Control Valve Questions PDF

INST 250 (Final Control Elements), section 3
Lab
Smart valve positioner: Questions 91 and 92, completed objectives due by the end of day 4, section
4
Exam
Day 5 of next section
Specific objectives for the mastery exam:
Build a circuit to sense either pressure or vacuum using a DP transmitter (question 93)
Determine proper fail-safe mode for a control valve in a given process
Calculate Cv rating of control valve for liquid (non-cavitating) service
Calculate split-ranged valve positions given signal value and valve calibration ranges
Solve for a specified variable in an algebraic formula
Determine the possibility of suggested faults in a simple circuit given measured values (voltage, current),
a schematic diagram, and reported symptoms
INST230 Review: 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
INST240 Review: Calculate ranges for hydrostatic (DP) level-measuring instruments given physical
dimensions and fluid densities
INST263 Review: Identify action of trip solenoid from P&ID or loop sheet
Recommended daily schedule

Day 1
Theory session topic: Valve positioners
Questions 1 through 20; answer questions 1-10 in preparation for discussion (remainder for practice)
Day 2
Theory session topic: Split-ranged control valves
Day 3
Theory session topic: Electric valve actuators and variable-speed pumps
Day 4
Theory session topic: Valve sizing
Feedback questions (81 through 90) are optional and may be submitted for review at the end of the day
1
Course Syllabus
INSTRUCTOR CONTACT INFORMATION:

Tony Kuphaldt
(360)-752-8477 [office phone]
(360)-752-7277 [fax]
[email protected]
DEPT/COURSE #: INST 250
CREDITS: 5 Lecture Hours: 22 Lab Hours: 70 Work-based Hours: 0
COURSE TITLE: Final Control Elements
COURSE DESCRIPTION: In this course you will learn how to precisely control energy in process
systems using fluid valves and motors. You will also learn how fluid power systems work, and how to efficiently
troubleshoot final control elements. Pre/Corequisite course: INST 200 (Introduction to Instrumentation)
Prerequisite course: MATH&141 (Precalculus 1)
COURSE OUTCOMES: Commission, analyze, and efficiently diagnose instrumented systems using
industry-standard control valves as final control elements.
COURSE OUTCOME ASSESSMENT: Control valve system commissioning, analysis, and diagnosis
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.
2
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:
Build a circuit to energize an electromechanical relay given a switch and relay both randomly selected
by the instructor, with 100% accuracy (mastery)
Build a circuit to sense either pressure or vacuum using a DP transmitter randomly selected by the
instructor, with 100% accuracy (mastery)
Determine response of a pneumatic force-balance mechanism to different conditions, with 100%
accuracy (mastery)
Determine the effect of a fault in a solenoid-controlled valve system with 100% accuracy (mastery)
Determine proper fail-safe mode for a control valve in a given process, with 100% accuracy (mastery)
Calculate Cv rating of control valve for liquid (non-cavitating) service, with 100% accuracy (mastery)
Calculate instrument input and output values given calibrated ranges, with 100% accuracy (mastery)
Calculate split-ranged valve positions given signal value and valve calibration ranges, with 100%
accuracy (mastery)
Solve for specified variables in algebraic formulae, with 100% accuracy (mastery)
Determine the possibility of suggested faults in simple circuits given measured values (voltage,
current), schematic diagrams, and reported symptoms, with 100% accuracy (mastery)
Predict the response of automatic process control systems to component faults and changes in process
conditions, given pictorial and/or schematic illustrations
Sketch proper power and signal connections between individual instruments to fulfill specified control
system functions, given pictorial and/or schematic illustrations of those instruments
In a team environment and with full access to references, notes, and instructor assistance, perform the
following tasks:
Demonstrate proper use of safety equipment and application of safe procedures while using power
tools, and working on live systems
Communicate effectively with teammates to plan work, arrange for absences, and share responsibilities
in completing all labwork
Completely rebuild a pneumatically-actuated control valve
Calibrate an I/P signal converter to specified accuracy using industry-standard calibration equipment
Construct and commission a working hand control loop consisting of a PID controller, signal wiring,
and control valve with positioner
Calibrate a pair of split-ranged control valves using industry-standard calibration equipment
Generate accurate loop diagrams compliant with ISA standards documenting your teams hand
control systems
Independently perform the following tasks on a functioning hand control system with 100% accuracy
(mastery). Multiple re-tries are allowed with different specifications/conditions each time):
Diagnose random faults placed in other teams hand control systems by the instructor within a
limited time using no test equipment except a multimeter and a pressure gauge, logically justifying your
steps in the instructors direct presence
3
COURSE OUTLINE: A course calendar in electronic format (Excel spreadsheet) resides on the Y:
network drive, and also in printed paper format in classroom DMC130, for convenient student access. This
calendar is updated to reflect schedule changes resulting from employer recruiting visits, interviews, and
other impromptu events. Course worksheets provide comprehensive lists of all course assignments and
activities, with the first page outlining the schedule and sequencing of topics and assignment due dates.
These worksheets are available in PDF format at http://openbookproject.net/books/socratic/sinst
INST250 Section 1 (Fluid system principles): 4 days theory and labwork
INST250 Section 2 (Control valve basics): 4 days theory and labwork + 1 day for mastery/proportional
Exams
INST250 Section 3 (Valve positioners, MOVs): 4 days theory and labwork
INST250 Section 4 (Valve sizing, characterization): 4 days theory and labwork + 1 day for
mastery/proportional Exams
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
off-campus or in different areas of campus (e.g. BTCs Fish Hatchery) are encouraged. Hands-on
troubleshooting exercises build diagnostic skills.
Feedback questions: sets of practice problems at the end of each course section challenge your
knowledge and problem-solving ability in current as as well as first year (Electronics) subjects. These
are optional assignments, counting neither for nor against your grade. Their purpose is to provide you
and your instructor with direct feedback on what you have learned.
Tours and guest speakers: quarterly tours of local industry and guest speakers on technical topics
add breadth and additional context to the learning experience.
STUDENT ASSIGNMENTS/REQUIREMENTS: All assignments for this course are thoroughly

documented in the following course worksheets located at:
http://openbookproject.net/books/socratic/sinst/index.html
INST250 sec1.pdf
INST250 sec2.pdf
INST250 sec3.pdf
INST250 sec4.pdf
4
EVALUATION AND GRADING STANDARDS: (out of 100% for the course grade)
Mastery exams and mastery lab objectives = 50% of course grade
Proportional exams = 40% (2 exams at 20% each)
Lab questions = 10% (2 question sets at 5% each)
Quiz penalty = -1% per failed quiz
Tardiness penalty = -1% per incident (1 free tardy per course)
Attendance penalty = -1% per hour (12 hours sick time per quarter)
Extra credit = +5% per project
All grades are criterion-referenced (i.e. no grading on a curve)

100% A 95% 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
Graded quizzes at the start of each classroom session gauge your independent learning. If absent or
late, you may receive credit by passing a comparable quiz afterward or by having your preparatory work
(reading outlines, work done answering questions) thoroughly reviewed prior to the absence.
Absence on a scheduled exam day will result in a 0% score for the proportional exam unless you provide
documented evidence of an unavoidable emergency.
If you fail a mastery exam, you must re-take a 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 (i.e. by the date of the next exam in the course sequence) will result in a failing grade (F) for the
course.
If any other mastery objectives are not completed by their specified deadlines, your overall grade
for the course will be capped at 70% (C- grade), and you will have one more school day to complete the
unfinished objectives. Failure to complete those mastery objectives by the end of that extra day (except in
the case of documented, unavoidable emergencies) will result in a failing grade (F) for the course.
Lab questions are assessed by individual questioning, at any date after the respective lab objective
(mastery) has been completed by your team. These questions serve to guide your completion of each lab
exercise and confirm participation of each individual student. Grading is as follows: full credit for thorough,
correct answers; half credit for partially correct answers; and zero credit for major conceptual errors. All
lab questions must be answered by the due date of the lab exercise.
Extra credit opportunities exist for each course, and may be assigned to students upon request. The
student and the instructor will first review the students performance on feedback questions, homework,
exams, and any other relevant indicators in order to identify areas of conceptual or practical weakness. Then,
both will work together to select an appropriate extra credit activity focusing on those identified weaknesses,
for the purpose of strengthening the students competence. A due date will be assigned (typically two weeks
following the request), which must be honored in order for any credit to be earned from the activity. Extra
credit may be denied at the instructors discretion if the student has not invested the necessary preparatory
effort to perform well (e.g. lack of preparation for daily class sessions, poor attendance, no feedback questions
submitted, etc.).
5
REQUIRED STUDENT SUPPLIES AND MATERIALS:
Course worksheets available for download in PDF format
Lessons in Industrial Instrumentation textbook, available for download in PDF format
Access worksheets and book at: http://openbookproject.net/books/socratic/sinst
Spiral-bound notebook for reading annotation, homework documentation, and note-taking.
Instrumentation reference CD-ROM (free, from instructor). This disk contains many tutorials and
datasheets in PDF format to supplement your textbook(s).
Tool kit (see detailed list)
Simple scientific calculator (non-programmable, non-graphing, no unit conversions, no numeration
system conversions), TI-30Xa or TI-30XIIS recommended
ADDITIONAL INSTRUCTIONAL RESOURCES:

Control Valve Handbook, by Emerson Process Management (Fisher Controls International). This book
is hard to find in print, but it may be obtained in electronic (PDF) format from Emersons website, and
is also included on the reference CD-ROM.
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.
Instrument Engineers Handbook, Volume 2: Process Control and Optimization, edited by Bela Liptak,
published by CRC Press. 4th edition ISBN-10: 0849310814 ; ISBN-13: 978-0849310812.
Purdys Instrument Handbook, by Ralph Dewey. ISBN-10: 1-880215-26-8. A pocket-sized field reference
on basic measurement and control.
Cad Standard (CadStd) or similar AutoCAD-like drafting software (useful for sketching loop and
wiring diagrams). Cad Standard is a simplified clone of AutoCAD, and is freely available at:
http://www.cadstd.com
To receive classroom accommodations, registration with Disability Support Services (DSS) is required.
Call 360-752-8450, email [email protected], or visit the DSS office in the Counseling and Career
Center (room 106, College Services building).
file INST250syllabus
6
Sequence of second-year Instrumentation courses
Core Electronics -- 3 qtrs

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

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

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

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

PLC Systems Analytical Measurement Loop Tuning Control Strategies
PTEC 107 -- 5 cr ENGT 122 -- 6 cr

Process Science CAD 1: Basics
Prerequisite for INST206
INST 205 -- 1 cr
All courses
Job Prep I
Offered 1st week of
completed?
No Fall, Winter, and
Yes INST 206 -- 1 cr
Spring quarters
Job Prep II
Graduate!!!
7
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:
Possible course schedules depending on date of entry into 2nd year

Beginning in Summer Beginning in Fall Beginning in Winter Beginning in Spring
July Summer quarter Sept. Fall quarter Jan. Winter quarter April Spring quarter
INST 230 -- 3 cr INST 200 -- 1 wk INST 200 -- 1 wk INST 200 -- 1 wk
Motor Controls Intro. to Instrumentation Intro. to Instrumentation Intro. to Instrumentation

PLC Programming Pressure/Level Measurement Final Control Elements Data Acquisition Systems

PLC Systems Temp./Flow Measurement PID Control DCS and Fieldbus
Aug.
INST 242 -- 5 cr INST 252 -- 4 cr INST 263 -- 5 cr
Sept. Fall quarter Analytical Measurement Loop Tuning Control Strategies
Dec.
INST 200 -- 1 wk
Intro. to Instrumentation
PTEC 107 -- 5 cr ENGT 122 -- 6 cr
Jan. Winter quarter Process Science CAD 1: Basics
Mar. June
INST 240 -- 6 cr INST 205 -- 1 cr
Pressure/Level Measurement Job Prep I April Spring quarter July Summer quarter
Temp./Flow Measurement Final Control Elements Job Prep I Motor Controls

Analytical Measurement PID Control Data Acquisition Systems PLC Programming
Dec.
Jan. Winter quarter Loop Tuning DCS and Fieldbus PLC Systems
Aug.
INST 205 -- 1 cr
Job Prep I PTEC 107 -- 5 cr INST 263 -- 5 cr
Process Science Control Strategies Sept. Fall quarter
Mar.
INST 250 -- 5 cr INST 205 -- 1 cr
Final Control Elements ENGT 122 -- 6 cr Job Prep I
April Spring quarter CAD 1: Basics
June
PID Control Job Prep II July Summer quarter
Pressure/Level Measurement

Loop Tuning Data Acquisition Systems Motor Controls Temp./Flow Measurement
PTEC 107 -- 5 cr INST 262 -- 5 cr INST 231 -- 3 cr INST 242 -- 5 cr

Process Science DCS and Fieldbus PLC Programming Analytical Measurement
Mar. Dec.
INST 263 -- 5 cr INST 232 -- 3 cr
April Spring quarter Control Strategies PLC Systems Jan. Winter quarter
Aug.
INST 206 -- 1 cr INST 206 -- 1 cr
Job Prep II ENGT 122 -- 6 cr Job Prep II
CAD 1: Basics Sept. Fall quarter
June
Data Acquisition Systems
July Summer quarter Job Prep II Final Control Elements

DCS and Fieldbus Motor Controls Pressure/Level Measurement PID Control

Control Strategies PLC Programming Temp./Flow Measurement Loop Tuning
ENGT 122 -- 6 cr INST 232 -- 3 cr INST 242 -- 5 cr PTEC 107 -- 5 cr

