motors & controllers ii a-711-0032 trainee … construction training center gulfport, ms...

Naval Construction Training Center Gulfport, MS 39501-5003 APRIL 2001

MOTORS & CONTROLLERS II

A-711-0032

TRAINEE GUIDE

PUBLISHED BY THE DIRECTION OF THE CHIEF OF NAVAL EDUCATION AND TRAINING

Naval Construction Training Centers

Gulfport, MS and Port Hueneme, CA

and Detachments at

Fort Leonard Wood, MO Sheppard AFB, TX

are accredited by the

Accrediting Commission of the Council on Occupational Education

41 Perimeter Center East, NE Suite 640 Atlanta, Georgia 30346

770-396-3898 800-917-2081

FAX 770-396-3790

TRAINEE GUIDE FOR MOTORS & CONTROLLERS II CIN: A-721-0032 PREPARED BY NAVAL CONSTRUCTION TRAINING CENTER GULFPORT, MISSISSIPPI 39501-5003 PREPARED FOR CHIEF OF NAVAL EDUCATION AND TRAINING NAVAL AIR STATION PENSACOLA, FLORIDA. 32508-5100 APRIL 2001

TRAINING GUIDE A-721-0032

2


CHANGE RECORD

Number and Description of Change Entered by Date CHANGE 1 Lesson Topic 0.2, Safety – Add pages 0.2 page 8 thru 12, Lock-Out/Tag-Out Lesson Topic 1.2, Replace page 1.2-19, added “Follow Lock-Out/Tag-Out Standard Operating Procedures”

Karen Gordon Editorial Asst. NCTC Gulfport

Apr 2003

3


4


TABLE OF CONTENTS CHANGE RECORD........................................................................................................................3 SECURITY AWARENESS NOTICE.............................................................................................6 SAFETY/HAZARD AWARENESS NOTICE................................................................................7 SAFETY PRE-MISHAP PLAN ......................................................................................................8 HOW TO USE YOUR TRAINEE GUIDE ...................................................................................11 TERMINAL OBJECTIVES ..........................................................................................................13 COURSE MASTER SCHEDULE.................................................................................................14 Lesson Topic 0.1: Indoctrination ....................................................................................0.1 page 1

Lesson Topic 0.2: Safety Practices .................................................................................0.2 page 1

Lesson Topic 0.3: Course Critique & Graduation ..........................................................0.3 page 1

UNIT 1 -

Lesson Topic 1.1: Fundamentals of Motors & Controllers ............................................1.1 page 1

Lesson Topic 1.2: Troubleshooting Motors & Controllers ............................................1.2 page 1

5


SECURITY AWARENESS NOTICE

This course does not contain any classified material

6


SAFETY/HAZARD AWARENESS NOTICE This notice promulgates safety precautions to the staff and trainees of the Naval Construction Training Center in accordance with responsibilities assigned by the Chief of Naval Education and Training Through the Chief of Naval Technical Training. TRAINING TIME OUT POLICY (TTO) ALL STUDENTS MUST BE BRIEFED ON "TRAINING TIME OUT" POLICY BEFORE TRAINING COMMENCES. POLICIES ARE RELATIVE TO TRAINING SAFETY WHERE POTENTIAL FOR PERSONAL RISK EXISTS, NOT APTITUDE OR ATTITUDE. TRAINING TIME OUT 1. A TTO may be called in any training situation whenever a student or instructor expresses

concern for personal safety or a need for clarification of procedures or requirements exists. TTO is also an appropriate means for a student to obtain relief if he/she is experiencing pain, heat stress, or other serious physical discomfort.

2. At the start of training all students in high-risk training shall be briefed on TTO procedures.

Prior to commencement of high-risk training situations, TTO procedures shall be re-briefed with emphasis on evolution specific, verbal and nonverbal signals to be used by students and instructors.

3. Instructors are responsible for maintaining situational awareness and shall remain alert to

signs of student panic, fear, extreme exhaustion, or lack of confidence that may impair safe completion of the training exercise. Instructors shall immediately cease training when they consider such action appropriate.

4. Following a TTO the training situation shall be examined and additional explanation and

instruction will be provided as necessary to allow safe resumption of training. 5. If a student refuses to participate in training after instruction has been provided, or when

excessive use of TTO occurs, the student shall be removed from training and referred to an appropriate counseling authority for further assistance or administrative processing including removal of the student from training if warranted.

7


SAFETY PRE-MISHAP PLAN The safety precautions contained in this course are applicable to all personnel. They are basic and general in nature. Personnel who operate and maintain equipment in support of U. S. Naval Construction Force must be thoroughly familiar with all aspects of personnel safety, and strictly adhere to every general as well as specific safety precautions contained in operating and emergency procedures and applicable governing directives. Special emphasis must be placed on strict compliance of published safety precautions and on personal awareness of potentially hazardous conditions peculiar to equipment maintenance. Instructors shall be constantly alert to any unusual behavior which may indicate a student is experiencing difficulty. Any time a student demonstrates signs of panic, fear, extreme fatigue or lack of confidence, immediately take appropriate action to ensure the student's safety. All personnel must have a comprehensive knowledge of emergency procedures which prescribe courses of action to be followed in the event of equipment failure or human error as stated in the Pre-Mishap Plan. Strict adherence to approved and verified operating, emergency, and maintenance procedures is MANDATORY. As a minimum, each individual is responsible for knowing, understanding, and observing all safety precautions applicable to the command, school, course, their work, and their work areas. In addition, you are responsible for observing the following general safety precautions: a. Each individual shall report for work rested and emotionally prepared for the tasks at

hand. b. You shall use normal prudence in all your functions, commensurate with the work at

hand. c. Your shall report any unsafe conditions, or any equipment or material which you

consider to be unsafe, and any unusual or developing hazards. d. You shall warn others whom you believe to be endangered by known hazards or by

failure to observe safety precautions, and of any unusual or developing hazards. e. You shall report to the school staff any mishap, injury, or evidence of impaired health

occurring in the course of your work or during non-training environment. f. You shall wear or use the protective clothing and/or equipment of the type required,

approved, and supplied for the safe performance of your work. g. All personnel in the immediate vicinity of a designated noise hazardous area or noise

hazardous operation shall wear appropriate hearing protective devices.

8

TRAINING GUIDE A-721-0032 When a mishap occurs speed is essential, knowing the proper response for assistance will aid you in obtaining help. This pre-mishap plan provides pertinent information to assist you in the event of a mishap. TERMS AND DEFINITIONS MISHAP: Any unplanned or unexpected event causing personnel injury, occupational illness, death, material loss or damage, or an explosion of any kind whether damage occurs or not. NEAR MISHAP/UNSAFE CONDITIONS: A condition might exist which, if allowed to go unchecked has the potential to cause a mishap; or an act or event might result in a near mishap in which injury or damage was avoided merely by chance. EMERGENCY PHONE NUMBERS: These numbers are also posted in each classroom and practical training area. Know the location and ensure your students are also aware of the location of the numbers and the nearest telephone. Medical/Ambulance Located at Building Number

Fire Department Located at Building Number

Base Security Located at Building Number

CHAIN OF COMMAND: In the event of a mishap notify the following persons as soon as practical: Division Officer Located at Building Number

Safety Chief Located at Building Number

Training Officer Located at Building Number

Executive Officer Located at Building Number

Commanding Officer Located at Building Number

9

TRAINING GUIDE A-721-0032 REQUIRED INFORMATION: Be prepared during the initial report to present the following information on injured personnel: NAME AND RATE TYPE OF INJURY - BRIEF AND TO THE POINT TIME OF MISHAP WHERE THE MISHAP OCCURRED WHAT TYPE OF ACTIVITY THE VICTIM WAS ENGAGED IN More detailed information will be required to submit a mishap report to higher authority at a later date. So it is advisable to write down all the pertinent facts as soon as possible while the events are still fresh in your mind. EMERGENCY EQUIPMENT: As the instructor responsible for the safety and well being of your students, it is imperative you know the location, condition and proper use of all emergency equipment required to protect your students. Ensure the proper safety gear is available for the type of training being performed, if not, suspend training until available. Know the location of emergency electrical disconnect switches for all electrically operated machines Know the location of fire extinguishers and other fire fighting equipment Know the fire evacuation routes and mustering areas for your students Know the location, condition and proper use of safety protective gear Know the location of the nearest telephone In the event of personnel injury or fire assign personnel at strategic points to direct emergency vehicles, equipment, and crews to the location

