure/Level Measurement INST 241 -- 6 cr Temp./Flow Measurement INST 242 -- 5 cr Analytical Measurement
Fall quarter INST 200 -- 1 wk Intro. to Instrumentation
Winter quarter
Job Prep I
INST 205 -- 1 cr
INST 250 -- 5 cr Final Control Elements INST 251 -- 5 cr PID Control
Loop Tuning
INST 252 -- 4 cr
Job Prep II
INST 206 -- 1 cr
Spring quarter
Data Acquisition Systems
INST 260 -- 4 cr
INST 262 -- 5 cr
INST 263 -- 5 cr Control Strategies
CAD 1: Basics
Graduation!
Possible course schedules depending on date of entry into 2nd year
INST 240 -- 6 cr Pressure/Level Measurement INST 241 -- 6 cr Temp./Flow Measurement INST 242 -- 5 cr Analytical Measurement
Fall quarter INST 200 -- 1 wk Intro. to Instrumentation
Winter quarter
Job Prep I
INST 205 -- 1 cr
INST 250 -- 5 cr Final Control Elements INST 251 -- 5 cr PID Control
Loop Tuning
INST 252 -- 4 cr
Job Prep II
INST 206 -- 1 cr
Spring quarter
Data Acquisition Systems
INST 260 -- 4 cr
INST 262 -- 5 cr
INST 263 -- 5 cr Control Strategies
CAD 1: Basics
Graduation!
INST 240 -- 6 cr Pressure/Level Measurement INST 241 -- 6 cr Temp./Flow Measurement INST 242 -- 5 cr Analytical Measurement
Fall quarter
Winter quarter
INST 250 -- 5 cr Final Control Elements INST 251 -- 5 cr PID Control
Loop Tuning
INST 252 -- 4 cr
Spring quarter
Data Acquisition Systems
INST 260 -- 4 cr
INST 262 -- 5 cr
INST 263 -- 5 cr Control Strategies
CAD 1: Basics
Graduation!
INST 240 -- 6 cr Pressure/Level Measurement INST 241 -- 6 cr Temp./Flow Measurement INST 242 -- 5 cr Analytical Measurement
Fall quarter
Winter quarter
INST 250 -- 5 cr Final Control Elements INST 251 -- 5 cr PID Control
Loop Tuning
INST 252 -- 4 cr
Spring quarter
Data Acquisition Systems
INST 260 -- 4 cr
INST 262 -- 5 cr
INST 263 -- 5 cr Control Strategies
CAD 1: Basics
Graduation!
INST 200 -- 1 wk Intro. to Instrumentation
Job Prep I
INST 205 -- 1 cr
Job Prep II
INST 206 -- 1 cr
INST 200 -- 1 wk Intro. to Instrumentation
Job Prep I
INST 205 -- 1 cr
Job Prep II
INST 206 -- 1 cr
Sept.
Dec. Jan.
Mar. April
June
Sept.
Dec. Jan.
Mar. April
June
Jan.
Mar. April
June
Sept.
Dec.
April
June
Sept.
Dec. Jan.
Mar.
Beginning in Summer Beginning in Fall Beginning in Winter Beginning in Spring
July
Aug.
July
July
July Summer quarter Protective Relays (elective)
Aug.
Aug.
Aug.
ENGT 134 -- 5 cr
ENGT 134 -- 5 cr
ENGT 134 -- 5 cr
ENGT 134 -- 5 cr
INST 233 -- 4 cr
Jobshadow and/or Internship strongly recommended
Summer quarter Protective Relays (elective)
INST 233 -- 4 cr
Jobshadow and/or Internship strongly recommended
Summer quarter Protective Relays (elective)
INST 233 -- 4 cr
Jobshadow and/or Internship strongly recommended
Summer quarter Protective Relays (elective)
INST 233 -- 4 cr
Jobshadow and/or Internship strongly recommended
Digital Control Systems
Digital Control Systems
Digital Control Systems
Digital Control Systems
file sequence
General Values, Expectations, and Standards
Success in this career requires professional integrity, resourcefulness, persistence, close attention to detail, and intellectual curiosity. If you are ever in doubt as to the values you should embody, just ask yourself what kind of a person you would prefer to hire for your own enterprise. Those same values will be upheld within this program.
Learning is the top priority in this program. Every circumstance, every incident, every day will be treated as a learning opportunity, every mistake as a “teachable moment”. Every form of positive growth, not just academic ability, will be regarded as real learning.
Responsibility means ensuring the desired outcome, not just trying to achieve the outcome. If your efforts do not yield the expected results, only you can make it right.