CAD 1: Basics PLC Systems Analytical Measurement Process Science
June Aug. Dec. Mar.
Graduation! Graduation! Graduation! Graduation!
file sequence
8
General student expectations
Your future employer expects you to: show up for work on time, prepared, every day; to work safely,
efficiently, conscientiously, and with a clear mind; to be self-directed and take initiative; to follow through
on all commitments; and to take responsibility for all your actions and for the consequences of those actions.
Instrument technicians work on highly complex, mission-critical measurement and control systems, where
incompetence and/or lack of integrity invites disaster. This is also why employers check legal records and
social networking websites for signs of irresponsibility when considering a graduate for hire. Substance abuse
is particularly noteworthy since it impairs reasoning, and this is first and foremost a thinking career.
Mastery You are expected to master the fundamentals of your chosen craft. Accordingly, you will be
challenged with mastery objectives ensuring 100% competence in specific knowledge and skill areas (with
multiple opportunities to re-try if necessary). Failure to fulfill any mastery objective(s) by the deadline
results in your grade for that course being capped at a C-, with one more day given to demonstrate mastery.
Failure to fulfill any mastery objective(s) by the end of that extra day results in a failing grade for the course.
Punctuality and Attendance You are expected to arrive on time, every scheduled day, and attend all
day, just as you would for a job. If a session begins at 12:00 noon, 12:00:01 is considered late. Each student
has 12 sick hours per quarter applicable to absences not verifiably employment-related, school-related,
weather-related, or required by law. Each student must confer with the instructor to apply sick hours to
any missed time this is not done automatically for the student. Students may donate unused sick hours
to whomever they specifically choose. You must contact your instructor and team members immediately if
you know you will be late or absent, and it is your responsibility to catch up on all missed activities. Absence
on an exam day will result in a zero score for that exam, unless due to a documented emergency.
Independent study Industry advisors and successful graduates consistently identify independent learning
as the most important skill to possess for this career. You will build this vital skill by working through each
days assigned reading and homework problems before class begins. You may not be able to answer every
question on your own, but you are expected to do your best and to identify as specifically as possible where
you experienced trouble. It is your responsibility to check the course schedule (given on the front page of
every worksheet) to identify assignments and due dates. Most students find 3 or more hours per day the a
typical time commitment for adequate study. Question 0 (included in every worksheet) lists practical tips
for independent learning and problem-solving.
Safety You are expected to work safely in the lab just as you will be on the job. This includes wearing
proper attire (safety glasses and closed-toed shoes in the lab at all times), implementing lock-out/tag-out
procedures when working on circuits over 24 volts, using ladders to reach high places rather than standing
on tables or chairs, and maintaining an orderly work environment.
Teamwork You will work in instructor-assigned teams to complete lab assignments, just as you will work
in teams to complete complex assignments on the job. As part of a team, you must keep your teammates
informed of your whereabouts in the event you must step away from the lab or cannot attend for any reason.
Any student regularly compromising team performance through lack of participation, absence, tardiness,
disrespect, unsafe work, or other disruptive behavior(s) will be given the choice of either completing all
labwork independently for the remainder of the quarter or receiving a failing grade for the course.
Responsibility for actions If you lose or damage college property (e.g. lab equipment), you must find,
repair, or help replace it. If your actions strain the relationship between the program and an employer (e.g.
poor behavior during a tour or an internship), you must make amends. The general rule here is this: If
you break it, you fix it!
Disciplinary action The Student Code of Conduct (Washington Administrative Codes WAC 495B-120)
explicitly authorizes disciplinary action against misconduct including: academic dishonesty (e.g. cheating,
plagiarism), dangerous or lewd behavior, theft, harassment, intoxication, destruction of property, or
disruption of the learning environment.
9
General student expectations (continued)
Formal learning is a partnership between instructor and student: both are responsible for maximizing
learning. Your instructors responsibilities include but are not limited to maintaining an environment
conducive to learning, providing necessary learning resources, continuously testing your comprehension,
dispensing appropriate advice, and actively challenging you to think deeper than you would be inclined to
do on your own (just like an athletic trainer will push their clients to go faster, farther, and work harder
than they would otherwise do on their own). Your responsibilities as a student include but are not limited
to prioritizing time for study, utilizing all learning resources offered to you, heeding your instructors advice,
and above all taking your role as a learner seriously.
The single most important factor in any students education is that students dedication. The most
talented instructor, at the most well-equipped institution, is worthless if the student doesnt care to learn.
Conversely, virtually no circumstance can prevent a dedicated student from learning whatever they want.
In order to clearly illustrate what dedication to learning looks like from a students perspective, the
following clarifications are given:
You are here to learn, not to receive a high grade, not to earn a degree, and not even to get a job. If you
make learning your first priority, you will attain all those other goals as a bonus. If, however, you attempt
to achieve those secondary goals to the exclusion of learning, you will seriously compromise your long-term
success in this career, and you will have wasted your time here.
Memorization alone is not learning. Sadly, many students educational experiences lead them to believe
learning is nothing more than an accumulation of facts and procedures, when in truth you will need to do
much more than memorize information in order to be successful as an instrument technician. True learning
is gaining the ability to think in new ways. The gold standard of learning is when you have grasped a
concept so well that you are able to apply it in creative ways to applications and contexts completely new
to you. In fact, this is a simple way for you to test your own learning: see how well you are able to apply it
to new scenarios.
Observation alone is not learning. Merely watching someone else perform a task, execute a procedure,
or solve a problem does not mean you are proficient in the same, any more than watching an athlete play the
game means you now can play at the same skill level. Unless and until you can consistently and independently
demonstrate competence, you havent learned.
The goal of any learning activity is to master the underlying principles, not merely to complete
the activity. The instructor does not need your answers to homework problems. The instructor does not
need your completed lab project. What the instructor needs is a demonstration of your capabilities. The
activity itself is nothing more than a means to an end merely a tool for sharpening skills and demonstrating
competence. As such, you should never mistake the result of the activity (a finished product) for the goal of
the activity (a new ability).
The most important question to ask Why? Ask yourself this question constantly as you learn new
things. Why does this new concept work the way it does? Why does this procedure produce results? Why
are we learning this skill? Why does the instructor keep referring me to the literature instead of just giving
me the answer I need? Why is a catalyst for deep understanding.
There are no shortcuts to learning. Relying on classmates for answers rather than figuring them out for
yourself, skipping learning activities because you think theyre too challenging or take too long, and other
similar shortcuts do nothing to help you learn. Let me be clear on this point: I am not advising you
to avoid shortcuts in your learning; Im telling you shortcuts to learning dont actually exist at all. Any
time you think youve discovered a shortcut to learning, what you have actually done is find a way to avoid
learning. Acquiring and mastering a new ability is hard work always! Accept this fact and do the hard
work necessary to learn.
file expectations
10
General tool and supply list
Wrenches
Combination (box- and open-end) wrench set, 1/4 to 3/4 the most important wrench sizes are 7/16,
1/2, 9/16, and 5/8; get these immediately!
Adjustable wrench, 6 handle (sometimes called Crescent wrench)
Hex wrench (Allen wrench) set, fractional 1/16 to 3/8
Optional: Hex wrench (Allen wrench) set, metric 1.5 mm to 10 mm
Optional: Miniature combination wrench set, 3/32 to 1/4 (sometimes called an ignition wrench set)
Note: when turning a bolt, nut, or tube fitting with a hexagonal body, the preferred ranking of hand
tools to use (from first to last) is box-end wrench or socket, open-end wrench, and finally adjustable wrench.
Pliers should never be used to turn the head of a fitting or fastener unless it is absolutely unavoidable!
Pliers
Needle-nose pliers
Tongue-and-groove pliers (sometimes called Channel-lock pliers)
Diagonal wire cutters (sometimes called dikes)
Screwdrivers
Slotted, 1/8 and 1/4 shaft
Phillips, #1 and #2
Jewelers screwdriver set
Optional: Magnetic multi-bit screwdriver (e.g. Klein Tools model 70035)
Measurement tools
Tape measure. 12 feet minimum
Optional: Vernier calipers
Optional: Bubble level
Electrical
Multimeter, Fluke model 87-IV or better
Wire strippers/terminal crimpers with a range including 10 AWG to 18 AWG wire
Soldering iron, 10 to 25 watt
Rosin-core solder
Package of compression-style fork terminals (e.g. Thomas & Betts Sta-Kon part number 14RB-10F,
14 to 18 AWG wire size, #10 stud size)
Safety
Safety glasses or goggles (available at BTC bookstore)
Earplugs (available at BTC bookstore)
Miscellaneous
Simple scientific calculator (non-programmable, non-graphing, no unit conversions, no numeration
system conversions), TI-30Xa or TI-30XIIS recommended. Required for some exams!
Teflon pipe tape
Utility knife
Optional: Flashlight
An inexpensive source of high-quality tools is your local pawn shop. Look for name-brand tools with
unlimited lifetime guarantees (e.g. Sears Craftsman brand, Snap-On, etc.). Some local tool suppliers give
BTC student discounts as well!
file tools
11
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 days assigned questions as completely as
possible. This usually requires a fair amount of technical reading, and may also require setting up and
running simple experiments. At the start of the classroom session, the instructor will check each students
preparation with a quiz. Students then spend the rest of the classroom time working in groups and directly
with the instructor to thoroughly answer all questions assigned for that day, articulate problem-solving
strategies, and to approach the questions from multiple perspectives. To put it simply: fact-gathering
happens outside of class and is the individual responsibility of each student, so that class time may be
devoted to the more complex tasks of critical thinking and problem solving where the instructors attention
is best applied.
Classroom theory sessions usually begin with either a brief Q&A discussion or with a Virtual
Troubleshooting session where the instructor shows one of the days diagnostic question diagrams while
students propose diagnostic tests and the instructor tells those students what the test results would be
given some imagined (virtual) fault scenario, writing the test results on the board where all can see. The
students then attempt to identify the nature and location of the fault, based on the test results.
Each student is free to leave the classroom when they have completely worked through all problems and
have answered a summary quiz designed to gauge their learning during the theory session. If a student
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.
12
Lab
In the lab portion of each course, students work in teams to install, configure, document, calibrate, and
troubleshoot working instrument loop systems. Each lab exercise focuses on a different type of instrument,
with a eight-day period typically allotted for completion. An ordinary lab session might look like this:
(1) Start of practical (lab) session: announcements and planning
(a) The instructor makes general announcements to all students
(b) The instructor works with team to plan that 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/configures the instrument(s)
(Remaining days, up to last) Each team member troubleshoots the instrument loop
(3) End of practical (lab) session: debriefing where each team reports on their work to the whole class
Troubleshooting assessments must meet the following guidelines:

Troubleshooting must be performed on a system the student did not build themselves. This forces
students to rely on another teams documentation rather than their own memory of how the system was
built.
Each student must individually demonstrate proper troubleshooting technique.
Simply finding the fault is not good enough. Each student must consistently demonstrate sound
reasoning while troubleshooting.
If a student fails to properly diagnose the system fault, they must attempt (as many times as necessary)
with different scenarios until they do, reviewing any mistakes with the instructor after each failed
attempt.
file instructional
13
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
14
General advice for successful learning
Focus on principles, not procedures

Effective problem-solvers dont bother trying to memorize procedures for problem-solving because
procedures are too specific to the type of problem. Rather, they internalize general principles applicable
to a wide variety of problems.
When asking questions about some new subject, concentrate on why rather than how or what.
Cultivate meta-cognitive skills (the ability to monitor your own thinking on a subject)!
Whenever you get stuck trying to understand a concept, clearly identify where you are getting stuck,
and where things stop making sense.
When you think you understand a concept, test your understanding by explaining it in your own words.
You can do this by trying to explain it to a willing classmate, or by imagining yourself trying to explain
it to someone. If you cannot clearly explain a concept to someone else, you do not understand it well
enough yourself !
The technique of trying to explain a concept also works well to identify where you are stuck. The point
at which you find yourself unable to clearly articulate the concept is very likely the exact point of your
misconception or confusion.
Join or create a study group with like-minded classmates!

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

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

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

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

Realize that there are no shortcuts to learning. Every time you seek a shortcut, you are actually cheating
yourself out of a learning opportunity!!
file studytips
15
Creative Commons License
This worksheet is licensed under the Creative Commons Attribution License, version 1.0. To view
a copy of this license, visit http://creativecommons.org/licenses/by/1.0/ or send a letter to Creative
Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. The terms and conditions of this
license allow for free copying, distribution, and/or modification of all licensed works by the general public.
Simple explanation of Attribution License:

The licensor (Tony Kuphaldt) permits others to copy, distribute, display, and otherwise use this
work. In return, licensees must give the original author(s) credit. For the full license text, please visit
http://creativecommons.org/licenses/by/1.0/ on the internet.
More detailed explanation of Attribution License:

Under the terms and conditions of the Creative Commons Attribution License, you may make freely
use, make copies, and even modify these worksheets (and the individual source files comprising them)
without having to ask me (the author and licensor) for permission. The one thing you must do is properly
credit my original authorship. Basically, this protects my efforts against plagiarism without hindering the
end-user as would normally be the case under full copyright protection. This gives educators a great deal
of freedom in how they might adapt my learning materials to their unique needs, removing all financial and
legal barriers which would normally hinder if not prevent creative use.
Nothing in the License prohibits the sale of original or adapted materials by others. You are free to
copy what I have created, modify them if you please (or not), and then sell them at any price. Once again,
the only catch is that you must give proper credit to myself as the original author and licensor. Given that
these worksheets will be continually made available on the internet for free download, though, few people
will pay for what you are selling unless you have somehow added value.
Nothing in the License prohibits the application of a more restrictive license (or no license at all) to
derivative works. This means you can add your own content to that which I have made, and then exercise
full copyright restriction over the new (derivative) work, choosing not to release your additions under the
same free and open terms. An example of where you might wish to do this is if you are a teacher who desires
to add a detailed answer key for your own benefit but not to make this answer key available to anyone
else (e.g. students).
Note: the text on this page is not a license. It is simply a handy reference for understanding the Legal
Code (the full license) - it is a human-readable expression of some of its key terms. Think of it as the
user-friendly interface to the Legal Code beneath. This simple explanation itself has no legal value, and its
contents do not appear in the actual license.
file license
16
Metric prefixes and conversion constants
Metric prefixes
Yotta = 1024 Symbol: Y
Zeta = 1021 Symbol: Z
Exa = 1018 Symbol: E
Peta = 1015 Symbol: P
Tera = 1012 Symbol: T
Giga = 109 Symbol: G
Mega = 106 Symbol: M
Kilo = 103 Symbol: k
Hecto = 102 Symbol: h
Deca = 101 Symbol: da
Deci = 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 G M k m n p
tera giga mega kilo (none) milli micro nano pico
1012 109 106 103 100 10-3 10-6 10-9 10-12
102 101 10-1 10-2

hecto deca deci centi
h da d c
Conversion formulae for temperature

o
F = (o C)(9/5) + 32
o
C = (o F - 32)(5/9)
o
R = o F + 459.67
K = o C + 273.15
Conversion equivalencies for distance

1 inch (in) = 2.540000 centimeter (cm)
1 foot (ft) = 12 inches (in)
1 yard (yd) = 3 feet (ft)
1 mile (mi) = 5280 feet (ft)
17
Conversion equivalencies for volume
1 gallon (gal) = 231.0 cubic inches (in3 ) = 4 quarts (qt) = 8 pints (pt) = 128 fluid ounces (fl. oz.)
= 3.7854 liters (l)
1 milliliter (ml) = 1 cubic centimeter (cm3 )
Conversion equivalencies for velocity

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

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

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

1 acre = 43560 square feet (ft2 ) = 4840 square yards (yd2 ) = 4046.86 square meters (m2 )
Conversion equivalencies for common pressure units (either all gauge or all absolute)
1 pound per square inch (PSI) = 2.03602 inches of mercury (in. Hg) = 27.6799 inches of water (in.
W.C.) = 6.894757 kilo-pascals (kPa) = 0.06894757 bar
1 bar = 100 kilo-pascals (kPa) = 14.504 pounds per square inch (PSI)
Conversion equivalencies for absolute pressure units (only)

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

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

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

9.806650 meters per second per second (m/s2 ) = 32.1740 feet per second per second (ft/s2 )
18
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
Specific heat of water at 14o C = 1.00002 calories/go C = 1 BTU/lbo F = 4.1869 Joules/go C
Specific heat of ice 0.5 calories/go C
Specific 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 Pascal-
seconds (Pas)
file conversion constants
19
Question 0
How to read actively:

Articulate your thoughts as you read. This will develop metacognition, which is the supervision of your
own thoughts. You should note any interesting words and patterns used by the author, pose questions
as they occur to you, state when and where you get confused by the text, clarify where the author cites
facts versus makes a judgment or states an opinion, identify cross-references with illustrations and other
passages of text, list common themes and principles, etc.
Make the ideas your own by summarizing everything you read. This is far more effective than shallow
annotation methods such as underlining and highlighting. A suggested ratio is writing or speaking one
sentence of your own thoughts per paragraph of text read.
Work through all mathematical exercises used within the text to explain concepts. Although it may
seem pointless to do what the author has already done you, this will help you identify potential
misunderstandings that might otherwise go unnoticed.
Maintain a notebook documenting general principles and important formulae you encounter.
Imagine trying to explain what youve learned to an intelligent child at the end of each learning section
(e.g. before the exam). Teaching forces you to distill concepts to their essence, and by doing so helps you
clarify those concepts and expose misconceptions. Your first attempt wont be perfect, but subsequent
attempts will get better and better. Once you have a satisfactory explanation, express it in the fewest
words possible without oversimplification. Follow Albert Einsteins advice here: Everything should be
made as simple as possible, but no simpler.
Problem-solving tips:
Apply active reading strategies to any written problems so you know exactly whats being asked of you
to solve.
Identify all general principles applicable to the problem, then identify how the goal of the problem (i.e.
what it is youre asked to solve) and the given information fits with those principles.
Sketch a diagram to organize all given information and show where the answer will fit.
Perform thought experiments to visualize the effects of different conditions.
Simplify the problem and then solve that simplified problem to identify strategies applicable to the
original problem (e.g. change quantitative to qualitative, or visa-versa; substitute different numerical
values to make them easier to work with; eliminate confusing details; add details to eliminate unknowns;
consider limiting cases that are easier to grasp; put the problem into a more familiar context, or analogy).
Work backward from a hypothetical solution to a new set of given conditions.
Above all, cultivate persistence in your studies. Persistent effort is necessary to master anything
non-trivial. The keys to persistence are (1) having the desire to achieve that mastery, and (2) knowing that
challenges are normal and not an indication of something gone wrong. A common error is to equate easy
with effective: students often believe learning should be easy if everything is done right. The truth is that
mastery never comes easy, and that easier methods usually substitute memorization for understanding!
file question0
20
Questions
Question 1
Read and outline the introduction to the Valve Positioners section of the Control Valves chapter in
your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations,
photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with
your instructor and classmates the concepts and examples explored in this reading.
file i04207
Question 2
Read and outline the Force-Balance Pneumatic Positioners subsection of the Valve Positioners
section of the Control Valves chapter in your Lessons In Industrial Instrumentation textbook. Note the
page numbers where important illustrations, photographs, equations, tables, and other relevant details are
found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples
explored in this reading.
file i01363
Question 3
Read and outline the Motion-Balance Pneumatic Positioners subsection of the Valve Positioners
file i01364
21
Question 4
This valve positioner system has a problem. The valve remains at 100% (full open) for any applied
control signal value:
(vent)
100 PSI Output

compressed
air supply Supply Amplifying
relay
open
Restriction Input Spring
(tension)
Fulcrum
Nozzle
Baffle Force beam

Bellows
Control
signal
(3-15 PSI)
Looking at the gauges, you notice the supply gauge reads 95 PSI, the control signal gauge reads 4.3
PSI, and the output gauge reads 88 PSI.
Identify the likelihood of each specified fault for this valve positioner. 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.
Fault Possible Impossible

Plugged restriction
Plugged nozzle
Broken spring
Leak in bellows
Leak in actuator diaphragm
Air supply failure
Finally, identify the next diagnostic test or measurement you would make on this system. Explain how
the result(s) of this next test or measurement help further identify the location and/or nature of the fault.
file i01361
22
Question 5
This valve positioner system has a problem. The valve remains at 0% (fully closed) for any applied
control signal value:
(vent)
Control (3-15 PSI)

signal Pivot
Bellows
open
Link
Link Beam
Nozzle
Pivot Pivot
Input
Restriction
Amplifying
air supply Supply relay
compressed
100 PSI
Output
Looking at the gauges, you notice the supply gauge reads 75 PSI and the output gauge reads 0 PSI
while the loop controller output is set at 100% in manual mode.
Identify the likelihood of each specified fault for this valve positioner. 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.

