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msmarco_v2.1_doc_01_1665563369#6_2441027434
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
Go
our
of
your
way
to
do
something
surprisingly
kind
and
generous
for
someone
at
least
once
a
month.” Rule
12
“Occasionally
we
may
grade
each
other’s
papers
as
a
group. When
grading
other
students’
papers,
if
you
give
someone
an
incorrect
grade,
whether
it
is
higher
or
lower
than
they
deserve,
the
amount
the
grade
differs
from
the
actual
grade
will
be
deducted
from
your
paper. The
only
marks
you
are
allowed
to
make
on
others’
papers
are
an
“X”
and
the
number
they
got
incorrect.” Rule
13
“When
we
read
together
in
class,
you
must
follow
along. If
I
call
on
you
to
read,
you
must
know
exactly
where
we
are
and
begin
to
read
immediately”
Rule
14
“Answer
all
questions
with
a
complete
sentence. For
example,
if
the
question
asks,
“What
is
the
capital
of
Russia?” you
should
respond
by
writing,
“The
capital
of
Russia
is
Moscow.” Also,
in
conversation
with
others,
it
is
important
to
use
complete
sentences
out
of
respect
for
the
person’s
question. For
example,
if
a
person
asks,
“How
are
you?”
| 3,203 | 4,562 |
|
msmarco_v2.1_doc_01_1665563369#7_2441030502
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
If
I
call
on
you
to
read,
you
must
know
exactly
where
we
are
and
begin
to
read
immediately”
Rule
14
“Answer
all
questions
with
a
complete
sentence. For
example,
if
the
question
asks,
“What
is
the
capital
of
Russia?” you
should
respond
by
writing,
“The
capital
of
Russia
is
Moscow.” Also,
in
conversation
with
others,
it
is
important
to
use
complete
sentences
out
of
respect
for
the
person’s
question. For
example,
if
a
person
asks,
“How
are
you?” instead
of
just
responding
by
saying,
“Fine,”
you
should
say,
“I’m
doing
fine,
thank
you. How
about
yourself?” Rule
15
“At
times
throughout
the
year,
I
will
give
rewards
for
good
behavior,
academic
performances
and
other
acts
worthy
of
praise. If
you
ever
ask
me
for
a
reward,
however,
it
will
not
be
given. It
is
rude
to
ask
if
you
are
getting
something
for
good
behavior.
| 3,952 | 5,073 |
|
msmarco_v2.1_doc_01_1665563369#8_2441033253
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
instead
of
just
responding
by
saying,
“Fine,”
you
should
say,
“I’m
doing
fine,
thank
you. How
about
yourself?” Rule
15
“At
times
throughout
the
year,
I
will
give
rewards
for
good
behavior,
academic
performances
and
other
acts
worthy
of
praise. If
you
ever
ask
me
for
a
reward,
however,
it
will
not
be
given. It
is
rude
to
ask
if
you
are
getting
something
for
good
behavior. You
should
be
good
and
try
your
best
because
you
are
trying
to
better
yourself,
not
because
you
are
anticipating
a
reward. I
usually
give
some
sort
of
reward
to
everyone
who
scores
100
on
unit
tests. If
you
make
100
and
ask
if
you
are
getting
something,
no
one
who
made
100
will
be
given
anything.” Rule
16
“Homework
will
be
turned
in
each
day
for
each
subject
by
every
student
with
no
exceptions.” Rule
17
“When
we
are
in
transition
from
one
subject
to
the
other,
the
change
will
be
swift,
quiet
and
orderly.
| 4,562 | 5,779 |
|
msmarco_v2.1_doc_01_1665563369#9_2441036110
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
You
should
be
good
and
try
your
best
because
you
are
trying
to
better
yourself,
not
because
you
are
anticipating
a
reward. I
usually
give
some
sort
of
reward
to
everyone
who
scores
100
on
unit
tests. If
you
make
100
and
ask
if
you
are
getting
something,
no
one
who
made
100
will
be
given
anything.” Rule
16
“Homework
will
be
turned
in
each
day
for
each
subject
by
every
student
with
no
exceptions.” Rule
17
“When
we
are
in
transition
from
one
subject
to
the
other,
the
change
will
be
swift,
quiet
and
orderly. We
should
be
consistently
able
to
turn
from
one
book
to
another,
complete
with
all
homework
and
necessary
materials,
as
quickly
as
possible. The
opportune
amount
of
time
to
spend
in
transition
should
be
less
than
ten
seconds,
and
we
will
work
toward
a
goal
of
seven
seconds.” Rule
18
“You
will
make
every
effort
to
be
as
organized
as
possible.” Rule
19
“When
I
assign
homework,
there
is
to
be
no
moaning
or
complaining. This
will
result
in
a
doubled
assignment.”
| 5,073 | 6,413 |
|
msmarco_v2.1_doc_01_1665563369#10_2441039111
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
We
should
be
consistently
able
to
turn
from
one
book
to
another,
complete
with
all
homework
and
necessary
materials,
as
quickly
as
possible. The
opportune
amount
of
time
to
spend
in
transition
should
be
less
than
ten
seconds,
and
we
will
work
toward
a
goal
of
seven
seconds.” Rule
18
“You
will
make
every
effort
to
be
as
organized
as
possible.” Rule
19
“When
I
assign
homework,
there
is
to
be
no
moaning
or
complaining. This
will
result
in
a
doubled
assignment.” Rule
20
“While
you
are
with
a
substitute
teacher,
you
will
obey
the
same
rules
that
you
follow
when
I
am
with
you. (I
know
this
is
hard,
but
it
is
important.)” Rule
21
“We
will
follow
certain
classroom
protocols. We
will
be
organized,
efficient,
and
on
task. In
order
to
do
so,
we
will
follow
these
rules:
| 5,779 | 6,838 |
|
msmarco_v2.1_doc_01_1665563369#11_2441041752
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
Rule
20
“While
you
are
with
a
substitute
teacher,
you
will
obey
the
same
rules
that
you
follow
when
I
am
with
you. (I
know
this
is
hard,
but
it
is
important.)” Rule
21
“We
will
follow
certain
classroom
protocols. We
will
be
organized,
efficient,
and
on
task. In
order
to
do
so,
we
will
follow
these
rules: Do
not
get
out
of
your
seat
without
permission. Exception: If
you
are
sick,
leave
immediately. Do
not
speak
unless: You
raise
your
hand,
and
I
call
on
you.
| 6,413 | 7,061 |
|
msmarco_v2.1_doc_01_1665563369#12_2441043849
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
Do
not
get
out
of
your
seat
without
permission. Exception: If
you
are
sick,
leave
immediately. Do
not
speak
unless: You
raise
your
hand,
and
I
call
on
you. ask
you
a
question
and
you
are
responding. It
is
a
recess
of
lunch. instruct
you
otherwise
(for
example,
during
group
work).” Rule
22
“You
may
bring
a
bottle
of
water
and
leave
it
on
your
desk. Do
not
ask
me
f
you
can
get
water
while
I
am
teaching
a
lesson.
| 6,838 | 7,431 |
|
msmarco_v2.1_doc_01_1665563369#13_2441045869
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
ask
you
a
question
and
you
are
responding. It
is
a
recess
of
lunch. instruct
you
otherwise
(for
example,
during
group
work).” Rule
22
“You
may
bring
a
bottle
of
water
and
leave
it
on
your
desk. Do
not
ask
me
f
you
can
get
water
while
I
am
teaching
a
lesson. You
can
even
have
food
at
your
desk
as
long
as
others
don’t
see
it
and
I
don’t
hear
you
eat
it.” Rule
23
"Quickly
learn
the
name
of
other
teachers
in
the
school
and
greet
them
by
saying
things
like,
"Good
morning
Mrs.
Graham,"
or
"Good
afternoon
Ms.
Ortiz. That
is
a
very
pretty
dress." (Note: If
you
are
in
line
with
the
rest
of
class,
you
are
not
allowed
to
speak
to
the
teachers
at
that
time
because
the
no-talking
rule
is
in
effect.
| 7,061 | 8,043 |
|
msmarco_v2.1_doc_01_1665563369#14_2441048418
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
You
can
even
have
food
at
your
desk
as
long
as
others
don’t
see
it
and
I
don’t
hear
you
eat
it.” Rule
23
"Quickly
learn
the
name
of
other
teachers
in
the
school
and
greet
them
by
saying
things
like,
"Good
morning
Mrs.
Graham,"
or
"Good
afternoon
Ms.
Ortiz. That
is
a
very
pretty
dress." (Note: If
you
are
in
line
with
the
rest
of
class,
you
are
not
allowed
to
speak
to
the
teachers
at
that
time
because
the
no-talking
rule
is
in
effect. You
should
speak
to
other
teachers
if
you
are
entering
or
leaving
the
school,
on
recess,
on
an
errand,
or
changing
classes.) Rule
24
"Flush
the
toilet
and
wash
your
hands
after
using
the
rest
room. When
in
a
public
rest
room,
get
a
paper
towel
before
washing
your
hands. After
washing
your
hands,
use
the
paper
towel
to
turn
off
the
faucets
and
to
press
the
dispenser
to
get
another
paper
towel
to
dry
your
hands. (Or
use
the
towel
to
press
the
button
to
start
the
dryer.)
| 7,431 | 8,695 |
|
msmarco_v2.1_doc_01_1665563369#15_2441051321
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http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
You
should
speak
to
other
teachers
if
you
are
entering
or
leaving
the
school,
on
recess,
on
an
errand,
or
changing
classes.) Rule
24
"Flush
the
toilet
and
wash
your
hands
after
using
the
rest
room. When
in
a
public
rest
room,
get
a
paper
towel
before
washing
your
hands. After
washing
your
hands,
use
the
paper
towel
to
turn
off
the
faucets
and
to
press
the
dispenser
to
get
another
paper
towel
to
dry
your
hands. (Or
use
the
towel
to
press
the
button
to
start
the
dryer.) The
last
thing
you
want
to
do
is
touch
areas
with
clean
hands
that
others
have
touched
with
dirty
hands." Rule
25
"We
will
often
have
visitors
to
our
school. If
someone
is
coming
to
visit
our
class,
I
will
send
two
students
to
the
front
door
of
the
building. You
will
have
a
sign
welcoming
the
person. When
our
visitor
arrives,
you
will
shake
hands,
tell
him
or
her
who
you
are,
and
welcome
the
person
to
our
school.
| 8,043 | 9,270 |
|
msmarco_v2.1_doc_01_1665563369#16_2441054162
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
The
last
thing
you
want
to
do
is
touch
areas
with
clean
hands
that
others
have
touched
with
dirty
hands." Rule
25
"We
will
often
have
visitors
to
our
school. If
someone
is
coming
to
visit
our
class,
I
will
send
two
students
to
the
front
door
of
the
building. You
will
have
a
sign
welcoming
the
person. When
our
visitor
arrives,
you
will
shake
hands,
tell
him
or
her
who
you
are,
and
welcome
the
person
to
our
school. You
will
then
take
the
visitor
on
a
small
tour
of
the
building
before
bringing
him
or
her
to
the
classroom." Rule
26
“Do
not
save
seats
in
the
lunchroom. If
someone
wants
to
sit
down,
let
him
or
her. Do
not
try
to
exclude
anyone. We
are
a
family,
and
we
must
treat
one
another
with
respect
and
kindness.”