Integrity means being honest and forthright in all your words and actions, doing your very best every time and never taking credit for the achievement of another.
Safety means doing every job correctly and ensuring others are not endangered. Lab safety standards include wearing closed-toed shoes and safety glasses in the lab room during lab hours, wearing ear protection around loud sounds, using ladders to reach high places, using proper lock-out/tag-out procedures, no energized electrical work above 30 volts without an instructor present in the lab room, and no power tool use without an instructor present in the lab room.
Diligence means exercising self-discipline and persistence in your studies, realizing that hard work is a necessary condition for success. This means, among other things, investing the necessary time and effort in studying, reading instructions, paying attention to details, utilizing the skills and tools you already possess, and avoiding shortcuts.
Mastery means the job is not done until it is done correctly: all objectives achieved, all problems solved, all documentation complete, and no errors remaining.
Self-management means allocating your resources (time, equipment, labor) wisely, and not just focusing on the nearest deadline.
Communication means clearly conveying your thoughts and paying attention to what others convey. Remember that no one can read your mind, and so it is incumbent upon you to communicate any and all important information.
Teamwork means working constructively with your classmates so as to maximize their learning as well as your own.
Initiative means recognizing needs and taking action to meet those needs without encouragement or direction from others.
Representation means your actions are a reflection of this program and not just of yourself. Doors of opportunity for all BTC graduates may be opened or closed by your own conduct. Unprofessional behavior during tours, jobshadows, internships, and/or jobs reflects poorly on the program and will negatively bias employers.
Trustworthiness is the result of consistently exercising these values: people will recognize you as someone they can rely on to get the job done, and therefore someone they would want to hire.
Respect means acknowledging the intrinsic value, capabilities, and responsibilities of those around you. Respect may be gained by consistent demonstration of valued behaviors, and it may be lost through betrayal of trust.
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 any threaded fastener, one should choose a tool engaging the maximum amount of surface area on the fastener’s head in order to reduce stress on that fastener. (e.g. Using box-end wrenches instead of adjustable wrenches; using the proper size and type of screwdriver; never using any tool that mars the fastener such as pliers or vise-grips unless absolutely necessary.)
Pliers
- Needle-nose pliers
- Tongue-and-groove pliers (sometimes called “Channel-lock” pliers)
- Diagonal wire cutters (sometimes called “dikes”)
Screwdrivers
- Slotted, 1/8” and 1/4” shaft
- Phillips, #1 and #
- Jeweler’s screwdriver set
- Optional: Magnetic multi-bit screwdriver (e.g. Klein Tools model 70035)
Electrical
- Multimeter, Fluke model 87-IV or better
- Alligator-clip jumper wires
- Soldering iron (10 to 40 watt) and rosin-core solder
- Resistor, potentiometer, diode assortments (from first-year lab kits)
- Package of insulated compression-style fork terminals (14 to 18 AWG wire size, #10 stud size)
- Wire strippers/terminal crimpers for 10 AWG to 18 AWG wire and insulated terminals
- Optional: ratcheting terminal crimp tool (e.g. Paladin 1305, Ferrules Direct FDT10011, or equivalent)
Safety
- Safety glasses or goggles (available at BTC bookstore)
- Earplugs (available at BTC bookstore)
Miscellaneous
- Simple scientific calculator (non-programmable, non-graphing, no conversions), TI-30Xa or TI-30XIIS recommended. Required for some exams!
- Portable personal computer with Ethernet port and wireless. Windows OS strongly preferred, tablets discouraged.
- Masking tape (for making temporary labels)
- Permanent marker pen
- Teflon pipe tape
- Utility knife
- Tape measure, 12 feet minimum
- Flashlight
An inexpensive source of tools is your local pawn shop. Look for tools with unlimited lifetime guarantees (e.g. Sears “Craftsman” brand). Check for BTC student discounts as well! file tools
Methods of instruction
This course develops self-instructional and diagnostic skills by placing students in situations where they are required to research and think independently. In all portions of the curriculum, the goal is to avoid a passive learning environment, favoring instead active engagement of the learner through reading, reflection, problem-solving, and experimental activities. The curriculum may be roughly divided into two portions: theory and practical.