Plugged restriction
Plugged nozzle
Broken link to valve stem
Leak in bellows
Leak in actuator diaphragm
I/P output failed low
I/P output failed high
Air supply failure
file i01362
23
Question 6
Read and outline the Electronic Positioners subsection of the Valve Positioners section of the
Control Valves chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers
where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare
to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this
reading.
file i01365
24
Question 7
Identify the pressure readings one would expect to see on the two gauges of this positioner at the
following pneumatic signal values, assuming proper signal-to-open calibration:
Piston
Compressed
air supply
open
Positioner
Manipulated
variable
pneumatic signal
Gauge readings at 0% (3 PSI) signal to the positioner

Finally, identify what these gauges would indicate if the valve were seized in the mid-open (50%) position
due to excessive packing friction, assuming the pneumatic input signal was at 9.4 PSI.
file i01401
25
Question 8
One extremely useful capability of a smart valve positioner is the ability to measure and plot the
relationship between valve stem position and actuator air pressure. An example valve signature is shown
here:
110
100
90
80
70
60
50
40
30
20
10
-10
-10 0 10 20 30 40 50 60 70 80 90 100 110
Closely examine this graph of stem position vs. actuator pressure, and answer the following questions:
Is this an air-to-open valve, or an air-to-close valve?
Which axis of the graph (horizontal or vertical) represents (percent of) valve stem position?
Which axis of the graph (horizontal or vertical) represents (percent of) actuator air pressure?
What principle of physics makes the plots (approximately) linear throughout the bulk of the travel
range?
Which of the two traces plots the valve while it is opening?
Which of the two traces plots the valve while it is closing?
What phenomenon accounts for the separation between the two traces?
file i04185
26
Question 9
While performing an As-Found analysis on a control valve equipped with a smart positioner, an
instrument technician records this unusual valve signature:
110
100
90
80
70
60
50
40
30
20
10
-10
-10 0 10 20 30 40 50 60 70 80 90 100 110
What do you think the unusual humps in the traces represents? What physical problem(s) should
the technician begin to look for when examining the valve?
Suggestions for Socratic discussion
A useful problem-solving technique to apply to any scenario with a graph is to let the graph tell you
what is happening step-by-step in time as you follow it from one extreme to the other. Try doing
this: starting at the lower-left corner, following the upper (red) trace step by step as though you are
re-playing the opening of the valve over time, interpreting the graph in terms of stem position and
actuator pressure (applied force). Describe what the graph tells you as you follow it from one end to
the other.
file i00746
27
Question 10
Operators determine a control valve has a problem, because the stem is found to be at the 30% position
when the loop controller is set to output 50% in manual mode. A technician goes to this valve to diagnose
the problem, and begins by connecting his multimeter to the circuit as shown:
mA
V A
V A
OFF
A COM
signal cable
Air supply
The moment he connects his multimeter to the valve positioners signal terminals, the valve closes fully
and the multimeter reads 9.83 milliamps.
Based on this information, determine where the most likely location of the fault is: in the loop controller,
the signal wiring, the positioner, or the actuator. Also, critique the technicians diagnostic strategy would
you have done a different test?
If you were the technician and did not have any test equipment on your person such as a multimeter,
how would you test the valve? Identify some sources of information available on this valve (with no test
equipment) useful for diagnosing the problem.
file i00748
28
Question 11
Digital control valve positioners need a way to sense valve stem position, in order that they may control
that position in accordance with the output signal sent by the process controller to the valve. One easy way
to do this is to use a potentiometer to translate stem position into a voltage that a microprocessor-based
positioner can sense. Another way is to use a Hall Effect sensor.
The Hall Effect is the generation of a (small) voltage in relative proportion to an electric current and
an external magnetic field, all three being perpendicular to one another:
IB
VHall = K
x
I I
V
Given a constant electric current (I) through the Hall Effect chip, then, the Hall voltage becomes a
direct expression of the perpendicular magnetic fields intensity and direction.
29
To exploit this principle for the purpose of linear (sliding stem) valve position detection, we may place
a Hall Effect chip between two magnet assemblies as such, the Hall Effect sensor being stationary and the
magnet assembly attached to the valves stem so it moves up and down with it:
Sensor and magnet assembly

Sensor mounted to stem
Non-magnetic
spacer
N S
Magnet
Magnet
(magnified view)
Hall-effect chip
Non-magnetic S N
spacer
Examine this setup and then explain how the Hall Effect sensor is able to detect valve stem position.
In other words, what sort of voltage signal would you expect from the Hall Effect sensor at various stem
positions? Be as specific as you can in your answer.
file i01700
Question 12
Many valve positioner mechanisms use a mechanical component called a cam to transfer valve stem
motion to another form of motion inside the positioner mechanism. Explain what a cam is in the general
sense, and then identify where one might be used inside a positioner.
To help you in your explanation, examine this illustration of a cam and roller-follower:
Follower
Roller Cam
Center of rotation
for the cam
One of the unique benefits of using a cam in a valve positioner is the ability to swap out the cam for one
of a different shape. Explain what a change in cam shape could do to the behavior of a control valve.
file i01366
30
Question 13
Question 14
Question 15
Question 16
Question 17
Question 18
Question 19
Question 20
Question 21
Read and outline the Complementary Valve Sequencing subsection of the Split-Ranging section
of the Control Valves chapter in your Lessons In Industrial Instrumentation textbook. Note the page
numbers where important illustrations, photographs, equations, tables, and other relevant details are found.
Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in
this reading.
file i04208
Question 22
Read and outline the Exclusive Valve Sequencing subsection of the Split-Ranging section of the
reading.
file i04220
Question 23
Read and outline the Progressive Valve Sequencing subsection of the Split-Ranging section of the
reading.
file i04221
Question 24
Read and outline the Valve Sequencing Implementations subsection of the Split-Ranging section
of the Control Valves chapter in your Lessons In Industrial Instrumentation textbook. Note the page
numbers where important illustrations, photographs, equations, tables, and other relevant details are found.
Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples explored in
this reading.
file i04209
31
Question 25
A mixing vessel in a wastewater treatment plant receives water at varying levels of pH, and the control
systems task is to maintain the outgoing water pH around 7 (neutral) by adding acid or caustic as needed.
If the incoming water is too acidic (pH below 7), the system should add more caustic; if the incoming water
is too alkaline (pH above 7), the system should add more acid:
Acid
Incoming water
to be treated
Caustic Motor
pH controller
(indicating)
pH
AIC AT
Mixer Neutralized
pH analyzer water out
If the incoming pH is below 7 (acidic), then the control system needs to open the caustic valve to
increase the outflow pH. If the incoming pH is above 7 (caustic), then the control system needs to open the
acid valve to decrease the outflow pH. It would be wasteful, however, to add both acid and caustic to the
mixing vessel at the same time, as they would tend to nullify each other.
How is it possible to operate the acid/caustic valves in such a manner from a single controller? Sketch
a solution into the above P&ID to show how you would accomplish this.
A good problem-solving technique to apply in cases where we need to determine the direction of a change
is to consider limiting cases. Instead of asking ourselves what would happen if the pH changes slightly,
we ask ourselves what would happen if the pH changes dramatically. Explain how this problem-solving
technique applies to this particular system where we must determine necessary controller action and
final control element sequencing.
What do the arrow symbols on the valve stems represent?
Identify the consequence of losing instrument air to the control valves what will happen to the effluent
pH?
Identify the consequence of a failed-open 4-20 mA cable in your proposed solution what will happen
to the effluent pH?
Identify alternative split-range sequencing configurations (other than the one you proposed in your
answer).
file i01395
32
Question 26
A very bored and overpaid instrument technician decides to equip her hot tub with this temperature
control system, which works by varying the ratio of hot to cold water added to the tub:
Loop Diagram: Hot tub water temp control Revised by: I.M. Bored Date: April 1, 2006
Field panel
Process area (hot tub) JB-1 Control panel
80-120o F 80-120o F
TE TB-1 TB-2
1 Blu Red Red Wht/Blu Wht/Blu Red Red
1 TT 1 1 7
Cable TT-1 Cable 3, Pr 1 Cable TT-1 Blk
2 1 2 2 22 TIC
Red Blk Blk Blu Blu Blk
TB-2 21 1
I
TB-1 Red
/P
TV Tube TV-1a
Red Red Wht/Org Wht/Org Red 19
TY 3 3 Blk
1a P Cable TY-1a Blk Cable 3, Pr 2 Cable TY-1 18
1a 4 4 Blk
Blk Org Blk
Hot water Red H
supply 5 Wht
Blk N
6 Org
I
/P
Red
TV Tube TV-1b
TY ES 120 VAC
1b P Cable TY-1b
1b
Blk
Cold water
supply
Tag number Description Manufacturer Model Calibration Notes

TE-1 Thermocouple Omega Type T Ungrounded tip
80-120oF
TT-1 Temperature transmitter Rosemount 3144 4-20 mA
1-5 V
TIC-1 Controller Siemens PAC 353 80-120oF Reverse-acting control
4-20 mA
TY-1a I/P transducer Fisher 546 3-15 PSI Direct-acting calibration
20-4 mA
TY-1b I/P transducer Fisher 546 3-15 PSI Reverse-acting calibration
TV-1a Control valve Fisher Easy-E 3-15 PSI Air-to-open
TV-1b Control valve Fisher Easy-E 3-15 PSI Air-to-open
Examine this loop diagram closely, and then answer the following questions:
Where does the split-ranging (sequencing) take place in this system?
What will happen in the event that cable 3 becomes completely severed?
What will happen in the event of total instrument air pressure loss?
Determine the positions of both valves at a controller output signal of 13.5 mA.
How much voltage will the controller have to output between terminals 19 and 18 when the output signal
is at 100% of range? Assume a coil resistance of 176 ohms for each of the model 546 I/P transducers.
Identify an alternative scheme for accomplishing the same sequence of split-ranging. In other words,
wherever the split-range sequencing happens in this system, devise a way the sequencing could be done
in different components.
file i01397
33
Question 27
This room pressure control system maintains a slightly positive pressure in a precision electronic
assembly room to prevent dust from entering from the outside, while always ensuring a rapid flow rate
of air through the room. It regulates pressure by modulating two dampers: one introducing air to the room
and one venting air from the room. A pressure transmitter outputs 4 mA at 0 W.C room pressure and 20
mA at 2 W.C. room pressure:
PIC Filter
Fan Fan
P ID damper P FD damper
PT
Air out Air in
Assembly room
Assuming reverse action in the controller, determine the proper split ranges of the two control valves:
Forced draft damper position Controller output signal

Fully shut (0%) ??? mA
Wide open (100%) ??? mA
Induced draft damper position Controller output signal

is to consider limiting cases. Instead of asking ourselves what would happen if the room air pressure
changes slightly, we ask ourselves what would happen if the room air pressure changes dramatically.
Explain how this problem-solving technique applies to this particular system.
Can you think of a more energy-efficient way of regulating air pressure in this clean room than using
dampers?
What is the purpose of having an induced draft (ID) fan at all, since eliminating it entirely would
guarantee positive pressure in the room so long as the forced draft (FD) fan was running?
Determine the most likely fail-states of each damper, assuming we wish to default to a condition where
the room remains as clean as possible.
34
file i03785
Question 28
Explain how the two control valves PV-33a and PV-33b work in conjunction with one another to control
the overhead pressure inside the fractionation tower:
E-5, E-6, E-7 E-8 E-9 P-10 P-11 P-12 P-13 P-14 P-15 C-5 V-13
FEED HEAT RECOVERY EXCHANGERS OVERHEAD PRODUCT CONDENSER BOTTOMS REBOILER MAIN CHARGE FEED PUMP BACKUP CHARGE FEED PUMP MAIN BOTTOMS PRODUCT PUMP BACKUP BOTTOMS PRODUCT PUMP MAIN OVERHEAD PRODUCT PUMP BACKUP OVERHEAD PRODUCT PUMP MAIN FRACTIONATION TOWER OVERHEAD ACCUMULATOR
80 MM BTU/hr 55 MM BTU/hr 70 MM BTU/hr 2100 GPM @ 460 PSID 1900 GPM @ 460 PSID 2880 GPM @ 70 PSID 2880 GPM @ 70 PSID 2350 GPM @ 55 PSID 2350 GPM @ 55 PSID Dia 10-3" Height 93 DP 81 PSIG
Shell 500 PSIG @ 650 oF Shell 120 PSIG @ 650 oF Shell 630 PSIG @ 800 oF DP 57 PSIG DT 650 oF
Tube 660 PSIG @ 730 oF Tube 165 PSIG @ 400 oF Tube 600 PSIG @ 880 oF DT 650 oF top, 710 oF bottom
NC
Note 2
RTD FO To LP flare
Dwg. 62314
IAS
FT TT PV
33b
68 PT 68 3 to 9 PSI PG
H
PY PIC PY
68 PG 135
33a 33 L 33b
110
NOTES: PAH PV
FY Modbus RS-485 FIQ 33a
1. Backup (steam-driven) pumps automatically started by 2oo2 trip 66 9 to 15 PSI
logic, where both pressure switches must detect a low-pressure 68 68 PR
Cooling water
condition in order to start the backup pump. 33 return
FO Dwg. 11324
2. Transit-time ultrasonic flowmeter with pressure and temperature
compensation for measuring overhead gas flow to flare line. PSH PG PT
NC
66 108 33
FIR
67
FOUNDATION Fieldbus
PG
109 FT
E-8
67
HP cooling water
M
Dwg. 11324
Set @ 52 PSI Set @ 52 PSI FOUNDATION Fieldbus
PG RTD Overhead product

111 Dwg. 28542
Set @ 55 PSI Set @ 55 PSI
H
IAS FC LIC FOUNDATION Fieldbus
FOUNDATION Fieldbus FOUNDATION Fieldbus FT FT TT
31 31 30 L
FV Set @ 69 PT 69
P 31 73 PSI 69
FO
NC
LG LT FY FIR
V-13
32 30 69 69
AIC FY
42 40c
Lead/Lag Lead/Lag
FY FY
40a 40b
FOUNDATION Fieldbus FC FY
34 34
FT PG
40 134 FT IAS
AIC FV
34
36 34
IAS P
Distillate product
FIC FY FC Dwg. 28543
35 35
PG AT
136 36 FT NC
35 FV
35
FOUNDATION Fieldbus FFC PG
Sidedraw product
41 127
Dwg. 28545
C-5
FOUNDATION Fieldbus PG PG
NC
FT IAS 130 131

41 FV
41
P
600 PSI steam
Dwg. 10957 FC
NC
AIT
42 TT TIR
FT
53 53 37
PG PG
138 137
Bottoms product TIR TT
Dwg. 28544 50 50
LAH
E-5 58 Radar Magnetostrictive (float) PG
LT LT 132
TIR TT TT TIR 38b 38c PG
LSH HLL = 7-2"
51 51 54 54 133
58 E-9
Fractionator feed LT
from charge heater LG NLL = 5-4"
38a
Dwg. 27004 39
E-6 LSL LLL = 3-8" Condensate return
57 Median
select
Dwg. 10957
LY H
TIR TT TT TIR LIC FIC
52 52 55 55 38 38 L 37
IAS
FV
E-7 37
LAL P
57
TT TIR FO
56 56
NC
PG TIR TT
106 PG 59 59 PG PG
107 HC 140 HC 141 HC
142 143 144
Set @ Set @ Set @
410 PSI IAS PG 500 PSI IAS 100 PSI IAS
139
S
S
PSL PSL PSL

60 62 64
PSL I PSL I PSL I
S
S
61 63 65
R
R
R
Note 1 Note 1 Note 1
PG PG PG PG PG PG
123 124 119 113 116 118
FO FO FO
RO RO RO RO RO RO
PG PG PG PG PG PG
M M M
122 125 120 112 115 117
P-10 P-11 P-12 P-13 P-14 P-15

