INST240 Sec4

INST 240 (Pressure and Level Measurement), section 4
Lab
Level measurement loop: Questions 91 and 92, completed objectives due by the end of day 4
Bulleted questions following lab objectives to be reviewed orally during lab time on day 4
Feedback questions
Questions 81 through 90, due at the end of day 4
Exam
Day 5
Question 93 previews the mastery exam circuit-building activity
Recommended daily schedule
Day 1
Theory session topic: Ultrasonic, radar, and laser level measurement
Questions 1 through 20; answer questions 1-9 in preparation for discussion (remainder for practice)
Day 2
Theory session topic: Weight, capacitance, and radiation level measurement
Day 3
Theory session topic: Point-contact and nonlinear level measurement
Day 4
Theory session topic: Review for exam
Build and test mastery exam circuit (Question 93)
Feedback questions (81 through 90) due at the end of the day
Day 5
Exam
Mastery exam includes the circuit-building activity shown in question 93
Objectives for both mastery and proportional exams listed in the syllabus (beginning on the next page)
INST 240 (Pressure and Level Measurement)
Credits/hours: 6 credits = 108 clock hours

Prerequisite or corequisite: INST 200 (Introduction to Instrumentation)
Course description: In this course you will learn how to precisely measure both fluid pressure and
fluid/solids level in a variety of applications, as well as accurately calibrate and efficiently troubleshoot
pressure and level measurement systems.
Program outcomes addressed:
(1) Communication; Communicates and expresses thoughts across a variety of mediums (verbal, written,
visually) to effectively persuade, inform, and clarify ideas with colleagues.
(2) Time management; Arrives on time and prepared to work; budgets time and meets deadlines when
performing technical tasks and projects.
(3) Safety; Complies with national, state, and local safety regulations when repairing, calibrating, and
installing instruments.
(4) Diagnose and repair existing instruments; Assesses, diagnoses, and repairs faulty instruments in
measurement and control systems using logical procedures and appropriate test equipment.
(5) Install and configure new instruments; Builds, configures and installs new instrument systems
according to plans, applying industry construction standards, and ensuring correct system operation
when complete.
(7) Calibrate instruments; Assesses instrument accuracy and corrects inaccuracies using appropriate
calibration procedures and test equipment.
(8) Document instrument systems; Interprets and creates technical documents (electronic schematics,
loop diagrams, and P&IDs) according to industry (EIA, ISA) standards.
(9) Self-directed learning; Selects and researches relevant information sources to learn new
instrumentation principles, technologies, and techniques.
Instructor contact information:
Tony Kuphaldt
Desmond P. McArdle Center
Bellingham Technical College
3028 Lindbergh Avenue
Bellingham, WA 98225-1599
(360)-752-8477 [office phone]
(360)-752-7277 [fax]
tkuphald@btc.ctc.edu
Required materials:
Socratic worksheets: INST240 sec1.pdf, INST240 sec2.pdf, INST240 sec3.pdf, INST240 sec4.pdf
Download at: http://openbookproject.net/books/socratic/sinst
Lessons in Industrial Instrumentation, By Tony R. Kuphaldt. Useful for all quarters of instruction.
Download at: http://openbookproject.net/books/socratic/sinst/book/liii.pdf
Spiral-bound notebook for reading annotation, homework documentation, and note-taking. A separate
notebook for each course is recommended.
Instrumentation reference CD-ROM (free, from instructor). This disk contains many tutorials and
datasheets in PDF format to supplement your textbook(s).
Tool kit (see detailed list)
Simple scientific calculator (non-programmable, non-graphing, no unit conversions, no numeration
system conversions), TI-30Xa or TI-30XIIS recommended
2
Supplemental materials: (recommended, not required)

BTCInstrumentation channel on YouTube (http://www.youtube.com/BTCInstrumentation), hosts
a variety of short video tutorials and demonstrations on instrumentation.
Instrumentation, by Franklyn W. Kirk, published by American Technical Publishers. ISBN-10:
0826934234 ; ISBN-13: 978-0826934239. This text is light on detail and math, but does a good job
introducing all the major principles and technologies in simple language. Excellent photographs and
illustrations, too. Useful for all three quarters of instruction.
Instrument Engineers Handbook, Volume 1: Process Measurement and Analysis, edited by Bela Lipt
ak,
published by CRC Press. 4th edition ISBN-10: 0849310830 ; ISBN-13: 978-0849310836.
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
Any good introductory physics textbook (Applied Physics by Tippens, or Conceptual Physics by Hewitt)
CRC Handbook of Chemistry and Physics
Student performance objectives:
Assessment legend: [P] = Preparation, [L] = Lab, [F] = Feedback questions, [X] = Exam
Mastery (must eventually be demonstrated without error)

[L] Proper use of deadweight tester as a calibration standard
[L] Proper use of U-tube manometer as a calibration standard
[L] Calibration of an electronic pressure transmitter to specified range and accuracy
[L] Calibration of a pneumatic liquid level transmitter to specified range and accuracy
[L] Create accurate as-built loop diagrams
[L] Correctly identify common pipe and instrument tube fittings
[L] Troubleshoot a problem within an electronic (4-20 mA loop) pressure measurement system, given a
specified time to logically identify the location and nature of the problem
[L] Troubleshoot a problem within a pneumatic (3-15 PSI loop) level measurement system, given a
specified time to logically identify the location and nature of the problem
[L] Work safely and constructively within a team
[X1] Build a circuit to energize an electromechanical relay
[X1] Convert between gauge and absolute pressure measurements
[X1] Convert between different pressure units only a simple calculator may be used!
[X1] Calculate force, pressure, or area given the other two variables
[X1] Identify proper use of P instrument for pressure/vacuum measurement
[X1] Calculate instrument calibration points given ranges
[X1] INST250 Review: identify globe valve components
[X1] INST260 Review: count sequentially in binary
[X2] Build a circuit to sense pressure or vacuum using a differential pressure transmitter
[X2] Calculate weight, density, or volume given the other two variables
[X2] Calculate ranges for hydrostatic level-measuring instruments (P)
[X2] Calculate calibration tensions for displacer-style level transmitters
[X2] Identify suitability of basic level-measuring instruments to different processes
[X2] Calculate instrument calibration points given ranges
[X2] INST250 Review: match different control valve names with their P&ID symbols
[X2] INST260 Review: explain basic network arbitration methods (e.g. CSMA/CD. master/slave. token
passing, etc.)
Proportional (graded on a percentage scale according to quality/quantity of fulfillment)

[P] Identify and use appropriate sources of information for independent learning
[L] Explain how to diagnose a hypothetical problem in a pressure measurement system
[L] Explain how to diagnose a hypothetical problem in a level measurement system
[L] Explain or demonstrate a principle relevant to a pressure measurement system
[L] Explain or demonstrate a principle relevant to a level measurement system
[L] Perform a basic math calculation relevant to a pressure measurmement system
[L] Perform a basic math calculation relevant to a level measurmement system
[L] Explain or demonstrate safety procedure or tool usage
[F] Convert between different pressure units
[F] Qualitative analysis of a deadweight tester
[F] Explain operation of manometer
[F] Explain operation of different pressure gauge types
[F] Determine response of Twin-T differential capacitance circuit to applied pressure
[F] Perform algebraic manipulation of the Ideal Gas Law equation
[F] Calculate voltages and currents in a series-parallel DC circuit
[F] Determine the consequence of a component fault in an opamp circuit
[F] Analyze a series-parallel DC circuit, both faulted and unfaulted
[F] Determine likelihood of different faults in a simple circuit
[F] Convert between different pressure units
[F] Analyze calibration adjustments in a force-balance pneumatic P transmitter
[F] Determine pressures in a three-valve manifold during maintenance
[F] Calculate instrument inputs and outputs for various conditions
[F] Analyze simple strain gauge circuit
[F] Perform algebraic manipulation of a fractional equation
[F] Perform simple trigonometric calculations
[F] Calculate voltages between different sets of points among several sources
[F] Sketch a circuit diagram for a simple 4-20 mA instrument loop
[F] Diagnose a problem in a multi-element electric heater circuit
[F] Qualitatively determine gas pressure inside heated vessels
[F] Determine likelihood of potential faults in a DP level measurement system
[F] Calculate voltage drops in a loop-powered level transmitter circuit
[F] Calculate ranges for instruments with remote seals
[F] Explain operation of a dip-tube densitometer
[F] Perform algebraic manipulation of a non-linear equation (satellite orbit velocity)
[F] Identify proper oscilloscope control functions
[F] Analyze a simple one-transistor amplifier circuit
[F] Sketch a circuit diagram for a simple relay circuit
[F] Diagnose a problem in a time-delay motor control circuit
[F] Calculate parameters associated with a guided-wave radar instrument
[F] Determine effects of process vapors on a capacitive level probe
[F] Describe different methods for measuring liquid interfaces
[F] Describe the purpose of a stilling well
[F] Analyze a strain-gauge bridge circuit
[F] Perform algebraic manipulation of a the Hall effect equation
[F] Perform algebraic manipulation of a fractional equation
[F] Calculate voltages between different sets of points among several sources
[F] Sketch a circuit diagram for a simple 4-20 mA instrument loop
[F] Diagnose a problem in a time-delay motor control circuit
[X1] Identify how to calibrate mechanical pressure gauges (link and lever mechanisms)
[X1] Identify different types of pressure switches and their operation
[X1] Identify and explain force- and motion-balance pressure-measuring instruments
[X1] Calculate complex pressure transmitter ranges
4
[X1]
[X2]
[X2]
[X2]
[X2]
[X2]
Calculate electronic circuit parameters related to pressure measurement

