ABT-CCP151-TSM 2012-06

RSLogix

5000

Level Basic 2:Ladder Logic Programming

Student Manual

Important User Information This documentation, whether, illustrative, printed, “online” or electronic (hereinafter “Documentation”) is intended for use only as a learning aid when using Rockwell Automation approved demonstration hardware, software and firmware. The Documentation should only be used as a learning tool by qualified professionals. The variety of uses for the hardware, software and firmware (hereinafter “Products”) described in this Documentation, mandates that those responsible for the application and use of those Products must satisfy themselves that all necessary steps have been taken to ensure that each application and actual use meets all performance and safety requirements, including any applicable laws, regulations, codes and standards in addition to any applicable technical documents. In no event will Rockwell Automation, Inc., or any of its affiliate or subsidiary companies (hereinafter “Rockwell Automation”) be responsible or liable for any indirect or consequential damages resulting from the use or application of the Products described in this Rockwell Automation does not assume responsibility or liability for damages of any kind based onDocumentation. the alleged use of, or reliance on, this Documentation. No patent liability is assumed by Rockwell Automation with respect to use of information, circuits, equipment, or software described in the Documentation. Except as specifically agreed in writing as part of a maintenance or support contract, equipment users are responsible for:

• properly using, calibrating, operating, monitoring and maintaining all Products consistent with all Rockwell Automation or third--party provided instructions, warnings, recommendations and documentation;

• ensuring that only properly trained personnel use, operate and maintain the Products at all times; • staying informed of all Product updates and alerts and implementing all updates and fixes; and • all other factors affecting the Products that are outside of the direct control of Rockwell Automation. Reproduction of the contents of the Documentation, in whole or in part, without written permission of Rockwell Automation is prohibited. Throughout this manual we use the following notes to make you aware of safety considerations: Identifies information about practices or circumstances that can cause an explosion in a hazardous environment, which may lead to personal injury or death, property damage, or economic loss.

Identifies information that is critical for successful application and understanding of the product.

Identifies information about practices or circumstances that can lead to personal injury or death, property damage, or economic loss. Attentions help you: • identify a hazard • avoid a hazard • recognize the consequence

Important User Information Labels may be located on or inside the drive to alert people that dangerous voltage may be present.

Labels may be located on or inside the drive to alert people that surfaces may be dangerous temperatures.

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Table of Contents

Introduction Course Overview CourPsuerpose ............................................................. WhSohouAldttend .......................................................... Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MeetingCourseObjectives ..................................................... StudeM ntaterials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hands-OEnxercises ......................................................... CertificatC e andidates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ConfigurationandProgrammingExamples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ControlLogix/RSLogix5000CurriculumMap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Application Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DraftinPgractices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

I I II II II III III III III IV IV V

Starting a Ladder Diagram for an RSLogix 5000 Project WhaYtoW u Lillearn .......................................................... WheYnoW u iDllTohis ...................................................... BeforYeoBuegin ............................................................ ProjecOt rganization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1-- 1 1-- 1 1-- 1 1-- 1

DivideaProjectintoSubroutines ............................................... Use IF - THEN Statements to Clarify Program Requirements ........................... UseNon-RetentiveOutputsWhenPossible ....................................... Non-RetentiveOutputBestPractices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UseRetentiveOutputsWhenPossible ........................................... CreatingaSubroutine ....................................................... HerHeo’sw ................................................................ DemonstrationChecklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1- 2 1-- 3 1-- 4 1-- 6 1-- 6 1-- 7 1-- 8 1-- 8

Exercise: Starting a Ladder Diagram for an RSLogix 5000 Project ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ ExercBise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ ExercC ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1-- 9 1- 11 1- 11 1-- 13 1-- 13

HoDwYidoDuo? ............................................................ Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercA ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercB ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercC ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1-- 15 1-- 16 1-- 16 1-- 16

1--16

ii

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Testing a Ladder Diagram in an RSLogix 5000 Project WhaYtoW u Lillearn .......................................................... WheYnoW uD illTohis ...................................................... BeforYeoBuegin ............................................................ AFI (Always False) Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AFI Instruction Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NOP(NoOperation)Instruction ................................................ NOPInstructionExamples ................................................. MCR(MasterControlReset)Instruction ..........................................

2-- 1 2-- 1 2-- 1 2--1 2--1 2-- 3 2- 3 2- 4

H Heoo’sw Deerm nstratio.nC. h. e. c. k. l.is.t . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .

2-- 5 2- 5

Exercise: Testing a Ladder Diagram in an RSLogix 5000 Project ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ ExercBise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ ExercCise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercA ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercB ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercC ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Programming Instructions WhaYtoW u LilleaTimer rn . . . . . . . . . . . . in . . .an . . . RSLogix . . . . . . . . . . 5000 . . . . . . Project ........................ WheYnoW uD illTohis ...................................................... BeforYeoBuegin ............................................................ TimeInr structions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TimeSrtructure ......................................................... TON(TimerOnDelay)Instruction ............................................ TOF(TimerOffDelay)Instruction ............................................. RTO(RetentiveTimerOnDelay)Instruction ..................................... RES(ResetI)nstruction ................................................... HerHeo’sw ................................................................ DemonstrationChecklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2-- 7 2-- 8 2-- 9 2-- 9 2-- 9 2- 11 2--12 2- 12 2- 12 2- 14

3-- 1 3-- 1 3-- 1 3- 1 3-- 2 3- 2 3-- 3 3- 4 3-- 5 3-- 6 3- 6

Exercise: Programming Timer Instructions in an RSLogix 5000 Project ExercAise

.................................................................

3-- 7

H ExoDewYirdoD cBuiose? . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . HoDwYidoDuo? ............................................................ Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercA ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercB ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3-- 83-- 9 3- 10 3--12 3- 12 3- 13

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Programming Compare Instructions in an RSLogix 5000 Pr oject WhaYtoW u Lillearn .......................................................... WheYnoW u iDllTohis ...................................................... BeforYeoBuegin ............................................................ CompareInstructionOverview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EQIUnstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GEQ,GRT,LEQ,LES,andNEQInstructions .................................... LIIMnstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HerHeo’sw ................................................................

4-- 1 4-- 1 4-- 1 4-- 1 4-- 2 4-- 3 4-- 3 4-- 6

DemonstrationChecklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4-- 6

Exercise: Programming Compare Instructions in an RSLogix 5000 P roject ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercA ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4-- 7 4-- 9 4--10 4-- 10

Programming Move Instructions in an RSLogix 5000 Project WhaYtoW u Lillearn .......................................................... WheYnoW u iDllTohis ...................................................... BeforYeoBuegin ............................................................ MOV(MoveI)nstruction ..................................................... MOVInstructionswithOne-ShotInstructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CLR(ClearI)nstruction ...................................................... HerHeo’sw ................................................................ DemonstrationChecklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5-- 1 5-- 1 5-- 1 5-- 1 5-- 2 5-- 3 5-- 4

5-- 4

Exercise: Programming Move Instructions in an RSLogix 5000 Project ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5-- 5 5-- 7 5--8 5-- 8

Programming Math Instructions in an RSLogix 5000 Project WhaYtoW u Lillearn .......................................................... WheYnoW u iDllTohis ...................................................... BeforYeoBuegin ............................................................ MathInstructionOverview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ADD (Add) Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6-- 1 6-- 1 6-- 1 6-- 1

SUB(SubtractI)nstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MUL(MultiplyI)nstruction .................................................... DIV(DivideI)nstruction ...................................................... MOD(ModuloI)nstruction .................................................... NEG(NegateI)nstruction ....................................................

6-- 2 6-- 3 6-- 3 6-- 5 6-- 6

6--2

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ABS (Absolute Value) Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SQR(SquareRoot)Instruction ................................................ Arithmetic Status Flags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HerHeo’sw ................................................................ DemonstrationChecklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6--6 6- 7 6--7 6-- 7 6- 8

Exercise: Programming Math Instructions in an RSLogix 5000 Project ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ Answers ExercA ise. . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..

6-- 9 6-- 11 6- 12 6--12

Programming Counter Instructions in an RSLogix 5000 Project WhaYtoW u Lillearn .......................................................... WheYnoW uD illTohis ...................................................... BeforYeoBuegin ............................................................ CounteIrnstructionUsage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CounteSrtructure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CTU(CounUt pI)nstruction ................................................... CTD(CounD t own)Instruction ................................................. RES(ResetI)nstruction ..................................................... HerHeo’sw ................................................................ DemonstrationChecklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7-- 1 7-- 1 7-- 1 7-- 1 7-- 1 7-- 3 7-- 4 7-- 4 7-- 6 7- 6

Exercise: Programming Counter Instructions in an RSLogix 5000 Project ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ ExercBise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercA ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercB ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7-- 7 7-- 8 7-- 9 7- 10 7--12 7- 12 7- 13

Handling Expressions in an RSLogix 5000 Project WhaYtoW u Lillearn .......................................................... 8-- 1 WheYnoW uD illTohis ...................................................... 8-- 1 BeforYeoBuegin ............................................................ 8-- 1 CMP(Compare)andCPT(Compute)Instructions ................................... 8-- 1 CMP(CompareI)nstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-- 1 C ThPeTE(Cxopm repsusitoenI)nOsrtdruecrotfiOonperatio. n. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . HerHeo’sw ................................................................ DemonstrationChecklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

88- -4- 3 8-- 4 8- 4

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Exercise: Handling Expressions in an RSLogix 5000 Project ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8-- 5 8-- 7 8--8 8-- 8

Documenting and Searching Ladder Logic Using RSLogix 5000 Software WhaYtoW u Lillearn WheYnoW u iDllTohis

.......................................................... ......................................................

BeforYeoBuegin ............................................................ DocumentingaProjectComponent ............................................. SearcOhptions ........................................................... SearchingforandReplacingaProjectComponent .................................. MatchWholeWordOnly ................................................... SearchingbyCross-Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BookmarTkoolbar ....................................................... HerHeo’sw ................................................................ DemonstrationChecklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9-- 1 9-- 1 9-- 1 9-- 1 9-- 3 9-- 3 9-- 3 9-- 4 9-- 4 9-- 5 9-- 5

Exercise: Documenting and Searching Ladder Logic Using RSLogix 5000 Software ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExercA ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9-- 7 9-- 9 9--10 9-- 10

Programming a Procedure in an RSLogix 5000 Project WhaYtoW u Lillearn .......................................................... 10-- 1 WheY noW u iDll To his ...................................................... 10-- 1 BeforYeoBuegin ............................................................ 10-- 1 OverviewoaSf equencer .................................................... 10-- 1 ExampleS: equencer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-- 2 OrganizinSgteps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-- 3 Example:RunEquipmentWhileaStepIsActive .................................. 10-- 3 ExampleS: tarEt quipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-- 3 Example:WaitforaChangeintheEquipment .................................... 10-- 4 IdentifyingTransitionConditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-- 4 Example:TransitionConditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-- 4 HerH e’osw ................................................................ 10-- 5

Exercise: Programming a Procedure in an RSLogix 5000 Project

ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExerciAse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10-- 7 10-- 9 10--10 10-- 10

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Separating the Procedure from Equipment Control in an RSLogix 5000 Project WhaYtoW u Lillearn .......................................................... 11-- 1 WheY noW u iDll Tohis ...................................................... 11-- 1 BeforYeoBuegin ............................................................ 11-- 1 LevelsoC f ontroO l verview ................................................... 11- 1 Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11-- 2 SeparatetheProcedurefromEquipmentControl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11-- 2 Example: Separating the Procedure from Equipment Control . . . . . . . . . . . . . . . . . . . . . . . . . 11-- 3 DividetheEquipmentintoSections ............................................. 11-- 4 IIddeennttiiffyy tthhee SCtoam n etocO 1111---4 tum s IannfodrTmhaattioYnoYuoMuuNset G edivteo tOopaeSraetcetiaoS tiopnerate I.t . . . ............................................ -5 Program the Equipment Control to Act on the Commands and Return the Status . . . . . . . . . . . . . 11--6 Set Up a Sequencer to Give the Commands and Read the Status ........................ 11-- 7 HerH e’osw ................................................................ 11-- 8 DemonstrationChecklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 8

Exercise: Separating the Procedure from Equipment Control in an RSLogix 5000 Project ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ ExerciBse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ ExerciCse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ ExerciDse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExerciAse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExerciBse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExerciCse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExerciDse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11-- 9 11- 10 11-- 11 11- 12 11- 13 11- 14 11- 15 11- 18 11--20 11- 20 11-- 20 11- 21 11- 22

Copying and Filling an Array in an RSLogix 5000 Project WhaYtoW u Lillearn .......................................................... WheY noW u iDll Tohis ...................................................... BeforYeoBuegin ............................................................ CreatingaSingleDimensionArray .............................................. ExamplA e:rray ......................................................... Array Addressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Copy(COP)andFileFill(FLL)Instructions ........................................ HerH e’osw ................................................................ DemonstrationChecklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12-- 1 12-- 1 12-- 1 12-- 1 12-- 1 12--2 12-- 3 12-- 5 12- 5

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Table of Contents

Exercise: Copying and Filling an Array in an RSLogix 5000 Project ExercAise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HoDwYidoDuo? ............................................................ Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ExerciAse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12-- 7 12-- 9 12--10 12-- 10

Appendices I/O Wiring Diagrams Slot0--1756-OB16DDigitalOutputModule ....................................... Slot2--1756-IB16DDigitalInputModule ......................................... Slot4--1756-OB16DOutputModule ............................................ Slot7--1756-OF6VIAnalogOutput ............................................. Slot8--1756-IF6VIAnalogInput ...............................................

A-- 1 A-- 2 A-- 3 A-- 4 A-- 5

ControlLogix Workstation I/O Device Assignments LocIT/aOal gs

..............................................................

B-- 2

viii

Table of Contents

Course Overview

I

Course Overview

Course Purpose

This course is a skill-building course that provides you with a basic understanding of RSLogix 5000 ladder logic instructions and terminology. This course also provides you with the resources and hands-on practice required to program basic ladder logic instructions for any Logix5000 controller. You will have an opportunity to use RSLogix 5000 software to perform basic software tasks to meet the requirements of a given functional specification. In addition to using ladder logic, you will be introduced to ladder logic techniques, established standards, and common rules for programming ladder logic. Reference: All Logix5000 systems use the same control engine;

therefore, tasks are similar. You will see applicable references for other systems.

Who Should Attend

Programmers who have little or no working experience with controllers and are responsible for programming Logix5000 controllers using RSLogix 5000 software, and who need to learn how to draft ladder logic for any application should attend this course. Activity: Introduce yourself, say the company you work for, and tell

the instructor and others what you hope to take away from this course.

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II

Course Overview

Prerequisites

To successfully complete this course, the following prerequisites are required: • Completion of the RSLogix 5000 Level 1: ControlLogix System Fundamentals course (Course No. CCP146) or equivalent experience

• Ability to perform basic Microsoft Windows tasks: -- Use a mouse -- Browse for files -- Open, close, size, and move windows Question: Is everyone comfortable with these skills?

Agenda

This course consists of the following lessons: Day 1

• • • • • •

Starting a Ladder Diagram Testing a Ladder Diagram Programming Timer Instructions Programming Compare Instructions Programming Move Instructions Programming Math Instructions

Day 2

• Programming Counter Instructions • Handling Expressions in an RSLogix 5000 Project • Documenting and Searching Ladder Logic Using RSLogix 5000 Software • Programming a Procedure • Separating the Procedure from Equipment Control • Copying and Filling an Array

Meeting Course Objectives

The following course structure is generally used to help you understand the content and activities:

• One lesson is devoted to each task. • Typical lesson includes most or all of these sections: -- “What You Will Learn” - lesson objectives -- “Before You Begin” - preparatory material -- “Here’s How” - demonstration of procedures -- “Exercise” -- opportunity to perform new skills, often in a hands-on lab environment -- “How Did You Do?” -- where to go for feedback on performance -- “Answers” -- answers to exercises E 2012 Rockwell Automation, Inc. All rights reserved.

Rev. June 2012 Overview

Course Overview

Student Materials

III

To enhance and facilitate your learning experience, the following materials are provided as part of the course package: • Student Manual:

-- Contains the topical outlines and exercises -- Used to follow presentations, take notes, and work through exercises • RSLogix 5000 and Logix5000 Procedures Guide : -- Provides the steps required to complete basic RSLogix 5000 software tasks that are common to all Logix5000 hardware platforms • Logix5000 Documentation Reference Guide : -- Provides a searchable, electronic resource -- Contains frequently referenced technical documentation Reference: Your instructor will show you these job aids now.

Hands-On Exercises

Throughout this course, you will have the opportunity to practice the skills you have learned through a variety of hands-on exercises: • Exercises focus on the skills introduced in each lesson.

• Exercises are performed on a ControlLogix workstation: -- The skills taught in this course can be applied to all Logix5000 platforms. -- You can perform these tasks on the specific platform used in your plant.

Certificate Candidates

If you are a candidate for a Certificate Exam, you must:

Tip "

• Take notes • Ask questions for clarification • Follow along with demonstrations using the job aids • Complete all labs The Certificate Exam questions are scenario--based and may require you to understand information from all of these areas. To study for the exam, you must keep all class materials and your written notes.

Configuration and Programming Examples

The configuration and programming examples shown in this course are intended solely for purposes of example. You will have different requirements with your application. You must verify that the associated necessary steps have been taken to meet all performance and safety requirements. Reference: See the Important User Information in your Student

Manual for more details. Rev. June 2012


IV

Course Overview

ControlLogix/RSLogix 5000 Curriculum Map

After completing this training, you may be interested in one or more of the following courses: • RSLogix Level 3: Project Development [CCP143, 4 days]

• DeviceNet and RSNetWorx Configuration and Troubleshooting [CCP164, 3 days] • ControlNet and RSNetWorx Configuration and Troubleshooting [CCP173, 3 days] Reference: See the curriculum map in the front of your Student

Manual for a complete listing of available ControlLogix/RSLogix 5000 courses.

Application Overview

To gain real-world programming experience, you will be given a functional specification for a fictitious iron process. You will use the specification for many of the hands-on exercises and test it using a hardware workstation.

Skip Car

Coke Loaded on the Conveyor

Raw Material Loaded in the Blast Furnace

Blast Furnace Coke and Other Raw Material Loaded in the Scale Car Conveyor Taking Coke to Stockhouse

Iron Trough

Scale Readout Molten Iron

Hot Metal Car

E 2012 Rockwell Automation, Inc. All rights reserved.


Course Overview

V

The following lists steps in the iron process:

• Coke is the main ingredient in the iron making process. A conveyor transfers it from the coke station to the stockhouse. • The stockhouse is where all raw material for the iron making process is segregated in storage bins and stored until it is transferred to the furnace top. • The raw material is accurately weighed by a scale car and then delivered to the furnace top by a skip car using a pulley system. • The molten iron is unloaded (tapped) from the furnace bottom, channeled through an iron and loaded a refractory-lined railroad cartrough, (hot metal car) forinto transportation to the steel-making facility.

Drafting Practices There are many correct ways to program ladder logic: • Your answer may be different from the provided example.

• Your answer may be different from those written by other students. • If your ladder logic project meets the requirements of the functional specification, it will be considered correct.

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VI

Course Overview



Lesson

1

Starting a Ladder Diagram for an RSLogix 5000 Project What You Will Learn

After completing this lesson, you should be able to: • Understand project organization

• • • •

Divide a project into subroutines Use IF -- THEN statements to clarify program requirements Use non-retentive and retentive outputs when possible Create subroutines

When You Will Do This You will perform these tasks in the following situations: • Create ladder logic structure that is easier to read

• Logically organize a project that facilitates troubleshooting • Code a program that incorporates efficient scan time

Before You Begin

Project Organization These containers are available to organize an RSLogix 5000 project:

Mention that each routine uses a specific programming language, such as ladder logic, function block diagram, sequential function chart, or structured text. Tell the students that the MainRoutine executes first in a program.

Task : Provides scheduling and priority information for a set of • one or more programs. • Tag: An area of controller memory where data from I/O devices, messages, networking, faults, etc., is stored. • Program: A set of related routines and tags. • Routine: A set or sequence of executable code. -- MainRoutine: Executes automatically when the controller triggers the associated task and program.

