Fluid Management System

Fluid Management System CAREER EPISODE 1 INTRODUCTION CE 1.1: Project title Fluid Management System was completed in my last year of Bachelor Degree program. I completed my Bachelors of Engineering Technologist in Mechatronics from Chisholm Institute, Dandenong, Australia. My first career episode is based on this project experience that I gained and performed for the fulfillment of my work placement. The project was completed in 13 weeks, from July 2015 to October 2015. I was assisted and guided by Prof. Francis Percy, lecturer of Advance PLC. BACKGROUND CE 1.2 Nature of project My project water management system operated on six different modes, operator can switch between different modes with the help of control panels that are mounted on each operating mode switch. It has 2 modes for each operational mode i.e. Automatic and Manual mode. 1 is used to represent Automatic mode and 2 for Manual mode. There are also auto-manual switch selectors. The mode is chosen based on the way user wants to operate. For this purpose, SCADA PLC programming is done to provide user friendliness. CE 1.3 The pump MDC 118 operates when the tank 1 or 2 is filled from the holding tank whereas MDC 103 operates when filling it between tank 1to tank 2 or vice-versa. The six operational modes are: Operation mode 1 fills tank 1 from holding tank through SV321 value (energized) and SV322(deenergized). Operational mode 2 fills tank 2 from holding tank through SV321 and SV322 valves (deenergized). Operational mode 3 fills tank 1 which has an analog sensor to manage the start and stop level for the filling with exact value from tank 2 through SV323 deenergized valve and SV324 energize value. Operational mode 4 fills tank 3 which has a digital and capacitive sensor to manage the start and stop level for the filling with capacitive sensors, LSL 532 and LSH 531 from tank 2 through SV323 energized valve and SV324 deenergize value. Operational mode 5 fills the holding tank to tank 1 and at the same time, transfers tank 1 to tank 2 through SV321 (energized), SV322 (de-energized), SV323 (de-energized) and SV324 (energized). It also maintains a set point for filling the tanks. Operation mode 6 fills the holding tank to tank 2 and at the same time, transfers tank 2 to tank 1 through SV321 (energized), SV322 (energized), SV323 (energized) and SV324 (de-energized). It also maintains a set point for filling the tanks. CE 1.4 Objectives To prove my overall understanding on automation system, I had to complete a project. I chose a project that was based on how the automation system works in manufacturing industry of advance PLC department. And as per my project requirement I had to perform PLC and SCADA programming. Based on the two choices given to me, from Fluid management system and Pressure management system, I chose Fluid management system. The objective was to make a complete a fully automated fluid management system using PLC programming with an HMI/SCADA in 13 weeks duration. It should consist of 3 water tanks, 2 pumps, number of 2 3 way valves using Allen Bradely software IFIX SCADA software and various fluid level measuring instrument. It was further required to: Program PLC for six operating modes While implementing all the hardware like fault lights operating lights SCADA programming Interfacing. CE 1.5 The chart of organizational structure CE 1.5 Duties I studied and researched the basic architecture of the fluid management system which included PLC CPU (Allan Bradley), Device Net Scanner and Flex I/O, RSlogix 5000(PLC programming software), HMI interact and software. I prepared the fluid management trainer system Device Net Network Set up. I created the PLC CPU DeviceNet scanner Module interface I create the mapping DeviceNet Nodes Input and outputs to the DeviceNet Scanner Module input and output registers. Performed commissioning and testing of a PLC system Coded the PLC programming for the water station for six different operating modes. Represent all the different modes to supervisor, explaining them how it works. Diving and providing time slots to team members. Maintaining balance and peace to avoid conflict among each other. Kept good relations with supervisor. Reporting the development of the project to the lab supervisor and coordinator. PERSONAL ENGINEERING ACTIVITY CE 1.6 The project I have done related to the educational qualifications that I have obtained in my degree course. The relationship between the different modules and project processes is explained below: PLC (Program logic control): Here, I learned how to write PLC program with Allen Bradley software by using RS logic 5000. This skill was helpful in completing my programming design for water station. Instrumental Principal: This module gave me the knowledge about sensors, how they work and wiring of the sensors, how you can program them. For this project, I have used electronics level sensor LK31 and Impeller flow meter. Electronics level sensor determine the level of fluid according to the capacitive measuring principal. Industrial Networking: My project involved the knowledge of DeviceNet and scanner which was learnt from this module. Project management: Project management module skills were completely applied at all the stages of project. The project was also divided in to two parts. All the tasks were scheduled and divided accordingly. I applied various techniques to practical implementation that learnt from project management. Mathematics and Fluid Mechanics: My project involved a lot of calculation for example, the calculations to find torque, force, and power for the motor along with the calculations done to find the physical parameters of components. I also did the calculations to select the pulley and belt as well. Professional Engineering Technologist: During the project life cycle, while working with Water station, I had to rely on the communication skills. The work experience gained during this project demonstrated how important the communication skills are to the professional engineering technologist. CE 1.7 As a group project, I had to separate