10


HOW TO USE YOUR TRAINEE GUIDE This publication has been prepared for your use while under instruction. It is arranged in accordance with the topics taught, and is in sequence with those topics. By using the table of contents you should be able to locate the lesson topics easily. By following the enclosed course schedule, you should be able to follow the course instruction in a logical manner. The Objectives listed in this Guide specify the knowledge and/or skills that you will learn during the course, and reflect the performance expected of you on the job. The Enabling Objectives specify the knowledge and/or skills you will learn in a specific lesson topic. You should thoroughly understand the Enabling Objectives for a lesson topic and what these objectives mean to you before you start each lesson topic. Each learning objective contains behavior(s), conditions, and standards. They are defined as follows: The behavior is a description of the performance and/or knowledge that you will learn in that lesson topic; The condition under which you will be able to perform or use the knowledge; The standard(s) to which you will be able to perform or use the knowledge. The objectives provide a means by which you can check your progress during training. The objectives also enable you to evaluate your training when you have finished, so you can ;ensure that you have satisfied the goals of the course. Your instructor will explain the objectives to you at the start of the course. Feel free to ask for additional information during training if you feel that you are not learning as you should. STUDY TECHNIQUES: Classroom and laboratory sessions will be conducted by one or more instructors. You will be responsible for completing the material in this guide, some of it before class time. Prior to starting to use this guide, read through the front matter and become familiar with the organization of the material, then follow directions below for each lesson topic: 1. READ the Enabling Objectives for the lesson topic and familiarize yourself with what will be expected of you. 2. STUDY each reading assignment. 3. Write any written assignment.

11

TRAINING GUIDE A-721-0032 EXAMINATIONS AND QUIZZES Exams and quizzes will be administered as required by the Course Master Schedule. A quiz is an informal test used to check for understanding, and may be given by your instructor at any time. These quizzes do not count toward your final grade. In any event, only the material covered will be tested. All written tests will be in the form of multiple choice, completion, and or true/false items. Performance tests will be provided to test job skills as appropriate. Success on exams are dependent upon an understanding of the objectives, involvement in class activities, and good study habits.

12


TERMINAL OBJECTIVES

1.0 UNDERSTAND, INSTALL, and OPERATE electrical motors and controllers in accordance with the current edition Construction Electrician rate manual and currently prescribed materials

13


COURSE MASTER SCHEDULE

WEEK 1 TOPIC NO. TYPE PERIOD TOPIC RATIO

Day 1

0.1 Class 1 Orientation/Introduction 12:1 0.1 Class 2 Orientation/Introduction 12:1 0.1 Class 3 Orientation/Introduction 12:1 0.1 Class 4 Orientation/Introduction 12:1 0.2 Class 5 Safety 12:1 1.1 Class 6 Fundamentals of Motors & Controllers 12:1 1.1 Class 7 Fundamentals of Motors & Controllers 12:1 1.1 Class 8 Fundamentals of Motors & Controllers 12:1

Day 2

1.1 Class 9 Fundamentals of Motors & Controllers 12:1 1.1 Class 10 Fundamentals of Motors & Controllers 12:1 1.1 Class 11 Fundamentals of Motors & Controllers 12:1 1.1 Class 12 Fundamentals of Motors & Controllers 12:1 1.1 Class 13 Fundamentals of Motors & Controllers 12:1 1.1 Class 14 Fundamentals of Motors & Controllers 12:1 1.1 Class 15 Fundamentals of Motors & Controllers 12:1 1.1 Class 16 Fundamentals of Motors & Controllers 12:1

Day 3 1.1 Class 17 Fundamentals of Motors & Controllers 12:1 1.1 Class 18 Fundamentals of Motors & Controllers 12:1 1.1 Class 19 Fundamentals of Motors & Controllers 12:1 1.1 Class 20 Fundamentals of Motors & Controllers 12:1 1.1 Class 21 Fundamentals of Motors & Controllers 12:1 1.2 Class 22 Troubleshooting Motors & Controllers 12:1 1.2 Class 23 Troubleshooting Motors & Controllers 12:1 1.2 Class 24 Troubleshooting Motors & Controllers 12:1

Day 4 1.2 Class 25 Troubleshooting Motors & Controllers 12:1 1.2 Class 26 Troubleshooting Motors & Controllers 12:1 1.2 Lab 27 Troubleshooting Motors & Controllers 12:2 1.2 Lab 28 Troubleshooting Motors & Controllers 12:2 1.2 Lab 29 Troubleshooting Motors & Controllers 12:2 1.2 Lab 30 Troubleshooting Motors & Controllers 12:2 1.2 Lab 31 Troubleshooting Motors & Controllers 12:2 1.2 Lab 32 Troubleshooting Motors & Controllers 12:2

Day 5 1.2 Lab 33 Troubleshooting Motors & Controllers 12:2 1.2 Lab 34 Troubleshooting Motors & Controllers 12:2 1.2 Lab 35 Troubleshooting Motors & Controllers 12:2 1.2 Lab 36 Troubleshooting Motors & Controllers 12:2 1.2 Lab 37 Troubleshooting Motors & Controllers 12:2 1.2 Lab 38 Troubleshooting Motors & Controllers 12:2 1.2 Lab 39 Troubleshooting Motors & Controllers 12:2 1.2 Lab 40 Troubleshooting Motors & Controllers 12:2

14


COURSE MASTER SCHEDULE (CONT.) WEEK 2 TOPIC NO. TYPE PERIOD TOPIC RATIO

Day 6

1.2 Lab 41 Troubleshooting Motors & Controllers 12:2 1.2 Lab 42 Troubleshooting Motors & Controllers 12:2 1.2 Lab 43 Troubleshooting Motors & Controllers 12:2 1.2 Lab 44 Troubleshooting Motors & Controllers 12:2 1.2 Lab 45 Troubleshooting Motors & Controllers 12:2 1.2 Lab 46 Troubleshooting Motors & Controllers 12:2 1.2 Lab 47 Troubleshooting Motors & Controllers 12:2 1.2 Lab 48 Troubleshooting Motors & Controllers 12:2




Day 10 1.2 Lab 73 Troubleshooting Motors & Controllers 12:2 1.2 Lab 74 Troubleshooting Motors & Controllers 12:2 1.2 Lab 75 Troubleshooting Motors & Controllers 12:2 1.2 Lab 76 Troubleshooting Motors & Controllers 12:2 1.2 Class 77 Performance Test 12:1 1.2 Class 78 Performance Test 12:1 0.3 Class 79 Critiques 12:1 0.3 Class 80 Graduation 12:1

15

TRAINEE GUIDE A-721-0032 Lesson Topic 0.1 - Orientation/Introduction

A. Introduction

During this lesson you will learn key points of organization, mission, and regulations of Naval Construction Training Center.

B. Enabling Objectives

0.1 This is a familiarization topic.

C. Topic Outline

1. Introduction

2. Student supplies/materials

a. Desk nameplate

b. Trainee Guide

c. Pencils and pen

d. Notebook, loose leaf

3. Chain of Command and Organization

a. Chain of Command

b. Classroom Organization

4. Curriculum

a. Learning Objectives, state what you must:

(1) Know

(2) Do

b. Examinations

(1) Criterion Referenced Tests, individual and team performance is compared to standards outlined in the objectives.

(2) Written Test

(3) Performance Test

0.1 page 1


c. Test/Subtopic Failure

(1) Remediation

(2) Academic Review Board (ARB)

d. Curriculum Counseling

(1) Academic problems

(2) Non-academic problems

e. Night Study

(1) Mandatory

(a) Failing grades

(b) Poor academic performance

(2) Voluntary

(3) Reading assignments

f. Class hours

(1) Monday through Friday ______ to ______.

(2) Lunch ________ to __________

(3) Absences

(a) Medical

(b) Dental

(c) Leave

(1) Regular

(2) Emergency

(d) Phone calls

(1) Personal calls policy

0.1 page 2


(2) CE School

(3) NCTC OOD/Quarterdeck (emergency only)

(e) Tobacco Use Regulations

(1) Only in designated areas.