PG
114
PG Condensate return
121 Dwg. 10957
1000 PSI steam

Dwg. 10957
Do you suppose these two control valves are split-ranged progressively, exclusively, or complementarily?
is to consider limiting cases. Instead of asking ourselves what would happen if the fractionator overhead
pressure changes slightly, we ask ourselves what would happen if the pressure changes dramatically.
Explain how this problem-solving technique applies to this particular system where we must analyze
the split-ranged sequence of multiple valves.
Is the controller PC-33 direct or reverse acting? Is this possible to tell from the given information, or
must we know more in order to make this determination?
During typical unit operation, do you suppose PV-33a will be fully shut, wide open, or throttling?
Explain why.
During typical unit operation, do you suppose PV-33b will be fully shut, wide open, or throttling?
Explain why.
file i03569
35
Question 29
It is often possible to configure a valve positioner in such a way to reverse the action (signal-to-open
or signal-to-close) of a control valve. One reason to do this is to create one-half of a split range, where the
other valve acts in the opposite (either complementary or exclusive) manner. Consider the following control
valve, whose positioner has been configured to respond in reverse:
Air supply
Increasing
air pressure
Air supply
Control
valve
(air-to-open) Positioner
4-20 mA signal
I/P
Decreasing Decreasing current

air pressure
Valve opens!
While this may be possible, it might not be the best thing to do from a perspective of fail-safe. Explain
why the fail-safe mode of this valve may be compromised with such a positioner calibration. Then, explain
what the best way would be to reverse the action of the valve.
Identify a practical reverse-acting range for a control valve, and an application where it might be used.
file i01399
36
Question 30
This paint mixing system blends a ratio of clear base to colored pigment in order to produce a paint of
the desired color. A color analyzer senses how dark the mixed paint is, producing a 4-20 mA signal varying
with color (4 mA = clear ; 20 mA = dark):
Pump
Base
(clear)
Color analyzer
AT
Mixer
AIC
SP
Pump
Pigment
(colored)
Base valve position Controller output signal

Pigment valve position Controller output signal

How might a mixing valve be used in lieu of two split-ranged control valves in this particular process?
Would there be any benefit(s) to doing so?
file i03781
37
Question 31
This chlorination control system adds chlorine to a wastewater stream to disinfect it before discharging
to a natural body of water. Two chlorine valves of vastly different size exist to throttle the flow of chlorine
to the water: a small valve intended for low-flow operation, and a large valve that opens up when high flow
is needed. A residual chlorine analyzer outputs 4 mA with no chlorine in the water and 20 mA with high
levels of chlorine in the water:
Large valve
Wastewater
Small valve
to be disinfected
Chlorine
Motor
supply
Chlorine controller
(indicating)
AIC
Mixer Treated water

Cl2
out
AT Chlorine analyzer
Assuming direct action in the controller, determine the proper split ranges of the two control valves:
Small valve position Controller output signal

Large valve position Controller output signal

file i03783
38
Question 32
Shown here is a distillation tower, used to separate a liquid mixture of substances into its constituent
components. The process of distillation, or fractionation as it is sometimes called, is very common in heavy
process industries, most notably petrochemical processing:
Condenser
Accumulator
Distillate
product
Reflux
Fractionation tower
Feed
Boil-up
Reboiler
Bottom
product
Distillation of this nature works on the principle of different boiling points. The distillation of alcohol
(to separate a water/alcohol mix in order to obtain a purer alcohol product) is a well-known application of
this technology. In a fractionation tower, the process of boiling and condensation of the mixtures constituent
components is repeated endlessly, assuring a high degree of separation between them.
The light vapors extracted from the top of a distillation tower are re-condensed into an accumulator
vessel and re-introduced into the fractionation process as reflux. The heavy vapors condensing at the
bottom of the tower are re-boiled into vapor form again and re-introduced into the fractionation process as
boil-up. It is necessary for reflux and boil-up to be re-introduced into the tower in order to purify the
final products as much as possible. The P&ID shown here is devoid of any instrumentation for the sake of
simplicity.
39
Looking closer at the reboiler process loop, we see that the flow out of the bottom of the tower splits:
part of it goes out as finished bottom product while the rest goes through the reboiler to re-enter the
fractionator as boil-up. This split is accomplished with a pair of split-range level control valves:
Fractionation tower
LT
Boil-up
LC
LVa
Reboiler
Bottom
product
LVb
Suppose both the transmitter and the controller are direct-acting (increased level = increased output
signal). Determine the proper calibration ranges for both of these valves. It may be helpful to express the
valve ranges graphically on this scale, showing where along the 4-20 mA controller output signal range each
valve will be fully open, fully shut, etc.:
4 mA 12 mA 20 mA
Valve "a"
Valve "b"
A good idea in this control system is to install a minimum travel stop in level valve A, so that it
cannot close beyond a certain point. Explain why this might be important to the overall control of the
fractionation tower.
file i03215
40
Question 33
Many industries produce flammable waste products that may be used as fuel in furnaces, steam boilers,
and process heaters. If this waste fuel is a gas rather than a liquid, we may collect it in a large pressure
vessel (called a receiver) and control the pressure within that vessel so that all the combustion processes
receive fuel gas at a steady pressure.
If we have a surplus of waste fuel coming in to the receiver vessel, the pressure will rise above setpoint.
In this event, a pressure control system opens up a control valve to vent excess fuel gas to the flare (a
continuously-burning torch where waste products may be safely disposed of) to maintain receiver pressure
at setpoint. Conversely, if we arent getting enough waste fuel coming in to the receiver vessel to meet the
demands of all the combustion processes, the pressure will drop below setpoint. In this event, the same
pressure control system opens up a different control valve to introduce natural gas to the receiver vessel and
bring the pressure back up to setpoint:
PV-a
PIC
To flare
PV-b
Natural gas
Waste fuel PT
To combustion
processes
Fuel gas receiver vessel
Manual
blowdown
valve
Explain how the two control valves, PV-a and PV-b, may be split-ranged so that a single pressure
controller operates both valves simultaneously. Assuming a direct-acting transmitter and reverse-acting
controller (that output 4-20 mA each), determine the calibration range for each control valve.
file i03221
41
Question 34
Examine this temperature control system P&ID, where a chemical processing reactor may be heated or
cooled by a temperature control system:
Reactor
vessel
Steam
supply
Coolant
supply
TC
TT TY
The temperature controller (TC) compares the process temperature against a setpoint, and commands
the steam and coolant valves accordingly. When the controller output is 100% (20 mA output signal to
the I/P transducer), the steam valve should be fully open and the coolant valve fully closed. When the
controller output is 0% (4 mA output signal to the I/P transducer), the steam valve should be fully closed
and the coolant valve fully open. To avoid wasting energy, the steam and coolant valves should never be
open simultaneously. One of the two valves should be closed at any given time.
Assuming a standard 3-15 PSI output range for the I/P transducer (TY), and standard pneumatic
diaphragm-and-spring actuators on the valves, determine what types of valve actions to use for each valve:
Air-to-open or air-to-close?
Calibrated air pressure range?
Also, determine whether the temperature controller needs to be direct-acting or reverse-acting, assuming
that the temperature transmitter (TT) produces an increasing signal for an increasing process temperature.
Identify alternative schemes for split-ranging these two valves other than using a single I/P converter.
Identify the consequence of losing instrument air to the control valves what will happen to the reactor
temperature?
file i01394
42
Question 35
Suppose a pair of control valves powered by a common I/P transducer have the following bench set
ranges:
FV-14a = 3 PSI to 9 PSI, air to open
FV-14b = 9 PSI to 15 PSI, air to open
Calculate the respective positions of these two split-ranged control valves given the following 4-20 mA
current signal values. Assume 0% means fully shut and 100% means fully open:
Current FV-14a position FV-14b position

4 mA
7.5 mA
13 mA
18.5 mA
Also, describe the type of split-ranging this represents.

file i04784
Question 36
ranges:
TV-99a = 3 PSI to 15 PSI, air to open
TV-99b = 3 PSI to 15 PSI, air to close
Current TV-99a position TV-99b position

4 mA
9 mA
14.2 mA
19 mA

file i04783
43
Question 37
ranges:
LV-50a = 3 PSI to 9 PSI, air to close
LV-50b = 9 PSI to 15 PSI, air to open
Current LV-50a position LV-50b position

4 mA
8.6 mA
15.1 mA
20 mA

file i04782
Question 38
Question 39
Question 40
Question 41
Read and outline the Work, Energy, and Power subsection of the Classical Mechanics section of
the Physics chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers
reading.
file i04028
44
Question 42
The rotational equivalent of force is something called torque. The following diagram shows its physical
definition in the context of a rope exerting force on the circumference of a pulley:
Rotational torque Linear force

() vector (F) vector
Right-hand rule
for vector cross-products
right angle C A
right angle B
Radius vector
(r) (r)
radius
C=AB
Mathematically, torque is the product of the force vector and the radius vector perpendicular to the
force (called the moment arm):
~ = ~r F~
Based on this formula, determine the proper unit of measurement for torque, given force in pounds and
radius in feet.
Next, calculate the amount of torque applied to the bolt head by the wrench, assuming the force measures
82 ounces and the length of the moment arm is 17 inches:
F
Bo
lt
Wr
en
ch
file i01403
45
Question 43
When two gears mesh together, their rotational speeds and torques are both related to the ratio of
diameters (also the same as the ratio of gear teeth, since the teeth on each gear must be identically sized
in order to properly mesh). For example, if one gear having 35 teeth meshes with a second gear of equal
diameter (also having 35 teeth), the gear ratio will be 1:1, which means they will rotate at exactly the same
speed and with exactly the same amount of torque.
Suppose two gears mesh together to form a speed reduction mechanism, with the following diameters:
3 inches
Gear #1
(input)
Gear #2
(output)
17 inches
Based on this diagram of the two gears, answer these questions:

Calculate the gear ratio of this gear set.
If the first gears shaft exerts a torque of 600 lb-ft on the gear (the input torque), how much torque
will be exerted on the second gears shaft (the output torque)?
If the input gear spins at 200 RPM, how fast does the output gear spin?
If the small gear has 24 teeth, how many teeth will the large gear have?
Use the torque

formula
~ = ~r F~ (torque being the product of radius and linear force) to solve for the
torque ratio 12 knowing the diameter (or radius) ratio of two meshing gears.
Use the speed formula v = r(rim velocity being the product of radius and rotational speed) to solve
1
for the rotational speed ratio 2 knowing the diameter (or radius) ratio of two meshing gears.
file i01405
46
Question 44
Suppose an electric actuator is used to lift a large concrete gate in an irrigation water flow control
facility. The gate effectively acts as a control valve for water flowing through an open irrigation channel,
and a powerful winch is necessary to control its position:
Motor/gearbox
Winch drum
Channel wall
Gate
Water
Channel wall
The winch drum measures 20 inches in diameter, and the concrete gate weighs 12,740 pounds. Calculate
the torque required at the drum to lift the gate, and also the torque required by the electric motor given a
gearbox speed-reduction ratio of 1200:1.
Assuming the electric motor powering this speed-reducing gearbox spins at 1720 RPM (at full load),
calculate the vertical lifting speed of the gate in feet per minute. Finally, calculate the horsepower output
of the electric motor lifting this much weight (12,740 pounds) at this vertical speed.
Like all story problems involving mathematical calculation, the most important aspect of your answer
is how you arrived at it, not the numerical value(s) of your answer. Explain how you were able to set
up the proper equations to solve for drum torque, motor torque, lifting speed, and motor output power.
file i00584
47
Question 45
The direction of rotation for a three-phase AC electric motor may be reverse by reversing any two of
the three power conductor connections. With this in mind, explain how this reversing motor control circuit
works:
L1 L2
Forward M2 M1
Reverse M1 M2
M1
To 3-phase motor
power source
M2
In particular, what it the function of the two normally-closed M contacts (called interlock contacts)
in the control circuit? What do you think might happen if those contacts were not there?
Explain why reversing any two phase conductors supplying AC power to an induction motor will cause
it to reverse direction.
Explain what arc flash is, and how to protect yourself from it while working on high-voltage motor
control circuits such as this one.
file i01391
48
Question 46
Explain how this motor control circuit works for an electrically-actuated gate valve. Note the use of a
three-position switch with Close, Off, and Open positions:
L1 L2
Off Close torque

Close Open limit switch M1
Close valve
Open travel
limit switch M2
Open valve
M1
To 3-phase motor
power source
M2
Specifically, explain why the upper limit switch is designed to open when it detects a certain amount of
motor torque, and why the lower limit switch is designed to open when it detects a certain distance of valve
stem travel. It will help greatly to consider how a gate valve works when answering this question!
Explain what arc flash is, and how to protect yourself from it while working on high-voltage motor
control circuits such as this one.
file i01392
49
Question 47
Read selected portions of the Limitorque L120 series actuator (L120-10 through L120-40) manual
published by FlowServe (document FCD LMENIM1201-01, 07/06), and answer the following questions:
Page 24 shows an exploded view of the actuator mechanism. Examine this illustration and identify
the locations of the worm gear, electric motor, limit switch assembly, and torque switch assembly.
Note: a worm gear is a type of gear set where a screw engages with the teeth of a gear wheel to form
a large speed reduction ratio:
Worm gear mechanism
Worm wheel
Worm screw
Page 18 shows an optional handwheel for the L120-40 actuator. Examine this drawing and identify the
gears used to multiply torque from the handwheel to the actuator mechanism. Note: there are actually two
sets of gears used for torque multiplication in this large handwheel: a set of spur gears and a set of bevel
gears. Identify both and try to explain their operation from the drawing.
Page 21 shows an electrical schematic for the L120 actuators. Identify some of the different limit switches
used to detect valve position and shaft torque, and explain how they work to indicate valve status and also
protect the valve and actuator from overload.
Referencing the schematic diagram on page 21, identify the effect(s) of the purple wire failing open.
Explain the significance of the optional jumper wire around limit switch #8.
Explain how to interpret the Limit Switch Contact Development table shown at the bottom of the
schematic page.
Explain how to interpret the Local/Off/Remote switch symbol, particularly how its switch contact
positions relate to the actuator lever.
Explain why the primary winding of the control power transformer has multiple taps.
file i04223
50
Question 48
Read selected portions of the Rotork AWT range actuator manual (document E320E, issue 10/02),
and answer the following questions:
Page 3 shows a cutaway view of the actuator mechanism. Examine this illustration and identify the
locations of the worm gear, electric motor, and limit switch assembly.
Page 5 discusses the switch features of this actuator, including limit (travel) and torque switches. Identify
the types of valves recommended for Torque versus Limit seating.
Page 12 shows a schematic diagram for this electric actuator. Examine this diagram, then explain how
the electric motors direction of rotation is controlled (i.e. what switching occurs to reverse the motors
rotation).
Using the schematic diagram on page 12 as a guide, identify potential faults that could cause the valve
to refuse to open (assume C1 is the open contactor and C2 is the close contactor), and how you could
confirm each one of these potential faults using a multimeter:
Identify at least one specific problem in the three-phase power contacts to the motor
Identify at least one specific problem in the contactor coil(s)
Identify at least one specific problem in the main control circuit board
file i04224
Question 49
Read and outline the introduction to the Variable-Speed Motor Controls chapter as well as the
Metering Pumps section of that same chapter in your Lessons In Industrial Instrumentation textbook.
Note the page numbers where important illustrations, photographs, equations, tables, and other relevant
details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and
examples explored in this reading.
file i04231
Question 50
Suppose a mechanic pulls perpendicularly at the end of a wrench 0.6 meters in length with a steady
force of 190 newtons for two complete revolutions. Calculate the amount of work done by the mechanic (in
newton-meters or joules), and also calculate his power output in watts if those two turns were completed in
6 seconds.
F = 190 Newtons
Bo
lt
Wr
en
len
gth ch
=0
.6
me
ter
s
file i03777
51
Question 51
How much linear force will the cars tire exert on the ground if the axle exerts a torque of 1500 lb-ft on
the wheel, and the tires radius is 11 inches?
= 1500 lb-ft
11 inches
file i01402
52
Question 52
Calculate the net torque applied to the drum from the two forces shown. The drums outside radius is
6 feet, and the radius of the smaller pulley (attached to the drum) is 2 feet:
Drum
F1 = 4 lb
r2 = 6 feet
Axis of
rotation
r1 = 2 feet
F2 = 3.2 lb
Also, calculate the mechanical advantage of this system, if F1 is considered the input force.
file i01428
Question 53
Roy has the meanest pulling tractor in his county: its engine outputs a maximum torque of 1200 lb-ft,
and the total geartrain (transmission combined with rear axle differential gearing) has a 12:1 reduction ratio
in the lowest gear. With 5.5 foot tall tires, how much horizontal pulling force can this tractor (theoretically)
exert?
If Roys tractor drags a weight 300 feet along the ground while pulling at maximum engine torque, how
much work was done by the tractor?
Rate the horsepower of Roys tractor if it took exactly 1 minute to drag that weight 300 feet along the
ground.
When Roy goes to the county fair to compete in the tractor-pull contest, he notices that the front end
of the tractor tends to raise up off the ground when pulling a heavy load. Explain to Roy why this happens.
file i01429
Question 54
For most electric motors, the amount of torque output strongly influences the amount of current drawn
from the power source. For some electric motors (most notably, permanent magnet DC motors), current
and torque are directly proportional to one another.
Explain what torque is, why it may be important to measure in a valve actuator mechanism, and how
electric motors provide a convenient means for measuring torque.
file i01389
53
Question 55
Electric motors usually rotate at too high of speed to be used directly as valve actuators. Nearly
all electric valve actuators use gear mechanisms to reduce the speed of the electric motor (and multiply
its torque). One of the more popular gear mechanisms for achieving great speed reduction (and torque
multiplication) is called the worm gear:
Worm gear mechanism
Worm wheel
Worm screw
The worm wheels teeth match the pitch of the threads on the worm screw, allowing the two pieces to
mesh like gears. It should be evident from inspection that it takes many, many turns of the work screw to
obtain one revolution of the work wheel. In electric valve actuators, the motor couples to the worm screw
and the wheel turns the valve mechanism.
What might not be so evident is how torque on the worm wheel directly translates to linear thrust
on the worm screw. In other words, the more twisting force output by the worm wheel, the greater the
straight-line force experienced by the screw:
Torque
Thrust
If we can find a way to measure this linear thrust on the worm screw, we may infer the torque output
by the wheel. Explain how this could be done in an electric valve actuator mechanism.
file i01390
54
Question 56
Electrical signals are frequently used in industrial control applications to communicate information
from one device to another. An example of this is motor speed control, where a computer outputs a speed
command signal to a motor drive circuit, which then provides metered power to an electric motor:
To source of
3-phase AC power
Input Output Motor
Computer Two-wire cable Motor