Identify different types of level switches and their operation
Calculate liquid interface level transmitter ranges
Calculate complex buoyancy problems
Identify suitability of various level-measuring instruments to different processes
Calculate electronic circuit parameters related to level measurement
file INST240syllabus
5
Sequence of second-year Instrumentation courses
Core Electronics -- 1 year

(or equivalent)
1st quarter
INST 200 -- 1 wk
Intro. to Instrumentation
INST 205 -- 1 wk
Job Prep I
INST 242 -- 3 wks

Analytical
Measurement
INST 260 -- 3 wks

Data Acquisition
Systems
Spring quarter
INST 251 -- 4 wks

PID Controllers
and Tuning
3rd quarter
INST 206 -- 1 wk
Job Prep II
INST 250 -- 4 wks

Final Control
Elements
Winter quarter
Fall quarter
INST 240 -- 4 wks

Pressure and Level
Measurement
INST 241 -- 4 wks

Temperature and Flow
Measurement
2nd quarter
INST 252 -- 3 wks

Process Optimization
and Control Strategies
INST 261 -- 4 wks

Programmable Logic
Controllers
INST 262 -- 4 wks

DCS and Fieldbus
continuing students
(after completing all three quarters)
GRADUATION !
file sequence
6
General student expectations

(Punctuality) You are expected to arrive at school on time (by 8:00 AM) every day. One late arrival
is permitted during the timespan of each sequential course (e.g. INST240, INST241, etc.) with no grade
deduction. The grade deduction rate for late arrivals is 1% per incident.
(Attendance) You are expected to attend all day, every day. Each student has 12 sick hours per quarter
applicable to absences not verifiably employment-related, school-related, or weather-related. The grade
deduction rate is 1% per hour of absence in any course. Each student must confer with the instructor to
apply sick hours to any missed time this is not done automatically for the student. Students may donate
unused sick hours to whomever they specifically choose. You should contact your instructor and team
members immediately if you know you will be late or absent. Absence on an exam day will result in a failing
grade for that exam, unless due to a documented emergency. Exams may be taken in advance for full credit.
(Participation) You are expected to participate fully in all aspects of the learning process including
independent study, lab project completion, and classroom activities. It is solely your responsibility to catch
up on all information missed due to absence. Furthermore, you shall not interfere with the participation of
others in the learning process.
(Teamwork) You will work in instructor-assigned teams to complete lab assignments. Team membership
is determined by accumulated attendance and punctuality scores: students with similar participatory trends
are teamed together. Any student compromising team performance through frequent absence, habitual
tardiness, or other disruptive behavior(s) will be expelled from their team and required to complete all
labwork independently for the remainder of the quarter.
(Preparation for theory sessions) You must dedicate at least 2 hours each day for reading assignments
and homework questions to prepare yourself for theory sessions, where you will actively contribute your new
knowledge. Graded quizzes and/or work inspections during each theory session will gauge your independent
learning. If absent, you may receive credit by having your preparatory work thoroughly reviewed prior to
the absence, or passing a comparable quiz after the absence.
(Feedback questions) You must complete and submit feedback questions for each section by the specified
deadline. These are graded for accuracy and recorded as a feedback score. Plagiarism (presenting anyone
elses work as you own) in your answers will result in a zero score. It is okay to help one another learn the
material, and to learn from outside sources, but your explanations must be phrased in your own words and
with your own work shown.
(Disciplinary action and instructor authority) The Student Code of Conduct (Washington
Administrative Codes WAC 495B-120) explicitly authorizes disciplinary action against the following types
of misconduct: academic dishonesty (e.g. cheating, plagiarism), dangerous or lewd behavior, harassment,
intoxication, destruction of property, and/or disruption of the learning environment. Furthermore, the Code
states Instructors have the authority to take whatever summary actions may be necessary to maintain order
and proper conduct in the classroom and to maintain the effective cooperation of the class in fulfilling the
objectives of the course. Distractive or disruptive behavior such as (but not limited to) unauthorized
telephone or computer use, disrespectful comments, sleeping, and conversation that either impede your
participation or the participation of others may result in temporary dismissal from class with attendance
hours deducted.
file expectations
7
General grading and evaluation standards

Assessment criteria
Mastery (all must be mastered constitutes first 50% of course grade)
Mastery section of each lab exercise (unlimited attempts)
Mastery section of each exam including the hands-on circuit building or troubleshooting activity (up to
two attempts per sitting; up to three sittings); or mastery capstone assessment (unlimited attempts)
Proportional (grades based on quality of fulfillment, counts toward last 50% of course grade)
Labwork, consisting of questions answered in an oral and demonstrative format (10% of grade)
Proportional section of all exams (20% of grade)
Feedback questions for all sections (20% of grade)
Daily quizzes demonstrating preparation for theory sessions (-1% per failed quiz)
Daily punctuality (-1% per incident of tardiness)
Attendance (-1% per hour past allotted sick time)
Destroyed items (-10% per incident) or purchase and replacement of the damaged item This regards
avoidable incidents due to personal carelessness. When in doubt, ask the instructor how to properly
use a tool or piece of equipment!
Repaired instruments (+5% per item) Instrument identified in need of repair by the instructor
Negative weighting represent objectives where 100% passing is a basic expectation (passing every quiz,
punctuality every day, no accidents, etc.). Perfectly meeting these expectations does not count toward your
grade, but failing to meet these basic expectations will result in grade loss.
Grading scale
All grades are criterion-referenced (i.e. no grading on a curve)
100% A 95%
90% > B+ 86%
80% > C+ 76%
70% > D+ 66%
95% > A- 90%

86% > B 83%
76% > C 73%
66% > D 63%
83% > B- 80%

73% > C- 70% (minimum passing course grade)
63% > D- 60%
60% > F
The proportional section of an exam may be taken only after taking the mastery section. Failing the
mastery exam will result in a 50% deduction from the proportional exam score, and you get a maximum of
two re-takes to pass the mastery which must occur within three school days of the first attempt. Failure to
pass the mastery within three sittings will result in a failing grade for the course. Absence on a scheduled
exam day will result in a 0% score for the proportional exam unless you provide documented evidence of an
unavoidable emergency. You may receive half-credit on missed proportional exam questions after grading by
explaining your original mistake(s) and providing completely corrected responses on the first attempt.
If any other mastery objectives are not completed by their specified deadlines, your overall grade
for the course will be capped at 70% (C- grade), and you will have one more course day to complete the
unfinished objectives. Failure to complete those mastery objectives by the end of that extra day (except in
the case of documented, unavoidable emergencies) will result in a failing grade (F) for the course.
Answers to feedback questions are due at the end of each course section. Full credit is given for
each question correctly and thoroughly answered, half credit for each question either not fully answered
or containing minor errors, and zero credit for major conceptual errors. Late submissions will receive zero
credit, unless due to a documented emergency.
Lab questions are assessed in a group format where students take turns answering questions from the
list at the instructors prompting. Grading follows the same rubric as for feedback questions: full credit
for thorough, correct answers; half credit for partially correct answers, and zero credit for major conceptual
errors. If you are absent during this assessment, you must submit written answers to all of the lab questions,
which will be graded by the instructor.
file grading
8
General tool and supply list

Wrenches
Combination (box- and open-end) wrench set, 1/4 to 3/4 the most important wrench sizes are 7/16,
1/2, 9/16, and 5/8; get these immediately!
Miniature combination wrench set, 3/32 to 1/4
Adjustable wrench, 6 handle
Hex wrench (Allen wrench) set, fractional 1/16 to 3/8
Note: when turning a bolt, nut, or tube fitting with a hexagonal body, the preferred ranking of hand
tools to use (from first to last) is box-end wrench or socket, open-end wrench, and finally adjustable wrench.
Pliers should never be used to turn the head of a fitting or fastener unless it is absolutely unavoidable!
Pliers
Needle-nose pliers
Slip-joint pliers
Diagonal wire cutters
Screwdrivers
Slotted, 1/8 and 1/4 shaft
Phillips, #1 and #2
Jewelers screwdriver set
Measurement tools
Tape measure. 12 feet minimum
Vernier calipers, plastic okay
Electrical
Multimeter, Fluke model 87-IV or better
Wire strippers/terminal crimpers with a range including 10 AWG to 18 AWG wire
Soldering iron, 10 to 25 watt
Rosin-core solder
Package of compression-style fork terminals (e.g. Thomas & Betts Sta-Kon part number 14RB-10F,
14 to 18 AWG wire size, #10 stud size)
Safety
Safety glasses or goggles (available at BTC bookstore)
Earplugs (available at BTC bookstore)
Miscellaneous
Teflon pipe tape
Utility knife
You are recommended to engrave your name or place some other form of identifying mark on your tools,
as you will be doing a lot of your work in teams, and it is easy to get tools mixed up. Also, lost tools get
returned to their owners much faster when they are marked!
An inexpensive source of high-quality tools is your local pawn shop. Look for name-brand tools with
unlimited lifetime guarantees (e.g. Sears Craftsman brand, Snap-On, etc.).
file tools
9
Methods of instruction
This course develops self-instructional and diagnostic skills by placing students in situations where they
are required to research and think independently. In all portions of the curriculum, the goal is to avoid a
passive learning environment, favoring instead active engagement of the learner through reading, reflection,
problem-solving, and experimental activities. The curriculum may be roughly divided into two portions:
theory and practical.
Theory
In the theory portion of each course, students independently research subjects prior to entering the
classroom for discussion. At the start of the classroom session, the instructor will check each students
preparation using one of several methods (direct inspection of work, a pop quiz, targeted questions, etc.).
Students then spend some class time working in small groups coordinating their presentations. The rest of
the class time is spent interacting Socratically with the instructor in a large-group dialogue. The instructor
calls students (or student groups) to present what they found in their research, questions that arose during
their study, their solutions to problems, and any problem-solving techniques applied. The instructors role
is to help students take the information gleaned from their research and convert this into understanding.
Lab
In the lab portion of each course, students work in teams to install, configure, document, calibrate, and
troubleshoot working instrument loop systems. Each lab exercise focuses on a different type of instrument,
with a eight-day period typically allotted for completion. An ordinary lab session might look like this:
(1) Start of practical (lab) session: announcements and planning
(a) Instructor makes general announcements to all students
(b) Instructor works with team to plan that 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
(Last day) All teams answer lab questions, one team at a time, with the instructor
(3) End of practical (lab) session: debriefing where each team reports on their work to the whole class
file instructional
10
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
11
General advice for successful learning

