Controlador de PLC

Studio 5000
Logix Designert
Level 1:
ControlLogixr
Fundamentals and
Troubleshooting
Student Manual
Important User Information
This documentation, whether, illustrative, printed, “online” or electronic (hereinafter “Documentation”) is intended for
use only as a learning aid when using Rockwell Automation approved demonstration hardware, software and firmware.
The Documentation should only be used as a learning tool by qualified professionals.
The variety of uses for the hardware, software and firmware (hereinafter “Products”) described in this Documentation,
mandates that those responsible for the application and use of those Products must satisfy themselves that all necessary
steps have been taken to ensure that each application and actual use meets all performance and safety requirements,
including any applicable laws, regulations, codes and standards in addition to any applicable technical documents.
In no event will Rockwell Automation, Inc., or any of its affiliate or subsidiary companies (hereinafter “Rockwell
Automation”) be responsible or liable for any indirect or consequential damages resulting from the use or application of
the Products described in this Documentation. Rockwell Automation does not assume responsibility or liability for
damages of any kind based on the alleged use of, or reliance on, this Documentation.
No patent liability is assumed by Rockwell Automation with respect to use of information, circuits, equipment, or
software described in the Documentation.
Except as specifically agreed in writing as part of a maintenance or support contract, equipment users are responsible for:
 properly using, calibrating, operating, monitoring and maintaining all Products consistent with all Rockwell
Automation or third-party provided instructions, warnings, recommendations and documentation;
 ensuring that only properly trained personnel use, operate and maintain the Products at all times;
 staying informed of all Product updates and alerts and implementing all updates and fixes; and
 all other factors affecting the Products that are outside of the direct control of Rockwell Automation.
Reproduction of the contents of the Documentation, in whole or in part, without written permission of Rockwell
Automation is prohibited.
Throughout this manual we use the following notes to make you aware of safety considerations:
Identifies information about practices or circumstances

that can cause an explosion in a hazardous environment,
which may lead to personal injury or death, property
damage, or economic loss.
Identifies information that is critical for successful

application and understanding of the product.
Identifies information about practices or circumstances

that can lead to personal injury or death, property
damage, or economic loss. Attentions help you:
identify a hazard
avoid a hazard
recognize the consequence
Important User Information
Labels may be located on or inside the drive to alert

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

people that surfaces may be dangerous temperatures.
Comment Form
Email: ratps@ra.rockwell.com
or Fax: 440.646.4425
Page 1 of
Date:
Contact Information:
Name:
Company and Location:
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Comments (include lesson title, if applicable):
Course or Product Name (Important):

Page 2
Table of Contents
Introduction
Course Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I
Course Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I
Software Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I
Who Should Attend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I
Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II
Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II
Meeting Course Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III
Student Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III
Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV
Applying Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV
Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV
Hands-On Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV
Certificate Candidates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V
ControlLogix/Studio 5000 Logix Designer Curriculum Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V
Lessons
Locating ControlLogix System Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 1

What You Will Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 1
When You Will Do This . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 1
Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 1
Logix5000 System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 1
ControlLogix Platform and Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 2
ControlLogix Chassis and Backplane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 2
ControlLogix Controller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 3
ControlLogix I/O Modules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 4
ControlLogix Communications Modules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 4
ControlLogix Platform Modularity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 4
Example: Multiple Controller System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 5
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 6
Demonstration Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 6
Exercise: Locating ControlLogix System Components . . . . . . . . . . . . . . . . . . . . . . 1- 7

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 7
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 9
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 10
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 10
ii Table of Contents
Navigating Through the Logix Designer Application . . . . . . . . . . . . . . . . . . . . . . . . 2- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2- 1
Logix Designer Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2- 1
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2- 2
Integrated Architecture Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2- 2
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2- 3
Exercise: Navigating Through the Logix Designer Application . . . . . . . . . . . . . . . . 2- 5

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2- 5
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2- 6
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2- 8
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2- 8
Connecting a Computer to a Communications Network in a Logix5000 System . . . . 3- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 1
Network Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 1
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 2
Point-to-Point Connection Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 2
EtherNet/IP Connection Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 3
RSLinx Classic Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 4
Connection Verification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 4
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 5
Exercise: Connecting a Computer to a Communications Network in a Logix5000

System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 7
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 8
Scenario 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 8
Scenario 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 10
Scenario 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 11
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 12
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 12
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 12
Scenario 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 12
Scenario 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 13
Scenario 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3- 13
Table of Contents iii
Downloading and Going Online to a Logix5000 Controller . . . . . . . . . . . . . . . . . . . . 4- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 1
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 1
Selecting and Changing a Controller’s Operating Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 1
Uploading a Project from a Logix5000 Controller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 3
Downloading and Going Online to a Logix5000 Controller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 3
Communications Path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 5
Correlation Errors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 6
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 7
Exercise: Downloading and Going Online to a Logix5000 Controller . . . . . . . . . . . . 4- 9

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 9
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 12
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 12
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 14
Scenario 1: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 14
Scenario 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4- 15
Locating I/O Tags and Devices in a ControlLogix System . . . . . . . . . . . . . . . . . . . . 5- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 1
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 1
Determining a Module Type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 2
Tags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 2
Data Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 3
Determining an I/O Module Tag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 4
Example: Local Digital I/O Tags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 5
Example: Local Analog I/O Tags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 6
Example: Remote I/O Tags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 7
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 7
Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 8
Interpreting I/O Module Tag Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 8
Exercise: Locating I/O Tags and Devices in a ControlLogix System . . . . . . . . . . . . . 5- 13

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 13
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 15
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 16
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5- 16
iv Table of Contents
Interpreting Logix Designer Project Organization and Execution . . . . . . . . . . . . . . . 6- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 1
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 1
Interpreting a Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 1
Continuous Task Operation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 1
Periodic Task Operation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 2
Example: Multiple Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 2
Event Task Operation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 2
Interpreting a Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 2
Program Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 2
Interpreting a Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 3
Subroutines and the JSR Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 3
Programming Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 4
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 5
Exercise: Interpreting Logix Designer Project Organization and Execution . . . . . . . 6- 7

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 7
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 9
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 10
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6- 10
Interpreting Ladder Logic Structure in a Logix Designer Routine . . . . . . . . . . . . . . 7- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 1
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 1
Ladder Logic Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 1
Rungs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 2
Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 2
Example: Interlaced Inputs and Outputs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 2
Verifying Logical Continuity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 3
Branches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 3
Input Combinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 4
Output Combinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 5
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 5
Exercise: Interpreting Ladder Logic Structure in a Logix Designer Routine . . . . . . . 7- 7

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 7
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 11
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 12
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7- 12
Table of Contents v
Locating and Editing Tag Values in a Logix Designer Project . . . . . . . . . . . . . . . . . . 8- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 1
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 1
Alias Tags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 1
Locating and Editing Tag Values through the Tags Window . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 2
Monitor Tags Tab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 2
Tags and Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 2
Display Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 3
Edit Tags Tab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 3
Locating and Editing Tag Values through a Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 4
Locating and Editing Tag Values in the Watch Tab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 4
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 5
Exercise: Locating and Editing Tag Values in a Logix Designer Project . . . . . . . . . . 8- 7

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 7
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 9
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 10
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8- 10
Interpreting Bit Instructions in a Logix Designer Routine . . . . . . . . . . . . . . . . . . . . . 9- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 1
Bit Instruction Components and Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 1
Interpreting Bit instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 2
Conditional Bit Input Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 2
Conditional Bit Output Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 2
One-Shot Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 3
Retentive Bit Output Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 3
Seal-In Logic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 3
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 4
Exercise: Interpreting Bit Instructions in a Logix Designer Routine . . . . . . . . . . . . . 9- 5

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 5
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 7
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 8
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9- 8
vi Table of Contents
Interpreting Frequently Used Instructions in a Logix Designer Routine . . . . . . . . . . 10- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 1
Timer and Counter Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 1
Key Timer/Counter Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 1
Timer Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 2
Counter Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 3
Program Control Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 3
JSR (Jump to Subroutine) Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 4
SBR (Subroutine) Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 4
RET (Return from Subroutine) Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 5
Math and Compare Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 5
Key Math/Compare Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 5
Math Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 6
Compare Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 6
Move Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 7
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 9
Exercise: Interpreting Frequently Used Instructions in a Logix Designer

Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 11
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 11
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 15
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 16
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10- 16
Interpreting Arrays in a Logix Designer Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 1
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 1
Example: Array . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 1
Array Addressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 2
Example: Three Dimensional Arrays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 2
Advanced Array Addressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 3
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 3
Exercise: Interpreting Arrays in a Logix Designer Project . . . . . . . . . . . . . . . . . . . . 11- 5

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 5
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 7
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 8
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 8
Table of Contents vii
Interpreting Tags of User-Defined Data Types in a Logix Designer Project . . . . . . . . 12- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 1
User-Defined Data Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 1
Example: User-Defined Data Type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 1
User-Defined Data Type Addressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 2
Example: User-Defined Data Type Addressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 2
Example: Arrays and User-Defined Data Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 3
Example: Addressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 3
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 4
Exercise: Interpreting Tags of User-Defined Data Types in a Logix Designer

Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 5
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 5
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 6
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 8
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12- 8
Searching for Project Components in a Logix Designer Project . . . . . . . . . . . . . . . . 13- 1

When Will You Do This . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 1
Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 1
Search Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 1
Searching For a Project Component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 1
Match Whole Word Only . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 2
Searching by Cross-Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 2
Display Tabs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 2
Bookmark Toolbar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 3
Searching Using the Browse Logic Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 3
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 4
Exercise: Searching for Project Components in a Logix Designer Project . . . . . . . . 13- 5

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 5
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 6
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 7
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 7
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 8
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 8
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13- 8
viii Table of Contents
Integrated Practice - Interpreting a Basic Logix Designer Project . . . . . . . . . . . . . . 14- 1

Exercise: Integrated Practice - Interpreting a Basic Logix Designer Project . . . . . . . 14- 3

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14- 3
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14- 5
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14- 6
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14- 6
Forcing I/O and Toggling Bits in the Logix Designer Application . . . . . . . . . . . . . . . 15- 1
Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15- 1
Force Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15- 1
Rules for Forcing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15- 2
Safety Precautions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15- 2
State of Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15- 3
Toggling Bits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15- 4
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15- 6
Exercise: Forcing I/O and Toggling Bits in the Logix Designer Application . . . . . . . 15- 7
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15- 7
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15- 11
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15- 12
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15- 12
Troubleshooting 1756 Digital I/O Module Problems . . . . . . . . . . . . . . . . . . . . . . . . . 16- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 1
Digital I/O Module Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 1
Removing and Inserting I/O Modules Under Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 2
RIUP and RTB Safety Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 2
Module Operation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 3
Interpreting Digital I/O Problems Using the Status Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 4
L7 Controller Status Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 4
Interpreting Digital I/O Problems Using Logix Designer Application . . . . . . . . . . . . . . . . . . . . . . . 16- 5
Fault Tags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 5
Resolving Common Digital I/O Module Faults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 6
Physical Module Errors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 6
Electronic Keying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 6
Keying Attributes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 6
Example: Exact Match Keying Prevents Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 7
Table of Contents ix
Example: Compatible Keying Prevents Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 8

Example: Compatible Keying Allows Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 8
Disabled Keying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 9
Electronic Keying Mismatches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 9
Connection Errors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 9
Ownership Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 9
Inhibited Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 10
Communication Network Errors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 10
Input Module Point-Level Faults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 10
Output Module Point-Level Faults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 10
Output States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 11
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 12
Exercise: Troubleshooting 1756 Digital I/O Module Problems . . . . . . . . . . . . . . . . . 16- 13

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 13
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 13
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 14
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 19
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 20
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 20
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 20
Troubleshooting 1756 Analog I/O Module Problems . . . . . . . . . . . . . . . . . . . . . . . . . 17- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 1
Analog I/O Module Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 1
Removing and Inserting I/O Modules Under Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 2
RIUP and RTB Safety Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 2
Module Operation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 3
Interpreting Analog I/O Problems Using the Status Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 4
L7 Controller Status Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 4
Interpreting Analog I/O Problems Using Logix Designer Application . . . . . . . . . . . . . . . . . . . . . . 17- 5
Analog Fault Tags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 5
Resolving Common Analog I/O Module Faults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 5
Physical Module Errors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 5
Electronic Keying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 6
Keying Attributes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 6
Example: Exact Match Keying Prevents Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 7
Example: Compatible Keying Prevents Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 7
Example: Compatible Keying Allows Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 8
Disabled Keying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 8
Electronic Keying Mismatches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 9
Specific Operation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 9
x Table of Contents
Configuration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 9
Alarm Configuration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 10
Limits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 10
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 11
Exercise: Troubleshooting 1756 Analog I/O Module Problems . . . . . . . . . . . . . . . . . 17- 13

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 13
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 13
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 14
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 17
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 18
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 18
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17- 18
Troubleshooting 1756 Remote I/O Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 1

When Will You Do This . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 1
Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 1
Identifying Remote I/O Modules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 1
Example: Direct Wiring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 2
Example: Remote I/O . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 2
Selecting Remote I/O Tags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 3
Identifying Remote I/O Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 3
Resolving Common Remote I/O Module Faults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 4
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 5
Exercise: Troubleshooting 1756 Remote I/O Problems . . . . . . . . . . . . . . . . . . . . . . . 18- 7

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 7
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 9
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 10
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 10
Updating Logix5000 Firmware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 1
Tools You Will Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 1
Firmware Supervisor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 2
Precautions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 2
Make Sure You Read the Release Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 2
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 2
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 3
Table of Contents xi
Exercise: Updating Logix5000 Firmware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 5

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 5
Situation A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 5
Situation B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 5
Situation C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 6
Situation D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 7
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 7
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 8
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 8
Situation A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 8
Situation B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 8
Situation C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 8
Situation D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 8
Troubleshooting ControlLogix Controller Problems . . . . . . . . . . . . . . . . . . . . . . . . 20- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 1
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 1
RIUP Safety Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 2
Controller LEDs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 2
Non-Recoverable Major Fault . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 3
Recoverable Major Fault . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 4
Recoverable Major Fault Processing: Level 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 4
Recoverable Major Fault Processing: Level 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 5
Multiple Recoverable Major Faults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 5
Common Major Faults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 6
Minor Fault . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 6
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 7
Exercise: Troubleshooting ControlLogix Controller Problems . . . . . . . . . . . . . . . . . 20- 9

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 9
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 11
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 11
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 13
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 14
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 14
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20- 14
Troubleshooting ControlLogix Power Supply Problems . . . . . . . . . . . . . . . . . . . . . 21- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 1
Power Supply Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 1
xii Table of Contents
Over Current Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 2

Identifying Power Supply Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 2
Resolving Common Power Supply Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 2
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 3
Exercise: Troubleshooting ControlLogix Power Supply Problems . . . . . . . . . . . . . . 21- 5

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 5
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 6
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 6
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 8
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 10
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 10
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 11
Analyzing and Troubleshooting a System Using a Logix Designer Trend Chart . . . . 22- 1
Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 1
Trend Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 1
Configuring a Trend Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 1
Operating a Trend Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 2
Trend Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 2
Trend Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 2
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 3
Exercise: Analyzing and Troubleshooting a System Using a Logix Designer

Trend Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 5
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 5
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 6
Exercise B (Optional) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 7
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 8
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 10
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 10
Exercise B (Optional) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22- 11
Integrated Practice - Troubleshooting Basic Logix Designer Projects . . . . . . . . . . . 23- 1

Table of Contents xiii
Exercise: Integrated Practice - Troubleshooting Basic Logix Designer Projects . . . . 23- 3

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23- 3
Troubleshooting - Basic Skills Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23- 3
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23- 5
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23- 6
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23- 6
Editing Ladder Logic Online in a Logix Designer Project . . . . . . . . . . . . . . . . . . . . . 24- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 1
Ladder Logic Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 1
Component Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 2
Online Safety Warning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 3
Editing Ladder Logic Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 3
Verifying a Project or a Project Component Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 4
Finalize Edits Option . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 6
Edit Zone Markers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 6
Identifying if Other Online Users are Editing a Controller Project . . . . . . . . . . . . . . . . . . . . . . . 24- 6
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 8
Exercise: Editing Ladder Logic Online in a Logix Designer Project . . . . . . . . . . . . . 24- 9