By default, there is one main task, program, and routine created in each new project:

Automatically Created by Default.

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1--2

Starting a Ladder Diagram for an RSLogix 5000 Project

Divide a Project into Subroutines Subroutine: A routine that is called by another routine:

• Is called by a JSR (Jump to Subroutine) instruction in the main routine or another subroutine (conditioned or unconditioned) • Returns to the other routine when complete or if a condition is met

Subroutines

Discuss why it is important to divide a project into subroutines.

Guideline

Use a subroutine for each section of equipment that does a relatively independent activity.

Suppose the packaging section of a plant uses three stations to finish the packaging of its product, like this: Station 2: Close the Flaps of the Box

Station 1: Fill the Box with Packing Material

Station 3: Tape the Box


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1--3

In that case, use a separate subroutine for each station: Closure Routine

Filler Routine

Taper Routine

Use IF - THEN State ments to Clarify Program Req uirements Before you program a routine in the software, clarify its requirements on paper. One way to do that is to write the requirements as IF – THEN statements. Each statement becomes a rung of the routine.

Mention that OSHA requires that normally-closed Stop contactors should be used, which would then change this comparison to “= on”. Our classroom demos do not have normally closed pushbuttons to use for Stop. Condition to check

Action to take

IF Part_detection_photoeye = on THEN Air_valve = on

Use AND & OR for multiple conditions

Use =, <, and > symbols for states and values

IF Start_pushbutton = on AND Stop_pushbutton = off THEN Water_pump = on Use parentheses for clarity

IF (Start_pushbutton = on OR jog_pushbutton = on) AND Stop_pushbutton = off THEN Conveyor_motor = on

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1--4


Activity: As a group, determine which of the IF - THEN

statements would work for the following applications:

Answer: IF Low Level switch = on OR Fill Valve = on) AND High Level switch = off THEN fill Valve = on

Answer: IF Furnace Temperature is >100 OR (IF High Temperature alarm light = on AND Alarm Acknowledge = off) THEN High Temperature alarm light = on

An operator tells you that you need to fill a tank if the Low Level switch is on. Once the tank starts filling, the low level switch will turn off but the tank needs to continue to fill until a High Level switch closes.

-

IF Low Level switch = on THEN Fill valve = on

-

If Low Level switch = on AND High Level switch = off THEN Fill valve

IF Low Level switch = on OR Fill Valve = on) AND High Level switch = off THEN fill Valve = on

An application requires that you turn on a High Temperature alarm light if the temperature in a furnace goes above 100 degrees. Once the alarm is turned on, it must stay on until an Alarm Acknowledge pushbutton is closed.

-

IF Furnace Temperature is > 100 OR (IF High Temperature alarm light = on AND Alarm Acknowledge = off) THEN High Temperature alarm light = on

-

(IF Furnace Temperature is < 100 OR IF alarm light = on) AND Alarm Acknowledge = off THEN High Temperature alarm light = on

-

If Furnace Temperature > 100 THEN High Temperature alarm light = on

-

If Alarm Acknowledge pushbutton = on THEN High Temperature alarm light = off

Use Non-Retentive Outputs When Possible Prescan: A special scan of all the routines in the controller:

• The controller does a prescan when it changes from Program mode to Run mode or powers up directly into Run mode. • During the prescan, the controller executes all instructions in prescan mode. The prescan initializes the instruction and data and prepares it for normal execution. Non-Retentive Output Instruction: An output instruction that

automatically resets its data when either of the following conditions occur:

• The controller goes to Run mode or powers up in Run mode (prescan). • The rung goes false. E 2012 Rockwell Automation, Inc. All rights reserved.



1--5

The Output Energize (OTE) instruction is a non-retentive output instruction:

The bit turns off after a power cycle. The bit turns off if the rung goes false. The bit turns on if the rung goes true.

Explain that this is an example of logic with a feedback seal-in. It is better to use both logic (output instruction tag) and hard-wired sensor input whenever available.

Seal-in logic is a way to keep a non-retentive output on even if initial conditions go false. You use at least two conditions to control the output:

• One condition starts (turns on) the output. • Another condition stops (turns off) the output.

Activity: As a group, determine the following using the graphic

above:

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-

Which condition creates the seal-in and which condition(s) activate the output?

-

What happens if the output is on and you change from Run mode to Program mode and then back to Run mode?


1--6


Non-Retentive Output Best Practices

A best practice is to use non-retentive outputs instead of retentive outputs when possible. Non-retentive outputs have several advantages:

• The logic is easier to read. All the conditions for the output are on one rung. You do not have to look somewhere else to see the conditions that turn off the output. • The logic is easier to debug and troubleshoot. When you latch an output, it stays on even after conditions go false. Because of this, it takes longer to find and fix problems with the logic. • The output is automatically reset to a safe state during start-up or power loss. We have assumed that off is the safe state for the output.

Use Retentive Outputs When Possible Retentive Output Instruction: An output instruction that keeps its

data value during a power loss, during a change to Run mode, or when the rung goes false.

• Require additional logic to reset. • Can be reset by using S:FS (Status First Scan BOOL) logic. The Output Latch (OTL) instruction is a retentive output instruction. It typically requires an Output Unlatch (OTU) instruction to reset it:

The bit does not change after a power cycle. The bit does not change if the rung goes false. The bit turns on if the rung goes true.




1--7

Creating a Subroutine Explain that the easiest way to call a subroutine is to call it all the time without any conditions.

Use a Jump To Subroutine (JSR) instruction to execute or call a subroutine. There are two ways to call a subroutine:

• Conditional: JSRs have input logic that must be met before the ladder code in the subroutine is scanned. • Unconditional: JSRs have no input logic and are always scanned while the processor is running.

Conditional JSR

Unconditional JSR

In controlling any output instruction, there needs to be a correctly addressed output instruction in the ladder logic and the controller must scan its logic. Placing code in a conditional subroutine means the subroutine’s ladder logic is only scanned when the JSR’s input conditions are met.

Mention that multiple JSRs on a rung conserves controller memory, saves time during documentation and saves on rungs.

Rev. June 2012

There are two different styles for programming JSRs:

• One JSR per rung or • Multiple JSRs on a rung


1--8


Here’s How IMPORTANT: To meet IACET CEU requirements and fully prepare certificate students for the final exam, you must demonstrate all lesson objectives using the proper job aids.

To perform the following tasks:

• • • • •

Understand project organization Divide a project into subroutines Use IF -- THEN statements to clarify program requirements Use non-retentive and retentive outputs when possible Create subroutines

Activity: As your instructor demonstrates these procedures, follow

along.

Demonstration Checklist Use the steps below and the information on the Demonstration Checklist to help guide you during the demonstration: 1. Use STL_1756R_DEM1.acdfor the demonstration. 2. Create the subroutine and enter a JSR instruction to call the routine.

Pay attention to these critical aspects of the demonstration: -

Did your instructor point out the project components in the Controller Organizer?

-

Why would you want to use a retentive output instruction?

-

What are the advantages of using non-retentive outputs?

-

Did your instructor show you the following? - Where to create a subroutine - Which instruction calls the subroutine - How to get help for an instruction

3. Show pressing F1 for help with an instruction.



Exercise: Starting a Ladder Diagram for an RSLogix 5000 Project

1--9

Exercise: Starting a Ladder Diagram for an RSLogix 5000 Project Exercise A

Practice dividing a project into subroutines. Before you get started, watch the animated simulation of the iron process: 1. Open the CCP151_1756R_DEM1.exe file. 2. Click Start in the lower-left corner of the window.

Turn the page to start the exercise.

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1-- 10


Context:

You are responsible for programming the materials delivery equipment of the iron process:

Coke Conveyor Stockhouse Scale Scale Car

Skip Car

Part

Description

Coke Conveyor

Coke is one of the materials in the iron process. A coke conveyor automatically refills the stockhouse when coke is low. A separate conveyor refills the stockhouse with iron pellets.

Stockhouse

The stockhouse stores coke and iron pellets for the furnace. When the furnace needs materials, the stockhouse fills a scale car with a specific weight of coke and iron pellets.

Scale

A scale measures the weight of the scale car. When the scale car reaches the target weight, it moves the materials to a skip car and dumps them in. Then it returns to the stockhouse for more materials.

Scale Car

The skip car lifts the materials to the furnace and dumps them in.

Skip Car

Directions: 1. How many subroutines would you likely use?


-

1 2

-

3 4 5 6 Rev. June 2012 STLe56R


1--11

2. Write a name for each subroutine in the following table, and then write a brief description of what the subroutine does. You do not

need to complete all the rows: RoutineName

How Did You Do? Exercise B

Description

Turn to the Answers section.

Practice using IF - THEN statement: 1. Is this statement OK:

IF Limit_switch THEN Motor

-

OK Not OK

If Not OK, what is missing:

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1-- 12


2. Is this statement OK:

IF Part_count < 5 OR Override_pushbutton = on AND System_OK bit = on THEN Pusher_valve = on

-

OK Not OK


3. Is this statement OK:

IF Motor 5 = on and Aux_Contact = on THEN Running_light = on

-

OK Not OK


4. Write this requirement as an IF – THEN statement:

The gate that feeds coke turns on (opens) when a photoeye detects a car in the loading position. The scale weight also needs to be less than 2.5 K for the gate to turn on and stay on. The gate that feeds iron pellets also needs to turn on (open) under those conditions.


Rev. June 2012 STLe56R


1 -- 13

5. Write this requirement as an IF – THEN statement:

A low-level photoeye turns on when material in a hopper is low. At that point, a filler conveyor needs to turn on and refill the hopper. When the hopper is full, a high-level photoeye turns on. The filler conveyor must not fill the hopper past that point.

How Did You Do?


Exercise C

In this exercise, you practice programming some of the equipment of the iron process using non-retentive outputs. Use these workstation devices to represent the equipment of the iron process: Pellet_Gate_Out

Coke_High Coke_Conveyor_Out

Start System_Command

Coke_Gate_Out Stop Coke_Low

Car_Position

Weight_Target

When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Open the STL_1756R_C1.acd project file.

The project already has the I/O modules that you need.

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1-- 14


2. Create the required routines:

- Coke_Conveyor - Stockhouse - Skip_Car 3. Create the following tags as program-scoped tags: TagName

Start

AliasFor

Local:2:I.Data.0

WorkstationDevice

DI0

Coke_High

Local:2:I.Data.1

DI1

Stop Coke_Low Car_Position

Local:2:I.Data.8 Local:2:I.Data.9 Local:2:I.Data.12

DI8 DI9 DI12

Weight_Target System_Command

Local:2:I.Data.13 Local:0:O.Data.0

DI13 DO0

Coke_Gate_Out

Local:0:O.Data.1

DO1

Coke_Conveyor_Out

Local:0:O.Data.3

DO3

Pellet_Gate_Out

Local:0:O.Data.4

DO4

MainRoutine 4. Program the MainRoutine to meet these requirements:

-

Unconditionally calls all the subroutines of the program.

-

Turns on the System_Command light to show that the system is on. The light:

- Turns on when you press the Start pushbutton. - Stays on even after the Start pushbutton turns off. - Turns off when the Stop pushbutton turns on. Coke_Conveyor Routine 5. Program the Coke_Conveyor routine to meet these requirements:

-


Turns on the Coke_Conveyor output whenever coke gets low in the stockhouse. The Coke_Conveyor output: Turns on only if the System_Command light is on. Turns on when the Coke_Low limit switch is on. Stays on even after the Coke_Low limit switch turns off. Turns off when the Coke_High limit switch turns on.



1 -- 15

Stockhouse Routine 6. Program the Stockhouse routine to meet these requirements:

-

Coke_Gate and Pellet_Gate are on (open) when all of these conditions are true:

- The Car_Position photoeye is on, which means the scale car is in position for loading. - The Weight_Target input is off, which means the scale is not filled to the target weight. - The System_Command light is on. 7. Save your project. 8. Download the project to slot 1 of your workstation. 9. Test the project and make sure it meets all the requirements.

Check off each requirement once it is met.

How Did You Do?

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1-- 16


Answers

Exercise A 1. Three:

-- Coke conveyor : It runs or stops independent from the operation of the cokehouse. -- Stockhouse: We considered the weighing and transporting of materials as one activity. You could have broken them out into separate activities (subroutines). -- Skip car : It runs relatively independent from the operation of the other equipment. 2. These routines would serve as a good starting point: Routine Name

Description

Coke_Conveyor

Refills the stockhouse with coke whenever it gets low.

Stockhouse

Measures set weights of coke and iron pellets and delivers them to the skip car.

Skip_Car

Delivers coke and iron pellets to top of the furnace.

Exercise B 1. Not OK. It needs the states of the limit switch and motor. 2. OK. 3. OK. 4. IF Car position photoeye = On and Scale weight < 2.5 K THEN

Coke gate = On AND Pellet gate = On 5. IF (Low level photoeye = On OR Filler_Conveyor = On) AND

High level photoeye = Off THEN Filler_Conveyor = On

Exercise C 2. The following graphic shows the routines in the Controller

Organizer:




1 -- 17

4. The following graphic shows one way to program the

MainRoutine:

Rev. June 2012

Rung 0

Calls the Coke_Conveyor routine all the time.

Rung 1

Calls the Stockhouse routine all the time.

Rung 2

Calls the Skip_Car routine all the time.

Rung 3

Uses seal-in logic to turn on the System_Command output. Start turns on the output. The output seals in Start. Stop turns off the output.


1-- 18


5. The following graphic shows one way to program the

Coke_Conveyor routine:

Rung 0

Coke_Conveyor_Out is the output bit that turns on the conveyor. The rung uses seal-in logic. The Coke_Low limit switch is the start input. The Coke_High limit switch is the stop input. The conveyor keeps running even after the coke level goes above the Coke_Low limit switch and the switch turns off. 6. The following graphic shows one way to program the

Stockhouse routine:

Rung 0


When all three conditions are true, both gates turn on (open) and start filling coke and pellets.


Lesson

2

Testing a Ladder Diagram in an RSLogix 5000 Project What You Will Learn

After completing this lesson, you should be able to: • Program an AFI (Always False) instruction

• Program a NOP (No Operation) instruction • Program a MCR (Master Control Reset) instruction

When You Will Do This You will perform these tasks in the following situations:

• Isolate your tests to specific sections of code or specific equipment • Test possible causes of a problem to isolate the root cause • Divide a routine into areas of modal need • Disable sections of code based on process/machine conditions

Before You Begin

AFI (Always False) Instruction An AFI instruction forces a rung false regardless of input conditions. Use it as a temporary instruction while you test and debug your code.

Mention that after machine or process field modifications certain rungs may no longer apply and AFI instructions may have been left in.

Make sure to remove the AFI instructions from your code when you are done testing. Otherwise, the controller will not respond to its programmed input conditions.

AFI Instruction Examples

To use an AFI instruction to disable one output in a rung, place the instruction in front of the output you want to disable.

Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. TSTsb56r

2--2

Testing a Ladder Diagram in an RSLogix 5000 Project

To use an AFI instruction to disable a rung to prevent an output from turning on, place the instruction in the main path.

When the instruction is placed in the rung first, the controller will solve this rung faster. To use an AFI instruction to disable a path on a rung, place the instruction in the path you want to disable.

Use the steps below to help guide you during the demonstration: 1. Use the TST_1756R_DEM1.acd file for your demonstration. 2. Show how the code executes. Now add the AFI instruction before the instructions on rung 2. Execute the code.

Activity: As your instructor demonstrates, notice the key points:

-

Where you place the AFI instruction?

-

What happens to the outputs on the rung with the AFI instruction?

-

What is the last thing to do when you are done testing?

3. Explain that if simply disabling a rung, place the AFI instruction at the beginning of the rung. 4. Now place the AFI instruction before the Pump_01 output.


Rev. June 2012 TSTsb56r


2--3

NOP (No Operation) Instruction A NOP instruction functions as a placeholder. It can be placed anywhere on a rung. When enabled, it performs no operation. When disabled, it performs no operation. NOP Instruction Examples

A NOP instruction can be used to describe a section of code or add additional comments to a project file.

Mention that the fault logic could be spread all throughout a project.

A NOP instruction can be used to create a diagnostic rung. This rung is usually at the beginning of a routine and is used to determine if any fault bits are set.

Mention that a cross-reference search will be covered in a later lesson.

This rung can show which fault bits have been set. From here, you can perform a cross-reference search to quickly go to the fault.

Use the steps below to help guide you during the demonstration:


1. On rung 1, add the NOP instruction on a branch under On. Execute the code. 2. Point out that the use of an NOP instruction is highly recommended because it is easy to search for.

-

Where you place the NOP instruction?

-

What happens to the outputs on the rung with the NOP instruction?

-


3. Explain that the NOP instruction only flags the shorted input branch leg used to bypass On.

Rev. June 2012


2--4


MCR (Master Control Reset) Instruction A pair of MCR instructions are useful when disabling multiple rungs of important code. Use a MCR instruction as a critical means of disabling process or machine code during operational phases of a project.

Use the steps below to help guide


you during the demonstration: 1. On rung 1, add the MCR instruction on a branch under the On OTE.

-

Where you place the MCR instruction?

-


2. Add the second MCR instruction on rung 3. 3. Mention that some paper mills use MCR zones.


What happens to the outputs on the rung with the MCR instruction?




2--5


• Program an AFI (Always False) instruction • Program a NOP (No Operation) instruction • Program a MCR (Master Control Reset) instruction

Demonstration Checklist You should have already demonstrated the AFI, NOP, and MCR instructions.

Pay attention to these critical aspects of the demonstration:

Rev. June 2012

-

Did your instructor explain why it is important to remove AFI, NOP, or MCR instructions after you have completed testing your project?

-

Did your instructor show you the following? - Where to create a(n) AFI, NOP, or MCR instruction - How to create a(n) AFI, NOP, or MCR instruction - How to get help for an instruction


2--6




Exercise: Testing a Ladder Diagram in an RSLogix 5000 Project

2--7

Exercise: Testing a Ladder Diagram in an RSLogix 5000 Project Exercise A

Practice using AFI instructions to test sections of a simulated iron process. Before you get started, watch the animated simulation of the iron process: 1. Open the CCP151_1756R_DEM1.exe file. 2. Click Start in the lower-left corner of the window.

Use these workstation devices to represent the equipment of the iron process: Coke_High

Pellet_Gate_Out

Coke_Conveyor_Out



Car_Position

Weight_Target

When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Open the TST_1756R_A1.acd project file.

Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. TSTe56r

2--8


2. Verify that the following tags are in the Main Program Scoped

Tags list: Tag Name

Alias For

Workstation Device

Start Coke_High

Local:2:I.Data.0 Local:2:I.Data.1

DI0 DI1

Stop

Local:2:I.Data.8

DI8

Coke_Low

Local:2:I.Data.9

DI9

Car_Position

Local:2:I.Data.12

DI12

Weight_Target System_Command


DI13 DO0

Coke_Gate_Out

Local:0:O.Data.1

DO1

Coke_Conveyor_Out Pellet_Gate_Out

Local:0:O.Data.3 Local:0:O.Data.4

D O3 DO4

3. Suppose you do not want the coke conveyor to run when you

turn on the system (System_Command = On). Place an AFI instruction so that it disables all the coke conveyor logic. 4. Suppose you want to test the scale car without filling it with

material. Place an AFI instruction so that it prevents the coke or pellet gates of the stockhouse from turning on. Make sure the AFI instruction does not disable the execution of the stockhouse routine. 5. Download the project to slot 1 of your workstation. 6. Put the controller in Run mode. 7. Press the Start pushbutton and make sure that the

System_Command light turns on. 8. Open the Coke_Conveyor routine. 9. Use the workstation devices and try to turn on

Coke_Conveyor_Out. Can you turn it on?

10. Open the Stockhouse routine. 11. Use the workstation devices and try to turn on the coke and pellet

gates. Can you turn them on?

12. Remove all the AFI instructions from the project. 13. Save the project and close RSLogix 5000 software.

How Did You Do? E 2012 Rockwell Automation, Inc. All rights reserved.