| 8,695 | 9,695 |
|
msmarco_v2.1_doc_01_1665563369#17_2441056729
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
You
will
then
take
the
visitor
on
a
small
tour
of
the
building
before
bringing
him
or
her
to
the
classroom." Rule
26
“Do
not
save
seats
in
the
lunchroom. If
someone
wants
to
sit
down,
let
him
or
her. Do
not
try
to
exclude
anyone. We
are
a
family,
and
we
must
treat
one
another
with
respect
and
kindness.” Rule
27
“If
I
or
any
other
teacher
in
school
is
speaking
to
or
disciplining
a
student,
do
not
look
at
that
student. You
wouldn’t
want
others
looking
at
you
if
you
were
in
trouble
or
being
reprimanded,
so
don’t
look
at
| 9,270 | 10,000 |
|
msmarco_v2.1_doc_01_1665599748#0_2441058971
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
UCSB Statistics
B.S in Actuarial Science
UG program | FMS | Statistical Science (BS) | Statistical Science (BA) | Minor | FAQ | Contact us
How to Prepare for Actuarial Exams
Actuaries are compensated very well. And just like any other well-paid profession, it takes a lot of work to get there. But unlike doctors or lawyers, actuaries need to, in order to become fully credentialed, pass a series of difficult tests called Actuarial Exams. These are very hard. Very very hard. The preliminary exams are 3 hours long, consisting of 30-35 multiple choice problems, and the pass rate is typically only 30-40%. As a result of the overwhelming amount of material, one frequently asked question among student actuaries is for a good study method. The obvious answer to this question is that everybody studies differently. That being said, there are a few common factors in most successful study techniques and many resources that can be very helpful. The following is an effective study method that takes these factors and resources into account.
| 0 | 1,041 |
msmarco_v2.1_doc_01_1665599748#1_2441060281
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
The preliminary exams are 3 hours long, consisting of 30-35 multiple choice problems, and the pass rate is typically only 30-40%. As a result of the overwhelming amount of material, one frequently asked question among student actuaries is for a good study method. The obvious answer to this question is that everybody studies differently. That being said, there are a few common factors in most successful study techniques and many resources that can be very helpful. The following is an effective study method that takes these factors and resources into account. 1. The first step is to find the exam syllabus online at BeAnActuary.com. This syllabus will outline the material that will be covered on the exam, which will give you a good idea of what and what not to study. This material sometimes varies depending on the month the exam is offered (i.e. the sitting ), so be sure to find the syllabus that corresponds to the month during which you are signed up to take it. 2.
| 478 | 1,455 |
msmarco_v2.1_doc_01_1665599748#2_2441061524
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
1. The first step is to find the exam syllabus online at BeAnActuary.com. This syllabus will outline the material that will be covered on the exam, which will give you a good idea of what and what not to study. This material sometimes varies depending on the month the exam is offered (i.e. the sitting ), so be sure to find the syllabus that corresponds to the month during which you are signed up to take it. 2. The second step is to get yourself a good study manual. The most popular textbook study manuals are from ACTEX Publications and Actuarial Study Manuals (ASM). Some alternatives (or supplements) are The Infinite Actuary (TIA) online seminars and the Coaching Actuaries eCourses and ADAPT software. As these seminars and eCourses can get a bit pricey, most stick with one of the aforementioned textbook manuals. Free, comprehensive and continuously updated study manuals by Marcel B. Finan can also be found online at A Probability Course for the Actuaries:
| 1,041 | 2,013 |
msmarco_v2.1_doc_01_1665599748#3_2441062760
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
The second step is to get yourself a good study manual. The most popular textbook study manuals are from ACTEX Publications and Actuarial Study Manuals (ASM). Some alternatives (or supplements) are The Infinite Actuary (TIA) online seminars and the Coaching Actuaries eCourses and ADAPT software. As these seminars and eCourses can get a bit pricey, most stick with one of the aforementioned textbook manuals. Free, comprehensive and continuously updated study manuals by Marcel B. Finan can also be found online at A Probability Course for the Actuaries: A Preparation for Exam P/1 and A Basic Course in the Theory of Interest and Derivatives Markets: A Preparation for the Actuarial Exam FM/2. 3. Once you have your textbook, your third step is to read through it while taking notes and doing some problems along the way. This will most likely be the majority of your studying.
| 1,456 | 2,337 |
msmarco_v2.1_doc_01_1665599748#4_2441063906
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
A Preparation for Exam P/1 and A Basic Course in the Theory of Interest and Derivatives Markets: A Preparation for the Actuarial Exam FM/2. 3. Once you have your textbook, your third step is to read through it while taking notes and doing some problems along the way. This will most likely be the majority of your studying. It will help you to get a grasp of the material that will be covered on the exam. If you come across a section that is not mentioned on the syllabus, a question on that material will probably not turn up on your exam. But be careful: if that topic builds on a topic that is mentioned on the syllabus, you might want to be safe and familiarize yourself with the concept. And this next tip is very important:
| 2,014 | 2,744 |
msmarco_v2.1_doc_01_1665599748#5_2441064903
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
It will help you to get a grasp of the material that will be covered on the exam. If you come across a section that is not mentioned on the syllabus, a question on that material will probably not turn up on your exam. But be careful: if that topic builds on a topic that is mentioned on the syllabus, you might want to be safe and familiarize yourself with the concept. And this next tip is very important: You need to know the material. Like, really KNOW it. You need a DEEP UNDERSTANDING of all topics on the syllabus. Just knowing which numbers to plug where won't cut it. You need to know why each formula is structured the way that it is and be able to manipulate it accordingly on the exam.
| 2,338 | 3,034 |
msmarco_v2.1_doc_01_1665599748#6_2441065866
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
You need to know the material. Like, really KNOW it. You need a DEEP UNDERSTANDING of all topics on the syllabus. Just knowing which numbers to plug where won't cut it. You need to know why each formula is structured the way that it is and be able to manipulate it accordingly on the exam. Most study manuals have an adequately in-depth explanation for each topic, so don't skip over it! 4. Once you have done this, your fourth step is to make a study packet that exactly follows the exam syllabus. This 10-20 page, formula-dense packet will be used from this point on as the replacement for your study manual. Don't skip any bullet points, and make sure you write/explain things in a language that you will understand.
| 2,745 | 3,464 |
msmarco_v2.1_doc_01_1665599748#7_2441066852
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
Most study manuals have an adequately in-depth explanation for each topic, so don't skip over it! 4. Once you have done this, your fourth step is to make a study packet that exactly follows the exam syllabus. This 10-20 page, formula-dense packet will be used from this point on as the replacement for your study manual. Don't skip any bullet points, and make sure you write/explain things in a language that you will understand. Don't forget to number the pages, and draw pictures every now and then. Even decorate the thing if you want. That's what I did. 5. Once you have your beloved formula-dense packet, your fifth step is problems, problems, problems.
| 3,035 | 3,693 |
msmarco_v2.1_doc_01_1665599748#8_2441067777
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
Don't forget to number the pages, and draw pictures every now and then. Even decorate the thing if you want. That's what I did. 5. Once you have your beloved formula-dense packet, your fifth step is problems, problems, problems. This is the most important step. You will want to be doing nothing but problems for at least the last 3 weeks leading up to D-Day. While going through these problems, the packet that you made will be very helpful. The Society of Actuaries provides practice problems and solutions (found on your exam syllabus from step 1) which will be most indicative of the style of problems that will be on the exam. Make sure that you can do all of these problems quickly and understand each one to the core.
| 3,465 | 4,190 |
msmarco_v2.1_doc_01_1665599748#9_2441068768
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
This is the most important step. You will want to be doing nothing but problems for at least the last 3 weeks leading up to D-Day. While going through these problems, the packet that you made will be very helpful. The Society of Actuaries provides practice problems and solutions (found on your exam syllabus from step 1) which will be most indicative of the style of problems that will be on the exam. Make sure that you can do all of these problems quickly and understand each one to the core. It may be helpful to make notecards of the ones you have trouble with and go over them in your spare time. Your study manual will most likely come with a plethora of sample problems. Most study manual prefaces insist that you complete all questions. You may want to use discretion. You can also find more sample problems online:
| 3,693 | 4,521 |
msmarco_v2.1_doc_01_1665599748#10_2441069859
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
It may be helpful to make notecards of the ones you have trouble with and go over them in your spare time. Your study manual will most likely come with a plethora of sample problems. Most study manual prefaces insist that you complete all questions. You may want to use discretion. You can also find more sample problems online: many of which can be found on ActuarialOutpost.com. It would be wise to make an account on this site and ask questions when you have them. Additionally, your professors, TA's and peers will be more than willing to help you out. During this time you should be committing to memory the information that you have been using from your packet. 6.
| 4,191 | 4,863 |
msmarco_v2.1_doc_01_1665599748#11_2441070797
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
many of which can be found on ActuarialOutpost.com. It would be wise to make an account on this site and ask questions when you have them. Additionally, your professors, TA's and peers will be more than willing to help you out. During this time you should be committing to memory the information that you have been using from your packet. 6. Now you are at step six: take practice exams under strict exam conditions. Some study manuals provide a few practice exams of varying difficulty. You can also purchase sample exams online. It is important to take these exams under strict exam conditions (e.g. time yourself, have no distractions, no breaks), all of which can be found at BeAnActuary.com and in the confirmation email you received from Prometric when you signed up for your exam.
| 4,522 | 5,309 |
msmarco_v2.1_doc_01_1665599748#12_2441071852
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
Now you are at step six: take practice exams under strict exam conditions. Some study manuals provide a few practice exams of varying difficulty. You can also purchase sample exams online. It is important to take these exams under strict exam conditions (e.g. time yourself, have no distractions, no breaks), all of which can be found at BeAnActuary.com and in the confirmation email you received from Prometric when you signed up for your exam. While taking these practice exams, you should only refer to the packet you made if you absolutely need to in order to do the problem (which should be almost never). Although the number of questions you will need to answer correctly for a pass will change from sitting to sitting, on 35-question practice exams you should aim to be consistently answering 25 or more correctly. 7. And at step seven: do your final preparations and pass that exam.
| 4,864 | 5,754 |
msmarco_v2.1_doc_01_1665599748#13_2441073010
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
While taking these practice exams, you should only refer to the packet you made if you absolutely need to in order to do the problem (which should be almost never). Although the number of questions you will need to answer correctly for a pass will change from sitting to sitting, on 35-question practice exams you should aim to be consistently answering 25 or more correctly. 7. And at step seven: do your final preparations and pass that exam. Make sure that you have everything on your formula packet memorized, and go over all the material a few more times. As everybody says: don't work too hard the night before. Go to your favorite burger joint with a friend and just relax. Get plenty of sleep, and don't forget to eat a healthy breakfast.
| 5,310 | 6,056 |
msmarco_v2.1_doc_01_1665599748#14_2441074024
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
Make sure that you have everything on your formula packet memorized, and go over all the material a few more times. As everybody says: don't work too hard the night before. Go to your favorite burger joint with a friend and just relax. Get plenty of sleep, and don't forget to eat a healthy breakfast. Make sure to get there early, and review your notes before you start the exam. And don't take your firearm or switchblade into the testing facility. Getting that preliminary pass will be well worth all your hard work! Heres another link to the DW Simpson Salary Surveys . Tips:
| 5,754 | 6,334 |
msmarco_v2.1_doc_01_1665599748#15_2441074871
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
Make sure to get there early, and review your notes before you start the exam. And don't take your firearm or switchblade into the testing facility. Getting that preliminary pass will be well worth all your hard work! Heres another link to the DW Simpson Salary Surveys . Tips: Get to know your calculator. There are many useful shortcuts that can save you valuable minutes during the exam. Also make sure it's on the list of approved calculators ... you don't want to make that mistake. Start early. The worst thing that can come from starting earlier than necessary is a more relaxed study schedule and a better understanding of the material.
| 6,057 | 6,701 |
msmarco_v2.1_doc_01_1665599748#16_2441075783
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
Get to know your calculator. There are many useful shortcuts that can save you valuable minutes during the exam. Also make sure it's on the list of approved calculators ... you don't want to make that mistake. Start early. The worst thing that can come from starting earlier than necessary is a more relaxed study schedule and a better understanding of the material. The worst (and very likely) thing that can come from starting too late is not having enough time to adequately study, failing the exam, and going through the whole process all over again. Giving yourself anything less than 10 weeks to study is cutting it close. ActuarialOutpost.com is a great resource: there is more information on there about the exams and the profession than you will ever want to know. Actuarial Ninja blog offers advice about actuarial exams and careers (how to apply, interview tips, resume advice, etc.)