Reserve a time and a place for study
Schedule a block of time every day for study and make it a priority!
Create or join a study group, and help each other commit to regular study time.
Keep the environment of your study place ideal: whatever music (or no music) helps you concentrate,
whatever time allows for the least number of distractions, etc.
Plan to arrive at school at least a half-hour early and use the time to study as opposed to studying late
at night. This also helps guard against tardiness in the event of unexpected delays, and ensures you a
better parking space!
Who to study with
Classmates with similar schedules.
Classmates who are serious about their education.
Note that the intelligence of your study partners is not a significant criterion!
How to make time for study
Rid yourself of unnecessary, time-wasting gadgets: televisions, video games, mobile phones, etc. I am
not kidding!
Avoid recreational use of the internet.
Bring a meal to school every day and use your one-hour lunch break for study instead of eating out.
Carefully plan your lab sessions with your teammates to reserve a portion of each days lab time for
study.
Cut off all unhealthy personal relationships.
Make efficient use of the time you have
Do not procrastinate, waiting until the last minute to do something.
Dont let small chunks of time at home or at school go to waste. Work a little bit on assignments during
these times.
Identify menial chores you can do simultaneously (e.g. house cleaning and laundry), and plan your
chore time accordingly to free up more time at home.
Take responsibility for your learning and your life
Obtain all the required books, and any supplementary study materials available to you. If the books
cost too much, look on the internet for used texts (www.amazon.com, www.half.com, etc.) and use the
money from the sale of your television and video games to buy them!
Make an honest attempt to solve problems before asking someone else to help you. Being able to
problem-solve is a skill that will improve only if you continue to do work at it.
If you detect trouble understanding a basic concept, seek clarification on it immediately. Never ignore
an area of confusion, believing you will pick up on it later. Later may be too late!
Do not wait for others to do things for you. No one is going to make extra effort purely on your behalf.
Seek help for any addictions. Addictions wont just destroy your chance at an education they can
destroy your whole life!
. . . And the number one tip for success . . .
Realize that there are no shortcuts to learning. Every time you seek a shortcut, you are actually cheating
yourself out of a learning opportunity!!
file studytips
12
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
13
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
tera
1012
G
M
giga mega
109
106
k
kilo
103
(none)
100
milli micro
10-3 10-6
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)
14
n
nano
10-9
p
pico
10-12
Conversion equivalencies for volume

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

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

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

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

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

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

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

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

9.806650 meters per second per second (m/s2 ) = 32.1740 feet per second per second (ft/s2 )
15
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 Pascalseconds (Pas)
file conversion constants

16
Question 0
How to read actively:
Make notes in a notebook while reading if youre not reading with a pencil, youre not actively
reading! Shorthand notation, diagrams, and other notes jotted in a notebook are more effective at
prompting active reading than underlining, highlighting, or otherwise marking up the original text.
Mentally summarize each new concept or application you encounter in your own words before moving
on to the next. If you cannot do this, you know you need to re-read the relevant sections until you can!
Try to link new concepts to previously-learned concepts, and imagine how new concepts might apply to
applications not mentioned in the text. Make notes on these points so you may raise them as questions
during class time.
Note page numbers where important concepts, equations, images, tables, and problem-solving techniques
are introduced This will help you locate these important references during class time when you will
contribute in the dicsussion (On page 572 it shows . . .).
Note page numbers of any sections in the reading that confound you, so you may call attention to it at
the start of class time to get help from classmates and/or the instructor.
If the text demonstrates a mathematical calculation, such as how to apply a new equation to solving a
problem, pick up your calculator and work through the example as you read! Applications of math are
an ideal opportunity to actively read a technical book, actually engaging in the material rather than
passively observing what it says.
Reserve the front pages of your notebook (or keep a separate notebook) for all mathematical formulae
you come across in your reading. Briefly explain in your own words what each formula does and what
its terms mean.
Problem-solving techniques
Clearly identify all given information, and also what the question is asking you to determine or solve.
Sketch a diagram or graph to organize all the given information and show where the answer will fit.
Performing thought experiments to visualize the effects of different conditions.
Working backward from a hypothetical solution to a new set of given conditions.
Changing the problem to make it simpler, and then solving the simplified problem (e.g. changing
quantitative to qualitative, or visa-versa; substituting different numerical values to make them easier
to work with; eliminating confusing details; adding details to eliminate unknowns; considering limiting
cases that are easier to grasp).
Identify any first principles of science, electronics, and/or instrumentation (e.g. Conservation laws,
Feedback, Zero and Span, Ohms Law, etc.) that might apply to the question.
Specifically identify which portion(s) of the question you find most confusing and need help with. The
more specific you are able to be, the better.
file question0
17
Questions
Question 1
Read and outline the Ultrasonic Level Measurement subsection of the Echo section of the
Continuous Level Measurement chapter in your Lessons In Industrial Instrumentation textbook. Note
the page numbers where important illustrations, photographs, equations, tables, and other relevant details
are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples
explored in this reading.
file i03960
Question 2
Read and outline the Radar Level Measurement subsection of the Echo section of the Continuous
Level Measurement chapter in your Lessons In Industrial Instrumentation textbook. Note the page numbers
where important illustrations, photographs, equations, tables, and other relevant details are found. Prepare
to thoughtfully discuss with your instructor and classmates the concepts and examples explored in this
reading.
file i03961
Question 3
Read and outline the Magnetostrictive Level Measurement subsection of the Echo section of the
Continuous Level Measurement chapter in your Lessons In Industrial Instrumentation textbook. Note
the page numbers where important illustrations, photographs, equations, tables, and other relevant details
are found. Prepare to thoughtfully discuss with your instructor and classmates the concepts and examples
explored in this reading.
file i03962
18
Question 4
The following graph shows the signal strength received by a guided-wave radar (GWR) level instrument
over time:
UNZ
Amplitude (mV)
Echo pulse
End-of-probe
pulse
Reference
(fiducial)
pulse
0
Distance (inches)
Explain how the graph will change if:
The liquid level increases
The dielectric constant () of the liquid decreases
Also, explain what UNZ refers to (the Upper Null Zone).
file i00289
19
Question 5
Guided-wave radar (GWR) level transmitters have the unique ability to measure not only total liquid
level but also liquid-liquid interface levels at the same time. Explain how this technology works, and also
what properties of the liquids are necessary to achieve good detection.
Also, explain what the echo diagram (time-domain reflectogram) would look like for a radar instrument
detecting a liquid-liquid interface. Shown here is an echo diagram for a radar instrument detecting a single
liquid (i.e. gas and liquid only, no liquid-liquid interfaces):
UNZ
Amplitude (mV)
Echo pulse
End-of-probe
pulse
Reference
(fiducial)
pulse
0
Distance (inches)
file i03610
20
Question 6
Ultrasonic, radar, and magnetostrictive level measuring instruments use the principle of time-of-flight
to determine the level of a process substance in a vessel.
A critical factor for the accuracy of any time-of-flight measurement technology is the velocity of
propagation for the wave in question, through the substance(s) that wave must travel. Examine each of
these illustrations and then determine which of the velocities of propagation (v) matter (and which do not)
to level measurement accuracy. Be prepared to explain why, in each case!
Ultrasonic
level
instrument
Magnetostrictive
level instrument
Echo
vair
vair
vair
Float
vmetal
(rod)
vwater
vwater
Echo
vwater
Ultrasonic
level
instrument
Non-contact
radar level
instrument
Guided-wave
radar level
instrument
Echo
vair
Guided-wave
radar interface
level instrument
Echo
vair
Echoes
vair
voil
vwater
vwater
vwater
file i03625
21
Question 7
Suppose an instrument salesperson comes to your shop and tells you his companys radar level
transmitter product is superior to all hydrostatic and displacer level transmitters because those instruments
accuracy depends on a fixed process liquid density, whereas radar transmitters do not. Thus, he tells you,
his radar transmitters will give accurate level measurements even when process pressures and temperatures
change.
What do you think of this claim? Is the salespersons claim true, or not? Explain.
file i03626
Question 8
Calculate the percentage of incident power reflected back to the transmitter, and the percentage of
incident power transmitted (forward) through the liquid in this radar level measurement application:
Radar level transmitter
(Air)
=1
Pincident
Preflected
Pforward
(Water)
= 78
Also, calculate the ullage for this vessel in both units of meters and units of feet/inches, given a
reflected pulse (echo) time of 11.176 nanoseconds. Note: the propagation velocity of radio waves in
air is approximately 3 108 meters per second, the same as the speed of light in a vacuum.
file i04216
22
Question 9
Examine the different configuration parameter fields for a guided-wave radar transmitter shown in this
screenshot (taken on a personal computer running Emerson AMS software, interrogating a Rosemount model
3300 level transmitter), and explain the importance of each one:
file i00292
23
Question 10
= 1.15
Pincident
Preflected
Pforward
= 11
Also, calculate the ullage and fillage for this vessel, given a reflected pulse (echo) time of 18.3
nanoseconds and a total vessel height of 30 feet.
file i04217
24
Question 11
Calculate the echo times for both the total level (air/oil interface) and oil/water interface in this radar
level measurement application:
Air
=1
2m
Timing diagram
t2
t1
Oil
=5
3.6 m
air/oil
Reference
pulse
Water
= 80
4m
Also, calculate the power reflection factors for both interfaces (air/oil and oil/water).
file i04218
25
oil/water
Question 12
Calculate the two distances (x1 and x2 ) in this radar level measurement application given echo times of
9.7 ns and 85.3 ns, respectively:
Vapor
= 1.2
x1
Timing diagram
t2
t1
Liquid
= 6.0
x2
vapor/liquid
Reference
pulse
Liquid
= 35
t1 = 9.7 ns
t2 = 85.3 ns
file i04219
Question 13
Question 14
Question 15
Question 16
Question 17
Question 18
Question 19
Question 20
26
liquid/liquid
Question 21
Read and outline the Weight section of the Continuous Level Measurement chapter in your Lessons
In Industrial Instrumentation textbook. Note the page numbers where important illustrations, photographs,
equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with your instructor
and classmates the concepts and examples explored in this reading.
file i03963
Question 22
Read and outline the Capacitive section of the Continuous Level Measurement chapter in your
Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations,
photographs, equations, tables, and other relevant details are found. Prepare to thoughtfully discuss with
your instructor and classmates the concepts and examples explored in this reading.
file i03964
Question 23
Read and outline the Radiation section of the Continuous Level Measurement chapter in your
file i03965
Question 24
One way to measure the quantity of liquid or solid inside a vessel is to simply weigh the vessel using
devices called load cells:
Vessel
WT
Output signal
Explain what a load cell is, how it works, and what advantages this concept of vessel weighing enjoys
over other level-measurement technologies. Also, identify how such a level-measurement system would be
calibrated.
file i00325
27
Question 25
When using load cells to measure vessel level, certain precautions must be taken to ensure accurate
measurements:
Pipe
Flexible
coupling
Vessel
Pipe
Load
cell
Load
cell
Flexible
coupling
One important precaution to take is installing flexible couplings on all pipes leading into and out of the
vessel. Rigid pipes will cause measurement errors explain why this is.
Another important precaution to take is in regard to electric arc welding done on the vessel. If there is
any arc welding to be done, the ground clamp must be connected above the load cells, not below:
Vessel
Right
Load
cell
Load
cell
28
Wrong!
Failure to heed this precaution will likely destroy the load cells explain why.
file i00326
Question 26
Hobbyists building their own Tesla Coils often need to fabricate their own high-voltage capacitors for
building the LC resonant circuit which is the heart of the coil:
Basic resonant stage of