Turn to the Answers section. Rev. June 2012 TSTe56r


Exercise B

2--9

Practice using NOP instructions to test sections of a simulated iron process. When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Open the TST_1756R_B1.acd project file. 2. Suppose you want only the Stockhouse to run without the System

Command (nointo Start command). Modifythe thereaction programoftothe manually move the car position and observe system to see if it will stop filling when its target weight is reached. 3. Download the project to slot 1 of your workstation. 4. Put the controller in Run mode. 5. Open the Stockhouse routine. 6. Observe the Coke_Gate_Out and Pellet_Gate_Out outputs on the

workstation. What state are they in?

7. Use the workstation and try to turn off the Coke_Gate_Out and

Pellet_Gate_Out outputs. Can you turn the outputs off?

8. Remove the NOP instruction from the project. 9. Save the project and close RSLogix 5000 software.

How Did You Do?


Exercise C

Practice using MCR instructions to disable sections of a simulated iron process. When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Open the TST_1756R_C1.acd project file.

Rev. June 2012


2-- 10


2. Suppose you want to hold all outputs in the Coke_Conveyor and

Stockhouse subroutines in an off state while the system is idle (System_Command = low = 0). This helps with safety as it assures the Start pushbutton must be made before the controller can turn on “any” non-retentive outputs. Hint: We first create a zone of consecutive rungs of ladder by

moving the rungs from the Coke_Conveyor and Stockhouse subroutines to the MainRoutine. This has already been done for you. 3. Program two MCR instructions to define the zone disabling all

outputs until the Start pushbutton is pressed. 4. Download the project to slot 1 of your workstation. 5. Put the controller in Run mode. 6. Open the MainRoutine. On the workstation, press the Start

pushbutton and operate the system to see if it runs normally. Does the system run as expected?

7. Press the Stop pushbutton. 8. Go offline. 9. In the MainRoutine, place an NOP branch around the Coke_Low

and Coke_High input instructions. Place a second NOP branch around the Car_Position and Weight_Target input instructions. 10. Download the project and put the controller in Run mode. 11. Observe the Coke_Conveyor_Out, Coke_Gate_Out, and

Pellet_Gate_Out outputs on the workstation. What are the states of the outputs when Command_System is on, and why are they reacting this way?

12. Observe the same three outputs on the workstation. What are the

states of the outputs when System_Command is off, and why are they reacting this way?

13. Go offline. 14. Remove all NOP and MCR instructions from the project. E 2012 Rockwell Automation, Inc. All rights reserved.

Rev. June 2012 TSTe56r


2--11

15. Save the project and close RSLogix 5000 software.

How Did You Do?

Rev. June 2012



2-- 12


Answers

Exercise A 3. Place the AFI instruction in front of the JSR instruction that

calls the routine. This prevents the controller from calling the routine.

4. Place the AFI instruction in front of the rung that turns on the

gates. This keeps the rung always false and the gates always off (closed).




2 -- 13

9. The output should stay off even with Coke_Low = On,

Coke_High = Off, and System_Command = On. 11. The outputs should stay off even with Car_Position = On,

Weight_Target = Off, and System_Command = On.

Exercise B 2. Place a branch around System_Command on the rung that

controls Coke_Gate_Out and Pellet_Gate_Out. Then place an NOP instruction on that branch. This will command Coke_Gate_Out and Pellet_Gate_Out to open (turn ON) when a car is in place until the target weight is reached. After the weight is reached, Coke_Gate_Out and Pellet_Gate_Out will both close (turn OFF).

6. Both Coke_Gate_Out and Pellet_Gate_Out are on when the car

is in place and the target weight has not been reached. They both turn OFF when the target weight is reached. 7. No, the Stop and Start buttons no longer control

Coke_Gate_Out and Pellet_Gate_Out.

Rev. June 2012


2-- 14


Exercise C 3. After the MCR instructions have been added, your MainRoutine

should look similar to the grahic below:

6. Yes, the system runs normally.




2 -- 15

9. After the two NOP branches have been added, the MainRoutine

should look similar to the following graphic:

11. When the Start pushbutton activates System_Command, it also

activates the MCR zone to scan normally. With the two NOP branches providing a true path to the three outputs, they all turn on. 12. When the Stop pushbutton de-activates System_Command, it

also de-activates the MCR zone normal scan. In this case, the first MCR scans breaking logical continuity of every rung, until it finds the second MCR (no inputs on this MCR rung). The two NOP branches are superfluous since the rungs are false in this state, so all outputs turn off.

Rev. June 2012


2-- 16




Lesson

3

Programming Timer Instructions in an RSLogix 5000 Project What You Will Learn

After completing this lesson, you should be able to program timer instructions in an RSLogix 5000 project.

When You Will Do This You will perform this task in the following situations:

• Turn an output on or off • Track the total running time of a process

Before You Begin Mention that timer instructions are output instructions.

Timer Instructions Timer instructions control operations based on time and are used when any of the following actions need to occur:

• After a timed delay, trigger an outcome to take place • Cause an event to occur for a specified length of time • Time the duration of an event Question: What type of application would require a timer?

Example: A TON instruction turns on a motor 10 seconds after start is enabled for safety reasons. Example: A TOF instruction keeps a fan running for one minute after stopping a motor. Note that an RTO is similar to a TON except after timing it retains the accumulated value until it is reset.

There are four types of timer instructions:

• TON (Timer On Delay) : Used to time for a specific interval after the timer is enabled. • TOF (Timer Off Delay) : Used to time for a specific interval after a timer is disabled. • RTO (Retentive Timer On Delay) : Used to accumulate time. • RES (Reset): Used to reset a timer. Activity: As a group, determine the timer types for the following

situations:

Answers: TON RTO

Rev. June 2012

-

You need to turn on a photo jammed alarm if a part is in front of a photo eye for more than 1 second.

-

You need to keep track of how long a machine is in cycle. It may go in and out of cycle several times during the shift and you want to know the total amount of time it was in cycle.

E 2012 Rockwell Automation, Inc. All rights reserved. TIMsb56r

3--2

Programming Timer Instructions in an RSLogix 5000 Project

Timer Structure

A timer instruction has three operands:

• Timer: The structure where information from the timer is stored. • Preset Value (.PRE) : The number of units or time base to be timed (valid range 0 through +2,147,483,647). • Accumulated Value (.ACC) : The total time the timer has been enabled in millisecond units. Tag Name Total Milliseconds the Timer has Counted

In RSLogix 5000 software, show the students how to right-click an instruction and select Instruction Help. Tell them that they also can use the Documentation Reference Guide. Tell the students that this is an example of a TIMER structure within the Monitor Tags window of RSLogix 5000 software.

How Long to Delay Accumulate Time

Question: Where can you find more information on timer

instructions and their functionality?

Data associated with a timer instruction is stored in members of a TIMER structure. All timers have the same five members:

Preset Value Accumulated Value Enable Bit Timer Timing Bit Done Bit

• .PRE: The value (1 msec units) which the accumulated value must reach before the instruction sets the .DN bit. • .ACC: The number of milliseconds that have elapsed since the timer instruction was enabled. • Timer Status Bits: A function to tell the controller the status of the timer instruction.

TON (Timer On Delay) Instruction Note that when the .EN and .DN bits are set (1), they are highlighted on the rung in the ladder logic routine. This is true with all types of timer and counter instructions.


The rung conditions control the instruction. If the rung conditions are true, the following occurs:

• The .EN bit turns ON and the timer starts timing. • The .TT bit turns ON when the timer is timing. The timer is enabled but not done and the accumulated value is incrementing. • When the accumulated value reaches the preset value, the timer stops timing. The timer sets the .DN bit and resets the .TT bit. Rev. June 2012 TIMsb56r


3--3

A TON instruction is used for a timer that needs to accumulate time when it is true and reset when false: The status bits are in the following states . . .

If the rung conditions are . . .

.EN

Use the steps below to help guide you during the demonstration: 1. Go online with the TIM_1756R_DEM1.acd file. 2. In the TON routine, show the students how the TON instruction works and answer the Activity questions. 3. Expand the tag TON_Demo in the Monitor Tags window to see the correlation between the tags and the ladder logic.

.TT

Then . . .

.DN

TRUEand.ACC<.PRE

1

1

0

The timer is timing and the .ACC increments.

TRUEand.ACC=.PRE

1

0

1

The timer timed out and the .ACC holds the current value.

FALSE

0

0

The timer is reset and the .ACC is 0.

0

Activity: As a group, determine the following as your instructor

demonstrates the TON instruction:

-

What happens when Pushbutton_DI1 is enabled?

-

What happens if Rung 0 becomes false (0/open) after the timer starts timing?

-

What happens when the accumulated value equals the preset?

-

When will Red_Light_DO2 become enabled?

TOF (Timer Off Delay) Instruction Mention that an overhead projector has a timed off element. When the light bulb is turned off, a cooling fan continues to run for a specified amount of time, which is representative of a TOF.

A TOF instruction is used for a timer that needs to time when it is false and reset when true: The status bits are in the following states . . .


.EN

Rev. June 2012

FALSEand.ACC<.PRE

0

TRUE

1

FALSEand.ACC=.PRE

0

.TT

1 0

1

The timer is timing and the .ACC increments. The timer is reset and the .ACC is 0.

1 0

Then . . .

.DN

0

The timer timed out and the .ACC holds the current value.


3--4


The graphic below shows a TOF instruction:



1. In the TOF routine, demonstrate how the instruction resets as soon as the rung goes TRUE.

-

When does Red_Light_DO11 become enabled?

-

What happens when Switch_DI14 becomes false (0/open)?

-

What happens if Switch_DI14 becomes true (1/closed) after the timer starts timing?

-

What happens to TOF_Demo.DN when the .DN bit is disabled?

2. Point out that the .EN and .DN bits are enabled simultaneously when the switch is enabled. When the switch is disabled, the .EN bit is disabled, the .TT bit is enabled, and the .DN bit remains enabled for the specified length of the off delay (preset value).

demonstrates the TOF instruction:

RTO (Retentive Timer On Delay) Instruction

? What is a retentive instruction? Answer: An instruction that retains data until it is reset, even after a power failure.

An RTO instruction is a timer that accumulates time when it is true and does not reset when it goes false. It has the ability to start and stop without resetting (losing) its accumulated value: The status bits are in the following states . . .


.EN

Tip " E 2012 Rockwell Automation, Inc. All rights reserved.

.TT

TRUEand.ACC<.PRE

1

1

0

TRUEand.ACC=.PRE

1

0

1

FALSE

0

FALSEand.ACC=.PRE

0

0

0 0

Then . . .

.DN

1

The timer is timing and the .ACC increments. The timer timed out and the .ACC holds the current value. The timer is reset and the .ACC is 0. The timer timed out and the .ACC holds the current value.

An RES (reset) instruction is needed to reset the RTO instruction’s accumulated value and bits regardless of the state of the RTO rung. Rev. June 2012 TIMsb56r


3--5

The graphic below shows an RTO instruction:

RES (Reset) Instruction Mention that CTU and CTD instructions are counter instructions that will be taught in a later lesson.

An RES instruction is an output instruction used to reset timer and counter instructions. It will typically reference either a TON, RTO, CTU, or CTD instruction by its tag. When an RES instruction is true, the accumulated value and the bits of either a timer or counter instruction of the referenced tag data type are cleared to 0 (reset). The following graphic shows an example of an RES instruction referencing a timer instruction:

Never use an RES instruction to reset a TOF instruction because the RES clears the status bits as well as the accumulated value.



1. In the RTO routine, show and explain what happens when rung conditions are TRUE and then when they are FALSE.

-

When does Red_Light_DO5 become enabled?

-

What happens if Switch_DI15 is disabled after the timer starts timing?

-

When will the RTO instruction’s accumulated value and bits be cleared?

2. Show Switch_DI15 is disabled while the timer is timing and when the instruction times out, the RTO retains the accumulated value. 3. Expand the tag RTO_Demo in the Monitor Tags window during the demonstration so students can see the correlation between the tags and the ladder logic.

Rev. June 2012

demonstrates the RTO and RES instructions:


3--6


Here’s How

To program timer instructions.

IMPORTANT: To meet IACET CEU requirements and fully prepare certificate students for the final exam, you must demonstrate all lesson objectives using the proper job aids.

Demonstration Checklist You should have already demonstrated the timer instructions.



-

Do you know which timer instruction to use when you want the timer to begin timing when the rung goes false and reset the accumulated time when the rung goes true?

-

Do you know what happens to the status bits when rung conditions are true for a TON instruction?

-

Did your instructor show you the following? - Where to create a timer instruction - How to get help for an instruction - How to interpret true and false rung conditions for TON, TOF, and RTO instructions

Rev. June 2012 TIMsb56r

3--7

Exercise: Programming Timer Instructions in an RSLogix 5000 Project

Exercise: Programming Timer Instructions in an RSLogix 5000 Project Exercise A

Practice programming timer instructions for an iron process. Before you get started, watch the animated simulation of the iron process: 1. Open the CCP151_1756R_DEM1.exe file. 2. Click Start in the lower-left corner of the window.

Use these workstation devices to represent the equipment of the iron process: Pellet_Gate_Out

Coke_High Coke_Conveyor_Out



Car_Position

TagName

Rev. June 2012

Workstation Device

AliasFor

Start

Local:2:I.Data.0

Coke_High

Local:2:I.Data.1

DI0 DI1

Stop

Local:2:I.Data.8

DI8

Coke_Low

Local:2:I.Data.9

DI9

Car_Position

Local:2:I.Data.12

DI12

System_Command

Local:0:O.Data.0

DO0

Coke_Gate_Out Coke_Conveyor_Out


DO1 DO3

Pellet_Gate_Out

Local:0:O.Data.4

DO4

E 2012 Rockwell Automation, Inc. All rights reserved. TIMe56r

3--8


When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Open the TIM_1756R_A1.acd project file. 2. Replace the Weight_Target switch with the output bit of a timer.

Use the timer to simulate filling the scale car to the target weight: - IF Coke_Gate_Out = On (coke gate open)

AND On (pellet gate open) AND Pellet_Gate_Out Car_Position is on= (car at stockhouse) THEN start timing (filling the car) - It takes 90 seconds to fill the car to the target weight. - The gates turn off (close) when the car reaches the target weight, just like they do now. - The timer holds the simulated weight until Car_Position turns off (car leaves stockhouse).

How Did You Do?



Rev. June 2012 TIMe56r


Exercise B

3--9

Program a fault detection for the stockhouse gates. Sometimes when a programmer is developing logic, it is beneficial to create some temporary logic to simulate a machine or process function. This simulation logic could be used to test a section of code before the hardware is in place. The Stockhouse routine of your project has logic that simulates the feedback limit switches for the coke and pellet gates. Open the routine and review the logic and comments. To test and tell if a gate is faulted, you can use the outputs FB0 and FB1 in the simulation logic. For example, if FB1 = on, that tells you the gate is open. When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Open the TIM_1756R_B1.acd project file. 2. Add additional logic to the stockhouse routine to set a fault bit for

a gate if the gate does not fully open or fully close as commanded:

-

The fault bit for the gate turns on if either of these conditions are true for longer than 10 seconds:

- Gate = On And FB1 = Off - Gate = Off And FB0 = Off

-

Once the fault bit turns on, it stays on. You must manually turn it off by pressing the Stop button for 2 seconds.

-

If either of the gates fault, then both gates turn off. Use existing tags Coke_Gate_Fault and Pellet_Gate_Fault.

3. Download the project to slot 1 of your workstation. 4. Put the controller in Run mode. 5. Press the Start pushbutton and make sure that the

System_Command light turns on.

Rev. June 2012


3-- 10


6. Test your code and make sure it meets requirements. Here are

some suggestions:

• Use AFI instructions to test small sections of your code. For example, first test the weigh scale simulation, and then test the feedback simulation, and so on. • To simulate a faulted gate, set the preset for the Coke_Gate_Open_Delay timer to something greater than 10 seconds. • Command the Coke Gate to open and wait 10 seconds. The fault bit Coke_Gate FB1 should turn on, and both Coke gate out and Pallet gate out should turn off. • Check off each requirement as you meet it. 7. Go offline. 8. Save the project.

How Did You Do?





Rev. June 2012

3--11


3-- 12


Answers

Exercise A 2. The boxes in the following graphic highlight the new code for

the weigh scale simulation:

Rung 0

The XIO instruction checks the done bit of the timer. If off, then the simulated weight is less than the target weight. If on, then the simulated weight is at the target weight.

Rung 1

The rung uses seal-in logic to start and reset a timer. The timer simulates the filling of the scale car.

• IF Coke_Gate_Out = on AND Pellet_Gate_Out = on AND Car_Position = on, THEN the timer runs for 90 seconds. the timer done, done bitits seals the gate • Once conditions. Thisislets thethe timer hold timeinwhen the gates close. • Car_Position turns off when the scale car leaves the stockhouse. This resets the timer.




3 -- 13

Exercise B 2. The boxes in the following graphic highlight the new code for

the fault detection:

Rung 0

The gates turn on only if both of them are not faulted. They both turn off if either of them fault while commanded on.

Rung 8

If Coke_Gate_Out = On And Coke_Gate_FB1 = Off Or if Coke_Gate_Out = Off And Coke_Gate_FB0 = Off After 10 seconds Then Coke_Gate_Fault = On (latched) Same as rung 8.

Rung 9

Rev. June 2012


3-- 14




Lesson

4

Programming Compare Instructions in an RSLogix 5000 Project What You Will Learn

After completing this lesson, you should be able to program compare instructions in an RSLogix 5000 project.

When You Will Do This You will perform this task when you need to make a decision based on a value, not a bit. Some examples are:

• Turn on an alarm if a flow rate exceeds a certain level • Turn on an output when it is within a certain range • Reject a package if it is less than or greater than a certain weight

Before You Begin

Compare Instruction Overview Source: The tag address or constant value on which a compare

operation is performed. Compare Instructions: An input instruction that compares a pair of Tcan ell students compare instructions compare that values of different types, such as floating point (REAL) Tip and integer (INT).

values by using an expression or a specific compare instruction.

" A compare instruction executes faster and requires less memory if all

Mention that a separate lesson covers the CMP and CPT instructions. This lesson does not cover the MEQ instruction. There is rarely a need to use that instruction.

the operands of the instruction use the same optimal data type, typically DINT or REAL. There are seven compare instructions:

• • • • • • •

EQU (Equal to) GEQ (Greater Than or Equal to) GRT (Greater Than) LEQ (Less Than or Equal to) LES (Less Than) NEQ (Not equal to) LIM (Limit)

Question: Have you seen or used compare instructions in your

plant’s applications? What are some examples?

Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. PCIsb56r

4--2

Programming Compare Instructions in an RSLogix 5000 Project

All compare instructions:

• Compare Source A to Source B for some condition • Compare data from external sources or from internal addresses (tags) • Compare two numbers or two strings of ASCII characters

Mention that that strings may come from bar code readers.

ASCII characters are case-sensitive, which applies to EQU, GEQ, GRT, LEQ, LES, and NEQ instructions. For example, upper case “A” (A=$41) is not equal to lower case “a” (a=$61). Strings are not equal if any of their characters do not match.

EQU Instruction

The EQU instruction, an input instruction, tests whether Source A is equal to Source B. For example, if the box counter’s accumulated value is equal to the level count, then the rung-condition-out is set to true, as shown in the following graphic: Tag Tag Value

10 is equal to 10, so the rung condition is true.

Use the steps below to help guide you during the demonstration: 1. Go online with the PCI_1756R_DEM1.acd file.

Activity: As your instructor demonstrates the EQU instruction,

notice that when the value in bottle_count_start matches the value in bottle_count_end, the rung-condition-out is set to true.

2. Open the MainRoutine and review how the EQU instruction functions.


Rev. June 2012 PCIsb56r


4--3

GEQ, GRT, LEQ, LES, and NEQ Instructions

The GRT instruction will check if the Source A value is greater than the Source B value. The LES instruction will check if the Source A value is less than the Source B value. For example, if the furnace temperature is greater than 375 degrees or if the furnace temperature is less than 200 degrees then turn on the temperature out-of-range alarm.

Use the steps below to help guide you during the demonstration: 1. Explain what sets the rung condition to TRUE. 2. Explain what sets the rung condition to FALSE. 3. Point out that Source A is a fixed value, while Source B varies depending on the analog input.


demonstrates the LEQ instruction:

-

When is the rung-condition-out set to true?

-

When is the rung-condition-out set to false?