| 6,334 | 7,229 |
msmarco_v2.1_doc_01_1665599748#17_2441076945
|
http://instruction.pstat.ucsb.edu/actuary/study.html
|
UCSB Statistics
|
B.S in Actuarial Science
B.S in Actuarial Science
|
The worst (and very likely) thing that can come from starting too late is not having enough time to adequately study, failing the exam, and going through the whole process all over again. Giving yourself anything less than 10 weeks to study is cutting it close. ActuarialOutpost.com is a great resource: there is more information on there about the exams and the profession than you will ever want to know. Actuarial Ninja blog offers advice about actuarial exams and careers (how to apply, interview tips, resume advice, etc.) Written by Michael Adams
[email protected]
UCSB Actuary Club Exam Specialist
| 6,702 | 7,317 |
msmarco_v2.1_doc_01_1665607311#0_2441077830
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http://instruction2.mtsac.edu/elawlor/mosaic/bodyparts/grip.html
|
Precision Grip
|
Precision Grip
Being able to touch the index fingertip with the tip of the thumb - pulp to pulp contact - is one of the unique characteristics of our species ( Homo sapiens sapiens ). The earliest hand with all our capabilities belonged to an early modern human buried in Quafzeh Cave in Israel. What did they use these hands for? Gripping tools with handles and making decorative things that may have symbolized their identities, with seashells and red pigments. Neandertals may have had this pulp-to-pulp precision grip, but their hands were extremely muscular and not capable of our own fine movements. Being able to grip with some precision, however, is widely shared among apes and Old World monkeys, which have a joint allowing rotation of the thumb. And being able to grasp with an opposable thumb is shared by all nonhuman primates, having evolved very early in our lineage. We see opposable thumbs and toes in fossils of the earliest primates and primate-like mammals. It may be an ancestral condition even before that, but for now the fossil record is too scanty to know.
| 0 | 1,099 |
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msmarco_v2.1_doc_01_1665608606#0_2441079175
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http://instructionaldesign.gordoncomputer.com/IDRoles.html
|
Instructional Design Roles and Responsibilities
|
Instructional Design Roles and Responsibilities
Home Page
ID Roles
Distance Ed
Objectives
ID Tools
Writing
Graphics
Evaluation
Examples
Sample Jobs
Topics in this section include --
Instructional Design
Quality Online Training
Instructional Designer Role
Usability
ID & CE Meeting Process
Instructional Design
The purpose of instruction is to help users overcome a deficiency in their job skills or knowledge. Instructional Design is the systematic process of developing instructional systems. Creating effective training to fill this need calls for the application of Instructional Design skills along with processes that produce authentic, well-organized, and engaging materials. Instructional Designers -- Instructional Design focuses on what the instruction should be like, including look, feel, organization and functionality. Instructional Designers work much like architects, drawing up specifications and blueprints for a course before actual construction begins. Sometimes Instructional Designers also build what they design; in this instance, they are also the Course Developer. Development Process -- A typical course development process includes the following steps: 1. Training needs assessment
2.
| 0 | 1,249 |
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msmarco_v2.1_doc_01_1665608606#1_2441080734
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http://instructionaldesign.gordoncomputer.com/IDRoles.html
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Instructional Design Roles and Responsibilities
|
Sometimes Instructional Designers also build what they design; in this instance, they are also the Course Developer. Development Process -- A typical course development process includes the following steps: 1. Training needs assessment
2. Task analysis
3. Instructional design
4. Graphic/page layout design
5. Production of training materials
6. Course evaluation
ADDIE -- ADDIE is one of the oldest and most popular models for Instructional Design.
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Task analysis
3. Instructional design
4. Graphic/page layout design
5. Production of training materials
6. Course evaluation
ADDIE -- ADDIE is one of the oldest and most popular models for Instructional Design. ADDIE is used by both business and education because it provides a systematic process for designing training materials. Each letter of the ADDIE acronym represents a separate phase of the training development process. Analysis
The Who, What, Where, When, Why and By Whom of the design process
Design
Creating the blueprint or structure for the training
Develop
Applying the blueprint and creating the training product
Implement
Deliver the training
Evaluation
An end of the project phase, but also a part of each ADDIE model phase
Books -- Many books have been written about Instructional Design. Most of these books include I.D. for classroom training and many of them cost over $50 apiece. Before purchasing a tome about I.D., you might want to check out the online resources below.
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http://instructionaldesign.gordoncomputer.com/IDRoles.html
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Instructional Design Roles and Responsibilities
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ADDIE is used by both business and education because it provides a systematic process for designing training materials. Each letter of the ADDIE acronym represents a separate phase of the training development process. Analysis
The Who, What, Where, When, Why and By Whom of the design process
Design
Creating the blueprint or structure for the training
Develop
Applying the blueprint and creating the training product
Implement
Deliver the training
Evaluation
An end of the project phase, but also a part of each ADDIE model phase
Books -- Many books have been written about Instructional Design. Most of these books include I.D. for classroom training and many of them cost over $50 apiece. Before purchasing a tome about I.D., you might want to check out the online resources below. Instructional Design Online Resources
Numerous ID Models
Instructional Design Models (U of Colorado Denver)
ID Definitions
Instructional Design Definitions (Penn State U)
Online Training Primer
WBT-Information Center / Instructional Design Primer
· Instructional Design · ID Role · SME Meetings · Usability · Quality Training ·
· Top · Home ·
Instructional Designer Role
Course Development Teams -- Web-based courses, particularly in the corporate arena, require a team effort. The Content Expert (CE) or Subject Matter Expert (SME) is generally an engineer, programmer, developer, owner, business analyst, or trainer. The CE or SME is well versed on the subject matter, and offers an outline of subjects that should be covered, but rarely creates the course. Managers and supervisors are members of the team; these folks are responsible for alloting resources, assigning personnel, and tracking the project, but do not actually assist with course-building tasks.
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http://instructionaldesign.gordoncomputer.com/IDRoles.html
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Instructional Design Roles and Responsibilities
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Instructional Design Online Resources
Numerous ID Models
Instructional Design Models (U of Colorado Denver)
ID Definitions
Instructional Design Definitions (Penn State U)
Online Training Primer
WBT-Information Center / Instructional Design Primer
· Instructional Design · ID Role · SME Meetings · Usability · Quality Training ·
· Top · Home ·
Instructional Designer Role
Course Development Teams -- Web-based courses, particularly in the corporate arena, require a team effort. The Content Expert (CE) or Subject Matter Expert (SME) is generally an engineer, programmer, developer, owner, business analyst, or trainer. The CE or SME is well versed on the subject matter, and offers an outline of subjects that should be covered, but rarely creates the course. Managers and supervisors are members of the team; these folks are responsible for alloting resources, assigning personnel, and tracking the project, but do not actually assist with course-building tasks. Because online courses can take months to complete and test, various other stakeholders will belong to the Project Team and have input regarding course content and presentation. ID Tasks -- Because different organizations place different expectations on Instructional Designers and Course Developers, the people who build the course must be ready, willing and able to wear various different hats during the course-building process. Team Member -- As a member of the course development team, Instructional Designers may be expected to perform any or all of the following tasks: Manage the training and documentation process
Maintain an open door policy to answer questions from CEs as necessary
Establish and maintain schedules and deliverable deadlines
Communicate concerns or issues to management
Schedule ad hoc 1:1s with CEs or 2:1s with CEs and writers as needed to verify processes
Come prepared to meetings to make the most efficient use of the Project Team’s time
Meet with content experts and the training specialist on a regular basis
Gather background and supplemental information as needed
Understand processes and procedures completely
Ask questions of the content expert and the training specialist as needed
Hold regular meetings with the training specialist and CEs to: Give status updates
Address concerns
Meet project deadlines
Ensure accurate, correct documentation according to rules, styles, and templates established by the Training group
Attend design reviews and demos
Update course information due to changes in the business processes
Obtain document feedback and make updates as needed
Meet with the CE or other primary stakeholder on a regular basis
Revise course text as necessary
Schedule and perform usability tests with content experts and the training specialist
Note:
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Instructional Design Roles and Responsibilities
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Because online courses can take months to complete and test, various other stakeholders will belong to the Project Team and have input regarding course content and presentation. ID Tasks -- Because different organizations place different expectations on Instructional Designers and Course Developers, the people who build the course must be ready, willing and able to wear various different hats during the course-building process. Team Member -- As a member of the course development team, Instructional Designers may be expected to perform any or all of the following tasks: Manage the training and documentation process
Maintain an open door policy to answer questions from CEs as necessary
Establish and maintain schedules and deliverable deadlines
Communicate concerns or issues to management
Schedule ad hoc 1:1s with CEs or 2:1s with CEs and writers as needed to verify processes
Come prepared to meetings to make the most efficient use of the Project Team’s time
Meet with content experts and the training specialist on a regular basis
Gather background and supplemental information as needed
Understand processes and procedures completely
Ask questions of the content expert and the training specialist as needed
Hold regular meetings with the training specialist and CEs to: Give status updates
Address concerns
Meet project deadlines
Ensure accurate, correct documentation according to rules, styles, and templates established by the Training group
Attend design reviews and demos
Update course information due to changes in the business processes
Obtain document feedback and make updates as needed
Meet with the CE or other primary stakeholder on a regular basis
Revise course text as necessary
Schedule and perform usability tests with content experts and the training specialist
Note: Instructional Designers who work as industry contractors may need to take the initiative for clarifying which tasks are expected of them during course development. Instructional Design responsibilities will be different from company to company, district to district. · Instructional Design · ID Role · SME Meetings · Usability · Quality Training ·
· Top · Home ·
ID Meetings with CE or SME
ID and CE Roles -- The role of Instuctional Designer (or Course Developer) is not only multifaced, but can change drastically from project to project, from manager to manager. Sometimes the Instructional Designer will assume the role of project lead while other times the Content Expert (CE) or Subject Matter Expert (SME) will elect to nearly all aspects of course development. Meeting process -- Either way, these two or three individuals comprise the core of the course development team.
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Instructional Design Roles and Responsibilities
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Instructional Designers who work as industry contractors may need to take the initiative for clarifying which tasks are expected of them during course development. Instructional Design responsibilities will be different from company to company, district to district. · Instructional Design · ID Role · SME Meetings · Usability · Quality Training ·
· Top · Home ·
ID Meetings with CE or SME
ID and CE Roles -- The role of Instuctional Designer (or Course Developer) is not only multifaced, but can change drastically from project to project, from manager to manager. Sometimes the Instructional Designer will assume the role of project lead while other times the Content Expert (CE) or Subject Matter Expert (SME) will elect to nearly all aspects of course development. Meeting process -- Either way, these two or three individuals comprise the core of the course development team. The meeting process between a Content Expert or Subject Material Expert and the Instructional Designer or Course Developer may evolve and proceed as outlined in the attached file. To open the meeting outline, click the button. Naturally, all training stakeholders are invited to review the course as testers. Suggestions are often discussed by everyone on the team, but the course owner makes the final decision and the Instructional Designer implements the changes. More Change and Update Suggestions -- After the course is released, some students may suggest changes or updates.
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Instructional Design Roles and Responsibilities
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The meeting process between a Content Expert or Subject Material Expert and the Instructional Designer or Course Developer may evolve and proceed as outlined in the attached file. To open the meeting outline, click the button. Naturally, all training stakeholders are invited to review the course as testers. Suggestions are often discussed by everyone on the team, but the course owner makes the final decision and the Instructional Designer implements the changes. More Change and Update Suggestions -- After the course is released, some students may suggest changes or updates. Generally, the CE or SME receives these suggestions and hands them down to the Course Developer for implementation. · Instructional Design · ID Role · SME Meetings · Usability · Quality Training ·
· Top · Home ·
Usability
Basic Definition -- Generally "usability" refers to how well users can learn to use a product or concept, how easily they can achieve their learning goals, and how satisfied they are with the learning process. According to ISO 9241-11: " Usability refers to the extent to which a product can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of user." Usability Measurements -- Sometimes "usability" can be replaced with "user-friendly."