a Tesla Coil
To oscillator
circuit
One ingenious way to build such capacitors is to use old glass beer or soda bottles filled with salt water,
with a metal rod or chain dipped into the water and aluminum foil wrapped tightly around the outside:
Beer-bottle capacitor
Terminals
To obtain enough capacitance, one must usually group several of these beer-bottle capacitors together
in parallel. I mean, whats the point of having beer-bottle capacitors unless you can make a six-pack with
them?
As odd as it may seem, this actually has something to do with industrial instrumentation! Identify
which parts of the beer-bottle capacitor form the conductive plates of the capacitor and which part forms
the dielectric. Then identify how capacitance would be affected if we were to change the level of salt water
in the beer bottle. Finally, identify how this principle could be applied to the measurement of liquid level
inside a vessel.
file i00317
29
Question 27
Capacitive level probes come in two general varieties: those operating on conductive liquids and those
operating on non-conductive liquids. Capacitance level probes designed to work with non-conductive liquids
are nothing more than metal rods, and the liquid itself forms the dielectric:
Probe
Metal vessel
Terminals
Vapor
Liquid
(dielectric)
How are conductive-liquid capacitance probes different? If the liquid cannot be used as a dielectric
because of its conductivity, what does form the dielectric?
file i00318
30
Question 28
Nuclear radiation may be blocked by dense substances such as lead. In fact, radioactive substances used
in instruments are often enclosed in lead-lined boxes, allowing radiation to be emitted in one direction only:
lead
Radiation
source
What do you suppose might happen to the radiation if some solid substance less dense than lead were
to be placed in front of a radioactive source?
lead
???
source
What if the source were placed on one side of a storage vessel, and a radiation detector placed on
the opposite side? How would the level of liquid or solid in that vessel affect the radiation received at the
detector?
lead
Solid material
Detector
source
???
Explain what radioactivity is, identify alternative arrangements of source and detector for measuring
level, and identify some safety precautions one must take when working with nuclear radiation instrument
systems.
file i00320
31
Question 29
Draw the symbols for the following types of liquid level indicating instruments, each one mounted to
the top of a process vessel:
Tape and float

Radar gauge
Ultrasonic (sound) gauge
Laser (light) gauge
Resistive tape
Capacitive probe
Nuclear radiation
file i00323
Question 30
Some level measurements are more critical than others, demanding greater instrument accuracy. One
such category is called custody transfer. Explain what custody transfer means, and give an example of a
custody transfer level measurement application.
file i00324
Question 31
Explain how a resistive tape level sensor works, and why care must be taken to prevent vapor pressure
inside the liquid-holding vessel from affecting it.
file i00319
Question 32
Question 33
Question 34
Question 35
Question 36
Question 37
Question 38
Question 39
Question 40
Question 41
Read and outline the Level Switches section of the Discrete Process Measurement chapter in your
file i03966
32
Question 42
An oil sump for a hydraulic system is equipped with a float-type level switch for sensing low oil level
and providing automatic shut-down capability for the hydraulic system:
LS
"choppy" liquid surface

float
Turbulence will impose a

lateral force on the float,
possibly causing a false trip
Flow
Flow
The flow rate of oil through the sump is quite high, and this presents a problem. With the oil being so
turbulent, the float does not rest gently on the oils surface. Instead, it is tossed to and fro on the choppy
surface, which can make the level switch think the float has gone down further than it actually has, thus
causing needless shutdowns.
One solution to this problem is a stilling well. Describe what a stilling well is, how you might make
one for this application, and why it works to prevent the problem.
file i00298
33
Question 43
A form of liquid level switch called a tilt switch is often used for detecting sewage level in lift stations
where sewage collected from homes via gravity is pumped out of the collection sump to the wastewater
treatment plant (usually located miles away):
From homes
From homes
LSH
LSH
Empty
Full
LSL
LSL
To WWTP
To WWTP
Pump
Pump
Tilt switches often use a small glass vial containing liquid mercury as the tilt sensor. Explain how a
glass tube partially filled with mercury works as an electrical tilt switch, and explain how these switches
would function in the following lift station pump control circuit:
L1
L2
LSH
M1
LSL
OL
M1
M1
OL
To 3-phase
AC power
motor
file i00303
34
Question 44
A very interesting form of liquid level switch exploits an optical principle known as Snells Law, which
relates the angle of a light beam as it passes from one transparent medium to another to the velocities of
light in both media:
Incident
light beam
v1 = Speed of light in first material

v2 = Speed of light in second material
Refracted
light beam
sin 1
sin 2
=
v1
v2
In this example, which material has the faster velocity of light? How can you tell?
Something interesting happens when we increase the angle of 1 . At some point, 2 increases to equal
90o , at which point the light never leaves the first medium, but experiences total internal reflection:
Total internal reflection
Incident
light beam
1
Reflected
light beam
v1 = Speed of light in first material

