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Sean McDaniel October 15, 2023 MENG 3511 Introduction to Mechatronics
The combination of these two labs is to introduce the use of LabVIEW (Laboratory Virtual Instrument Engineering Workbench) to students as well as show how to perform data acquisition with a NI-USB-TC01 Thermocouple. LabVIEW can be used to imitate physical instruments that students will use such as oscilloscopes and multimeters. Learning LabVIEW is a necessity because it allows students to have better convenience and organization when performing complex tasks. To achieve this objective, Students are given simple tasks that require the basic operations needed to run a VI program on LabVIEW. This consists of showing the students how to change and program graphs that can simulate circuits in the real world and compare multiple waves at the same time. Some of the graphs used are saw tooth, sine, cosine, and square graphs. The properties are changed throughout the process to show students how to manipulate the properties of tools added onto LabVIEW. Afterwards, students are taught how to use thermocouples to find temperatures and voltages of objects in the actual world. In this lab. Students measure the voltages and temperatures of their own hand, an ice pack, and the ambient temperature of the room. The results of the measurements found using thermocouple VI are as follows: An average of 83.3 for the palm of the student’s hand, 33.4 for the ice pack given during the experiment, and 68.2 for the ambient temperature of the room. The time constant for the thermocouple was calculated to be 4.9s by taking 63.2% of the time it took the measurements to reach a steady-state temperature. NOMENCLATURE ° F Fahrenheit (Degrees) ℃ Celsius (Degrees) V Volts (Volts) T Temperature (℃) t Time (seconds)
In the first part of this laboratory, Students are introduced to the basic programming skills of LabVIEW. In the second part of this laboratory, Students are introduced to the idea of temperature measurement with thermocouples and data acquisition using the LabVIEW DAQ Assistant. LabVIEW (Laboratory Virtual Instrument Engineering Workbench) is a virtual instrument that can be used to imitate physical instruments such as oscilloscopes and multimeters. LabVIEW has a large set of tools for acquiring, analyzing, displaying, and storing data, as well as tools to help troubleshoot the codes that are written. A user can build a user interface (Front Panel) with controls and indicators. Some examples of input mechanisms in LabVIEW are knobs, push buttons, and dials. Some examples of output indicators are graphs and LEDs. LabVIEW can also be used in pair with a NI-USB-TC thermocouple data acquisition board to investigate temperature measurements, gain data acquisition and log data into LabVIEW. The NI-USB-TC01 is a device that consists of a J- type thermocouple, amplifier, single channel analog data acquisition and USB interface. A thermocouple is a temperature measurement device made of a junction of dissimilar metals. The different thermal characteristics of the two types of materials at a thermocouple junction result in a small voltage visible on the thermocouple leads that is related to the temperature of the junction. An amplifier is then used because the voltage that is visible is small and needs to be accurately inputted into an analog to digital converter. Thermocouples can be made from many different metals and the choice of the conductors determines the operating temperature range and other details of the measuring device. In this experiment, a J-Type thermocouple is used along with the NI-USB-TC01. The J- Type thermocouple is made of iron and constantan and has a temperature range of 0 ℃ to 750℃. Most of the second part of the laboratory experiment is creating the LabVIEW VI that measures the output of the
thermocouple amplifier, displaying the information, and storing temperature and time records to a file so it can be used later.
The first part of this laboratory is introducing students to LabVIEW. We start by launching the program and opening a new VI by selecting VI>From Template>Simulated>Generate and Display and then pressing ok. Students are shown the first example of a front panel. Students then are asked to press window>show block diagram. So that the block diagram will appear. It is recommended the students put the front panel on one side of the computer screen and the block diagram on the other side. Students are then asked to add a control to the front panel. Select view>controls>palette. The express menu is then presented, and students enter a numeric controls palette onto the front panel of the program. Students then learn how to change the signal type. This can be done by right clicking the Simulate Signal Express VI button and selecting Properties. Properties can be changed to show different signal types, frequencies, phases, amplitudes and more. Next students are shown how to wire objects on the block diagram. This is demonstrated by explaining how to wire a physical knob onto the amplitude of the signal output so that we can adjust the signal amplitude just by using the knob instead of going to the properties tab. Students then run the program and are shown the graphs of the signal type they have selected. Students modify these graphs by adding a Scaling and Mapping program to the block diagram. The user is then told how to change the waveform properties and add multiple inputs onto the same graph so that they all display as one unified graph. The second part of this experiment shows students how to perform data acquisition using a NI-USB-TC01 Thermocouple in LabVIEW. Students start off by plugging in the NI-USB- TC01. The user then opens LabVIEW and creates a blank VI. A while loop is added to the block diagram by right clicking the block diagram and expanding the list using the double down arrow symbol at the very bottom of the pop-up menu. The while loop is made by making the selections Programming > Structures > While Loop. The user then left clicks the bottom corner of the block diagram and drags from the bottom left to the upper