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 9
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 11
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 12
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24- 12
Managing Logix Designer Project Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 1
File Storage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 1
Exporting an .acd Project File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 1
Importing a .l5k Text File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 2
Importing a .l5x XML File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 3
Multiple Backup Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 3
Comparing Projects for Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 3
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 5
Exercise: Managing Logix Designer Project Files . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 7

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 7
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 7
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Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 8
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 9
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 10
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 10
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 10
Documenting and Printing Components in a Logix Designer Project . . . . . . . . . . . . 26- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26- 1
Documenting a Project Component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26- 1
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26- 3
Exercise: Documenting and Printing Components in a Logix Designer Project . . . . 26- 5

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26- 5
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26- 6
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26- 8
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26- 8
Troubleshooting Noise-Related Problems in a Logix5000 System . . . . . . . . . . . . . . 27- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 1
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 1
Identifying Noise Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 1
Improper Grounding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 2
Excessive Heat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 2
Activation of Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 2
Variable Frequency Drives and Other Specific Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 3
Unsuspected Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 3
Network Noise Diagnosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 3
Troubleshooting Noise-Related Problems Using RSLinx Classic Software . . . . . . . . . . . . . . . . 27- 3
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 4
Exercise: Troubleshooting Noise-Related Problems in a Logix5000 System . . . . . . 27- 5

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 5
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 8
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 8
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 9
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 10
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 10
Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27- 10
Table of Contents xv
Optional Lessons
Understanding Control Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 1

Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 1
Control Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 1
Information Flow in a Programmable Control System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 1
Programmable Control System Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 2
Programmable Control System Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 2
Controller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 2
Input/Output (I/O) System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 3
Input and Output Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 3
Programming System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 3
Communications Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 4
Here’s How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 5
Exercise: Understanding Control Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 7

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 7
How Did You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 9
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 10
Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 10
Appendices
I/O Wiring Diagrams for the HVAC System Application . . . . . . . . . . . . . . . . . . . . . . A- 1

Slot 0 - 1756-OB16D Digital Output Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A- 1
Slot 2 - 1756-IB16D Digital Input Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A- 2
Slot 4 - 1756-OB16D Digital Output Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A- 3
Slot 7 - 1756-OF6VI Analog Output Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A- 4
Slot 8 - 1756-IF6VI Analog Input Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A- 5
Node Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B- 1
I/O Wiring Diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C- 1

Slot 0 - 1756-OB16D Digital Output Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C- 1
Slot 2 - 1756-IB16D Digital Input Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C- 2
Slot 4 - 1756-OB16D Digital Output Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C- 3
Slot 7 - 1756-OF6VI Analog Output Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C- 4
Slot 8 - 1756-IF6VI Analog Input Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C- 5
ControlLogix Workstation I/O Device Assignments . . . . . . . . . . . . . . . . . . . . . . . . . D- 1

Local I/O Tags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D- 2
xvi Table of Contents
Course Overview I
Course Overview
Course Purpose Upon completion of this course, you should be able to troubleshoot a
previously operational ControlLogix system and restore normal
operation.
You will have the opportunity to develop and practice these skills by:
 Learning basic concepts and terminology used with:
- ControlLogix system hardware
- Studio 5000 Logix Designer application
 Practicing a systematic strategy for diagnosing and
troubleshooting problems:
- Configuration issues
- Electrical noise
- Faulty/malfunctioning field devices
- Controller, I/O or other hardware issues
 Performing hands-on exercises
Reference: All Logix5000 systems use the same control engine;
therefore, tasks are similar. You will see applicable references for
other systems.
Software Name The Studio 5000 engineering environment combines engineering and
design elements into a common environment. The Logix Designer
application is the product to program Logix5000 controllers for
discrete, process, batch, motion, safety, and drive-based solutions.
Who Should Attend This course is intended for individuals who need to maintain and
troubleshoot a ControlLogix system — but have no or little current
working experience with ControlLogix systems.
Activity: Introduce yourself, say the company you work for, and tell
the instructor and others what you hope to take away from this
course.
II Course Overview
Prerequisites To successfully complete this course, the following prerequisites are

required:
 Ability to perform basic Microsoft Windows tasks
 Previous experience with common industrial control system
concepts
Question: Is everyone comfortable with these skills?
Agenda This course consists of the following lessons:
Day 1
 Course Overview
 Optional: Understanding Control Systems
 Locating ControlLogix System Components
 Navigating Through the Logix Designer Application
 Connecting a Computer to a Communications Network in a
Logix5000 System
 Downloading and Going Online to a Logix5000 Controller
 Locating I/O Tags and Devices in a ControlLogix System
 Interpreting Logix Designer Project Organization and Execution
Day 2
 Interpreting Ladder Logic Structure in a Logix Designer Routine
 Locating and Editing Tag Values in a Logix Designer Project
 Interpreting Bit Instructions in a Logix Designer Routine
 Interpreting Frequently Used Instructions in a Logix Designer
Routine
 Interpreting Arrays in a Logix Designer Project
 Interpreting Tags of User-Defined Data Types in a Logix
Designer Project
Day 3
 Searching for Project Components in a Logix Designer Project
 Integrated Practice - Interpreting a Basic Logix Designer Project
 Forcing I/O and Toggling Bits in the Logix Designer Application
 Troubleshooting 1756 Digital I/O Module Problems
 Troubleshooting 1756 Analog I/O Module Problems
(Continued)
Course Overview III
Day 4
 Troubleshooting 1756 Remote I/O Problems
 Updating Logix5000 Firmware
 Troubleshooting ControlLogix Controller Problems
 Troubleshooting ControlLogix Power Supply Problems
 Analyzing and Troubleshooting a System Using a Logix Designer
Trend Chart
 Integrated Practice - Troubleshooting Basic Logix Designer
Projects
Day 5
 Editing Ladder Logic Online in a Logix Designer Project
 Managing Logix Designer Project Files
 Documenting and Printing Components in a Logix Designer
Project
 Troubleshooting Noise-Related Problems in a Logix5000 System
Meeting Course Objectives The following course structure is generally used to help you
understand the content and activities:
 One lesson is devoted to each task.
 Typical lesson includes most or all of these sections:
-“What You Will Learn” - lesson objectives
-“When You Will Do This” - lesson context
-“Before You Begin” - preparatory material
-“Here’s How” - demonstration of procedures
-“Exercise” - opportunity to perform new skills, often in a
hands-on lab environment
- “How Did You Do?” - where to go for feedback on
performance
- “Answers” - answers to exercises
 Integrated practices provide an opportunity to perform tasks using
the skills obtained during the training.
Student Materials To enhance and facilitate your learning experience, the following
materials are provided as part of the course package:
 Student Manual:
- Contains the topical outlines and exercises
- Used to follow presentations, take notes, and work through
exercises
 Logix5000 Systems Glossary:
- Contains terms and definitions specific to Logix5000 systems
- Defines key Logix5000 systems terminology
IV Course Overview
 Studio 5000 Logix Designer and Logix5000 Procedures Guide:

- Provides the steps required to complete basic Logix Designer
application tasks that are common to all Logix5000 hardware
platforms
 Logix5000 Documentation Reference Guide:
- Searchable, electronic resource
- Contains frequently referenced technical documentation
 ControlLogix Troubleshooting Guide:
- Contains a systematic approach to diagnosing and
troubleshooting common ControlLogix system problems
Reference: Your instructor will show you these job aids now.
Safety Applying Technology
When applying this technology in hands-on lab exercises or back at

your facility you must:
 Follow local electrical and industrial applicable laws, regulations,
codes, and standards (e.g., PPE use, etc.)
 Follow all product safety warnings in the materials and the
current product documentation
Examples
The configuration and programming examples shown are intended

for training purposes:
 You will have different requirements associated with your actual
plant application.
 You must verify that the necessary steps have been taken to meet
all performance and applicable safety requirements.
Reference: See the Important User Information provided with this
material for more details.
Hands-On Exercises Throughout this course, you will have the opportunity to practice the
skills you have learned through a variety of hands-on exercises:
 Exercises focus on the skills introduced in each lesson.
 Integrated practices combine and practice several key skills at
once.
 Exercises are performed on a ControlLogix workstation:
- The skills taught in this course can be applied to all
Logix5000 platforms.
- You can perform these tasks on the specific platform used in
your plant.
Course Overview V
Certificate Candidates If you are a candidate for a Certificate Exam, you must:
 Take notes
 Ask questions for clarification
 Follow along with demonstrations using the job aids
 Complete all labs
Tip " The Certificate Exam questions are scenario-based and may require
you to understand information from all of these areas.
To study for the exam, you must keep all class materials and your
written notes.
ControlLogix/Studio 5000 After completing this training, you may be interested in one or more
Logix Designer Curriculum of the following courses:
Map  Studio 5000 Logix Designer Level 3: Basic Ladder Logic
Interpretation (Course No. CCCL21)
 DeviceNet and RSNetWorx Configuration and Troubleshooting
(Course No. CCP164)
 ControlNet and RSNetWorx Configuration and Troubleshooting
(Course No. CCP173)
Reference: See the curriculum map in the front of your Student
Manual for a complete listing of available ControlLogix/Studio 5000
Logix Designer courses.
VI Course Overview
Lesson 1
Locating ControlLogix System
Components
What You Will Learn After completing this lesson, you should be able to:
 Locate ControlLogix platform hardware components
- Chassis
- Controller
- I/O and communication modules
- Power supply
When You Will Do This
You will locate ControlLogix system components in preparation for

installing or troubleshooting a control system.
Before You Begin Logix5000 System
When showing the slide containing the Logix Control Engine: The operating system common to all
different control engines, be sure to Logix5000 controllers.
mouse over each platform for a
definition.
In addition to the ControlLogix system, the Logix control engine is
Start with the ControlLogix system and found in other platforms or physical formats.
move clockwise.
Take Note: As your instructor provides a more detailed definition of
If students ask, mention that the each platform, record the key differences.
GuardLogix safety controller is
similar to the other Logix5000
controllers and can be programmed with
Logix Designer software. ControlLogix System
SoftLogix System
CompactLogix System
Tip " Because all Logix5000 platforms have the same control engine, they
are all programmed in a similar manner using the same software.
Rev. September 2013 E 2013 Rockwell Automation, Inc. All rights reserved.
CM3sb56r
1- 2 Locating ControlLogix System Components
ControlLogix Platform and Components
Note that the ControlLogix platform is The ControlLogix platform allows multiple controllers, I/O modules
similar to the modular format of PLC and communication modules in any location within the chassis:
systems.
Chassis
Controllers
Power
Supply
I/O and Communication Modules
Question: Are you already familiar with any of these terms?
ControlLogix Chassis and Backplane

Inform students that not all Logix5000 The chassis and backplane work together to create an electrical
platforms have a chassis. SoftLogix connection between modules:
platform has a “virtual chassis” rather
than a hardware chassis and the
CompactLogix platform sits on a DIN Chassis
rail.
ControlBus Backplane: Printed circuit
board at the back of the chassis that
provides electrical interconnection
between modules.
E 2013 Rockwell Automation, Inc. All rights reserved. Rev. September 2013
CM3sb56r
Locating ControlLogix System Components 1- 3
Slots are numbered from left to right starting with 0:

Note that the last slot number is always
one less than the total number of slots in
the chassis (e.g., a 4-slot chassis is
numbered 0-3, a 7-slot chassis is
numbered 0-6).
ControlLogix Chassis Sizes:
4-slot
7-slot
10-slot
13-slot
0 1 2 3 4 5 6 7 8 9
17-slot
Activity: As your instructor points to a slot on the workstation, give

the slot number.
ControlLogix Controller
The ControlLogix controller is a 32-bit controller that combines
logic and data in modular memory.
Mention that there are several new The newest addition to the ControlLogix controller line, the L7x
controllers (1756-A7XT and the series, includes the following hardware enhancements:
1756-L73XT/L73SXT) for extreme
environment applications.  Scrolling display that shows fault information, firmware revision,
and other data
 SecureDigital (SD) memory card that can prevent firmware flash
updates when locked
 Embedded USB port with plug-and-play capability
 Energy storage modules (ESMs) that replace lithium batteries:
- Stores project to onboard, non-volatile memory on a power
down
- Keeps wall clock running for up to 5 days
Show & Tell: Your instructor will show you the key parts of a
ControlLogix L7x controller.
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ControlLogix I/O Modules

The wiring from the process/machine is connected to I/O modules
through one of the following methods:
 Directly wired to the I/O module
 Wired to an intermediate terminal block daisy-chained to the I/O
module
Emphasize that the module must be  Wired to an RTB (removable terminal block) on the I/O module
unlocked. Show the locking tab to the
students. - RTBs allow you to replace or interchange I/O modules
without rewiring them.
Explain that an RTB makes module
replacement easier because the Show & Tell: Watch as your instructor removes an I/O module from
wiring to the I/O module only
has to be performed once. the chassis, detaches the RTB, and shows you key components.
Remove a digital I/O module from a
chassis, detach the RTB, and
show the students the device. ControlLogix Communications Modules
ControlLogix communication modules are available to support many
Identify each module in the workstation common industrial networks, including:
as you review them.
 EtherNet/IP
 ControlNet
 DeviceNet
 Data Highway Plus
 Remote I/O
Activity: Identify each module in the workstation as your instructor
reviews them.
ControlLogix Platform Modularity

A ControlLogix system can range in complexity:
 A simple stand-alone controller and I/O modules in a single
chassis
Note that a remote chassis may contain  A complex system with multiple controllers, chassis, and
a controller, but it does not require one. networks in different locations
It requires a communications module to
connect to the network.
In the example graphic, one
ControlLogix chassis (top)
contains controllers, while
the other chassis does not.
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Locating ControlLogix System Components 1- 5
Example: Multiple Controller System

ControlLogix Chassis
ControlLogix Chassis
DeviceNet Network EtherNet/IP Network
ControlNet
Network
CompactBlock
I/O
PanelView Plus
CompactLogix Terminal
PLC-5 System System
PowerFlex 700S
Phase II Drive ArmorBlock
MaXum
Chalk Talk: Using the previous example as a guide, your instructor

may draw and discuss additional system layouts.
E-Tool: If you plan to use other Logix5000 controllers in your

system, see the Logix5000 Controller Design Considerations
Reference Manual available from the Integrated Architecture Tools
web site (http://www.rockwellautomation.com/solutions/integrated
architecture/resources3.html).
CM3sb56r
Here’s How To perform the following tasks:

If students have a good grasp of the  Locate ControlLogix platform hardware components
hardware from discussions and activities
previously completed, you can scale - Chassis
back the demonstration. - Controller
- I/O and communication modules
- Power supply
Activity: As your instructor demonstrates this procedure, follow
along.
Demonstration Checklist
IMPORTANT: To meet IACET CEU
requirements and fully prepare
certificate students for the final exam,
you must demonstrate all lesson
objectives using the proper job aids.
Use the information on the Pay attention to these critical aspects of the demonstration:
Demonstration Checklist to help guide
you during the demonstration. - Ensure your instructor has shown you how to locate
ControlLogix platform hardware components.
- Can you locate information that identifies a given

module?
- Can you determine slot numbers in a ControlLogix

chassis?
- Can you locate ControlLogix L7x controller components?
- Remove and replace modules in a ControlLogix chassis.
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Exercise: Locating ControlLogix System Components 1- 7
Exercise: Locating ControlLogix

System Components
Exercise A In this exercise, you will practice locating the main components of a
ControlLogix platform and a ControlLogix controller.
Context:
Because your plant’s compressor assembly application is complex, a
ControlLogix system has been selected for your plant. You must
identify and become familiar with your system’s hardware before
you can begin working with it.
Directions:
Use the following list to examine your ControlLogix system:
1. Check the workstation chassis size:
- Four slot
- Seven slot
- Ten slot
- Thirteen slot
- Seventeen slot
2. Place a check in the box after you locate each of the following
components:
- Power supply
- Power LED
- Scrolling displays on the controller and modules
3. Remove power from the workstation.
4. Remove the controller from Slot 1 of the chassis. Place a check in

the box after you locate each of the following controller
components:
- Labels
- Keyswitch
- Controller LEDs
- SD card slot
- Energy storage module (ESM)
- USB port
- Top and bottom locking tabs
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1- 8 Exercise: Locating ControlLogix System Components
5. With the controller still removed, locate the ControlBus

backplane.
6. What is the purpose of the ControlBus backplane?
7. Reinsert the controller.
8. Using the module faceplates and the labels inside the module
doors, identify the name (e.g., Logix 5573 controller) and the
catalog number (e.g., 1756-L73) of each workstation module in
the provided spaces:
0 1 2 3 4 5 6 7 8 9
Tip " The first answer is provided for you.
A. Slot 0:
1756- OB16D digital output module
B. Slot 1:
C. Slot 2:
D. Slot 3: Empty
E. Slot 4:
F. Slot 5 (the door will not open):

Note: The door will not open so first remove the module in
slot 5.
Reinsert the module when you are done.
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Exercise: Locating ControlLogix System Components 1- 9
G. Slot 6: Empty
H. Slot 7:
I. Slot 8:
J. Slot 9:
9. Remove the RTB on the module in slot 2.
10. Slide the RTB housing off so you have access to the wiring
terminals.
11. What is an advantage of using RTBs?
12. Remove the module in slot 2.
13. Replace the RTB housing.
14. Replace the module and RTB in slot 2.
How Did You Do? Turn to the Answers section.
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1- 10 Exercise: Locating ControlLogix System Components
Answers Exercise A
If you are not using a standard ControlLogix

training workstation (Part No. ABT-TDCLX3),
your answers may vary.
1. The workstation has a 10-slot chassis.