(f) Appearance

(1) Prescribed uniform

(2) Neat, orderly appearance

(g) End of Course Critique

0.1 page 3

TRAINEE GUIDE A-721-0032 Lesson Topic 0.2 - Safety Practice

A. Introduction

During this lesson you will learn general safety practices, safe handling and use of equipment and tools, general shop safety, fire safety, MSDS, and Pre Mishap Plan.


0.2 This is a familiarization

C. Topic Outline

1. Introduction

2. General Safety

a. Generally, workers are injured because of their own carelessness or the carelessness of another person.

b. Training for safety is just as important as learning to be a skilled craftsman. Safety is a combination; knowledge and awareness.

c. To prevent mishaps and injuries, observe all safety regulations, use all safety devices and guards when working with machines, and learn to control your work and actions so as to avoid danger.

d. Everyone is responsible for safety.

3. Safe handling and use of equipment and tools

a. Lockout and tagging circuits

(1) Controls that are to be deactivated during the course of work on energized or de energized equipment or circuits must be tagged.

(2) Tags shall be placed to identify plainly the equipment or circuits being worked on.

(3) Tags and signs

(a) Danger tag

1) Red

2) DO NOT operate equipment with a red tag.

(b) Caution tag

0.2 page 1


1) Yellow

2) Provides temporary operating instructions

3) Operate with caution when attached.

(c) Warning sign

1) White background with red and black lettering.

2) Warn personnel of potential hazard, such as high voltage.

(d) Noise sign

1) Warn personnel of high noise level that can be detrimental to hearing.

2) Posted on equipment and/or door to room where the equipment is installed.

(4) Operation of fuel-driven machines

(a) Safe practices

1) Follow all operating instructions.

2) Use the fuel specified on the fuel tank.

(b) Unsafe practices

1) Overloading the capacity of the equipment.

2) Oiling or adjusting the equipment while it is in operation.

3) Repairing equipment while it is operating.

(5) Operation of electric power-driven tools.

(a) Plugging into electrical sources.

1) Check for frayed or damaged cords.

2) Turn switches OFF before plugging in.

(b) Extension cord use:

0.2 page 2


1) Ensure cord size and length are suitable for the amperage of the tool or

equipment.

2) Ground Fault Circuit Interrupter (GFI)

(c) Operation of pneumatic power tools

1) Wear protective gear:

[a] Safety boots

[b] Face shield or goggles.

[c] Hearing protection

2) Lay idle tools down in such a manner that no harm can be done if the switch is accidentally activated.

3) DO NOT use compressed air:

[a] To clean clothing being worn.

[b] To blow dust off the body.

4) NEVER point an air hose at anyone.

b. General shop safety

(1) Personal safety

(a) Tripping hazards

1) Ensure all hand tools and portable equipment are placed in a safe area.

2) Ensure all extension cords lay on the floor or above head level.

(b) Slipping hazards

1) Keep all oil, grease and water wiped up.

2) Place all paper in trashcans.

3) Keep welding rod stubs off floor.

(c) Eye hazards

0.2 page 3


1) Use proper eye protection when hammering, chiseling and chipping to

protect from small pieces of flying metal.

2) DO NOT use tools with mushroomed heads.

3) Use proper eye protection around cutting, grinding and welding operations.

(d) Compressed gases

1) Compressed gases can injure your eyes and penetrate the skin.

(e) Report all mishaps to class safety P.O. and/or instructor.

(2) Fire safety

(a) Avoiding and preventing fires.

1) Good housekeeping

[a] Keep flammable materials away from heat and open flame.

[b] Keep floors and work benches clean.

2) Proper storage of materials

[a] Store oily rags in container.

3) Smoking

[a] Smoke in authorized spaces only.

4) Know evacuation routes

[a] From classroom.

[b] From shop areas

5) Report all fires to class safety P.O. and/or instructor.

(3) Material Safety Data Sheet (MSDS)

(a) Purpose, used to identify hazardous materials and their properties:

1) What the material is

0.2 page 4


[a] Name

[b] Manufacture

[c] Physical and chemical properties

[d] Emergency information and phone numbers

2) Why it’s hazardous

[a] Physical risk/ways you can be exposed

3) How to work with it safely:

[a] Protective equipment required

[b] Proper handling and storage

[c] Proper disposal

4) Check the MSDS before you start any job using hazardous materials and ensure that safety procedures are followed.

c. Pre Mishap Plan

(1) Methods of reporting a mishap by telephone.

(a) State whether an ambulance is needed and give the following information:

1) Nature of mishap/accident

2) Health hazards; signs and symptoms of exposure, such as headaches, nausea, dizziness, eye and skin irritations.

3) Location

4) Number of injured and seriousness

(2) Speed is important, but relaying proper location and information can save a life.

(3) It is important that a mishap/accident form be filled out as soon as possible.

0.2 page 5

TRAINEE GUIDE A-721-0032 LESSON TOPIC 0.2 - SAFETY PRACTICE

4. OPERATIONAL RISK MANAGEMENT (ORM) Concept

a. A decision making tool used by people at all levels to increase operational effectiveness by anticipating hazards and reducing the potential for loss, thereby increasing the probably of a successful mission.

b. Increases our ability to make informed decisions by providing the best baseline of

knowledge and experience available.

c. Minimizes risk to acceptable levels, commensurate with mission accomplishment. Applying the ORM process will reduce mishaps, lower cost, and provide for more efficient use of resources.

5. ORM Five Step Process

a. Identify

b. Assess hazards

c. Make Risk Management Decisions

d. Implement Controls

(1) Administrative Controls (2) Engineering Controls

(3) Personal Protective Equipment

e. Supervise

6. Principals of ORM

a. Accept risk when benefits outweigh the cost – the goal of ORM is not to eliminate risk, but to manage the risk so the mission can be accomplished with a minimum amount of loss.

b. Accept no unnecessary risk – take only risk which are necessary to accomplish the

mission.

c. Anticipate and manage risk by planning – identify risk early in the planning process.

0.2 page 6

TRAINEE GUIDE A-721-0032 LESSON TOPIC 0.2 - SAFETY PRACTICE

d. Make risk decisions at the right level – management decisions are made by the leader

directly responsible for the operation. 7. Risk Assessment Matrix

a. Hazard Severity – assessment of the worst credible consequence which can occur as a result of a hazard.

I = May cause death, loss of facility/asset II = May cause severe injury, illness, property damage

II = May cause minor injury, illness, property damage

IV = Minimal threat

b. Mishap Probability – the probably that a hazard will result in a mishap or loss.

A = Likely to occur immediately or within a short period of time B = Probably will occur in time

C = May occur in time

D = Unlikely to occur

c. Risk Assessment Code

1 = Critical Probability

A B C D

I 1 1 2 3

II 1 2 3 4

III 2 3 4 5

Seve

rity

IV 3 4 5 5

2 = Serious

3 = Moderate

4 = Minor

5 = Negligible

0.2 page 7

TRAINEE GUIDE A-721-0032 (Change 1) LESSON TOPIC 0.2 - SAFETY PRACTICE

8. Energy Control Program

a. To put a program in place in order to protect workers and equipment.

b. Required during the servicing and performance of maintenance, when the unexpected energizing or movement of equipment could cause injury to personnel and / or damaged property. This includes;

(1) Any source of electricity.

(2) Mechanical.

(3) Hydraulic.

(4) Pneumatic.

(5) Thermal (heat / steam).

c. Keep in mind; some equipment utilizes two or more types of energy sources i.e. electrical and hydraulic

(1) ALL MUST BE SECURE!

d. Not required for routine operation unless:

(1) Workers are required to remove or bypass a guard or other safety device.

(2) Workers are required to place ANY part of their body into an area where work is actually performed (point of operation).

9. Equipment.

a. Lockout Device.

(1) A device utilizing a positive means to hold an energy-isolating device in a SAFE position in order to prevent the energizing of a machine or equipment. Examples are;

(a) Padlock

1) Locks will be standardized by size, type, or color (preferred) and identified by a number or letter

2) All locks will have accompanying tags

(b) Chain and padlock.

0.2 page 8


(c) Adapter pins.

(d) Self-locking fasteners.

(2) A single padlock may be used for single, individual lockout procedures.

(3) Group or maintenance requires a lockout device enabling EACH WORKER a lace to position an individual lockout device.

(a) If the device will not accept multiple locks or tags, a multiple device WILL BE USED.