drive
Two common standards for analog control signals are 1-5 volts DC and 4-20 mA DC. In either case, the
motor will spin faster when this signal from the computer grows in magnitude (1 volt = motor stopped, 5
volts = motor runs at full speed; or 4 mA = motor stopped, 20 mA = motor runs at full speed).
At first, it would seem as though the choice between 1-5 volts and 4-20 mA as control signal standards
is arbitrary. However, one of these standards exhibits much greater immunity to induced noise along the
two-wire cable than the other. Shown here are two equivalent schematics for these signal standards, complete
with an AC voltage source in series to represent the noise voltage picked up along the cables length:
Motor drive
Computer input
1-5 VDC 1 M
Vnoise
Motor drive
Computer input
4-20 mA 250
Vnoise
Use the Superposition theorem to qualitatively determine which signal standard drops the greatest
amount of noise voltage across the motor drive inputs resistance, thereby most affecting the motor speed
control.
file i00128
55
Question 57
A horsepower is defined as 550 ft-lbs of work done in one second of time. An example of this would be a
550 pound weight lifted vertically at a speed of one foot per second, or a one pound weight lifted vertically
at a speed of 550 feet per second.
There is a way to relate this to rotary motion, not just linear motion. In the case of rotary motion we
must deal with torque ( ) in lb-ft and angular speed (S) in revolutions per minute (RPM) rather than force
in pounds and linear speed in feet per second.
Just as linear power is proportional to the product of force and velocity (P F v), rotary power is
proportional to torque and rotary speed (P S). What we need to turn this proportionality into an
equality is a multiplying constant (k):
P = k S
We may determine the value of this constant by setting up a thought experiment that translates
between linear power and rotary power:
Drum
1 ft
1 ft/s
550 lb
weight
In this case, we have a 1 foot radius drum hoisting a 550 pound weight at a linear velocity of 1 foot
per second, the definition of one horsepower. Translate the linear force and linear velocity to rotary force
(torque) and rotary velocity (revolutions per minute), and then calculate the necessary k factor to make
your own torque/speed/horsepower equation.
file i01430
56
Question 58
Explain how this motor control circuit (sometimes referred to as a bucket) works for an electrically-
actuated gate valve:
L1 L2
Stop Open Open travel

M2 limit switch M1 OL
M1
Close Close torque

M1 limit switch M2
M2
M1 OL
To 3-phase motor
power source
M2
Explain the function and purpose of each switch in the ladder logic circuit.
file i01824
57
Question 59
A laborer working on the top of a building uses a hoist to lift 20 gallons of water in a bucket to the top
of a building:
The rope is counterweighted with a mass equal to that of the bucket (empty), so that the buckets
weight does not have to be lifted, only the water inside the bucket. Assuming a vertical lift distance of 31
feet, how much work does the laborer do in lifting the water up? Please express your answer in both English
and metric units of work.
Suppose it takes laborer A one minute to lift the 20-gallon bucket of water up 31 feet to the top of the
building. A few hours later, laborer B does the same thing, but in less time: 40 seconds. Which laborer
performs more work in lifting 20 gallons of water to the roof?
Now suppose someone smart decides to equip the hoist with an electric motor, so that the laborers do
not have to exert so much effort in lifting water to the roof. If the motor exerts 1.5 horsepower in lifting the
20 gallons of water to the roof, how long will it take to lift it the 31 foot vertical distance?
How long would it take a 1.5 horsepower pump to lift 20 gallons of water to the same height?
Challenge question: if we were to drop the 20-gallon bucket full of water off the roof, how fast would it
be falling just before it hit the ground? Disregard the effects of air friction on the buckets free-fall.
file i00428
Question 60
If 40 pounds of books are lifted from floor level to a bookshelf 5 feet above, then later those same books
are taken off the shelf and returned to floor level, what is the total amount of work done by the person
moving the books?
file i02620
Question 61
Read and outline the Physics of Energy Dissipation in a Turbulent Fluid Stream subsection of the
Control Valve Sizing section of the Control Valves chapter in your Lessons In Industrial Instrumentation
textbook. Note the page numbers where important illustrations, photographs, equations, tables, and other
relevant details are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts
and examples explored in this reading.
file i04225
58
Question 62
Read and outline the Importance of Proper Valve Sizing subsection of the Control Valve Sizing
file i04226
Question 63
How much water (at 60o F) will flow through this valve when wide open?
P1 = 65 PSI M P2 = 22 PSI
Cv = 8
Q = ???
Now suppose the valve is closed off until its Cv = 4 instead of 8. Assuming the same upstream and
downstream pressures, what will the new flow rate be? Does the flow rate follow Cv linearly, or not? Why
is this?
How realistic do you think it is to assume the same upstream and downstream pressures when the valve
moves to a different stem position? Do you think those pressures would remain the same for all valve
positions in a realistic scenario? Why or why not?
What type of control valve and actuator are used in this application?
file i01373
Question 64
If a control valve has a Cv rating of 170, how much gasoline (D = 42 lb/ft3 ) will flow through it in a
wide-open condition given a differential pressure of 8 PSI?
If water were substituted for gasoline, but all other factors remained the same, would the flow rate
increase, decrease, or remain the same?
file i01370
59
Question 65
A water pump recirculation valve has a full-open Cv rating of 20. If the pump outputs a flow of 700
GPM of water at a differential pressure (outlet pressure - inlet pressure) of 100 PSID, what will be the total
water flow output by the system when the bypass valve is 100% open?
P = 100 PSID
Cv = 20
Qoutlet = ???
Qpump = 700 GPM

Water pump
This control valve arrangement where the valve recirculates water flow from discharge to suction is
far preferable to one where a valve simply blocks off the pump discharge. Explain why recirculation is
better than blockage as far as control valve placement is concerned.
file i01374
60
Question 66
Shown here is a distillation tower, used to separate a liquid mixture of substances into its constituent
components. The process of distillation, or fractionation as it is sometimes called, is very common in heavy
process industries, most notably petrochemical processing:
Condenser
Accumulator
Distillate
product
Reflux
Fractionation tower
Feed
Boil-up
Reboiler
Bottom
product
The light vapors extracted from the top of a distillation tower are recondensed into an accumulator
vessel and re-introduced into the fractionation process as reflux. The heavy vapors condensing at the
bottom of the tower are reboiled into vapor form again and re-introduced into the fractionation process as
boil-up. It is necessary for reflux and boil-up to be re-introduced into the tower in order to purify the
final products as much as possible. The P&ID shown here is devoid of any instrumentation for the sake of
simplicity.
61
Here, a simple reflux control loop is shown, to control the amount of reflux introduced into the tower
from the accumulator:
Condenser
Accumulator
Distillate
Fractionation tower
product
Reflux LT
Feed LC
The tower operates at a controlled pressure of 75 PSI. Reflux flows from the accumulator, through the
valve, and into the tower by gravity. The elevation difference between the accumulators constant liquid level
and the reflux control valve is 12 feet, and the reflux product is liquid pentane (specific gravity = 0.6262).
If a maximum reflux rate of 500 GPM is desired through this valve, what must its Cv be?
Identify some practical purposes for distillation towers in industry.

Which of the two heat exchangers adds heat to the tower?
Which of the two heat exchangers removes heat from the tower?
file i01376
Question 67
Read and outline the Relative Flow Capacity subsection of the Control Valve Sizing section of the
reading.
file i04227
62
Question 68
Control valve types (e.g. globe, ball, butterfly) may be given relative flow capacity ratings called the
Cd factor. This is similar to the concept of flow capacity (Cv ), but generalized to a specific type or design
of control valve. The equation relating Cd to Cv is as follows:
Cv
Cd =
d2
Where,
Cd = Relative flow capacity of the valve type
Cv = Maximum flow capacity of the particular valve
d = Nominal pipe size for the particular valve, inches
Several valve capacity factors (Cd ) for different control valve types are shown here, assuming full-area
trim and a full-open position:
Valve design type Cd

Single-port globe valve, ported plug 9.5
Single-port globe valve, contoured plug 11
Single-port globe valve, characterized cage 15
Double-port globe valve, ported plug 12.5
Double-port globe valve, contoured plug 13
Rotary ball valve, segmented 25
Rotary ball valve, standard port (diameter 0.8d) 30
Rotary butterfly valve, 60o , no offset seat 17.5
Rotary butterfly valve, 90o , offset seat 29
Rotary butterfly valve, 90o , no offset seat 40
This Cd data for different control valve types allows us to approximate any valves full-flow Cv factor
knowing the type of valve and the pipe size. Calculate the full-flow Cv values for these control valves:
Segmented ball valve, 4 inch pipe size; Cv =
Single-port, cage-guided globe valve, 6 inch pipe size; Cv =
Double-port, ported-plug globe valve, 2 inch pipe size; Cv =
90o butterfly valve with offset seat, 20 inch pipe size; Cv =
Given a certain required Cv rating, which design of control valve allows the smallest valve (pipe) size?
Given a certain required Cv rating, which design of control valve requires the largest valve (pipe) size?
file i01371
63
Question 69
Suppose a control valve is used to throttle the flow of cooling water from a utility water header (constant
pressure of 80 PSI) through the tube side of a shell-and-tube heat exchanger:
Cooled process
fluid out
TIC TT
24 24
80 PSI
utility water
TV Heat
Header
M 24 exchanger
Drain
(atmospheric pressure)
Hot process
fluid in
At full-open, the control valve needs to limit the cooling water flow rate to a maximum of 140 gallons
per minute. At that flow rate, the tubes inside the heat exchanger will drop 36 PSI of pressure across their
length. Calculate the Cv rating for the control valve, and also estimate the nominal pipe size of the control
valve (in inches).
Cv =
Nominal pipe size =
Explain how a shell-and-tube heat exchanger is constructed, and exactly how heat gets transferred from
one fluid to another in such a device.
Identify some of the loads in this process control loop. A load is some influencing factor on the process
variable that is not directly regulated by the control loop.
What type of control valve and actuator are used in this application?
file i03213
64
Question 70
This boiler steam drum level control system has a problem. The water level in the steam drum is below
setpoint (as indicated by the controller display showing 42% water level with a 50% setpoint), and has been
for the past several hours despite the operators attempt to raise water level by raising the setpoint on the
controller. Meanwhile, the boiler is operating at full power, making steam at a normal rate of flow:
Exhaust stack
Steam
TB-25
Steam drum
LT
water
Riser
LIC tubes
SP PV Downcomer
tubes
TB-17
Mud drum
er
rn
A.S. LY Bu
I
/P
Feedwater
Identify the likelihood of each specified fault for this system. Consider each fault one at a time (i.e. no
multiple faults), determining whether or not each fault could independently account for all measurements
and symptoms in this system.

LT calibration error
LY calibration error
Controller failed
Low air supply pressure
Excessive resistance in LT circuit
Excessive resistance in LY circuit
Feedwater pump worn
Controller in manual mode
Finally, identify the next diagnostic test or measurement you would make on this system. Bear in mind
that this is an operating system and cannot be shut down to accommodate any arbitrary test. Explain how
file i01368
Question 71
If a control valve has a Cv rating of 25, how much water flow will go through it given a differential
pressure of 5 PSI when it is wide open?
file i01369
65
Question 72
How much upstream pressure is required to get 130 GPM of water (at 60o F) to flow through this valve
when wide open?
P1 = ??? P2 = 48 PSI
Cv = 35
Q = 130 GPM
file i01377
Question 73
A control valve with a full Cv rating of 10, when wide open, flows 65 gallons per minute of liquid with
a pressure drop of 50 PSID. Assuming that no choked flow or cavitating conditions exist in this valve, what
is the density of the liquid in pounds per cubic foot?
file i01375
Question 74
Sam climbs a 130 foot tower with an 8 pound (0.25 slug) textbook. Tony climbs the same tower with
a 5 pound (0.16 slug) textbook. Both Sam and Tony drop their textbooks from the top of the tower at
exactly the same moment in time. Neglecting the effects of air friction on the books free-fall, calculate the
following:
Work done by Sam in lifting his textbook =
Kinetic energy of Sams textbook just before it hits the ground =
Velocity of Sams textbook just before it hits the ground =
Work done by Tony in lifting his textbook =

Kinetic energy of Tonys textbook just before it hits the ground =
Velocity of Tonys textbook just before it hits the ground =
file i00430
Question 75
A truck weighing 39,000 newtons (N) is traveling at 10 meters per second when its clutch blows out,
disconnecting the engine from the drivetrain (transmission, axle, wheels, etc.). This failure occurs exactly
at the base of a steep incline. How many meters (vertical) will the truck coast up the hill with no engine
power before it stops, neglecting friction of any kind?
How high would the truck have coasted if it had been traveling twice as fast?
file i00431
66
Question 76
An electrician goes to troubleshoot a three-phase motor starter (bucket) that is not functioning. When
the operator presses the Start switch, the motor refuses to start up. Thinking that perhaps one of the
main fuses is blown, the electrician measures AC voltage across each fuse, measuring 0 volts drop for each
one. Upon seeing this, he declares all three fuses to be good, and that the trouble must lie elsewhere in the
circuit (e.g. bad motor, failed contactor, etc.).
480 VAC power
L1 L2 L3
Fuses
All control wiring omitted for

the sake of simplicity
Contactor
(three-pole relay
used to switch
power to the motor)
Overload heater
(detects overcurrent) Reset
(to motor)
Explain what is wrong with the electricians reasoning, and how it is possible to measure 0 volts across
a fuse that is actually blown.
Identify which fundamental principles of electric circuits apply to each step of your analysis of this
circuit. In other words, be prepared to explain the reason(s) why for every step of your analysis,
rather than merely describing those steps.
This is an example of a logical fallacy known as illicit conversion. A general example of this fallacy goes
like this: All rabbits are mammals, therefore all mammals are rabbits. Explain how the electricians
association of 0 volts with a good fuse is an example of this fallacy.
file i03737
67
Question 77
Question 78
Question 79
Question 80
Question 81
Suppose the feedback arm of a valve positioner (the linkage connecting the valves sliding stem to the
positioner mechanism, telling the positioner how far open the valve is) comes loose, leaving the positioner
thinking the control valve is always 50% open even when it is not.
Determine how this control valve will react when it receives a control signal starting at 4 mA and slowly
climbing upward to 20 mA, assuming the positioners calibration is fully closed at 4 mA and fully open at
20 mA. Be as specific as you can in your answer.
Assume that the control valve is Air-to-Open (Fail Closed).
file i00061
68
Question 82
Suppose the liquid flowing through a control valve suddenly doubles in density (). Assuming both the
upstream and downstream pressures at the valve remain the same as before the density change, and the
valve stem does not move from where it was before, predict the change in volumetric flow rate (Q). Express
your answer as a percentage of the original flow rate (i.e. if you calculate that the flow rate will double with
a doubling in density, your answer should be 200%).
Show the mathematical work (and/or any thought experiments) you performed in obtaining your
answer.
file i04228
69
Question 83
Suppose two control valves are progressively split-ranged with the following calibrations:
Control signal Valve A Valve B

