INST241 Sec1

INST 241 (Temperature and Flow Measurement), section 1
Lab
Temperature measurement loop: Questions 91 and 92, completed objectives due by the end of day 4,
section 2
Bulleted questions following lab objectives to be reviewed orally during lab time on day 4, section 2
Feedback questions
Questions 81 through 90, due at the end of day 4
Exam
Day 5 of next section only a simple calculator may be used!
Question 93 previews the mastery exam circuit-building activity
Recommended daily schedule
Day 1
Theory session topic: Temperature measurement technologies
Questions 1 through 20; answer questions 1-11 in preparation for discussion (remainder for practice)
Day 2
Theory session topic: Principles of heat and temperature
Day 3
Theory session topic: RTDs and thermistors
Day 4
Theory session topic: Thermocouples
Feedback questions (81 through 90) due at the end of the day
INST 241 (Temperature and Flow Measurement)
Credits/hours: 6 credits = 108 clock hours

Prerequisite or corequisite: INST 240 (Pressure and Level Measurement)
Course description: In this course you will learn how to precisely measure both temperature and fluid
flow in a variety of applications, as well as accurately calibrate and efficiently troubleshoot temperature and
flow 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: INST241 sec1.pdf, INST241 sec2.pdf, INST241 sec3.pdf, INST241 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] Calibration of thermocouple temperature transmitter to specified range and accuracy
[L] Calibration of RTD temperature transmitter to specified range and accuracy
[L] Calibration of liquid or gas flow transmitter to specified range and accuracy
[L] Create accurate as-built loop diagrams
[L] Create accurate P&IDs
[L] Troubleshoot a problem within an electronic (4-20 mA loop) temperature 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 sense temperature using a thermocouple or RTD temperature transmitter
[X1] Convert between different units of temperature only a simple calculator may be used!
[X1] Identify thermocouple types, color codes, metals, and temperature ranges
[X1] Calculate temperature or resistance of an RTD given the other variable
[X1] Calculate instrument calibration points given ranges
[X1] INST251 Review: identify proper controller action (direct or reverse) for a process
[X1] INST261 Review: sketch an equivalent ladder logic diagram for a given truth table
[X2] Build a circuit with a smart transmitter and use a HART communicator to re-range it
[X2] Identify operating principle for different types of flow-sensing elements
[X2] Identify characterization (linear vs. nonlinear) of different flow-sensing elements
[X2] Calculate new P ranges for altered orifice flow ranges
[X2] Identify suitability of basic flow-measuring instruments to different processes
[X2] Identify proper installation configurations for different process fluids and flow instruments
[X2] Calculate turbine flowmeter calibration points given ranges (k factor)
[X2] INST251 Review: calculate or graph response of proportional-only controller to input changes over
time
[X2] INST262 Review: identify the purpose of a distributive control system (DCS)
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 temperature measurement system
[L] Explain how to diagnose a hypothetical problem in a flow measurement system
[L] Explain or demonstrate a principle relevant to a temperature measurement system
[L] Explain or demonstrate a principle relevant to a flow measurement system
[L] Perform a basic math calculation relevant to a temperature measurmement system
[L] Perform a basic math calculation relevant to a flow measurmement system

[L] Explain or demonstrate safety procedure or tool usage
[F] Qualitatively analyze a heat exchanger system
[F] Convert between different units of temperature
[F] Explain how a filled-bulb primary sensing element works
[F] Interpret the millivoltage output of a thermocouple
[F] Calorimetry calculation
[F] Solving for variables in an equation (kinetic energy equation)
[F] Calculating V, I, P in a series-parallel DC network (schematic)
[F] Calculate V and I in an AC transformer circuit (schematic)
[F] Qualitative fault analysis in a DC circuit (pictorial)
[F] Troubleshooting: OptoTRIAC solenoid control circuit
[F] Troubleshoot thermocouple problems
[F] Analyze an RTD bridge circuit
[F] Analyze a thermistor circuit
[F] Apply the physics of phase changes to a heat exchanger system
[F] Explain how Stefan-Boltzmann Law of radiated energy relates to practical temp measurement
[F] Trigonometric calculation (Law of Sines)
[F] Qualitative analysis of a practical equation (electrical resonant frequency)
[F] Calculating V in a DC network using KVL (schematic)
[F] Qualitative fault analysis in a DC circuit (pictorial)
[F] Troubleshooting: Automotive fuel gauge circuit (using current mirror)
[F] Describe and explain exchange of energy as fluid moves through an orifice
[F] Describe procedure for working with an insertion-type flow meter
[F] Compare and contrast weirs/flumes with orifice plates
[F] Determine a calibration table for all instruments in a flow-measurement loop
[F] Analyze pressure losses along pipes for linearity with flow rate
[F] Binary-to-hexadecimal conversion
[F] Oscilloscope waveform interpretation
[F] Calculate required time in an RC charge/discharge circuit (schematic)
[F] Loop wiring: two transmitters, two 4-20 mA input channels on MicroLogix PLC (pictorial)
[F] Troubleshooting: Digital logic gate security alarm circuit
[F] Calculate new P range for an altered orifice flow range
[F] Explain vortex flow meter operation
[F] Explain magnetic flow meter operation
[F] Identify need for mass flow measurement
[F] Identify which types of flow-sensing elements require characterization (linear vs. nonlinear)
[F] Solving for variables in an equation (valve flow equation)
[F] Qualitative analysis of a practical equation (proportional controller equation)
[F] Qualitative fault analysis in a DC circuit (schematic)
[F] Three-phase motor connections (pictorial)
[F] Troubleshooting: Three-phase motor control circuit
[X1] Calculate electronic circuit parameters related to temperature measurement, both thermocouple
and RTD
[X1] Select an appropriate temperature-measuring technology for a specific application
[X1] Use the Ideal Gas Law to calculate pressure, volume, molecular gas quantity, or temperature given
the other variables.
[X1] Complete a simple circuit design for temperature measurement
[X2] Complex flow rate calculation(s)
[X2] Calculation(s) involving square root extraction
[X2] Flow stream conditioning requirements and techniques
[X2] Volumetric versus mass flow measurement
[X2] Flow measurement problem diagnosis
4
file INST241syllabus
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
Lightly read the Continuous Temperature Measurement chapter in your Lessons In Industrial
Instrumentation textbook and answer the following questions:
Explain how a bi-metal strip works as a temperature-sensing device.
A common mechanics trick for slipping a metal bearing or ring over a metal shaft where the two parts
would ordinarily make a very tight fit, is to either heat the ring and/or freeze the shaft prior to assembly.
Explain why this trick works in light of what you know about coefficients of expansion.
A ring made of copper tightly fitted over an iron shaft may be more easily removed from the shaft if
both are first heated. However, a copper ring tightly fit over an aluminum shaft will not loosen up when both
the ring and shaft are heated. Referencing the coefficients of thermal expansion for these metals, explain
why.
file i03971
Question 2
Explain how a metal bulb filled with fluid may act as a temperature-sensing device.
Identify some of the common classes of filled-bulb temperature sensors, and describe the differences
between them.
file i03972
18
Question 3
A filled-system temperature indicator is calibrated in the instrument shop with the sensing bulb at
the same level (height) as the bourdon tube indicating element. In the field, however, the sensing bulb is
significantly elevated from the bourdon tubes height.
When calibrated
When
installed
Will this cause a measurement error? If so, what type of error (zero or span shift) will it be?
file i00360
Question 4
Both thermistors and RTDs are electrically-based temperature sensors. Identify the electrical property
of each that changes with temperature.
Explain how you would use common electrical test equipment (such as that found in any electronics
workshop or laboratory) to check whether or not a thermistor or an RTD is functional.
file i03973
Question 5
Thermocouples are a type of electrically-based temperature sensor. Identify the electrical property of a
thermocouple that changes with temperature.
Explain how you would use common electrical test equipment (such as that found in any electronics
workshop or laboratory) to check whether or not a thermocouple is functional.
file i03974
19
Question 6
Explain how the temperature of an object may be sensed optically (non-contact).
Identify some practical applications of non-contact temperature measurement, as well as some
disadvantages (compared to direct-contact methods of temperature measurement).
file i03975
Question 7
Describe what a thermowell is, what function it performs, and what one looks like.
Identify some of the temperature measurement problems that may result from improperly using a
thermowell.
file i03976
Question 8
The formula for converting degrees Celsius into degrees Fahrenheit is as follows:

9 o
o
C + 32
F =
5
Use algebra to manipulate this equation to solve for degrees Celsius.
file i00344
Question 9
Convert between the following units of temperature:
300o C = ???o F
50o F = ???o C
4o C = ???o F
894o F = ???o C
-250o F = ???o C
-312o F = ???o C
-150o C = ???o F
-230o C = ???o F
2600o F = ???o C
3000o C = ???o F
file i00339
20
Question 10
A student needs to convert a temperature value from degrees Fahrenheit to degrees Celsius.
Unfortunately, they are not sure of the correct formula. They think the formula goes like this, but they are
unsure:

5 o
o
F 32
C=
9
Devise a simple way for this student to test whether or not the formula is correct, without seeking help
from a reference document of any kind.
file i00805
Question 11
Read and outline the Heat Versus Temperature, Temperature, and Heat subsections of
the Elementary Thermodynamics section of the Physics 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 i03977
Question 12
It is common for physicists to categorize matter in one of four different phases: solid, liquid, gas, and
plasma. Define what each of these four phases is, and also what phase change refers to.
file i00347
Question 13
In a filled-system type of temperature instrument, why is it important to use a small-diameter
(capillary) tube to connect the bulb to the bellows? Why not use regular, large-diameter tubing instead?
file i00358
21
Question 14
Identify the following filled-system types (be as specific as possible each system shown here has a
unique identifying name!).
Pivot
Pointer
Bellows
Liquid
Liquid
Pointer
Volatile
liquid
Pointer
Gas
Bulb
Pivot
Vapor
Pivot
Scale
Gas
Pivot
Scale
Bellows
Bellows
Bulb
Pointer
Vapor
Bellows
Vapor
Bulb
Bulb
Volatile
liquid
Volatile
liquid
22
Scale
Scale
Pivot
Pointer
Gas
Pivot
Scale
Bellows
Pointer
Scale
Bellows
Nonvolatile
liquid
Adsorptive
solid
Vapor
Bulb
Volatile liquid
Bulb
Nonvolatile
liquid
file i00359
Question 15
Explain what the following ladder-logic circuit does, and identify the meaning of each symbol in the
diagram:
L1
L2
TSHH
Temp. high
TSH
Cooling water
solenoid
TSL
Temp. low
file i00364
Question 16
Question 17
Question 18
23
Question 19
Question 20
Question 21
Read and outline the Heat Transfer subsection of the Elementary Thermodynamics section of the
Physics 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 i03978
Question 22
The R-value of an insulating material is defined as the quotient of length (l) and thermal conductivity
(k), both from the heat conduction equation:
R=
l
k
dQ
kAT
=
dt
l
Modify the heat conduction equation to incorporate R instead of k, and then use it to calculate the
heat loss rate through the surfaces of the following box, insulated with R-30 insulation (R = 30 ft2 h Fo /
Btu), heated internally to a temperature of 75o F, and exposed to an outside (ambient) temperature of 40o
F:
10 ft
10 ft
10 ft
Challenge question: if the box is heated solely by an electric light bulb, how many watts would this light
bulb have to be in order to maintain an internal box temperature of 75o F given an outside temperature of
40o F?
file i00333
Question 23
Read and outline the Specific Heat and Enthalpy subsection of the Elementary Thermodynamics
section of the Physics 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 i03979
24
Question 24
Suppose you own a hot tub holding 700 gallons of water, with water weighing approximately 8.3 pounds
per gallon. Calculate the amount of thermal energy (in units of BTUs) necessary to raise the temperature
of the water in the hot tub from ambient (60 degrees Fahrenheit) to 100 degrees Fahrenheit, assuming no
heat lost to the surrounding environment in the process.
Calculate the cost of initially heating this hot tub with propane gas, assuming a propane rate of $2.20
per gallon, a heating value of 21,700 BTU per pound of propane, and a propane density of 4.2 pounds per
gallon.
Calculate the cost of initially heating this hot tub with electricity, assuming an electrical power rate of
8.5 cents per kilowatt-hour.
file i03980
Question 25
Read and outline the Phase Changes subsection of the Elementary Thermodynamics section of
the Physics 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 i03981
Question 26
Calculate the amount of heat energy released by two pounds of steam as it cools from 250 o F to 125 o F,
in units of BTU. Be sure to separate your solution into three steps: the heat lost as the steam cools to the
condensing temperature (212 o F), the latent heat released through condensation, and the heat lost as the
condensed water cools to the final temperature.
In which step of this three-step heat loss process is most of the heat being released? What does this
indicate about the heat-storing capabilities of water, steam, and phase changes between water and steam?
file i03982
Question 27
350 K = ???o C
575o F = ???o R
-210o C = ??? K
900o R = ???o F
-366o F = ???o R
100 K = ???o C
2888o C = ??? K
4502o R = ???o F
1000 K = ???o R
3000o R = ??? K
file i00340
25
Question 28
235o C = ???o R
567.2o F = ??? K
0.004 K = ???o F
830o R = ???o C
-200o C = ???o R
-98.25o F = ??? K
992.8o C = ???o F
-105.3o C = ???o F
1040 K = ???o R
5222.6o R = ???o C
file i00341
Question 29
A very useful principle in physics is the Ideal Gas Law, so called because it relates pressure, volume,
molecular quantity, and temperature of an ideal gas together in one neat mathematical expression:
P V = nRT
Where,
P = Absolute pressure (atmospheres)
V = Volume (liters)
n = Gas quantity (moles)
R = Universal gas constant (0.0821 L atm / mol K)
T = Absolute temperature (K)
Note that temperature T in this equation must be in absolute units (Kelvin). Modify the Ideal Gas Law
equation to accept a value for T in units of o C.
Then, modify the equation once more to accept a value for T in units of o F.
file i00342
26
Question 30
The rate of heat transfer through radiation from a warm body may be expressed by the Stefan-Boltzmann
equation:
dQ
= eAT 4
dt
Where,
dQ
dt
= Rate of heat flow

e = Emissivity factor
= Stefan-Boltzmann constant (5.67 108 W / m2 K4 )
A = Area of radiating surface
T = Absolute temperature
Based on the unit of measurement given for the Stefan-Boltzmann constant, determine the proper units
of measurement for heat flow, emissivity, area, and temperature.
file i00343
27
Question 31
Solids tend to expand when heated. The amount a solid sample will expand with increased temperature
depends on the size of the sample and the material it is made of. A formula expressing linear expansion in
relation to temperature is as follows:
l = l0 (1 + T )
Where,
l = Length of material after heating
l0 = Original length of material
= Coefficient of linear expansion
T = Change in temperature
Here are some typical values of for common metals:
Aluminum = 25 106 per degree C