(b) As each individual no longer need to maintain their lockout / tagout protection, that person shall remove their own isolating device.

b. Tagout Device.

(1) A prominent warning device-which can be securely fastened to an energy isolating device. Tags accompany the lockout device. Tags alone will be used only as a last resort. It will indicate that the energy isolating device and equipment being controlled WILL NOT BE OPERATED until it’s removal. LOCKOUT, NOT TAGOUT IS THE PREFERRED METHOD

(a) Will be constructed and printed so that exposure to weather conditions will not cause it’s deterioration.

(b) Shall be substantial enough to prevent inadvertent or accidental removal without the use of excessive force or unusual techniques.

(c) Tag attachment means, shall be of a non-reusable type, hand self-locking non-releasable with strength of no less than 50 pounds.

(d) Shall warn against hazardous conditions if the machine or equipment is energized.

(e) Shall include a legend such as;

1) DO NOT START

2) DO NOT OPEN

3) DO NOT CLOSE

4) DO NOT ENERGIZE

5) DO NOT OPERATE

0.2 page 9


(2) Shall have the name of the person installing the tagout as well as the date of

installation.

(3) The tag will be affixed to the individual lockout device.

(a) If it cannot be attached directly it will be placed as close as possible.

c. Standardization.

(1) Lockout and Tagout devices will be standardized within the activity by color (preferred) shape, size and identified by a number or letter. Tagout devices will also be standardized in print and format.

d. Lockout / Tagout Log.

(1) Departments or spaces will maintain a log for documenting lockout and tagout procedures conducted in their space. The log should include;

(a) The tag serial number.

(b) The tool or equipment locked / tagged out.

(c) Location (building number, room)

(d) When the lock was applied and removed.

(e) The lock number

(f) A remarks section.

(g) A signature block of the person performing the lockout / tagout.

10. Application (prior to maintenance)

a. Performed by authorized personnel ONLY.

(1) Shall be designated and trained.

b. Must have through knowledge of the machine or equipment.

(1) Type and magnitude of the energy.

(2) Hazards of the energy to be controlled.

(3) Methods or means of controlling the energy.

0.2 page 10


c. An orderly shutdown will be established to minimize the danger and inform affected

employees.

d. Affix the lockout device ensuring it properly disables the energy supplying device.

e. Attach the tagout device DIRECTLY TO the lockout device.

f. Stored Energy.

(1) All potentially hazardous stored or residual energy shall be relieved and rendered safe.

(a) Capacitors

(b) Hydraulics and pneumatics

(c) ENSURE you secure all energy producing devices.

(2) If the potential for re-accumulation of stored energy exists, the system will need to be verified safe on a periodic schedule.

g. Verification of Isolation.

(1) Prior to starting work the authorized person will verify that the isolation or de-energizing of the equipment has been accomplished.

11. Release from Lockout / Tagout.

a. Work area shall be inspected to ensure that non-essential items have been removed and that the machine or equipment components are operationally safe.

b. Each lockout / tagout device will be removed by the individual who applied it as well as notifying all affected employees of the removal.

(1) When the authorized employee who applied the lockout / tagout is not available, it may be removed ONLY under the direction of a supervisor familiar with the shutdown. He will also be familiar with the removal procedures previously mentioned.

(2) The supervisor will first verify that;

(a) The authorized person is no longer at the facility or job site.

(b) All reasonable efforts have been made to contact the authorized person and inform them of the removal.

0.2 page 11


(c) The authorized person has knowledge of the removal PRIOR TO starting work

the next day or shift.

12. Tagout.

a. May be used on equipment that cannot be locked out and will only be done with approval from the Department Head or Company Commander.

13. Energized Circuits.

a. WILL NOT BE PERFORMED without permission of the Commanding Officer.

14. Training.

a. All personnel authorized to perform work or are affected by the lock out / tag out procedures will receive training, as well as annual. Refresher training.

b. Training shall be documented in the individuals training record.

0.2 page 12

TRAINEE GUIDE A-721-0032

Lesson Topic 1.1 Fundamentals Of Motors & Controllers

A. Introduction

This lesson topic covers the fundamentals of motors and controllers and their components.

B. Enabling Objectives:

1.1 DESCRIBE the theory of operation and installation procedures of single and three phase electric motors in accordance with the current edition Construction Electrician rate manual and currently prescribed manuals.

C. Topic Outline:

1. Introduction.

2. Motor Fundamentals:

a. Three phase motors.

(1) Types of motors.

(a) Squirrel-cage induction motor.

(b) Wound rotor induction motor.

(c) Synchronous motor.

(2) Characteristics.

(a) Constant speed characteristics.

(b) Variety of starting torques.

(c) High or low starting current.

(d) Higher efficiency than single phase motors.

(3) Name plate data.

(a) General information: 220-440 volt, 3-phase, 60-cycles, 5 HP 1750 RPM. A connection diagram for high or low voltage operation.

(b) Design: Squirrel cage and induction motors are designated as design A, B, C, or D.

1) Types: A, B, and C have a slip at rated load of 5% or less.

1-1 page 1



2) Type: D has a slip at rated load of more than 5%

3) Motors of ten poles or more designated as type A or B have slip at a rated load of 5% or more.

(c) Type: Motor enclosures are grouped under two headings.

1) Open- this consists of 11 types.

a) Example: General purpose Ventilating openings permit the passage of external cooling air over and around the windings of the machine.

2) Totally enclosed- these consist of 9 types.

a) Example: Non-ventilated- not equipped for cooling by external means.

(d) Frame

(e) Rating- the period of time in which the motor will develop full horsepower at the stated voltage and frequency without overheating and exceeding the temperature rise.

(f) Centigrade rise- the temperature rise above the ambient or room temperature when operating at full load.

(g) Code- Indicates the type of bars used in the rotor.

1) Type A Rotor

a) Very poor running characteristics

b) The highest percent of slip.

2) Type B through E

a) Fair starting torque.

b) Low starting current.

c) Fair speed regulation.

3) Type F through V

a) Good starting torque.

1-1 page 2



b) Very good speed regulation.

c) Low percent of slip.

(h) S.F. (Service Factor) – Is a multiplier when applied to the horsepower, indicates the permissible horsepower loading that maybe carried at the rated voltage, frequency and temperature.

(4) Applications.

(a) Machine tools.

(b) Pumps of all kinds.

(c) Elevators.

(d) Blowers and fans.

(e) Cranes and hoists.

(f) Compressors.

(5) Construction.

(a) Stator

1) Laminated steel core.

2) Slotted to contain coils.

1-1 page 3



(b) Rotor

3) Squirrel cage rotors are classified into 6 classes.

a) Class A: Moderate torque, moderate starting current.

b) Class B: Moderate torque, low starting current.

c) Class C: High torque, low starting current.

d) Class D: High slip.

e) Class E: Low starting torque, moderate starting current.

f) Class F: Low starting torque, low starting current.

(b) Wound rotor.

1) Windings usually connected wye.

2) Open ends of windings are terminated to slip rings on the shaft.

3) From slip rings a circuit is completed to rotor rheostat, to be used to control starting current.

a) Has high starting torque, low starting current.

(c) End bells.

1-1 page 4



1) One at each end.

2) Contains bearings.

a) Ball or sleeve bearings.

(d) Windings.

1) Primary windings

a) Always connected to the supply.

b) These windings are usually on the stator.

2) Secondary windings.

a) Receive the reduced voltage.

b) Could be either squirrel cage or wound rotor.

(6) Theory.

(a) Rotating magnetic field.

1) Stator field travels at synchronous speed.

a) PFxTS =

2) Magnetic poles induced into squirrel cage rotor.

a) Interaction between stator poles causes torque to be developed.

3) Rotor speed never equals synchronous speed.

a) Difference between rotor and synchronous speed is called slip.

1] Can be denoted in percentage or R.P.M.

2] SRSSlip −=% x 100

3] Must always be some slip or relative motion to have current induced in rotor bars.

1-1 page 5



4] The larger the current in the rotor winding, the more torque developed.

5] As load is added, rotor slows down.

6] More slip causes more current and higher starting torque, so motor is considered to have fairly constant speed.

4) Stator winding connection.

a) Stator winding is basically three single phase windings, 120°apart on the stator.

b) All coils will be identical.

1] Same wire size.