3. The energy storage module (ESM) is stored in the bottom part
of the controller. To remove the ESM, you should:
- If it is present, remove the key from the mode switch.
- Press down on the black release button (next to the USB
port) with your thumb and pull the ESM away from the
controller.
6. The ControlBus backplane provides electrical interconnection
between the modules in a chassis.
8. The workstation contains the following hardware:
A. Slot 0: 1756-OB16D digital output module
B. Slot 1: 1756-L73 (Logix5573) controller
C. Slot 2: 1756-IB16D digital input module
E. Slot 4: 1756-OB16D digital output module
F. Slot 5: 1756-CNB ControlNet bridge module
H. Slot 7: 1756-OF6VI analog output module
I. Slot 8: 1756-IF6I analog input module
J. Slot 9: 1756-ENBT EtherNet/IP communications bridge
module
11. RTBs allow you to replace or interchange I/O modules without
rewiring them. This makes module replacement easier because
the wiring to the I/O module only has to be performed once.
RTBs also allow all of the wiring to be completed without the

modules being installed, protecting the modules from potential
damage during the panel building process.
CM3e56r
Lesson 2
Navigating Through the Logix
Designer Application
 Locate application components
 Navigate through the application
You will navigate through the Logix Designer application when

determining issues that may cause a shutdown of your machine or
process.
Before You Begin Logix Designer Application
The Logix Designer application is used to program and configure all

Logix5000 systems. It is opened from the Studio 5000 environment:
Create a New Project
Open an Existing Project
The Logix Designer application is used to perform the following

tasks:
 Develop and modify code:
If you are teaching the standard course, - Ladder logic
mention that ladder logic will be - Function block diagram
discussed later in the course.
- Structured text
- Sequential function chart
NAVsb56r
2- 2 Navigating Through the Logix Designer Application
 Configure Logix5000 modules (e.g. I/O cards, communications

cards, motion modules, etc.)
 Configure remote devices through a communications card
 Monitor project and system components during operation
Tip " If you are familiar with RSLogix 5 or RSLogix 500 software, you
will notice many similarities in the Logix Designer application.
Key Terms
Controller Organizer: A tree structure that is used to organize an

entire project:
 Shows all major project areas and the component hierarchy
 Similar to Windows Explorer
Routine Editor/Tags Window: A window that displays the open
routine or tags collection opened through the Controller Organizer.
Output Window: A window at the bottom of the main window that

contains the following tabs:
Explain the components found in the  Search Results Tab: Results of a search for a project component.
Output window.
 Watch Tab: Window for viewing data in an open routine.
 Errors Tab: Results of a verification for errors in the project.
Help System: Embedded tools that provide assistance when
programming or maintaining a Logix5000 system.
Integrated Architecture Tools
E-Tools: You can access a variety of electronic resources to help you

specify system hardware and begin working with the Logix Designer
application and other related offerings. They are available from the
Integrated Architecture Tools web site
Open the Start Page and (http://www.rockwellautomation.com/solutions/integratedarchitectur
show part of a video clip. e/resources.html) or the Start Page.
Recommended clip: Show the last
2 minutes of the Manage Windows video
by clicking on the forward button
until you reach the 7:55 mark in Activity: Your instructor will give a brief overview of the Start Page
the video. and play a clip from the tool.
NAVsb56r
Navigating Through the Logix Designer Application 2- 3

 Locate application components
 Navigate through the application
along in the associated job aid(s).
Use the information on the Pay attention to these critical aspects of the demonstration:
Demonstration Checklist to help guide
you during the demonstration. - Locate the following components:
Controller Organizer
Standard toolbar
Open the NAV_1756R_DEM1.acd Online bar
project file or create a new file when Path toolbar
demonstrating the tasks to the students. Language element toolbar
Routine Editor/Tags window
- Display, hide, and dock toolbars.
- When is it useful to dock and float software components?
- As multiple routines are opened, see how tabs can be

used for navigation.
- Auto hide the Controller Organizer.
- Locate the Start Pages and other resources embedded

in the Logix Designer application.
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2- 4 Navigating Through the Logix Designer Application
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Exercise: Navigating Through the Logix Designer Application 2- 5
Exercise: Navigating Through the

Logix Designer Application
Exercise A In this exercise, you will practice navigating through the Logix
Designer application.
Context:
As you prepare to work with the Logix Designer application, you

must first familiarize yourself with the application components and
layout.
When you see underlined text, refer to the related procedure or

information in your job aid.
Directions:
1. Open the NAV_1756r_A1.acd project file.

2. In the Controller Organizer, expand the Control folder and then
double-click Lights.
3. Place a check in the box after you locate each of the following
software components:
- Controller Organizer
- Standard toolbar
- Online bar
- Path toolbar
- Language Element (instruction) toolbar
- Routine Editor/Tags window
4. In the Language Element toolbar, find and click the

Move/Logical tab.
5. On the Move/Logical tab, scroll to the last instruction button on
the right.
6. Use ToolTips to identify the button.
7. What is the instruction?
8. From the Controller Organizer, double-click the Controller Tags

icon.
9. Switch between the Monitor Tags and Edit Tags windows.
10. Move the Controller Organizer so that it is a floating window.
NAVe56r
2- 6 Exercise: Navigating Through the Logix Designer Application
11. Move the Controller Organizer so that it is a floating window.

12. Close the Tags window.
13. Dock the Controller Organizer.
14. In the Help system, locate information about the Online bar
(toolbar) in the Index tab.
15. In the Instruction Help section of the Help system, locate
information on the XIC bit instruction.
16. Access the Start Page.
17. Use the tabs to locate the tutorial on finding and clearing a major
or minor fault.
18. Access the Learning Center and explore some of the available
topics.
19. Close the Help system.
20. Close the file without saving it.
21. Open the NAV_1756r_A2.acd project file.
22. To display program errors in the Output window, from the Logic
menu, select Verify  Controller.
23. Scroll through the entries in the Errors window. What happens
when you click on an error entry?
24. Auto Hide the Errors window. What happens?
25. Click on the Errors tab and then click on a rung in the CIP routine
window. What happens?
26. Close the project file without saving it.
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Exercise: Navigating Through the Logix Designer Application 2- 7
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2- 8 Exercise: Navigating Through the Logix Designer Application
Answers Exercise A
4. The software components can be found in the following default

locations:
Path Toolbar Language Element Toolbar
Standard
Toolbar
Routine Editor/
Online Bar Tags Window
Controller
Organizer
8. The last instruction is BTD, or Bit Field Distribute.

17. The Find and Clear a Major or Minor Fault video can be found
in the Start pages by selecting Learning Center 
How Do I  Maintain Find and Clear a Major or Minor
Fault.
23. When you click on an entry in the Errors window, you are taken
to the location of the error.
24. When you Auto Hide the Errors window, it disappears from
view and an Errors tab is created at the bottom of the main
window.
25. When you click on the Errors tab, the Errors window re-opens.
When you click on a rung in the open routine (or elsewhere on
the screen), the Errors window automatically hides, giving you
more room to view other open software components.
NAVe56r
Lesson 3
Connecting a Computer to a
Communications Network in a
Logix5000 System
 Configure a communications driver
 Back up and restore driver configurations
You will perform these tasks in the following situations:

 You may need to configure a communications driver before you
transfer a project file to a Logix5000 controller:
- If your plant structure requires maintainers to set up their own
monitoring or troubleshooting stations
- If you are called into a different plant or scenario where you
do not have the setup required to communicate with the
system
 You may need to back up and restore driver configurations to
ensure that commonly used communication drivers can be
restored:
- After a computer hardware failure
- After an upgrade to communications software
Before You Begin Network Review
This review is provided if the Take Note: Your instructor will review networks, nodes, and
Identifying Industrial Networks NetLinx networks (ControlNet, DeviceNet, EtherNet/IP).
for Use in a Logix5000 System
lesson has not been previously taught or
is not included in a custom course.
NE3sb56r
3- 2 Connecting a Computer to a Communications Network in a Logix5000 System
Key Terms
Take Note: In the space provided, define the listed terms.
Driver:
?
Communications Card:
Communications Module:
Give examples of other common Question: What other types of drivers can you name?
types of drivers, such as print
drivers, USB drivers, sound
cards, etc.
Point-to-Point Connection Overview
To connect directly to a controller using a point-to-point connection,

Note that as a stream of single bits, a the following setup is required:
point-to-point connection is typically the
slowest but easiest way to connect to a ControlLogix USB Example
Logix5000 system.
Driver ?
USB Port
Standard Type-A to Type-B USB Cable

(maximum length: 3.0m (9.84ft) with no hubs)
NE3sb56r
Connecting a Computer to a Communications Network in a Logix5000 System 3- 3
EtherNet/IP Connection Overview
To connect to an Ethernet or EtherNet/IP communications network,

State that communications cards, node the following setup is required:
addresses, and drivers only need to be
set up once. After initial setup, you  An appropriate network card must be installed in your computer
should be able to reconnect the cables and configured.
at anytime and go online to a controller.
 The network media must be connected to the computer and the
destination hardware.
 An EtherNet/IP driver must be configured in RSLinx Classic
If asked, mention that the Ethernet driver software.
requires the user to manually enter IP
addresses, while the EtherNet/IP driver  The IP (Internet Protocol) address and subnet mask assigned to an
can be configured to automatically adapter or EtherNet/IP module in the same chassis as the
browse for active devices on the controller must be identified.
network.
? Do any of you know how many of Each network requires its own specific setup.
these tasks are already accomplished in Depending on your company policy, some or all
your plant? Will any of you be solely
responsible for all of these tasks? of the steps, such as installing the communications
card in the computer, may already be done.
Point out that based on the typical
responsibilities of a maintainer, we will
focus on connecting cables and
configuring drivers.
Activity: As a group, discuss how many of these tasks are already
accomplished at your plant. Will anyone be solely responsible for all
of these tasks?
EtherNet/IP communications to a ControlLogix system can occur

using straight-through or crossover cables:
ControlLogix Example 1
Ethernet Driver ? Switch
EtherNet/IP
Module
Straight-Through Cables
ControlLogix Example 2
Ethernet Driver ?
EtherNet/IP
Module
Crossover Cable
Point out that this eliminates

the need to carry both cable
Tip " Many newer computers, Ethernet switches, and select Rockwell
Automation EtherNet/IP modules can automatically configure an
types.
Ethernet cable for straight-through or crossover communications.
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Note that RSLinx Classic software is RSLinx Classic Software

automatically opened or maximized
when any communications option in RSLinx Classic software is required by a Logix5000 system to
Logix Designer application is activated.
perform the following communications-related tasks:
Point out that RSLinx Classic software is
available in multiple versions, including:  Configure communications drivers
RSLinx Classic Lite, RSLinx Classic  View configured networks and active nodes
Professional, RSLinx Classic Single
Node, RSLinx Classic OEM, RSLinx  Enable communications tasks, such as uploading, downloading,
Classic Gateway, etc. If you do not use going online, updating firmware, and sending messages
an activation file with RSLinx Classic, it
will start as RSLinx Classic Lite.
An RSLinx Classic package with If RSLinx Classic software is running as a service
an activation file is required for on a Windows 7 computer, there is no graphical
advanced options, such as establishing user interface. You must run it as an application
DDE or OPC links to programs like
RSView32 or Microsoft Access. in order to configure drivers and perform other
software tasks.
Question: What version(s) of RSLinx Classic software are used in

your plant?
Connection Verification
Take Note: As you discuss what items indicate the health of a

Make sure the more experienced network connection, record the responses in your student manual.
students help build the list shown
in the corresponding PowerPoint slide.
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Connecting a Computer to a Communications Network in a Logix5000 System 3- 5

 Configure a communications driver
 Back up and restore driver configurations
Activity: As your instructor demonstrates theses procedures, follow
E-Tools: See the Start Pages or the Integrated Architecture web site
(www.rockwellautomation.com/solutions/integratedarchitecture) for
video tutorials on how to configure RSLinx Classic drivers.

objectives using the proper job aids. Pay attention to these critical aspects of the demonstration:
Use the steps below and the information - Why is the EtherNet/IP driver preferred over the Ethernet
on the Demonstration Checklist to help Devices driver in RSLinx Classic software?
guide you during the demonstration:
As you work through this procedure, be - Identify an EtherNet/IP communication module’s IP
sure to demonstrate following steps: address and firmware revision using hardware and
software.
S How to identify the IP address and
EtherNet/IP module revision on the
module display - Once the communications driver has been configured,
what happens when a module is removed from the
S How to view the network in the chassis?
RSWho window
S How to find the revision level of a - As you back up and restore an RSLinx Classic
module using RSLinx Classic configuration, note the tool that is used.
software.
- How do you know your communications are successful?
S How to stop and delete drivers
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Exercise: Connecting a Computer to a Communications Network in a Logix5000 System 3- 7
Exercise: Connecting a Computer

to a Communications Network in a
Logix5000 System
Exercise A In this exercise, you will practice connecting a computer to

communications networks in a Logix5000 system.
Context:
You must be able to go online to different controllers in order to

monitor controller data and troubleshoot any problems. Before you
can go online to a controller, you need to connect your computer to
the appropriate network.
Tip " In this exercise, you will practice connecting to a network in order to
go online. You will use an EtherNet/IP driver to view each
workstation on the network. Having connections to multiple chassis
will help you learn how to go online to the correct controller.