LIM Instruction

The LIM instruction, an input instruction, determines if the test value is within the low limit to high limit range. For example, if the oven temperature is between 358 and 364 degrees, then turn on the Temperature_OK bit.

Rev. June 2012


4--4


The following table outlines the function of a LIM instruction:

To make the rung true when the tested value is . . .

Then set the low limit . . .

Between or equal to either of the limits

Less than the 58 high limit

Example High limit

Low limit

Rung is true when . . .

Tested Value

60

The value is equal to 85, equal to 60, or between the two

Outside or equal to either of the limits

Mention that it doesn’t make any difference if the test value is incrementing up, clockwise (as in this example) or down counter-clockwise. As long as the test value is between the limits the instruction is logically true.

Tested Value

Higher than 60 the high limit

85

Teste Value

The tested value is 60 or less, or 85 and above

The following list and graphic further explain the LIM instruction:

• The LIM instruction starts at the low limit and increments clockwise until it reaches the high limit. • The test values in the clockwise range from the high limit to the low limit set the rung-condition-out to false. • The instruction is true if the test value is equal to or between the low and high limit. Low Limit

High Limit

0 1

+1 Low Limit

−(n+1)

n+1)

+n

High Limit

+n

n = maximum value



4--5


Another way to configure the LIM instruction is to set the low limit to a larger number than the high limit, as shown in the following conditions and graphic:

• The instruction starts at the low limit and increments clockwise until it reaches the high limit. • The test values in the clockwise range from the high limit to the low limit set the rung-condition-out to false. • The instruction is true if the test value is outside or equal to the low and high limit. Low Limit

High Limit 1

0 +1 High Limit

Low Limit n+1)

+n

n = maximum value

Use the steps below to help guide


you during the demonstration: 1. Demonstrate how the outputs turn on and off by moving the POTs on the workstation.

demonstrates the LIM instruction on rung 3:

2. As you move a POT, point out how the value in its tag changes.

-

When is the rung-condition-out set to true?

-

When is the rung-condition-out set to false?

3. Go to the tags monitor and display the tag Local:0:I.Ch0Data and show the value change there as you move the POT. 4. Show where Coke_weight is an alias to the analog value and point out how the value changes there.

Rev. June 2012


4--6


Here’s How

To program compare instructions.


Demonstration Checklist Your instructor should have already shown you how each compare instruction functions.



-

Do you know which compare instruction to use when you want to test whether one value is between two values?

-

Did your instructor show you the following? - Where to create a compare instruction - How to get help for an instruction - How to interpret true and false rung conditions for compare instructions


4--7

Exercise: Programming Compare Instructions in an RSLogix 5000 Project

Exercise: Programming Compare Instructions in an RSLogix 5000 Project Exercise A

Practice programming compare instructions for an iron process. Before you get started, watch the animated simulation of the iron process: 1. Open the CCP151_1756R_DEM1.exe file. 2. Click Start in the lower-left corner of the window.

Use these workstation devices to represent the equipment of the iron process: Weight

Pellet_Gate_Out


Coke_Gate_Out Stop

Car_Position

TagName

Workstation Device

AliasFor

Start Stop


DI0 DI8

Car_Position

Local:2:I.Data.12

System_Command

Local:0:O.Data.0

DO0

Coke_Gate_Out

Local:0:O.Data.1

DO1

DI12

Pellet_Gate_Out

Local:0:O.Data.4

DO4

Weight

Local:8:I.Ch0Data

AI0

When you see underlined text, refer to the related procedure or information in your job aid. Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. PCIe56r

4--8


Directions: 1. Open the PCI_1756R_A1.acd project file. Weigh Scale

2. Create a new programmed scoped tag with the following

information: TagName

Weight

AliasFor Local:8:I.Ch0Data

Workstation Device

AI0

3. On rung 0 of the StockHouse routine replace Sim_Fill_Time.DN

with analog input 0 of your workstation. Use the input to simulate the weight read-out of the weigh scale: - If the weight is less than 5000 kg AND the other conditions are true, THEN: Coke_Gate_Out = On Pellet_Gate_Out = On We have already added the analog input module to the I/O configuration of the controller. Channel 0 is scaled to 0 to 10000 kg.


Rev. June 2012 PCIe56r


4--9

Weigh Scale In Range Detection 4. Suppose that the weigh scale read-out must be between 1000 and

5500 kg whenever a scale car is on it (Car_Position = On). Otherwise, the scale is out of calibration. Program the StockHouse routine to signal that the weight is in range: - Use the same analog input weight from step 3. - Turn on a bit to show that the scale is in range. You do not need to configure the bit to control a light on your workstation. 5. Download the project to slot 1 of your workstation. 6. Put the controller in Run mode. 7. Press the Start pushbutton and make sure that the

System_Command light turns on. 8. Test your code and make sure it meets requirements. The

following are suggestions:

• Turn AI0 on your workstation to change the weight on the scale. • Check off each requirement as you meet it. • Watch the value in the weight tag as you move AI0 up and down and make sure it is changing. 9. Go offline. 10. Save the project.

How Did You Do?

Rev. June 2012


E 2012 Rockwell Automation, Inc. All rights reserved. PCIe56r

4-- 10


Answers

Exercise A 3. In the following graphic, the box highlights the new instruction

for the weigh scale:

Rung 0

The LES instruction lets the gates turn on (open) if the weight is less than 5000 kg. When the weight reaches 5000 kg, the LES instruction causes the gates to turn off (close). 4. The following graphic shows the instruction for the weigh scale in range detection:

Rung 10


If Car_Position is on and Weight is between 1000 and 5500 kg, Scale_In_Range turns on. Rev. June 2012 PCIe56r

Lesson

5

Programming Move Instructions in an RSLogix 5000 Project What You Will Learn

After completing this lesson, you should be able to program move instructions in an RSLogix 5000 project.


• Move values according to the needs of a ladder logic project • Clear values when the rung in condition is true

Before You Begin

MOV (Move) Instruction

An example where a move instruction could be used is if a fault occurs on a production line, the corresponding fault code is moved to a display.

Move instructions are output instructions that copy a single variable or constant values from one location to another. The data is moved from a source to a destination. The tag address or constant value on which a move operation is performed. The tag address where the data is stored after an operation is performed.

The Source value remains unchanged with MOV instructions.

Question: How are you using move instructions in your

applications?

MOV and CLR are the two most--used move instructions. MVM is rarely used, so we do not cover it in this course. BTD is a move instruction for special cases. This instruction is covered in a later lesson.

Tip "

Rev. June 2012

Move instructions execute faster and require less memory if all the operands of the instruction use the same optimal data type, typically DINT or REAL. Data typesand within moveerrors instructions can beand mixed, but loss of will accuracy rounding might occur, the instruction take more time to execute.

E 2012 Rockwell Automation, Inc. All rights reserved. PMVsb56r

5--2

Programming Move Instructions in an RSLogix 5000 Project

MOV Instructions with One-Shot Instructions

MOV instructions execute once each time the instruction is scanned, as long as the rung-condition-in is true. To evaluate the expression only once, use a one-shot instruction to trigger the instruction.

This example sets Recipe_Number to different values. The one-shot (ONS) instructions limit the moves to only scan when the input goes from off to on:

Use the steps below to help guide you during the demonstration: 1. Go online to the controller with the PMV_1756R_DEM1.acd file. 2. Demonstrate each of these points, ask each point as a question, and then have the students tell you what they noticed. 3. Show students where to find the analog inputs (potentiometers) on the workstation.



demonstrates:

-

What happens to Recipe_Number if DI4 is pressed while DI0 is on?

-

How do you get Recipe_Number back to 77 if DI0 is already on?

Rev. June 2012 PMVsb56r


5--3

CLR (Clear) Instruction A CLR instruction clears all the bits in the destination (Dest) tag. When enabled, the CLR instruction, as in the following example, clears all the bits of value_a to 0:

S:FS is a built-in keyword. It is on only for the first, normal scan of the routines in the program. CLR instructions are often used with S:FS to initialize data. This example sets Recipe_Number equal to 0 during the first scan.

Activity: As a group, determine the following as your instructor Use the steps below to help guide you during the demonstration:

demonstrates:

1. Change the Recipe_Number. 2. Change the controller from Run mode to Program mode and then back to Run mode.

-

What action causes S:FS to turn on? What is the state of S:FS the rest of the time?

3. Point out that Recipe_Number is now 0.

Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. PMVsb56r

5--4


Here’s How

To program move instructions.


Demonstration Checklist You should have already demonstrated the move instructions.



-

Did your instructor point out that the Source in a MOV instruction can be a tag address or a constant value?

-

Do you know what the function of the S:FS is when used in conjunction with a CLR instruction?

-

Did your instructor show you the following? - How to get help for an instruction - How to assign tags or a constant value to the Source - How to assign tags to the destination

Rev. June 2012 PMVsb56r

Exercise: Programming Move Instructions in an RSLogix 5000 Project

5--5

Exercise: Programming Move Instructions in an RSLogix 5000 Project Exercise A

Practice using MOV and CLR instruction to simulate the weight read-out of a weigh scale for an iron process. Before you get started, watch the animated simulation of the iron process: 1. Open the CCP151_1756R_DEM1.exe file. 2. Click Start in the lower-left corner of the window.



Coke_Gate_Out Stop

Car_Position

Start

TagName

AliasFor Local:2:I.Data.0

WorkstationDevice DI0

Stop

Local:2:I.Data.8

DI8

Car_Position

Local:2:I.Data.12

DI12

System_Command

Local:0:O.Data.0

DO0

Coke_Gate_Out

Local:0:O.Data.1

DO1

Pellet_Gate_Out

Local:0:O.Data.4

DO4

When you see underlined text, refer to the related procedure or information in your job aid.

Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. PMVe56r

5--6


Directions: 1. Open the PMV_1756R_A1.acd project file. Weigh Scale Simulation

Make these changes and additions to simulate the operation of the weigh scale as cars move on and off it. 2. Create a tag to store the simulated weight:

- Name: Sim_Weight - Data type: DINT - Scope: MainProgram 3. Program the read-out of the weigh scale for these situations:

- No car on scale: IF first_scan = on OR Car_Position = off THEN Sim_Weight = 0 - Empty car arriving on scale: IF Car_Position goes from off to on THEN Sim_Weight = 1000 (empty weight of car) - Full car on scale: IF Sim_Fill_Time.Dn = on THEN Sim_Weight = 5000 (full weight of car) 4. Change the LES instruction to use Sim_Weight instead of Weight:

5. On your workstation, turn the Car_Position switch to off. 6. Download the project to slot 1 of your workstation. E 2012 Rockwell Automation, Inc. All rights reserved.

Rev. June 2012 PMVe56r


5--7

7. Put the controller in Run mode. 8. Press the Start pushbutton and make sure that the



• To simulate an empty scale car arriving on the scale, turn the Car_Position switch to on. • When the scale car is full, turn the Car_Position switch to off. This simulates the car leaving the scale. • Check off each requirement as you meet it. 10. Go offline. 11. Save the project.

How Did You Do?

Rev. June 2012



5--8


Answers

Exercise A 2. The following graphic shows the Sim_Weight tag:




5--9

3. The following graphic shows the weigh scale simulation:

Rev. June 2012

Rung 0

If this is the first scan or the car is not on the weigh scale, then clear Sim_Weight.

Rung 1

When Car_Position turns on, the MOV instruction sets Sim_Weight equal to 1000. This is the empty weight of the scale car. The ONS instruction limits the move to the change of Car_Position from off to on.

Rung 4

Sim_Full_Time.DN turns on after the gates have been open for 90 seconds. When Sim_Full_Time.DN turns on, the MOV instruction sets Sim_Weight equal to 5000. This is the full weight of the scale car.


5-- 10


4. The following graphic shows how to use the Sim_Weight tag:

Rung 2


The LES instruction checks to see if Sim_Weight is less than 5000 kg.


Lesson

6

Programming Math Instructions in an RSLogix 5000 Project What You Will Learn

After completing this lesson, you should be able to program math instructions in an RSLogix 5000 project.

When You Will Do This You will perform this task when you need to perform an arithmetic operation. Some examples are: • Convert a temperature reading

• Convert raw data to/from engineering units • Convert process data for closed loop control and networking • Create a step counter that increments in units 1 or more each occurrence

Before You Begin

Math Instruction Overview

Mention that the source and destination values function the same for compare, math, and move instructions.

Math instructions have the following components: • Source: The tag address or constant value on which the mathematical operation is performed.

• Destination (Dest): The tag address where the data is stored after a mathematical operation is performed. Mention that you can mix data Tip types, but loss of accuracy and rounding errors may occur and the instruction may take more time to execute.

" A math instruction executes faster and requires less memory if all the operands of the instruction use the same optimal data type, typically DINT or REAL. Math instructions execute once each time the instruction is scanned as long as the rung-condition-in is true. To evaluate the expression only once, use a one-shot instruction to trigger the instruction.

Mention that the Help drop-down menu is the online users manual in RSLogix 5000 Software.

Rev. June 2012

There are eight math output instructions:

• • • •

ADD (Add)

• • • •

MOD (Modulo) NEG (Negate)

SUB (Subtract) MUL (Multiply) DIV (Divide)

ABS (Absolute Value) SQR (Square Root) E 2012 Rockwell Automation, Inc. All rights reserved. PCMsb56r

6--2

Programming Math Instructions in an RSLogix 5000 Project

Question: Have you seen or used math instructions in your plant’s

applications? What are some examples?

ADD (Add) Instruction The ADD instruction adds Source A to Source B and places the result in the Dest (destination): • In the following graphic, when the ADD instruction is enabled, Sand_weight and Water_weight are added.

• The result is placed in the Dest (destination) tag address SandWater_Mix.

SUB (Subtract) Instruction The SUB instruction subtracts Source B from Source A and places the result in Dest (destination):

• In the following graphic, when the SUB instruction is enabled, SandWater_Mix is subtracted from TopSoil_GravelMix. • The result is placed in the Dest (destination) tag address Billable_Material.


Activity: As your instructor demonstrates the ADD and SUB

1. Go online to the controller with PCM_1756R_DEM1.acd file.

-

The two Dest (destination) tags from the ADD instructions are used in the SUB instruction Source A and Source B.

-

When the SUB instruction is enabled, SandWater_Mix is subtracted from TopSoil_GravelMix.

-

The result is placed in the Dest (destination) tag address Billable_Material.

instructions, notice the key points:

2. In the ADD_SUB_MUL_DIV subroutine, demonstrate how rung 1 works.


Rev. June 2012 PCMsb56r


6--3

MUL (Multiply) Instruction Point out that this example uses two words as the sources.

The MUL instruction multiplies Source A with Source B and places the result in Dest (destination):

• In the following graphic, when the MUL instruction is enabled, Billable_Material and Total_Customers are multiplied. • The result is placed in the Dest (destination) tag address Grand_Total.

In the ADD_SUB_MUL_DIV subroutine, demonstrate how rung 2 works.

Activity: As your instructor demonstrates the SUB and MUL


-

The Dest (destination) tag from the SUB instruction is used in the MUL instruction Source A.

-

When the MUL instruction is enabled, Billable_Material and Total_Customers are multiplied.

-

The result is placed in the Dest (destination) tag address Grand_Total.

DIV (Divide) Instruction The DIV instruction divides Source A by Source B and places the result in Dest (destination):

• In the following graphic, when the DIV instruction is enabled, the Source A tag, Total, is divided by the Source B tag, Years. • The result is placed in the Dest (destination) tag address Yearly_Income.

Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. PCMsb56r

6--4


Point out that in the DIV example, Total and Years are DINTs and, therefore, the destination is also a DINT.

If the destination is not a REAL, the instruction handles the fractional portion of the result as follows:

Mention that if Source B (the divisor) = 0, then a minor fault will occur, such as a program fault or arithmetic overflow.

Then the fractional portion of the result . . .

If Source A . . .

And Source B are not REALs

Truncates

Or Source B is a REAL

Rounds

Example

Source A Source B Destination Source A Source B Destination

DINT 5 DINT 3 DINT 1 REAL 5.0 DINT 3 DINT 2

If Source B is equal to zero then the Dest (destination) is set as follows: And the destination is a . . .

If Source B is zero and . . .

And the result is . . .

All operands are integers (SINT, INT, or DINT)

Then the destination is set to . . .

Source A

SINT, INT, or DINT

At least one operand is a REAL

REAL

Positive Negative Positive

-1 0 1.$ (positive infinity)

Negative

-1.$ (negative infinity)

Point out that numbers other than x.5

Potential rounding errors exist if a REAL value is

will round, numbers to the nearest number. However that have x.5 will round to the nearest even number. This means that an x.5 number will sometimes round up, i.e., 1.5 to 2, and sometimes it will round down, i.e., 2.5 to 2. This is important to know since rounding essentially will cause data to be lost and inaccurate. Tell students the same potential for error exists if values are converted from DINT to REAL.

converted to a DINT value:


REAL (source) -- 2.5

-- 2

DINT (result)

-- 1.6

-- 2

-- 1.5

-- 2

-- 1.4

-- 1

1.4

1

1.5

2

1.6 2.5

2 2


6--5


In the ADD_SUB_MUL_DIV subroutine, demonstrate how rung 3 works.

Activity: As your instructor demonstrates the ADD and DIV


-

The Dest (destination) tag from the ADD instruction is used in the DIV instruction Source A.

-

The DIV instruction Source A tag, Total, is divided by the Source B tag, Years.

-

The result is placed in the Dest (destination) tag address Yearly_Income.

MOD (Modulo) Instruction Mention that if Source B (the divisor) = 0, then a minor fault will occur, such as a program fault or arithmetic overflow.

The MOD instruction divides Source A by Source B and then places the remainder in the Dest (destination):

• In the following graphic, when the MOD instruction is enabled, the Source A tag, TopSoil_GravelMix, is divided by the Source B tag, SandWater_Mix. • The remainder is placed in Dest (destination) tag address Remain.

If Source B is equal to zero, then the Dest (destination) address is set as follows: If Source B is zero and . . .

And the destination is a . . .

And the result is . . .

All operands are integers (SINT, INT, or DINT) At least one operand is a REAL

In the MOD_SQR_NEG_ABS subroutine, demonstrate how rung 0 works.

Rev. June 2012

Then the destination is set to . . .

Source A

SINT, INT, or DINT REAL

Positive Negative Positive

-1 0 1.$ (positive infinity)

Negative

-1.$ (negative infinity)

Activity: Follow along as your instructor demonstrates the MOD

instruction.


6--6


NEG (Negate) Instruction The NEG instruction changes the sign of the Source (to either positive or negative, accordingly) and then places the result in the Dest (Destination):

• In the following graphic, when the NEG instruction is enabled, coke_weight1 becomes a different tag value. • The new value is then placed in the Dest (destination) tag address Coke_Weight.

By negating a negative value, the result is positive. By negating a positive value, the result is negative.


Activity: Follow along as your instructor demonstrates the NEG

instruction.

ABS (Absolute Value) Instruction The ABS instruction takes the absolute value of the Source and places the result in the Dest (destination): • In the following graphic, when the ABS instruction is enabled, it calculates the absolute value of result_6.

• The answer is placed in the Dest (destination) tag address result_7.



Activity: Follow along as your instructor demonstrates the ABS

instruction.


6--7


SQR (Square Root) Instruction The SQR instruction computes the square root of the Source, placing the result in the Dest (destination):

• In the following graphic, when the SQR instruction is enabled, it calculates the square root of result_5. • The answer is placed in the Dest (destination) tag address result_6.

Point out that in the SQR example, Optimum_CokeWeight is a DINT and, therefore, the destination, result_6, is also a DINT.

If the destination is not a REAL, the instruction handles the fractional portion of the result as follows: If the Source is . . .

Not a REAL A REAL

Then the fractional portion of the result . . .

Truncates Rounds

Example

Source

DINT

3

Destination Source

DINT REAL

1 3.0

Destination

DINT

2

If the Source is negative, the instruction takes the absolute value of the Source before calculating the square root. In the MOD_SQR_NEG_ABS subroutine, demonstrate how rung 1 works.

Activity: Follow along as your instructor demonstrates the SQR

instruction.

Arithmetic Status Flags Tell students that there is also a set of controller status flags that can be used to monitor the status of the controller. Also, tell students that they will learn much more detailed information concerning status flags in the next level Logix5000 course, RSLogix 5000 Level 3: Project Development (CCP143).