2] Same number of turns.

3] Same span.

c) Stator winding will have the same number of coils as slots.

d) Pole-phase group.

1] Three or more coils connected in series to form part of main pole.

2] Pole-phase group = Phases (3) X poles.

a] A three phase, four pole motor would have 12 pole phase groups.

3] Each pole phase group contains an equal number of coils

4] GroupsTotalCoilsTotalgroupperCoils =

a] Three phase, four pole 36 slot stator would have 36 coils, 12 groups, 3 coils per group.

5] Each main pole formed by three adjacent pole phase groups, one from each phase.

1-1 page 6



(7) Wye or Star dual voltage connection.

(a) Voltage in each phase is equal to line voltage divided by 1.73 or line voltage multiplied by .58

(b) Current in each phase is equal to line current.

(c) High voltage.

1) 4-7 / 5-8 / 6-9

Line leads to 1, 2, and 3

(d) Low voltage.

1) 1-7 / 2-8 / 3-9

1) 4, 5, and 6 tie together to form the second wye.

2) Line leads connect to 1-7 / 2-8 / 3-9.

1-1 page 7



(8) Delta dual voltage connection.

(a) Voltage in phase equal to line voltage

(b) Current in each phase is equal to line current divided by 1.73 or multiplied by .58

(c) High voltage

1) 4-7 / 5-8 / 6-9

2) Line leads connect to 1/ 2/ 3.

(d) Low voltage.

1) (1-6-7) / (2-4-8) / (3-5-9)

2) Line leads to each connection.

(9) Determine internal connection of three-phase motors.

(a) Use test lamp, buzzer, megger or ohmmeter.

(b) Continuity between 7-8-9 indicates a wye connection.

(c) Continuity between 8-6 / 5-7 / 4-9 indicates a delta connection.

1-1 page 8



b. Alternating Current Motors-single phase.

(1) Characteristics

(a) Unlike D.C. motors- they do not have commutators and armature windings feed directly from a power source.

(b) Initial source current to A.C. motors with full starting voltage, rarely exceed 6 to 7 times their rated value.

(2) Name Plate Data

(a) H.P.-Horse Power

(b) Cycle- Hertz

(c) Temp. Rise-The temperature the motor is allowed to reach under full load.

(d) No. of poles- Number of poles.

(e) R.P.M. – Motors speed.

(f) Type-Manufacturers type.

(g) Model- Manufacturers model number.

(h) Code-Indicates the type of bars used in the rotor.

1) Type A Rotor

a) Very poor running characteristics

b) The highest percent of slip.

2) Type B through E

a) Fair starting torque.

b) Low starting current.

c) Fair speed regulation.

3) Type F through V

1-1 page 9



a) Good starting torque.

b) Very good speed regulation.

c) Low percent of slip.

(i) Volts- Input voltage.

(j) Frame – Frame number can be used to determine the motors measurement. This information is documented in the form of a chart.

1) Some of the measurements found on the charts are the shaft diameter, distance from the shaft to the base, the spacing of the mounting holes and the type of mounting.

(k) Serial number- Manufacturer Assigned.

(l) Number of slots- the number of slots.

(m) Time rating- the period of time in which the motor will develop full horsepower at the stated voltage and frequency without overheating and exceeding the temperature rise.

(n) Phase- The number of phase required.

(o) S.F. (Service Factor) – Is a multiplier when applied to the horsepower, indicates the permissible horsepower loading that maybe carried at the rated voltage, frequency and temperature.

(p) Amps- Full load amperage.

c. Single phase motors:

(1) Single Phase Motors most commonly used.

(a) Split Phase

(b) Shaded Pole

(c) Capacitor Start

(d) Squirrel Cage/Wound Rotor

(e) Split Capacitor

1-1 page 10



(f) Two Value Capacitor

(g) Repulsion

(h) Repulsion Induction

(i) Repulsion Start Induction

(j) Universal

(k) Synchronous motor

(2) Spilt phase motor.

(a) Construction.

1) Squirrel cage rotor.

2) Stator.

3) End bells

4) Running winding.

a) Many turns.

b) Large wire.

c) Low resistance.

d) High inductive reactance.

1-1 page 11



e) Bottom of the slot adding to the inductive reactance (x2) component.

5) Start winding.

a) 20 to 30 percent fewer turns than the run winding.

b) 6 to 7 times smaller wire that the run winding.

c) Higher resistance than the running winding.

d) Low inductive reactance.

e) Top of slot adding to the resistance component.

f) Placed on the stator 90 º electrically from the running winding.

6) Centrifugal switch- Mechanical device.

a) Normally closed.

b) Opens at 75 percent of rated speed.

(b) Characteristics.

1) Constant speed.

2) Higher starting torque to that of the shaded pole motor.

3) Lowest starting torque of the split phase motors.

4) Currents in the start and run windings are 30 º to 50 ° Out of phase with each other, due to the high inductive reactance of the run windings.

5) High starting current 300 to 500 percent of running current.

(c) Applications.

1) Oil burners.

2) Washing machines

3) Small pumps

4) Bench grinders.

1-1 page 12



5) Where a low starting torque is adequate.

(d) Theory.

1) Starts on a rotating magnetic field cutting the squirrel cage rotor.

2) At 75% percent of running speed the centrifugal switch operates, disconnecting the start windings.

3) Motor continues to run like an induction motor

4) The alternating stator field and the alternating rotor field combine to maintain the rotating magnetic field necessary to run the motor.

5) There must always be some slip.

6) If the rotor traveled at the same speed as the magnetic field, there would be no relative motion between the rotor bars and the field, and consequently no current flow in the rotor circuit.

7) To reverse rotation reverse the current flow through the starting winding or the running winding. But not both.

(3) Shaded pole motor.

(a) Stator – stationary portion of motor.

1-1 page 13



(b) Windings.

1) Start windings – small wire top of slot.

2) Run windings – larger wire on the bottom.

(c) End bells.

(4) Squirrel cage or Wound rotor.

(a) Squirrel cage rotor.

1) Laminated core.

a) Cooler and efficiently reduces Eddie current and hysteresis losses.

2) Shaft.

3) Rotor bars.

4) End ring.

(b) Wound rotor.

1) Requires the use of brushes and slip rings for this reason it is not popular and is used only in limited applications.

2) No commutator.

(c) Speed.

1-1 page 14



1) Any motor having a squirrel cage rotor has a constant speed characteristic.

2) The speed of the rotating magnetic field is known as synchronous speed.

a) Synchronous speed may be determined by Formula: SP=FT

b) The speed of the rotor is known as rotor speed.

c) The difference between synchronous speed and rotor speed is known as slip.

d) Slip maybe expressed in two ways.

1] Percent of slip=SpeedSyncRotorspeedspeedSync

.. − X 100

2] Revolutions per minute

a] RPM of slip = Sync. Speed – rotor speed

(d) Theory of operation of induction motors.

1) With alternating field set-up by the stator winding, the motor will not be self-starting.

a) No torque developed in any given direction.

b) Start the rotor by spinning; it will continue to run.

c) Not self-starting.

2) A rotating magnetic field must be developed by the stator windings to make a single-phase induction motor self-starting.

3) To develop a rotating magnet field these conditions must be satisfied.

a) Coils properly positioned on the stator, 90 º apart.

b) Currents in the starting and running windings must be out of phase with each other.

c) The applied voltage, and therefore the currents flowing through the windings must be A.C.

1-1 page 15



4) Once started by a rotating magnetic field on the stator, the squirrel cage rotor will continue to run.

(5) Capacitor-start motor.

(a) Construction.

1) Similar to a straight split phase motor.

2) Start winding conductors are the same size or up to four sizes smaller, and has 15 to 25 % fewer turns, than the run winding.

3) The capacitor is connected in series with the start winding.

4) Start winding capacitor rated at 100 to 1000 µ.


1) Constant speed.

2) Higher starting torque than a straight split phase motor.

3) Currents in the starting and running windings are 90º out-of phase with each other.

4) Lower starting current than a straight spilt-phase motor.

(c) Centrifugal switch.

(d) Applications.

1) Where a high starting torque is required.

1-1 page 16



a) Refrigerators

b) Compressor

c) Pumps

d) Buffers

(e) Theory

1) Same theoretical principles as the straight spilt-phase motor.

a) Capacitor provides better starting torque with lower current.