the system which contains two main part PLC programming and SCADA programming. I decided to complete the PLC programming and assigning my mate mater the SCADA programming. In PLC Program subroutine, to make the programming easy for controlling, for finding faults and for easy access to different part of programming, I had to split the main routine into different subroutine. This process can be seen below:   Ã‚   Figure 1 PLC Program design methodology CE 1.8 To prevent the occurrence of PLC program interlocking, this technique of energization of one contractor prevents the energization of other until it is in use. This method is called interlocking and I used interlock as a pre-requirement of the task to run the program. Various safety factor and other reasons such as Pump/Motor Faults, pressure requirement of system etc. are considered to run the function of PLC properly. It also makes the programming part easy, for this only writing the code logic of interlocking at one place is required and the same code is used as a pre-requirement of task at another place. Figure 2 logic of interlock in one place and use interlock as pre-requirement of task CE 1.9 Considering the program logic interlock as Pump fault. It means, that if there is no pump fault, then the PLC will start running normally. Once the PLC starts running, it starts to operate in mode 1. In programming mode one, filling the tank 1 from holding tank through SV 321 valve (energized) and SV 322 valve (de-energized) is done. For the PLC program to be permissive, i.e. each process condition undertaken is called a permissive. For example, consider permissive to be a burner control for large combustion furnaces. To start the burners in a large furnace safely, the control system requests permission from several process switches, including high and low fuel pressure, air fan flow check, exhaust stack damper position, access door position, etc. Every process condition that it undergoes is called a permissive. In the below diagram, it is control to fill the tank 1 by tank level permissive, if water level is below 10cm it will start filling tank until to reaches 13cm. Figure 3 PLC program permissive CE 1.10 Once the PLC program was completed and along with all the DeviceNet IOs pre-commissioned, registered and labelled in the PLC controller memory I started to design each operating modes. I started with operating mode 1. Once the programming of operation mode 1 and 2 was completed and it started working as intended, I could test the rest of the inputs in the system which were the water level sensors. While programming I constantly referred to operating mode table that I made using various engineering tools. Once the basic idea was plotted in the table format, the programming of remaining operating modes was successfully completed and also some extra additional features were added. Figure 4 Operating mode table CE 1.11 In the system architecture, there is a PLC CPU, DeviceNet Scanner and Flex I/O, RS logic 5000, PLC program and SCADA IFIX program. DeviceNet is a network system that is used in the automation industry to interconnect control devices for data exchange. In the water management system, there is a DeviceNet scanner node. In a typical configuration, the scanner module acts as an interface between DeviceNet devices and the programmable controller. The scanner module communicates with DeviceNet devices over the network to: Read inputs from slave devices Write outputs to slave devices Communicate with peer devices. DeviceNet nodes setup as follows: Node 0: 1794-SDN Compact Logix DeviceNet Scanner/Master Module used for DeviceNet network control and data exchange with the PLC CPU. Node 1: Allen Bradley Flex IO distributed IO system. Node 2: Allen Bradley DeviceNet interface Stack Light system. Node 4: Allen Bradley Variable Speed Drive used for speed control of pump MDC118 CE 1.12 I started performing test runs at the final stage, which includes: Checked all the cable connections between the PLC and the plant are complete, safe, and to the required specification that meets the local standards. Checked that all the incoming power supply matches the voltage setting for which the PLC is set. Checked all protective devices are set to their appropriate trip settings. Checked that emergency stop button. Checked that all input/output devices are connected to the correct input/output points and giving the correct signals. And checked the FLEX I/O system that contains a network adapter, terminal bases, and I/O modules. CE 1.13 After performing the above troubleshooting, the only problem I faced during the implementation of the whole system was that the Emergency stop button wasnt working. To solve this issue, I took various steps. I started by checking the connections. The first module is 1794-ADN DeviceNet Gateway module which is used to communicate and transfer data between the DeviceNet Master Module and the Flex IO modules 2 4. And the module the next 3 modules in order from 2 to 4 are 1794-IB32 Digital Input Module 1794-IE4XOE2 Analog Input/output combination module 1794-OB16 Digital Output Module. I checked the digital and analog input connection with emergency button with help of my lab supervisor and realized the problem was regarding the analog and digital input only, so I tried to resolve it by doing a research and taking suggestions from supervisors. SUMMARY CE 1.14 I successfully achieved all the objectives of the project within specified time limit and I gained good knowledge from this project as I did intense research about sensors and PLC programing for my project in the form of literature review. This had added many useful engineering techniques to my knowledge and enhanced my problem solving and analytical skills. In addition to that, I also implemented and used my engineering knowledge to make this project successful. I used concepts of various Engineering techniques and PLC programing which I had studied during my course of Bachelor of engineering technologist in Mechatronics. I presented a project thesis and seminar on my work on submission of my project.