Directions:
If you are in a networked environment, refer to the node addresses

assigned by your network specialist. If you are not in a networked
environment, skip Scenario 1.
In this exercise, you will be removing a module under power.
In your plant, you must follow all mandated safety

policies, including PPE standards, prior to
performing removal and insertion under power
(RIUP).
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3- 8 Exercise: Connecting a Computer to a Communications Network in a Logix5000 System
When you insert or remove the module while

backplane power is on, an electrical arc can occur.
This could cause an explosion in hazardous location
installations.
Be sure that power is removed or the area is
nonhazardous before proceeding. Repeated
electrical arcing causes excessive wear to contacts
on both the module and its mating connector. Worn
contacts may create electrical resistance that can
affect module operation.
Although the module is designed to support RIUP,

when you remove or insert the module with
field-side power applied, unintended machine
motion or loss of process control can occur.
Exercise extreme caution when using this feature.
Tip " The communications cards have already been installed in the
computer.
Scenario 1
You have been asked to set up a permanent monitoring station on the
main line in your plant. For speed, you decide to use an EtherNet/IP
connection.
1. Connect to an EtherNet/IP network for communications by

performing the following actions:
- Identify the IP address assigned to the EtherNet/IP module.
- Connect the cable to the EtherNet/IP module.
2. Using RSLinx Classic software, configure an EtherNet/IP driver.
3. Verify that the EtherNet/IP module has a steady (solid) green OK
light on the LED.
4. What is the status of the driver in the Configure Drivers window?
5. Close the Configure Drivers window and then open the RSWho
window.
6. Expand the Ethernet network and expand the EtherNet/IP module
assigned to your workstation.
7. Expand the backplane and view the modules in it.
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8. Right-click the analog module in slot 7 of your chassis and then

select Device Properties. What is the firmware revision level of
this module?
9. Remove the I/O module from slot 2 of your workstation chassis.
When you connect or disconnect the Removable

Terminal Block (RTB) with field-power applied, an
electrical arc can occur. This could cause an
explosion in hazardous location installations.
nonhazardous before proceeding.
If the RTB is installed onto the module while the

field-side power is applied, the RTB will be
electrically live. Do not touch the RTB’s terminals.
Failure to observe the caution may cause personal
injury.
The RTB is designed to support Removal and
Insertion Under Power (RIUP). However, when you
remove or insert an RTB with field-side power
applied, unintended machine motion or loss of
process control can occur. Exercise extreme caution
when using this feature. It is recommended that
field-power be removed before installing the RTB
onto the module.
10. After the module has been removed from the chassis for a short
time, note the appearance of the module in the RSWho window.
How do you know that the device is missing or no longer
responding?
11. Replace the module in the chassis.

12. After the module initializes, verify it is now responding.
13. If the workstation is networked through a switch, then view other
workstations on the network.
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Scenario 2
You have been called into a plant because some devices are
malfunctioning. Before you can monitor the application and begin
narrowing down the problem, you must be able to go online. You
only have a USB cable available for communications.
1. Connect to the controller for communications using a USB cable

by performing the following actions:
- Connect one end of the USB cable to the computer.
- Connect the other end of the USB cable to the controller in
Slot 1 of your workstation.
Tip " If this is the first time you are connecting a controller to your
computer, it may take a few minutes while Windows finds the
necessary driver.
2. From RSLinx Classic software, open the RSWho window and

verify that Autobrowse is selected.
3. What drivers are listed in the left pane of this window?
4. Expand the USB driver and view the controller directly connected
to the cable.
5. Expand the backplane and view the modules in the backplane.
6. Compare these with the modules in your workstation chassis.
Tip " Note how the RSWho graphic relates to the actual order of the
physical connection: driver controller backplane modules.
7. Expand the virtual backplane driver. Can you view the controller
you are connected to?
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8. Unplug the USB cable from the front of the controller.
The USB port is intended for temporary local

programming purposes only and is not intended for
permanent connection. If you connect or disconnect
the USB cable with power applied to this module or
any device on the USB network, an electrical arc
can occur. This could cause an explosion in
hazardous location installations.
A Samtec Inc. RSP- 119350 USB cable is required
to maintain hazardous location certifications.
What happens in RSLinx Classic software?
9. Plug the USB cable back into the controller and verify that the
computer has re-established communications.
Scenario 3
You recently upgraded RSLinx Classic software to use the benefits
of the new revision. You want to save the configuration file so that
you will not have to reconfigure all of the drivers and risk loss of
communication.
1. Back up your driver configurations to a file called “RSLinx

Driver Backup” and save the driver configuration file to the
desktop.
2. Stop and delete the driver(s) that you created.
Tip " You cannot delete a driver that is currently in use. If any driver
cannot be stopped or deleted, discontinue active browsing (close any
active RSWho windows).
3. Restore your driver configurations.
Tip " RSLinx Classic software must be shut down to perform a restore.
4. Verify that all previously configured drivers and nodes are present
in the RSWho window.
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Answers Exercise A
Scenario 1
2. Your EtherNet/IP driver should appear similar to the following
graphic. Your list of available devices and assigned IP addresses
will vary based on the configuration of your computer.
4. The status of the device should be “Running.” If the status of

the device is anything other than “Running,” the device
configuration was not successful.
8. Answers may vary. Analog modules in the workstation are
typically at version 1.13
Tip " When reading the firmware levels in RSLinx Classic software, you
can ignore the leading zeros. For example, the analog module in
slot 7 is listed as having firmware version “1.013” in the software.
10. The module is marked with a red “X,” which indicates the
module was previously detected but is no longer responding.
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Scenario 2
3. Answers will vary. At minimum, you will see the AB_VBP-1
(virtual backplane) and USB drivers, which are automatically
added when you connect to a 1756-L7x controller via USB:
Tip " Other possible drivers that may be configured include a Linx
Gateways driver (if you are using RSLinx Classic Gateway software)
and/or an EtherNet/IP driver (if you completed Scenario 1 of this
exercise).
7. Yes, you can view the controller you are connected to using the
virtual backplane driver as well as the USB driver.
8. When you unplug the USB cable, the USB driver disappears,
and a red “X” appears over the controller in the virtual
backplane driver. This indicates that communication with the
controller is no longer occurring.
Scenario 3
4. You should have received the expected response.
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Lesson 4
Downloading and Going Online to a
Logix5000 Controller
 Select and change a controller’s operating mode
 Upload a project from a Logix5000 controller
 Download and go online to a Logix5000 controller

 Programmers will need to download new and updated project
files to a controller.
 Maintainers will need to go online or upload when viewing a
project file as part of the troubleshooting process.
 All users may have to select and change a controller’s operating
mode before transferring a file.
Before You Begin Key Terms
Clarify that when used alone, the term Project/Project File: The file used to store all programming and
project means project file. configuration information for a Logix5000 controller.
The term “code” is not intended to be Code: A system of symbols and rules used to represent instructions
vague. The term has been used in some to a controller (e.g., ladder logic, structured text).
lessons when a concept applies to all
available programming languages (i.e.,
ladder logic, function block diagram,
sequential function chart, and structured Selecting and Changing a Controller’s Operating Mode
text).
Logix5000 controllers have three mode switch positions:
 Run
 Program
Point out in the following graphic that the  Remote
newer line of CompactLogix controllers
(shown to the far right) do not have
a keyswitch. This is because these ControlLogix
controllers are typically found in
Controller Keyswitch
secured electrical cabinets.
CompactLogix L4x
Controller Keyswitch
CompactLogix 5370 L3
Controller Mode Switch
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4- 2 Downloading and Going Online to a Logix5000 Controller
Remind students that the controller The keyswitch position dictates the available controller modes:
mode is important because of the
possible impact on safety.
Switch
Available Controller Modes
Add that the mode defines the Position
programming tasks that are
available. For example, you cannot
configure I/O modules online if the Run mode - The controller is actively
controller is in Run mode. Run mode should only be used when
RUN controlling the process/machine. Projects
all conditions are safe.
cannot be edited when in Run mode.
Program mode - The controller mode Do not use Program mode as an
Important: Stress the difference
between controller Test mode during which programming language is not emergency stop (E-stop). Program
(outputs set according to executing, I/O is not controlled, and editing mode is not a safety device.
PROG
Program mode state) and the operations are available.
(Program)
Test edits step in Verify, Outputs are commanded to their
Accept, Test, Assemble Output modules are commanded to their Program mode state, which could
(outputs scanned and set Program mode state (on, off, or hold). cause a dangerous situation.
using the programming language).
Remote Run mode - This mode is identical Users are able to modify a project file
Note that Program mode state is online in Remote Run mode.
set in the output module to Run mode except you can edit the project
configuration. online.
Be sure to control outputs with care
Remote Program mode - This mode is to avoid injury to personnel and
identical to Program mode. damage to equipment.
REM
Remote Test mode - The controller mode
(Remote)
during which code is executing, outputs are
not controlled, and limited editing operations Outputs are commanded to their
are available. Program mode state, which could
cause a dangerous situation.
Output modules are commanded to their
Program mode state (on, off, or hold).
Point out the user manual can be Reference: See the ControlLogix System User Manual for more
accessed from the Start Page, information on allowed controller tasks for each switch position.
Literature Library, or DRG CD.
Answer: To prevent unauthorized Question: Why are keys sometimes removed from controllers on the
changes to the controller’s plant floor?
operating mode.
Poll the students to see if they are Uploading a Project from a Logix5000 Controller
familiar with RSLinx Classic software. If
not, spend a few minutes showing them Upload: Transfer a copy of a project file from a controller to a
the Driver Configuration and RSWho
screens, as well as other information computer over a network:
you think students will find useful.
Note that uploading is commonly used
when a maintenance person needs to
monitor and troubleshoot a project.
Data
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Downloading and Going Online to a Logix5000 Controller 4- 3
Uploading transfers the file in the controller into

the temporary memory (RAM) of the computer.
To create a permanent copy, the file must be saved
to the hard drive of the computer.
When uploading a project file using the Logix Designer application,

standard documentation, such as rung comments and operand
descriptions, is saved in the controller’s memory.
Downloading and Going Online to a Logix5000 Controller
Download: Transfer a copy of a project file from a computer to a

Add that downloading is typically a controller over a network:
one-time event. Students will practice
downloading several files in this class.
This is for learning purposes and is not
typical.
Data
Note that you can download in the
Remote Program and Program modes
only.
Point out that the arrows(s) show the
direction that data flows.
A controller can only contain one project file at a

time. Downloading overwrites the current project
file in the controller.
When you download a project file into a

controller, all documentation is loaded into the
controller:
Tags and Other

Data
Documentation
Answer: Optional, user-entered text that

describes the use of components in a
project, such as tasks, tags, or rungs of
ladder logic. Structured text
comments are not part of Take Note: Define “standard documentation.”
standard documentation.
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Online: Viewing or editing a project file that is active in the

controller:
State that when you attempt to go online

with the controller, the computer must
have a matching offline file. The
software looks for this file in the default
directory first, but then you can search Data
for the file.
Stress that while online, the computer

remains in continuous communications
with the controller.
Add that for safety, the current Use extreme caution when entering or editing
communications status between the ladder logic or data, forcing values, or making other
computer and the controller can be changes online that will affect the control of
verified in the Online toolbar.
devices. Mistakes can cause unintended machine
Remind students that the Online graphic motion or loss of process control, injuring personnel
is animated in online mode and that and damaging equipment. Before performing
power flow is highlighted in the Run
mode. The default color for power flow is procedures online, complete these safety
green. This can be changed by the user. precautions:
 Determine if changes must be made online.
 Verify your company permits online entering
and editing.
 Assess how machinery will respond to changes.
 Check proposed changes for accuracy.
 Notify all personnel of the changes.
 Verify you are online to the correct controller.
Offline: Viewing or editing a copy of a project file while not

communicating with a controller.
Example: Using the workstation, point Communications Path

out the devices as you review the path a
project takes when it is downloaded from A communications path is required to upload, download, or go
the computer to a controller: online.
The path shows the networks and modules in the order in which
information flows through them:
Driver Controller
1756-ENxT Module
Driver Network Module

Name Address Backplane Controller Slot
AB_ETHIP-1\192.168.0.105\Backplane\3
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Downloading and Going Online to a Logix5000 Controller 4- 5
It can be specified in the Logix Designer application using one of the

following options:
 Who Active dialog box
 Current Path toolbar
 Recent Path dialog box
Selecting the path graphically using the Who Active dialog box is
the safest route.
As a safety feature, the type and slot number for

the selected controller must match the project
settings.
An option is provided to automatically change the project controller

type on download:
 The target controller must be in the same slot as the controller in
the project.
Note that a copy of the old project is  If the controllers are from different platforms, I/O and other
saved as an .acd file. platform-specific data is lost.
Correlation Errors
Various error messages may be displayed when a computer attempts
to communicate with a controller. Several errors relate to matching
project files.
Matching Project File: A project file on the computer that matches

the project file in a controller:
 The file was downloaded to or uploaded from the controller.
 The file is a copy of such a file.
If a matching file is not found in the default directory, the following
options are available:
 Browse to and Select the File
 Create a New File
If you choose to create a new file, there will be no

documentation.
E-Tool: See the Help system for a detailed list of correlation errors
and corrective actions.
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IMPORTANT: To meet IACET CEU  Select and change a controller’s operating mode
certificate students for the final exam,  Upload a project from a Logix5000 controller
you must demonstrate all lesson  Download and go online to a Logix5000 controller
objectives using the proper job
aids. Activity: As your instructor demonstrates these procedures, follow
Use the steps below and the

information on the Demonstration
Checklist to help guide you during the Pay attention to these critical aspects of the demonstration:
demonstration:
- When downloading a file, note how the communications
S Open the DG3_1756R_DEM1.acd path is selected.
project file.
S Show the students how to apply and - As the target controller is selected for the download, how
clear a path. can you tell you have chosen a valid device?
S Show them how to create a new file
and then upload. - Did you notice that the Download Project Documentation
S Show them how to download a and Extended Properties check box is selected by
project file. default?
- What happens when the project is downloaded?
- Identify which operating mode the controller is in after

the file is downloaded.
- How do you complete the upload process if a matching

file is not found?
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Exercise: Downloading and Going Online to a Logix5000 Controller 4- 7
Exercise: Downloading and Going

Online to a Logix5000 Controller
Exercise A In this exercise, you will practice downloading and going online with
a Logix5000 controller.

Directions:
In this exercise, you will be connecting and disconnecting a USB

cable with power applied to a module.

connecting or disconnecting a USB cable with
power applied to a module.
The USB port is intended for temporary local

programming purposes only and is not intended for
permanent connection. If you connect or disconnect
the USB cable with power applied to this module or
any device on the USB network, an electrical arc
can occur. This could cause an explosion in
hazardous location installations.
A Samtec Inc. RSP- 119350 USB cable is required
to maintain hazardous location certifications.
Scenario 1: You have just traced a problem with an application. The

display of your ControlLogix L73 controller reads “No Project,”
indicating that no project is currently in controller memory. You
must transfer the project file to the controller again.
Data
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4- 8 Exercise: Downloading and Going Online to a Logix5000 Controller
1. At your workstation, verify that the bottom-right switch (DI15) is

in the Off (left) position.
2. Select the keyswitch position of the controller in slot 1 that will
allow you to change operating modes using the Logix Designer
application.
3. Which keyswitch position did you choose?
4. Open the DG3_1756R_A1.acd project file.

5. Which step must you perform to transfer the project file to the
controller in slot 1 and begin monitoring the project?
- Upload
- Download
- Go online
- Go offline
6. Using the point-to-point connection, perform the action that you

selected in Step 5.
Tip " Set the project path and save it with the project file.
7. Verify that the controller is in Remote Run mode. If it is not,

select this mode.
8. From the Controller Organizer, in the AC_Unit_1 folder,
double-click Cooling_Zones.
9. At your workstation, turn the bottom-right switch (DI15) to the
On (right) position.
10. List some indications that you are online:
11. Locate the current communications path and examine the path
that you applied.
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12. Which processes are active?