Rev. June 2012

A set of arithmetic status flags can be accessed directly in relay instruction operands. These flags are not base tags and you cannot create alias tags for them.


6--8


Add that for on-the-job reference, the status flags are listed in the Documentation Reference Guide.

Arithmetic status flags can be used to view the results of an arithmetic operation after the execution of ladder logic, as outlined in the following table: To determine if the . . .

Examine this status flag . . .

Value you are storing cannot fit into the destination because it is either greater than the maximum value or less than the minimum value for the destination

Overflow

Instruction’s destination value is zero [0] Instruction’s destination value is negative Instructiongeneratedacarry

Here’s How

Using this keyword . . .

S:V

Zero

S:Z

Sign (result is negative)

S:N

Carry

S:C

To program math instructions.


Demonstration Checklist You should have already demonstrated the math instructions.



-

When programming a DIV instruction, do you know what the Destination is set to when Source B is zero and all operands are DINTs?

-

What does a SQR instruction do if the Source is negative?

-

Did your instructor show you the following? - Where to create a math instruction - How to get help for an instruction - How to interpret true and false rung conditions for ADD, SUB, MUL, DIV, MOD, NEG, ABS, and SQR instructions


6--9

Exercise: Programming Math Instructions in an RSLogix 5000 Project

Exercise: Programming Math Instructions in an RSLogix 5000 Project Exercise A

Practice using math instructions to perform math operations for a simulated iron process. Before you get started, watch the animated simulation of the iron process: 1. Open the CCP151_1756R_DEM1.exe file. 2. Click Start in the lower-left corner of the window.



Coke_Gate_Out Stop

Car_Position

TagName

Workstation Device

AliasFor

Start Stop


DI0 DI8

Car_Position

Local:2:I.Data.12

DI12

System_Command

Local:0:O.Data.0

DO0

Coke_Gate_Out Pellet_Gate_Out


DO1 DO4

When you see underlined text, refer to the related procedure or information in your job aid. Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. PCMe56r

6-- 10


Directions: 1. Open the PCM_1756R_A1.acd project file. Simulate a Fill Rate of 50 kg/second

Make these changes and additions to simulate the read-out of the weigh scale at 50 kg/second: 2. Sometimes it is useful to set up a timer so that it automatically

resets when it is done and starts timing again. This is called a free-running timer. To create a free-running timer, use the timer’s .DN bit as an input condition for the timer. Edit rung 3 so that it times for 1 second, resets, and times again whenever the gates are open, like this:

3. Program the StockHouse routine to simulate a fill rate of

50 kg/second: - IF gates = on (open) THEN Sim_Weight increases by 50 kg/second Number of Loads Calculation 4. The scale car holds 4000 kg of material. It dumps a total of

80,000 kg of material into the furnace. Program the Stockhouse routine to calculate how many times you have to load the scale car to fill the furnace to its target weight:

-

Perform the calculation once each time System_Command turns on.

Make can enter different weights editingsure the you logic, depending on thetotal recipe for thewithout furnace. Store the result in a tag. We will use it in another lesson. 5. On your workstation, turn the Car_Position switch to off.

-

6. Download the project to slot 1 of your workstation. E 2012 Rockwell Automation, Inc. All rights reserved.

Rev. June 2012 PCMe56r


6--11

7. Put the controller in Run mode. 8. Press the Start pushbutton and make sure that the


following are some suggestions:

• To simulate an empty scale car arriving on the scale, turn the Car_Position switch to on. • When the scale car is full, turn the Car_Position switch to off. This simulates the car leaving the scale. • Check off each requirement as you meet it. 10. Go offline. 11. Save the project.

How Did You Do?

Rev. June 2012



6-- 12


Answers

Exercise A 3. The following shows an example of simulating a fill rate of

50 kg/second:

Rung 3

The XIC of the .DN bit causes the timer to time, reset, and time again whenever the gates are on (open).

Rung 4

Sim_Fill_Time.DN turns on for one scan every second that the gates are open. When the bit turns on, the ADD instruction adds 50 kg to the weight. This simulates a fill rate of 50 kg/second.




6 -- 13

4. The following shows one way to calculate the number of loads:

Rung 14

Rev. June 2012

IF System_Command turns on, THEN the DIV instruction divides Weight_Total by Weight_Load and stores the answer in Number_Of_Loads. The ONS instruction limits the operation to one scan when System_Command turns on.


6-- 14




Lesson

7

Programming Counter Instructions in an RSLogix 5000 Project What You Will Learn

After completing this lesson, you should be able to program counter instructions in an RSLogix 5000 project.


• Keep track of the number of parts in inventory • Count the number of parts to go into a box • Count how many times a certain incident occurs

Before You Begin

Counter Instruction Usage

Clarify that both of the c ounter instructions count when they are enabled. Compare this against the timer instructions, in which the TON times when enabled and the TOF times when disabled.

Tip "

Counter instructions control operations based on the number of events. There are three types of counter instructions:

• CTU (Count Up): Increase a count when an event occurs • CTD (Count Down): Decrease a count when an event occurs • RES (Reset a Counter): Reset a CTU or CTD In an RSLogix 5000 project, counters are used as output instructions.

Activity: As a group, determine the counter types for the following

situations: Answers: CTU CTD

-

After 100 cars leave a car wash, turn on a Service Soon light. As parts are taken out of inventory, decrement a value that represents how many parts are still available.

Counter Structure

A counter instruction has three operands: • Counter: The structure where information from the counter is stored.

Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. CNTsb56r

7--2

Programming Counter Instructions in an RSLogix 5000 Project

Tip "

• Preset Value (.PRE) : The value which the accumulated value must reach before the instruction sets the .DN bit. The maximum value for counting up is +2,147,483,647. The minimum value for counting down is - 2,147,483,648. • Accumulated Value (.ACC) : The number of of transitions the instruction has counted. If accumulated = 50, that means 50 events have occurred. Tag Name

How High to Count Number of Times the Counter Has Counted

Emphasize and make sure that students understand that the COUNTER structure stores status bits and the preset and accumulated values for a counter instruction.

Briefly mention that the .OV and .UN bits are seldom needed when using counters.

Data associated with a counter instruction is stored in members of a COUNTER structure. The members each have their own tags and hold preset, accumulated, and status bit data:

Preset Value Accumulated Value Count Up Bit Count Down Bit Done Bit Overflow Bit Underflow Bit

• Counter Status Bits: A function to tell the controller the status of the counter instruction: Emphasize that all instruction Enable bits (.EN, .CU, and .CD) are true when ON = 1 when a rung is TRUE and false when OFF = 0 when a rung is FALSE.

Counter Instruction Status Bit

.CU (enable) .CD (enable)

Indicates The count up instruction is enabled.

The count down instruction is enabled.

.DN(done)

.ACC>=.PRE

.OV (overflow)

The counter instruction has counted above the upper limit of +2,147,483,647.

.UN (underflow)

The counter instruction has counted below the lower limit of --2,147,483,648.

With counter instructions, the accumulated value continues incrementing/decrementing even after the .DN bit is set (i.e., the accumulated value can be greater than the preset value).


Rev. June 2012 CNTsb56r


7--3

The table displays how to use the status bits: Ifyouwantto...

And...

Then...

Trigger events based on the count

You need to trigger at only 1 count

Set the counter’s .PRE to the trigger value and examine the counter’s .DN bit for ON.

Trigger events based on the count

You need to trigger at more than 1 count

Read the counter’s .ACC at the required counts.

Change the value the counter counts to

Write the new value to the counter’s .PRE.

Reset the .ACC value to 0

Use an RES instruction.

Trigger the counter to clear out the accumulated value

Inform operator specificthe count has that a exceeded the maximum setpoint of +2,147,483,647

Use the .OV bit to set a 1 as the XIC for a RES instruction.

Use a status bit within the counter to control the instruction’s actions

Ensure that your counter never reaches the minimum value of --2,147,483,648

Use the .UN bit to clear the accumulated value.

CTU (Count Up) instruction A CTU instruction is used to count up by one every time the rung is true and the instruction is enabled:

Rev. June 2012


7--4




1. Go online with the CNT_1756R_DEM1.acd file.

-


2. In the CTU_Routine, show the students how the CTU instruction works.

-

When will the accumulated value equal the preset value?

-

What happens when the accumulated value equals the preset value?

-

Once the .DN bit is set, how long will it stay set?

3 Expand the CTU_Demo tag in the Monitor Tags window so the students can see the correlation between the tags and the ladder logic. 4 Point out the importance of using an RES instruction on a CTU instruction, or the counter will continue counting and the .DN bit will remain set. 5 Set the .ACC value to +2,147,483,647 and enable the counter one more time to show that the .ACC value goes to --2,147,483,648 and that the .OV bit turns on. Point out that the .OV bit holds the .DN bit on.

demonstrates the CTU instruction:

CTD (Count Down) Instruction A CTD instruction is used to count down by one every time the rung is true and the instruction is enabled. It is usually used with a CTU instruction but can be used separately:

The CTU and CTD instructions increment or decrement from the same total count.






1. In the CTD_Routine, show the students how the CTD instruction works.

-


-

When will the accumulated value equal the preset value?

-

What happens when the accumulated value is less than the preset value?

2 Mention that the CTD instruction is typically used with a CTU instruction that references the same counter tag value. 3 Point out the importance of using an RES instruction on a CTD instruction, or the counter will continue counting and the .DN bit will remain disabled.

7--5

demonstrates the CTD instruction:

4. Mention that the .UN bit turns on if the .ACC bit goes below --2,147,483,648 and the .UN bit will hold the .DN bit off.

RES (Reset) Instruction If a part is in front of a sensor causing the counter’s .CU bit to go high and a reset occurs while the .CU bit is high, the counter will count that part again. The reset rung should be conditioned to ensure the .CU bit is off, ensuring that there is no part in front of the sensor before the reset occurs.

An RES instruction is used to reset timer and counter instructions. It will typically reference either a TON, RTO, CTU, or CTD instruction by its tag.

Explain that the counters can be reset at any time (for instance, before or after accumulated is equal to, less than, or more than the preset value).

Activity: Follow along as your instructor demonstrates the RES

Rev. June 2012

When an RES instruction is true, the accumulated value and the bits of either a timer or counter instruction for the referenced tag data type are cleared to 0 (reset):

instruction, and notice that when Reset_Counter_1_DI6 transitions from false-to-true, counters CTU and CTD are reset.


7--6


Here’s How

To program counter instructions.


Demonstration Checklist You should have already demonstrated the counter instructions.



-

Do you know what happens to the status bits when rung conditions are true for a CTU instruction?

-

Did your instructor show you the following? - Where to create a counter instruction - How to get help for an instruction - How to interpret true and false rung conditions for CTU, CTD, and RES instructions


7--7

Exercise: Programming Counter Instructions in an RSLogix 5000 Project

Exercise: Programming Counter Instructions in an RSLogix 5000 Project Exercise A

Practice programming counter instructions to count parts and cartons during a loading operation. Context: Part_Loaded_Photoeye

Carton_Full

Parts Carton_In_Position_Photoeye

Carton

Parts travel along a conveyor and are loaded into cartons. When the carton is full, it leaves the loading area and an empty carton replaces it. Use these workstation devices to represent the equipment of the part loader:

Part_Loaded_Photoeye

Local:2:I.Data.8

Workstation Device DI8

Carton_In_Position_Photoeye Carton_Full


DI12 DO2

TagName

AliasFor

When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Open the CNT_1756R_A1.acd project file. 2. Create a routine for the part loader.

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E 2012 Rockwell Automation, Inc. All rights reserved. CNTe56r

7--8


3. Program the part loader routine to meet the following

requirements: - Every part that goes into a carton is counted. The Part_Loaded_Photoeye turns on every time a part goes into a carton. - If a carton has 8 parts, the Carton_Full light turns on. This signals that the carton is full. - Every full carton is counted, up to 200,000 cartons. - The part count is reset when the Carton_In_Position_Photoeye changes from off to on. This means a new, empty carton is in position for loading. 4. Download the project to slot 1 of your workstation. 5. Put the controller in Run mode. 6. Test your code and make sure it meets requirements. The

following are suggestions for testing:

• To simulate that a carton is in the loading position, turn on Carton_In_Position_Photoeye. • To simulate a part going into a carton, turn on Part_Loaded_Photoeye. • To simulate a full carton leaving and an empty carton arriving, turn Carton_In_Position_Photoeye off and then on again. • Check off each requirement as you meet it. You do not have to verify that the carton counter counts up to 200,000. Verify that it counts up. 7. Save the project. 8. Go offline.

How Did You Do?



Rev. June 2012 CNTe56r


Exercise B

7--9

Practice programming counter instructions to keep track of the number of parts in a buffer. Context: Conveyor A Buffer_Overflow

Buffer

Conveyor B Buffer_Out_Photoeye

Buffer_In_Photoeye

A production sequence uses a buffer between two conveyors to keep a steady flow of parts on the second conveyor: • The conveyors sometimes run at different speeds.

• If Conveyor A runs too fast for too long, Conveyor B gets too many parts. Conveyor A runs too slow for too long, Conveyor B runs out of • If parts. • The buffer gives Conveyor A time to adjust its speed while keeping Conveyor B full. Use these workstation devices to represent the equipment of the part loader: Tag Name Buffer_In_Photoeye

Alias For Local:2:I.Data.4

Workstation Device DI4

Buffer_Out_Photoeye

Local:2:I.Data.5

DI5

Buffer_Overflow

Local:0:O.Data.1

DO1

When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Continue with the project file from the previous exercise. 2. Create a routine for the conveyor buffer.

Rev. June 2012


7-- 10


3. Program the conveyor buffer routine to meet these requirements:

- Keep an accurate count of the parts in the buffer. Notes: -- The Buffer_In_Photoeye turns on every time a part enters the buffer. -- The Buffer_Out_Photoeye turns on every time a part leaves the buffer. - If the buffer has more than ten parts, the Buffer_Overflow light turns on. 4. Download the project to slot 1 of your workstation. 5. Put the controller in Run mode. 6. Test your code and make sure it meets requirements. The


• To simulate parts entering and leaving the buffer, use the Buffer_In_Photoeye and Buffer_Out_Photoeye. • Check off each requirement as you meet it. 7. Save the project. 8. Go offline.

How Did You Do?





Rev. June 2012

7--11


7-- 12


Answers

Exercise A 3. The following graphic shows one way to count the parts and

cartons:

Rung 0

If Part_Loaded_Photoeye turns on, add 1 to Part_Count.ACC.

Rung 1

If 8 parts in carton, turn on Carton_Full light and add 1 to Carton_Count.ACC.

Rung 2

If Carton_In_Position_Photoeye goes from off to on, set Part_Count.ACC to 0.




7 -- 13

Exercise B 3. The following graphic shows one way to count the parts in the

buffer:

Rung 1

If Buffer_In_Photoeye turns on, add 1 to Buffer_Count.ACC. If Buffer_Out_Photoeye turns on, subtract 1 from Buffer_Count.ACC.

Rung 2

If Buffer_Count.ACC is greater than or equal to 11, turn on Buffer_Overflow.

Rung 0

You want the buffer to hold up to ten parts. You do not want the .DN bit of the counter to enable until the eleventh part enters the buffer.

Rev. June 2012


7-- 14




Lesson

8

Handling Expressions in an RSLogix 5000 Project What You Will Learn

After completing this lesson, you should be able to program compare and compute instructions to handle expressions in an RSLogix 5000 project.

When You Will Do This You will perform these tasks when you need to provide a final result for multiple math or logical operations in a single instruction. Some examples are:

• Conversion of each element for the specific purpose of comparison • Complex math functions and equations displayed in their order of operations

Before You Begin

CMP (Compare) and CPT (Compute) Instructions

Mention that any instruction help is available by selecting the instruction and pressing F1 (Windows default Help key). Point out that there are two instructions that handle expressions at the element level.

Tip "

Mention that the CMP instruction can be used in series or parallel with other input conditions on the rung.

There are two instructions that always handle expressions at the word level:

• CMP (Compare) Instruction • CPT (Compute) Instruction An instruction executes faster and requires less memory if all the operands of the instruction use the same optimal data type, typically DINT or REAL.

CMP (Compare) Instruction The CMP instruction is an input instruction that compares the arithmetic operations specified in an expression. The expression:

• Defines the operations to perform • Is defined with operators, tags, and immediate values

Tip " To help clarify expressions, refer students toGuide the Documentation Reference for CMP Tip expressions, valid operators, formatting expressions, and determining the order of operation.

Rev. June 2012

Parentheses () are used to define sections of more complex expressions.

" The CMP instruction affects the arithmetic status flags only if the expression contains a math operator (e.g., +, -, *, /) that affects the arithmetic status flags.

E 2012 Rockwell Automation, Inc. All rights reserved. EXXsb56r

8--2

Handling Expressions in an RSLogix 5000 Project

Tell students that the expressions in this graphic are tags.

Tip "

In the following graphic, if the CMP instruction finds the expression true, the rung-condition-out is set to true:

The of using a CMP instruction is that it allows you to enteradvantage complex expressions in one instruction. If entering an expression without a compare operator that affects the arithmetic status flag in a CMP instruction, such as value_1 + value_2, or value_1, the instruction evaluates the expression as follows: If the expression is . . .

Nonzero Zero

Use the steps below to help guide you during the demonstration: 1. Open the EXX_1756R_DEM1.acd file. 2. In the CMP routine, demonstrate how the CMP instruction works. 3. Tell students the execution of a CMP instruction is slightly slower and uses more memory than the execution of other compare instructions. 4. Demonstrate how to create valid operators in the CMP instruction. After placing the CMP instruction on the rung, double-click “Expression” and type the valid operators.


The rung-condition-out is set to . . . True

False

Activity: Follow along as your instructor demonstrates the CMP

instruction. Answer the questions and notice the key points:

-

The High_Furnace_Temp_Alarm occurs when Furnace_Temp reaches what temperature in Fahrenheit? In Celsius?

-

The value of different ranges can be scaled and compared in a single instruction.

-

When placing the cursor over the tag name, RSLogix 5000 software will show tag information and the value.

Rev. June 2012 EXXsb56r


8--3

CPT (Compute) Instruction Point out the length of the E xpression in this example and that tags can be selected in the Expression editor.

The CPT instruction is an output instruction that performs the arithmetic operations defined in the expression. When enabled, the CPT instruction evaluates the expression and places the result in the destination (Dest):

Refer students to the previous graphic where the Expression in the CPT instruction has the raw material weights grouped together in parentheses. This will cause the addition of the weights before the division of the sum total which will provide the average of the Tip " raw material weight.

Tip "

The execution of a CPT instruction is slightly slower and uses more memory than the execution of the other math instructions. The advantage of the CPT instruction is that it allows you to enter complex expressions in one instruction. There is no limit to the length of an expression. You can mix data types, but loss of accuracy and rounding errors may occur, and the instruction may take more time to execute. The CPT instruction executes once each time it is scanned as long as the rung-condition-in is true. To evaluate the expression only once, use a one-shot instruction to trigger the instruction.

In the CPT routine, demonstrate how the CPT instruction works. Use the Quick Watch to enter data and observe tag values.

Rev. June 2012

Activity: Follow along as your instructor demonstrates the CPT

instruction and notice the key points:

-

The CPT instruction math functions could be programmed using individual math instructions. What advantage does the CPT instruction provide?

-

CPT instructions are typically used for more complex math functions just prior to being compared or displayed.

E 2012 Rockwell Automation, Inc. All rights reserved. EXXsb56r

8--4


The Expression Order of Operation To help clarify expressions, refer students to the Documentation Reference Guide for valid operators, formatting expressions, and determining the order of operation.

The CPT instruction performs arithmetic operations in a particular order, not necessarily the order in which they are written. Grouping terms within parentheses can override the order of operation because an instruction will perform an operation within parentheses first. Operations of equal order are performed from left to right: Order

1

( ) ABS, ACS, ASN, ATN, COS, DEG, FRD, LN, LOG, RAD, SIN, SQR, TAN, TOD, TRN **

2 3 4

--(negate),NOT

5

*,/, OD M

6

--(subtract),+

7 8

AND XOR

9

Here’s How

Operation

OR

To program CMP and CPT instructions.