right to make a large grey rectangle outline. A Boolean input is then used by the VI to determine if the while loop should be processed. We add an on/off button by changing to the front panel and selecting Express > Buttons > Push Button and place it somewhere on the front panel. Students then change the view back to the block diagram and wire the button to the stop symbol on the bottom right of the while loop. A DAQ Assistant VI is now needed to be added to the block diagram. The VI function can be found in the functions palette by selecting Express > Output > DAQ Assist. After placing the DAQ Assistant onto the block diagram we configure the VI to measure temperature by selecting Acquire Signals > Analog Input > Temperature > Thermocouple. Select the available channel ai0. Another DAQ assistant configuration then appears. Students change the Display Type drop down menu to the Chart Setting to visualize numerical. The user now needs to be shown how to display and log the temperature data that they will be collecting. We add a chart and wire the data port on the DAQ Assistant icon to the chart icon on the block diagram. Run VI to verify that the data is being displayed on the chart. Stop the VI using the loop stop button on the front panel. Students then add a Write to measurement file VI to the block diagram to set up data logging. The VI is found in the functions palette by selecting Express > Output > Write Measurement File. The VI is then saved and if any preexisting files are present then the user must override those. A functionality to view temperatures both in Fahrenheit and Celsius is then added. We do this by adding the equation to the Block Diagram by selecting Mathematics > Numeric > Conversion > To Double Precision Float. Add the conversion block to the diagram and wire the signal to the input. Students then determine the Thermocouple Time Constant by opening the. LVM file that was created containing the temperature and time data. This can be done by opening an Excel spreadsheet and dragging and dropping them into the new file. LVM file into the first sheet. The time constant of the thermocouple is the time it takes for the measurement to make it to 63.2% of its steady state. Data is now collected for Calibration. To do so, students make a calibration curve for the thermocouple by comparing the steady-state voltage output to the steady- state temperature output. The only difference
-10 -5 0 5 10 15 20 25 30 35 -1. -1. -1.
-0. -0. -0. -0. 0
f(x) = 0.0525746226587698 x − 1. R² = 0. Figure 1. Temperature of the Hand (Used to find time constant) The sensitivity of the thermocouple was solved as well. Figure 2. Shows the plot of measured temperatures of objects and measured voltages of those same objects. The slope of the line of best fit gives us the sensitivity of the thermocouple which was found to be approximately -4E-19. 0 0.5 1 1.5 2 2.5 3 3.5 4 4. -0. -0. -0. -0. -0. -0. -0. -0. 0 f(x) = 5.58876671461187E-35 x − 0. R² = 0 Series Linear (Series2) Linear (Series2) Figure 2. Figure 2. Sensitivity of the Thermocouple (Slope represents sensitivity During the first part of the lab, users learned how to manipulate the front panel and block diagram in LabVIEW. Figures 3 and 4 below show the different graphs and block diagram configurations that were found to teach students the convenience of using LabVIEW. Figure 3. Deliverable part A from Lab 5 Figure 4. Deliverable part B from Lab 5
By reading the objectives of Lab 5 and Lab 6 in the lab Manual, we see that the objective was “to introduce the basic programming skill of LabVIEW” and “introduce temperature measurement with thermocouples and data acquisition using the LabVIEW DAQ Assistant. Although there were some experimental errors throughout the data collection process, the objectives of the two labs were achieved. These skills were necessary for students to learn because “thousands of engineers and scientists rely on LabVIEW for a variety of applications. Looking at the Deliverables Part A and B from Lab 5, These show a successful graph and block diagram configuration. Since the students were able to create these graphs and change their properties, the student has become more proficient in the use of LabVIEW. Although we cannot assume that the student clearly understands all the uses of LabVIEW, It is safe to say the student has a general understanding of the layout of the LabVIEW software. Looking at all the data collection using the NI-USB-TC01, the student began to understand the way to measure temperature using thermocouple VI programs. Before data collection was made, it was necessary to set up the thermocouple program to be able to use the probe to measure things such as Temperature and Voltage. To do so, Students had to manipulate the properties and make changes to the LabVIEW DAQ Assistant. There were some troubles on deciding what equations to use and what temperatures to measure, but the setup of the thermocouple was enough for students to begin making measurements. Due to this observation, one can say the student has reached the objective of being able to perform temperature measurements using thermocouples and the LabVIEW DAQ Assistant.
Overall, the experiment performed was a success. The objectives of introducing the student to the basic programming skills of LabVIEW, how to measure temperatures with thermocouples and acquiring data using the LabVIEW DAQ Assistant were fulfilled. Students were able to imitate different types of graphs such as Sine, Cosine, Saw-Tooth, and Square graphs, as well as form configurations on the Block Diagram of LabVIEW. A Thermocouple time constant of 1.15s was calculated. The steady state temperature of the human hand was found to be an average of 28.47 ℃. A sensitivity of the NI- USB-TC01 was found to be 21.792. Temperatures of the human hand, Ambient room, and an ice pack were measured to be 83.3°F, 68.2°F, and 33.4°F, respectively. Measurements that were found using the NI- USB-TC01 were a representation that the students have learned how to use the LabVIEW DAQ Assistant and thermocouples to acquire data and measure temperatures and voltages.