- LED light 15 on the digital input card in slot 2
- LED lights 0 to 5 on the digital output card in slot 0
- The ladder logic (the green highlight indicating an output
condition is true)
- The field devices (workstation lights)
13. When in Run or Remote Run mode, what determines the state of
the outputs?
14. A machine in your area was taken out of service to add new
features. Additional logic was added to the system, and now you
want to test the logic before putting the system back in operation.
Change the controller operating mode to Remote Test.
15. Which processes are active?
- LED light 15 on the digital input card in slot 2
- LED lights 0 to 5 on the digital output card in slot 0
- The ladder logic (the green highlight indicating an output
condition is true)
- The field devices (workstation lights)
16. Explain why the physical outputs do not match the logic.
17. Change the controller operating mode back to Remote Run.

18. Go offline.
19. Now that troubleshooting is complete and you no longer need
USB communications to your controller, disconnect the cable
between the computer and the controller.
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Scenario 2: You are asked to troubleshoot a problem in a remote part

of the plant using an EtherNet/IP connection. You have never
worked with this particular project file before, so you do not have a
copy of it on your computer. You now need to transfer the project
file from the controller to your computer.
Data
1. View the DG3_1756R_A1. acd project file again.

2. From the AC_Unit_1 folder, double-click Cooling_Start and
Cooling_Zones. Is there documentation present?
3. Close and then delete the DG3_1756R_A1.acd project file.

4. Without a matching file, which step(s) would you take to transfer
the project file from the controller in slot 1 of your workstation to
your computer?
- Upload and create a project file
- Download
- Go online and create a project file
- Go offline
5. Using the Ethernet/IP network, complete the action(s) selected in

Step 4.
6. Open Cooling_Start and Cooling_Zones again. Do you see the
documentation for the project in the file?
7. Access the Help system contents and then, using the Index or
Search tab, find the keyword “Correlate.”
8. Display the topic on correlating a project with a controller and
review the topic.
9. Go offline.
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Answers Exercise A
Scenario 1:
3. The keyswitch should be in REM (Remote) position so that you
can change operating modes using the Logix Designer
application.
5. To transfer a project file to a controller and then monitor it, you
must download.
10. The following indications show that you are actively online and
communicating with the controller:
 The Online toolbar displays Rem (Remote) Run.
 The power rails of the ladder logic are highlighted (the
default color is green; this color can be changed).
 If the process is active, true instructions are green and timer
data is changing in the routine/code.
12. In Remote Run mode, the following processes are active:
 LED light 15 on the digital input card in slot 2
 LED lights 0 to 5 on the digital output card in slot 0
 The ladder logic (the green highlighting)
 The field devices (workstation lights)
13. In Run or Remote Run mode, the state of the outputs is
determined by the program logic in the project.
15. In Remote Test mode, the following processes are active for this
particular project (see answer 16. for more details):
 LED light 15 on the digital input card in slot 2
 The ladder logic (the green highlighting)
16. In the Remote Test mode, the input devices are active and the
program logic is scanned, but the actual output devices are
commanded to Program Mode state as configured by a
programmer. In this case, the outputs are off. The Program
Mode state for field devices can also be set to On or Hold.
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Scenario 2
2. Yes, there is documentation present in the program.
4. To transfer a project file from a controller to a computer when
there is no matching file available, you can choose to either go
online or upload. Your next step would then be to create a
project file.
Tip " Rockwell Automation generally recommends choosing the “Go
Online” option, unless part of the running code is used to change
controller properties.
6. Yes, standard documentation, such as rung comments and

operand descriptions, are saved in the controller’s memory.
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Lesson 5
Locating I/O Tags and Devices in a
ControlLogix System
Clarify that this lesson does not include  Verify an I/O module type
the configuration of I/O modules. This
topic will be presented in separate  Interpret I/O module tag names
lessons that includes digital I/O and  Match wiring diagram data to physical inputs and outputs
analog I/O troubleshooting.

 You will need to identify the correct module type for your
application when installing new or replacing existing I/O
modules.
 You will identify I/O module tags when using a wiring diagram to
match tags with its associated physical I/O.
Local I/O Module: A component in the same chassis as the

Note that remote I/O modules are controller that contains the I/O configuration information.
required to minimize wiring when
plant-floor devices are at a great Remote I/O Module: A component in a different chassis from the
distance and when you are out of room
in the local chassis. controller containing its configuration information:
ControlLogix Controller with

Configuration Information
Remote
1756-I/O
(Shown With
No Controllers
Local in Chassis)
Remind students that there is no such
thing as extended local I/O in a 1756-I/O
Logix5000 system.
Tip " In a ControlLogix system, remote 1756-I/O can also be placed in a

chassis that contains controllers.
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5- 2 Locating I/O Tags and Devices in a ControlLogix System
Read the names of one digital and one Determining a Module Type
analog module from the workstation.
To determine a local or remote device tag, the module type must be
identified first.
Answers: Question: Where can you find a module’s part number?

S Logix Designer I/O
configuration
S Plant drawings
S Hardware label (inside module door) The part number identifies several characteristics of the device:
S Factory sticker on side of module I or O for Input or Output
S RSWho network interface in RSLinx A for AC, B for DC, F for Fast Response Analog
Classic software.
Logix Designer I/O Configuration Number of Points or Channels
Suffix (Diagnostic, Electronic Fusing, Individually Isolated,
Voltage only, Current Only, etc.)
OB16D
Module Slot Number
Chalk Talk: As your instructor lists additional module part numbers

on the board, identify the module.
Tags
Memory: A group of circuit elements in a controller where

programs and data are stored.
The following are common memory sizes:

 Bit: The smallest unit of data represented by the digits 0 and 1.
 Byte: A string of 8 bits operated on as one unit.
 Word: A unit of memory in a controller composed of 16
individual bits (or two bytes) that are treated as one unit.
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Locating I/O Tags and Devices in a ControlLogix System 5- 3
Tag: An area of controller memory where data from devices,

calculations, faults, etc. is stored. In a Logix5000 controller, each
area is given a unique name:
Important: Let students know that
“Drive_Speed,” “Sensor,” and “Start” are
not meant to be tag names in this “Drive_Speed” Data
example. They are being Controller
used to describe the type of
data stored in the tag. Memory
“Start”
Data
“Sensor”
Data
Tip " Legacy Rockwell Automation controllers and controllers from other
manufacturers may use data files where groups of the same types of
data are stored together.
Data Types
Add that the data type maps out the data Data Type: The number of bits, bytes, or words of data a tag will
just as it does in a PLC-5, SLC 500, or use. The data type is based on the source of the information.
other processor.
Pre-Defined Data Types: Commonly used memory sizes that are
already defined in the software.
Atomic Data Type: A simple data type consisting of one piece of

data:
Data Type Definition

Indicate that BOOL, SINT, INT, DINT, A single bit where 1 = on and 0 = off (e.g., the state of a
BOOL
and REAL data types are called atomic discrete device such as a pushbutton or sensor)
data types. SINT A short integer (8 bits) between -128 and +127
An integer or word (16 bits) between -32,768 and +32,767 (e.g.,
INT
PLC-5r data)
A double integer (32 bits) used to store a base integer number
DINT in the range of -2,147,483,648 to +2,147,483,647 (e.g., serial
number)
A 32-bit floating point value (e.g., an analog value such as a
REAL
potentiometer value of 5.449 volts)
A DINT (32 bits) is the main data type used in

Logix5000 systems. This is because a DINT is the
minimum memory allocation for any tag.
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Using these definitions, tags for the given devices require the
following data types:
“Drive_Speed” Data
Controller Memory DINT, or 32 Bits
“Start” Data
“Sensor” Data BOOL, or 1 Bit
BOOL, or 1 Bit
Determining an I/O Module Tag
Module-Defined Data Type:

 Data type assigned to a tag
 Automatically generated when a communications or I/O module
is added to a project.
Tip " Module-defined tags are available to all programs.
Module-defined I/O tags use the following format:
Location:Slot:Type.Member.Bit
I/O Point (Optional)
Emphasize that each component of a “Data” (I/O Values), “Fault”, etc.

base tag depends on the type of
hardware used. “I” for Input, “O” for Output, “C” for Configuration
Module Slot Number

Mention that bits are optional.
“Local” or Module Name for Remote
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? How are modules in a chassis Example: Local Digital I/O Tags

numbered?
A digital output module in slot 0 of a local chassis contains the
Answer: From left to right, beginning following tags:
with 0.
1756-OB16D Module - Slot 0
The example tags provide the following Diagnostic

information: Data
The Local 0:0 tag contains output
information that moves from controller to Data Per Point
module to device.
S This data is monitored for Activity: Discuss the data provided by output, input, and
device state. configuration tags in a diagnostic digital output module.
The Local:0:I tag contains data
sent from the module to the controller
(faults, diagnostic info, etc.).
The Local:0:C tag stores configuration Any of these tags can be used in executable code:
data for the module.
Module Fuse
Blown Tag
Digital Output Tag
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Example: Local Analog I/O Tags

An analog input module in slot 8 of a local chassis contains the
following tags:
1756-IF6I Module - Slot 8
Portion of the Full
Tag List
Scroll
Data per channel

is at the end of
the module’s
tags.
The example tags provide the Activity: Discuss the data provided by analog input and output
following information: modules.
S Instead of collecting bit information
at each I/O point, analog modules
collect data in REAL tags for each
channel.
S Each channel provides status, fault,
alarm, and over/under range tags.
S Any of these tags can be used in
executable code.
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Example: Remote I/O Tags

Remote I/O tags have a similar naming structure as local I/O tags.
However, instead of beginning with “Local,” they begin with the
name of the associated remote communications module:
Remote Communications Module: Chassis_2_IA
I/O: 1756-OB16D Module - Slot 0
Portion of the Full Tag List

IMPORTANT: To meet IACET CEU  Verify an I/O module type
certificate students for the final exam,  Interpret I/O module tag names
objectives using the proper job  Match wiring diagram data to physical inputs and outputs
aids.
Activity: As your instructor demonstrates these procedures, follow
Use the steps below to help guide along with the examples.
you during the demonstration:
S Use the hardware labels on a
workstation to identify the module
types and module features.
S Point out the module number,
module type, number of
points/channels, and other
identifying information.
S Open the
CCP146_1756R_DEM1.ACD project
file. Show how this information can
be found in the Logix Designer
application.
S Show students a wiring diagram.
Point out that the information
provided on prints in their plant may
vary as to the type of information
provided.
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Example Interpreting I/O Module Tag Names
Module Type: 1756-OB16D

Tag: ___________________________
RED +DC-0 2
Slot 0 +DC-0 4
+DC-0 6
+DC-0 8
+DC-0 10
Based on the hardware label +DC-0 12
(inside the workstation
11 OUT-5
module door), the +DC-0 14
module type is 1756-OB16D.
GND-0 16
The tag is Local : 0 : O . Data . 5 +DC-1 18
+DC-1 20
+DC-1 22
BLACK
+DC-1 24
+DC-1 26
+DC-1 28
RED
+DC-1 30
GND-1 32
GND-1 34
Not Used 36
BLACK
24V DC
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Module Type: 1756-IB16D
Tag: ___________________________
Slot 2
GND-0 2 1 IN-0
Based on the hardware label (inside the GND-0 4 3 IN-1
workstation module door), the module
type is 1756-IB16D. GND-0 6 5 IN-2
BLACK GND-0 8 7 IN-3
The tag is +24VDC
Local : 2 : I . Data . 4 GND-1 10 9 IN-4
GND-1 12 11 IN-5
GND-1 14 13 IN-6
GND-2 18 17 IN-8
GND-2 20 19 IN-9
GND-2 22 21 IN-10
GND-3 26 25 IN-12
GND-3 28 27 IN-13
GND-3 30 29 IN-14
GND-3 32 31 IN-15
GND-3 34 33 NOT USED
NOT USED 36 35 NOT USED
BLACK
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Module Type: 1756-OF6VI

Tag: ___________________________
Slot 7
OUT-1 2 1 OUT-0
Based on the hardware
label (inside the
workstation module door),
the module type is NOT USED 4 3 NOT USED
1756-OF6VI.
The tag is RTN-1 6 5 RTN-0
Local : 7 : O . Ch0Data
OUT-3 8 7 OUT-2
RTN-3 12 11 RTN-2
OUT-5 16 15 OUT-4
RTN-5 20 19 RTN-4
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Module Type: 1756-IB16D
Tag: ___________________________
Communications Module Name: Chassis_1
Communications Module Name: Chassis_2
Slot 4
GND-0 2 1 IN-0
Based on the hardware label (inside the
workstation module door), the module GND-0 4 3 IN-1
type is 1756-IB16D. GND-0 6 5 IN-2
The tag is BLACK GND-0 8 7 IN-3
Chassis_2: 4 : I . Data . 13
GND-1 10 9 IN-4
GND-1 12 11 IN-5
GND-1 14 13 IN-6
GND-2 18 17 IN-8
GND-2 20 19 IN-9
GND-2 22 21 IN-10
GND-3 26 25 IN-12
+24VDC
GND-3 28 27 IN-13
GND-3 30 29 IN-14
GND-3 32 31 IN-15
BLACK
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Pay attention to these critical aspects of the demonstration:
- Where on the module can you find the module type?
- What is one way to identify differences between digital

and analog modules?
- What other sources are available for finding module

information?
- Using the I/O module type, slot number, and point

number, can you determine the structure of an I/O tag?
- As you identify I/O tags, how do you tell which slot

houses the module?
- Can you tell if data is for an input or output module just

by looking at the tag? Why or why not?
- How do you tell the difference between a local I/O tag

and a remote I/O tag?
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Exercise: Locating I/O Tags and Devices in a ControlLogix System 5- 13
Exercise: Locating I/O Tags and

Devices in a ControlLogix System
Exercise A In this exercise, you will practice locating I/O tags and devices.
Context:
In any troubleshooting situation, you must be able to quickly find the

corresponding tag for a malfunctioning device. Identifying tags will
allow you to use the software’s diagnostic and troubleshooting
capabilities.

Directions:
1. Open the IT3_1756r_A1.acd project file and download it to the

controller in slot 1 of your workstation.
2. Verify that the controller is in Remote Program mode.
3. Find the I/O Wiring Diagrams appendix and review the drawings.
4. Scenario: During a recent plant shutdown, a machine you are
responsible for maintaining was upgraded to ControlLogix
control. Before restarting the application, you have been asked to
verify that a contractor correctly wired the machine.
A. An operator suspects the selector switch marked DI14 on the
machine may not be operational. Based on the diagram, to
which module is the switch wired?
B. To which screw terminal on the module should the DI14

selector switch be wired?
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5- 14 Exercise: Locating I/O Tags and Devices in a ControlLogix System
C. Turn the DI14 selector switch to the on (right) position. How

can you tell that it is correctly wired?
D. What is the name of the I/O tag associated with the DI14
selector witch?
E. Open the wiring door to the analog input module and verify a
device has been wired to screw terminals 2 and 6.
F. Which analog channel is this device wired to?
G. Based on the machine’s wiring diagram, which device is tied

to the channel you previously identified?
H. Assume that the device you just identified is wired to a

module in a chassis separate from the machine’s main
controller. This I/O chassis contains a communications
module named Pack_Station_2. What is the address of the
I/O tag associated with the device?
I. Adjust the device you have just identified. Is there any visual
indication that the device is working?
J. How can you verify correct operation of the device?
5. Find the I/O Wiring Diagrams for the HVAC System Application
appendix and review the drawings.
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Exercise: Locating I/O Tags and Devices in a ControlLogix System 5- 15
6. Using the wiring diagrams, identify the local I/O tag you must
monitor in each scenario:
A. Scenario: The application stops suddenly and cannot be
restarted. You think the emergency stop may have been
triggered and not correctly reset. Which I/O tag is associated
with the status of the emergency stop button?
B. Scenario: The air temperature gauge in the control room is

displaying a value of 0, which does not match the expected
reading. Which local I/O tag is associated with the
malfunctioning gauge?
C. Scenario: The Stage 1 compressor should be running but is

not. Locate the tag that provides on/off status for the
compressor and then identify the I/O tag.
7. Close the project.