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Generally, the CE or SME receives these suggestions and hands them down to the Course Developer for implementation. · Instructional Design · ID Role · SME Meetings · Usability · Quality Training ·
· Top · Home ·
Usability
Basic Definition -- Generally "usability" refers to how well users can learn to use a product or concept, how easily they can achieve their learning goals, and how satisfied they are with the learning process. According to ISO 9241-11: " Usability refers to the extent to which a product can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of user." Usability Measurements -- Sometimes "usability" can be replaced with "user-friendly." Usability is a combination of factors and considerations, including: Ease of learning
Efficienty of use
Page and screen design
Information architecture
Interaction design
Memorability
Error frequency and severity
Subjective satisfaction
User-Centered Design -- User-centered design applies to websites as well as computer-based or Web-based training. If a website is not useful, or easy to navigate, it will not be visited, and if online training is not constructed with the user in mind, the training will not serve its ultimate purpose: to teach processes, procedures and skills to employees or clients. User-centered design considers how users think the website or training module should work.
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Instructional Design Roles and Responsibilities
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Usability is a combination of factors and considerations, including: Ease of learning
Efficienty of use
Page and screen design
Information architecture
Interaction design
Memorability
Error frequency and severity
Subjective satisfaction
User-Centered Design -- User-centered design applies to websites as well as computer-based or Web-based training. If a website is not useful, or easy to navigate, it will not be visited, and if online training is not constructed with the user in mind, the training will not serve its ultimate purpose: to teach processes, procedures and skills to employees or clients. User-centered design considers how users think the website or training module should work. Taking the time to carefully plan online training before the building process begins will save much time in the end. Rebuilding training modules because users don't like it creates much extra work for everyone involved in the process (business analysts, SMEs, developers, instructional designers, writers, etc.) Considering usability factors ahead of time saves time, money and resources. Usability Steps -- Follow these steps before, during and after building a website or online training: Plan
Analyze
Design
Accessibility
Test and Refine
Usability Resources
Government site:
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Instructional Design Roles and Responsibilities
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Taking the time to carefully plan online training before the building process begins will save much time in the end. Rebuilding training modules because users don't like it creates much extra work for everyone involved in the process (business analysts, SMEs, developers, instructional designers, writers, etc.) Considering usability factors ahead of time saves time, money and resources. Usability Steps -- Follow these steps before, during and after building a website or online training: Plan
Analyze
Design
Accessibility
Test and Refine
Usability Resources
Government site: Usability
http://www.www.usability.gov
Usability on Wikipedia
http://en.wikipedia.org/wiki/Usability
STC Usability Special Interest Group
http://stc.org/about-stc/communities/special-interest-groups/item/usability-user-experience
Quality Online Training
Performance Improvement -- Dr. Robert F. Mager has written nine books on training and performance improvement and is credited with revolutionizing the performance improvement industry. In Making Instruction Work, Dr. Mager summerizes how he evaluates courses: A course is effective to the degree that it accomplishes what it sets out to accomplish. It is efficient to the degree it accomplishes its purpose with the least motion
(time, effort, money). This book, now in its second edition, outlines numerous techniques and procedures teachers and Course Developers can apply to make instruction more lean, effective, motivating, and on target.
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Instructional Design Roles and Responsibilities
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Usability
http://www.www.usability.gov
Usability on Wikipedia
http://en.wikipedia.org/wiki/Usability
STC Usability Special Interest Group
http://stc.org/about-stc/communities/special-interest-groups/item/usability-user-experience
Quality Online Training
Performance Improvement -- Dr. Robert F. Mager has written nine books on training and performance improvement and is credited with revolutionizing the performance improvement industry. In Making Instruction Work, Dr. Mager summerizes how he evaluates courses: A course is effective to the degree that it accomplishes what it sets out to accomplish. It is efficient to the degree it accomplishes its purpose with the least motion
(time, effort, money). This book, now in its second edition, outlines numerous techniques and procedures teachers and Course Developers can apply to make instruction more lean, effective, motivating, and on target. Web-Based Training -- For the organization funding Web-based training courses, determining just what exactly constitutes a good, or an excellent course, can be a daunting task. But online training departments must address the problem of course evaluation to determine if financing the WBT courses is worth the investment. In the business world, managers need to show a positive ROI in order to secure continued funding. Course evaluation and feedback forms are common tools for analyzing WBT courses, specifically for identifying the effectiveness of presentation and design feat
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Home - InstructionalDesign.org
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/in•struc•tion•al de•sign/ (n):
/in•struc•tion•al de•sign/ (n):
It’s time to learn.
Learning Concepts
Learning Theories
Why Instructional Design Matters
Instructional Design Books
|
Home - InstructionalDesign.org
/in•struc•tion•al de•sign/ (n): Last Updated April 7th, 2018 05:43 pm
Home
Home
It’s time to learn. Instructional design (or instructional systems design) combines the art of creating engaging learning experiences with the science of how the brain works. This site is designed to support students, teachers, instructional designers, learning engineers, and anyone interested in creating more effective learning experiences. Resources on this site were created by Greg Kearsley and Richard Culatta
Learning Concepts
Learning Theories
Instructional Design Jobs
Why Instructional Design Matters
Creating effective learning experiences is complicated. There are many widely implemented learning practices that are little more than myths. Not surprisingly most formal learning experiences are incredibly inefficient. Instructional design models provide frameworks to facilitate gaining new knowledge, skills or attitudes. Instructional designers use these models to guide the creation of engaging learning activities based on the science of how people learn. Instructional Design Books
Explore Books
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Butterfly Struggle Story
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As instructors our gift to you is stronger wings…
Struggle is Good! I Want to Fly!
As instructors our gift to you is stronger wings…
|
Butterfly Struggle Story
Struggle is Good! I Want to Fly! Once a little boy was playing outdoors and found a fascinating caterpillar. He carefully picked it up and took it home to show his mother. He asked his mother if he could keep it, and she said he could if he would take good care of it. The little boy got a large jar from his mother and put plants to eat, and a stick to climb on, in the jar. Every day he watched the caterpillar and brought it new plants to eat. One day the caterpillar climbed up the stick and started acting strangely. The boy worriedly called his mother who came and understood that the caterpillar was creating a cocoon. The mother explained to the boy how the caterpillar was going to go through a metamorphosis and become a butterfly.
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http://instructor.mstc.edu/instructor/swallerm/struggle%20-%20butterfly.htm
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Butterfly Struggle Story
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As instructors our gift to you is stronger wings…
Struggle is Good! I Want to Fly!
As instructors our gift to you is stronger wings…
|
The little boy got a large jar from his mother and put plants to eat, and a stick to climb on, in the jar. Every day he watched the caterpillar and brought it new plants to eat. One day the caterpillar climbed up the stick and started acting strangely. The boy worriedly called his mother who came and understood that the caterpillar was creating a cocoon. The mother explained to the boy how the caterpillar was going to go through a metamorphosis and become a butterfly. The little boy was thrilled to hear about the changes his caterpillar would go through. He watched every day, waiting for the butterfly to emerge. One day it happened, a small hole appeared in the cocoon and the butterfly started to struggle to come out. At first the boy was excited, but soon he became concerned. The butterfly was struggling so hard to get out!
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http://instructor.mstc.edu/instructor/swallerm/struggle%20-%20butterfly.htm
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Butterfly Struggle Story
|
As instructors our gift to you is stronger wings…
Struggle is Good! I Want to Fly!
As instructors our gift to you is stronger wings…
|
The little boy was thrilled to hear about the changes his caterpillar would go through. He watched every day, waiting for the butterfly to emerge. One day it happened, a small hole appeared in the cocoon and the butterfly started to struggle to come out. At first the boy was excited, but soon he became concerned. The butterfly was struggling so hard to get out! It looked like it couldn’t break free! It looked desperate! It looked like it was making no progress! The boy was so concerned he decided to help. He ran to get scissors, and then walked back (because he had learned not to run with scissors…).
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http://instructor.mstc.edu/instructor/swallerm/struggle%20-%20butterfly.htm
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Butterfly Struggle Story
|
As instructors our gift to you is stronger wings…
Struggle is Good! I Want to Fly!
As instructors our gift to you is stronger wings…
|
It looked like it couldn’t break free! It looked desperate! It looked like it was making no progress! The boy was so concerned he decided to help. He ran to get scissors, and then walked back (because he had learned not to run with scissors…). He snipped the cocoon to make the hole bigger and the butterfly quickly emerged! As the butterfly came out the boy was surprised. It had a swollen body and small, shriveled wings. He continued to watch the butterfly expecting that, at any moment, the wings would dry out, enlarge and expand to support the swollen body. He knew that in time the body would shrink and the butterfly’s wings would expand.
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http://instructor.mstc.edu/instructor/swallerm/struggle%20-%20butterfly.htm
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Butterfly Struggle Story
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As instructors our gift to you is stronger wings…
Struggle is Good! I Want to Fly!
As instructors our gift to you is stronger wings…
|
He snipped the cocoon to make the hole bigger and the butterfly quickly emerged! As the butterfly came out the boy was surprised. It had a swollen body and small, shriveled wings. He continued to watch the butterfly expecting that, at any moment, the wings would dry out, enlarge and expand to support the swollen body. He knew that in time the body would shrink and the butterfly’s wings would expand. But neither happened! The butterfly spent the rest of its life crawling around with a swollen body and shriveled wings. It never was able to fly…
As the boy tried to figure out what had gone wrong his mother took him to talk to a scientist from a local college. He learned that the butterfly was SUPPOSED to struggle. In fact, the butterfly’s struggle to push its way through the tiny opening of the cocoon pushes the fluid out of its body and into its wings.
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http://instructor.mstc.edu/instructor/swallerm/struggle%20-%20butterfly.htm
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Butterfly Struggle Story
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As instructors our gift to you is stronger wings…
Struggle is Good! I Want to Fly!
As instructors our gift to you is stronger wings…
|
But neither happened! The butterfly spent the rest of its life crawling around with a swollen body and shriveled wings. It never was able to fly…
As the boy tried to figure out what had gone wrong his mother took him to talk to a scientist from a local college. He learned that the butterfly was SUPPOSED to struggle. In fact, the butterfly’s struggle to push its way through the tiny opening of the cocoon pushes the fluid out of its body and into its wings. Without the struggle, the butterfly would never, ever fly. The boy’s good intentions hurt the butterfly. As you go through school, and life, keep in mind that struggling is an important part of any growth experience. In fact, it is the struggle that causes you to develop your ability to fly. As instructors our gift to you is stronger wings…
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Instrumentation and Control Engineering: Types of control systems
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Instrumentation and Control Engineering
Instrumentation and Control Engineering
Saturday, November 6, 2010
Types of control systems
Open loop control system
Closed loop control system
|
Instrumentation and Control Engineering: Types of control systems
Instrumentation and Control Engineering
Saturday, November 6, 2010
Types of control systems
There are two types of control systems namely: Open loop control systems (non-feedback control systems)
Closed loop control systems (feedback control systems)
Open loop control system
If in a physical system there is no automatic correction of the variation in its output, it is called an open loop control system. That is, in this type of system, sensing of the actual output and comparing of this output (through feedback) with the desired input doesnot take place. The system on its own is not in a position to give the desired output and it cannot take into account the disturbances. In these systems, the changes in output can be corrected only by changing the input manually. These systems are simple in construction, stable and cost cheap. But these systems are inaccurate and unreliable. Moreover these systems donot take account of external disurbances that affect the output and they donot initiate corrective actions automatically. Examples of open loop control systems:
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Instrumentation and Control Engineering: Types of control systems
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Instrumentation and Control Engineering
Instrumentation and Control Engineering
Saturday, November 6, 2010
Types of control systems
Open loop control system
Closed loop control system
|
In these systems, the changes in output can be corrected only by changing the input manually. These systems are simple in construction, stable and cost cheap. But these systems are inaccurate and unreliable. Moreover these systems donot take account of external disurbances that affect the output and they donot initiate corrective actions automatically. Examples of open loop control systems: Automatic washing machine
traffic signal system
home heating system ( without sensing, feedback and control)
Any non-feedback control system can be considered as a feedback control system if it is under the supervisio of someone. Although open loop control systems have economical components and are simpe in design, they largley depend on human judgement. As an example, let us consider a home furnace control system. This system must control the temperature in a room, keeping it constant. An open loop system usually has a timer which instructs the system to switch on the furnace for some time and then switch it off.