2) Operates on single or dual voltages.

3) Single voltage – One input voltage.

4) Dual voltage

a) Operates on two different voltages.

b) Motor delivers the same horsepower regardless of operating voltage.

c) The nameplate lists two different voltage ratings and two different current ratings.

d) The magnetic field has the same ampere turns of strength on both voltage ratings.

e) Connections.

1] Low voltage.

2] High voltage.

(6) Split Capacitor Motors

(a) Construction.

1) Similar to the capacitor start except for:

2) The same value capacitors for both the start winding and the run winding.

a) The capacitor and start winding are connected in the circuit at all times.

1-1 page 17



b) The capacitor is oil-impregnated type and is of low value compared with electrolytic capacitors.

1] No centrifugal switch.

3) Characteristics.

a) Quiet and smooth running.

b) Comparatively low torque.

c) Larger sizes can be repaired.

d) Smaller sizes cannot be repaired do to their construction

4) Applications.

a) Small sizes used on all types of motors.

b) Larger sizes are used in hermetically sealed refrigerators.

(7) Two-value capacitor-run split phase motor.

(a) Construction is similar to other split-phase motors.

1) Two capacitors in parallel with each other, but in series with the start windings.

2) Has a centrifugal switch.


1) Constant speed.

2) High starting torque.

3) Quiet and smooth operation. (running)

(c) Applications.

1) Compressors.

2) Refrigerators.

3) Pumps.

1-1 page 18



4) Hoists.

(d) Theory

1) Similar to all other split-phase motors.

2) It uses one capacitor of higher value in the start windings to develop a high starting torque. At 75% the centrifugal switch opens, disengaging the capacitor and engaging the other capacitor of different value to give it quiet operation.

3) Some of these motors are single-voltage, others are dual voltages.

(9) Repulsion motor.

(a) Construction.

1) Stator winding

a) Usually in two sections.

b) Similar to the running winding of dual voltage split phase motor.

c) Usually dual voltage.

2) Rotor.

a) Wound.

1] Lap.

2] Wave.

b) Skewed.

1] Reduces magnetic hum

2] Develops more uniform starting torque.

c) Commutator

1] Radial

3) End bells

1-1 page 19



4) Brushes

a) Made of carbon

b) Are short circuited to each other.

5) Brush holders

a) Support either one the front end plate or on the armature shaft. Depending on which type of motor.

6) Characteristics.

a) Very similar to D.C. series motor.

b) May race to very high speeds and no load.

c) High starting torque.

d) Higher starting torque than capacitor start split phase motor of the same horsepower, and draws less starting current.

(b) Applications.

1) Buffers.

2) Compressors

3) Pumps.

4) Floor sanders.

5) Commercial refrigerators.

6) Hoists.

(c) Theory.

1) Like poles repel each other.

2) Rotor poles and stator poles must be off center.

3) Two neutral planes

a) Hard neutral (correct) motor rotates in direction of brush shift.

1-1 page 20



b) Soft neutral (incorrect) motor rotates in opposition direction.

(d) Reversing.

1) Shift the brushes 15 ° Past hard neutral.

2) Determining the hard neutral.

a) Move brushes to right of neutral plane.

1] Clockwise rotation.

b) Move brushes to the left of neutral plane

1] Counter-clockwise rotation.

c) Proper rotation both times

1] Hard neutral

d) Improper rotation either time

1] Soft neutral.

3) The position of the brushes not only determines the direction of the motor but also the torque the motor will have.

(e) Most repulsion motors are dual voltages.

(f) Has no starting winding.

(g) Some motors have compensating windings to improve power factor, and speed regulation.

1) To reverse these motors it is necessary to reverse the compensating leads as well as to shift the brush holders.

(10) Repulsion-induction motor.

(a) Construction

1) Stator is the same as the repulsion motor.

2) Rotor.

1-1 page 21



a) Usually wound with lap winding.

b) Contains a squirrel cage rotor in addition to the regular winding.

1] Out of sight

2] Below regular winding.



2) Fairly constant speed.

(c) Application.

1) Refrigerators

2) Pumps

3) Compressors

4) Hoists

5) Conveyor belts

(d) Theory.

1) Armature winding give the motor good starting torque.

2) Squirrel-cage winding gives the motor a constant speed characteristic.

3) Usually dual voltage motor.

4) May have compensating windings to increase power factor.

(11) Repulsion start induction run motor.

(a) Construction.

1) Similar to repulsion motor.

2) Has a wound rotor.

3) No squirrel cage winding.

1-1 page 22



4) Short circuiting necklace.

a) Shorts all commutator segments together at 75% of motors speed.

5) Two types.

a) Brush riding

1] Brushes ride commutator at all times.

2] Axial commutator.

b) Brush lifting.

1] Brushes move away from commutator at 75% of full speed.

2] Radial commutator.



2) Low starting current.

(c) Applications.

1) Commercial refrigerators.

2) Pumps.

3) Compressors

4) Buffers.

(d) Theory.

1) Starts on the repulsion principal.

2) Converts to squirrel cage rotor at 75% after the short circuiting necklace shorts the commutator segments.

3) The brushes may lift or they may ride the commutator.

4) To reverse direction shift the brushes 15°

1-1 page 23



5) Usually dual voltage motor.

(12) Universal motor

(a) Construction.

1) Frame.

2) Field core

a) Constructed of laminations that are designed contain to both field poles of a two-pole motor.

b) Field poles are connected in series with each other.

c) End plates, which contain the brushes.

(b) Characteristics

1) Similar to dc series motor.

2) Operates on AC or DC.

a) Voltages are approximately the same.

b) Frequency is not greater than 60Hz.

3) Wound rotor construction.

1-1 page 24



4) Speed varies with load.

5) Reverse direction by reversing current flow through the rotor or the field coils but not both.

6) Speed control

a) Resistance method.

b) Carbon block

c) Centrifugal device

d) Tapped field

(c) Applications.

1) Portable hand tools

2) Sewing machine

3) Food mixers

4) Vacuum cleaners.

(13) Single-phase synchronous motor.

(a) Construction.

1) The rotor is built of hardened magnetic steel.

2) The stator is laminated and will usually have shading coils imbedded in the pole pieces.

3) When geared down enough torque is developed to drive timepieces, Etc.

(b) Operation.

1) A rotating magnetic field is set up by the stator winding and the shading coils.

2) As the magnetic field shifts across the rotor eddy currents are setup in the rotor.

3) The eddy currents set up magnetic poles on the rotor.

1-1 page 25



4) Enough torque is developed by the interaction of the stator field and the rotor field to start the motor and increase the rotor speed until it is almost equal to synchronous speed.

5) As the motor reaches synchronous speed the rotor steel becomes magnetized in one direction since it is a part of the magnetic circuit for the stator flux.

6) The definite poles set up on the rotor pull the rotor into synchronism with the rotating stator field and the motor now operates as a synchronous motor.

7) There is no slip.

c. Test and maintenance procedures.

(1) Induction motors.

(a) Visual inspection.

1) Broken or cracked end bells.

2) Bent shaft.

3) Broken or burned leads.

(b) Bearings.

1) Try to move shaft up and down in the bearing, by using hand or screwdriver.

2) Try to turn shaft by hand, it should rotate freely.

(c) Check for grounds.

1) Test lamp.

2) Megger.

3) Hi voltage (Hi Pot)

4) Z meter.

(d) Test with power.

1) Excessive noise.

2) Fuse may blow.

1-1 page 26



3) Smoke.

4) Improper speed.

(e) If power indicates trouble you should.

1) Mark the bells with punch.

2) Disassemble.

3) Check for shorts.

a) Inside growler.

4) Examine winding.

5) Examine centrifugal switch.

(2) Capacitor-start induction motor.

(a) For shorts, grounds, and opens. Use the same procedure that is used for Induction motors.

(b) Test capacitors.

1) Spark test.

a) Connect to AC power source for an instant to charge then short circuit.

b) Spark should occur.

2) Short-circuit test with DC test lamp.

a) The capacitor should block the flow of DC and keep the lamp from lighting it is good.

b) If shorted the lamp will light.

3) Grounds check made with a test lamp

a) Either AC or DC.

(c) Repulsion motor.

1) Grounds.