8. Change the controller’s operating mode to Rem Run.
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5- 16 Exercise: Locating I/O Tags and Devices in a ControlLogix System
Answers Exercise A
4.
A. Selector switch DI14 is wired to the digital input module in
slot 2 of the chassis.
B. Selector switch DI14 should be wired to screw terminal 29
on the module.
C. You can tell the selector switch is correctly wired because the
number 14 is illuminated on the front of the input module.
D. The I/O tag associated with selector switch DI14 is
Local:2:I.Data.14.
F. The device is wired to Channel 1 of the analog input module.
G. The device you identified is potentiometer AI1.
H. The I/O tag associated with potentiometer AI1 is
Pack_Station_2:8:I:Ch1Data.
I. No, there is no visual indication that the device is working as
expected.
J. One way to check if the device is working is to measure the
DC voltage across terminals 2 and 6 of the input module. The
measured voltage should change as the potentiometer is
adjusted.
6.
A. The local I/O tag address for the status of the emergency stop
button is Local:2:I.Data.12.
B. The local I/O tag address for the air temperature gauge is
Local:7:O.CH0Data.
C. The local I/O tag address for the Stage 1 compressor is
Local:4:O.Data.6.
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Lesson 6
Interpreting Logix Designer Project
Organization and Execution
What You Will Learn After completing this lesson, you should be able to find application
code within the task, program, and routine structure.
You will typically find and then interpret code to determine if a

machine or process is operating as programmed.
Controller Organizer: Part of Logix Designer application that

provides a graphical view of the structure and organization of a
project.
Routine: A section of code written and executed as a group.
Mention to those who may be familiar Program: A group of related routines and data.
with RSLogix 5 and RSLogix 500
software that the use of tasks and Task: A mechanism for scheduling and executing programs.
programs in Logix Designer application
has major differences.
Interpreting a Task
The following tasks are available in a project:

If students are familiar with PLC-5
processors, relate the periodic task to an Task Type Usage Icon
STI.
A task that runs continuously but can be interrupted by
Continuous
periodic or event tasks.
Clarify that this means that the A task that executes regularly at a user-specified rate.
continuous task automatically has the Periodic
When called, it will interrupt any lower priority tasks.
lowest priority. A user cannot configure
the priority for a continuous task. A task that is triggered by a specific event. When called,
Event
it will interrupt any lower priority tasks.
Stress that the Tag database is updated Continuous Task Operation

after each rung is executed. The
physical I/O modules themselves are  By default, a continuous task has the lowest priority of any tasks.
then updated according to the data
rates: RPI and COS for digital I/O  When executing, all programs assigned to that task are scanned
modules and RPI and RTS for analog once from top to bottom.
I/O modules.
 Upon completion of a single execution scan, a physical output
update is triggered and the scan starts again.
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6- 2 Interpreting Logix Designer Project Organization and Execution
Periodic Task Operation

 Each task is assigned an execution rate and priority level.
Note that the fastest or shortest task will  A periodic task will interrupt any lower priority task.
not necessarily be the highest priority.
 Once triggered, all programs assigned to the periodic task are
executed or scanned once from top to bottom.
 After this single scan, control is returned to the task that was
interrupted.
Multiple periodic tasks may exist in a controller:
Lower numbers indicate higher priorities  A task with a higher priority level will execute first (i.e., 1 before
for tasks. For example, a task that is
assigned a priority level of 1 is a higher
3).
priority task than one that is assigned a - In a ControlLogix controller, users can assign priority levels
priority level of 15. Tell students an ranging from 1 (highest priority) to 15 (lowest priority).
analogy for this could be like playing
golf: the lowest score wins.
Example: Multiple Tasks
Periodic tasks can interrupt and suspend other tasks:
22 ms 44 ms 66 ms 88 ms
Task B (Every 22 ms) Priority 1
Task A (Every 20 ms) Priority 3
Continuous Task
0 ms 20 ms 40 ms 60 ms 80 ms
Event Task Operation

 Each task is assigned a trigger that defines when the task will
execute.
In the graphic, point out that an event  Each task is assigned a priority level. When triggered, the event
task icon has a forward arrow because task interrupts any lower priority tasks.
the task executes once based on a
certain conditional event.  Once initiated, all programs assigned to the event task are
executed or scanned once from top to bottom.
Also, note that like a continuous task or
periodic task, an event task contains  Upon completion, control returns to the task that was interrupted,
programs, tags, and routines. at the point where it was interrupted.
Interpreting a Program
Programs within a task execute in sequence from first scheduled to

last scheduled.
Program Schedule
Programs can be scheduled in specific tasks or left unscheduled.
Programs that are unscheduled do not execute.
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Interpreting Logix Designer Project Organization and Execution 6- 3
Explain to students that a Logix5000 Interpreting a Routine

routine is similar to a program file or
subroutine in a PLC or SLC A routine can be assigned as one of the following types:
processor.
Stress that routines are not listed in the
order of execution.
A subroutine can call another
subroutine. This is called “nesting
subroutines.”
Main Routine
Fault Routine
Subroutines
Subroutines and the JSR Instruction

When a controller scans a program only the main routine is scanned
by default. Subroutines are not scanned unless the controller is
specifically instructed to do so.
Programmers use the JSR (Jump to Subroutine) output instruction in

a routine of a program to ensure that any subroutines are scanned as
needed:
 JSRs may be preceded by an input instruction that triggers the
subroutine only under certain conditions.
 JSRs may be unconditional, meaning subroutines are scanned
continuously.
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The following graphic shows unconditioned JSR instructions in the

main routine. Other executable code is contained in the subroutines:
Open Main Routine JSR Instructions
Programming Languages
The Quick View pane at the bottom of the Controller Organizer can
help identify the programming language used in the routine you are
viewing:
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Interpreting Logix Designer Project Organization and Execution 6- 5
Here’s How To find application code within the task, program, and routine
structure.
Activity: As your instructor demonstrates the following procedures,

follow along.

Use the information on the - You should be able to identify continuous, periodic, and
Demonstration Checklist to help guide event tasks.
you during the demonstration.
- Where can you find and monitor task properties?
Open the TS3_1756R_DEM1.acd file for - What determines the relative level of importance for the
use during this demonstration. tasks in a project?
- Identify program components (e.g., routines).
- How do you identify the main routine? A fault routine? A

subroutine?
- Can you identify how subroutines are scanned in a

program?
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Exercise: Interpreting Logix Designer Project Organization and Execution 6- 7
Exercise: Interpreting Logix

Designer Project Organization and
Execution
Exercise A In this exercise, you will practice interpreting Logix Designer project
organization and execution.
Context:
You have been asked to examine a project run by a ControlLogix

system. One of the field devices isn’t working as expected. The
device and the I/O module are OK. It is suspected that the project
organization might be affecting project execution. You must examine
the project to determine if this is the issue.

Directions:
1. Open the TS3_1756r_A1.acd project file and download it to the

controller in slot 1 and then change the controller operating mode
to Remote Run.
2. Examine all of the tasks, programs, and routines in the project.
3. Identify the continuous task:
4. Identify the programs within the continuous task:
5. What type of routine is Temperature_Control?
6. Identify the periodic task:
7. How often is the periodic task executed?
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6- 8 Exercise: Interpreting Logix Designer Project Organization and Execution
8. Examine the last scan for the periodic task in the Task Properties
dialog box. Approximately how long does it take to execute?
9. What is the priority level of the periodic task?
10. Identify the event task:
11. What is the priority level of the event task?
12. What is the main routine within the event task?
13. Which task in this project has the highest priority and which task
has the lowest priority?
Highest Priority Task:
Lowest Priority Task:
14. Identify the fault routines in the project:
15. What type of routine is Compressor_Fault_Handler?
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Exercise: Interpreting Logix Designer Project Organization and Execution 6- 9
16. Identify the sequential function chart subroutine that is used in

the project:
17. Go offline.
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6- 10 Exercise: Interpreting Logix Designer Project Organization and Execution
Answers Exercise A
3. Building_1_Cooling_System is the continuous task.

4. Cooling_System and Recirculating_Fans are the programs
within the continuous task.
5. Temperature_Control is a function block diagram subroutine.
6. Totalizer is the periodic task.
7. The periodic task executes every 1000 ms (1 second) from the
Period field in the Task Properties.
8. The last scan time varies.
The continuous task immediately runs. At 1000 ms., the
periodic task executes, interrupting the continuous task. When
the period task completes, the continuous task resumes
execution.
9. The priority level is 10.
10. SHUT_DOWN is the event task.
11. The priority level of the event task is 1. Lower numbers (i.e., 1)
indicate higher priority for tasks.
12. Compressors_1_and_2 is the main routine within the event task.
13. The event task in this project has the highest priority level at 1
and the continuous task has the lowest priority. The continuous
task runs at the lowest priority level by default, which means all
other tasks will interrupt this task.
14. Fan_Recovery and Compressor_Fault_Handler are the fault
routines in the project.
15. Compressor_Fault_Handler is a structured text fault routine.
16. Fan_Control is the sequential function chart subroutine.
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Lesson 7
Interpreting Ladder Logic Structure
in a Logix Designer Routine
IMPORTANT: You will require a white  Interpret simple ladder logic
board or flip chart to perform the Here’s
How demonstration for this lesson.  Verify logical continuity

 You will interpret ladder logic when determining why a
previously functioning application is no longer operating as
expected.
 You will verify logical continuity when testing code.
Routine: A section of code written and executed as a group.
Ladder Logic: A programming language that uses elements based

on the symbols in an electrical relay diagrams used by electricians.
Ladder Logic Components
Ladder logic uses the following basic elements:
Instructions
? When is ladder logic examined?

Rungs
Answer: During the program scan,
when programming code is executed.
Branch
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7- 2 Interpreting Ladder Logic Structure in a Logix Designer Routine
Rungs
When placing rungs, keep these key points in mind:
 Rungs cannot be empty.
 The last rung is the END instruction:
- It contains no other instructions.
 Rungs are scanned from top to bottom.
Mention that although ladder logic looks  Each rung is read from left to right:
like an electrical diagram, it depicts the
flow of logic, not electricity.
Tip " Power rails are highlighted when the computer is online and the
controller is in Run or Test mode.
Instructions
Mention some of the categories of Instructions are commands defining operations or evaluations to be
instructions including, bit, timer, counter, performed by a controller:
math, data handling, and comparison.
Input Instructions
Output Instruction
] [ ] [ ( )
There are several rules for placing instructions on rungs:

 A rung does not need to contain any input instructions:
If students are familiar with RSLogix 5 - It must contain at least one output instruction.
and 500 software, note that in the Logix
Designer application, output instructions  The last instruction on a rung must be an output instruction.
can be in sequence on the same rung  For Logix5000 controllers, input and output instructions can be
and to the left of an input instruction (i.e.,
interlaced). mixed on a rung (interlaced).
Example: Interlaced Inputs and Outputs

Note that the “inputs on the left” Chalk Talk: As your instructor illustrates, notice the difference
construction is a requirement of between interlaced inputs and outputs and the traditional “inputs on
most processors, including
PLC-5 and SLC 500 processors. the left” design.
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Interpreting Ladder Logic Structure in a Logix Designer Routine 7- 3
Verifying Logical Continuity

For a rung to have logical continuity, all Logical Continuity: A condition where a ladder logic rung has a
input instructions need to be true. path of true instructions to an output.
Remind students that the output Each input instruction looks at the value of its corresponding tag to
instruction does not examine a value. It determine if the input instruction is true or false:
just changes state based upon the
logical continuity.
If the condition for which an input
Then the input instruction is . . .
instruction is examining . . .
Is detected True
Is NOT detected False
The rung shows logical continuity Question: Does the following rung show logical continuity?
because all input instructions are
true.
] [ ] [ ( )
The rung does not show logical Question: Does the following rung show logical continuity?
continuity because the second
input instruction does not detect
the correct value for the bit.
] [ ] [ ( )
Branches
Branches are used to create an alternative path for reading inputs and
outputs, resulting in logical continuity:
] [ ( )
] [ ( )
ILLsb56r
Branches can have more than one level and can include two types:
Review the scan paths of the nested and Parallel Branch Nested Branch
parallel branches in the graphic.
] [ ] [ ] [
] [ ] [
] [ ] [
Tip " An output branch must contain at least one output instruction. An
? Why would a maintenance person input branch can be empty.
add an empty branch to a
program? Tip " An empty branch around an input will generate a warning, but it will
not prevent a project from being downloaded.
Answer: This can be used to
temporarily bypass a contact in a rung.
When placing branches in ladder logic, keep these key points in
mind:
 Branches are read from left to right, top to bottom.
 A branch must start and end on the same level.
Mention that parallel branches are  A parallel branch has the same start and same end point as the
evaluated faster than nested branches. branch it is below.
 Branches can be nested inside of or underneath other branches.
 A nested branch starts and ends inside the same branch.
Input Combinations
Activity: As a group, draw three possible input combinations that

determine logical continuity:
 AND:
 OR:
 AND with OR:
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Interpreting Ladder Logic Structure in a Logix Designer Routine 7- 5
Output Combinations
Activity: As a group, draw three combinations that can be used with

output instructions:
 Unconditional Output:
 Multiple Outputs on a Single Rung:
 Outputs with Separate Input Conditions:

 Interpret simple ladder logic
 Verify logical continuity
along.
Use the steps below and the information Pay attention to these critical aspects of the demonstration:
on the Demonstration Checklist to help
guide you during the demonstration: - Can you interpret ladder logic using AND logic, OR logic,
and a combination of the two?
IMPORTANT: This demonstration is
intended to be performed on a white - Can you interpret ladder logic using unconditional
board or flip chart.
outputs, multiple outputs on the same rung, and outputs
On the board, draw examples showing a with separate input conditions?
mix of the three input combinations
(AND, OR, combo) and the three output - Note that both interlaced and traditional (inputs on the
conditions left, outputs on the right) logic combinations work for
Walk the students through the decisions Logix5000 controllers.
made to create the logic.
- Recognize the importance of logical continuity when
interpreting ladder logic.
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Exercise: Interpreting Ladder Logic Structure in a Logix Designer Routine 7- 7
Exercise: Interpreting Ladder Logic

Structure in a Logix Designer
Routine
Exercise A In this exercise, you will practice interpreting basic ladder logic in a
Logix Designer routine.

Directions:
1. On your workstation, verify that selector switches DI12, DI13,

DI14 and DI15 are in the off (left) position.
2. Open the ILL_1756r_A1 project file and download it to the
controller in Slot 1 of your workstation.
Tip " You can ignore any warnings that are generated during the
download; this does not affect the download.
3. Place the controller in Run or Remote Run mode.

4. Open the Exercise_A routine in your project.
5. What type of routine is this?
6. Examine Rungs 0 and 1 in the Exercise_A routine:

A. What type of ladder logic structure is used in Rung 0?
B. What type of ladder logic structure is used in Rung 1?
C. On your workstation, perform the actions needed to make

Rungs 0 and 1 true.
D. How does the software show logical continuity for a rung?
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7- 8 Exercise: Interpreting Ladder Logic Structure in a Logix Designer Routine
7. Examine the inputs and outputs on Rung 2 of the open routine:

A. What type of ladder logic structure is used on the rung?
B. Is there another way the programmer could have organized

Rung 2?
8. Examine Rung 3 in the routine:

A. Which inputs must be true for the output to be true?
B. On the workstation, create the condition(s) that make the

output true.
A. Which inputs must be true to make both output DO6 and
DO11 true?
B. Given the conditions on the rung, can only output DO11 be

true? Why or why not?
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A. How many different input conditions will make output DO5
true?
B. How many different input conditions will make outputs DO5

and DO7 true?
C. Using the workstation, test your answers to questions 10. A.

and 10. B.
D. What instruction feature is demonstrated in Rung 5?