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Instrumentation and Control Engineering: Types of control systems
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Instrumentation and Control Engineering
Instrumentation and Control Engineering
Saturday, November 6, 2010
Types of control systems
Open loop control system
Closed loop control system
|
Automatic washing machine
traffic signal system
home heating system ( without sensing, feedback and control)
Any non-feedback control system can be considered as a feedback control system if it is under the supervisio of someone. Although open loop control systems have economical components and are simpe in design, they largley depend on human judgement. As an example, let us consider a home furnace control system. This system must control the temperature in a room, keeping it constant. An open loop system usually has a timer which instructs the system to switch on the furnace for some time and then switch it off. Accuracy cannot be achieved as the system doesnot swith on/off based on the room temperature but it does as per the preset value of time. Closed loop control system
A closed loop control system is a system where the output has an effect upon the input quantity in such a manner as to maintain the desired output value. An open loop control system becomes a closed loop control system by including a feedback. This feedback will automatically correct the change in output due to disturbances. This is why a closed loop control system is called as an automatic control system.
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Instrumentation and Control Engineering: Types of control systems
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Instrumentation and Control Engineering
Instrumentation and Control Engineering
Saturday, November 6, 2010
Types of control systems
Open loop control system
Closed loop control system
|
Accuracy cannot be achieved as the system doesnot swith on/off based on the room temperature but it does as per the preset value of time. Closed loop control system
A closed loop control system is a system where the output has an effect upon the input quantity in such a manner as to maintain the desired output value. An open loop control system becomes a closed loop control system by including a feedback. This feedback will automatically correct the change in output due to disturbances. This is why a closed loop control system is called as an automatic control system. The block diagram of a closed loop control system is shown in figure. In a closed loop control system, the controlled variable (output) of the system is sensed at every instant of time, feedback and compared with the desired input resulting in an error signal. This error signal directs the control elements in the system to do the necessary corrective action such that the output of the system is obtained as desired. The feedback control system takes into account the disturbances also and makes the corrective action. These control systems are accurate, stable and less affected by noise.
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http://instrumentationandcontrollers.blogspot.com/2010/11/types-of-control-systems.html
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Instrumentation and Control Engineering: Types of control systems
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Instrumentation and Control Engineering
Instrumentation and Control Engineering
Saturday, November 6, 2010
Types of control systems
Open loop control system
Closed loop control system
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The block diagram of a closed loop control system is shown in figure. In a closed loop control system, the controlled variable (output) of the system is sensed at every instant of time, feedback and compared with the desired input resulting in an error signal. This error signal directs the control elements in the system to do the necessary corrective action such that the output of the system is obtained as desired. The feedback control system takes into account the disturbances also and makes the corrective action. These control systems are accurate, stable and less affected by noise. But these control systems are sophisticated and hence costly. They are also complicated to design for stability, give oscillatory response and feedback brings down the overall gain of the control system. at 11:32 PM
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Labels: control system , Instrumentation and control engineering
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http://instrumentationandcontrollers.blogspot.com/2011/02/flow-measurement-using-flow-nozzle.html
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Instrumentation and Control Engineering: Flow Measurement Using Flow Nozzle:
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Instrumentation and Control Engineering
Instrumentation and Control Engineering
Sunday, February 6, 2011
Flow Measurement Using Flow Nozzle:
Basic Principle of Flow Nozzle:
Description of Flow Nozzle:
Operation of flow Nozzle:
Applications of Flow Nozzle
Advantages of flow Nozzle
Limitations
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Instrumentation and Control Engineering: Flow Measurement Using Flow Nozzle: Instrumentation and Control Engineering
Sunday, February 6, 2011
Flow Measurement Using Flow Nozzle: Basic Principle of Flow Nozzle: When a flow nozzle is placed in a pipe carrying whose rate of flow is to be measured, the flow nozzle causes a pressure drop which varies with the flow rate. This pressure drop is measured using a differential pressure sensor and when calibrated this pressure becomes a measure of flow rate. Description of Flow Nozzle: The main parts of flow nozzle arrangement used to measure flow rate are as follows: A flow nozzle which is held between flanges of pipe carrying the fluid whose flow rate is being measured. The flow nozzle’s area is minimum at its throat.
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http://instrumentationandcontrollers.blogspot.com/2011/02/flow-measurement-using-flow-nozzle.html
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Instrumentation and Control Engineering: Flow Measurement Using Flow Nozzle:
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Instrumentation and Control Engineering
Instrumentation and Control Engineering
Sunday, February 6, 2011
Flow Measurement Using Flow Nozzle:
Basic Principle of Flow Nozzle:
Description of Flow Nozzle:
Operation of flow Nozzle:
Applications of Flow Nozzle
Advantages of flow Nozzle
Limitations
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This pressure drop is measured using a differential pressure sensor and when calibrated this pressure becomes a measure of flow rate. Description of Flow Nozzle: The main parts of flow nozzle arrangement used to measure flow rate are as follows: A flow nozzle which is held between flanges of pipe carrying the fluid whose flow rate is being measured. The flow nozzle’s area is minimum at its throat. Openings are provided at two places 1 and 2 for attaching a differential pressure sensor (u-tube manometer, differential pressure gauge etc.,) as show in the diagram. Operation of flow Nozzle: The fluid whose flow rate is to be measured enters the nozzle smoothly to the section called throat where the area is minimum. Before entering the nozzle, the fluid pressure in the pipe is p1.
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http://instrumentationandcontrollers.blogspot.com/2011/02/flow-measurement-using-flow-nozzle.html
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Instrumentation and Control Engineering: Flow Measurement Using Flow Nozzle:
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Instrumentation and Control Engineering
Instrumentation and Control Engineering
Sunday, February 6, 2011
Flow Measurement Using Flow Nozzle:
Basic Principle of Flow Nozzle:
Description of Flow Nozzle:
Operation of flow Nozzle:
Applications of Flow Nozzle
Advantages of flow Nozzle
Limitations
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Openings are provided at two places 1 and 2 for attaching a differential pressure sensor (u-tube manometer, differential pressure gauge etc.,) as show in the diagram. Operation of flow Nozzle: The fluid whose flow rate is to be measured enters the nozzle smoothly to the section called throat where the area is minimum. Before entering the nozzle, the fluid pressure in the pipe is p1. As the fluid enters the nozzle,the fluid converges and due to this its pressure keeps on reducing until it reaches the minimum cross section area called throat. This minimum pressure p2 at the throat of the nozzle is maintained in the fluid for a small length after being discharged in the down stream also. The differential pressure sensor attached between points 1 and 2 records the pressure difference (p1-p2) between these two points which becomes an indication of the flow rate of the fluid through the pipe when calibrated. Applications of Flow Nozzle
It is used to measure flow rates of the liquid discharged into the atmosphere. It is usually used in situation where suspended solids have the property of settling.
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http://instrumentationandcontrollers.blogspot.com/2011/02/flow-measurement-using-flow-nozzle.html
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Instrumentation and Control Engineering: Flow Measurement Using Flow Nozzle:
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Instrumentation and Control Engineering
Instrumentation and Control Engineering
Sunday, February 6, 2011
Flow Measurement Using Flow Nozzle:
Basic Principle of Flow Nozzle:
Description of Flow Nozzle:
Operation of flow Nozzle:
Applications of Flow Nozzle
Advantages of flow Nozzle
Limitations
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As the fluid enters the nozzle,the fluid converges and due to this its pressure keeps on reducing until it reaches the minimum cross section area called throat. This minimum pressure p2 at the throat of the nozzle is maintained in the fluid for a small length after being discharged in the down stream also. The differential pressure sensor attached between points 1 and 2 records the pressure difference (p1-p2) between these two points which becomes an indication of the flow rate of the fluid through the pipe when calibrated. Applications of Flow Nozzle
It is used to measure flow rates of the liquid discharged into the atmosphere. It is usually used in situation where suspended solids have the property of settling. Is widely used for high pressure and temperature steam flows. Advantages of flow Nozzle
Installation is easy and is cheaper when compared to venturi meter
It is very compact
Has high coefficient of discharge. Limitations
Pressure recovery is low
Maintenance is high
Installation is difficult when compared to orifice flow meter. at 10:25 PM
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Labels: flow mesurement , flow meter , flow nozzle
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msmarco_v2.1_doc_01_1665630819#0_2441124072
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
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Simulation:
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Submitted by Nate. Physics on Tue, 07/08/2014 - 15:22
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Introduction: Multisim is a circuit simulator powered by SPICE. SPICE is the industry standard circuit simulation engine, developed here at Berkeley. SPICE itself is extremely difficult to learn and use, so programs such as Multisim provide an intuitive front end for the powerful SPICE engine. Almost any circuit can be modeled in Multisim, and the model can be tested using Multisim’s virtual lab bench which includes oscilloscopes, function generators, etc. You will learn to draw and test circuits in Multisim. Note: There is a Printed Circuit Board (PCB) program called Ultiboard 11.0 for permanent Board work available. You do not need this but you can use it if you want for any final work.
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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Almost any circuit can be modeled in Multisim, and the model can be tested using Multisim’s virtual lab bench which includes oscilloscopes, function generators, etc. You will learn to draw and test circuits in Multisim. Note: There is a Printed Circuit Board (PCB) program called Ultiboard 11.0 for permanent Board work available. You do not need this but you can use it if you want for any final work. Example: Let’s try the following RC high-pass filter: Open Multisim by clicking on Start -> Programs -> National Instruments -> Circuit Design Suite 11.0 -> Multisim 11.0 . Create a new file with File-> New-> Design. First we need to find the components.
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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Example: Let’s try the following RC high-pass filter: Open Multisim by clicking on Start -> Programs -> National Instruments -> Circuit Design Suite 11.0 -> Multisim 11.0 . Create a new file with File-> New-> Design. First we need to find the components. There are a few ways: Place -> Components (Ctrl + W) or right-click a blank spot and go to Place Component. The AC source is in the “Sources” group (top left), “Signal Voltage Sources” family and is called “AC Voltage” select it and click on OK. A ghost component is now pinned to the cursor. Choose an appropriate spot and click to place the component.
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
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There are a few ways: Place -> Components (Ctrl + W) or right-click a blank spot and go to Place Component. The AC source is in the “Sources” group (top left), “Signal Voltage Sources” family and is called “AC Voltage” select it and click on OK. A ghost component is now pinned to the cursor. Choose an appropriate spot and click to place the component. Components, and the associated labels, can be dragged after placement. Rotate components with Ctrl+R flip them with Alt+X and Alt+Y.
Now place the ground (hint: look in the “Power Sources” family). The ground is one of the most important components in every Multisim circuit: the mathematics of SPICE requires every circuit have a power source and a ground, or else nothing will work!
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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Components, and the associated labels, can be dragged after placement. Rotate components with Ctrl+R flip them with Alt+X and Alt+Y.