Copper = 16.6 106 per degree C
Iron = 12 106 per degree C
Tin = 20 106 per degree C
Titanium = 8.5 106 per degree C
We may also express the tendency for the area and the volume of a solid to expand when heated, not
just its linear dimensions. If we imagine a square with original length l0 and original width l0 , the original
area of the square must be l0 2 , which means the new area of the square after heating will be:
A = [l0 (1 + T )]2
A = l02 (1 + T )2
A = l02 (1 + T )(1 + T )
A = l02 [1 + 2T + (T )2 ]
or
A = A0 [1 + 2T + (T )2 ]
This equation may be simplified by approximation a mathematical principle commonly applied in
electrical engineering known as swamping:
A A0 (1 + 2T )
Explain why it is okay to make this simplification, and extrapolate the principle to calculating the new
volume of a solid material after heating.
file i00346
28
Question 32
Suppose that a liquid is placed into a container, and then all the air is drawn out of that container using
a vacuum pump:
Air being removed

from container
Pump
Liquid
The container is then sealed, and the absolute pressure measured with some kind of pressure instrument:
Pabsolute
Liquid
As the liquid is trapped inside the container, thermal energy liberates some of the molecules into the
vacuum above, resulting in a vapor forming above the liquid. As some of these vapor molecules strike the
walls of the container, they condense back into liquid and dribble down into the liquid pool below. When the
rates of evaporation and condensation reach equilibrium, we say the liquid/vapor process is in a condition
of saturation, and the amount of pressure inside this vessel as the saturated vapor pressure of the substance.
Saturated simply refers to the condition where the rates of evaporation and condensation exactly match;
when the space above the liquid can hold no more vapor molecules.
Suppose we now attach a piston to this container so we may change the volume of the vapor space:
29
Pabsolute
Piston
Liquid
If the system reaches a state of saturation (evaporation and condensation rates equal), and temperature
remains the same, what will happen to the pressure in the container if the piston is moved inward, thus
decreasing volume? Does the pressure increase, decrease, or stay the same?
Now suppose we attach a pump to the bottom of this container so we may remove some of the liquid
without letting any air in:
Pabsolute
Piston
Pump
Liquid
Discharge
If the system reaches a state of saturation (evaporation and condensation rates equal), and temperature
remains the same, what will happen to the pressure in the container as liquid is drawn out? Does the
pressure increase, decrease, or stay the same?
file i00348
30
Question 33
A propane tank holds both liquid propane and propane vapor at high pressure:
Propane
vapor
Liquid
propane
How may the pressure in the tank be altered? What physical variable must be changed in order to
increase or decrease the vapor pressure inside the tank?
file i00349
Question 34
Rank the following transitions according to the amount of heat energy input required:
To heat a pound of water from 60o F to 65o F.
To boil a pound of water completely into steam (warming it from 211o F to 213o F).
To melt a pound of ice completely into water (warming it from 31o F to 33o F).
file i00353
Question 35
An instrument technician wants to create a temperature reference for a thermocouple transmitter by
freezing some water, knowing that the freezing point of water at sea level is 32o F (or 0o C). He inserts the
thermocouple into a cup of water, then sets the cup and thermocouple inside a freezer until the water is
frozen solid. He then takes the cup out of the freezer and connects the thermocouple to the temperature
transmitter for calibration.
What is wrong with the technicians procedure? What must be done differently to ensure a reference
temperature of 32o F (0o C) at the thermocouple tip?
file i00355
31
Question 36
Suppose an empty test vessel of fixed volume is immersed in an ice-water mixture and allowed to
stabilize at that temperature, with a bleed valve left open to equalize the vessels air pressure with ambient
(atmospheric) pressure at sea level:
Vessel
Ice/water mix
Once stabilized, the valve is shut off and the vessel is taken out of the ice-water bath, then left to
stabilize at room temperature (70o F). Calculate the pressure built up inside the vessel resulting from the
increased temperature, in units of inches water column (W.C.).
file i02970
32
Question 37
An absolute pressure gauge is connected to a hollow metal sphere containing a gas:
Absolute
pressure gauge
Hollow
sphere
According to the Ideal Gas Law, the relationship between the gauges pressure indication and the
spheres temperature is as follows:
P V = nRT
Unfortunately, though, we do not happen to know the volume of the sphere (V ) or the number of
moles of gas contained within (n). At best, all we can do is express the relationship between P and T as
a proportionality, or as an equality with a constant of proportionality (k) accounting for all the unknown
variables and unit conversions:
P = kT
P T
Calculate the value of this constant (k) if you happen to know that the pressure gauge registers 1.5 bar
at a temperature of 280 K. Then, predict the temperature when the pressure gauge reads 1.96 bar.
file i02992
33
Question 38
A physics professor wants to demonstrate the Ideal Gas Law to his students, so he builds an apparatus
consisting of a hollow metal sphere, a small-diameter tube, a bleed valve, and a pressure gauge that looks
like this:
tube
bleed
sphere
First, he immerses the sphere in an ice-water mixture to set the air temperature inside the sphere to 0o
C (273.15 K), leaving the bleed valve open to equalize the air pressure inside the sphere with atmospheric.
Next, he closes off the bleed valve to trap air inside the system and plunges the sphere into a beaker full
of boiling water (100o C, or 373.15 K). The pressure gauge indication rises, of course, but it does not fully
reach the pressure calculated by the professor using the Ideal Gas Law, even after being left immersed in
the boiling water for some time.
Calculate the hot pressure using the Ideal Gas Law, and express it in units of PSIG. Also, explain
why the pressure registered by the gauge will never be quite as large as that predicted by the Law.
file i02971
Question 39
Question 40
Question 41
Read and outline the Temperature Coefficient of Resistance () subsection of the Thermistors
and Resistance Temperature Detectors (RTDs) section of the Continuous Temperature 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 i03984
Question 42
A platinum RTD with an R0 of 1000 and an = 0.00392 /o C is heated to a temperature of 120o
C. Calculate its resistance at that temperature.
Also, calculate the temperature of the same RTD if its resistance measures 1043.8 .
file i00406
34
Question 43
A 100 platinum RTD with an alpha () of 0.00385 has a measured resistance of 98 . Calculate its
temperature, expressing your answer both in degrees C and degrees F.
file i00407
Question 44
Read and outline the Two-Wire RTD Circuits, Four-Wire RTD Circuits, and Three-Wire RTD
Circuits subsections of the Thermistors and Resistance Temperature Detectors (RTDs) section of the
Continuous Temperature 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 i03985
Question 45
Draw schematic diagrams for the following RTDs:
Blk
Blk
Red
Red Wht Red