Demonstration Checklist

You should have already demonstrated the CMP and CPT instructions.



-

Do you know what to use when defining sections of more complex expressions in a CMP instruction?

-

Did your instructor show you the following? - Where to create a CMP and CPT instruction - How to get help for an instruction - How to interpret true and false rung conditions for CMP and CPT instructions

Rev. June 2012 EXXsb56r

Exercise: Handling Expressions in an RSLogix 5000 Project

8--5

Exercise: Handling Expressions in an RSLogix 5000 Project Exercise A

Practice programming CMP and CPT instructions to handle expressions. Context:

Part

Photoeye

Parts/Minute

Suppose your equipment uses a photoeye to signal each time a part is produced. You want to calculate the production rate of the equipment. You do not have access to the equipment yet, so you decide to simulate the action of the photoeye. When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Open the EXX_1756R_A1.acd project file. 2. Set up a subroutine called Calculate_Production_Rate. 3. Open the Calculate_Production_Rate subroutine and complete the

programming in that routine.

Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. EXXe56r

8--6


4. Simulate the photoeye as it repeatedly turns off and on as parts go

by. The photoeye should toggle back and forth between off for 1 second and on for 1 second, like this: 2000 ms

Sim_Photoeye

The following are suggestions: - Create a tag for the simulated photoeye. Use the BOOL data type for the tag. - Use a free--running timer to give you a 2000 ms period. A free-running timer automatically runs, resets itself, and runs again. For the timer’s input condition, use an XIO instruction that checks the timer’s .DN bit. - Use an expression as the off/on condition for photoeye. Use the 2000 ms period in the expression. 5. Count the number of simulated parts, up to 2,000,000,000. The photoeye turns on each time a part goes by it. 6. Calculate the production rate in parts/minute, where:

Production rate = Change in number of parts/change in time The following are suggestions: - Use a free-running timer to trigger the calculation every

10 seconds. This give you the change in time for the calculation. - Store the previous .ACC count of parts in a tag. Use the DINT data type for the tag. Update the tag after every production rate calculation. - Store the production rate in a tag. Use the REAL data type for the tag. 7. Download the project to slot 1 of your workstation. 8. Put the controller in Run mode. 9. Make sure your code calculates the correct production rate. To

test it, enter different preset values in the timer for the photoeye: If the photoeye timer’s .PRE is . . .

200m 0s

The parts/minute should be . . . 30.0

100m 0s 50m 0s

60.0 120.0

10. Save the project. 11. Go offline.


Rev. June 2012 EXXe56r


How Did You Do?

Rev. June 2012

8--7



8--8


Answers

Exercise A 2. Use the MainRoutine to call the subroutine:

4. The following graphic shows one way to simulate the action of

the photoeye:

Rung 0

The timer continuously times for 2000 ms, resets, and times again.

Rung 1

If .ACC of the timer is greater than half the PRE, turn on Sim_Photoeye. Otherwise, turn off Sim_Photoeye. This causes the Sim_Photoeye to flash on and off at half the preset of the timer.

Rung 2


If Sim_Photoeye changes from off to on, count up 1.



8--9

6. The following graphic shows one way to calculate the

production rate:

Rung 3

The timer sets its .DN bit every 10 seconds.

Rung 4

Every 10 seconds:

• Subtract the current part count from the last part count, and then multiply it by 6 (6 samples/minute). This produces the parts/minute. • Set the last part count = current part count.

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8-- 10




Lesson

9

Documenting and Searching Ladder Logic Using RSLogix 5000 Software What You Will Learn

After completing this lesson, you should be able to:

• Document a project component • Search for and replace project components

Point out that every project is unique. Having the programmer document his intent for a rung will be an invaluable tool if he is not available at the time of a problem.

Before You Begin

When You Will Do This You will perform these tasks in the following situations:

• When you want to add text elements to describe the function of ladder logic • When you want to find or change known tags, documentation, etc.

Documenting a Project Component One of the most important things a programmer should do when programming ladder logic is to include documentation in the project. This is critical because often the people responsible for troubleshooting a project are different than the people who developed it. Standard Documentation: Various text elements that describe the

Remind students that they may have to troubleshoot their own work some day, so documenting changes is important.

functions of ladder logic, function block diagrams, and sequential function charts: • Rung Comment: Describes the function of a ladder logic rung.

Note that in RSLogix 5000 software, you can set a fixed width for all components that display descriptions (10 to 40 characters). This provides a consistent view in all tag editors, c ode editors, tag properties, etc.

• Main Operand Description: Describes the function of the main tag being operated on by the instruction. • User-Defined Data Type (UDT) Description: Describes the data type itself and each member of the data type. • Text Box: -- Can be free form or anchored to an instruction block -- Is stored offline in the .acd project file • Other: Descriptions for various components such as tasks,

Point out that this thumbtacked note looks similar to SFC text boxes. This option can be selected on the Language Elements toolbar.

Tip "

programs, routines, tags, etc. Auto-generated tag descriptions are visible in the tag editor in grey. Question: What types of documentation do you use for your

projects? Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. DL2sb56r

9--2

Documenting and Searching Ladder Logic Using RSLogix 5000 Software

Tip "

Point out that the number of lines that can be displayed can be adjusted in the Workstation Options.

Starting with version 17 of RSLogix 5000 software, you may be able to view and edit documentation in multiple languages if the srcinal programmer enabled this option. Tag operand descriptions are tied to the main operand (primary tag) and appear everywhere the tag appears regardless of the instruction.

Standard documentation resides outside of the controller in a computer file only:

Descriptive Text

Tags and Other Data

Different descriptions can be attached to a user-defined data type at different levels (e.g., tag and member). If a description is applied to the tag and each member the descriptions will be merged:

User-Defined Data Type Member Descriptions Tag Description Merged Descriptions


Rev. June 2012 DL2sb56r


9--3

Search Options Note that the ability to search documentation is a unique and powerful search option not found in many other software packages. If anybody asks, there is a Browse logic search option, but this is more for a maintainer. For this option to be useful, a programmer must add descriptions to programs and critical routines.

The following search options are available in RSLogix 5000 software: This search menu option . . .

Go To Find Replace Cross-Reference

Will . . .

Go to a specific rung, grid location, routine properties dialog box, edit mode, or cross-reference dialog box. Find and display occurrences of a specified component, such as a tag, piece of documentation, edit zone, force, etc.. Find and replace a specified project component. Create a comprehensive cross-reference table of each occurrence of a specific tag and its location in programming language.

Searching For and Replacing a Project Component The search function contains many detailed options that help you find specific tags, instructions, or other components. If the correct components of a project are not selected in the Find Within dialog box, the search may not find all occurrences.

Give other examples of search words and what the results would yield if the Match Whole Word option is selected or cleared.

Match Whole Word Only

The Match Whole Word Only option can limit the number of occurrences found: If Match Whole Word Only is . . .

Then the search will find . . .

Example: if the search word is error, results will include. . .

Selected

Any occurrence of the whole word.

Error

Cleared

All occurrences containing the text.

Error Errors Error1 Error_Flag MathError

Chalk Talk: List other search terms on the board and discuss how

they can be affected by the Match Whole Word Only option.

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9--4


Searching by Cross-Reference Mention that to select the Cross-Reference option from a right-click menu, you must right-click the tag and not the instruction.

Cross-Reference Report: A table that shows where tags are used in

code. Destructive Bit: An output bit that can be changed by another

instruction, impacting its true/false condition. Display Tabs

Remind students that a “Y” in the destructive column indicates that the instruction can change the value of the tag.

The following display tabs are available in the cross-reference report: • By Logic Tab : Displays all locations in code that reference a piece of text:

-- If all outputs in an entire routine seem to be inactive, cross-reference the JSR instruction and view the results on the By Logic tab. • By Tag Tab : Displays all tags that are alias tags for the selected tag. • Tag Hierarchy Tab : Allows you to view alias and base tags. Depending on the type of component selected, the following display tabs are available: If the Component “Type” Is . . .

By Logic

Tag

n

Then you can view the following results: By Tag n

Tag Hierarchy n

n

Data type Routine

n

Program

n

Equipment Phase

n

Add-On Instruction

n

Task Module

n

Label

n

n

n

Bookmark Toolbar Remind students how to view toolbars by adding this bar to your software.

When performing complex cross-reference searches, one tool that can help organize the search is the bookmark toolbar:

This toolbar allows you to mark rungs containing key output instructions and then return to them quickly, which speeds logic tracing. E 2012 Rockwell Automation, Inc. All rights reserved.




9--5


• Document a project component • Search for and replace project components Activity: As your instructor demonstrates these procedures, follow

along in the associated job aid(s).

Demonstration Checklist Use the steps below to help guide you during the demonstration: Open the DL2_1756R_DEM1.acdfile. When demonstrating the listed procedures, point out the following: S

S

How to go to a specific component using the search method from the main menu The vast options available in the search dialog box. Be sure to point out the “Find Within” option.

S When searching by cross-reference,

show students how they can use the [CTRL] + [ TAB] key combination to toggle between the cross-reference window and the ladder window.

S

Show students how to turn on the Bookmark toolbar and show how it can be used.


Which buttons modify or hide documentation text.

-

Where you find the Routine Attributes buttons (Show full line, Truncate text, wrap text, toggle routine documentation).

-

Go to a specific component using the search method from the main menu.

-

What could happen if the Find Within dialog box is not

-

used properly during a search? While performing a cross-reference, use the Bookmark toolbar to mark several rungs and to move between them.

-

Rev. June 2012

Which column in the cross-reference dialog box helps identify which instruction(s) control a tag?


9--6




Exercise: Documenting and Searching Ladder Logic Using RSLogix 5000 Software

9--7

Exercise: Documenting and Searching Ladder Logic Using RSLogix 5000 Software Exercise A

Practice documenting and searching ladder logic. Context:

As a programmer for Steel, Inc., you are responsible for portions of the Logix5000 ladder logic projects in the steel mill process. You have recently discovered a project that was created by an outside vendor many years ago. A portion of the project contains some documentation, but another portion is very limited and therefore is not easy to understand. You must analyze the complete project and determine if the timer in both subroutines has the same preset value. You must also incorporate your own documentation to aid in future troubleshooting and reduce downtime. When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Open the DL2_1756R_A1.acd project file. 2. Navigate to the MainRoutine and read the rung comments to

become familiar with the project. 3. Navigate to the subroutines and notice the differences and

similarities between the two. 4. Open the South_Conveyor_System subroutine. 5. Search for the main operand (tag) South_Timer. What is the

preset value?

6. Search for the timer in the North_Conveyor_System subroutine. 7. Determine if both North and South conveyors have the same

preset value. 8. In the South_Conveyor_System subroutine, search and replace

the main operand (tag) South_Timer with S_Conveyor_Timer tag.

Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. DL2e56r

9--8


9. Write down the preset values for both conveyor systems:

10. In the South_Conveyor_System subroutine (Current Routine),

search for a count up counter (CTU) with text (Text Only). Be sure to Find All occurrences. 11. How many occurrences did you find for the count up counter

(CTU)?

12. In the Find in Routines dialog box, expand the Find Within

section and select the correct check boxes to search for Ladder Diagram Instructions only. 13. Find All occurrences again. 14. Write the results from the window indicating how many

occurrences and the location of the item(s):

15. Search for the base tag Local:0:O.Data.1 and add the following

tag description:

-- Digital output 1 amber light indicator. 16. In the North_Conveyor_System subroutine, add the following

rung comment to rung 2:

-- The output on this rung will indicate that the north conveyor timer is enabled. 17. Using documentation from the South Conveyor subroutine, go to

the North Conveyor subroutine and enter the main operand (tag) descriptions that are similar.

Tip "

Enter documentation that will specifically refer to the North Routine, which identifies the function of the main operands (tags). 18. Save your changes.


Rev. June 2012 DL2e56r


How Did You Do?

Rev. June 2012

9--9



9-- 10


Answers

Exercise A 5. The main operand (tag) South_Timer on rung 5 has a preset

value of 15000 ms (15 seconds). 7. The North and South conveyor timers do not have the same

preset value. 9. The timer in the North_Conveyor_System subroutine is located

on rung 5 and has a preset value of 5000 ms (5 seconds). The timer in the South_Conveyor_System subroutine is located on rung 5 and has a preset value of 15000 ms (15 seconds). 11. You should find four occurrences. 14. The results of your search for the count up counter instruction

in the subroutine South_Conveyor_System should be as follows:

-- 1 occurrence found -- CTU found on rung 6 15. The base tag Local:0:O.Data.1 should have the following tag

description in RSLogix 5000 software:

16. The following rung comment should be in the

North_Conveyor_System subroutine:




9--11

17. The following graphics show what your answer should look

like after making the appropriate changes as specified: These instructions are from rung 1.

This instruction is from rung 5.

This instruction is from rung 6.

Rev. June 2012


9-- 12




Lesson

10

Programming a Procedure in an RSLogix 5000 Project What You Will Learn

After completing this lesson, you should be able to set up a sequencer to run your equipment through a predefined procedure.


• Easier to read code since it looks like your production procedure • Reduce the amount of interlocking that you have to perform • Fast troubleshooting because it shows you which step has the problem • Easy modification of code because you can insert or rearrange steps as needed

Before You Begin

Overview of a Sequencer A sequencer is a programming method that steps your equipment through a sequence of actions (procedure). It uses these components:

An example of a single action is to start a motor. An example of several actions at the same time is opening a valve and running a timer.

• Step: An action or several related actions that you want the sequencer to perform. A step can perform a single action or it can perform several actions at the same time.

• Transition: The condition or conditions that tell the sequencer to go to the next step.

Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. SEQsb56r

10--2

Programming a Procedure in an RSLogix 5000 Project

Example: Sequencer

This sequencer steps a traffic light through the green, yellow, and red lights. We left it simple to focus on the parts of a sequencer. The sequencer for a real traffic signal would probably include lights for all directions of traffic:

Step

Transition

Step

Transition


Rev. June 2012 SEQsb56r


10--3

Organizing Steps For your procedure, organize your steps logically. A step can: • Start equipment and another step can stop the equipment

• Mark the conditions that specify when your equipment completes an activity The following are examples of steps. Example: Run Equipment While a Step Is Active

In the traffic light example, the green light is on only while the sequencer is at step 1. The light turns off when the sequencer goes to the next step.

Example: Start Equipment

This step provides the start command to a motor. The motor stays on when the sequencer leaves this step. Another step would issue a Stop command.

Rev. June 2012


10--4


Example: Wait for a Change in the Equipment

This step marks a waiting period while a feed line fills a tank. When the tank is full, Feed_01_State turns off. When that happens, the sequencer goes to the next step.

Identifying Transition Conditions Keep these points in mind as you choose transition conditions:

• Use enough transition conditions to make sure that the step completes its actions before going to the next step. • Consider situations when the sequencer could be interrupted and then resumed later on. When it resumes, make sure the sequencer stays at the current step as long as needed or resets to a predetermined step/condition. Examples: Transition Conditions

This step (step 1) provides the start command to a motor. The transition checks the Ifauxiliary contact motor starter to the verify that the motor is on. the motor is on,of thethe sequence goes to next step (step 2):


Rev. June 2012 SEQsb56r

10--5


This step (step 2) gives a “Forward Run” command to a VFD. The transition checks the status values of the VFD to verify that the drive is running forward, and NOT in a faulted condition. If the VFD is running in the forward direction and is NOT faulted, the sequence goes to the next step (step 3).

Here’s How

To set up a sequencer.


Use the steps below to help guide you during the demonstration: Use the SEQ_1756R_DEM1.acdfile to demonstrate. 1.

2.

Actions

Notes • Add other input conditions as needed.

1.

Clear the step number on the first scan.

Example: You can add a branch with an input that lets you manually trigger the rung. • Depending on your application, you may need to perform additional reset actions, such as

turning off any latched bits. 2.

Start the sequence.

• Add other input conditions as needed. • The ONS instruction limits this action to the first scan when the rung goes true. Otherwise,

the MOV instruction would keep the sequence at Step 1. (Continued)

Rev. June 2012


10--6


3.

4.

5.

Last Step

6.

Actions

Notes • Add other input conditions as needed.

3.

Set up a step number.

4. Take action.

Example: Suppose your equipment has a status bit that shows if it is faulted. In that case, check that status bit.

Use caution if you latch a bit. The bit stays on even after a power loss or mode change. Turn off (unlatch) the bit as needed to keep your equipment in a safe state.. • Use enough transition conditions to make sure that the step completes its actions before

going to the next step. 5.

Program the transition.

• Consider situations when the sequencer could be interrupted and then resumed later on.

When it resumes, make sure the sequencer stays at the current step as long as needed.

• Use a MOV instruction to go to a specific step number.

6.

End the sequencer.


Do you want to repeat the steps? • Yes: Use a MOV instruction and go to the first step. • No: Use a CLR instruction and clear the step number. Rev. June 2012 SEQsb56r

10--7


Exercise: Programming a Procedure in an RSLogix 5000 Project Exercise A

Practice setting up a sequencer that controls a tank.

Tank Equipment Valve_02

Valve_01 Motor_01

Feed_01

Feed_02

Sensor_Level_2 Sensor_Level_1

Sensor_Tank_Empty Valve_03

Drain

Tank Procedure

When the operator presses the start button, the tank runs this procedure one time: Action

1.

Add the first ingredient.

2.

Add the second ingredient.

3.

Mix the ingredients.

4.

Drain the tank.

Rev. June 2012

Details A. Turn on Valve_01 and add the first ingredient to the tank from Feed_01. B. When Sensor_Level_1 turns on, turn off Valve_01 and stop adding the ingredient. A. Turn on Valve_02 and add the second ingredient to the tank from Feed_02. B. When Sensor_Level_2 turns on, turn off Valve_02 and stop adding the ingredient. A. Run Motor_01 for 30 seconds. B. After 30 seconds, stop Motor_01. A. Turn on Valve_03 and drain the tank. B. When Sensor_Tank_Empty turns on, turn off Valve_03.

E 2012 Rockwell Automation, Inc. All rights reserved. SEQe56r

10--8


Workstation Devices

Use these workstation devices to represent the equipment of the tank: Motor_01_Out

Valve_03_Out

Start

Valve_01_Out

Valve_02_Out

Sensor_Level_1

Sensor_Level_2

TagName

Sensor_Tank_Empty

AliasFor

WorkstationDevice

Start

Local:2:I.Data.0

DI0

Sensor_Level_1

Local:2:I.Data.12

DI12

Sensor_Level_2

Local:2:I.Data.13

DI13

Sensor_Tank_Empty Valve_01_Out


DI14 DO1

Valve_02_Out

Local:0:O.Data.2

DO2

Motor_01_Out

Local:0:O.Data.3

DO3

Valve_03_Out

Local:0:O.Data.4

DO4

When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Open the SEQ_1756R_A1.acd project file. 2. Program the MainProgram to run the tank procedure when you

press Start. 3. Save the project. 4. Turn off the switches that represent the sensors of the tank. 5. Download the project to slot 1 of your workstation. 6. Put the controller in Run mode.


Rev. June 2012 SEQe56r


10--9

7. Test your code and make sure it correctly runs the procedure.

The following are suggestions:

• Once you verify that a specific valve is open, turn on the respective switch to simulate the sensor turning on. • Before you rerun the procedure, turn off all the switches. 8. When you are satisfied that the code meets requirements,

go offline. 9. Save the project.

How Did You Do?

Rev. June 2012



10--10


Answers

Exercise A 2. The following is one way to set up the sequencer:

Rung 0

If this is the first scan, set Step to 0.

Rung 1

If Start turns on, go to Step 1. The ONS instruction limits this action to the change of start from off to on.

Rung 2

If Step is 1, turn on Valve_01_Out. When Sensor_Level_1 turns on, go to the next step and turn off Valve_01_Out .




Rung 3

10--11

If Step is 2, turn on Valve_02_Out . When Sensor_Level_2 turns on, go to the next step and turn off Valve_02_Out.

Rung 4

If Step is 3, turn on Motor_01_Out and start timing. After 30 seconds, go to the next step and turn off Motor_01_Out.

Rev. June 2012


10--12


Rung 5

If Step is 4, turn on Valve_03_Out. When Sensor_Tank_Empty turns on, set Step to 0 and turn off Valve_03_Out. This ends the sequence.