A. What input combination is required to make outputs DO1
and DO4 true?
B. Using the workstation, test your answer to question 11. A.
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12. List the errors in each rung in the space provided below. If the
rung contains no errors, write “correct:”
0 ( ) ] [ ( )
] [
1 ( )
2 ] [ ( ) ( ) ( )
3 ] [
4 ] [ ] [ ( )
5 ] [ ( )
A. Rung 0
B. Rung 1
C. Rung 2
D. Rung 3
E. Rung 4
F. Rung 5
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Answers Exercise A
5. Exercise_A is a subroutine.
6.
A. Rung 0 uses AND logic.
B. Rung 1 uses OR logic.
C. The output in Rung 0 illuminates when inputs DI3 and DI15
are true; the output in Rung 1 illuminates when input DI1 or
input DI14 is true.
D. The software shows logical continuity by displaying a green
line through each true instruction.
7.
A. The inputs demonstrate AND logic; the outputs are arranged
in series on the same rung.
B. The programmer could have placed the outputs on branches
in Rung 2.
8.
A. Inputs DI4, DI5 and DI6 or Inputs DI13 and DI6 must be
true for output DO9 to be true.
9.
A. For outputs DO6 and DO11 to be true, one of the following
conditions must occur:
- Inputs DI8 and DI15 must be true; or
- Inputs DI0, DI9, and DI15 must be true
B. Based on the conditions on the rung output DO11 cannot be
true by itself. The conditions that make input DO6 must be
present first.
10.
A. Three different input combinations will make output D05
true.
B. Six different input combinations will make outputs DO5 and
DO7 true.
D. Rung 5 uses interlaced inputs and outputs.
11.
A. Inputs DI10, DI6, and DI15 must be true for outputs DO1
and DO4 to be true.
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12. The following errors are in the ladder logic:

A. Rung 0: This rung is correct. A rung can begin with an
output instruction even if there are also input instructions on
the rung. A rung must end with an output instruction.
B. Rung 1: This rung is correct. A rung is allowed to only
contain one output instruction.
C. Rung 2: This rung is correct. Instructions of the same type
can be arranged in sequence.
D. Rung 3: This rung is incorrect. Rungs must contain at least
one output instruction.
E. Rung 4: This rung is incorrect. An output branch must
contain at least one output instruction.
F. Rung 5: This rung is correct. An input branch can be empty;
this may create a warning, but the controller would accept the
program. A maintenance person might add an empty branch
to a rung in order to make the rung always true, when testing
outputs, for example.
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Lesson 8
Locating and Editing Tag Values in
a Logix Designer Project
Note that this lesson presents simple  Locate and edit tag values through a routine
tags that use pre-defined data types.
More advanced topics, such as  Locate and edit tag values through the Tags window
monitoring arrays and tags of  Locate and edit tag values in the Watch tab
user-defined data types, are presented
in a different lesson.

 You will locate tag values using a method of your choice when:
- Verifying that tags are updating as expected.
- Determining why an application is not responding as
expected.
 You can use the Watch tab to locate key tag values while also
interpreting the associated code.
 You can edit tag values through a routine if you need to adjust
application settings.
Tag: An area of controller memory where data from devices,

calculations, faults, etc. is stored.
Answers: Review Activity: Which tag data type is used to store data from a
 Photo-eye: BOOL photo-eye? A strain gauge? A level indicator? A pushbutton? A limit
switch?
 Strain gauge: REAL
 Level indicator: REAL
 Pushbutton: BOOL Structure: A more complex data type that is made up of several
 Limit switch: BOOL pieces of data.
For example, a TIMER structure is made up of a combination of

Relate this to a timer relay where there DINTs and BOOLs
is on/off data as well as a preset value.
Answer: Other common structures Question: Are you familiar with other data structures?
include CONTROL, COUNTER,
and MESSAGE.
An alias is an assumed name. Alias Tags
Use this to lead into your
discussion of alias tags. Question: In everyday use, what is an alias?
TA3sb56r
8- 2 Locating and Editing Tag Values in a Logix Designer Project
Alias Tag: An additional name for a tag (or other alias tag):
 Refer to the same area of memory.
Tell students that if a base tag is used as  Reflect the same values and changes.
an address, any corresponding alias
tags will not be displayed. Base Tag: The tag to which the alias refers (i.e., the tag where data is
State that if the base tag is used directly actually stored).
in an instruction, that is all that is shown.
If an alias tag is used as the address for an instruction, the base tag is
also displayed.
Add that for program-scoped tags, Locating and Editing Tag Values through the Tags Window
behind the scenes, the program name
becomes a prefix for each tag name. Tags belong to one of two different scopes:
This is how tags with the same names in
different programs are kept separate.  Controller-Scoped Tags Collection: Tags, such as I/O tags, that
are available to every task and program within a project.
 Program-Scoped Tags Collection: Tags that are only available
to the routines in the program in which they are created.
- These tag names may be reused in other programs.
Monitor Tags Tab

The Monitor Tags tab is a direct view of a controller’s memory.
Answers: Question: What tasks might you expect to perform using the
 See tag values in an active Monitor Tags tab?
controller (online)
 Assign values to specific tags
 Set operand (tag) descriptions A blue arrow at the top of a column signifies that
 Define tag style a change to any value in this column will
immediately take effect in the controller when you
press Enter or click another cell.
Tags and Members

Stress that finding tags is a key step in Tags of the same data type are not automatically displayed together
monitoring. The way in which tags are in the Monitor Tags tab:
filtered can help limit the number of tags
displayed. If used improperly, it can also  Tags can be displayed alphabetically (default mode).
hide required tags.
 Tags can be sorted and filtered (e.g., show DINT tags only).
 Tags that are structures can be expanded to display members.
Structure: A data type that combines other data types:
 A TIMER data type is made up of DINTs and BOOLs.
If this lesson is part of a standard Member: One data type within the structure.
course, mention that timers and other
structures will be discussed in more
detail in later lessons.
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Locating and Editing Tag Values in a Logix Designer Project 8- 3
Display Style
Data from a BCD thumbwheel could be The Style parameter controls how data is displayed for certain tags:
viewed in the hexadecimal style.
 Changing the display style from the Edit tags tab affects how the
data is displayed in a routine.
 Changing the display style from the Monitor Tags tab affects how
data is displayed in this window:
- One layout is optimized for viewing atomic data types
(BOOL, REAL, etc.):
If this is a standard class, mention that - You can change the display to more efficiently view data in
more details on working with timers will structures, such as timers:
be provided in an
upcoming lesson.
Tip " Style is for display only; it does not affect how data is stored in the
controller.
Edit Tags Tab

Keep the following points in mind when working with the Edit Tags
tab:
 Tags that contain an error are marked with an “X” in the first
column.
 When online, only the tag name, style, and description can be
changed.
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Stress the difference between editing the Locating and Editing Tag Values through a Routine
tag (e.g., tag name) and changing the
tag data, such as the preset. Tag values can be monitored and sometimes edited online through
In this ladder logic example, point out instructions in routines:
that values can be monitored and certain
values, such as timer presets, can be
edited.
Blue Arrow: Change will

Immediately Take Effect
in the Controller
Tip " When you are in a routine, you can quickly access the Tags window
using the “Monitor Tag” feature.
Note that the Watch tab is accessed Locating and Editing Tag Values in the Watch Tab
from the View menu.
The Watch tab displays all tags referenced by an active routine of
any type.
Question: Who has used Custom Data Monitors in RSLogix 5 or

If students are familiar with RSLogix 500 software?
RSLogix 5 or RSLogix 500 software,
mention that the persistent Quick Watch
is similar to a custom data monitor.
The Quick Watch feature of the tab allows you to assemble custom
lists of tags to monitor:
Note that the custom list of tags allows  Tags from the controller scope
you to see only select tags while viewing  Tags from the open routine
code. This helps you avoid the searching
and scrolling necessary with  Tags manually selected using the tag browser
the Tags monitor.
Once you create and save one or more Quick Watch lists, you can
then access them whenever the project is open.
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Locating and Editing Tag Values in a Logix Designer Project 8- 5

 Locate and edit tag values through a routine
 Locate and edit tag values through the Tags window
 Locate and edit tag values in the Watch tab

Use the steps below and the information - Can you monitor/modify tag values from a routine?
guide you during the demonstration: - As you view controller-scoped and program-scoped tags,
Open the TA3_1756R_DEM1.acd review when they should be used.
project file. When demonstrating the
listed procedures, point out the following - Note where controller-scoped and program-scoped tags
items: can be found in the Controller Organizer.
S Controller-scope and program-scope
tags - View the Monitor Tags tab and the Edit Tags tab and
note the differences between them.
S The Monitor and Edit Tags tabs and
columns - Hide and show columns in a Tags window.
S The Scope drop-down list
- What display styles are available for tags?
S How to sort and filter tags
S The Hide/Show features of the - What happens to data identified by a blue arrow?
columns
- How can the wild card filter be used to help more easily
S The blue arrows find tags?
Important: Show students how to create
a persistent Quick Watch file. - Recall how the Watch tab can be opened on an
as-needed basis.
Be sure to point out the wildcard filter
and the Properties window. When - What methods can be used to add tags to a Quick Watch
monitoring tags, the Properties window
is a quick way to view additional file?
information such as if the tag is an alias
to another.
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Exercise: Locating and Editing Tag Values in a Logix Designer Project 8- 7
Exercise: Locating and Editing Tag

Values in a Logix Designer Project
Exercise A In this exercise, you will practice locating and editing tag values in a
Logix Designer project.
Context:
You have just gone online to a controller to monitor values in an

application. Accurately monitoring the process data will help you
determine if the application is functioning properly. You are now
ready to monitor and edit basic tags.

Directions:
1. Turn all selector switches on the workstation DI12, DI13, DI14,

and DI15 to the off (left) position.
2. Open the TA3_1756R_A1.acd project file and download it to the
controller in slot 1 and change the controller operating mode to
Remote Run.
3. Open the System_Operation main routine and view the logic.
4. Through the main routine, edit the preset value of the
OpenOutDamper tag to better suit your application. Change its
Preset value to 3750.
5. When will the change to the instruction take effect?
6. Monitor the StopPB tag through the Tags window.

7. Turn the DI15 selector switch on.
8. What is the value of the StopPB tag?
TA3e56r
8- 8 Exercise: Locating and Editing Tag Values in a Logix Designer Project
9. Turn the DI15 selector switch off.

10. What is the value of the StopPB tag?
11. Without leaving the Monitor Tags tab, can you tell if the StopPB
tag relates to another tag in the project? If so, which one?
12. While monitoring the StartPB tag, press the DI0 pushbutton on
the workstation several times.
13. Does the StartPB tag value change?
14. In your Monitor Tags view, be sure that all of the following
columns are visible (right-click a column header and toggle the
columns on):
- Name
- Value
- Force Mask
- Style
- Data Type
- Description
Tip " You may have to scroll to the left and right to view all columns.
15. Which parameters (column headers) contain blue arrows?
16. What does a blue arrow indicate?
17. Sort the tags by the Data Type parameter.
TA3e56r
Exercise: Locating and Editing Tag Values in a Logix Designer Project 8- 9
18. Double-click the Data Type column header to reverse the order.
19. Sort the tags by the Name parameter.
20. You are having a problem with a damper in the system, and you
are not sure of the exact tag name, other than knowing the tag
likely contains the word “damper.”
A. Filter the tags by typing “da” in the filter box.
B. How many tags are displayed?
C. Are all tags the same data type?
D. What is the value of the DamperZone2 tag?
E. Show all tags again by deleting “da” from the filter box.
21. Create a Persistent Quick Watch file named
Cooling_System_Monitor containing the following tags:
 AirTemperature
 CdZone
 Compressors Enabled
 OnOffCycle
 Zone_Preset
22. Close the Persistent Quick Watch window.
23. Change the Style for the Stage2LowLimit tag to the following
styles and examine the data in the Value column:
- Binary
- Hex
- Octal
24. Change the Style for the Stage2LowLimit tag back to decimal.
25. Save and close the TA3_1756r_A1 project file.
26. Re-open the project file and go online.
27. Open the Cooling_System_Monitor Quick Watch file and verify
that you can monitor data.
28. Go offline.
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8- 10 Exercise: Locating and Editing Tag Values in a Logix Designer Project
Answers Exercise A
5. The value takes effect as soon as you press Enter or click

anywhere in the Routine editor.
8. The StopPB tag is on (1).
10. The StopPB tag is off (0).
11. The StopPB tag is an alias tag for the Local:2:I.Data.15 I/O
tag. You can tell if you are viewing a base tag or an alias tag by
selecting the tag and then accessing the Properties panel from
the right side of the window.
13. Yes, the StartPB tag value should alternate between on (1) and
off (0).
15. The blue arrows are in the Value and Force Mask column
headers.
16. A blue arrow to the right of a parameter or column header
signifies that changes will immediately take effect in the
controller.
20.
B. Six tags are displayed.
C. No, the tags are not all the same data type.
D. The value of the DamperZone2 tag is 0.
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Lesson 9
Interpreting Bit Instructions in a
Logix Designer Routine
 Interpret bit instructions
 Locate documentation in a project

 You will interpret bit instructions to determine if an application is
functioning properly.
 You will locate documentation to assist in understanding the
operation of a routine being viewed.
Before You Begin Bit Instruction Components and Documentation
Alias (If Used) Rung Comment

Tag Description
Base Tag
Highlighting Instruction Symbol
When interpreting ladder logic, you will work with the following
components:
 Base Tag: Identifies the location of the data being stored.
 Alias: Provides an easier-to-remember name for a tag.
 Highlighting: Indicates rung continuity (if an instruction
evaluates as true).
 Tag Description: Explains how tag data is being used. Typically
provided by the system programmer.
 Rung Comment: Describes data flow on a given rung of code.
Typically provided by the system programmer.
 Instruction Symbol: Graphically describes operation occurring
on the selected bit.
IBIsb56r
9- 2 Interpreting Bit Instructions in a Logix Designer Routine
Interpreting Bit instructions
Mention that the most commonly used There are several basic instructions that are commonly used
bit instructions are OTE and XIC. throughout an application.
Conditional Bit Input Instructions

A conditional bit input instruction changes its true/false state to
reflect the value of the bit to which it corresponds:
If you want a bit input Then select . . .

instruction that . . . Name Mnemonic Symbol
Is true when the bit it is examining
Examine If Closed XIC
has a value of 1 (on)
Is true when the bit it is examining

Examine If Open XIO
has a value of 0 (off)
The state of the instruction is not directly linked to

the physical device/button wiring. The instruction
is chosen based on what state we want the device
to be in (1 or 0), in order to take action.
Non-Retentive Bit Output Instruction

A non-retentive bit output instruction changes the value of the bit it
corresponds to when the instruction changes state:
Highlight the fact that the entire rung If you want a bit output Then select . . .
does not have to be true. Only the
conditions leading up to (left of) the OTE instruction that . . . Name Mnemonic Symbol
need to be true to set the bit. Sets the bit it operates on to 1 when the
conditions preceding the instruction are
true. Output
OTE
Sets the bit it operates on to 0 when the Energize
conditions preceding the instruction are
false or after a power cycle.
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Interpreting Bit Instructions in a Logix Designer Routine 9- 3
One-Shot Instruction
A one-shot instruction is an input instruction that enables the rest of
the rung for one program scan:
If you want a bit output Then select . . .

Enables the remainder of a ladder logic rung
for only one program scan when its status One-Shot ONS
changes from false to true (enabled)
Remind students that since an Tip " A unique BOOL tag must be dedicated to each ONS instruction.
ONS is an input instruction,
its status only reflects the status of the
bit and does not change it. Retentive Bit Output Instructions
Like the non-retentive bit output instruction, retentive bit output
instructions change the value of the tags to which they correspond.
Retentive bit output instructions set the state of

the bit (on or off) after the rung becomes true, and
will retain that state even after the rung goes false.
If you want a bit output Then select . . .