Theory In the theory portion of each course, students independently research subjects prior to entering the classroom for discussion. This means working through all the day’s assigned questions as completely as possible. This usually requires a fair amount of technical reading, and may also require setting up and running simple experiments. At the start of the classroom session, the instructor will check each student’s preparation with a quiz. Students then spend the rest of the classroom time working in groups and directly with the instructor to thoroughly answer all questions assigned for that day, articulate problem-solving strategies, and to approach the questions from multiple perspectives. To put it simply: fact-gathering happens outside of class and is the individual responsibility of each student, so that class time may be devoted to the more complex tasks of critical thinking and problem solving where the instructor’s attention is best applied. Classroom theory sessions usually begin with either a brief Q&A discussion or with a “Virtual Troubleshooting” session where the instructor shows one of the day’s diagnostic question diagrams while students propose diagnostic tests and the instructor tells those students what the test results would be given some imagined (“virtual”) fault scenario, writing the test results on the board where all can see. The students then attempt to identify the nature and location of the fault, based on the test results. Each student is free to leave the classroom when they have completely worked through all problems and have answered a “summary” quiz designed to gauge their learning during the theory session. If a student finishes ahead of time, they are free to leave, or may help tutor classmates who need extra help. The express goal of this “inverted classroom” teaching methodology is to help each student cultivate critical-thinking and problem-solving skills, and to sharpen their abilities as independent learners. While this approach may be very new to you, it is more realistic and beneficial to the type of work done in instrumentation, where critical thinking, problem-solving, and independent learning are “must-have” skills.
Distance delivery methods
Sometimes the demands of life prevent students from attending college 6 hours per day. In such cases, there exist alternatives to the normal 8:00 AM to 3:00 PM class/lab schedule, allowing students to complete coursework in non-traditional ways, at a “distance” from the college campus proper. For such “distance” students, the same worksheets, lab activities, exams, and academic standards still apply. Instead of working in small groups and in teams to complete theory and lab sections, though, students participating in an alternative fashion must do all the work themselves. Participation via teleconferencing, video- or audio-recorded small-group sessions, and such is encouraged and supported. There is no recording of hours attended or tardiness for students participating in this manner. The pace of the course is likewise determined by the “distance” student. Experience has shown that it is a benefit for “distance” students to maintain the same pace as their on-campus classmates whenever possible. In lieu of small-group activities and class discussions, comprehension of the theory portion of each course will be ensured by completing and submitting detailed answers for all worksheet questions, not just passing daily quizzes as is the standard for conventional students. The instructor will discuss any incomplete and/or incorrect worksheet answers with the student, and ask that those questions be re-answered by the student to correct any misunderstandings before moving on. Labwork is perhaps the most difficult portion of the curriculum for a “distance” student to complete, since the equipment used in Instrumentation is typically too large and expensive to leave the school lab facility. “Distance” students must find a way to complete the required lab activities, either by arranging time in the school lab facility and/or completing activities on equivalent equipment outside of school (e.g. at their place of employment, if applicable). Labwork completed outside of school must be validated by a supervisor and/or documented via photograph or videorecording.
Conventional students may opt to switch to “distance” mode at any time. This has proven to be a benefit to students whose lives are disrupted by catastrophic events. Likewise, “distance” students may switch back to conventional mode if and when their schedules permit. Although the existence of alternative modes of student participation is a great benefit for students with challenging schedules, it requires a greater investment of time and a greater level of self-discipline than the traditional mode where the student attends school for 6 hours every day. No student should consider the “distance” mode of learning a way to have more free time to themselves, because they will actually spend more time engaged in the coursework than if they attend school on a regular schedule. It exists merely for the sake of those who cannot attend during regular school hours, as an alternative to course withdrawal.
file distance
Metric prefixes and conversion constants
- Metric prefixes
- Yotta = 10^24 Symbol: Y
- Zeta = 10^21 Symbol: Z
- Exa = 10^18 Symbol: E
- Peta = 10^15 Symbol: P
- Tera = 10^12 Symbol: T
- Giga = 10^9 Symbol: G
- Mega = 10^6 Symbol: M
- Kilo = 10^3 Symbol: k
- Hecto = 10^2 Symbol: h
- Deca = 10^1 Symbol: da
- Deci = 10−^1 Symbol: d
- Centi = 10−^2 Symbol: c
- Milli = 10−^3 Symbol: m
- Micro = 10−^6 Symbol: μ
- Nano = 10−^9 Symbol: n
- Pico = 10−^12 Symbol: p
- Femto = 10−^15 Symbol: f
- Atto = 10−^18 Symbol: a
- Zepto = 10−^21 Symbol: z
- Yocto = 10−^24 Symbol: y
1012 109 106 103 100 10 -3^10 -6^10 -9^10 -
tera giga mega kilo (none) milli micro nano pico
T G M k m μ n p
102 101 10 -1 10 - hectodeca deci centi h da d c
METRIC PREFIX SCALE
- Conversion formulae for temperature
- oF = (oC)(9/5) + 32
- oC = (oF - 32)(5/9)
- oR = oF + 459.
- K = oC + 273.
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)