Wht
file i00404
35
Question 46
Calculate the output voltage of this bridge circuit at the following RTD temperatures (assume the use
of a 100 RTD with a European alpha value).
100
50 mV
excitation +
source
100
Vout
100
Vout =
at T = 0o C
Vout =
at T = 35o C
Vout =
at T = -15o C
RTD
file i00410
Question 47
Choose proper resistor values so that the op-amp outputs a 0 to 5 volt voltage signal over a temperature
measurement range of 0o C to 80o C. Assume the use of a 1000 RTD with a European alpha.
1V
+
1 k
RTD
European
Vout = 0 to 5 volts
Temperature range = 0o C to 80o C
file i00411
36
Vout
Question 48
Shown here is a typical 2-wire RTD circuit, where the RTD is located a considerable distance away from
the bridge circuit:
100
50 mV
100
Vout
Rwire = 2
RTD
100
100
Rwire = 2
The two-wire cable connecting the RTD to the rest of the bridge circuit has resistance distributed along
its length, shown in the schematic in lumped form as two Rwire resistors. What effect will the presence
of this cable resistance have on the temperature measurement system? Will it result in a zero shift, a span
shift, or both? Why??
Calculate the output voltage of this bridge circuit when the 100 RTD is at its reference temperature
of 0o C, and each Rwire resistance is equal to 2 (Hint: the alpha figure is irrelevant in this problem).
Also calculate how hot the RTD appears to be as indicated by the output voltage of the bridge circuit,
given the added cable resistance. Assume a European value for this calculation.
file i00413
Question 49
Shown here is a typical 3-wire RTD circuit, where the RTD is located a considerable distance away from
the bridge circuit:
100
50 mV
100
Vout
Rwire
Rwire
100
RTD
100
Rwire
Calculate the output voltage of this bridge circuit when the 100 RTD is at its reference temperature
of 0o C, and each Rwire resistance is equal to 2 (Hint: the alpha figure is irrelevant in this problem):
Comment on how this 3-wire RTD circuit compares against a 2-wire RTD circuit with the same amount
of cable resistance.
file i00414
37
Question 50
Explain why this 4-wire RTD circuit is completely immune to calibration drift resulting from cable
resistance:
Rwire = 2
Rwire = 2
RTD
100
Vout
Rwire = 2
Rwire = 2
Also, identify the polarity of the voltage dropped across the output terminals.
file i00415
Question 51
A typical RTD specification reads as such: 100 platinum @ 0o C, alpha = 0.00385 /o C. What,
exactly, does this statement mean?
file i00405
Question 52
Some RTDs have an alpha value of 0.00392 /o C, while some others have an alpha value of 0.00385
//o C. Which of these alpha values is typically associated with European manufacturers and which is
typically associated with American manufacturers?
file i00408
Question 53
In this circuit, a thermistor is used to control power to a lamp:
-to
As the temperature increases, does the lamp become brighter or dimmer? Explain your answer.
file i00417
38
Question 54
A basic circuit often used to regulate current through a variable-resistance load is the classic current
mirror:
Current mirror sourcing

constant current to
a varying load resistance
+V
+V
Rprg
Rload
The programming resistor (Rprg ) establishes the current magnitude to be maintained through the
varying-resistance load, in this case an RTD or a thermistor. For optimum performance, the two transistors
should be precisely matched and also share the same heat sink (or be etched on the same semiconductor
substrate).
However, we can do much better than this circuit if we use an operational amplifier. Consider this
modernized current mirror circuit:
+V
Rload
Rprg
R1
R2
Here there is no need for matched transistors or special heat-sinking. So long as resistors R1 and R2
have equal resistance, the current through Rload will be maintained at the same value as the current through
Rprg . If the intended current value is large, we may boost the output of the opamp with a single transistor:
39
+V
+V
Rprg
Rload
R1
R2
Explain how both of these operational amplifier circuits work, and why they function as current
mirrors.
file i00418
Question 55
Calculate the output voltage of this bridge circuit at the following RTD temperatures (assume the use
of a 100 RTD with an American alpha value).
100
100 mV
excitation +
source
Vout
100
Vout =
at T = -20o C
Vout =
at T = 70o C
Vout =
at T = 200o C
100
file i00690
40
RTD
Question 56
Calculate Vout in this 4-wire RTD circuit when the temperature of the RTD is 135o F (assume an
American value):
Rwire = 3
Rwire = 3
800 A
RTD
100
Vout
Rwire = 3
Rwire = 3
file i00691
41
Question 57
Plot a graph of an RTDs resistance over a temperature range of 0o C to 200o C. Assume a 100 RTD
with an American alpha value.
200o C
0o C
Then, plot a graph of a bridge circuits voltage output containing the same RTD (100 , American ),
as its temperature changes from 0o C to 200o C:
100
50 mV
100
Vout
100
RTD
mV
0o C
200o C
Compare these two graphs, then comment on the behavior of RTDs both inside and outside of a bridge
circuit.
42
file i00412
Question 58
One of the potential problems with using an RTD to measure temperature is something called selfheating. This problem affects all temperature-sensing elements that are externally powered. By contrast,
thermocouples do not suffer this problem. Explain what the problem of self-heating is, how it may be
mitigated for RTDs, and why thermocouples do not suffer from it.
file i00806
Question 59
Question 60
Question 61
Read and outline the Dissimilar Metal Junctions subsection of the Thermocouples section of the
file i03986
Question 62
Read and outline the Thermocouple Types subsection of the Thermocouples section of the
file i03987
Question 63
Read and outline the Connector and Tip Styles subsection of the Thermocouples section of the
file i03988
Question 64
Read and outline the Manually Interpreting Thermocouple Voltages subsection of the
Thermocouples section of the Continuous Temperature 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 i03989
43
Question 65
Build your own thermocouple by taking a piece of thermocouple cable (type J or K works well) and
twisting together the wires at one end to form a measurement junction. Clip the test leads of a sensitive millivoltmeter to the other wire ends (the reference junction). Heat the measurement junction using body heat
or an open flame (e.g. butane lighter) and then use a thermocouple reference table to infer the temperature
of the measurement junction.
file i03629
Question 66
Suppose we use a thermocouple to measure the temperature of a furnace, a voltmeter to indicate the
voltage generated, and we infer furnace temperature from that measured voltage:
Field
Furnace
Instrument room
Terminal block
Voltmeter
Thermocouple
wire
Copper
wire
Describe what will happen to the voltmeters indication if the ambient temperature of the instrument
room increases while the furnace temperature remains the same, and explain why.
file i00371
44
Question 67
A type T thermocouple is made of the dissimilar metals copper (Cu) and Constantan (C). Copper is
an element while Constantan is an alloy made up of copper and nickel. Thermocouple tables published by
instrument manufacturers commonly give measurement junction output voltages for different temperatures
for an assumed reference junction temperature of 32o F, or 0o C, the freezing point of pure water. Using such
a table, determine the output voltages of a type T thermocouple at the following process temperatures:
Ice/water bath
Temperature = 32o F = 0o C
Process
Tprocess
Tprocess
Tprocess
Tprocess
=
=
=
=
Cu
Cu
Cu
Cu
350o F; Voltmeter voltage = ???