4 mA Fully closed Fully closed
8 mA 50% open Fully closed
12 mA 100% open Fully closed
16 mA 100% open 50% open
20 mA 100% open 100% open
Calculate the stem position of each control valve at a signal value of 6.34 mA:
Valve A = Valve B =
Now, calculate the stem position of each control valve at a signal value of 15.81 mA:
Valve A = Valve B =
Be sure to show all your work in solving for these valve stem position percentages!
file i00063
70
Question 84
This water level control system controls the level of water in a vessel by either adding make-up water
to the vessel or by draining excess water out of it (but never both at the same time!). The level transmitter
outputs 4 mA with an empty tank and 20 mA with a full tank:
Make-up valve
Water
supply
LIC
LT
Drain
Drain valve
Drain valve position Controller output signal

Make-up valve position Controller output signal

file i03784
71
Question 85
Determine the required Cv rating for this control valve to provide a flow rate of 150 GPM. Note the
pump curve describing the discharge pressure of the water pump for different flow rates (assuming a constant
pump speed):
30 feet
Water
Pump curve
50
Pdischarge
40
Discharge 30
pressure 20
(PSI)
10
0 50 100 150 200 250
Flow (GPM)
Also, calculate the approximate size of the valve (nominal pipe diameter, in inches) given a single-ported,
ported plug globe valve (Cd = 9.5).
file i01406
72
Question 86
Suppose a 12-bit DAC (digital-to-analog converter) in a PLC analog output card has a digital range of
0 to 4095 counts (decimal) and an analog range of 0 to 20 milliamps:
20 PSI air supply
Programmable Logic Controller (PLC) V1

Processor Input Output Output
Power 0 4 0 4
supply 1
2
3
5
6
7
1
2
3
5
6
7
Analog
V2
IN0 VDC +24 VDC
DC COM
In
IN1 OUT0
IN2 OUT1
IN3 OUT2 I OUT 0 Out
IN4 OUT3 ANL COM
I OUT 1
IN5 OUT4 ANL COM
L1 IN6 OUT5 I OUT 2
IN7 OUT6 ANL COM I/P converter
L2/N I OUT 3
COM OUT7 ANL COM
4-20 mA in
Gnd COM COM 3-15 PSI out
157 coil resistance
Valve
Suppose the valve stem position is seen to be at 5% when the analog channel register value is 604 counts
(hexadecimal). A technician measures the DC voltage appearing at the I/P converter terminals, and gets a
measurement of 1.18 volts.
First, calculate the correct valve position corresponding to this register value. Next, identify the
likelihood of each specified fault for this circuit. Consider each fault one at a time (i.e. no multiple faults),
determining whether or not each fault could independently account for all measurements and symptoms in
this circuit.

Open wire between I OUT 0 and + terminals
Open wire between ANL COM and - terminals
I/P mis-calibration
Shorted cable between PLC and I/P
Defective analog output card in PLC
Valve V1 shut
Valve V2 shut
I/P restrictor plugged (completely or partially)
I/P nozzle plugged (completely or partially)
file i00737
73
Question 87
Note the oscilloscope measurement of AC voltage between test points B and D in this series-parallel
circuit:
C
A E
12 V pk-pk
(0.25 amps 1 k R1
current-limited)
Oscilloscope
R2 R3 Volts/Div A Sec/Div
250
0.5 0.2 0.1 1m 50
B F 2
1 50 m
20 m Position 25 m
5m 10
2.5
D 5 10 m 100 m 0.5
1 k 1 k 10
20
5m
2m
500 m
1
2.5 off
0.1
0.025
DC Gnd AC
X-Y
Position
A B Alt Chop Add
Triggering Level
A
B
Volts/Div B Alt Holdoff
0.5 0.2 0.1
50 m Line
1 Position
2 20 m Ext.
5 10 m
Ext. input
Invert Intensity Focus Norm AC
10 5m Beam find
20 2m Auto DC
DC Gnd AC Off Single LF Rej
Cal 1 V Gnd Trace rot. Reset Slope
HF Rej
Identify the likelihood of each specified fault for this circuit. Consider each fault one at a time (i.e. no
multiple faults), determining whether or not each fault could independently account for all measurements
and symptoms in this circuit.

R1 failed open
R2 failed open
R3 failed open
R1 failed shorted
R2 failed shorted
R3 failed shorted
Voltage source dead
Finally, identify the next diagnostic test or measurement you would make on this system, using only the
oscilloscope (no multimeter or other test equipment). Assume you are able to break any wire connections
you desire in performing your test. Explain how the result(s) of this next test or measurement help further
identify the location and/or nature of the fault. Whichever resistor is failed open, will show no change when
its branch wire connection is opened.
file i03234
74
Question 88
On a job you are asked to disconnect a six-conductor cable from a terminal strip in preparation for that
cables complete removal. Another technician tells you that the other end of that cable has already been
completely disconnected, and therefore there can be no dangerous voltage present on the cable.
Your next step is to confirm the absence of dangerous voltage on the conductors before physically
touching any of them. This confirmation, of course, is done with a voltmeter, and we all know that voltage
is measured between two points. The question now is, how many different combinations of points must you
measure between to ensure there is no hazardous voltage present?
2
V A
3 Cable
4
V OFF
A
5
A COM 7
List all possible pairs of points you should test for voltage between, in order to ensure the conductors
are safe for you to touch. Dont forget to include earth ground as one of those points!
Next, write a mathematical formula to calculate the number of point-pair combinations (i.e. the number
of different voltage measurements that must be taken) given N number of connection points in the circuit.
file i04261
75
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
coil
coil
Relay
Relay socket
N.O. #1
N.O. #2
N.C. #1
N.C. #2
Draw the necessary connecting wires between terminals in this circuit, so that actuating the normally-
open pushbutton switch sends power from the battery to the coil to energize the relay, 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:
-
+
Battery
Relay
N.O. (plugged into socket)
switch
Lamp
file i03211
76
Question 90
A piece of laboratory equipment uses a voltage divider to reduce voltage to two electromagnet coils from
a higher-voltage source. Coil #1 is supposed to receive 2.91 volts and coil #2 is supposed to receive 13.11
volts:
TP1
100 R1
TP2
24 V 300 R2 TP3
TP5
TP4
150 175
200 R3 Coil 1 Coil 2
One day, something goes wrong with this circuit. The magnetic field from coil #1 suddenly disappears,
yet there is still a magnetic field coming from coil #2. The technician who looked at this problem before
you took two voltage measurements and then gave up: 13.55 volts at test point TP3 and 5.42 volts at test
point TP4. You left your multimeter back at the shop, which means you cannot take any more voltage
measurements. However, since you are more determined than the former technician, you proceed to identify
the following from the two measurements already taken:
Two components or wires in the circuit that you know cannot be failed either open or shorted, besides
the 24 volt source which is obviously operational.
One component or wire in the circuit you think could possibly be bad, and the type of failure it would
be (either open or shorted).
file i03166
77
Question 91
Lab Exercise introduction
Your task is to install an electronic smart positioner on a control valve, and control the position of
that valve from the output of a single Hand Indicating Controller (HIC) in its manual mode. Each
instrument in the loop should be labeled with a proper tag name (e.g. HV-78 for a hand-controlled valve),
with all instruments in each loop sharing the same loop number. Write on pieces of masking tape to make
simple labels for all the instruments and signal lines.
The following table of objectives show what you and your team must complete within the scheduled
time for this lab exercise. Note how some of these objectives are individual, while others are for the team as
a whole:
Objective completion table:
Performance objective Grading 1 2 3 4 Team

Prototype sketch (before building the system!) mastery
Final loop diagram and system inspection mastery
Alignment of positioner to valve mastery
Positioner calibration (with saturation) mastery
Demonstration of working system mastery
Troubleshooting (5 minute limit) mastery
Lab question: Selection/testing proportional
Lab question: Commissioning proportional
Lab question: Mental math proportional
Lab question: Diagnostics proportional
Decommission and lab clean-up mastery
The only proportional scoring in this activity are the lab questions, which are answered by each
student individually in a private session between the instructor and the team. A listing of potential lab
questions are shown at the end of this worksheet question. The lab questions are intended to guide your
labwork as much as they are intended to measure your comprehension, and as such the instructor may ask
these questions of your team day by day, rather than all at once (on a single day).
It is essential that your team plans ahead what to accomplish each day. A short (10
minute) team meeting at the beginning of each lab session is a good way to do this, reviewing
whats already been done, whats left to do, and what assessments you should be ready for.
There is a lot of work involved with building, documenting, and troubleshooting these working
instrument systems!
As you and your team work on this system, you will invariably encounter problems. You should always
attempt to solve these problems as a team before requesting instructor assistance. If you still require
instructor assistance, write your teams color on the lab whiteboard with a brief description of what you
need help on. The instructor will meet with each team in order they appear on the whiteboard to address
these problems.
Cut out tag(s) with scissors, then affix to instrument(s) using transparent tape to show calibration:
CALIBRATED CALIBRATED CALIBRATED CALIBRATED

By: Date: By: Date: By: Date: By: Date:
Range: Range: Range: Range:
78
Lab Exercise installing a positioner on the valve
You team will need to install a digital electronic (smart) positioner on the control valve you formerly
rebuilt. The Fisher DVC series of electronic valve positioners is highly recommended for this lab exercise.
An important first step should be finding appropriate documentation for your valve positioner. Nearly
every instrument in the lab is documented electronically at the manufacturers website, so your best resource
is the Internet (and/or your Instrumentation Reference where a variety of instrument manuals have been
downloaded for you). Use this documentation to identify how to properly install, wire, tube, and calibrate
the positioner. Your instructor will check to see you have located and are familiar with the equipment
manual(s).
The control valve should have mounting holes on its actuator assembly for receiving a positioner bracket.
This metal bracket will serve as the mounting platform for the positioner once attached to the valve
actuator. Brackets and positioners are not universal in design that is, they are made to match each other.
A detail important for both safety and time management is to make sure you do not
disturb the coupling of the valve body and actuator stems when connecting the positioner to
the stem. On Fisher sliding-stem valves, particularly, the stem connector bolts must be un-done to attach
the positioners feedback linkage. If the stem connector is loosened with full spring force applied to the valve
seat (as is the case with any sliding-stem, air-to-open valve when no air pressure is applied), the actuator
stem will slip loose and suddenly shift. This will not only hurt your fingers if they are in the way of the
actuator stem when it slips, but it will also necessitate a re-setting of the coupling between the valve body
and actuator stems which can be time-consuming.
To avoid this problem on air-to-open valves, first apply enough air pressure to the actuator
to raise the plug off the seat and relieve the seating force before loosening the stem coupling!
With the valve plug held off the seat by air pressure, you may loosen the stem coupling with no risk of harm
to yourself and little risk of disturbing the coupling position.
Another important detail regarding positioner installation is properly aligning the linkage between the
positioner and the control valve stem. Improper linkage alignment will result in non-linear valve travel
(i.e. if 0% and 100% is accurate, 25%, 50% and/or 75% will not be). Again, consult the manufacturers
documentation for instructions on how to properly align the positioner-to-stem linkage.
Positioners act as position controllers for control valves, sending enough air pressure as necessary
to move the valve to match the signal given by the controllers output. As controllers in their own right,
positioners require a supply of compressed air to power them. This air supply often needs to be of a
different (greater) pressure than the air supply of an I/P signal converter. For piston-actuated valves, the
positioner often runs on 100 PSI compressed air, while the I/P converter runs on only 20 PSI. As always,
consult the manufacturers manual for air supply specifications.
Common mistakes:
Not checking valve stroke length for proper configuration before installing the positioner.
Disturbing the valve body/actuator stem coupling by disassembling the coupling when the actuator
spring pressure is still seating the plug.
Incorrect installation and/or alignment of the linkage coupling the positioner to the valve stem: consult
the manual when installing your teams positioner to see exactly how it should attach!
Improper pipe/tube fitting installation (e.g. trying to thread tube fittings into pipe fittings and visa-
versa).
79
Lab Exercise calibrating the positioner
When finished installing the positioner, you should test it prior to building the rest of the loop system.
Simply simulate the output signal of a loop controller by using a 4-20 mA loop calibrator in source mode,
driving a signal to the I/P (or to the positioner directly, depending on the model) to stroke the valve.
Positioner
Compressed
air supply
mA
mA OFF
READ VDC % 4 to 20 mA
LOOP CALIBRATOR
POWER 2-WIRE
TRANSMITTERS
100%
SOURCE 20 mA
READ ADJUST
2-WIRE 4 mA
TRANSMITTER
0%
SIMULATOR
Loop calibrator
One of the criteria for a successful positioner calibration is that the positioner must saturate its output
pressure(s) when the valve reaches full stroke. For example, on a simple air-to-open valve calibration (i.e.
4 mA = valve at 0% position ; 20 mA = valve at 100% position), the positioner should saturate at beyond
bench-set pressure at full signal (20 mA) and saturate at 0 PSI at minimum signal (4 mA) to ensure full
seat loading. This requirement is in addition to accurate positioning at all points between 0% and 100%.
Common mistakes:
Incorrect supply pressure given to positioner
Installing and roughly calibrating a positioner should take no more than one full lab session
(3 hours) if all components are readily available and the team is working efficiently!
80
Lab Exercise selecting components and planning the system
One of the most common problems students encounter when building any working system, whether it be
a circuit on a solderless breadboard or an instrument loop spanning an entire room, is properly connecting and
configuring all components. An unfortunate tendency among most students is to simply start connecting
parts together, essentially designing the system as they go. This usually leads to improperly-connected
components and non-functioning systems, sometimes with the result of destroying components due to those
improper connections!
An alternative approach is to plan ahead by designing the system before constructing it. This is easily
done by sketching a diagram showing how all the components should interconnect, then analyzing that
diagram and making changes before connecting anything together. When done as a team, this step ensures
everyone is aware of how the system should work, and how it should go together. The resulting prototype
diagram need not be complex in detail, but it should be detailed enough for anyone to see which component
terminals (and ports) connect to terminals and ports of other devices in the system. For example, your
teams prototype sketch should be clear enough to determine all DC electrical components will have the
correct polarities. If your proposed system contains a significant amount of plumbing (pipes and tubes),
your prototype sketch should show all those connections as well.
Your teams prototype sketch is so important that the instructor will demand you provide this plan
before any construction on your teams working system begins. Any team found constructing their system
without a verified plan will be ordered to cease construction and not resume until a prototype plan has been
drafted and approved! Each member on the team should have ready access to this plan (ideally possessing
their own copy of the plan) throughout the construction process. Prototype design sketching is a skill and
a habit you should cultivate in school and take with you in your new career.
Planning a functioning system should take no more than an hour if the team is working
efficiently, and will save you hours of frustration (and possible component destruction!).
81
Lab Exercise building the system
The Instrumentation lab is set up to facilitate the construction of working instrument loops, with over
a dozen junction boxes, pre-pulled signal cables, and racks set up with 2-inch vertical pipes for mounting
instruments. The only wires you should need to install to build a working system are those connecting the
field instrument to the nearest junction box, and then small jumper cables connecting different pre-installed
cables together within intermediate junction boxes.
After getting your prototype sketch approved by the instructor, you are cleared to begin building the
positioner-equipped valve system. This will consist of a loop controller placed into manual mode to allow
direct control over the position of your teams valve as well as the valve of one more team.
There will be no transmitter installed in this loop. Feel free to use 1/4 inch plastic tubing for all
pneumatic signal connections, and be sure not to exceed the rated supply pressure for the positioner (as
documented in the positioner manual).
Select a specific loop controller to act as a display indicator for your system. Your instructor may choose
the controller for your team, to ensure you learn more than one type of controller during the course of a
quarter. The controller itself should be labeled HC- or HIC- because it is a hand controller, allowing
a human operator manual control over the valves position.
Finally, your hand valve system needs to have a loop number, so all instruments may be properly labeled.
This loop number needs to be unique, so that another team does not label their instruments and cables the
same as yours.
Common mistakes:
Failing to tug on each and every wire where it terminates to ensure a mechanically sound connection.
Students working on portions of the system in isolation, not sharing with their teammates what they
did and how. It is important that the whole team learns all aspects of their system!
Building a functioning system from two working valves should take no more than one full
lab session (3 hours) if all components are readily available and the team is working efficiently!
82
Lab Exercise documenting the system
Each student must sketch their own loop diagram for their teams system, following proper ISA
conventions. Sample loop diagrams are shown in the next question in this worksheet. These loop diagrams
must be comprehensive and detailed, showing every wire connection, every cable, every terminal block, range
points, etc. The principle to keep in mind here is to make the loop diagram so complete and unambiguous that
anyone can follow it to see what connects to what, even someone unfamiliar with industrial instrumentation.
In industry, loops are often constructed by contract personnel with limited understanding of how the system
is supposed to function. The loop diagrams they follow must be so complete that they will be able to connect
everything properly without necessarily understanding how it is supposed to work.
Every instrument and every signal cable in your loop needs to be properly labeled with an ISA-standard
tag number. An easy way to do this is to wrap a short piece of masking tape around each cable (and placed
on each instrument) then writing on that masking tape with a permanent marker. Although no industry
standard exists for labeling signal cables, a good recommendation is to label each two-wire cable with the
tag number of the field instrument it goes to. Thus, every length of two-wire cable in a hand valve circuit
should be labeled HV-x (where x is the loop number).
When your entire team is finished drafting your individual loop diagrams, call the instructor to do an
inspection of the loop. Here, the instructor will have students take turns going through the entire loop,
with the other students checking their diagrams for errors and omissions along the way. During this time
the instructor will also inspect the quality of the installation, identifying problems such as frayed wires,
improperly crimped terminals, poor cable routing, missing labels, lack of wire duct covers, etc. The team
must correct all identified errors in order to receive credit for their system.
After successfully passing the inspection, each team member needs to place their loop diagram in the
diagram holder located in the middle of the lab behind the main control panel. When it comes time to
troubleshoot another teams system, this is where you will go to find a loop diagram for that system!
Common mistakes:
Forgetting to label all signal wires (see example loop diagrams).
Forgetting to label all field instruments with their own tag names (e.g. PT-83).
Forgetting to note all wire colors.
Forgetting to put your name on the loop diagram!
Basing your diagram off of a team-mates diagram, rather than closely inspecting the system for yourself.
Not placing loop sheet instruments in the correct orientation (field instruments on the left, control room
instruments on the right).
Creating and inspecting accurate loop diagrams should take no more than one full lab
session (3 hours) if the team is working efficiently!
83
Lab Exercise troubleshooting
The most challenging aspect of this lab exercise is troubleshooting, where you demonstrate your ability
to logically isolate a problem in the system. All troubleshooting is done on an individual basis (no team
credit!), and must be done on a system you did not help build, so that you must rely on loop diagrams to
find your way around the system instead of from your own memory of building it.
Each student is given a limited amount of time to identify both the general location and nature of the
fault, logically justifying all diagnostic steps taken. All troubleshooting activities will take place under direct
instructor supervision to ensure students are working independently and efficiently.
Failure to correctly identify both the general location and nature of the fault within the allotted time,
and/or failing to demonstrate rational diagnostic procedure to the supervising instructor will disqualify the
effort, in which case the student must re-try with a different fault. Multiple re-tries are permitted with no
reduction in grade.
A standard multimeter is the only test equipment allowed during the time limit. No diagnostic circuit
breaks are allowed except by instructor permission, and then only after correctly explaining what trouble
this could cause in a real system.
The instructor will review each troubleshooting effort after completion, highlighting good and bad points
for the purpose of learning. Troubleshooting is a skill born of practice and failure, so do not be disappointed
in yourself if you must make multiple attempts to pass! One of the important life-lessons embedded in this
activity is how to deal with failure, because it will eventually happen to you on the job! There is no dishonor
in failing to properly diagnose a fault after doing your level best. The only dishonor is in taking shortcuts
or in giving up.
Common mistakes:
Neglecting to take measurements with your multimeter.
Neglecting to monitor pressure gauges on both positioners while testing the system.
Incorrectly interpreting the loop diagram (e.g. thinking youre at the wrong place in the system when
taking measurements).
Incorrect multimeter usage (e.g. AC rather than DC, wrong range, wrong test lead placement). This is
especially true when a student comes to lab unprepared and must borrow someone elses meter that is
different from theirs!
Remember that the purpose of the troubleshooting exercise is to foster and assess your
ability to intelligently diagnose a complex system. Finding the fault by luck, or by trial-
and-error inspection, is not a successful demonstration of skill. The only thing that counts as
competence is your demonstrated ability to logically analyze and isolate the problem, correctly
explaining all your steps!
Troubleshooting takes a lot of lab time, usually at least two 3-hour lab sessions for everyone
in a full class to successfully pass. Be sure your team budgets for this amount of time as you
plan your work, and also be sure to take advantage of your freedom to observe others as they
troubleshoot, to better learn this art.
84
Lab questions (reviewed between instructor and student team in a private session)
Selection and Initial Testing