Women and Deception in Homers Odyssey Essay -- Homer, Odyssey Essays

Women and Deception in the Odyssey      Ã‚  Ã‚   As Agamemnon tells Odysseus, â€Å"Let it be a warning even to you. Indulge a woman never, and never tell her all you know. Some things a man may tell, some he should cover up† (Book XI   199).   This is not news to Odysseus, who treats all women with caution ever since he was betrayed by his wife Helen, who acted in a way that defiled all womankind. Agamemnon did not come to this realization all by himself, however; his statement represents the common sentiment that existed throughout all ancient Greece. Even before Odysseus speaks with Agamemnon, he exhibits a similar attitude in his many encounters with women during his long journey home. Every major female character that Odysseus comes across uses deception in one form or another to get the better of him. This being the case, Odysseus fights fire with fire, using his own cunning deception against the evils of womankind.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first wily female that Odysseus battles wits with is the goddess Kalypso. She is a very deceitful woman, indeed. Kalypso has somehow managed to hide from the gods for 7 years – an unnatural and disrespectable accomplishment. She has been having a secret affair with Odysseus, a mortal, who has been held captive on her island for the... ... Helene Foley, "Penelope as Moral Agent," in Beth Cohen, ed., The Distaff Side (Oxford 1995), pp. 93-115. "The Odyssey, History, and Women," by A. J. Graham, pp. 3-16, and Jennifer Neils, "Les Femmes Fatales: Skylla and the Sirens in Greek Art," pp. 175-84. Lillian Doherty, Siren Songs: Gender, Audiences, and Narrators in the Odyssey (Ann Arbor 1995), esp. chapter 1. Mary Lefkowitz, "Seduction and Rape in Greek Myth," 17-37. Marilyn Arthur Katz, Penelope's Renown: Meaning and Indeterminacy in the Odyssey (Princeton 1991). Nancy Felson-Rubin, Regarding Penelope: From Courtship to Poetics (Princeton 1994).

Ethical and Legal Issue Essay

How personal and societal values can influence ethical decision- making process when nurses are faced with ethical issues, nursing has long advocated a nonjudgmental approach to care. Nurses need to able to apply ethical principle in decision- making and consider their own values and belief and the values and belief of the client. As nurses we have the responsibility to protect the right of the client by acting as client advocate. According with Blais, Hayes, Kozier and Erb (2006) values are freely chosen, enduring belief or attitudes about the worth of a person, object, idea, or action. Freedom, courage, family, and dignity are example of values. Blais it al (2006) stated that values frequently derive from a person’s cultural, ethic, and religious background; from societal tradition; and from the values held by peer group and family. In the malpractice case, she faced with an ethical-legal conflict; ethical and legal conflicts are not synonymous. There are times in professional practice when the legal requirement does not appear compatible with ethical approach. Nurses may place themselves in legal jeopardy when they opt for what they see as the ethical or â€Å"right† thing to do, in spite of what is inherent in the law as that apply. In this case the nurse has acted as a client advocate and notify to the admintration about the situation she was witnessed. She may be was influenced by societal values, of human life and individual right. In Marianne case we as nurse have to respect family decision but at the same time patient values by been advocate by remind them to keep in mind what would has Marianne wishes.