-65o F; Voltmeter voltage = ???
100o C; Voltmeter voltage = ???
Also determine the standard color codes for type T thermocouple wire:
Positive conductor:
Negative conductor:
Thermocouple-grade jacket:
Extension-grade jacket:
file i00367
45
Voltmeter
Question 68
A type K thermocouple is made of the dissimilar metals Chromel (chromium-nickel alloy) and
Alumel (aluminum-nickel alloy). Using a thermocouple table, determine the output voltages of a type
K thermocouple at the following process temperatures:
Ice/water baths
Process
Chromel
Alumel
Tprocess
Tprocess
Tprocess
Tprocess
=
=
=
=
Chromel
Cu
Alumel
Cu
Voltmeter

-165o F; Voltmeter voltage = ???
Also determine the standard color codes for type K thermocouple wire:
Positive conductor:
Negative conductor:
file i00368
Question 69
Determine the voltmeters indication in this thermocouple circuit (type J) for the following temperatures:
Treference
Tmeasurement
Voltmeter
Fe
Cu
Type J
Cu
Const.
Tmeasurement
Tmeasurement
Tmeasurement
Tmeasurement
=
=
=
=
250o F ; Tref erence = 60o F ; Voltmeter voltage = ???

-60o F ; Tref erence = 49o F ; Voltmeter voltage = ???
file i00380
46
Question 70
Determine the temperature of the measurement junction in this thermocouple circuit (type K), given
the reference junction temperatures and the voltmeter indications. Round your answer to the nearest whole
degree Fahrenheit:
Treference
Tmeasurement
Voltmeter
Chromel
Cu
Type K
Cu
Alumel
Tref erence
Tref erence
Tref erence
Tref erence
=
=
=
=
70o
65o
52o
73o
F
F
F
F
;
;
;
;
Voltmeter
Voltmeter
Voltmeter
Voltmeter
voltage
voltage
voltage
voltage
=
=
=
=
20.018 mV ; Tmeasurement = ???

-2.027 mV; Tmeasurement = ???
file i00382
47
Question 71
It is a fundamental principle of thermocouple circuits that the voltage output by a junction will be the
same as for a collection of isothermal (same-temperature) junctions beginning and ending with the same
metal types:
A
C
A
All junctions
at the same
temperature
is equivalent to
B
E
B
In other words, a junction comprised of metal A joining together with metal B will produce the same
voltage as a collection of isothermal, series junctions A-C, C-D, D-E, and E-B. This is sometimes referred
to as the Law of Intermediate metals.
Apply this equivalence principle to the following circuit, simplifying it so as to reduce the number of
total junctions to an absolute minimum (assume that you can make the voltmeter wires out of any metal
type you desire, so long as theyre both the same):
Field
Process
Instrument room
Terminal block
Voltmeter
+
-
Would the thermocouple work the same if we got rid of the metal B segment at the terminal block?
Explain why or why not.
48
Field
Process
Instrument room
Terminal block
A
+
-
Voltmeter
file i00373
Question 72
Are these two thermocouple circuits electrically equivalent? That is, will they produce the same
voltmeter indication given the same temperatures? Why or why not? The abbreviations are as follows:
Fe = Iron, C = Constantan, Cu = Copper.
Process
Fe
Fe
Fe
Fe
Fe
Fe
Cu
Voltmeter
(all conductors
inside voltmeter
made of iron)
+
-
Process
Voltmeter
(all conductors
inside voltmeter
made of copper)
+
Cu
file i00376
49
Question 73
A type S thermocouple is made of the dissimilar metals Platinum and Platinum-Rhodium (10%) alloy.
Using a thermocouple table, determine the output voltages of a type S thermocouple at the following
process temperatures:
Ice/water baths
Process
Pt+10%Rh
Pt
Voltmeter
Voltmeter
Voltmeter
Voltmeter
voltage
voltage
voltage
voltage
=
=
=
=
Pt+10%Rh
Cu
Pt
Cu
Voltmeter
11.857 mV; Tprocess = ???o F

0 mV; Tprocess = ???o F
Also determine the standard color codes for type S thermocouple wire:
Positive conductor:
Negative conductor:
file i00369
Question 74
Determine the voltmeters indication in this thermocouple circuit (type E) for the following
temperatures:
Treference
Tmeasurement
Voltmeter
Chromel
Cu
Type E
Cu
C
Tmeasurement
Tmeasurement
Tmeasurement
Tmeasurement
=
=
=
=

-132o F ; Tref erence = -30o F ; Voltmeter voltage = ???
file i00381
50
Question 75
Determine the polarities of all voltage drops across all junctions made of dissimilar metal wires in the
following thermocouple circuits:
Process
C (Constantan)
Cu
300o F
Cu
85o F
Voltmeter
Cu
Process
C (Constantan)
Fe
300o F
Cu
85o F
file i00375
51
Cu
Voltmeter
Question 76
How many reference junctions does this thermocouple circuit have?
Indicator
Yel
Red
Yel
Type KX
extension wire
Type KX
extension wire
Red
Type K
thermocouple
(Yellow + Red
wires)
file i02972
52
Question 77
Thermocouple wire can be quite expensive in some cases. Suppose a technician is tempted to save
money, and decides to use a copper wire pair to span the distance between the thermocouple head and
the control room where the indicating instrument is located, instead of thermocouple wire or thermocouple
extension wire:
Head
Long length of copper cable
Red
Blk
Type K
thermocouple
(Yellow + Red
wires)
Yel
(Red + Black wires)
Red
Compression
fitting
Furnace wall
Furnace wall
Thermowell
Drawn in more of a schematic diagram form, the circuit looks like this:
Field
Instrument room
Furnace
Terminal block
Voltmeter
Copper
wire
Thermocouple
wire
Explain why this attempt to save money is a bad idea.

file i00374
53
Question 78
Is the temperature/resistance transfer function of an RTD more or less linear than the
temperature/voltage transfer function of a thermocouple? What bearing does this have on the decision
to choose a thermocouple versus an RTD for a temperature measurement application?
file i00409
Question 79
Question 80
Question 81
Determine all actions that will result in an increased product temperature in the hot product pipe
(as it exits the heat exchanger), assuming the use of saturated steam (i.e. steam at its boiling/condensing
temperature) as the heating fluid:
Valve C
Steam supply
Valve A
Valve B
Hot product
Cold feed
Valve D
Condensate return
(back to boiler)
Identify the validity of each possible action in this list by cheking boxes in the table whether the
action will result in an increased product temperature or whether it will not. Assume all valves are throttling
(neither fully open nor fully closed, but each one working to restrict flow through it), and that the words
open and close refer to incremental motion rather than extreme travel (i.e. opening or closing each valve
just a bit, rather than fully opening or fully closing each valve):
Action
Open valve A
Close valve A
Open valve B
Close valve B
Increase steam pressure
Decrease steam pressure
Increase cold feed temperature
Open valve C
Close valve C
Will work
file i00015
54
Will not work
Question 82
Complete the following table of equivalent temperatures:
o
F
59
-10
560
307
-99
2
1588
355
file i00014
55
Question 83
Explain in your own words how a filled bulb temperature sensing instrument works, and why one might
be used instead of an electronic temperature instrument. Include a sketch of a filled bulb instrument along
with your explanation.
Also, explain how the Ideal Gas Law relates to some filled-bulb temperature instruments and how phase
changes relate to other types of filled-bulb temperature instruments.
This is a graded question: you will be graded on accuracy and originality (no plagiarized answers!).
file i00017
56
Question 84
Suppose an instrument technician connects a multimeter (set to measure millivolts DC) to the ends of
a thermocouple cable, the other end of the cable terminating in a thermocouple junction inserted into a hot
process.
Assuming the multimeter registers 25.841 millivolts, with an ambient temperature of 53 degrees
Fahrenheit at the connection point where the technician is at, and type N thermocouple cable throughout,
determine the process temperature in degrees Celsius. Be sure to show all your work (including all values
taken from a thermocouple table)!
file i00016
57
Question 85
Calculate the following values involved with heating a pot of water (2.1 pound aluminum pot, 5.6 pounds
of water) from 58 degrees Fahrenheit to boiling:
Amount of heat necessary to achieve boiling temperature =
BTU
Amount of time to achieve boil (assuming 10,000 BTU/hour heat input) =

