TROUBLESHOOTING TRAINING COURSE
FOR MAINTENANCE AND SERVICE PROFESSIONALSDo it yourself training course teaches how to troubleshoot machines and processes
and includes a real machine for hands-on practice.
Do it yourself training course teaches how to troubleshoot machines and processes
and includes a real machine for hands-on practice.
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STS II: Microcontroller-Based systemsIt focuses on input and output data. And the workings of the process or machine. Deviations from normal become visible. Causes become clear. This workshop can also be a catalyst for major attitude changes. Instead of guessing, looking for quick fixes or taking any action, they will know what true troubleshooting really requires.
Automated equipment, like microchip fabrication, involve complex processes,
This program includes three separate, stand-alone activities: You can tailor the workshops to the training time available, the needs of your people and your business. The three sessions can be presented together in 16 to 24 hours of class time. The actual length depends on the knowledge level of the class and the number of standard and custom activities you present. Workshop sessions can be anywhere from two to eight hours. All sections are independent. You can choose any or all that meet your needs. Completion of the Systematic Troubleshooting class (STS) is not a prerequisite. Both the Leader's Guide and Activity Book are written in a lean style to make them easy to use. There are few pages dEspite the extensive number of topics presented. The Leader’s Guide includes a script with complete details on what to say and do and supporting Powerpoint. The Activity Books have complete instructions for the students, so they can do the activities (even if they don’t hear all of your instructions). Follow the link below to see a list of the topics presented in the course and assocated activities. Here are descriptions of the three sections in the course: SEQUENTIAL WORK CELL In this session, participants learn to troubleshoot a sequential multi-machine work cell by recording analog and digital inputs at each stage in the fabrication and work transfer cycle. They use a variation of the Settings-Measurement Table from the Systematic Troubleshooting course (STS). Its called a Sequence Fingerprint Table.
A two-machine work cell with a materials
Participants record Input-Output data for each stage in the sequence on the Sequence Fingerprint Table. Then a problem is introduced and a new fingerprint is completed. This table locates the step in the sequence in which the problem occurred and the problem's cause. MICROCONTROLLER-BASED PROCESS This section applies the basic tools in STS to the complex environment of high tech processes. It explains why these tools are valuable to the troubleshooter and how they can be adapted and used to meet the special requirements of high-tech. Participants set-up the Mimic to represent a process that produces compressed air for a manufacturing plant. The air is at a controlled temperature and pressure. Using the Mimic’s controls and indicator lights, learners run the system from start-up through its control cycle as it maintains tank pressure, air temperature and line pressure at the output to the plant. Using data for normal operation, participants build tables to show critical voltages, indicator light status and dial positions. If there is a problem, they record data again. Comparing this information with the normal readings pinpoints the problem.
Diagram shows Mimic input/output data at microcontroller pins.
Participants will adapt the familiar STS methods to give them the understanding they need. They develop their creativity and mental flexibility by learning how the Mimic can provide input data to the process and outputs from the PLC. A new input / output sketch of the Mimic helps in gaining this knowledge. ROBOT-BASED CRAFTS This section combines two new concepts for the troubleshooter; control of motion as in a robot and processes that involve skilled crafts like spray painting, welding or making microchips. In this session participants discover ways that they can use STS tools to cope with these complex problem-solving issues. In this activity, the learner finds himself on the shop floor in a pickup truck assembly plant. The line is shut down because of a problem in spray painting. The finish, applied by robots, is un-acceptable.
Problems develop on robotic spray painting line
The first problem involves the accuracy of the robot positioning system. Participants build Settings-Measurement Tables on which normal readings at the Mimic’s digital and analog test points are entered. A diagram shows how the data on the table relates to pins on the microcontroller chip. With the positioning problem solved, learners get a rude surprise. This time there is a defect in the paint finish. The line is stopped again. In this optional part of this section, participants must learn the complex art of spray painting. This involves paint characteristics, the variables of air and paint pressures and flow rates, spray patterns and the art of application. Using data from an actual truck painting line, learners complete a matrix (Process Table) that correlates the finish defects with factors affecting the process.
STS II: Circuits Boards and Digital Logic
This program works because people actually like doing it. They get their hands on actual equipment and work with something they’ve always been afraid to touch . . . electronics. People can work in teams to find the causes of the problems. Working together enables them to learn from each other if they are in different trades and to develop the ability to combine their knowledge and insights to solve problems. Individuals can also work on their own, since the program is fully self-instructional. The administrator acts as a coach and mentor rather than as a stand-up instructor. People use the MIMIC, which is a working circuit board. It contains components such as digital logic gates, comparitors, inverters, potentiometers, switches, phototransistors and LEDs. Faults can be introduced using switches. Participants learn to read diagrams and to locate components, test points and adjustments. Participants put information in tables that provide a record of the readings on the equipment when it is working right. (We call this a “fingerprint”) With this information, they can troubleshoot! By recording voltages and logic states, participants learn how a circuit works. Electronics training or experience is not needed. It’s a learn-by-doing course with no arithmetic and very little reading. The Troubleshooting Action Guide (TSAG) from Systematic Troubleshooting is used for determining the causes of problems. For those that have not taken the STS course, an explanation of how to use the TSAG is provided. Many courses require a person to study long explanations of things they don’t really want to know. But, this course starts with the fun stuff. An appendix provides information only as people need or want it. It is not required reading. It has the following four sections:
Essential Information from Systematic Troubleshooting. PermafixIn this course learners work with a single board with multiple circuits. Does this apply at the board level? Yes. The principles of taking measurements, producing Settings-Measurement Tables, learning how the systems work, and measuring test points apply to both single and board-level troubleshooting.
Starting with the cause,found using the Troubleshooting Action Guide, the first Permafix table guides you through an investigation process during which you determint the most possible underlying or root cause. On the second table, you anayze courses of actions you could take to prevent recurrence. The procedure may be followed by a person working alone. Data can be entered on the tables using a laptop. The program workbook takes you through the process step by step using graphic diagrams. Reproducable blank forms on paper and disk are included.
 Phone: 847 729 4550 E Mail: bobfrye@troubleshootingcourse.com |