Now place the ground (hint: look in the “Power Sources” family). The ground is one of the most important components in every Multisim circuit: the mathematics of SPICE requires every circuit have a power source and a ground, or else nothing will work! Next find the capacitor, in the “Basic” group. You can either select the correct valued capacitor from the list or place one and double-click it and modify the value. Metric prefixes (or their one-letter abbreviations) can be typed in the box along with the number. For the resistor let’s use the Virtual Toolbar (shown below) to quicken the process. ( If you don’t see a toolbar with 9 blue buttons, right click any of the toolbars and check that “Virtual” is on.)
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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Next find the capacitor, in the “Basic” group. You can either select the correct valued capacitor from the list or place one and double-click it and modify the value. Metric prefixes (or their one-letter abbreviations) can be typed in the box along with the number. For the resistor let’s use the Virtual Toolbar (shown below) to quicken the process. ( If you don’t see a toolbar with 9 blue buttons, right click any of the toolbars and check that “Virtual” is on.) Click on the “Basic” group (with a resistor icon) and choose “Place Virtual Resistor” (notice that you could have found the capacitor in the same place). Place the resistor and make sure it is the right value if it is not, double click it and change the value. Up to now you must have something like this: Wire the circuit by clicking on the end points of the components (do not worry about the “1” and “2”’s written on the ends of the components). If you need to make multiple connections at the same point you can add a Junction by going to Place-> Junction (Ctrl+J).
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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Click on the “Basic” group (with a resistor icon) and choose “Place Virtual Resistor” (notice that you could have found the capacitor in the same place). Place the resistor and make sure it is the right value if it is not, double click it and change the value. Up to now you must have something like this: Wire the circuit by clicking on the end points of the components (do not worry about the “1” and “2”’s written on the ends of the components). If you need to make multiple connections at the same point you can add a Junction by going to Place-> Junction (Ctrl+J). You might be afraid that the connection has not been made since MultiSim does not really show a connection but as long as you click on the red dot that appears near the terminals the connection will be made. To connect a wire to a component you only need to click once near the red dot however to leave it loose you need to double click (the red dot is visible in the picture above.) A quick way to make sure a connection exist is by dragging the component and seeing whether the wire comes along. Now choose an oscilloscope from the right hand toolbar (the Instruments toolbar). You have four choices;
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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You might be afraid that the connection has not been made since MultiSim does not really show a connection but as long as you click on the red dot that appears near the terminals the connection will be made. To connect a wire to a component you only need to click once near the red dot however to leave it loose you need to double click (the red dot is visible in the picture above.) A quick way to make sure a connection exist is by dragging the component and seeing whether the wire comes along. Now choose an oscilloscope from the right hand toolbar (the Instruments toolbar). You have four choices; for most circuits the generic 2-channel oscilloscope does the job. So click on the one that is simply called “Oscilloscope” and stick it in your favorite spot on the board. Channel 1 is normally used to look at the input of the circuit, and channel 2 is used for the output. After placing the oscilloscope and wiring it to the input and output terminals it should look like (without the yellow circle): Notice that when two wires simply pass over each other there is no connection (inside the yellow circle) but where the wires are actually connected the connection is represented by a dot.
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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for most circuits the generic 2-channel oscilloscope does the job. So click on the one that is simply called “Oscilloscope” and stick it in your favorite spot on the board. Channel 1 is normally used to look at the input of the circuit, and channel 2 is used for the output. After placing the oscilloscope and wiring it to the input and output terminals it should look like (without the yellow circle): Notice that when two wires simply pass over each other there is no connection (inside the yellow circle) but where the wires are actually connected the connection is represented by a dot. If the wiring is messy you can use an On Page Connector (in this circuit it might be overkill but it will be useful later), to use the On Page Connector go to Place-> Connectors-> On Page Connector (or Ctrl+Alt+O). In the box that appears name the connector something useful (e.g. Vin) and place it somewhere so you can connect it to the positive side of the channel A of the oscilloscope. An On Page Connector behaves like a wire those with the same name are electrically connected so get another connector and in the window that appears double-click on the name that you chose earlier and put the connector near the positive side of the AC source as shown below. We can make the circuit yet a bit more organized. Since the negative inputs of the oscilloscope are connected to the ground we don’t have to have the wire go around the circuit and we can just connect these two wires to a ground closer to the scope.
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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If the wiring is messy you can use an On Page Connector (in this circuit it might be overkill but it will be useful later), to use the On Page Connector go to Place-> Connectors-> On Page Connector (or Ctrl+Alt+O). In the box that appears name the connector something useful (e.g. Vin) and place it somewhere so you can connect it to the positive side of the channel A of the oscilloscope. An On Page Connector behaves like a wire those with the same name are electrically connected so get another connector and in the window that appears double-click on the name that you chose earlier and put the connector near the positive side of the AC source as shown below. We can make the circuit yet a bit more organized. Since the negative inputs of the oscilloscope are connected to the ground we don’t have to have the wire go around the circuit and we can just connect these two wires to a ground closer to the scope. Simulation: Click the green play button in the Simulation toolbox, or click the toggle switch in the upper right corner of the page (or you could go to Simulate->Run). Double-click the oscilloscope and set the horizontal and vertical scales appropriately. The trace should look like this: It is hard to see which graph corresponds to which input, to solve this problem, we will change the color of the wires that go into the oscilloscope and that would change the color of he graphs.
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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Simulation: Click the green play button in the Simulation toolbox, or click the toggle switch in the upper right corner of the page (or you could go to Simulate->Run). Double-click the oscilloscope and set the horizontal and vertical scales appropriately. The trace should look like this: It is hard to see which graph corresponds to which input, to solve this problem, we will change the color of the wires that go into the oscilloscope and that would change the color of he graphs. To change the color of the wires right click on them and choose “Color Segment” then choose the color and click ok it is good practice to use the colors that you would have used if you were to physically set up the circuit. The new wiring might look like: (I have pulled the oscilloscope a little to the right to make room for our next task)
Run the simulation and double click on the oscilloscope again change the divisions to the one shown below to get a similar graph. Change the input frequency (or any other parameter) on the Value page found by double-clicking the source to see their effect on the graph. Most components can be modified through the double-click menu however you must be sure that the simulation is not working because otherwise the value will not effect the circuit until you restart the simulation.
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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To change the color of the wires right click on them and choose “Color Segment” then choose the color and click ok it is good practice to use the colors that you would have used if you were to physically set up the circuit. The new wiring might look like: (I have pulled the oscilloscope a little to the right to make room for our next task)
Run the simulation and double click on the oscilloscope again change the divisions to the one shown below to get a similar graph. Change the input frequency (or any other parameter) on the Value page found by double-clicking the source to see their effect on the graph. Most components can be modified through the double-click menu however you must be sure that the simulation is not working because otherwise the value will not effect the circuit until you restart the simulation. To learn more about the circuit we want to see the transfer function. If one wants to do this manually one must feed the circuit different signals and measure the response of the circuit, however, MultiSim has an instrument that does exactly that. It is called Bode Plotter. Bode plots are traditionally done in log axis and are most useful to determine the role of frequency on the circuits and as you might have found out this circuit is strongly frequency dependent. To get a bode plot, place a Bode Plotter from the instruments toolbar and wire it as shown below.
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msmarco_v2.1_doc_01_1665630819#12_2441140989
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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To learn more about the circuit we want to see the transfer function. If one wants to do this manually one must feed the circuit different signals and measure the response of the circuit, however, MultiSim has an instrument that does exactly that. It is called Bode Plotter. Bode plots are traditionally done in log axis and are most useful to determine the role of frequency on the circuits and as you might have found out this circuit is strongly frequency dependent. To get a bode plot, place a Bode Plotter from the instruments toolbar and wire it as shown below. To make sense of the connections it might help to see the circuit from the Bode plotter’s eyes. The Bode plotter disables the AC source (to use Bode Plotter you must be sure you have an AC source in your circuit) so to the Bode plotter the above circuit and connections (without the oscilloscope) look like: Because the V- are connected to the ground it makes the wiring more organized if you just place a ground near the plotter and connect the circuit to it. Double click on the bode plotter. You should see a figure similar to the following figure.
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msmarco_v2.1_doc_01_1665630819#13_2441142437
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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To make sense of the connections it might help to see the circuit from the Bode plotter’s eyes. The Bode plotter disables the AC source (to use Bode Plotter you must be sure you have an AC source in your circuit) so to the Bode plotter the above circuit and connections (without the oscilloscope) look like: Because the V- are connected to the ground it makes the wiring more organized if you just place a ground near the plotter and connect the circuit to it. Double click on the bode plotter. You should see a figure similar to the following figure. The bode plot is especially useful because it helps us determine the cutoff frequency of the filter. To do so drag the cyan cursor to the top left of the plot to -3 dB or right click on it choose “set Y value =>” and type in -3 then the frequency will represent the roll off frequency of the circuit. The bode plot tells us that the frequency is about 15.955 you should be getting the same value if you used the same components. Using the formula we get: = not bad at all!
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msmarco_v2.1_doc_01_1665630819#14_2441143800
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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The bode plot is especially useful because it helps us determine the cutoff frequency of the filter. To do so drag the cyan cursor to the top left of the plot to -3 dB or right click on it choose “set Y value =>” and type in -3 then the frequency will represent the roll off frequency of the circuit. The bode plot tells us that the frequency is about 15.955 you should be getting the same value if you used the same components. Using the formula we get: = not bad at all! You can also see the phase change caused by the circuit if you click on phase button. Analysis: There are many types of analysis that are easy in Multisim. Let’s find the transfer function again, to check our results. Go to Simulate-> Analyses->AC Analysis and make sure everything is set how you want.
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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You can also see the phase change caused by the circuit if you click on phase button. Analysis: There are many types of analysis that are easy in Multisim. Let’s find the transfer function again, to check our results. Go to Simulate-> Analyses->AC Analysis and make sure everything is set how you want. Now look at the output tab. You must add any quantity that you want to analyze. If you don’t recognize the variables you want, rename them. Cancel the analysis and double-click on any wire you want to monitor. Type something related for the Preferred Net Name field (e.g. Vout).
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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Now look at the output tab. You must add any quantity that you want to analyze. If you don’t recognize the variables you want, rename them. Cancel the analysis and double-click on any wire you want to monitor. Type something related for the Preferred Net Name field (e.g. Vout). When the analysis is finished Grapher automatically opens. Your analysis results should look something like: The scales of any axis can be changed, along with other properties, by right-clicking the axis and selecting Properties. You may also use the toolbar at the top to navigate the graphs. You’ll notice that the information displayed on any instrument in your schematic shows up on separate tabs in the Grapher window.
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http://instrumentationlab.berkeley.edu/Multisim
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Multisim Tutorial | Instrumentation LAB
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Multisim Tutorial
Multisim Tutorial
Introduction:
Example:
Simulation:
Analysis:
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When the analysis is finished Grapher automatically opens. Your analysis results should look something like: The scales of any axis can be changed, along with other properties, by right-clicking the axis and selecting Properties. You may also use the toolbar at the top to navigate the graphs. You’ll notice that the information displayed on any instrument in your schematic shows up on separate tabs in the Grapher window. To see Grapher without running an analysis, go to View-> Grapher. Old graphs can be deleted by clicking the “X” in the top toolbar, next to the Undo button, twice. And a final note: for non-periodic or unusual waveforms, use the PWL (Piecewise Linear) Source.