Amount of additional heat necessary to convert 2 pounds of water into steam =
Be sure to show all your work!
file i00039
58
minutes
BTU
Question 86
A common equation used in physics relates the kinetic energy, velocity, and mass of a moving object:
Ek =
1
mv 2
2
Where,
Ek = Kinetic energy (foot-pounds)
m = Mass (slugs)
v = Velocity (feet per second)
Manipulate this equation to solve for m, and again to solve for v. Be sure to show all your work!
v=
m=
file i03519
59
Question 87
Complete the table of values for this circuit. Be sure to show all your work!
2.7 k
4.7 k
R2
3.9 k
R1
R3
10 mA
R1
R2
R3
Total
V
I
R
10 mA
4.7 k
2.7 k
3.9 k
file i03149
60
Question 88
Calculate the load current and load voltage in this transformer circuit:
13000 turns
48 VAC
Iload =
Vload =
file i03245
61
4000 turns
Rload
150
Question 89
What will happen to the voltage drops across each resistor in this circuit if resistor R1 fails open?
R2
R1
B
C
D
VR1 = (increase, decrease, or stay the same)

Be sure to explain your reasoning for the answers you give!
file i03142
62
R3
Question 90
A technician is troubleshooting a faulty optically-isolated TRIAC power switching circuit. The solenoid
valve is supposed to open up and pass liquid through it whenever the pushbutton switch is pressed, but it
remains shut no matter what state the switch is in:
Pinout of opto-TRIAC
Battery
TP1
Switch
+
-
To 120 VAC
power source
TP2
TP3
TP6
TP5
TP4
Solenoid valve
Pipe
Pipe
Leaving the switch in its normal (unpressed) position, the technician measures 120 volts AC between
test points TP5 and TP6, and 9 volts DC (normal for the battery) between test points TP1 and TP3.
Based on these voltage measurements, identify two possible faults (either one of which could account for
the problem and all measured values in this circuit), and also identify two circuit elements that could not
possibly be to blame (i.e. two things that you know must be functioning properly, no matter what else may
be faulted). The circuit elements you identify as either possibly faulted or properly functioning can be wires,
traces, and connections as well as components. Be as specific as you can in your answers, identifying both
the circuit element and the type of fault.
Circuit elements that are possibly faulted
1.
2.
Circuit elements that must be functioning properly
1.
2.
file i03178
63
Question 91
Lab Exercise
Your teams task is to set up a temperature measurement loop using an electronic thermocouple and
and an RTD. Ambient air temperature is the suggested process variable to measure. Other temperature
variables are open for consideration, though. Each instrument in the loop should be labeled with a proper
tag name (e.g. TT-37 for a temperature 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.
Each student must configure a smart transmitter for thermocouple (T/C) input, and again for RTD
input, demonstrating how to calibrate it for both sensor types. The indicator (or indicating controller) must
register in the proper engineering units (e.g. a temperature transmitter calibrated to a range of 50 to 90
degrees F should actually register 50 to 90 degrees F back at the control room display). Each team member
should choose their own (unique) temperature calibration range.
Additionally, each team member must simulate a thermocouple at some specified temperature to
a thermocouple transmitter by sourcing a precise amount of millivoltage to the input terminals of the
transmitter (configured for thermocouple input). This will require consulting a thermocouple table to find
the voltage produced by a thermocouple junction at that temperature, and also the equivalent reference
junction voltage at ambient temperature (measured by a thermometer), calculating the necessary voltage to
input to the transmitters terminals. The purpose of this exercise is to learn how to simulate thermocouple
signals without the benefit of a self-compensating thermocouple calibrator device just a precision lowvoltage supply.
Each student must diagnose a fault in the system within a 5-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 T/C ( 0.5% of span)
Loop calibration RTD ( 0.5% of span)
Millivolt simulation of T/C
Troubleshooting (5 minute limit)
Lab question: Diagnosis
Lab question: Instruments
Lab question: Math
Lab question: Tools/safety
Grading
mastery
mastery
mastery
mastery
mastery
mastery
proportional
proportional
proportional
proportional
Team
Lab questions (reviewed between instructor and student team in a private session)
Diagnosis
Explain what will happen (and why) if a thermocouple circuit develops a short at the transmitter input
terminals (where the extension wires connect)
Explain what will happen (and why) if an RTD circuit develops a short at the transmitter input terminals
(where the lead wires connect)
Identify and explain common temperature sensor problems (thermocouple, RTD, and thermistor)
Identify what burnout mode is for a thermocouple temperature transmitter, and why it is necessary
64
Explain why it is a bad idea to operate a portable radio transmitter (walkie-talkie) near an unshielded
thermocouple or RTD circuit
Explain what will happen (and why) if the 250 ohm resistor fails open in the transmitter circuit
Explain what will happen (and why) if the 250 ohm resistor fails shorted in the transmitter circuit
Explain what will happen (and why) if the transmitter cable fails open
Explain what will happen (and why) if the transmitter cable fails shorted
Explain what will happen (and why) if loop power supply voltage is too low
Identify what things may be determined about a malfunctioning measurement loop from a single
measurement of the 4-20 mA process variable signal (e.g. suppose the indicator fails to accurately
register the temperature applied to a transmitter how could a loop current measurement help you in
your diagnosis?)
Explain what will happen (and why) in a temperature level control loop if the thermocouple wires to
the transmitter are disconnected. Assume the controller is in automatic mode when this happens, and
that the transmitter is configured for upscale burnout.
Explain what will happen (and why) in a temperature level control loop if the thermocouple wires to
the transmitter are disconnected. Assume the controller is in automatic mode when this happens, and
that the transmitter is configured for downscale burnout.
Instruments
Identify color codes and wire metals for a type J thermocouple
Identify color codes and wire metals for a type K thermocouple
Identify color codes and wire metals for a type T thermocouple
Identify color codes and wire metals for a type S thermocouple
Identify color codes and wire metals for a type E thermocouple
Rank types J, K, T, S, and E thermocouples according to their maximum temperatures
Explain what cold-junction (or reference junction) compensation is and why it is necessary
Explain what a thermowell is and its purpose in an industrial temperature measurement application
Explain how to distinguish thermocouple-grade wire from extension-grade wire
Explain the operations and purposes of 2-wire, 3-wire, and 4-wire RTD circuits
Math (no calculator allowed!)