v2 = Speed of light in second material
2 = 90o
Use algebra and trigonometry to solve for the minimum angle 1 at which total internal reflection occurs,
in terms of v1 and v2 .
We exploit this principle in a refractive-type level switch by aiming a light beam at the inside surface
of a quartz prism at such an angle that the light will internally reflect when the prism is surrounded by air,
but refract (and escape) when the prism is surrounded by water. This works because the velocities of light
in air and water are not equal, and both these velocities are greater than the velocity of light in quartz:
35
Light source
Light source
Quartz
prism
Quartz
prism
(water)
(air)
Identify what else is needed in this optical system to make a complete, working switch, and identify
process fluids that would work well with this form of switch.
file i00305
36
Question 45
Explain how the following electronic level switch works:
+V
Relay
Q1
R1
Probes
Liquid
Identify what kinds of process liquids this level switch would be applicable to, and why. Also, identify
which ladder-logic switch symbol would be appropriate for this particular level switch:
Normally-open
Normally-closed
(N.O.)
(N.C.)
file i00306
37
Question 46
Switches, whether they be hand-actuated or actuated by a physical process, come in two varieties:
normally-open (NO) and normally-closed (NC). You are probably accustomed to seeing both types of switch
represented in pushbutton form on schematic diagrams:
Normally-open
pushbutton switch
Normally-closed
pushbutton switch
Normally-open pushbutton switches close (pass current) when actuated (pressed). When un-actuated,
they return to their normal (open) state.
Normally-closed pushbutton switches are just the opposite: they open (stop current) when actuated
(pressed) and return to their normal (closed, passing current) state when un-actuated.
This is simple enough to comprehend: the normal status of a momentary-contact pushbutton switch
is the state it is in when no one is touching it. When pressed, the pushbutton switch goes to the other
(opposite) state.
Things get more confusing, though, when we examine process switches, such as pressure switches, level
switches, temperature switches, and flow switches:
Normally-open
pressure switch
Normally-closed
pressure switch
Normally-open
level switch
Normally-closed
level switch
Normally-open
temperature switch
Normally-closed
temperature switch
Normally-open
flow switch
Normally-closed
flow switch
Define normal in the context of one of these process switches. In other words, explain what condition(s)
each process switch must be in to ensure it is in the normal state; and conversely, what condition(s) need
to be applied to each switch to force it into its other state.
file i02966
38
Question 47
Read selected sections of the National Transportation Safety Boards report (NTSB/PAR-04/02,
PB2004-916502 Notation 7666) of the 2003 storage tank explosion and fire in Glenpool, Oklahoma, and
answer the following questions.
Describe in your own words how the situation progressed from the initial tank filling to the explosion.
What was the most likely cause of this accident, and how could it have been avoided?
Read pages 9-13, and also page 20, of the report, and identify the following:
Explain what a floating roof is, and the purpose it serves in a fuel storage tank.
Describe what a datum plate is, and how the stored fuel quantity may be determined by manual tape
measurement of liquid level and reference to a strapping table.
At what volume and height (level) values did the original strapping table give for liquid contact with
the floating roof, and for the point at which the roof would actually float? How does this compare with
the values determines for liquid contact by investigators after the accident?
Describe what a bonding system is inside a floating-roof fuel storage tank, and explain the purpose of
this system.
Explain what the filling rate of a floating-roof fuel storage tank has to do with safety, especially at a
point when there is not enough fuel in the tank to float the roof.
file i03968
Question 48
Read and outline the Liquid Volume Measurement section of the Signal Characterization chapter in
your Lessons In Industrial Instrumentation textbook. Note the page numbers where important illustrations,
Note: feel free to skip the calculus derivations in this section, concentrating on the end-results: formulae
that predict volume given height measurement in vessels of different geometry.
file i03969
Question 49
Some level switches use a vibrating rod or paddle to sense the presence of liquids or solids at a specific
point. Explain how such vibrating level switches work, in as much detail as you can. Hint: sometimes these
switches are known as tuning fork switches if they use two balanced paddles to sense the presence of liquid
or solid material.
Also identify potential problems with this type of point-level detector caused by improper installation.
file i00301
Question 50
Some level switches use a motor-rotated paddle to sense the presence of solids at a specific point. Explain
how such rotating paddle level switches work, in as much detail as you can.
Also identify potential problems with this type of point-level detector caused by improper installation.
file i00302
Question 51
One form of non-contact level switch utilizes nuclear radiation to sense the absence or presence of level
within a vessel, either liquid or solid. Briefly explain how these level switches work.
file i00304
39
Question 52
Explain how the following electronic level switch works:
+V
Relay
R1
Q1
Probe
Liquid
Grounded metal vessel
Identify what kinds of process liquids this level switch would be applicable to, and why. Also, identify
which ladder-logic switch symbol would be appropriate for this particular level switch:
Normally-open
Normally-closed
(N.O.)
(N.C.)
file i00513
Question 53
Question 54
Question 55
Question 56
Question 57
Question 58
Question 59
40
Question 60
Question 61
Determine a basic 5-point (0%, 25%, 50%, 75%, and 100%) calibration table for the displacer level
transmitter in this scenario:
100%
Measurement
span = 24 in
0%
Block
valves
displacer
100%
Measurement
span = 24 in
0%
Water
5 in
The displacer weighs 10 pounds (dry) and has a diameter of 2 inches. The process liquid is water
(density = 62.428 lb/ft3 ). The 0% process liquid level (LRV) begins when the displacer is submerged 5
inches. Assume a pneumatic transmitter mechanism with an output range of 3 to 15 PSI, and a calibration
tolerance of +/- 1% (of span).
Percent of
span (%)
0
25
50
75
100
Buoyant
force (lb)
Output signal
ideal (PSI)
file i02958
41
Output signal
min. (PSI)
Output signal
max. (PSI)
Question 62
A rain gauge is nothing more than a vertical tube designed to capture rain water, and indicate the
accumulated rainfall on a scale alongside the tube:
Rain
scale
Tube
The diameter of the tube used for the rain gauge is irrelevant. Although a larger tube will of course
require more water to fill to the same height, it will also capture proportionally more rain, so any diameter
tube measures rainfall just the same.
However, if we equip our rain gauge with a funnel to capture more rain, the measurement will be
affected:
Rain
Funnel
scale
Tube
Supposing the diameter of the funnel is 5 inches, and the diameter of the tube is 1 inch, how much rain
water level will be indicated by the scale after one-quarter inch of actual rainfall? Does this represent a shift
42
in zero, a shift in span, or a shift in both for the rain gauge compared to its performance without the funnel?
file i02959
Question 63
Calculate values for the following calibration table, for a transmitter measuring liquid level interface
(densities = 50 lb/ft3 and 70 lb/ft3 ), with a calibration tolerance of +/- 1% and a 4-20 mA output range:
Flow in
Flow out
100%
Interface
measurement
span = 11 in
4 in
"dry" leg
D = 50 lb/ft3
Span = 11 in
0%
D = 70 lb/ft3
DP cell with
4-20 mA output
15 in
H
Interface
level (in)
Percent of
span (%)
0
10
25
50
75
90
100
pressure
sensed (W.C)
Output signal
ideal (mA)
file i00686
43
Output signal
min. (mA)
Output signal
max. (mA)
Question 64
Calculate values for the following calibration table, for a displacer-type level transmitter measuring
liquid level interface (densities = 50 lb/ft3 and 70 lb/ft3 ), with a calibration tolerance of +/- 1%:
Transmitter
3-15 PSI output
D = 50 lb/ft3
displacer
Vessel
Block
valves
Span =
11 inches
D = 70 lb/ft3
Interface
level (in)
Percent of
span (%)
0
10
25
50
75
90
100
Buoyant
force (lbs)
Output signal
ideal (PSI)
Assume the following displacer characteristics:
Shape: cylindrical
Length = 11 inches
Diameter = 1.5 inches
Dry weight = 2.7 lbs
file i00687
44
Output signal
min. (PSI)
Output signal
max. (PSI)
Question 65
This P&ID shows how two pressure transmitters may be linked with a radar level transmitter to provide
data necessary to calculate not only liquid level, but also liquid density and total liquid mass stored in the
vessel:
LT
14
Radar
PT
14a
UY
14
UIR
14
PT
14b
This is sometimes referred to as a hybrid level measurement system. Explain what the word hybrid
means in this context, and how these three transmitters accomplish the measurement objectives of liquid
level, density, and total mass. Also, explain what all the symbols mean in the P&ID.
file i00295
45
Question 66
Determine the following voltage drops in this level-sensing circuit when the process level is at a height of
12 feet. Note that this is not a loop-powered transmitter, but receives its electrical power through separate
power conductors (120 volts AC). Assume negligible (0) voltage drop along the signal conductor lengths:
Loop Diagram: Feed tank level

Field process area
CBL 1
Revised by: M. Tech

Field P5
panel
Field P30
panel
TB12
TB27
CBL 30
Radar
CBL 11
21
TB40
3
4
L1
L2
TB13
1
2
3
Dec 32, 1997
Control room
LY
14
ES 120VAC
60 Hz
LT
14
20
Date:
LI
14
250
L1
L2
G
ES 120VAC
60 Hz
Tag number
LT-14
LI-14
Voltage
Voltage
Voltage
Voltage
Manufacturer
Panel indicator
drop
drop
drop
drop
Model
Calibration
Enraf
0-30 ft ; 4-20 mA
Red Lion
1-5 VDC
250 resistor
LY-14
Description
+/- 0.1 %
across transmitter terminals =

between TB40-3 and TB27-21 =
across 250 resistor =
file i00293
46
Notes
Question 67
An ultrasonic level transmitter has a calibrated range of 40 to 75 inches and its output signal range is
4 to 20 mA. Complete the following table of values for this transmitter, assuming perfect calibration (zero
error). Be sure to show your work!
Measured level
(inches)
47
Percent of span
(%)
Output signal
(mA)
6
75
60
15.1
34
file i00098
Question 68
Qualitatively sketch the height/volume relationship for a stepped cylindrical vessel:
Liquid
h
0
Empty
Full
file i02926
Question 69
Qualitatively sketch the height/volume relationship for a spherical vessel, such as the type used to store
liquefied butane under pressure:
h
Liquid
h
0
Empty
file i02925
47
Full
Question 70
When measuring the volume of liquid stored in a vertical cylinder, the function relating liquid height
(h) to stored liquid volume (V ) is quite simple:
V = r2 h
The term r2 defines the cross-sectional area of the cylindrical tank, which when multiplied by the
liquid height (h) gives an answer for volume (V ) in cubic units.
Calculating stored liquid volume in a horizontal cylinder is not nearly as simple. The effective crosssectional area of the cylinder varies with liquid height, and this variation is not linearly proportional to
height. As a result, the function relating liquid height to stored liquid volume is quite complex:
h
L