1-1 page 27



a) Test lamp.

b) Megger

c) Hi Voltage (Hi Pot)

2) Short on stator.

a) Inside growler.

b) Voltage drop across each pole, DC voltmeter and battery.

3) Shorts on rotor.

a) Growler.

b) Bar to bar test.

c) Induction method.

1] Raise brushes.

2] Apply power

3] A tendency for rotor to stick indicates a short.

4] A tendency for the rotor to jump indicates a short.

d) Opens.

1] Test lamp on stator.

2] Bar to bar test.

4) Repulsion-Start induction run.

a) Test as usual for shorts and opens.

b) Watch out for:

1] Dirty necklace.

2] Improper Governor spring tension.

(d) Determine class of repulsion motor.

1-1 page 28



1) Proceed as follows.

a) Start motor.

b) Lift the brushes.

c) If the motor stops it is a repulsion motor.

d) If the motor continues to run it is a repulsion-induction motor or Repulsion start induction run motor.

e) Now stop the motor and look for a short circuiting device.

1] The repulsion induction motor doesn’t have one, the repulsion start induction run will always have one.

(e) Reassemble.

1) Once the trouble is located, repaired and clean the motor and reassemble.

2) Apply power once again and make an amp-meter check, compare your reading to that of the name plate data.

3) Lubricate your motor with the manufacturers recommended lubricant.

4) Check speed with tachometer

5) Always keep your sleeves rolled up when testing motors.

6) Never allow a motor to run without placing tape or paper on the shaft when testing.

a) It will not appear to be running otherwise, and someone may lean on the shaft.

b) Be aware of 60 cycle strobe effect of fluorescent lights.

1-1 page 29


Lesson Topic 1.2 Troubleshooting Motors &Controllers

A. Introduction.

This lesson topic will cover various motor controllers and their components, basic functions, schematics, operation, and maintenance.

B. Enabling Objectives:

1.2 DESCRIBE the troubleshooting and maintenance procedures for the following motor controllers: start-stop, forward reverse, part-winding, resistive start, wye start/delta run, and autotransformer in accordance with the current edition Rosenberg Electric Motor Repair Manual.

1.3 INSTALL the following motor controllers: start-stop (from two locations), forward-reverse, part-winding, resistive start, wye start/delta run, and autotransformer in accordance with the current edition Rosenberg Electric Motor Repair Manual.

1.4 TROUBLESHOOT the following motor controllers: start stop (from two locations), forward reverse, part winding, resistive start, wye start/delta run, and autotransformer in accordance with the current edition Rosenberg Electric Motor Repair Manual.

C. Topic Outline.

1. Introduction.

2. Alternating Current Motor Control.

a. Motor Branch Circuit Conductor

1) Defined as all conductors between the distribution panel and the motor controller.

2) Must have current carrying capacity to carry at 125% of motor full load current.

b. Motor Branch Circuit Overload.

1) Defined as all fuses or circuit breakers, which protect conductors, controllers and personnel.

2) Must be able to carry the starting current of the motor, plus additional percentage depending on motor.

c. Motor Disconnect Means.

1) Any device which, when opened, totally isolates the motor and controller from the branch circuit.

1-2 page 1



2) Must clearly indicate the open and closed position.

3) Must be in sight of the controller unless it can be locked in the open position.

a) A distance of more than 50 feet is considered out of sight.

b) If rated over 600 volts, can be out of sight with proper labeling.

3. Motor Controllers

a. Basic Functions.

1) Start and stop a motor. Must be capable of starting and stopping a motor repeatedly in a safe, quick and dependable manner.

2) Control the speed of the motor.

3) Provide forward and reverse operation.

4) Permit automatic control.

5) Limit motor starting current.

6) Provide motor overload protection.

7) Prevent motor from automatically restarting after a power outage.

b. Markings on controllers.

1) Manufactures name.

2) Voltage. (AC or DC)

a) Line

b) Coil or control.

3) Current or horsepower.

4) Motor for which it is suitable.

5) Motor running over current protection when applicable.

6) NEMA size. 00 to 8

1-2 page 2



7) Type of enclosure.

a) Rain tight

b) Weather proof.

c) Vapor proof

d) Explosion proof.

8) Duty.

a) Continuous.

(1) Operation at a substantially constant load for an indefinitely long time.

b) Intermittent.

(1) Operation for alternate intervals of (1) load and no load; or (2) load and rest; or (3) load, no load, and rest.

c) Periodic.

(1) Intermittent operation in which the load conditions are regularly recurrent.

d) Short time.

(1) Operation at a substantially constant load for a short and definite, specified time.

e) Varying.

(1) Operation at loads, and for intervals of time, both of which may be subject to wide variation.

c. Motor running protection.

1) A device that operates thermally to open motor circuit in case of motor overloads.

2) Types of overloads. (Heaters)

a) Magnetic type - Operates on current intensity.

b) Thermal type.

1-2 page 3



(1) Instantaneous trip.

(2) Bimetallic overload relay.

3) Used where small motors do not require remoter starting.

4. Manuel starters.

a. Closing and opening done by hand.

b. Provided with overload protection.

c. No “under or low” voltage protection.

d. Two types.

1) Drum- used for forward and reverse.

2) Toggle- used for start-stop station.

5. Magnetic starters.

a. May be used with single or polyphase motors.

1-2 page 4



1) Momentary contact push button requires manual reset.

2) Maintained contact push button allows for automatic restarts

3) Selector switch gives choice of automatic or manual starting.

4) Control relay locks out an under voltage. Requires manual reset before restarting.

1-2 page 5



5) Sequence control is the method by which starters are connected so one cannot be started until the other one is energized.

1-2 page 6



6) Reversing controller.

a) Typical reversing starter uses two 3-pole contactors.

(1) Interlocked mechanically so they cannot be closed simultaneously.

b) Contacts F and R are interlocks.

1-2 page 7



c) Operation

(1) Pressing forward button completes circuit L1 thru the stop button, thru R normally closed (N.C.) contact; the forward (F) coil is energized holding the forward contacts closed.

1-2 page 8



(2) Pressing the stop button opens the circuit through the F coil, which opens all forward contacts.

(3) Pressing the reverse button energizes reverse (R) coil, which closes the reverse contacts. Terminals T1 and T3 are now interchanged and motor reverses. At the same time, it opens the forward circuit.

7) Inrush Current Control.

a) Two methods are used to limit inrush current.

(1) Reconnecting starting windings.

(2) Cutting back voltage at the motor terminals.

b) Part winding and wye/delta arrangements are the most common methods of reducing inrush currents.

c) Primary impedance, resistive start, or autotransformers are used to reduce starting voltage, thus reducing inrush current during motor starting.

d) Part winding starting.

(1) By dividing the start windings in (2) two sections.

(2) Motor starts on one and parallels with the other for running.

(3) Ammeter will read about 60 percent of full across the line amps on startup.

(4) Operation of a Wye-wye connected part winding.

(a) Depressing start button energizes the 1M contactor and the time-delay relay (TR) causing the motor to run on half the winding T1, T2,T3

(b) After the time-delay relay has timed out, contacts TR close causing M2 contactor to close connecting second half of winding T7, T8, T9

1-2 page 9



(c) The total motor current of the wye connected part winding motor is divided equally between the two sets of windings.

(d) Part winding is an accelerator type starter.

e) Wye-delta Starting.

(1) Offers starting torque and current at 33 percent of full value.

(2) Used only with three phase Delta motors.

(3) Used for driving centrifugal chillers of large, central air conditioning units for loads such as fans, blowers, pumps of centrifuges and where reduced starting torque is necessary.

(4) During the wye starting connection winding voltage is 58 percent of the line potential.

(5) Operation.

(a) Pressing the start button energizes contactors S, 1M, and the time delay TR. The S contactor connects motor terminals T4, T5, and T6, and contactor M1 connects the incoming power lines to motor terminals T1, T2, and T3, causing the motor to start as a wye connected motor.

(b) After the time delay relay times out, the timed to open (T.O.) contacts open, dropping out contactor S, and the timed to close (T.C.) contacts close, energizing contactor M2. The M2 contactor, upon energizing, applies the line wires to terminals T4, T5, and T6, causing the motor to run at full voltage.

f) Resistive start.

(1) Resistors are in series with the line.

1-2 page 10



(2) There is a voltage drop across the resistors and the voltage is reduced at the motor terminals.