Lesson

11

Separating the Procedure from Equipment Control in an RSLogix 5000 Project What You Will Learn

After completing this lesson, you should be able to separate your production procedure from your equipment control.

When You Will Do This Explain to the students about being careful not to get caught up in the action of programming as-you-go, entering and re-entering ladder logic until it works. Always remember there may be people in and around equipment and you can cause personal injury to yourself or others, and equipment damage can occur. Mention that danger is greatly reduced with a well-defined and well-documented program.

Before You Begin

You will perform this task in the following situations: • Modularized programming -- form a template of the process or machine by combining procedures

• Become more productive in larger projects with multiple programmers • Provide more robust and time critical functions for programming, debugging and maintenance actions

Levels of Control Overview An application usually has several levels of control:

Procedural Control

Equipment Control

Raise the Lift

Add Water

Heat the Furnace

1. Set the direction.

1. Open valve 01.

1. Lock the temperature loop.

2. Set the speed.

2. Start pump 01.

2. Set the new temperature.

3. Start the drive.

3. Wait for limit switch 01.

3. Monitor the temperature.

Procedural Control: Directs the overall process. It is written at a

higher level than the equipment control. It determines what the equipment should do and when to do it. In this lesson, we will call this “the procedure”. Equipment Control: Handles specific groups of devices. It takes

direction from the procedure and performs the specific actions for the devices.

Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. SPEsb56r

11--2

Separating the Procedure from Equipment Control in an RSLogix 5000 Project

A best practice is to separate the procedure from the equipment control. Once you have separated them, link them using command and status tags: Procedure

Raise the Lift

Add Water

Command and Status Tags


Equipment Control

Heat the Furnace


1. Set the direction. 2. Set the speed.

1. Open valve 01. 2. Start pump 01.

1. Lock the temperature loop. 2. Set the new temperature.

3. Start the drive.

3. Wait for limit switch 01.

3. Monitor the temperature.

The procedure sets the command tags and monitors the status tags. The equipment control monitors the command tags and sets the status tags. Benefits

By separating the procedure from the equipment control, your application becomes much easier to program, maintain, and edit: • You can develop and test the equipment control separate from the procedure.

• It is easier to develop the procedure without all the equipment details embedded in the same code. • You can change the procedure without touching the equipment control. • You can change the equipment control without touching the procedure.

Separate the Procedure from Equipment Control Only preview the steps. You will demonstrate each one in the Here’s How.

The following is an overview of the steps for separating your production procedure from your equipment code: 1. Divide the equipment into sections. 2. Identify the commands that you must give to a section to operate

it. 3. Identify the status information you need to validate the response

of a section. 4. Program the equipment control to act on the commands and

return the status. 5. Set up a sequencer to give the commands and read the status. E 2012 Rockwell Automation, Inc. All rights reserved.

Rev. June 2012 SPEsb56r


11--3

Example: Separating the Procedure from Equipment Control

Action

Details

1.

The procedure gives a command to a section of the equipment.

The procedure decides when that section of equipment should start. It does not need to handle the details of how the equipment starts or which devices are part of that section. The procedure does need to know if the equipment responded to the command, so it waits for status from the equipment. When it sees that the equipment responded, the procedure moves on to the next command.

2.

The equipment control performs the command and returns its status.

The equipment control handles the details of how to perform the command. This includes which devices to use, the specific actions to use them, and any interlocks or other requirements. The equipment control also determines the status of the devices.

Rev. June 2012


11--4


Divide the Equipment into Sections Keep the visuals open. Present the step and guideline, and then apply it to the example. Explain that this guideline serves as a starting point.

Example

Guideline

To identify a section of your equipment, look for a group of devices that performs a relatively independent activity from the rest of the equipment.

Suppose your equipment uses two conveyors. While each conveyor usually works together, they are independent parts of the system. Conveyor_02 Section

Conveyor_01 Section

In that case, call each conveyor its own section of equipment.

Keep the visuals open. Present the step and guideline, and then apply it to the example.

Identify the Command That You Must Give to a Section to Operate It To identify the commands, answer this question: What

Explain that this guideline serves as a starting point.commands. It helps to rule unnecessary Youout will write your ladder diagram to actually give the commands.

Example

Guideline

signals or information would operators need to it? give the equipment if they were manually operating

The following are possible commands for each of the conveyor sections: Conveyor_02 Section

Conveyor_01 Section

Start

Start

Stop

Stop

Direction Speed Reset Faults


Direction Speed Reset Faults



11--5

To keep it simple, assume each conveyor always moves forward at a fixed speed and does not set fault data. The following are the commands for each conveyor: Conveyor_02 Section

Conveyor_01 Section

Conveyor_02_Start

Conveyor_01_Start

Conveyor_02_Stop

Conveyor_01_Stop

Identify the Status Information You Need to Operate a Section Keep the visuals open. Present the step and guideline, and then apply it to the example. Explain that this guideline serves as a starting point.

Example

Guideline

The following are possible states for each conveyor section: Conveyor_02 Section

State (on/off) Actual Direction Faulted

Rev. June 2012

To identify the status information, answer this question: What information would an operator need from the equipment to manually operate it?

Conveyor_01 Section

State (on/off) Actual Direction Faulted


11--6


To keep it simple, assume we only need the state of each conveyor. The following shows the final list of commands and states for each conveyor: Conveyor_02 Section

Conveyor_01 Section

Conveyor_02_Start

Conveyor_01_Start

Conveyor_02_Stop

Conveyor_01_Stop

Conveyor_02_State

Conveyor_01_State

Program the Equipment Control to Act on the Commands and Return the Status

Example

The following graphic shows the equipment control for one of the conveyor sections. Notice that it is in its own routine:

Start Command

State

When the routine gets the Start command, it turns on the motor for the conveyor. When the auxiliary contact shows that the motor is running, the routine changes the state to on. While this example uses only a motor, you can apply the concept to more complex situations that use multiple pieces of equipment. E 2012 Rockwell Automation, Inc. All rights reserved.



11--7

Set Up a Sequencer to Give the Commands and Read the Status

Example

The following graphic shows the sequencer for the whole system:

Start Command

State

In Step 1, the sequencer turns on the Start command for the Conveyor_01 section. When the Conveyor_01 section is in the on state, the sequencer goes to the next step.

Rev. June 2012


11--8



To separate the procedure from equipment control. Activity: As your instructor demonstrates these procedures, follow

along.

Demonstration Checklist Use the steps below and the information on the Demonstration Checklist to help guide you during the demonstration: 1. Open the SPE_1756R_DEM1file.


2 Open the MainRoutine and put an AFI instruction in front of the JSR for the Conveyor_Sequencer.

-

Did your instructor show you how to divide the process or machine functions into sections (procedures)?

-

Did your instructor show you how to define the Control and Status tags needed for equipment operation?

-

Did your instructor show you how the Commands and Status tags interact between the Procedure and its equipment operation?

3. Show how the Conveyor_01 subroutine works by toggling the start tag on and then off. Show that the motor is now running. Note: The Feedback_Simulation routine turns on the aux contact 3 s after the motor turns on.

4. Toggle the stop bit on and then off. Show that the motor is off. 5. Show the logic for the Conveyor_02 subroutine. 6. Remove the AFI instruction from the MainRoutine. 7. Open the Conveyor_Sequencer subroutine. Press the System_Start_Command button to start the procedure. 8. Show each step and point out the transition conditions.



11--9

Exercise: Separating the Procedure from Equipment Control in an RSLogix 5000 Project

Exercise: Separating the Procedure from Equipment Control in an RSLogix 5000 Project Exercise A

Practice dividing the equipment into sections. Context:

Suppose you have to program a tank that mixes 2 ingredients. Tank Equipment Valve_02

Valve_01 Motor_01

Feed_01

Feed_02



Drain

Tank Procedure

When the operator presses the start button, the tank runs this procedure one time: Action

1.

Add the first ingredient.

2.

Add the second ingredient.

3.

Mix the ingredients for 30 seconds.

4.

Drain the tank.

Details A. Turn on Valve_01 and add the first ingredient to the tank from Feed_01. B. When Sensor_Level_1 turns on, turn off Valve_01 and stop the ingredient. A. Turn on Valve_02 and add the second ingredient to the tank from Feed_02.

Rev. June 2012

B. When Sensor_Level_2 turns on, turn off Valve_02 and stop the ingredient. Start and stop Motor_01. A. Turn on Valve_03 and drain the tank. B. When Sensor_Tank_Emptyturns on, turn off Valve_03. E 2012 Rockwell Automation, Inc. All rights reserved. SPEe56r

11--10


Directions: 1. On the diagram below, divide the tank into sections and draw a

line around the equipment of each section. We did the first section for you.

Valve_02

Valve_01 Feed_01

Motor_01 Feed_02



Drain

2. Give each section a name.

How Did You Do?



Rev. June 2012 SPEe56r

11--11


Exercise B

Practice identifying the commands that you must give to a section to operate it. Directions: 1. Here’s first few steps of the mixing procedure. Notice that we

added steps to the procedure and expanded the equipment requirements: Mixing Procedure 1.

Equipment Control Requirements

Start adding the first ingredient through

If the procedure calls for Feed_01 AND the stop signal is off AND Sensor_Level_1 is off,

Feed_01.

turn on Valve_01. When Sensor_Level_1 turns on OR the stop signal turns on, turn off Valve_01. Notes: • Valve_01 stays on even if the procedure turns off the call for Feed_01. • Sensor_Level_1 turns on when the tank has enough of ingredient 1. • The stop signal gives someone the option to manually stop the feed. If Valve_01 is on AND Valve_01_FB1 is on, signal that the feed is on. Otherwise, signal that the feed is off. Note: Valve_01_FB1 is a limit switch that turns on if the valve is fully open.

2.

Wait for Feed_01 to turn off.

3.

Start adding the second ingredient through Feed_02.

If the procedure calls for Feed_02 AND the stop signal is off AND Sensor_Level_2 is off, turn on Valve_02. When Sensor_Level_2 turns on OR the stop signal turns on, turn off Valve_02. Notes: • Valve_02 stays on even if the procedure turns off the call for Feed_02. • Sensor_Level_2 turns on when the tank has enough of ingredient 2. • The stop signal gives someone the option to manually stop the feed.

Decide which of the values below are commands for Feed_01: Value A. Bit that tells Feed_01 when to start

Command? Yes  No 

B. Output bit of the I/O module that controls Valve_01

Yes 

No 

C. Indication that Feed_01 is on (filling) or off (not filling)

Yes 

No 

D. Input bit of Sensor_Level_1

Yes 

No 

E. State of the start pushbutton that the operator presses to start the process

Yes 

No 

F. Bit that tells Feed_01 when to stop

Yes 

No 

G. Integer that tracks the step number of the procedure

Yes 

No 

2. Choose tag names and data types for the commands for Feed_01.

Write your choices in the table below. The table has more rows than you’ll probably need: Equipment Section Feed_01

Rev. June 2012

Command Tag

Data Type

E 2012 Rockwell Automation, Inc. All rights reserved. SPEe56r

11--12


3. Here’s the requirements for the Mixer section: Mixing Procedure 5.

Start the Mixer and mix the ingredients for 30 seconds.


If the procedure calls for Mixer AND the stop signal is off, turn on Motor_01. When the stop signal turns on, turn off Motor_01. If Motor_01 is on and its auxiliary contact is on, signal that the mixer is on. Otherwise, signal that the mixer is off. Notes: • Motor_01 stays on even if the procedure turns off the call for Mixer. • The auxiliary contact turns on if the motor is on.

Decide which of the values below are commands for the Mixer section: Value

Command?

A. Signal to start mixing

Yes 

No 

B. Signal to stop mixing

Yes 

No 

C. Output bit of the I/O module that controls Motor_01

Yes 

No 

D. How long the mixer has been running

Yes 

No 

E. Indication that mixing is in process

Yes 

No 

F. Input bit for the auxiliary contact of the motor

Yes 

No 


Yes 

No 

H. State of the start pushbutton that the operator presses to start the process

Yes 

No 

4. Choose tag names and data types for the commands for the Mixer

section. Write your choices in the table below. The table has more rows than you’ll probably need: Equipment Section Mixer

How Did You Do?


Command Tag

Data Type



11-- 13


Exercise C

Practice identifying the status information you need to operate a section. Directions: 1. The following lists the first few steps of the mixing procedure.

Notice that we added steps to the procedure and expanded the equipment requirements: Mixing Procedure 1.


Start adding the first ingredient through

If the procedure calls for Feed_01 AND the stop signal is off AND Sensor_Level_1 is off,

Feed_01.

turn on Valve_01. When Sensor_Level_1 turns on OR the stop signal turns on, turn off Valve_01. Notes: • Valve_01 stays on even if the procedure turns off the call for Feed_01. • Sensor_Level_1 turns on when the tank has enough of ingredient 1. • The stop signal gives someone the option to manually stop the feed. If Valve_01 is on AND Valve_01_FB1 is on, signal that the feed is on. Otherwise, signal that the feed is off. Note: Valve_01_FB1 is a limit switch that turns on if the valve is fully open.

2.


3.



Decide which of the values below are status information for Feed_01: Value

Status?

A. Bit that tells Feed_01 when to start

Yes 

No 


Yes 

No 


Yes 

No 


Yes 

No 


Yes 

No 


Yes 

No 


Yes 

No 

2. Choose tag names and data types for the status for Feed_01.

Write your choices in the table below. The table has more rows than you’ll probably need: Equipment Section

Status Tag

Data Type

Feed_01

Rev. June 2012


11--14


3. The following are the requirements for the Mixer section: Mixing Procedure 5.




Decide which of the values below are status information for the Mixer section: Value

Status?


Yes 

No 


Yes 

No 


Yes 

No 


Yes 

No 


Yes 

No 


Yes 

No 


Yes 

No 


Yes 

No 

4. Choose tag names and data types for the status for the Mixer

section. Write your choices in the table below. The table has more rows than you’ll probably need: Equipment Section Mixer

How Did You Do?


Status Tag

Data Type




Exercise D

11-- 15

Practice these steps:

• Program the equipment control to act on the commands and return the status. • Set up a sequencer to give the commands and read the status. Context:

Here’s the complete requirements for the tank. Notice that it is a more detailed version of what you saw in Exercise A. When the operator presses the start button, the tank runs this procedure one time: Mixing Procedure


1.

Start adding the first ingredient through Feed_01.


2.


3.


If Valve_01 is on AND Valve_01_FB1 is on, signal that the feed is on. Otherwise, signal that the feed is off. Note: Valve_01_FB1 is a limit switch that turns on if the valve is fully open. If the procedure calls for Feed_02 AND the stop signal is off AND Sensor_Level_2 is off, turn on Valve_02. When Sensor_Level_2 turns on OR the stop signal turns on, turn off Valve_02. Notes: • Valve_02 stays on even if the procedure turns off the call for Feed_02.

4.


If Valve_02 is on AND Valve_02_FB1 is on, signal that the feed is on. Otherwise, signal that the feed is off. Note: Valve_02_FB1 is a limit switch that turns on if the valve is fully open.

5.



•• Sensor_Level_2 turnssomeone on when the the option tank has ingredient 2. The stop signal gives to enough manuallyofstop the feed.

6. Start draining the tank.

7.

Wait for the tank to finish draining.

Rev. June 2012

If the procedure calls for Drain AND the stop signal is off AND Sensor_Tank_Empty is off, turn on Valve_03. When Sensor_Tank_Empty turns on OR the stop signal turns on, turn off Valve_03. Notes: • Valve_03 stays on even if the procedure turns off the call for Drain. • Sensor_Tank_Empty turns on when the tank is empty. • The stop signal gives someone the option to manually stop draining. If Valve_03 is on AND Valve_03_FB1 is on, signal that the drain is on. Otherwise, signal that the drain is off. Note: Valve_03_FB1 is a limit switch that turns on if the valve is fully open.


11--16


Workstation Devices

Use these workstation devices to represent the equipment of the tank: Motor_01_Out

Valve_03_Out

Start

Valve_01_Out

Valve_02_Out

Start

TagName

AliasFor Local:2:I.Data.0

WorkstationDevice DI0

Valve_01_Out

Local:0:O.Data.1

DO1

Valve_02_Out

Local:0:O.Data.2

DO2

Motor_01_Out

Local:0:O.Data.3

DO3

Valve_03_Out

Local:0:O.Data.4

DO4

When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Open the SPE_1756R_D1.acd project file.




11-- 17

2. Open the program tags for MainProgram and review the tags that

are already there. The project already has tags for the sensors, feedback devices, valves, and motor. Make sure you use these tags:

3. Notice that MainProgram already has an Equipment_Simulation

routine.

The Equipment_Simulation routine simulates most of the inputs that you’ll need. The routine:

• Turns the sensors on and off as you fill and empty the tank. • Turns the feedback for the valves on and off as you open and close the valves. • Turns the auxiliary contact of the motor on and off as you run the motor. 4. Program the equipment control for each section of the tank. Use a

separate routine for each section. Rev. June 2012


11--18


5. In the MainRoutine, add a JSR for each routine created. Set up a

sequencer for the mixing procedure. Use a separate routine for the sequencer. 6. Save the project. 7. Download the project to slot 1 of your workstation. 8. Put the controller in Run mode. 9. Test your code. Here’s some suggestions:

• To see the simulated tank level, open the Equipment_Simulation routine and look at the Tank_Level tag. -- Sensor_Level_1 turns on at 21 gallons. -- Sensor_Level_2 turns on at 40 gallons (full tank). • One way to debug the code is to disable the sequencer and manually run each equipment section:

-- Put an AFI instruction in front of the JSR that calls the sequencer. -- To run an equipment section, toggle its command bits. -- Remember to turn off the command bits when you’re done. -- Remember to remove the AFI instruction when you’re done. 10. When you’re satisfied that the code meets requirements, go

offline. 11. Save the project.

How Did You Do?





Rev. June 2012

11-- 19


11--20


Answers

Exercise A 1. and 2. Here’s the sections we chose for the tank.

Feed_01

Mixer

Valve_01

Feed_02

Valve_02

Motor_01

Feed_01

Feed_02


Drain Sensor_Tank_Empty Valve_03

Drain

Exercise B 1. These are probably commands for Feed_01: Value

Command?

Reason


Yes 

No 

The procedure give this command to the equipment section.


Yes 

No 

The equipment section takes care of this.


Yes 

No 


Yes 

No 


Yes 

No 

The equipment section doesn’t use it. The section waits for its start command from the procedure.


Yes 

No 

You might want to manually stop the section.


Yes 

No 

Strictly a part of the procedure.

Although the procedure could use this value, the procedure doesn’t give the value. So it isn’t a command. The procedure doesn’t need to know the state of the sensor. The equipment section uses it to start and stop.

2. These are possible command tags for Feed_01: Equipment Section

Feed_01


Command Tag

Feed_01_Start Feed_01_Stop

Data Type

BOOL BOOL



11-- 21

3. These are probably commands for the Mixer: Value

Command?

Reason



Yes 

No 


Yes 

No 



Yes 

No 



Yes 

No 

This is part of the procedure.


Yes 

No 

Although the procedure could use this value, the procedure doesn’t give the value. So it isn’t a command.


Yes 

No 

The procedure doesn’t need to know the state of the contact.


Yes 

No 



Yes 

No 


4. These are possible command tags for Mixer: Equipment Section Command Tag Mixer Mixer_Start

Data Type

BOOL

Mixer_Stop

BOOL

Exercise C 1. These are probably statuses for Feed_01: Value

Command?

Reason


Yes 

No 



Yes 

No 



Yes 

No 

The equipment section controls this value. The procedure monitors it.


Yes 

No 

The procedure doesn’t need to know the state of the sensor. The equipment section uses it to stop.


Yes 

No 



Yes 

No 

You might want to manually stop the section.


Yes 

No 


2. This a possible status tag for Feed_01:

Rev. June 2012

Equipment Section

Status Tag

Data Type

Feed_01

Feed_01_State

BOOL


11--22


3. These are probably status for the Mixer: Value

Status?


Yes 

No 

Reason


Yes 

No 



Yes 

No 



Yes 

No 

This is part of the procedure.


Yes 

No 

The equipment section controls this value. The procedure monitors it.