p
r2
1 (h r)
2
2
V = L (h r) 2hr h + r sin
+
r
2

Using this formula, calculate the amount of liquid volume stored in a horizontal cylinder with the
following dimensions, assuming a liquid height of 3 feet:
r = 5 feet
L = 25 feet
Express your answer in units of gallons.
file i02957
48
Question 71
The lever transmitter (LT) in this level control system is hydrostatic; i.e. it senses liquid level in the
vessel based on the hydrostatic pressure exerted by the liquids height in the vessel:
Vessel
LIC
LT
LV
Suppose the density of the liquid within the vessel decreases. What effect will this have on the controlled
liquid level? In other words, what will the liquid level inside the vessel do over time in response to this change
in density?
file i02960
49
Question 72
A level indicator is registering a liquid level that is falsely high. The operator has hand-gauged the
storage vessel with a tape measure and determined the actual level to be 8.2 feet, but the level indicator
(LI) registers 10.1 feet. The calibrated range of the 3-15 PSI pneumatic transmitter is 0 feet to 12 feet. You
measure the pneumatic pressure signal with a test gauge and find that it is 13.1 PSI. Which instrument is
at fault in this system? How do you know?
Indication:
10.1 feet
Vessel
0-12 feet
3-15 PSI
3-15 PSI
0-12 feet
LT
LI
Level transmitter
Actual level:
8.2 feet
Level indicator
Measured signal:
13.1 PSI
file i02961
Question 73
A potable (drinking) water storage tank requires a high-level alarm to warn operations personnel of
impending overflow conditions. A high-level switch is on order, but until this switch arrives for installation,
you are asked to devise a very simple yet effective high-level indicator device that will function in the interim.
Explain how you would build such a device. Bonus points for devising a method that uses very simple
parts (easily found in a maintenance shop).
file i03592
Question 74
Question 75
Question 76
Question 77
Question 78
Question 79
Question 80
50
Question 81
Air
r = 1
Pincident
Preflected
Pforward
Oil
r = 7
Also, calculate the ullage for this vessel in units of feet, given a reflected pulse (echo) time of 17.0
nanoseconds. Assume a speed of light in vacuum to be 3 108 meters per second. For all your answers, be
sure to show your work!
Pref lected =
Pf orward =
Ullage =
ft
file i00034
51
Question 82
Suppose a capacitive level instrument using a bare metal probe is used to measure the level of oil in
a tank. Further suppose that this oil heats up and emits vapors that displace the air normally above the
liquid surface. Determine the effect of these vapors on the instruments level measurement: will the vapors
displacement of air cause the instrument to register an increase in liquid level, a decrease in liquid level, or
cause no change at all? Explain your answer.
This is a graded question: you will be graded on accuracy and originality (no plagiarized answers!).
file i00035
52
Question 83
The level of a liquid-to-liquid interface can be difficult to measure. Describe one practical example of a
liquid-liquid interface level measurement scenario, and describe in detail at least two different level-sensing
technologies appropriate for continuously measuring the level of that interface.
file i00036
53
Question 84
A common accessory device for measuring liquid level in a vessel is a stilling pipe, sometimes called a
stilling well. Describe what this device is, how it works in conjunction with a level measurement instrument
(e.g. radar gauge, ultrasonic transmitter, float, capacitance probe, resistive tape, etc.), and why one would
be needed in an actual process.
file i00037
54
Question 85
Strain gauges may be used to measure the weight of a process vessel, and therefore infer the level of
fluid or solids in that vessel. Strain gauge circuits almost always take the form of a Wheatstone bridge, the
bridge circuit producing an output voltage that varies with the amount of strain sensed by the gauge:
R1
+
Vexcitation
R2
Measuring
instrument
Rstrain
R3
Assume that the bridge is balanced when the vessel is empty (zero level), and that the resistance of the
strain gauge increases with increasing vessel weight (increasing level). Identify:
The polarity of the voltage across all bridge resistors.

The polarity of the voltage sensed by the measuring instrument as level increases.
Which variable resistance (R1 or R2 ) adjusts zero.
Which variable resistance (R1 or R2 ) adjusts span.
One electrical fault resulting in a positive over-range (> 100 % level) reading.
One electrical fault resulting in a negative over-range (< 0 % level) reading.
file i00038
55
Question 86
The Hall Effect describes the voltage generated across the width of a conductive strip (VHall ) with a
certain thickness (x), given a perpendicular magnetic field (B) and electric current (I):
VHall = K
IB
x
VHall
Manipulate the Hall Effect equation to solve for magnetic flux density B in terms of the other variables.
Be sure to show all your work!
B=
file i03295
56
Question 87
The following equation relates torque ( , which is the twisting force) and radius (r) of two meshing
gears:
1
2
=
r1
r2
A student attempts to manipulate this equation to solve for r1 , and gets this incorrect result:
r1 =
2
1 r2
Explain exactly where the student went wrong in solving for r1 , then properly solve for r1 . Be sure to
show all your work!
file i03520
57
Question 88
Determine the voltages registered by a voltmeter between the following points in this circuit. Be sure
to note whether the voltmeters indication will be a positive value or a negative value in each case:
21 V
A
C
4V
12 V
B
9V
D
VA =
(red lead on A, black lead on ground)
VB =
(red lead on B, black lead on ground)
VC =
(red lead on C, black lead on ground)
VD =
(red lead on D, black lead on ground)
VAC =
(red lead on A, black lead on C)
VDB =
(red lead on D, black lead on B)
VBA =
(red lead on B, black lead on A)
VBC =
(red lead on B, black lead on C)
VCD =
(red lead on C, black lead on D)
file i02523
58
Question 89
Sketch a circuit whereby this loop-powered pressure transmitter sends a signal to an analog voltage meter
(acting as a remote pressure gauge). Include any necessary power sources and other electronic components
in your completed circuit:
4-20 mA loop-powered
pressure transmitter
1-5 V voltmeter
file i02671
59
Question 90
In this time-delay relay circuit, the motor will immediately start when the pushbutton is pressed, and
continue to run for about 5 seconds after the pushbutton is released. The green light-emitting diode (LED)
is supposed to be on whenever the motor is stopped, and off whenever the motor is running:
TP4
Relay
Pushbutton switch
R1
TP3
TP6
TP5
TP1
R2
24 V
Mtr
C1
TP2
TP9
TP8
LED
TP7
However, a problem has developed with this circuit. The green LED always remains on and the motor
never starts, no matter what is done with the pushbutton switch. Based on this information, determine the
following:
Two components or wires in the circuit that you know cannot be failed either open or shorted, besides
the 24 volt source.
Two components or wires in the circuit you think could possibly be bad (either one independently
capable of causing the problem), and the type of failure each would be (either open or shorted).
file i03169
60
Question 91
Lab Exercise
Your teams task is to set up a liquid level measurement loop using a pneumatic P transmitter (Foxboro
model 13A d/p cell is recommended). Each instrument in the loop should be labeled with a proper tag name
(e.g. LT-82 for a level transmitter), with all instruments in each loop sharing the same loop number.
Write on pieces of masking tape to make simple labels for all the instruments and signal lines.
Part of this lab exercise is using a liquid manometer as a standard pressure-verification instrument.
Another part is the correct identification of common pipe and tube fittings. A 3-valve or a 5-valve manifold
must be attached to your transmitter for isolation and testing purposes.
Each student must calibrate their transmitter for a unique level measurement range, the LRV and URV
points determined by the instructor. It is strongly recommended that you carefully measure the span of the
level measurement range with a tape measure and calibrate your transmitters span on the calibration bench
as accurately as you can with a zero-based range (e.g. if the span is 35.1 inches, calibrate for a range of 0 to
35.1 inches), then field-set the transmitters zero adjustment so that its output matches the actual level in
the vessel (e.g. with an offset of 3.25 inches, that transmitters range will now be 3.25 to 38.35 inches). This
procedure avoids the problem of trying to accurately measure the transmitters zero offset (suppression) with
a tape measure and wasting time on the bench adjusting the calibration pressure back and forth between
two non-zero values as you repeat zero and span adjustments. It also teaches the very practical concept of
field-setting the zero of a transmitter.
Caution: the zero-adjust screw on the Foxboro pneumatic transmitter is quite delicate,
and may easily be ruined if overtorqued. Be especially careful not to turn the screw too far
counter-clockwise and back it out of the nut, because it often cross-threads when subsequently
turned the other way.
Each student must diagnose a fault in the system within a 3-minute time limit, correctly identifying both
the general location and nature of the fault, and logically justifying all diagnostic steps taken. Additional
time will be given to precisely locate and rectify the fault following successful diagnosis within the allotted
time. Failure to identify both the general location and nature of the fault within the allotted time, and/or
failing to demonstrate rational diagnostic procedure 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.
Objective completion table:
Performance objective
Component selection and testing
Loop diagram and inspection
Loop calibration ( 1% of span)
Manometer usage
Troubleshooting (3 minute limit)
Pipe and tube fitting identification
Lab question: Diagnosis
Lab question: Instruments
Lab question: Math
Lab question: Tools/safety
Grading
mastery
mastery
mastery
mastery
mastery
mastery
proportional
proportional
proportional
proportional
61
Team
Lab questions (reviewed between instructor and student team in a private session)
Diagnosis
Explain what will happen (and why) if the nozzle in your pneumatic transmitter plugs
Explain what will happen (and why) if the restrictor (orifice) in your pneumatic transmitter plugs
Explain what will happen (and why) if the diaphragm inside the amplifying relay tears (develops a leak)
Identify some of the symptoms of dirty instrument air manifest in pneumatic instruments
Identify and explain how large signal tube volumes degrade the performance of pneumatic instruments
Identify what things may be determined about a malfunctioning pneumatic transmitter simply by forcing
the baffle (flapper) toward the nozzle and observing the results
Explain what will happen (and why) in a liquid level control loop if the equalizing valve on the DP
transmitters three-valve manifold is left open. Assume the controller is in automatic mode when this
happens, and that the transmitter infers liquid level by hydrostatic pressure of the process liquid applied
to its high port (direct-acting).
Explain what will happen (and why) in a liquid level control loop if the equalizing valve on the DP
transmitters three-valve manifold is left open. Assume the controller is in automatic mode when this
happens, and that the transmitter infers liquid level by hydrostatic pressure of the process liquid applied
to its low port (reverse-acting).
Instruments
Explain how a tube fitting seals against fluid leaks
Explain how a tapered-thread pipe fitting seals against fluid leaks
Identify the high and low pressure ports on your pressure transmitter, and explain their significance
Identify the process bleed (vent) fittings on your pressure transmitter, and explain the significance
of locating them in either a high or a low elevation on the flange of your transmitter
Identify and explain range turndown on your transmitter (also called rangedown)
Explain how a 3-15 PSI pneumatic signal conveys information
Identify and explain the purpose of the relay on your pneumatic transmitter
Identify and explain the purpose of the restrictor on your pneumatic transmitter
Identify and explain the purpose of the baffle/nozzle assembly on your pneumatic transmitter
Identify and explain elevation and suppression as these terms apply to liquid level measurement
using a P gauge or transmitter
Identify how to equip your level measurement process with a bubble tube or dip tube
Identify alternative techniques for measuring the same liquid level (other than inference by hydrostatic
pressure)
Explain the operating principle of the pressure transmitter (as detailed as possible)
Identify and explain zero and span adjustments on your transmitter
Explain how to use a P gauge or transmitter to measure positive pressure versus measuring a vacuum
Demonstrate three-valve manifold operating procedures (with a real manifold)
Math (no calculator allowed!)