(3) Reduced motor starting speed and current are the result.

(4) As motor accelerates, the current through the resistors decreases, reducing the voltage drop and increasing the voltage across the motor terminals

(5) Thus giving a smooth acceleration and gradually increasing torque and voltage.

(6) The resistors are disconnected when the motor reaches a predetermined speed.

(7) Used to start squirrel cage motors where limited torque is required to prevent damage to driven machinery.

(8) Operation.

(a) When the start button is pressed, a complete circuit is established from L1 through the stop button, start button, coil (S),time delay coil (TR) and the overload relay contact.

(b) When coil (S) is energized, the main power contacts (S) and the control circuit maintaining contacts (S) are closed.

(c) The motor is energized through the overload heaters and the starting resistor. After a predetermined time, delay contacts (T.C.) closes to contactor coil (R).

(d) Coil (R), in turn, closes contacts (R), the resistors are bypassed, and the motor is connected across the full line voltage.

1-2 page 11



(9) Autotransformer starter.

(a) A coil of wire wound on a laminated iron core with several taps brought out to obtain different voltages. 50 percent 65 percent, 80 percent and 100 percent.

(b) Starting voltage is one half of the line voltage.

(c) With this connection, line starting current is considerably reduced.

(10) Operation.

(a) When the start button is closed momentarily, the timing relay (TR), starting coil (S) and transformer connecting coil (Y) are energized

1-2 page 12



(b) The starting coil (S) contacts actuate, closing main contacts and holding contacts. Holding contacts maintain control circuit once the start push button is released. Main contacts connect the transformer to the line voltage.

(c) The transformer connecting coil (Y) contacts close, making the wye connection for autotransformer and opening the (Y) N.C. contacts in series with the (R) run coil.

1] After 3-5 seconds, the timing delay relay (TR) contacts actuate, opening the (T.O.) contacts and closing the (T.C.) contacts.

(d) The timing relay coil actuates the timing mechanism fore the (T.C.) timed to close and the (T.O.) timed to open contacts.

(e) The (T.O.) de-energizes the Y coil, and opens the Y contacts connecting the autotransformer windings and closing the Y contacts in series with the run coil (R).

(f) The T.C. contacts closes, completing the circuit to the run coil (R). It is energized causing the R contacts to close. The motor circuit is now by passing the autotransformer windings and running at full voltage.

(g) To stop the motor, press the stop button, which opens the control circuit. The coils de-energize causing all contacts to return to their original configuration.

8) Braking.

a) Many motor applications require quick stopping or braking to ensure safe operation and to save time.

b) Methods.

(1) Plugging- a system in which the motor connections are reversed so the motor develops a counter torque, which acts as a retarding force.

(a) Provides for rapid stop and quick reversal of motor rotation.

(b) If the switch is adjusted properly, they will prevent the direction reversal after it reaches a stand still.

(2) Operation.

1-2 page 13



1] The shaft of the plugging switch is connected mechanically to the motor shaft or to the motor shaft of a driven machine.

2] The rotating motion of the motor is transmitted to the plugging switch contacts by a centrifugal mechanism or by magnetic induction.

3] The switch contacts are wired to the reversing starter, which controls the motor.

4] Acts as a link between the motor and reversing starter.

5] The starter applies just enough power in the reverse direction to bring the motor to a quick stop.

(3) Dynamic.

(a) Motor is reconnected so that it acts a generator.

1] Field is excited and there is a low resistance path across the armature, the generator action converts some of the mechanical energy of rotation into electrical energy. (HEAT)

(b) Motor slows down.

1] As the motor slows down, the generator action decreases, and the braking lessens.

2] Cannot be stopped by dynamic braking alone.

(4) Regenerative braking.

(a) An electric brake connected in line, keeps the motor shaft from turning.

(b) The motor is then connected as a shunt generator.

1] Series field is connected in series with a resistor. The combination is then connected directly across the line.

(5) Electronic braking.

(a) Direct current is applied to one or all three phases of the motor after the AC is removed. By means of a bride rectifier.

1] Stationary DC field in the field, instead of AC rotating field.

1-2 page 14



(b) Tapped resistors are sometimes used to adjust braking torque.

1] Controlled SCRs are sometimes used.

6. Motor Control Maintenance.

a. General.

1) Control equipment should be inspected with the motors.

2) Most repairs can be made on site.

3) Some parts are plug-in type and may be easily replaced.

4) Coils are often encased in epoxy compounds.

a) Rarely burn out

b. Thermal over load relays.

1) Purpose.

a) Provides motor protection against overloads and momentary surges.

b) They DO NOT provide short circuit protection.

(1) Protection against shorts and ground faults provided by fuses or circuit breakers ahead of the starter.

2) Relays.

a) Require testing to insure they are operational.

3) Heaters.

a) Are in series with the motors current.

(1) Designed to sense overcurrents caused by excessive loading.

b) Size of heater must match motor being protected.

4) Ambient temperature.

a) If starter and motor are in the same ambient temperature, the relay will operate accurately within assigned limits.

1-2 page 15



b) If the starter is in air-conditioned room and the motor is operating outdoors in direct sunlight and heat, the overload relay may not operate properly.

5) Relay testing.

a) Relays may fail to operate due to aging, inactivity and metal fatigue.

b) Periodic testing under simulated load conditions is an important part of good motor control maintenance.

c) Relay and circuit breaker tester, multi amp MS-1A.

(1) A portable high current test unit to test and check motor overloads relays, and circuit breakers. (up to 100 Amps.)

(2) Provides a dummy load to the relay, and measures time interval required to open contacts.

(3) Overload relays should be electrically checked every two years.

d) Contactors.

(1) The part of the motor starter that contains the coil and contacts.

(2) Magnetic forces developed by the coil lift the movable contacts into position and close the circuit.

(a) Sluggish acting guides may require cleaning.

(3) Contacts.

(a) Often designed to provide a rolling action so that the circuit is closed and opened on the contact tips.

(b) Made of copper or silver.

1] Copper oxide (corrosive coating) is not sufficiently conductive. Requires occasional cleaning to prevent overheating.

2] Silver oxide (corrosive coating) is conductive and requires very little cleaning.

3] Cleaning should be done with sandpaper, buffing wheel, or fine file. DO NOT USE EMERY CLOTH.

1-2 page 16



4] Contacts should not be lubricated.

e) Shunts.

(1) Flexible bands of woven copper strands.

(a) Carries current from movable contacts to a stationary stud.

(b) Shunts with broken strands should be replaced.

f) Dashpots.

(1) Timing device to provide a time delay as required.

(a) Designed with oil or air.

(b) Constructed to close tolerance.

(2) Maintenance requirements.

(a) Keep clean and operable.

(b) Replace oil with type recommended by manufacturer.

g) Coils.

(1) Contact closing coils should be operated at designed voltage.

(a) Overvoltage shortens life of coil.

(b) Undervoltage causes an incomplete contact closure.

1] The current flow through the coil will be higher than rated due to a large air gap in the magnetic circuit.

2] Coil maintenance consists of cleaning out accumulated dust and grease, and checking for proper rating and operation.

3] When handling a coil, do not pick it up by its leads.

7. Practical performance.

a. Wire the following motor controllers without error troubleshoot as necessary.

1) Start-stop 2 location.

1-2 page 17



2) Forward - reversing 2 location.

3) Part-winding.

4) Resistance start.

5) Wye starting delta run.

6) Autotransformer.

1-2 page 18

TRAINING GUIDE A-721-0032 (Change 1) JOB SHEET 1.2-1

TRAINING GUIDE A-721-0032 (Change 1) JOB SHEET 1.2-1

1.2 page 19

Follow Lock-Out/Tag-Out Standard Operating Procedures

1.2 page 19

TRAINEE GUIDE A-721-0032 Lesson Topic 0.3 - Course Critique & Graduation

A. Introduction

During this lesson you will complete the course critique requirements and participate in graduation functions.


0.3 This is a familiarization topic

C. Topic Outline

1. Introduction

2. Course Critique

a. Each student will complete the required critique sheet

b. Students are encouraged to make additional comments pertaining to course content, quality of instruction, and quality of life while at NCTC.

3. Graduation

a. Place

b. Time

c. Dress

0.3 page 1

motors & controllers ii a-711-0032 trainee … construction training center gulfport, ms...

Documents