Identify and explain the purpose of using a valve positioner on a pneumatic control valve
Explain how to properly align the linkage connecting the positioner to the valve stem, and why this
alignment is important
Demonstrate how to use a loop calibrator in source mode to test the proper operation of an electronic
valve positioner
Demonstrate how to use a loop calibrator in measure (read) mode to sense the amount of current output
by a controller to an electronic valve positioner
Demonstrate how to use a HART communicator to establish communication with the electronic valve
positioner
Explain how the electronic positioner senses the valve stems position, and identify ways in which this
feedback sensor can possibly fail
Commissioning and Documentation

Demonstrate how to isolate potentially hazardous energy in your system (lock-out, tag-out) and also
how to safely verify the energy has been isolated prior to commencing work on the system
Explain how to properly set valve stroke length and bench-set pressure
Explain the significance of properly setting valve stroke length and bench-set pressure
Demonstrate how to adjust the LRV and URV settings of the positioner
Demonstrate how to calibrate the positioner, and how this is distinctly different from setting the LRV
and URV values
Explain the function and purpose of the Out of Service mode on a Fisher DVC6000 series valve
positioner
Explain how to isolate a control valve for removal and service using manual block and bypass valves
Identify some of the useful information obtained from a valve signature graph
Mental math (no calculator allowed!)

Calculate the flow coefficient (Cv) for a specific control valve given pressure drop and liquid flow rate
Calculate the liquid flow rate through a specific control valve given flow coefficient (Cv) and pressure
drop
Calculate force generated by a diaphragm or piston actuator given diameter and applied fluid pressure
in units of PSI
Diagnostics
Virtual Troubleshooting referencing their systems diagram(s), students propose diagnostic tests
(e.g. ask the instructor what a meter would measure when connected between specified points; ask the
instructor how the system responds if test points are jumpered) while the instructor replies according
to how the system would behave if it were faulted. Students try to determine the nature and location
of the fault based on the results of their own diagnostic tests.
Identify and explain the effects of various faults in an electronic positioner (plugged restriction, plugged
nozzle, I/P coil failed open, feedback signal failed either 0% or 100%, etc.)
Explain how to confirm the presence of an open in a 4-20 mA signal cable using only a voltmeter (no
resistance or current measurement allowed!).
Explain how to confirm the presence of a short in a 4-20 mA signal cable using only a voltmeter (no
resistance or current measurement allowed!). Hint: you will need to break the circuit.
85
Lab Exercise decommissioning and clean-up
The final step of this lab exercise is to decommission your teams entire system and re-stock certain
components back to their proper storage locations, the purpose of which being to prepare the lab for the
next lab exercise. Remove your system documentation (e.g. loop diagram) from the common holding area,
either discarding it or keeping it for your own records. Also, remove instrument tag labels (e.g. FT-101)
from instruments and from cables. Perform general clean-up of your lab space, disposing of all trash, placing
all tools back in their proper storage locations, sweeping up bits of wire off the floor and out of junction
boxes, etc.
Leave the following components in place, mounted on the racks:

Large control valves and positioners
I/P transducers
Large electric motors
Large variable-frequency drive (VFD) units
Cables inside conduit interconnecting junction boxes together
Pipe and tube fittings (do not unscrew pipe threads)
Supply air pressure regulators
Return the following components to their proper storage locations:

Sensing elements (e.g. thermocouples, pH probes, etc.)
Process transmitters
Jumper cables used to connect terminal blocks within a single junction box
Plastic tubing and tube fittings (disconnect compression-style tube fittings)
Power cables and extension cords
Adjustment (loading station) air pressure regulators
Finally, you shall return any control system components to their original (factory default) configurations.
This includes controller PID settings, function block programs, input signal ranges, etc.
file i02590
Question 92
The Rules of Fault Club
(1) Dont try to find the fault by looking for it perform diagnostic tests instead
(1) Dont try to find the fault by looking for it perform diagnostic tests instead!
(3) The troubleshooting is over when you have correctly identified the nature and location of the fault
(4) Its just you and the fault dont ask for help until you have exhausted your resources
(5) Assume one fault at a time, unless the data proves otherwise
(6) No new components allowed replacing suspected bad components with new is a waste of time and
money
(7) We will practice as many times as we have to until you master this
(8) Troubleshooting is not a spectator sport: you have to troubleshoot!
These rules are guaranteed to help you become a better troubleshooter, and will be consistently
emphasized by your instructor.
86
Loop diagram template
87 Loop Diagram: Revised by: Date:
Tag # Description Manufacturer Model Input range Output range Notes

Loop diagram requirements
Perhaps the most important rule to follow when drafting a loop diagram is your diagram should be
complete and detailed enough that even someone who is not an instrument technician could understand
where every wire and tube should connect in the system!
Instrument bubbles
Proper symbols and designations used for all instruments.
All instrument bubbles properly labeled (letter codes and loop numbers).
All instrument bubbles marked with the proper lines (solid line, dashed line, single line, double lines,
no lines).
Optional: Calibration ranges and action arrows written next to each bubble.
Text descriptions
Each instrument documented below (tag number, description, etc.).
Calibration (input and output ranges) given for each instrument, as applicable.
Connection points
All terminals and tube junctions properly labeled.
All terminal blocks properly labeled.
All junction (field) boxes shown as distinct sections of the loop diagram, and properly labeled.
All control panels shown as distinct sections of the loop diagram, and properly labeled.
All wire colors shown next to each terminal.
All terminals on instruments labeled as they appear on the instrument (so that anyone reading the
diagram will know which instrument terminal each wire goes to).
Cables and tubes

Single-pair cables or pneumatic tubes going to individual instruments should be labeled with the field
instrument tag number (e.g. TT-8 or TY-12)
Multi-pair cables or pneumatic tube bundles going between junction boxes and/or panels need to have
unique numbers (e.g. Cable 10) as well as numbers for each pair (e.g. Pair 1, Pair 2, etc.).
Energy sources
All power source intensities labeled (e.g. 24 VDC, 120 VAC, 20 PSI)
All shutoff points labeled (e.g. Breaker #5, Valve #7)
88
Sample Loop Diagram (using a single-loop controller)
Loop Diagram: Furnace temperature control Revised by: Mason Neilan Date: April 1, 2007
Field panel Control room panel
Process area JB-12 CP-1
0-1500oF 0-1500oF
TE TB-15 TB-11
205 Yel Red Red Wht/Blu Wht/Blu Red Red
1 TT 3 1 7
205
Cable TT-205 Cable 3, Pr 1 Cable TT-205 Blk
Red
2 Blk Blk
4 Blu Blu
2 Blk
22 TIC
21 205
TY Red
205a
19
Blk
I
TB-15 TB-11 18
/P
Red Red Wht/Org Wht/Org Red Blk
TY 5 3 H
Out Cable TY-205b Cable 3, Pr 2 Cable TY-205b Wht
Tube TV-205
205b 6 4 N
Blk Blk Org Org Blk
89
S
TV
205 ES 120 VAC
AS 20 PSI Breaker #4
Valve #15 Panel L2
Column #8

TE-205 Thermocouple Omega Type K Ungrounded tip
TT-205 Temperature transmitter Rosemount 444 0-1500o F 4-20 mA Upscale burnout
TY-205a Resistor Vishay 250
TIC-205 Controller Siemens PAC 353 1-5 V 0-1500o F Reverse-acting control
TY-205b I/P transducer Fisher 546 4-20 mA 3-15 PSI
TV-205 Control valve Fisher Easy-E 3-15 PSI 0-100% Fail-closed
Sample Loop Diagram (using DCS controller)
Loop Diagram: Blue team pressure loop Revised by: Duncan D.V. Date: April 1, 2009
Field process area Field panel JB-25 DCS cabinet
0-50 PSI
TB-52 TB-80 Card 4
Red Red Red Red Red Red Channel 6
H PT 1 11 11
Cable PT-6
PT-73 Cable 4, Pr 1 Cable PT-6
PT-73
Analog
L 73
6 2 12 12
Blk Blk Blk Blk Blk Blk input
0-50 PSI
Tube PV-6
PIC
6
73
90
PV
73
6
I O TB-52 TB-80 Card 6
/P
Red Red Red Red Red Red Channel 6
PY 15 29 11
Cable PV-6
PV-73 Cable 4, Pr 8 Cable PV-73
PV-6
Analog
73
6 16 30 12
Blk Blk Blk Blk Blk Blk output
S
AS 20 PSI
PT-73
PT-6 Pressure transmitter Rosemount 3051CD 0-50 PSI 4-20 mA
HART-enabled input
PIC-73
PIC-6 Controller Emerson DeltaV 4-20 mA 4-20 mA Direct-acting control
PY-73
PY-6 I/P transducer Fisher 846 4-20 mA 3-15 PSI
PV-73
PV-6 Control valve Fisher Vee-ball 3-15 PSI 0-100% Fail-open
Sample Loop Diagram (using pneumatic controller)
file i00654
Loop Diagram: Sludge tank level control Revised by: I. Leaky Date: April 1, 2008
Bulkhead panel
Process area Control panel CP-11
B-104
H Tube LT-24a Tube LT-24b

LT Out 14
L 24
(vent) In
C
Supply
LIC
A.S. 21 PSI
24
Tube LV-24 D
LV
A.S. 21 PSI
24
91
Tube LV-24 Tube LV-24

LT-24 Level transmitter Foxboro 13A 25-150 "H2O 3-15 PSI
LIC-24 Controller Foxboro 130 3-15 PSI 3-15 PSI
LV-24 Control valve Fisher Easy-E / 667 3-15 PSI 0-100% Fail closed
Question 93
Connect a loop-powered differential pressure transmitter (4-20 mA output) to a DC voltage source
and a meter such that the meter will indicate a increasing signal when a certain stimulus is applied to the
transmitter. 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 connect power to a loop-powered differential pressure
transmitter, connect multiple batteries together to achieve the required total supply voltage, choose the
appropriate sensing port (high or low pressure) to apply the specified stimulus, condition the electrical
signal (if necessary) so the meter can properly register it, properly connect an analog meter into the circuit,
and use a terminal strip to organize all electrical connections.
Differential Meter
pressure
transmitter
Resistor
+ - + -
H L
Terminal strip - +
Batteries
The following components and materials will be available to you during the exam: assorted 2-wire
4-20 mA differential pressure transmitters calibrated to ranges 0-30 PSI or less, equipped with Swagelok
compression tube connectors at the high and low ports ; lengths of plastic tube with ferrules pre-
swaged ; terminal strips ; lengths of hook-up wire ; 250 (or approximate) resistors ; analog meters
; 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.
Meter options (instructor chooses): Voltmeter (1-5 VDC) Ammeter (4-20 mA)
Signal increases with... (instructor chooses): Positive pressure Vacuum (suction)
Study reference: the Analog Electronic Instrumentation chapter of Lessons In Industrial