Yes 

No 

The procedure doesn’t need to know the state of the contact.


Yes 

No 



Yes 

No 



4. This is a possible status tag for Mixer: Equipment Section

Mixer

Status Tag Mixer_State

Data Type BOOL

Exercise D 4. Here’s one way to program the equipment control for each

section:




Rev. June 2012

11-- 23


11--24


5. Here’s one way to set up the sequencer:




Rev. June 2012

11-- 25


11--26




Lesson

12

Copying and Filling an Array in an RSLogix 5000 Project What You Will Learn

After completing this lesson, you should be able: • Create a single dimension array

• Program a Copy (COP) instruction • Program a File Fill (FLL) instruction


• Create a set of related same type data points under a single name • Move multiple pieces of data of the same data type in a single instruction • Conserve memory in the controller with an array • Clear or preset a set of array values with a single instruction

Before You Begin Mention that this lesson will focus on one dimensional arrays. Two and three dimensional arrays covered in RSLogix 5000 Levelare 3: Project Development course.

Creating a Single Dimension Array Array: A numerically indexed sequence of elements of the same

data type. An array tag occupies a contiguous section of memory in the controller with each element in sequence. Arrays can have one, two, or three dimensions. Element: A single position within an array. Example: Array

To make INT records for 6 parts, a one-dimensional array of INTs is created: 1 DINT (32 Bits) 1 INT (16 Bits)

Rev. June 2012

Part_Data[1]

Part_Data[0]

Part_Data[3] Part_Data[5]

Part_Data[2] Part_Data[4]

E 2012 Rockwell Automation, Inc. All rights reserved. PCFsb56r

12--2

Copying and Filling an Array in an RSLogix 5000 Project

The elements in the array occupy memory in order. The array always starts at 0 and extends to the number of elements minus 1.

Point out that if you create an array tag from the Tags Editor window, and manually enter the brackets and numbers, the first value entered in the brackets becomes the X value.

An array in the Tags window is shown in the following graphic: Same Data Type

Array of 6 (0 - 5) INTs

Single Element

Tell the students who are familiar with PLC-5 or SLC 500 processors that the data table files in these products are single element arrays.

An array must be created with the following rules in mind: • When an array is a part of a user-defined data type, it can have only one dimension.

• An array can be of one data type only. Arrays support the following data types: -- Any pre-defined data types except Axis data types, Message, or Motion_Group -- A user-defined data type

Tip "

Data of the same type is not automatically grouped in memory. To store all timers together, create an array of timer tags. Array Addressing

Mention that the numeric element is fixed.

The following table presents array address types, formats, and examples/applications:

Explain the program controls which element is being addressed by controlling the value stored in SerialNumber.

Type Numeric element

Format ArrayName[Element Number]

Example/Application PartData[4] Application: Selecting a timer from a group of fault timers

Variable element

ArrayName[Tag]

Part[SerialNumber]

ArrayName[Expression]

Application: Saving the amount of parts produced per hour into an array for a daily production report Part[Position1--Position2] Application: Adding an offset to a group of position values maybe in a grinding operation.

Numeric bit

ArrayName[Element].Bit

Process_Time[5].DN

Chalk Talk: Have students write out other examples of each array

addressing type.


Rev. June 2012 PCFsb56r


12--3

Some of the mathematical operators that can be used in an expression to specify an array element are as follows: Operator

+

Description

Add

--

Subtract/Negate

* /

Multiply Divide

And

And

Not Or

As an example, state that if Position1--Position2=48 and the array is an array of only 40, a major fault will occur.

Complement Or

Any array value that you enter must be within the boundaries of the specified array. Instructions that view arrays as a collection of elements generate a major fault if a value exceeds its corresponding dimension.

Copy (COP) and File Fill (FLL) Instructions (COP) and File Fill (FLL) instructions operate on arrays of data. An example is moving recipe values or production data.

Tip "

Mention thatthat there are other File of instructions operate on arrays data. This lesson only covers the COP and FLL instructions.

A Copy (COP) instruction moves a group of elements (an array) all at one time compared to a MOV instruction, which moves a single element. COP and FLL instructions have three operands: • Source: An initial element to copy.

• Destination: An initial element to be overwritten by the Source. • Length: The number of Destination elements to copy or fill. The Source and Destination operands should be the same data type or unexpected results may occur.

Copies the value(s) in the Source to the values in the Destination.

An example would be to zero Tip out an array of daily production data after a report was generated.

Rev. June 2012

Fills elements of an array with the Source value.

" A FLL instruction with a Source value of 0 could be used to clear a group of values.


12--4


You must test and confirm that the instruction does not change data that you do NOT want it to change.

These instructions operate on contiguous data memory. In some cases, these instructions will write past the array into other members of the tag if the length is too big and the tag is a user-defined data type. In both cases, no major fault is generated: If the tag is . . .

Tip "

The n if the len. gt instruction . .h is too big, the

A user-defined data type

Writes past the end of the array into other members of the tag. It stops at the end of the tag.

Not a user-defined data type

Stops at the end of the array.

The length is too large if it is more than the total number of elements in the Destination array. Activity: As your instructor demonstrates the COP and FLL



1. Schedule the unscheduled MainProgram.

-

A COP instruction is like a MOV instruction, except a length is specified.

-

A FLL instruction is similar to clear a CLR instruction, or MOV instruction (0), except you can multiple addresses at once or use an FLL instruction to preset an array with a value other than zero.

-

COP and FLL instructions are used with arrays.

2. Download and go online to the controller with the PCF_1756R_DEM1.acd file. 3. Expand the Unscheduled Programs. The MainProgram is the completed project. Open the 4_Data_for_Offsite_Server subroutine and show the students how the COP instruction works. 4. Open the Initialize subroutine and show the student how the FLL instructions work. 5. When you have finished demonstrating the instructions, unschedule the MainProgram in preparation for creating single dimension arrays.





12--5


• Create a single dimension array • Program a Copy (COP) instruction • Program a File Fill (FLL) instruction Activity: As your instructor demonstrates these procedures, follow

along.

Demonstration Checklist Use the steps below to help guide you during the demonstration: 1. Open the PCF_1756R_DEM1.acd file. The Instructor_Demo program is currently scheduled to run. 2. In the Copy_and_FLL_Two_1x15_Arrays routine, create two arrays: 1 x 15. These will become the Source and Destination of the COP instruction.


Did your instructor point out that the Source and Destination addresses must be arrays including which element each will begin?

3. Save the project, download and go online to the controller.

-

Do you know what the function of the Source Immediate or tag is when used in a FLL instruction?

4. Enter data in the Source array. Use either a Quick Watch or Data Monitor.

-

Did your instructor show you the following? - Where to create the COP or FLL instruction

5. Rung Replace the aNOP 1 with COPinstruction instructiononof Array 1 to Array 2. Discuss that the Source or Destination arrays not always need to start at element [0], but for purposes of this demonstration they will.

- How to get help for an instruction - How to assign tags or a constant value to the Source - How to assign tags to the Destination

6. Show that the data was copied (could have been multiple MOV instructions or one COP). 7. Replace the NOP on Rung 2 with two FLL instructions. Fill one array with zeros and the other array with a different value. 8. Display the results.

Rev. June 2012


12--6




12--7

Exercise: Copying and Filling an Array in an RSLogix 5000 Project

Exercise: Copying and Filling an Array in an RSLogix 5000 Project Exercise A

In this exercise, you will practice entering a single array and programming COP and FLL instructions for a simulated iron process. Use these workstation devices to represent the equipment of the iron process: Load_Process_Data

Process_Data_Loaded

All_Data_Entered

Set_Tons_Molten_Iron (2 - 5 = 20 - 50 Tons)

Sim_Molten_Iron Display_Tons_Molten_Iron (1-10) Sim_Oxy_In

Sim_Cr_In Display_Tons_Molten_Iron_Processing (2-5)

All_Data_In

TagName

Tip "

Rev. June 2012

AliasFor

Workstation Device

Set_Tons_Molten_Iron

Local:8:I.Ch0Data

AI0

Load_Process_Data All_Data_Entered


DI2 DI6

Process_Data_Loaded

Local:4:O.Data.6

DO6

All_Data_In Sim_Molten_Iron


DO7 DO9

Sim_Oxy_In

Local:4:O.Data.10

DO10

Sim_Cr_In

Local:4:O.Data.11

DO11

Display_Tons_Molten_Iron

Local:7:O.Ch0Data

Display_Tons_Molten_Iron_Processing

Local:7:O.Ch1Data

Start_New_Run

Local:2:I.Data.10

DI10

New_Run

Local:4:O.Data.8

DO8

AO0 AO1

For a description of the function of each tag, see the Description field in the Tags window.

E 2012 Rockwell Automation, Inc. All rights reserved. PCFe56r

12--8


When you see underlined text, refer to the related procedure or information in your job aid. Directions: 1. Open the PCF_1756R_A1.acd project file. 2. Create two program-scope single dimension arrays (names, types,

and size need to be exact): • Tons_Molten_Iron_1x15_Array (DINT with Dim 0 = 15) • Off_Site_TMI_1x15_Array (DINT with Dim 0 = 15) If an array is too small, the controller will fault when the program tries to write into an undefined memory location. 3. In the Initialize subroutine, on Rung 1 replace the NOP

instruction with a FLL instruction to clear all of Tons_Molten_Iron_1x15_Array.

Tip "

In this project, we will fill all 15 locations starting at [0]. HINT: Tons_Molten_Iron_1x15_Array[0]. 4. In the 4_Data_for_Offsite_Server subroutine, on Rung 1 replace

the NOP instruction with a COP instruction. Copy the Tons_Molten_Iron_1x15_Array values into the Off_Site_TMI_1x15_Array. Saving data for historical archiving by a SCADA system (the archiving is set up in the SCADA system), all we need to do is get the data into the appropriate array elements. 5. Download the project into slot 1 of your workstation. 6. Put the controller in Run mode. 7. Set AI0 (potentiometer) to a value between 2 and 5 and watch the

AO0 (upper analog potentiometer) for the appropriate range. 8. Press and hold DI2 (should be illuminated green) for 2-3 seconds.

If DI2 flashes, the value attempted is out-of-range and it was not used. Try it again. You can load up to 15 times. This simulates the total tonnage of molten iron that left the furnace in the bullet cars for transport to the steel plant.

Tip "


Each of the bullet car loads (depends on how many you loaded in the above step) takes 60 seconds in this simulation to fully complete. They will all complete automatically, one at a time, after you start the steelmaking process. Rev. June 2012 PCFe56r


12--9

9. Press DI6 (yellow pushbutton) to start the process. The following

should occur: - DO7 should turn on. - DO9 (green), DO10 (yellow), and DO11 (red) should begin flashing. - DO9 will flash slower than DO10 and DO11, indicating that green is less critical to failure of the simulated steel stainless process. - AO1 (lower analog potentiometer) will display the tonnage currently being processed as long as DO9 is on. - DO7 flashes for 20-50 seconds (x10 the value entered from the initial loading of AI0 settings), now processing iron into steel. - DO10 flashes for 10% of DO7 (2-5 seconds), adding oxygen to remove impurities. - DO11 flashes for 30% of DO7 (6-15 seconds), adding chromium to produce stainless steel. - The process repeats itself every 60 seconds, so there may be some time to wait for the next car. - As long as DO7 is on, there are cars to finish. 10. Go offline. 11. Save your project.

How Did You Do?

Rev. June 2012



12--10


Answers

Exercise A 2. The single dimension arrays should look similar to the

following graphics:

3. Rung 1 in the Initialize subroutine should look similar to the

following graphic:


Rev. June 2012 PCFe56r


12--11

4. Rung 1 in the 4_Data_for_Offsite_Server subroutine should

look similar to the following graphic:

Rev. June 2012


12--12



Rev. June 2012 PCFe56r

Appendix

A

I/O Wiring Diagrams

Slot 0 - 1756-OB16D Digital Output Module WORKSTATION DEVICE RED

K C A L B

RED

+DC-0 +DC-0 +DC-0

2

+DC-0 +DC-0 +DC-0 +DC-0

8

4

12

G

3

OUT-1

A

5

OUT-2

R

7

OUT-3

G

DO3

9

OUT-4

A

DO4

11

OUT-5

R

DO1 DO2

14

GND-0 +DC-1

16

+DC-1 +DC-1 +DC-1 +DC-1 +DC-1

20

+DC-1 GND-1 GND-1 Not Used

DO0

OUT-0

1

6

10

LABEL

DO5

18

22 24 26 28 30 32 34 36

DO0 = Local:0:O.Data.0 DO1 = Local:0:O.Data.1 DO2 = Local:0:O.Data.2 DO3 = Local:0:O.Data.3 DO4 = Local:0:O.Data.4 DO5 = Local:0:O.Data.5

K C A L B

G A

- GREEN PILOT LIGHT - AMBER PILOT LIGHT

R

- RED PILOT LIGHT

24VDC

Rev. June 2012

E 2012 Rockwell Automation, Inc. All rights reserved. WD3a56r

A--2

I/O Wiring Diagrams

Slot 2 - 1756-IB16D Digital Input Module WORKSTATION DEVICE

BLACK

BLACK

BLACK

K C A L B

LABEL DI0 DI1 DI2

IN-0 IN-1 IN-2

GND-0 GND-0

2

1

4

3

GND-0

6

5

GND-0 GND-1 GND-1 GND-1

8

7

IN-3

10

9

12

11

IN-4 IN-5

14

13

IN-6

GND-1 GND-2

16

15

18

17

GND-2 GND-2 GND-2 GND-3 GND-3 GND-3

20

19

22

21

IN-7 IN-8 IN-9 IN-10

24

23

26

25

28

27

30

29

GND-3 GND-3 NOT USED

32

31

34

33

36

35

+24VDC

DI3 DI4 DI5 DI6 DI7 DI8 DI9 DI10 DI11 DI12

IN-11 IN-12 IN-13 IN-14 IN-15 NOT USED

DI13 DI14 DI15

NOT USED

DI0 = Local:2:I.Data.0
















- NORMALLY OPEN PUSHBUTTON - SELECTOR SWITCH


Rev. June 2012 WD3a56r

I/O Wiring Diagrams

A--3

Slot 4 - 1756-OB16D Output Module

RED

+DC-0 +DC-0 +DC-0 +DC-0 +DC-0 +DC-0 +DC-0

K C A L B

RED

2 4 6

8

WORKSTATION DEVICE

10 12

14

13

GND-0 +DC-1

16

15

18

17

+DC-1 +DC-1 +DC-1 +DC-1 +DC-1 +DC-1

20

19

22

21

24

23

GND-1 GND-1 NOT USED

OUT-6 OUT-7

A

OUT-11

R

R

DO9 DO10

G

DO11

26 28 30

DO6 = Local:4:O.Data.6

32


34


36


K C A L B

DO10 = Local:4:O.Data.10 DO11 = Local:4:O.Data.11

A

- GREEN PILOT LIGHT - AMBER PILOT LIGHT

R

- RED PILOT LIGHT

G

+24VDC

Rev. June 2012

DO6 DO7 DO8

G A

OUT-8 OUT-9 OUT-10

LABEL


A--4

I/O Wiring Diagrams

Slot 7 - 1756-OF6VI Analog Output WORKSTATION DEVICE

WORKSTATION DEVICE OUT-1

2

1

OUT-0

NOT USED

4

3

NOT USED

RTN-1

6

5

RTN-0

OUT-3

8

7

OUT-2

NOT USED

10

9

NOT USED

RTN-3

12

11

RTN-2

NOT USED

14

13

NOT USED

OUT-5

16

15

OUT-4

NOT USED

18

17

NOT USED

RTN-5

20

19

RTN-4

AO1 (Channel 1)

AO0 Return

AO0 (Channel 0)

AO1 Return

AO0 = Local:7:O.Ch0Data AO1 = Local:7:O.Ch1Data



I/O Wiring Diagrams

A--5

Slot 8 - 1756-IF6VI Analog Input +10VDC

+10VDC WORKSTATION DEVICE

AI1 (Channel 1)

AI1 Return

WORKSTATION DEVICE 1

IN-1/V

2

IN-1/I

4

3

IN-0/I

RET-1

6

5

RET-0

IN-3/V

8

7

IN-2/V

IN-3/I

10

9

IN-2/I

RET-3

12

11

RET-2

NOT USED

14

13

NOT USED

IN-5/V

16

15

IN-4/V

IN-5/I

18

17

IN-4/I

RET-5

20

19

RET-4

IN-0/V

AI0 (Channel 0)

AI0 Return

AI0 = Local:8:I.Ch0Data AI1 = Local:8:I.Ch1Data

Rev. June 2012


A--6

I/O Wiring Diagrams



Appendix

B

ControlLogix Workstation I/O Device Assignments The following standard ControlLogix workstation inputs and outputs are used in this course (Local I/O tags are listed on the next page):

9 I3 O D D

) 2 to l S o t d e ir W ll (A t h g i R to tf e L n u R ts u p n I

) 4 to l S n i 1 1 6 ( s t u p t u O ) 0 t lo S in 5 0 ( s t u tp u O

t u p In

g lo a n A 0 0 h C

t u p t u O r e t e M

re t e M

I7 D

2 I D

6 O D

6 I D

I1 D

3 O D

I5 D

I0 D

Rev. June 2012

g lo a n A 0 0 h C

0 O D

I4 D

0 1 O D

7 O D

4 O D

1 O D

g o l a n A 1 0 h C

t u p n I re t e M

g lo a n A 1 0 h C

t u p t u O r e t e M

1 1 O D

5 1 I D

0 1 I D

8 O D

4 I1 D

I9 D

5 O D

3 1 I D

2 O D

2 I1

1 I1 D

8 I D

D

E 2012 Rockwell Automation, Inc. All rights reserved. WI3a56r

B--2

ControlLogix Workstation I/O Device Assignments

Local I/O Tags

The devices used in the workstation have the following I/O base tags: Module

Digital Input wired to Slot 2

Digital Output wired to Slot 0

Digital Output wired to Slot 4


Workstation Device DI0 DI1 DI2 DI3 DI4 DI5

I/O Base Tag Local:2:I.Data.0 Local:2:I.Data.1 Local:2:I.Data.2 Local:2:I.Data.3 Local:2:I.Data.4 Local:2:I.Data.5

DI6 DI7 DI8 DI9 DI10 DI11 DI12 DI13 DI14 DI15 D00 D01 D02 D03 D04 D05 D06

Local:2:I.Data.6 Local:2:I.Data.7 Local:2:I.Data.8 Local:2:I.Data.9 Local:2:I.Data.10 Local:2:I.Data.11 Local:2:I.Data.12 Local:2:I.Data.13 Local:2:I.Data.14 Local:2:I.Data.15 Local:0.O.Data.0 Local:0.O.Data.1 Local:0.O.Data.2 Local:0.O.Data.3 Local:0.O.Data.4 Local:0.O.Data.5 Local:4:O.Data.6

D07 D08 D09 D010 D011

Local:4:O.Data.7 Local:4:O.Data.8 Local:4:O.Data.9 Local:4:O.Data.10 Local:4:O.Data.11

Rev. June 2012 WI3a56r

The following are trademarks of Rockwell Automation, Inc.: 1336FORCE 1336PLUS ControlBus DataHighwayPlus DriveTools Flex Logix5000 PanelBuilder PLC-5 PowerFlex RSLinx RSView SCANPort SoftLogix

1336IMPACT CompactLogix ControlLogix DH+ FactoryTalk FlexLogix Logix5550 PanelView PHOTOSWITCH RediSTATION RSLogix RSNetWorx SLC Ultra

EtherNet/IP and ControlNet are trademarks of ControlNet International Ltd. DeviceNet is a trademark of the Open DeviceNet Vendor Association, Inc. (ODVA). The following are registered trademarks of Microsoft Corporation: MS-DOS Windows

PowerPoint WindowsNT

IBM is a registered trademark of International Business Machines Corporation. Pentium is a registered trademark of Intel Corporation. All other trademarks are the property of their respective holders and are hereby acknowledged.

Catalog Number ABT-CCP151-TSM -- June 2012 Supersedes Catalog Number ABT--CCP151-TSM -- December 2010

E 2012 Rockwell Automation, Inc. All rights reserved. Printed in USA

ABT-CCP151-TSM 2012-06

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