Calculate the correct loop current value (mA) given a temperature transmitter calibration range and
an applied temperature
Calculate the temperature applied to a transmitter given a calibration range and the measured loop
current value
Calculate the percentage of span error for a transmitter given a calibration range and an As-Found
calibration table
Calculate the allowable temperature error for a transmitter given an allowable percentage of span error
and a calibration range
Convert between different temperature units, without relying on the use of a reference for conversion
formulae (i.e. you must commit the formulae to memory)
65
Tools/Safety
Explain how you can use water as a temperature calibration standard
Explain how a handheld temperature calibrator (such as the Fluke model 744) simulates a thermocouple:
exactly what type of signal does it output to the instrument under test?
Explain how a handheld temperature calibrator (such as the Fluke model 744) simulates an RTD: exactly
what type of signal does it output to the instrument under test?
Identify how to connect a handheld temperature calibrator (such as the Fluke model 744) to a
temperature transmitter to simulate a 3-wire RTD
Identify how to connect a handheld temperature calibrator (such as the Fluke model 744) to a
temperature transmitter to simulate a 4-wire RTD
Identify and explain what a dry block temperature calibrator is
Demonstrate how to shut off and tag out electrical power to your loop instruments
Identify where the danger tags are kept (for tagging out devices)
Explain how to safely check the calibration of an RTD transmitter in a temperature control loop without
causing the controller to over-react to the resistance values you apply to the transmitter as part of your
calibration check.
file i00378
66
Date:
67
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)
68
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
69
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
70
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
71
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
Connect a loop-powered temperature transmitter (4-20 mA output) to a DC voltage source and a meter
such that the meter will indicate a increasing signal when the temperature-sensing element is heated. 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 temperature transmitter,
connect multiple batteries together to achieve the required total supply voltage, identify different types of
thermocouples and RTDs, properly connect either a thermocouple or an RTD to the transmitter, 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.
Temperature
transmitter
Thermocouple or RTD
Meter
Resistor
Terminal strip
Batteries
The following components and materials will be available to you during the exam: assorted 2-wire
4-20 mA temperature transmitters calibrated to ranges inclusive of room temperature ; an assortment
of thermocouples and RTDs ; 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):
Sensor type (instructor chooses):
Voltmeter (1-5 VDC)

Thermocouple
Ammeter (4-20 mA)

RTD
Study reference: the Analog Electronic Instrumentation chapter of Lessons In Industrial

Instrumentation, particularly the sections on loop-powered transmitters and current loop troubleshooting.
Also, the Continuous Temperature Measurement chapter of the same textbook, particularly the sections
on thermocouples and RTDs.
file i03775
72
Answers
Answer 1
Answer 2
Answer 3
Differences in elevation between the sensing bulb and the indicating element only affect some classes of
filled-bulb systems, not all. For these systems, the elevation will create a zero shift.
Answer 4
Answer 5
Answer 6
Answer 7
Answer 8
Ill let you figure this one out. Be sure to show how each and every algebra step takes place!
Answer 9
300o C = 572o F
50o F = 10o C
4o C = 39.2o F
894o F = 478.89o C
-250o F = -156.67o C
-312o F = -191.11o C
-150o C = -238o F
-230o C = -382o F
2600o F = 1426.67o C
3000o C = 5432o F
Answer 10
If the student can remember the freezing and/or boiling points of water in both degrees F and degrees
C, it is a trivial matter to test the formula for correctness!
Answer 11
73
Answer 12
Solid: A phase of matter where both volume and shape are self-sustained.
Liquid: A phase of matter where volume, but not shape, is self-sustained.
Gas: A phase of matter where neither volume nor shape is self-sustained. Sometimes referred to as
vapor, although there is a technical difference between the two words.
Plasma: An ionized gas, usually the result of very high temperature, where the constituent atoms have
had their electrons stripped away.
A phase change, of course, is when a substance transitions from one of these phases to another.
Follow-up question: how may a material be forced to change phase?
Answer 13
Im not going to give away the answer here, but think about what would happen if the connecting tubing
were the same inside diameter as the bulb itself. Would this not act like one, long bulb? Think about the
problems this arrangement would cause.
74
Answer 14
Pivot
Pointer
Pivot
Scale
Bellows
Liquid
Pointer
Liquid
Class III
Bulb
Pivot
Pointer
Volatile
liquid
Bulb
Gas
Pivot
Scale
Bellows
Pointer
Vapor
Class IIA
Vapor
Bellows
Gas
Class I or Class V
Scale
Bellows
Class IIB
Vapor
Bulb
Bulb
Volatile
liquid
Volatile
liquid
75
Scale
Pivot
Pointer
Gas
Pivot
Scale
Bellows
Pointer
Scale
Bellows
Nonvolatile
liquid
Class IV
Class IID
Adsorptive
solid
Vapor
Bulb
Volatile liquid
Bulb
Nonvolatile
liquid
Follow-up question: note that a Class IIC system is not shown. Explain why.
Answer 15
This is an automatic cooling system with high and low temperature alarms.
Answer 16
Answer 17
Answer 18
Answer 19
Answer 20
Answer 21
Answer 22
Answer to challenge question: the light bulb would have to be 205 watts (two 100-watt bulbs operating
together would come close!).
Answer 23
76
Answer 24
Partial answer:
Heat required to warm water from ambient to 100 o F = 232,400 BTU
Cost of initially heating the hot tub with electricity = $5.79
The cost of initially heating the hot tub with propane gas is very nearly the same as with electricity!
Answer 25
Answer 26
Final answer:
Total Heat Lost = 2150.48 BTU
Answer 27
350 K = 76.85o C
575o F = 1034.67o R
-210o C = 63.15 K
900o R = 440.33o F
-366o F = 93.67o R
100 K = -173.15o C
2888o C = 3161.15 K
4502o R = 4042.33o F
1000 K = 1800o R
3000o R = 1666.67 K
Answer 28
235o C = 914.67o R
567.2o F = 570.48 K
0.004 K = -459.663o F
830o R = 187.96o C
-200o C = 131.67o R
-98.25o F = 200.79 K
992.8o C = 1819.04o F
-105.3o C = -157.54o F
1040 K = 1872o R
5222.6o R = 2628.29o C
77
Answer 29
P V = nR(T + 273.15)
P V = nR
Temperature in degrees C