The eNotes Blog How To Talk About Books You HaventRead

How To Talk About Books You HaventRead Or, Why Its Okay to Use Study Guides Modern literatis everywhere are faced with a crippling predicament: every month of the year, publishing houses churn out one bestseller after another, each one peaking our interest more than the last. And true booklovers, or at least those who want to be considered such, are expected to read an impossible amount of these, not to mention the hundreds of important works of literature that already exist in the world. How to face this hurdle in ones path to acceptance within that coveted literary inner circle? Why, we play pretend, of course. Utterly  sacrilegious  in its title but  irresistibly  pragmatic in its nature, Pierre Bayards  How To Talk About Books You Havent Read has been hailed as  Ã¢â‚¬Å"a survivor’s guide to life in the chattering classes.† But before you pounce on and decry us in the educational realm as hypocrites, have a read on to see what Bayard has to say about the science of non-reading Non-reading is not just the absence of reading. It is a genuine activity, one that consists of adopting a stance in relation to the immense tide of books that protects you from drowning. On that basis, it deserves to be defended and even taught. The key to non-reading and making it work, as psychoanalyst and University of Paris literature professor Bayard says, is orientation. Thinking back to all of the books weve read, thought weve read, read about, or merely heard whispers of, the way we process and recall all of these works is based on how we orientate them in our memories; its how one knows without ever opening, say,  Ulysses,  its importance to the literary world. We then navigate the vast library of all of these read and unread books in terms of their significance to literature as a whole: A book is an element in the vast ensemble I have called the  collective library, which we do not need to know comprehensively in order to appreciate any one of its elements†¦ The trick is to define the book’s place in that library, which gives it meaning in the same way a word takes on meaning in relation to other words. Bayard goes so far as to stress the importance of making these connections between books  over  simply reading and comprehending a single book: Rather than any particular book, it is indeed these connections and correlations that should be the focus of the cultivated individual, much as a railroad switchman should focus on the relations between trains - that is, their crossings and transfers - rather than the contents of any specific convoy. Now this is not to say that we encourage or condone that you not read, and especially that you not read what is assigned of you in class. But it brings up a good point. I have never read, nor do I really desire or have the time to read, War and Peace, at least not anymore than I want to read a growing list of about 50 other, newer titles that I have to catch up on  (ones that arent 363 chapters long). But thats not to say that I shouldnt be able or expected to know the novels significance. In Bayards eyes, there is more shame in admitting that you dont know what a book is about than being able to talk about a book you havent read for yourself: Only in accepting our non-reading without shame can we begin to take an interest in what is actually at stake, which is not a book but a complex interpersonal situation of which the book is less the object than the consequence. In summation, rather than giving us permission to disregard great works of literature, Bayard gives us his ode to books with How To Talk About Books, stating that this is a method we must  practice to employ the fantastic way that literature helps us make sense of a confusing world. So there you have it. You may freely use study guides to become a fuller person with a more fruitful inner library. For further non-reading, you may also want to flip through  Flavorwires neat little cheat sheet to help you talk about the  ten important books you probably havent read. In the meantime, feel free to use this as an excuse to not read Bayards book. Just make sure you label it afterwards, according to the authors tidy (anal) cataloguing system: UB book unknown to me SB  book I have skimmed HB  book I have heard about FB  book I have forgotten

Annotation from Emma essays

Annotation from Emma essays This passage from Emma initiates the conclusion to the novel. As the conversation between Mr. Knightly and Emma unfolds both misinterpret the intentions of the other. Mr. Knightly believes that Emma grieves over the loss of Frank Churchill while Emma fears that Mr. Knightly intends to express his attachment to Harriet. These false assumptions reinforce one of the major themes of the novel: the obstacles of open expression. Seldom, very seldom does complete truth belong to any human disclosure; seldom can it happen that something is not a little disguised, or a little mistaken; but where, as in this case, though the conduct is mistaken, the feelings are not, it may not be very material. In support to this quotation, when they finally remove the restraints of their feared assumptions all becomes clear and they finally express their true feelings for each other. Mr. Knightly finds great difficultly in expressing his feelings though; ironically he finds himself with a lack of words. T he declaration of love shared between Mr. Knightly and Emma also helps to tie up most loose ends; however, it foreshadows an obstacle with regards to Harriet. This match further confirms Emmas failure at matchmaking having been so happily matched herself while also impending that the news of Emmas engagement to Mr. Knightly will crush Harriet. It is at this point bitter-sweet emotions arise. While Emma is overcome with happiness in her match, she also feels guilt for Harriet and for the uncertainty which lays ahead for Harriet. ...