Calculate the correct pneumatic signal pressure (PSI) given a pressure transmitter calibration range
and an applied pressure
Calculate the pressure applied to a transmitter given a calibration range and the measured pneumatic
signal pressure value
Calculate the percentage of span error for a transmitter given a calibration range and an As-Found
calibration table
Calculate the allowable process pressure error for a transmitter given an allowable percentage of span
error
Calculate the range of a hydrostatic level transmitter given the desired process liquid range and the
liquid density
Convert between different pressure units, without relying on the use of a reference for conversion factors
(i.e. you must commit the major conversion factors to memory)
62
Tools/Safety
Demonstrate how to properly use a manometer as a standard pressure instrument
Explain why a manometer works as a standard pressure gauge
Explain why it is important to keep the manometer in a perfectly vertical orientation
Explain how an inclined manometer works
Explain how a well or cistern manometer works
Explain how to interpret the pressure indicated by a U-tube manometer filled with oil instead of water
Demonstrate how to properly use an air pump as pressure source
Identify the preferred tools (in order) to use when connecting tube fitting components: open-end wrench,
box-end wrench, pliers, adjustable wrench
Explain how to create precise, low pressures of compressed air using simple equipment
Explain importance of deadweight tester fluids when calibrating pressure instruments for different
processes (pure oxygen, food processing, medical, etc.)
Explain how to safely check the calibration of a DP transmitter in a liquid level control loop without
causing the controller to over-react to the pressures you apply to the transmitter as part of your
calibration check.
63
It is relatively easy to construct a process vessel for measuring water level in, by using inexpensive
PVC plastic piping and fittings:
90o elbow
tube fitting
Tee fitting
PVC pipe
Tape marking URV
Clear plastic tube

(sightglass)
Tape marking LRV
Tee fitting
suppression
H
Drain valve
"Run" tee
tube fitting
Water is poured in the top, through the open tee fitting, and is drained through a valve at the bottom
(preferably a 1/4 turn ball valve).
Even with an instrument valve manifold on the P transmitter, a shutoff valve is advisable between the
process vessel connection and the transmitter to facilitate removal of the transmitter and manifold without
having to drain the vessel.
Note: The Foxboro model 13 and 15 pneumatic transmitters cannot handle large suppression values
without the addition of a special suppression kit spring and screw adjustment to the transmitter
mechanism. When using the stock zero-adjust screw to account for suppression (the degree to which the
transmitters tube connection is below the LRV height on the vessel), be sure to position the transmitter so
that the suppression is a small percentage of the measurement span.
64
Part of this lab exercise is to properly identify the following types of pipe and instrument tube fittings
from memory (without the aid of a pictorial reference). Note that synonyms are separated by slash marks
(e.g. street/run):
Pipe fittings
Thread sizes: 1/8 inch NPT, 1/4 inch NPT, 3/8 inch NPT, and 1/2 inch NPT
Fitting type: tee (female, branch, and street/run)
Fitting type: elbow (female 45o , female 90o , and street)
Fitting type: cross
Fitting type: nipple
Fitting type: coupling
Fitting type: reducing coupling
Fitting type: reducing bushing
Fitting type: reducing adapter/expander
Fitting type: union
Fitting type: cap
Fitting type: plug
Fitting type: flange
Instrument tube fittings
Tube sizes: 1/8 inch, 1/4 inch, 3/8 inch, and 1/2 inch
Fitting components: nut and ferrule(s)
Fitting type: straight connector (male and female)
Fitting type: elbow connector (male and female)
Fitting type: union (straight and reducing)
Fitting type: tee (union, branch, run)
Fitting type: union elbow
Fitting type: union cross
Fitting type: bulkhead union
Fitting type: cap
Fitting type: plug
In order to make this a practical as well as educational exercise, your team will identify
different tube and pipe fittings while cleaning up and re-organizing the tube and pipe fitting
collections in the lab.
file i00123
65
Date:
66
Tag #
Description
Manufacturer
Model
Input range
Output range
Notes
Question 92
Revised by:
Loop diagram template
Loop Diagram:
Loop diagram requirements

Instrument bubbles
Proper symbols and designations used for all instruments.
All instrument bubbles properly labeled (letter codes and loop numbers).
All instrument bubbles marked with the proper lines (solid line, dashed line, single line, double lines,
no lines).
Optional: Calibration ranges and action arrows written next to each bubble.
Text descriptions
Each instrument documented below (tag number, description, etc.).
Calibration (input and output ranges) given for each instrument, as applicable.
Connection points
All terminals and tube junctions properly labeled.
All terminal blocks properly labeled.
All junction (field) boxes shown as distinct sections of the loop diagram, and properly labeled.
All control panels shown as distinct sections of the loop diagram, and properly labeled.
All wire colors shown next to each terminal.
All terminals on instruments labeled as they appear on the instrument (so that anyone reading the
diagram will know which instrument terminal each wire goes to).
Cables and tubes

Single-pair cables or pneumatic tubes going to individual instruments should be labeled with the field
instrument tag number (e.g. TT-8 or TY-12)
Multi-pair cables or pneumatic tube bundles going between junction boxes and/or panels need to have
unique numbers (e.g. Cable 10) as well as numbers for each pair (e.g. Pair 1, Pair 2, etc.).
Energy sources
All power source intensities labeled (e.g. 24 VDC, 120 VAC, 20 PSI)
All shutoff points labeled (e.g. Breaker #5, Valve #7)
67
Revised by: Mason Neilan

Field panel
JB-12
Process area
TE
205
0-1500oF
Yel
Red
1
2
Red
Red
Cable TT-205
Blk
3
4
Blk
0-1500oF
TB-11
TB-15
TT
205
Date: April 1, 2007

Control room panel
CP-1
Wht/Blu
Wht/Blu
Cable 3, Pr 1
Blu
1
2
Blu
Red
Red
Cable TT-205
Blk
TY
/P
Tube TV-205
TY
205b
Red
Red
Cable TY-205b
Blk
Blk
5
6
Wht/Org
Wht/Org
Cable 3, Pr 2
Org
Org
3
4
Red
205a
TB-11
TB-15
Blk
Blk
Red
Cable TY-205b
Blk
7
22 TIC
21 205
19
18
H
N
Blk
Wht
68
TV
205
ES 120 VAC
Breaker #4
Panel L2
AS 20 PSI
Valve #15
Column #8
Tag #
Description
Manufacturer
TE-205
Thermocouple
Omega
TT-205
Temperature transmitter
Rosemount
Model
444
Input range
0-1500o F
Output range
Notes
Type K
Ungrounded tip
4-20 mA
Upscale burnout
250
TY-205a
Resistor
Vishay
TIC-205
Controller
Siemens
PAC 353
1-5 V
0-1500o F
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%
Reverse-acting control
Fail-closed
Sample Loop Diagram (using a single-loop controller)
Loop Diagram: Furnace temperature control
Revised by: Duncan D.V.
Field process area
Field panel JB-25
0-50 PSI
PT
6
Red
Cable PT-6
Blk
Blk
1
2
TB-80
Red
Red
Cable 4, Pr 1
Blk
Blk
11
12
Red
Red
Cable PT-6
Blk
Blk
11
12
Card 4
Channel 6
Analog
input
0-50 PSI
Tube PV-6
PIC
6
69
PV
6
I
April 1, 2009
DCS cabinet
TB-52
Red
Date:
TB-52
/P
Red
PY
6
Red
Cable PV-6
Blk
Blk
15
16
TB-80
Red
Red
Cable 4, Pr 8
Blk
Blk
29
30
Red
Red
Cable PV-6
Blk
Blk
11
12
Card 6
Channel 6
Analog
output
AS 20 PSI
Tag #
Description
Manufacturer
Model
Input range Output range
PT-6
Pressure transmitter
Rosemount
3051CD
0-50 PSI
4-20 mA
PIC-6
Controller
Emerson
DeltaV
4-20 mA
4-20 mA
PY-6
I/P transducer
Fisher
846
4-20 mA
3-15 PSI
PV-6
Control valve
Fisher
Vee-ball
3-15 PSI
0-100%
Notes
HART-enabled input
Direct-acting control
Fail-open
Sample Loop Diagram (using DCS controller)
Loop Diagram: Blue team pressure loop
Revised by: I. Leaky