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http://instrumentationportal.com/2011/document-drawing-checklist-form/instrument-document/instrument-data-sheet/
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Instrument Data Sheet | instrumentationportal.com
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Instrument Data Sheet
Instrument Data Sheet
The purpose of instrument data sheet
Data Sheet Example
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Instrument Data Sheet | instrumentationportal.com
Home » Document Drawing Checklist Form » Instrument Document » Instrument Data Sheet
Instrument Data Sheet
Instrument Data Sheet is a document containing specification and information of an instrument device. It specifies general information of instrument such as tag number identification, service description, location (line number/equipment number), P&ID number or drawing number reference, process data (if applicable), calibrated range (if applicable), material, performance details (such as accuracy, linearity – if applicable), hazardous certification (for electrical device), accessories required, etc. The details of information in data sheet may differ among each types of instrument such as transmitter, switch, gauge, control valves. Reference document: Piping and Instrumentation Diagram (P&ID), Heat and Material Balance (HMB), line list, instrument specification, piping specification, calculation, vendor catalog. Preparing a data sheet requires some document/drawing references. The following steps describe the work flow: P&ID provides general information such as instrument tag number, service description, line number/equipment number, P&ID number. Process data. Some of the following process data should be available for selection of instrument;
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http://instrumentationportal.com/2011/document-drawing-checklist-form/instrument-document/instrument-data-sheet/
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Instrument Data Sheet | instrumentationportal.com
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Instrument Data Sheet
Instrument Data Sheet
The purpose of instrument data sheet
Data Sheet Example
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Preparing a data sheet requires some document/drawing references. The following steps describe the work flow: P&ID provides general information such as instrument tag number, service description, line number/equipment number, P&ID number. Process data. Some of the following process data should be available for selection of instrument; fluid type, fluid state (gas/liquid), design pressure, operating pressure, design temperature, operating temperature, flow rate, density, viscosity, specific gravity, ratio specific heat (gas), molecular weight (gas). However, the information of process data which is required to be specified in the data sheet varies depends on the instrument type. For example, a pressure gauge data sheet does not require ratio of specific heat. By knowing those process data, Instrument engineer may select material of instrument, calibrated range, body rating, etc. Process data can be obtained from process discipline document named “Heat and Material Balance”.
| 979 | 1,967 |
msmarco_v2.1_doc_01_1665640502#2_2441151049
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http://instrumentationportal.com/2011/document-drawing-checklist-form/instrument-document/instrument-data-sheet/
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Instrument Data Sheet | instrumentationportal.com
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Instrument Data Sheet
Instrument Data Sheet
The purpose of instrument data sheet
Data Sheet Example
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fluid type, fluid state (gas/liquid), design pressure, operating pressure, design temperature, operating temperature, flow rate, density, viscosity, specific gravity, ratio specific heat (gas), molecular weight (gas). However, the information of process data which is required to be specified in the data sheet varies depends on the instrument type. For example, a pressure gauge data sheet does not require ratio of specific heat. By knowing those process data, Instrument engineer may select material of instrument, calibrated range, body rating, etc. Process data can be obtained from process discipline document named “Heat and Material Balance”. Other way, instrument engineer may look to the line list, also issued by process discipline, to get general process data. However, compared to HMB, only limited process data is provided in line list document. Project specification. Company has specification which details minimum requirement for instrumentation. In addition, it also provides standard that shall be applied to instrument in order to have uniform specification for certain instrument throughout the plant.
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http://instrumentationportal.com/2011/document-drawing-checklist-form/instrument-document/instrument-data-sheet/
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Instrument Data Sheet | instrumentationportal.com
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Instrument Data Sheet
Instrument Data Sheet
The purpose of instrument data sheet
Data Sheet Example
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Other way, instrument engineer may look to the line list, also issued by process discipline, to get general process data. However, compared to HMB, only limited process data is provided in line list document. Project specification. Company has specification which details minimum requirement for instrumentation. In addition, it also provides standard that shall be applied to instrument in order to have uniform specification for certain instrument throughout the plant. This is intended to minimize the spare part and tools, also to give ease of maintenance. Calculation. Some instrument need to be calculated to have a proper size. This calculation is required prior data sheet preparation. Control valve, pressure safety valve, orifice plate, thermowell are some of instruments which need to be calculated.
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msmarco_v2.1_doc_01_1665640502#4_2441153821
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http://instrumentationportal.com/2011/document-drawing-checklist-form/instrument-document/instrument-data-sheet/
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Instrument Data Sheet | instrumentationportal.com
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Instrument Data Sheet
Instrument Data Sheet
The purpose of instrument data sheet
Data Sheet Example
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This is intended to minimize the spare part and tools, also to give ease of maintenance. Calculation. Some instrument need to be calculated to have a proper size. This calculation is required prior data sheet preparation. Control valve, pressure safety valve, orifice plate, thermowell are some of instruments which need to be calculated. Vendor catalog. It is recommended to refer vendor catalog during data sheet preparation to ensure that the device is available on the market. Skipping this activity could result difficulties in finding the instrument on the market during procurement phase. If the instrument is not available on the market, it could change the design, not only the instrument design but also could revert back up to process design. Not only re-work, it also could result to project delay.
| 2,440 | 3,250 |
msmarco_v2.1_doc_01_1665640502#5_2441155046
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http://instrumentationportal.com/2011/document-drawing-checklist-form/instrument-document/instrument-data-sheet/
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Instrument Data Sheet | instrumentationportal.com
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Instrument Data Sheet
Instrument Data Sheet
The purpose of instrument data sheet
Data Sheet Example
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Vendor catalog. It is recommended to refer vendor catalog during data sheet preparation to ensure that the device is available on the market. Skipping this activity could result difficulties in finding the instrument on the market during procurement phase. If the instrument is not available on the market, it could change the design, not only the instrument design but also could revert back up to process design. Not only re-work, it also could result to project delay. Code and Standard. Last but not least, cross check to the related code and standard is needed although this issue mostly has been covered in project specification. The purpose of instrument data sheet
When the data sheet completed, it is attached to requisition which to be sent to several vendors. Vendors will offer their quotation with various model and manufacturer among the offers. It is an instrument engineer responsibility to evaluate all quotation and determine which offer is technically acceptable.
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msmarco_v2.1_doc_01_1665640502#6_2441156444
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http://instrumentationportal.com/2011/document-drawing-checklist-form/instrument-document/instrument-data-sheet/
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Instrument Data Sheet | instrumentationportal.com
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Instrument Data Sheet
Instrument Data Sheet
The purpose of instrument data sheet
Data Sheet Example
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Code and Standard. Last but not least, cross check to the related code and standard is needed although this issue mostly has been covered in project specification. The purpose of instrument data sheet
When the data sheet completed, it is attached to requisition which to be sent to several vendors. Vendors will offer their quotation with various model and manufacturer among the offers. It is an instrument engineer responsibility to evaluate all quotation and determine which offer is technically acceptable. Having been considered its technical and commercial aspects, the instrument is purchased. Following the purchase order, vendor will submit supporting document and drawing. Based on vendor data, instrument data sheet may be updated to accommodate details to make the data sheet “as-built”. Finally, data sheet along with its supporting vendor data are stored in library or document control and will be referred during construction, operation and maintenance. Data Sheet Example
Pressure Transmitter >> Pressure Transmitter Data Sheet
Instrument Document
Home » Document Drawing Checklist Form » Instrument Document » Instrument Data Sheet
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msmarco_v2.1_doc_01_1665645336#0_2441158036
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http://instrumentationportal.com/2011/document-drawing-checklist-form/instrument-document/io-list/
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I/O List | instrumentationportal.com
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I/O List
I/O List
What is IO List
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I/O List | instrumentationportal.com
Home » Document Drawing Checklist Form » Instrument Document » I/O List
I/O List
I/O List is a document containing list of instrumentation which serve as an input or output of control system. Therefore, only the tag number that physically has a cable which connects to the control system appears on I/O List. When there are more than one control system in a plant (let say PCS and SIS), the I/O list shall clearly indicates which instruments is assigned to which control system or may separate them to different section in the document. In I/O list, the following information should be stated but not limited to: Tag number
Loop Number
Service description
P&ID Number
Type of Instrument
Location
I/O Type
Control System
Range or set point
The information column in which I/O list contains may be as simple as above, however some project require I/O list to be detailed by having alarm list, controller action, logic “0”/“1”descriptor. Later on, I/O list would include I/O number assignment (rack, slot, channel number) which information to be provided by control system vendor. Reference document
1. Instrument Index
Filter all tag numbers that has an Input Output to make the I/O list
The purpose of I/O List
I/O list is used to determine the size of control system required by project, by counting how many I/O exists within a plant by each control system
Example of I/O list document >> IO List Example
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| 0 | 1,837 |
msmarco_v2.1_doc_01_1665645336#1_2441160256
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http://instrumentationportal.com/2011/document-drawing-checklist-form/instrument-document/io-list/
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I/O List | instrumentationportal.com
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I/O List
I/O List
What is IO List
|
Later on, I/O list would include I/O number assignment (rack, slot, channel number) which information to be provided by control system vendor. Reference document
1. Instrument Index
Filter all tag numbers that has an Input Output to make the I/O list
The purpose of I/O List
I/O list is used to determine the size of control system required by project, by counting how many I/O exists within a plant by each control system
Example of I/O list document >> IO List Example
Below is video presentation for I/O List
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Instrument Engineer
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| 972 | 2,123 |
msmarco_v2.1_doc_01_1665647832#0_2441161779
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http://instrumentationportal.com/2011/document-drawing-checklist-form/instrument-drawing/instrument-loop-diagram/
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Instrument Loop Diagram | instrumentationportal.com
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Instrument Loop Diagram
Instrument Loop Diagram
Instrument Loop Diagram Example
What is Instrument Loop Diagram
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Instrument Loop Diagram | instrumentationportal.com
Home » Document Drawing Checklist Form » Instrument Drawing » Instrument Loop Diagram
Instrument Loop Diagram
Loop diagram represents detailed drawing showing a connection from one point to control system. It could be connection between: Field instrument to control system (or vice versa)
Signal from Control Panel to control system (or vice versa)
Signal from MCC to control system (or vice versa)
Signal form one control system to another system
Loop diagram shows instrument (in a symbol) and its terminal numbers which are to be connected, instrument cable number, junction box number, terminal number assigned for the specified instrument, multi-pair cable and pair number , marshaling cabinet number, terminal number in marshaling cabinet, control system details (rack, slot, I/O channel). It also clearly indicates location of each equipment by means of border line as a limit. Loop Diagram usually shows a single control loop which means it could only contains just one input (sensor to control system), just one output (control system to final element) or combination of both
Reference drawing
To have the loop diagram completed and provide complete information, the following are list of data required along with its source/reference: Instrument Terminal number. Most instrument could be assumed to use (+) and (-). Terminals. Instrument which needs special arrangement such as smoke detector or instrument which in series loop, requires manufacturer connection detail to make the cable is properly connected. Junction box terminal number, this information could be obtained from JB wiring connection
Marshaling terminal number, this information could be obtained from marshaling wiring connection.