The Things They Carried by Tim O'Brien Essay

The Things They Carried by Tim O'Brien - Essay Example We just got lost somewhere within the school system between four and five. I would sit by the verandah next to the music room after every one was passed, I would take out my miniature guitar and imagine myself playing in a different auditorium each time, with different audience, but the end was always the same- a standing ovation. The things I carried were basically dictated by necessity as well as whichever day it was. Books, pen, handkerchief, lunch box, pocket change in my wallet that also had a photo of my mother and I and my phone were everyday requirements. It was illegal to carry a phone to school, but who knew when my great breakthrough to fame would come? I would need to call my friends, who by the way were non-existent. On Wednesdays, I carried my P.E kit, not because I was good in any game anyway, but then again, could not a young man dream? Dreaming should define every young man out there and am not an exception to those who dream, or am I? On Thursdays, I carried my camera so that I could sneak in to the girls’ bathroom and take a photo of my crush since when I was four, it has always been my dream to take a picture of my crush. At least that I did, before being caught and having it destroyed by the bully boyfriend of hers. It was a very painful thing seeing what it being destroyed without any help or being in a position to do anything to stop their actions. Along the way, my guitar got heavier, the weight in the realization that I would never become famous crawled in, and the reality started to sink in me. It culminated on the day I was found carrying out my fantasy routine by the schools head jock, the day that I will live to remember because of the shame I felt. The embarrassment of that day could not be captured by pen, but it’s fresh in my memory, and can narrate it as though it happened yesterday. I resolved to keep a diary instead, for easy recordings of any happening in my life, successful,

Reliability and Validity Paper Essay Example | Topics and Well Written Essays - 750 words

Reliability and Validity Paper - Essay Example † and then proceeds with â€Å"How it will be measured?† (Desarbo, William, & Babin, 2009) A measurement is defined as ‘good’ if it fulfills the criteria of validity and reliability. Reliability: Reliability measures the extent to which the test yields consistent results each time it is conducted and across various situations and includes the following (Neukrug, 2008). Test-retest: This involves conducting the same scale or test to similar respondents at two different points in time (Neukrug, 2008). For example, a researcher interested in measuring the number of times an average adult worker falls sick within a year discovers that 68% of the population falls sick at least thrice. If this test is conducted again, under similar conditions, and it is discovered again that 68% of the population falls sick at least thrice a year, it indicates that the test is reliable. Split-half: Under this the researcher checks one half of the results of a test against the othe r half to check for internal consistency (Neukrug, 2008). For example, a researcher who has measured good quality of human services at a hospital in terms of four items ambience, proper equipment, quick procedure and trained staff can split the results by grouping the results of ambience and proper equipment together and quick procedure and trained staff together respectively and then check the Chronbach’s alpha for these two groups. ... If the results obtained through the two tests show high correlation, then the tests are considered to be reliable. Validity: Validity refers to the extent to which the test measures what it is supposed to measure; that is, the extent to which the test meets its objectives (Neukrug, 2008). The following are the types of validity: Face or content validity: This results from the consensus amongst experts that a scale logically appears to be reliable (Neukrug, 2008). For instance, questions such as â€Å"how many children do you have?† asked by a researcher regarding the effectiveness of family planning programs are generally assumed to stand up to face validity. Criterion Validity: If the measure correlates with another measure of the same construct then it is assumed to have criterion validity (Desarbo, William, & Babin, 2009). If the new measure is tested at the same time as the old measure and is shown to be valid it is known as concurrent validity and if the new measure is te sted at a later time and is shown to be valid then it is predictive validity (Desarbo, William, & Babin, 2009). For example, in tests reveal that the effectiveness of the prototype provide correct estimate of the effectiveness of the final medicine 80% of the time, then the test has predictive validity. If, however, the same correlation is established between the final medicine (after it’s manufactured) and its prototype at the same time, then it will have concurrent validity. Construct Validity: This refers to the extent to which the measure confirms a network of hypothesis based on a theory to which the concepts are related (Monette, Sullivan, & DeJong, 2010). Convergent