5
(T 32) + 273.15
9
Temperature in degrees F
Challenge question: how is it possible to look at the original Ideal Gas Law equation and just know the
temperature must be in absolute units (the number of degrees above absolute zero) rather than degrees C
or F?
Answer 30
dQ
dt = Rate of heat flow (Watts)
e = Emissivity factor (unitless)
A = Area of radiating surface (square meters)
T = Absolute temperature (Kelvin)
Challenge question: a more complete expression of the Stefan-Boltzmann equation takes into account
the temperature of the warm objects surroundings:
dQ
= eA(T14 T24 )
dt
Where,
T1 = Temperature of the object
T2 = Ambient temperature
Explain why this second T term is necessary for the equation to make sense.
Answer 31
V V0 (1 + 3T )
Answer 32
In both cases (piston moving in, and pump pulling liquid out) there will be an initial change in pressure.
However, the pressure will stabilize at the exact same quantity it was at before once equilibrium is reestablished. Saturated vapor pressure does not depend on the quantity of liquid or vapor, or the volume of
the enclosed space!
Answer 33
Ill tell you one factor that will not alter the saturated vapor pressure: liquid propane level. This means
you can drain some propane from the tank or add some propane to it, and the pressure will not change.
Answer 34
In order of most heat required to least heat required:
To boil a pound of water completely into steam (warming it from 211o F to 213o F).
To melt a pound of ice completely into water (warming it from 31o F to 33o F).
To heat a pound of water from 60o F to 65o F.
78
Answer 35
What the technician needs is an ice-water mixture in order to guarantee stability at the freezing
temperature.
Answer 36
P at room temperature = 31.5 inches W.C.
Answer 37
k = 0.00536
T = 365.9 K at P = 1.96 bar
Answer 38
Pideal = 5.38 PSIG
The pressure gauge will never quite reach 5.38 PSIG because not all the air in this closed system has
been heated to the boiling temperature of water (373.15 K)!
Answer 39
Answer 40
Answer 41
Answer 42
Partial answer:
RT = 1470.4 at 120o C
Answer 43
Answer 44
Answer 45
Partial answer:
3-wire RTD
Blk
Blk
RTD
Red
Answer 46
Partial answer:
Vout = 0.000 mV at T = 0o C
Vout = 1.578 mV at T = 35o C
79
Answer 47
The following resistor values are suggested, but are not the only correct values that may be used to
obtain the same calibration:
1 k
1 k
1V
73.935 k
1 k
+
1 k
Vout
1 k
RTD
European
Answer 48
Partial answer:
Extra resistance introduced into the RTD arm of the bridge circuit by the cable wires will definitely
cause temperature measurement errors, because it makes the RTD appear to have more resistance than
it really does. This will result in an upward zero shift (a falsely high temperature indication).
Answer 49
Partial answer:
Vout = 0 mV
Answer 50
Answer 51
The statement means that the RTD is made of platinum wire, with a resistance of 100 at a reference
temperature (Rref ) of 0o C. The temperature coefficient of resistance () at this reference temperature of
0o C is 0.00385.
Answer 52
= 0.00392 is an American RTD standard. = 0.00385 is a European RTD standard (DIN 43760).
Answer 53
As temperature increases, the lamp becomes brighter.
Answer 54
Ill let you explain the working principle of both circuits!
Answer 55
Partial answer:
Vout = 14.08 mV at T = 200o C
Answer 56
Vout = 97.95 mV
80
Answer 57
180
100
0o C
50o C
0o C
50o C
100o C
150o C 200o C
7 mV
0 mV
100o C
150o C 200o C
The contrast is obvious. Ill let you reach your own conclusions!
Answer 58
Here is a very terse answer:
P = I 2R
Answer 59
Answer 60
Answer 61
Answer 62
Answer 63
Answer 64
81
Answer 65
Answer 66
Answer 67
Partial answer:
Tprocess = 32o F; Voltmeter voltage = 0 mV
Tprocess = 100o C; Voltmeter voltage = 4.279 mV
Answer 68
Partial answer:
Tprocess = -165o F; Voltmeter voltage = -3.836 mV
Tprocess = 2350o F; Voltmeter voltage = 51.982 mV
Answer 69
Partial answer:
Tmeasurement = 250o F ; Tref erence = 60o F ; Voltmeter voltage = 5.630 mV
Tmeasurement = -238o F ; Tref erence = 80o F ; Voltmeter voltage = -7.864 mV
Answer 70
Tref erence
Tref erence
Tref erence
Tref erence
=
=
=
=
70o
65o
52o
73o
F
F
F
F
;
;
;
;
Voltmeter
Voltmeter
Voltmeter
Voltmeter
voltage
voltage
voltage
voltage
=
=
=
=
20.018 mV ; Tmeasurement = 941o F

-2.027 mV; Tmeasurement = -20o F
82
Answer 71
Making both voltmeter wires out of metal B allows this simplification of junctions:
Field
Process
Instrument room
Terminal block
A
+
-
Voltmeter
B
Reference
junction
Measurement
junction
Getting rid of metal B completely works just as well! Now the A-C and B-C junctions act as a
single reference junction, because they are held at the same temperature by the thermal conductivity of the
terminal block:
Field
Process
Instrument room
Terminal block
A
+
-
Voltmeter
B
Reference
junction
Measurement
junction
Answer 72
Yes they are, as per the Law of Intermediate metals for thermocouple circuits.
Answer 73
Voltmeter
Voltmeter
Voltmeter
Voltmeter
voltage
voltage
voltage
voltage
=
=
=
=
11.857 mV; Tprocess = 2178o F

0 mV; Tprocess = 32o F
83
Answer 74
Tmeasurement
Tmeasurement
Tmeasurement
Tmeasurement
=
=
=
=
1500o F ; Tref erence = 65o F ; Voltmeter voltage = 61.145 mV

212o F ; Tref erence = 74o F ; Voltmeter voltage = 4.925 mV
-360o F ; Tref erence = 32o F ; Voltmeter voltage = -9.229 mV
-132o F ; Tref erence = -30o F ; Voltmeter voltage = -2.876 mV
Answer 75
Hint: in order to answer this question, you are going to have to research what standard thermocouple
types each dissimilar-metal junction forms, and the reference book(s) will tell you which metal is positive
and which is negative.
Process
C (Constantan)
Cu
Voltmeter
85o F
Cu
o
300 F
Cu
(no voltage)
Process
C (Constantan)
Cu
Voltmeter
85o F
Fe
Cu
300o F
Answer 76
This circuit only has one reference junction, if you count the two terminal connections at the indicator as
a single junction. The junction mid-way between the thermocouple head and the indicator is not a reference
junction because it is not a junction of dissimilar metals.
Answer 77
Here is an important hint: being located so close to the furnace wall, the thermocouple head will likely
become very hot!
Answer 78
RTDs are more linear than thermocouples. This means that RTDs tend to be more precise within their
rated temperature ranges than thermocouples within their rated temperature ranges when interpreted by a
linear transmitter circuit, all other factors being equal.
Answer 79
Answer 80
84
Answer 81
This is a graded question no answers or hints given!
Answer 82
Answer 83
Answer 84
Answer 85
Answer 86
Answer 87
Answer 88
Answer 89
Answer 90
Answer 91
Answer 92
Your loop diagram will be validated when the instructor inspects the loop with you and the rest of your
team.
Answer 93
85

INST241 Sec1

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INST 241 (Temperature and Flow Measurement), section 1

INST 241 (Temperature and Flow 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)

[L] Perform a basic math calculation relevant to a flow measurmement system

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

= Rate of heat flow

Aluminum = 25 106 per degree C

Air being removed

Red Wht Red

Current mirror sourcing

350o F; Voltmeter voltage = ???

800o F; Voltmeter voltage = ???

250o F ; Tref erence = 60o F ; Voltmeter voltage = ???

20.018 mV ; Tmeasurement = ???

11.857 mV; Tprocess = ???o F

1500o F ; Tref erence = 65o F ; Voltmeter voltage = ???

Long length of copper cable

(Red + Black wires)

Explain why this attempt to save money is a bad idea.

Will not work

Amount of time to achieve boil (assuming 10,000 BTU/hour heat input) =

VR1 = (increase, decrease, or stay the same)

Be sure to explain your reasoning for the answers you give!

Math (no calculator allowed!)

Loop diagram template

Loop diagram requirements

Cables and tubes