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msmarco_v2.1_doc_01_1665647832#1_2441163991
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http://instrumentationportal.com/2011/document-drawing-checklist-form/instrument-drawing/instrument-loop-diagram/
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Instrument Loop Diagram | instrumentationportal.com
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Instrument Loop Diagram
Instrument Loop Diagram
Instrument Loop Diagram Example
What is Instrument Loop Diagram
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Instrument Terminal number. Most instrument could be assumed to use (+) and (-). Terminals. Instrument which needs special arrangement such as smoke detector or instrument which in series loop, requires manufacturer connection detail to make the cable is properly connected. Junction box terminal number, this information could be obtained from JB wiring connection
Marshaling terminal number, this information could be obtained from marshaling wiring connection. I/O point detail information. Obtain this information from I/O assignment which is produced by system integrator or control system vendor. The purpose of instrument loop diagram
It is used in checking of a correct installation and connection when tested during pre-commissioning, commissioning and also for trouble shooting during operation. Instrument Loop Diagram Example
Analog Input >> Instrument Loop Diagram
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http://instrumentationportal.com/2011/document-drawing-checklist-form/instrument-drawing/instrument-loop-diagram/
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Instrument Loop Diagram | instrumentationportal.com
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Instrument Loop Diagram
Instrument Loop Diagram
Instrument Loop Diagram Example
What is Instrument Loop Diagram
|
I/O point detail information. Obtain this information from I/O assignment which is produced by system integrator or control system vendor. The purpose of instrument loop diagram
It is used in checking of a correct installation and connection when tested during pre-commissioning, commissioning and also for trouble shooting during operation. Instrument Loop Diagram Example
Analog Input >> Instrument Loop Diagram
See below video presentation for Loop Diagram
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Instrument Engineer
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What is Instrument Loop Diagram
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| 1,760 | 2,889 |
msmarco_v2.1_doc_01_1665651181#0_2441167300
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http://instrumentationportal.com/2011/instrument-glossary/instrument-glossary-b/basic-process-control-system-bpcs/
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Basic Process Control System (BPCS) | instrumentationportal.com
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Basic Process Control System (BPCS)
Basic Process Control System (BPCS)
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Basic Process Control System (BPCS) | instrumentationportal.com
Home » Glossary » Glossary B » Basic Process Control System (BPCS)
Basic Process Control System (BPCS)
Basic Process Control System (BPCS) is a system which handles process control and monitoring for the facility. It will take inputs from sensor and process instruments and provide output based on control functions in accordance with approved design control strategy. Typically, Basic Process Control System (BPCS) performs the following functions: Control the process within pre-set operating condition, optimize plant operation to produce a good quality product and attempt to keep all process variables within its safety limit. Provide operator interface for monitoring and control via operator console (Human Machine Interface)
Provide alarm/event logging and trending facilities
Generate production data reports
Basic Process Control System (BPCS) is also considered as one of safety layer preceding Safety Instrumented System (SIS) within a facilities. Glossary B | control system
Home » Glossary » Glossary B » Basic Process Control System (BPCS)
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http://instrumentationportal.com/2011/job-seeker/interview-question/instrument-engineer/flashing-and-cavitation-related-question/
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Flashing and Cavitation Related Question | instrumentationportal.com
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Flashing and Cavitation Related Question
Flashing and Cavitation Related Question
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Flashing and Cavitation Related Question | instrumentationportal.com
Home » Job Seeker » Interview Question » Instrument Engineer »
Flashing and Cavitation Related Question
What is the difference between cavitation and flashing? Flashing happens in the control valve if the liquid pressure drops to the value below its vapor pressure hence it may form vapor component (like bubble). Similar to flashing, the vapor is formed in cavitation in the same way, the difference is that the liquid pressure is increasing to a value over its vapor pressure during pressure recovery in which makes the vapor turn back into liquid state afterwards. During engineering design, how to select control valve which expected to experience flashing condition and cavitation condition? Flashing could be anticipated by hardened material trim therefore to overcome flashing, the selected control valve shall have hardened material trim. However, hardened material trim is not sufficient to handle cavitation. Anti-cavitation trim shall be used otherwise the system design itself should be changed so cavitation is avoided. Instrument Engineer | control valve
Home » Job Seeker » Interview Question » Instrument Engineer » Flashing and Cavitation Related Question
| 0 | 1,241 |
msmarco_v2.1_doc_01_1665654349#0_2441170562
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http://instrumentationservices.net/hydrometers.php
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CIS can calibrate your hydrometers to UKAS standard. Customised hydrometers? We can manufacture any specification of hydrometer you cannot find in our database. Hydrometer information from Charnwood Instruments
For convenience a selection of our most popular products are now available to purchase online at a reduced rate! Search
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We are happy to assist you selecting the instrument you require and have many other products available not listed here. For further help email us. We accept card orders by phone
We offer UKAS calibration on these instruments
WHAT IS A HYDROMETER USED FOR? Many industries and sciences measure the densities of both liquids and solids for products that need to be measured by either mass (weight) or volume.
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http://instrumentationservices.net/hydrometers.php
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Home
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Support/Downloads
Calibration
About us
Contact us
View products
Thermometers UKAS calibration available
Hydrometers UKAS calibration available
Digital products UKAS calibration available
Industrial instruments Support & downloads available
Data loggers UKAS calibration available
Temp. Sensors & Probes
Invensys Eurotherm Products Recorders - Temperature Controllers - SSRS
Hydrometers
Call 01530 510615 for more information
We are happy to assist you selecting the instrument you require and have many other products available not listed here. For further help email us. We accept card orders by phone
We offer UKAS calibration on these instruments
WHAT IS A HYDROMETER USED FOR? Many industries and sciences measure the densities of both liquids and solids for products that need to be measured by either mass (weight) or volume. Hydrometers are used to determine the specific gravity of liquids and operate on the Archimedes principle that a solid body displaces its own weight within a liquid in which it floats. Hydrometers can be of two types: Liquids heavier than water
Liquids lighter than water. Hydrometer standards
BS718
BS 5470 (Alcohol)
BS734
ASTM E100
ISO 649
DIN 12791
Components of
a hydrometer
A hydrometer is an instrument used to determine the specific gravity of liquids and is manufactured primarily from glass although there are some low accuracy hydrometers manufactured in plastic. It consists of a thin glass tube with a graduated paper scale fixed inside and welded to a larger diameter bulbous tube which is accurately weighted with fine lead shot sealed into a solid mass using sealing wax.
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http://instrumentationservices.net/hydrometers.php
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Hydrometers are used to determine the specific gravity of liquids and operate on the Archimedes principle that a solid body displaces its own weight within a liquid in which it floats. Hydrometers can be of two types: Liquids heavier than water
Liquids lighter than water. Hydrometer standards
BS718
BS 5470 (Alcohol)
BS734
ASTM E100
ISO 649
DIN 12791
Components of
a hydrometer
A hydrometer is an instrument used to determine the specific gravity of liquids and is manufactured primarily from glass although there are some low accuracy hydrometers manufactured in plastic. It consists of a thin glass tube with a graduated paper scale fixed inside and welded to a larger diameter bulbous tube which is accurately weighted with fine lead shot sealed into a solid mass using sealing wax. The standard hydrometer scale is the specific gravity scale which when used in distilled water the scale reading is 1.000 at the point of measurement. Therefore liquids lighter than water are measured on a scale below 1.000 specific gravity and those liquids heavier than water are scaled above 1.000 specific gravity. The standard calibration method used on hydrometers is the Cuckow method. It is very exact and involving, designed by F.W Cuckow using sophisticated equipment and precise cleaning practices. HOW TO USE A HYDROMETER
The hydrometer is placed in a glass tube known as a hydrometer jar and which is filled with the liquid that is to be measured.
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msmarco_v2.1_doc_01_1665654349#3_2441175584
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http://instrumentationservices.net/hydrometers.php
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The standard hydrometer scale is the specific gravity scale which when used in distilled water the scale reading is 1.000 at the point of measurement. Therefore liquids lighter than water are measured on a scale below 1.000 specific gravity and those liquids heavier than water are scaled above 1.000 specific gravity. The standard calibration method used on hydrometers is the Cuckow method. It is very exact and involving, designed by F.W Cuckow using sophisticated equipment and precise cleaning practices. HOW TO USE A HYDROMETER
The hydrometer is placed in a glass tube known as a hydrometer jar and which is filled with the liquid that is to be measured. The specific gravity of the liquid is indicated when the level of the liquid in the jar aligns with a point on the hydrometer scale. If the liquid is heavier than water then the hydrometer sits higher in the liquid and gives a higher reading. Conversely a liquid lighter than water sits higher in the liquid and gives a lower reading. METHOD OF READING A HYDROMETER
It is most important that hydrometers are read correctly. So as to prevent errors in results.
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The specific gravity of the liquid is indicated when the level of the liquid in the jar aligns with a point on the hydrometer scale. If the liquid is heavier than water then the hydrometer sits higher in the liquid and gives a higher reading. Conversely a liquid lighter than water sits higher in the liquid and gives a lower reading. METHOD OF READING A HYDROMETER
It is most important that hydrometers are read correctly. So as to prevent errors in results. And the following method is standard. For transparent liquids the eye should be placed slightly below the plane of the surface of the liquid then raised slowly until this surface forms an ellipse appears as a straight line. Where this point sits on the hydrometer scale is the actual reading. When measuring an opaque liquid that is not sufficiently clear to allow the previous method of reading it must be read from above the surface and estimated as accurately as possible where the liquid rises to on the hydrometer. Accuracy depends on Cleanliness, Temperature and Proper Immersion.
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And the following method is standard. For transparent liquids the eye should be placed slightly below the plane of the surface of the liquid then raised slowly until this surface forms an ellipse appears as a straight line. Where this point sits on the hydrometer scale is the actual reading. When measuring an opaque liquid that is not sufficiently clear to allow the previous method of reading it must be read from above the surface and estimated as accurately as possible where the liquid rises to on the hydrometer. Accuracy depends on Cleanliness, Temperature and Proper Immersion. All equipment must be cleaned properly especially the hydrometer bulb and stem and the hydrometer jar so that the liquid can travel up the stem uniformly. The temperature of both the liquid and the hydrometer should be the same temperature as the surrounding atmosphere. The Hydrometer jar should have an internal diameter at least 1inch (25mm) greater than the outside diameter of the hydrometer. TYPES OF HYDROMETER
Different scales are used on hydrometers depending on the types of liquids being measured. Brix or Balling Scale:
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All equipment must be cleaned properly especially the hydrometer bulb and stem and the hydrometer jar so that the liquid can travel up the stem uniformly. The temperature of both the liquid and the hydrometer should be the same temperature as the surrounding atmosphere. The Hydrometer jar should have an internal diameter at least 1inch (25mm) greater than the outside diameter of the hydrometer. TYPES OF HYDROMETER
Different scales are used on hydrometers depending on the types of liquids being measured. Brix or Balling Scale: This scale is used to read the percentage of pure sucrose (sugar) by weight. Baume Scale: This scale reads degrees of Baume or percentage of NaCL (salt) by weight. Alcohol Scale: This measures a standard “specific Gravity” and is used to measure specific gravity before and after a liquid has fermented.
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This scale is used to read the percentage of pure sucrose (sugar) by weight. Baume Scale: This scale reads degrees of Baume or percentage of NaCL (salt) by weight. Alcohol Scale: This measures a standard “specific Gravity” and is used to measure specific gravity before and after a liquid has fermented. The difference between the two readings is referenced to an alcohol scale to determine the percentage of alcohol by weight. Twaddle: The specific gravity of pure water is 1.000 at 60 degrees Fahrenheit and the twaddle scale is a simple scale based on specific gravity where 0 degree Twaddle is equal to SG60/60 degrees F of 1.00 (that of water and each degree of Twaddle equals 0.005 degrees SG
API Hydrometers: The American Petroleum Institute , The United States Bureau of Mines and the National Institute of Standards and Technology selected the API scale in 1921 as the standard for petroleum products in the United States of America ASTM hydrometers are also used in many other applications and procedures set forth by ASTM all are calibrated at 60 degrees Fahrenheit
Where accuracy is of paramount importance hydrometers should be calibrated to UKAS standards. And the results used to compensate for any inaccuracies.
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The difference between the two readings is referenced to an alcohol scale to determine the percentage of alcohol by weight. Twaddle: The specific gravity of pure water is 1.000 at 60 degrees Fahrenheit and the twaddle scale is a simple scale based on specific gravity where 0 degree Twaddle is equal to SG60/60 degrees F of 1.00 (that of water and each degree of Twaddle equals 0.005 degrees SG
API Hydrometers: The American Petroleum Institute , The United States Bureau of Mines and the National Institute of Standards and Technology selected the API scale in 1921 as the standard for petroleum products in the United States of America ASTM hydrometers are also used in many other applications and procedures set forth by ASTM all are calibrated at 60 degrees Fahrenheit
Where accuracy is of paramount importance hydrometers should be calibrated to UKAS standards. And the results used to compensate for any inaccuracies. Accu-Safe
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