Bulkhead panel
B-104
Process area
H
L
(vent)
LT
24
Tube LT-24a
Date:
April 1, 2008
Control panel CP-11
Tube LT-24b
14
Out
In
C
LIC
A.S. 21 PSI
24
Tube LV-24
70
LV
24
D
Tube LV-24
Tag #
Description
LT-24
Supply
A.S. 21 PSI
Tube LV-24
Manufacturer
Model
Input range
Output range
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%
Notes
Fail closed
Sample Loop Diagram (using pneumatic controller)
file i00654
Loop Diagram: Sludge tank level control
Question 93
Circuit-building performance exercise
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
pressure
transmitter
Meter
Resistor
+
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 preswaged ; 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)
Signal increases with... (instructor chooses):
Positive pressure
Ammeter (4-20 mA)

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
71
Answers
Answer 1
Answer 2
Answer 3
Answer 4
Answer 5
The echo diagram would contain a second pulse, like this:
UNZ
Amplitude (mV)
Echo pulse
Echo pulse
(liquid/liquid interface)
End-of-probe
pulse
Reference
(fiducial)
pulse
0
Distance (inches)
Answer 6
Partial answer:
Ultrasonic level, bottom-mounted: vwater matters, vair does not
GWR level: vair matters, vwater does not
Answer 7
Answer 8
Partial answer:
Pref lected = 63.45%
Ullage = 1.676 meters
72
Answer 9
Answer 10
Pref lected = 26.15%
Pf orward = 73.85%
Ullage = 8 feet 4.78 inches
Fillage = 21 feet 7.22 inches
Answer 11
t1 = 13.33 ns
t2 = 67.00 ns
Rairoil = 14.59%
Roilwater = 36.00%
Answer 12
x1 = 1.328 m
x2 = 4.630 m
Answer 13
Answer 14
Answer 15
Answer 16
Answer 17
Answer 18
Answer 19
Answer 20
Answer 21
Answer 22
Answer 23
Answer 24
Answer 25
Answer 26
73
Answer 27
Answer 28
74
Answer 29
Tape and Float

LI
Radar
Ultrasonic
LI
LI
RADAR
US
Laser
Resistive tape
Capacitive probe
LI
LI
LI
LASER
R TAPE
75
CA
Nuclear radiation
LX
LI
R
Answer 30
Answer 31
Ill let you research how a resistive tape works! Once you grasp its basic operating principle (hydrostatic
pressure from the liquid squeezing the tape up to a certain level), it will become obvious why high vessel
pressure could cause erroneous level readings.
Follow-up question: how can we prevent pressure inside the vessel from causing false tape measurements?
Answer 32
Answer 33
Answer 34
Answer 35
Answer 36
Answer 37
Answer 38
Answer 39
Answer 40
Answer 41
Answer 42
Ill let you figure out the solution to this!
Answer 43
Be sure to review the operation of this simple motor start-stop circuit in your answer!
Answer 44
Answer 45
76
Answer 46
The normal condition for a process switch is the condition of least stimulus. For example:
A pressure switch will be in its normal state when there is minimum pressure applied
A level switch will be in its normal state when there is no level detected by the switch
A temperature switch will be in its normal state when it is cold
A flow switch will be in its normal state when there is no flow detected by the switch
Answer 47
Answer 48
Answer 49
These switches use an electronic circuit to vibrate the rod or paddle, then trigger their output signal
upon sensing the dampening of that vibration caused by the presence of liquid or solid immersion.
Potential problems include:
angle of repose
LS
dead stock
LS
Answer 50
Level is detected when the paddle (or motor) torque exceeds a pre-set limit.
Potential problems include paddle fouling and seized paddle shaft bearings.
Answer 51
Some nuclear level switches work by sensing the blockage of radiation due to process level, others by
the backscattering (reflection) of radiation by the process level. Delayed coker drum level detection (in
the oil refining industry) is one notable application of the latter technique, where hydrocarbons property of
reflecting neutron radiation more than other substances is the primary detection characteristic.
Answer 52
This switch works on the principle of electrical conductivity through the liquid. Ill let you explain in
detail how the circuit works.
The action of this switch is best described as a normally-closed (N.C.).
77
Answer 53
Answer 54
Answer 55
Answer 56
Answer 57
Answer 58
Answer 59
Answer 60
Answer 61
Partial answer:
Percent of
span (%)
0
25
50
75
100
Buoyant
force (lb)
0.5675
Output signal
ideal (PSI)
3
Output signal
min. (PSI)
Output signal
max. (PSI)
5.88
8.88
1.929
12.12
15.12
3.291
Answer 62
Partial answer:
The scale will indicate 6.25 inches of water for one-quarter inch of rainfall.
Answer 63
Interface
level (in)
0
1.1
2.75
5.5
8.25
9.9
11
Percent of
span (%)
0
10
25
50
75
90
100
pressure
sensed (W.C)
28.83
29.19
29.71
30.60
31.48
32.00
32.36
Output signal
ideal (mA)
4
5.6
8
12
16
18.4
20
78
Output signal
min. (mA)
3.84
5.44
7.84
11.84
15.84
18.24
19.84
Output signal
max. (mA)
4.16
5.76
8.16
12.16
16.16
18.56
20.16
Answer 64
Partial answer:
Interface
level (in)
Percent of
span (%)
0
10
25
50
75
90
100
2.75
9.9
Buoyant
force (lbs)
Output signal
ideal (PSI)
3
Output signal
min. (PSI)
Output signal
max. (PSI)
4.08
0.6750
12.12
0.7874
Answer 65
The use of two pressure transmitters, one at the bottom and one at the top, is reminiscent of a hydrostatic
tank expert system (using three pressure sensors). If this vessel were vented, we could get away with only
using one pressure transmitter along with the radar gauge to calculate liquid level, density, and total mass.
Answer 66
Partial answer:
Voltage
Voltage
Voltage
Voltage
drop
drop
drop
drop
across transmitter terminals =

across 250 resistor = 2.6 volts
Answer 67
Partial answer:
Measured level
(inches)
47
Percent of span
(%)
Output signal
(mA)
6
75
60
64.28
51.9
69.38
34
15.1
9.44
Answer 68
Answer 69
Answer 70
V = 495.4 ft3 = 3706 gallons
Note: if your answer is wildly in error, you might want to check to see that your calculator is set to do
trigonometric functions in units of radians instead of degrees!
79
Answer 71
The controlled liquid level will rise.
Answer 72
The transmitter is at fault, not the indicator.
Answer 73
Did you really think I would reveal possible solutions to the problem this easily?
Answer 74
Answer 75
Answer 76
Answer 77
Answer 78
Answer 79
Answer 80
Answer 81
Answer 82
This is a graded question no answers or hints given!
Answer 83
Answer 84
Answer 85
Answer 86
Answer 87
Answer 88
Answer 89
Answer 90
80
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
81

INST240 Sec4

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INST 240 (Pressure and Level Measurement), section 4

INST 240 (Pressure and Level Measurement)

Credits/hours: 6 credits = 108 clock hours

Supplemental materials: (recommended, not required)

Mastery (must eventually be demonstrated without error)

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

Calculate electronic circuit parameters related to pressure measurement

Sequence of second-year Instrumentation courses

Core Electronics -- 1 year

INST 242 -- 3 wks

INST 260 -- 3 wks

INST 251 -- 4 wks

INST 250 -- 4 wks

INST 240 -- 4 wks

INST 241 -- 4 wks

INST 252 -- 3 wks

INST 261 -- 4 wks

INST 262 -- 4 wks

General student expectations

General grading and evaluation standards

95% > A- 90%

83% > B- 80%

General tool and supply list

Distance delivery methods

General advice for successful learning

Creative Commons License

Simple explanation of Attribution License:

More detailed explanation of Attribution License:

Metric prefixes and conversion constants

102 101 10-1 10-2

Conversion formulae for temperature

Conversion equivalencies for volume

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

file conversion constants

Radar level transmitter

Radar level transmitter

Radar level transmitter

Radar level transmitter

Basic resonant stage of

Tape and float

"choppy" liquid surface

Turbulence will impose a

v1 = Speed of light in first material

Total internal reflection

v1 = Speed of light in first material

Grounded metal vessel

Assume the following displacer characteristics:

Loop Diagram: Feed tank level

Revised by: M. Tech

Dec 32, 1997

Radar level transmitter

across transmitter terminals =

Radar level transmitter

The polarity of the voltage across all bridge resistors.

(red lead on A, black lead on ground)

(red lead on B, black lead on ground)