Instrumentation, particularly the sections on loop-powered transmitters and current loop troubleshooting.
file i03771
92
Answers
Answer 1
Answer 2
Answer 3
Feel free to bring a model 3582 positioner to class for hands-on learning!
Answer 4
A good diagnostic test here would be to pull the flapper away from the nozzle with your finger to see if
the valve actuator returns to the closed (0%) position.
Answer 5
A good diagnostic test here would be to push the flapper toward the nozzle with your finger to see if
the valve actuator tries to open.
Answer 6
Answer 7
Gauge readings at 0% (3 PSI) signal to the positioner: left-hand gauge saturated high (full pressure),
right-hand gauge saturated low (0 PSI)
Gauge readings at 50% (9 PSI) signal to the positioner: too little information to given to tell. We would
have to know the valves bench set pressure range as well as any other forces acting on the stem such as
packing friction
Gauge readings at 100% (15 PSI) signal to the positioner: left-hand gauge saturated low (0 PSI), right-
hand gauge saturated high (full pressure)
Answer 8
Partial answer:
Is this an air-to-open valve, or an air-to-close valve? It is air-to-open. We know this from the positive
slope of the traces: more air pressure is required to move the valve stem further open.
What principle of physics makes the plots (approximately) linear throughout the bulk of the travel
range? Hookes Law describes the linear relationship between force applied to a spring and that springs
displacement: F = kx
What phenomenon accounts for the separation between the two traces? Packing friction!
Answer 9
The hump indicates a sudden change in frictional force from about 58% to 68% valve stem travel, but
normal friction throughout the rest of the travel.
Answer 10
The glaring mistake in the technicians test is that he connected an ammeter in parallel when he should
have connected it in series. As it stands, his test doesnt tell us much except that the controller is not at
fault.
Answer 11
The Hall Effect sensor will output zero voltage when it is perfectly centered in the magnet assemblys
length of travel (as shown in the illustration).
93
Answer 12
A cam is a rotating object with an irregular radius, which may be shaped in any way desired to produce
a specific relationship between angular displacement and linear displacement:
Follower motion
Follower motion
Answer 13
Answer 14
Answer 15
Answer 16
Answer 17
Answer 18
Answer 19
Answer 20
Answer 21
Answer 22
Answer 23
Answer 24
94
Answer 25
This is one way to connect the valves together as a split-ranged pair:
12-4 mA
3-15 PSI
AY
Acid
AY
Incoming water
12-20 mA to be treated
3-15 PSI
Caustic Motor
pH controller
(indicating)
AIC AT
Neutralized
Mixer water out
Reverse action pH analyzer
Answer 26
Partial answer:
What will happen in the event that cable 3 becomes completely severed? The hot water valve will
completely shut and the cold water valve will completely open.
How much voltage will the controller have to output between terminals 19 and 18 when the output signal
is at 100% of range? Assume a coil resistance of 176 ohms for each of the model 546 I/P transducers.
7.04 volts DC
Answer 27
Forced draft damper position Controller output signal

Fully shut (0%) 4 mA
Wide open (100%) 20 mA
Induced draft damper position Controller output signal

Hint: I suggest a thought experiment whereby you imagine a process condition far from setpoint, and
then you imagine what valve positions would be necessary to bring the process variable back to setpoint.
95
Answer 28
These two control valves are progressively split-ranged. PV-33a is the first to open as the control signal
pressure falls below 15 PSI, sending more cooling water to the overhead condenser E-8 (more cooling causes
the vapors to condense at a faster rate, reducing pressure in the fractionation tower). If a wide-open PV-33a
is not enough to bring the tower pressure down to setpoint, valve PV-33b begins to open, venting vapor to
the low-pressure flare where it may be safely burned off.
Answer 29
The failure mode of this valve due to loss of supply air pressure to the positioner will not be the same
as the failure mode due to loss of air pressure from the I/P or due to loss of DC current to the I/P.
Answer 30
Base valve position Controller output signal

Pigment valve position Controller output signal

Answer 31
Small valve position Controller output signal

Large valve position Controller output signal

96
Answer 32
This application requires complementary split-ranging:
4 mA 12 mA 20 mA
Open
Shut
Valve "a"
Open
Shut
Valve "b"
Answer 33
This application requires exclusive split-ranging:
4 mA 12 mA 20 mA
Open
Shut
PV-a
Open
Shut
PV-b
Answer 34
This requires an exclusive split range sequencing:
3 PSI 9 PSI 15 PSI
Open
Shut
Coolant
Open
Shut
Steam
With a 100% controller output signal (20 mA, or 15 PSI) driving the steam valve open and the coolant
valve closed, the steam valve needs to be air-to-open, and the coolant valve needs to be air-to-close.
In order to avoid having both valves open at the same time, we can split the ranges so that one valve
operates on the top half of the controllers output signal range (12-20 mA, 9-15 PSI), and the other valve on
the bottom half of the controllers output range (4-12 mA, 3-9 PSI).
Since we desire to temperature controller to give a decreasing output (toward 0% for full-cooling mode)
for an increasing process variable signal (increasing process temperature), it needs to be reverse-acting.
97
Answer 35
Current FV-14a position FV-14b position

4 mA 0% 0%
7.5 mA 43.75% 0%
13 mA 100% 12.5%
18.5 mA 100% 81.25%
These two control valves are progressively split-ranged.
Answer 36
Current TV-99a position TV-99b position

4 mA 0% 100%
9 mA 31.25% 68.75%
14.2 mA 63.75% 36.25%
19 mA 93.75% 6.25%
These two control valves are complementarily split-ranged.
Answer 37
Current LV-50a position LV-50b position

4 mA 100% 0%
8.6 mA 42.5% 0%
15.1 mA 0% 38.75%
20 mA 0% 100%
These two control valves are exclusively split-ranged.
Answer 38
Answer 39
Answer 40
Answer 41
Answer 42
= 7.26 lb-ft
Answer 43
Partial answer:
If the first gears shaft exerts a torque of 600 lb-ft on the gear (the input torque), how much torque
will be exerted on the second gears shaft (the output torque)? output = 3,400 lb-ft
If the small gear has 24 teeth, how many teeth will the large gear have? 136 teeth
98
Answer 44
Partial answer:
motor = 8.8472 lb-ft
Motor output = 2.897 horsepower
Answer 45
The normally-closed contacts are referred to as interlock contacts, and they prevent simultaneous forward
and reverse actuation of the motor.
Answer 46
When closing a gate valve, you want the gate to wedge firmly against the valve seat for tight shutoff.
However, it does not matter as much whether or not the gate is fully withdrawn when the valve is wide open.
Answer 47
Answer 48
Wedge gate and globe valves are examples of valve types best suited for torque seating, while slide
gate and ball valves are examples of valve types best suited for limit seating.
Potential faults causing the valve not to open:

C1 contact 5-6 failed open; C1 contact 3-4 failed open; C1 contact 1-2 failed open
C1 coil failed open
TRIAC output on circuit board to coil C1 failed open (terminal FL9)
Answer 49
Answer 50
The mechanics work is 1432 Newton-meters, or 1432 Joules. The mechanics average power output
during the 6 seconds is 238.7 watts.
99
Answer 51
F = 1636.36 lb
To solve for force, we simply need to manipulate the torque equation so that force (F) is by itself on
one side of the equality sign:
~ = ~r F~
~
F~ =
~r
Since we happen to know in this problem that all three vectors are orthogonal (perpendicular) to each
other, we may re-write the equation in simpler terms of scalar quantities instead of vector quantities:

F =
r
Before we may insert the given values for torque and moment arm length, we need to convert units of
length for the moment arm:
(11 inches)(1 foot / 12 inches) = 0.916667 feet

Now, solving for force:
1500 lb-ft
F =
0.916667 ft
F = 1636.36 lb
Answer 52
net = 11.2 lb-ft, clockwise
Fout 3.2 lb
MA = = = 0.8
Fin 4 lb
Answer 53
Maximum pulling force = 5236.36 pounds
W = F x = (5236.36 lb)(300 ft) = 1570909.1 ft-lb
1 horsepower is 550 ft-lb of work done per second. If Roys tractor did 1,570,909.1 ft-lb of work in 60
seconds, it is equivalent to 26,181.8 ft-lb/s of power, which is 47.6 horsepower.
As the tractor mechanism exerts torque on the wheels, and the weight of the load opposes the wheels
turning, the tractor experiences this torque about the axis of rotation: the axles. As the wheels try to rotate
in a forward direction, but are impeded by the resistance of the load, the reaction torque tries to rotate the
tractor backward about the same axis. This manifests itself in the form of the front tires of the tractor lifting
off the ground.
100
Answer 54
Torque may be simply defined as twisting force, mathematically defined as the product of force applied
to the length of a moment arm. If you have ever accidently applied enough torque to a hand valve to damage
the seat or to jam it shut (so it cannot be opened), you know very well the importance of torque in a valve
actuator mechanism.
The most mathematically proper definition of torque ( ) is the vector cross-product of force (F ) and
radius (r):
~ = ~r F~
Answer 55
One way to measure worm screw thrust force is with a load cell. Another way is to spring-load the screw
shaft and use an LVDT or other motion-sensing device to measure displacement.
Answer 56
The motor drive input in the 1-5 volt signal system sees more noise voltage than the motor drive
input in the 4-20 mA signal system.
Follow-up question: what bad effects do you think noise superimposed on the DC signal cable would
have on motor speed control?
Challenge question: why do you suppose the 1-5 volt signal system requires a much greater input
impedance (1 M) than the 4-20 mA signal system? What might happen to the voltage signal received at
the motor drives input terminals if the input resistance were much less?
101
Answer 57
The torque ( ) in this case is obviously 550 lb-ft, since the 550 pound weight is acting on a moment
arm 1 foot long (the drums radius). All we need to do is translate the vertical velocity of 1 foot per second
into drum rotation in units of RPM, and well have the data we need to calculate k:
Circumference of drum = D = 2r = 6.283 ft

This is the amount of cable that travels in one revolution of the drum (1 rev = 6.283 ft), and this
equality constitutes a conversion factor which we may use to convert the linear velocity of 1 ft/s into a
rotational velocity:

1 ft 1 rev 60 sec
= 9.5493 RPM
sec 6.283 ft 1 min
Therefore,
P = k S
1 hp = (k)(550 ft-lb)(9.5493 RPM)
k = 0.0001904
P = 0.0001904 S
. . . or . . .
S
P =
5252
Where,
P = Shaft power in horsepower
= Shaft torque in lb-ft
S = Shaft speed in revolutions per minute (RPM)
By coincidence, the factor of 5252 happens to be close to the number of feet in a mile (5280 feet = 1
mile). This might come in handy as an approximation!
Answer 58
When closing a gate valve, you want the gate to wedge firmly against the valve seat for tight shutoff.
However, it does not matter as much whether or not the gate is fully withdrawn when the valve is wide open.
Answer 59
Work done in lifting the bucket manually: 5174.15 ft-lb, or 7015.24 J. Laborer A does the exact same
amount of work as laborer B, but their power output is not the same.
Time required for electric hoist to lift the 20 gallon bucket = 6.269 seconds.
Time required for electric pump to lift 20 gallons of water to the roof = 6.269 seconds.
Answer to challenge question: 44.54 ft/s (down)
102
Answer 60
Contrary to intuition, no work has been done. Lifting the 40 pounds of books 5 feet up constitutes 200
ft-lb of work done on the books (i.e. potential energy invested in the books), but returning those books back
to floor level constitutes 200 ft-lb of energy released (negative work done). Thus, in physics terms, there was
no net work performed.
The person tasked with this pointless exercise, however, may beg to differ.
This same principle of storing and releasing energy is employed in electric vehicles to recover braking
energy. Instead of converting electrical energy into mechanical potential and visa-versa as happens with the
elevator, electric vehicles convert electrical energy into kinetic form (vehicle motion) and visa-versa. Thus,
accelerating an electric car from a full stop to some speed and then regeneratively decelerating it back to full
stop is another example of zero (net) work. This energy-recovering capability is what makes electric vehicles
so attractive for stop-and-go travel.
Answer 61
Answer 62
Answer 63
Q = 52.46 GPM at Cv = 8
Answer 64
Answer 65
Answer 66
Cv = 219.22
Answer 67
Answer 68
Segmented ball valve, 4 inch pipe size; Cv = 400

Single-port, cage-guided globe valve, 6 inch pipe size; Cv = 540
Double-port, ported-plug globe valve, 2 inch pipe size; Cv = 50
90o butterfly valve with offset seat, 20 inch pipe size; Cv = 11,600
Note: the Cv values obtained using relative flow coefficients (Cd ) are approximate only! This calculation
technique should only be used to estimate the valve size needed for a particular application.
Answer 69
Partial answer:
Cv = 21.1
103
Answer 70
Students are often surprised to find that a transmitter calibration error would not cause this problem.
A calibration error in the LT would cause the actual steam drum level to drift off setpoint, but with this
being the only problem the controller would still register right on setpoint!
A vital next test is to check the controller output, to see what it is trying to tell the valve to do. It
should be commanding the valve to open up. If not, the controller definitely has some sort of problem (or is
in manual mode).
Answer 71
Q = 55.902 gallons per minute
Answer 72
P1 = 61.8 PSI
Answer 73
Liquid density = 73.879 pounds per cubic foot
Answer 74
Work done by Sam in lifting his textbook = 1040 ft-lb

Kinetic energy of Sams textbook just before it hits the ground = 1040 ft-lb
Velocity of Sams textbook just before it hits the ground = 91.2 ft/s
Work done by Tony in lifting his textbook = 650 ft-lb

Kinetic energy of Tonys textbook just before it hits the ground = 650 ft-lb
Velocity of Tonys textbook just before it hits the ground = 91.2 ft/s
Knowing that kinetic energy just before the book hits the ground should be equal to potential energy
when released (assuming zero energy loss due to air friction), we may solve for v quite easily:
1
Ek = mv 2 Ep = mgh
2
1
mv 2 = mgh
2
1 2
v = gh
2
v 2 = 2gh
p
v= 2gh
104
Answer 75
5.1 meters (measured vertically) at an initial velocity of 10 m/s. At 20 m/s, the truck would have gained
four times as much altitude (20.4 meters)!
Knowing that potential energy when the truck reaches its stopping point on the hill should be equal to
kinetic energy when the clutch fails (assuming zero energy loss due to friction), we may solve for h quite
easily:
1
Ep = mgh Ek = mv 2
2
1
mgh = mv 2
2
1 2
gh = v
2
1 2
2v
h=
g
v2
h=
2g
Note that the slope of the hill is unspecified, because it is irrelevant to the answer of how much vertical
height the truck gains by coasting. What would the slope of the hill affect, though?
Answer 76
Here is a big hint: the presence of significant voltage between two points means those points are not
electrically common to each other. However, the absence of significant voltage between two point does not
necessarily mean those points must be common. For example: you could simply hold two voltmeter probes
in open air and read 0 volts here you have two points that are definitely not common to each other, yet
drop 0 volts!
Answer 77
Answer 78
Answer 79
Answer 80
Answer 81
This is a graded question no answers or hints given!
Answer 82
Answer 83
Answer 84
105
Answer 85
Answer 86
Answer 87
Answer 88
Answer 89
Answer 90
Answer 91
Answer 92
Your loop diagram will be validated when the instructor inspects the loop with you and the rest of your
team.
Answer 93
106

Control Valve Questions PDF

Uploaded by

Copyright:

Available Formats

Control Valve Questions PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Control Valve Questions PDF

Uploaded by

Copyright:

Available Formats

INST 250 (Final Control Elements), section 3

Recommended daily schedule

INSTRUCTOR CONTACT INFORMATION:

DEPT/COURSE #: INST 250

CREDITS: 5 Lecture Hours: 22 Lab Hours: 70 Work-based Hours: 0

COURSE TITLE: Final Control Elements

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

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

ADDITIONAL INSTRUCTIONAL RESOURCES:

Core Electronics -- 3 qtrs

(Only if 4th quarter was Summer: INST23x)

INST 200 -- 1 wk Offered 1st week of

Summer quarter Fall quarter Winter quarter Spring quarter

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

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

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

PTEC 107 -- 5 cr ENGT 122 -- 6 cr

Prerequisite for INST206

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

INST 231 -- 3 cr INST 240 -- 6 cr INST 250 -- 5 cr INST 260 -- 4 cr

INST 232 -- 3 cr INST 241 -- 6 cr INST 251 -- 5 cr INST 262 -- 5 cr

INST 242 -- 5 cr INST 251 -- 5 cr INST 260 -- 4 cr INST 231 -- 3 cr

INST 252 -- 4 cr INST 260 -- 4 cr INST 230 -- 3 cr INST 241 -- 6 cr

PTEC 107 -- 5 cr INST 262 -- 5 cr INST 231 -- 3 cr INST 242 -- 5 cr

INST 262 -- 5 cr INST 230 -- 3 cr INST 240 -- 6 cr INST 251 -- 5 cr

INST 263 -- 5 cr INST 231 -- 3 cr INST 241 -- 6 cr INST 252 -- 4 cr

ENGT 122 -- 6 cr INST 232 -- 3 cr INST 242 -- 5 cr PTEC 107 -- 5 cr

Troubleshooting assessments must meet the following guidelines:

Focus on principles, not procedures

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

Eliminate distractions in your life!

Make use of wasted time to study!

Take responsibility for your learning and your life!

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

Simple explanation of Attribution License:

More detailed explanation of Attribution License:

METRIC PREFIX SCALE

102 101 10-1 10-2

Conversion formulae for temperature

Conversion equivalencies for distance

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

Conversion equivalencies for velocity

Conversion equivalencies for mass

Conversion equivalencies for force

Conversion equivalencies for area

Conversion equivalencies for absolute pressure units (only)

Conversion equivalencies for energy or work

Conversion equivalencies for power

Acceleration of gravity (free fall), Earth standard

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)

Specific heat of water at 14o C = 1.00002 calories/go C = 1 BTU/lbo F = 4.1869 Joules/go C

Specific heat of ice 0.5 calories/go C

Specific heat of steam 0.48 calories/go C

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

Properties of Dry Air at sea level