Sets or latches a data bit when the
Highlight the fact that the entire rung conditions preceding it become true
does not have to be true. Only the Remains true until the data bit is cleared Output
conditions leading up to (left of) the OTL
Does not change the data bit status if the Latch
instruction need to be true. preceding conditions go false or a power
cycle occurs
Clears or unlatches the bit it operates on
when the conditions preceding it become
true Output
Example: A bit is set indicating a part is OTU
Does not change the data bit status if the Unlatch
in a machine. If you want to indicate the preceding conditions go false or a power
part is still in the machine even after a cycle occurs
power failure, you could use a retentive
output instruction.
Tip " A tag referenced by the OTL instruction will maintain its value even
if power is removed.
Note that OTU instructions can be used The OTL and OTU instructions are typically used in pairs.
by themselves in fault routines.
However, in standard, non-fault Reference: See the Help system for more information on retentive
routine code, OTU instructions
should not be used to force a bit bit outputs and other instructions.
off (0). Such bits should be
controlled by the state of the rung.
Seal-In Logic
Seal-in logic is often used instead of the OTL and OTU instructions
for applications in which it is undesirable to have latched bits
following a power loss.
IBIsb56r
9- 4 Interpreting Bit Instructions in a Logix Designer Routine
Chalk Talk: Your instructor will demonstrate how seal-in logic

works.

 Interpret bit instructions
 Locate documentation in a project
along.

Use the steps below and the information - Can you determine when to use XIC, XIO, OTE, and
on the Demonstration Checklist to help ONS instructions?
S Use the Example slides in the - Can you use documentation to further understand the
PowerPoint presentation to discuss function of the ladder logic?
the use of conditional and retentive
bits. - Interpret a rung showing an XIC instruction that triggers
S Supplement the demonstration by an OTE.
drawing examples on a white
board/flip chart and/or having - Interpret a rung showing an XIO instruction triggering an
students do so as well. OTE.
- Interpret two rungs showing the same output being

latched and unlatched.
- Interpret a rung of ladder that starts a pump with a

momentary pushbutton but keeps the pump running
once the button is released.
- Note the difference between using latched outputs and a

seal-in circuit.
IBIsb56r
Exercise: Interpreting Bit Instructions in a Logix Designer Routine 9- 5
Exercise: Interpreting Bit

Instructions in a Logix Designer
Routine
Exercise A In this exercise, you will practice interpreting ladder logic bit
instructions for a routine.
Context:
Your company has recently installed a new palletizer to more

efficiently package products for shipping. You want to familiarize
yourself with the machine’s operation, paying particular attention to
the shrink wrapping segment of the code.

Directions:
1. Turn the DI12, DI13, and DI14 selector switches on the

workstation to the off (left) position.
2. On the workstation, turn the DI15 selector switch to the on (right)
position.
3. Open the IBI_1756R_A1.acd project file and download it to the
Remote Run.
4. Open the Normal_Operation main routine and examine the ladder
logic.
5. What conditions must be met before the palletizer is operational?
6. Adjust the switches on your workstation necessary to make the

palletizer operational.
Tip " If you have met the conditions, the DO9 light on the workstation will
turn on.
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9- 6 Exercise: Interpreting Bit Instructions in a Logix Designer Routine
7. Based on the logic seen in the main routine, what must occur
before the conveyor motor starts?
8. Once all conditions are met to start the conveyor motor, what
keeps the motor running?
9. Simulate that a pallet is present and a box passes the conveyor

photoeye by turning on the DI12 selector switch and pressing the
DI1 button on your workstation. Verify that the conveyor motor
starts.
10. What happens when the Pallet_Full indicator is activated?
11. Verify the condition you described in Step 10. occurs by pressing
the DI10 pushbutton on your workstation.
12. What happens to the Pallet_Check bit when you press and hold
the Pallet_Full DI10 button?
Tip " View the Pallet_Check bit using the Watch window.
13. What conditions will turn off the shrink wrap roller?
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Exercise: Interpreting Bit Instructions in a Logix Designer Routine 9- 7
14. If an emergency stop occurs, what must be done to reset the

palletizer?
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9- 8 Exercise: Interpreting Bit Instructions in a Logix Designer Routine
Answers Exercise A
5. Before the palletizer is operational (i.e., the Palletizer_Ready

light is on), the Cycle_Start_PB pushbutton must be pressed,
and the Emergency_Stop_Active status contact must be closed.
7. Before the conveyor motor starts, the following conditions must
be met:
- The palletizer must be operational.
- A pallet must be present.
- A box must pass the Conveyor_1_Motor_Start photoeye
(bit must be high).
- The Conveyor_1_Motor_Stop pushbutton must not have
been pushed.
- The shrink wrap roller must be off (not on).
8. A seal-in circuit in Rung 1 keeps the conveyor motor running
once all conditions are met.
10. When the Pallet_Full indicator is activated, the
Shrink_Wrap_Roller starts, and the conveyor motor shuts off.
12. When you press and hold the Pallet_Full button, the
Pallet_Check tag changes value from 0 to 1. The value remains
1 until the Pallet_Full button is released. At that time, the value
of Pallet_Check returns to 0.
13. The shrink wrap roller will turn off when the
Shrink_Wrap_Complete bit transitions to 1 (goes true) or the
Emergency_Stop_Active status contact opens.
The Emergency_Stop_Active status contact is not

used to initiate an E-stop. In this scenario, it
provides a signal to the controller indicating that a
separate, hard-wired emergency stop button has
been pushed.
14. If an emergency stop occurs, the Emergency_Stop_Active

status contact must be closed and the Cycle_Start_PB must be
pressed to reset the palletizer.
IBIe56r
Lesson 10
Interpreting Frequently Used
Instructions in a Logix Designer
Routine
 Interpret frequently used timer and counter instructions
 Interpret frequently used program control instructions
 Interpret frequently used math and compare instructions
 Interpret frequently used move instructions

 You will interpret timer and counter instructions after determining
that:
- A timed event is occurring too early/late after its trigger.
- A specific event needs to occur for a longer/shorter period of
time.
 You will interpret math and compare instructions to determine if
your application is receiving the expected values from tag data.
 You will interpret move instructions when following the flow of
data through an application.
Before You Begin Timer and Counter Instructions
Timers and counters control operations using a time base or a count.

These output instructions perform the following tasks:
 Timer instructions control operations based on time.
 Counter instructions control operations based on the number of
events that occur.
Key Counter/Timer Terms

Example: A counter can keep track of Counter: An instruction used for the following applications:
how many cars enter and leave a
parking garage or how many times a  Count the number of parts entering or leaving an area
gate rises or falls.  Count how many times a certain incident occurs
Question: Do you have examples of applications that use counters?
IC3sb56r
10- 2 Interpreting Frequently Used Instructions in a Logix Designer Routine
Examples: A timer instruction can start Timer: An instruction used when any of the following actions need
a motor after a 10-second-delay, open a
valve for 15 seconds, or keep track of to occur:
how long a gear has been turning.  Trigger an event/outcome after a timed delay
 Cause an event to transpire for a specified length of time
 Time the duration of an event
Question: Do you have examples of applications that use timers?
RES (Reset) Instruction: An output instruction used to reset certain

timer and counter instructions.
Timer Instructions
If needed, review the terms structure Timer structures store data in the following tags:
and member.
 Preset Value (.PRE): The number of units of time base to be
timed. The preset value should be a positive integer.
Clarify that a TIMER structure tag name
can be anything.  Accumulated Value (.ACC): The total time the timer has
Note that the preset and accumulated counted in millisecond units.
tags are DINT data types that can hold  Timer Status Bits (.EN, .DN, and .TT): Function to tell the
values greater than 1, while the .EN, .TT,
and .DN are BOOL data types, which controller the status of the timer instruction.
can be either 1 (on) or 0 (off).
Reference: See the Help system for more details on the timer
structure and status bits.
In Logix5000t systems, the .PRE and .ACC

values are calculated in milliseconds (.001
seconds). For example, for a 2-second timer, enter
2000 for the preset value.
One of the most frequently used timer instructions is the TON

(Timer On) instruction. It works in the following manner:
Work through the table showing how bits And the status bits are in
change as rung continuity changes. If the accumulated value
the following states . . . Then the timer is . . .
Clarify that the TON begins timing when is . . .
.EN .TT .DN
the instruction transitions from false to
true (the instruction is enabled). =0 0 0 0 Reset (False)
< PRE 1 1 0 Timing (True)
Point out that with all timer instructions,
when accumulated time reaches and is = PRE 1 0 1 Timed out (True)
equal to the preset, the timer is said to
be timed out.
Tip " The .TT and .DN bits are often evaluated as bit instructions in an
application.
IC3sb56r
Interpreting Frequently Used Instructions in a Logix Designer Routine 10- 3
Another timer instruction you may see, RTO (Retentive Timer On):
 Operates in a similar manner to the TON instruction
 Retains its accumulated value if the rung-in condition goes false
or power is lost
 Continues timing if rung-in condition transitions back to true and
the preset value has not been reached.
 Requires a reset (RES) instruction for the accumulated value to
return to zero.
Counter Instructions
Like timer instructions, counter instructions consist of several
member tags:
 Preset Value (.PRE): The value to be counted:
- The maximum value for counting up is 2,147,483,647.
- The maximum value for counting down is -2,147,483,648.
 Accumulated Value (.ACC): The number of elapsed counts. If
accumulated = 50 that means 50 events have occurred.
 Counter Status Bits (.CU, .CD, .DN, .OV, and .UN): Function
to tell the controller the status of the counter instruction.
Reference: See the Help system for more details on the counter
structure and status bits.
With counter instructions, the accumulated value

continues incrementing/decrementing even after
the .DN bit is set.
You may see the following counter instructions in your applications:

 CTU (count up)
 CTD (count down)
Tip " If your application requires tracking a value that counts up and
down, a combination of CTU and CTD instructions are used that
reference the same tag.
Program Control Instructions
Mention that program control Program control instructions are used to change the flow of logic.
instructions are detailed further in the Some of the frequently used program control instructions are:
Studio 5000 Logix Designer Level 3:
Basic Ladder Logic Interpretation  JSR (Jump to Subroutine)
course.
 SBR (Subroutine)
 RET (Return from Subroutine)
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JSR (Jump to Subroutine) Instruction

A JSR instruction is an output instruction that jumps to a separate
routine. It initiates the execution of the specified routine, which is
referred to as a subroutine:
 The subroutine executes one time.
 After the subroutine executes once, it returns to the routine that
called it and continues executing the logic with the next
instruction following the JSR instruction.
SBR (Subroutine) Instruction

A SBR instruction is an input instruction used to receive passed
parameters from a JSR instruction. The parameter values are then
copied into specified tags in the subroutine where the SBR
instruction is located.
The Logix Designer application does not require

an SBR instruction unless input parameters are
passed from a JSR instruction.
The SBR instruction identifies the tags that store the incoming
parameters.
In this graphic, note the relationships between the three input

parameters. For example: the first input parameter in the JSR
instruction relates to the first input parameter in the SBR instruction:
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RET (Return from Subroutine) Instruction

Specify that if the RET instruction is not When enabled, this output instruction passes its parameters to the
enabled the controller continues specified return tags in the JSR instruction, if any, and resumes
executing the current subroutine and
does not affect logic execution. execution at the rung following the associated JSR instruction.
The Logix Designer application does not require

an RET instruction unless return parameters are to
be passed back to the JSR instruction.
An RET instruction is used only when returning parameters to the

JSR instruction or when terminating the subroutine before the end is
reached.
An RET instruction ends the subroutine, and if needed, returns

parameters to the JSR instruction.
Tip " A subroutine can have more than one RET instruction.
Math and Compare Instructions
In many applications, the controller is required to process and/or

compare multiple pieces of data:
 Math instructions are output instructions that manipulate data and
store the result in a selected tag.
 Compare instructions are input instructions that determine the
relationship between:
- Two unique tag values
- A tag value and a constant value
Key Math/Compare Terms

Mention that the source and destination Source: The tag address or constant value on which the
values function in the same manner for mathematical or compare operation is performed.
compare, math, and move instructions.
Destination (Dest): The tag address where the data is stored after a
mathematical operation is performed.
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Math Instructions
Math instructions are used to perform basic computations.
For example, the ADD instruction adds Source A to Source B and

places the result in Dest (destination).
 In the following graphic, when the ADD instruction is enabled,
values from the coke_weight1 and coke_weight2 tags are added.
 The result is placed in Dest (destination) tag address, result_1:
You may encounter the following frequently used math instructions:
Use this instruction . . .

If you want to . . .
Tell students they can mix data types Name Mnemonic
when using the compute/math Add two values Add ADD
instructions, but there is a chance of
accuracy loss or rounding errors and Subtract two values Subtract SUB
that the instructions takes longer to Multiply two values Multiply MUL
execute.
Divide two values Divide DIV
Mention that instructions execute faster Evaluate a complex expression Compute CPT
and require less memory when the
instruction uses the same data type, and
typically DINT or REAL are optimal. Compare Instructions
All compare instructions:
 Compare source A to source B for some condition
 Compare two numbers or two strings of ASCII characters
Answer: Weight, level, Question: What are some examples of analog inputs that you may
temperature need to monitor?
Source values could come from:

 An analog device that reads the speed of a motor, or the position
of a slide
 An operator interface, where the operator selects a part or sets
? Have you seen or used comparison limits for a process
instructions in your applications? What  A timer’s or counter’s accumulated value, which triggers an event
are some examples?
based on a specific time or count
Activity: Name some examples of comparison instructions used in
your application.
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In the following example, the EQU instruction tests whether

Source A (the value stored in the value_1 tag) is equal to Source B
(the value stored in the value_2 tag):
Other compare instructions you may see include:
Instruction Mnemonic
Greater Than GRT
Greater Than or Equal To GEQ
Less Than LES
Less Than or Equal To LEQ
Move Instructions
Move instructions are output instructions that modify and move bits
from one location to another. The data is moved from a Source to a
Destination.
Frequently used move instructions include:
Use this instruction . . .

If you want to . . .
Name Mnemonic
Copy a value (move the source value
Move MOV
into the destination)
Clear a value Clear CLR
The Source value remains unchanged with MOV

instructions.
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An example of an MOV instruction, including the Source and

destination (Dest) tags, is shown in the following graphic:
Clarify that the Result_of_CokeLoad is

the Source tag and Storage_of_result is
the destination (Dest) tag.
A CLR instruction clears all the bits in the destination (Dest).
When enabled, the CLR instruction, as shown in the following

example, sets all the bits in the value_a tag to 0:
Reference: For more information on the instruction sets introduced

in this lesson, see the Help system. You can gain further practice
interpreting these instructions by taking the Rockwell Automation
Studio 5000 Logix Designer Level 3: Basic Ladder Logic
Interpretation course.
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IMPORTANT: To meet IACET CEU  Interpret frequently used timer and counter instructions
certificate students for the final exam,  Interpret frequently used program control instructions
objectives using the proper job aids.  Interpret frequently used math and compare instructions
 Interpret frequently used move instructions
Use the steps below and the information
1. Verify that all workstation switches
are in the off position.
2. Open and download the
IC3_1756R_DEM1.acd project file. - Review the timer instructions.
3. Open the Main_Routine of the
Main_Scheduler program and review - What happens to the .EN and .DN bits when each timer
the general project flow. is enabled?
4. In the TON subroutine, review the
TON instruction. Emphasize the - Review the counter instructions.
highlighting of the .EN and .DN bits
when enabled. - What happens to the .EN and .DN bits when each
counter is enabled?
5. In the associated subroutines,
review the CTU and CTD - Can you determine why a particular timer or counter
instructions, as well as the RES
instruction. Emphasize the instruction is used in your project?
highlighting of the .EN and .DN bits
when enabled. - Can you interpret the behavior of ladder logic based on
how timers or counters are being used?
6. In the EQU_GEQ_GRT subroutine,
review the instructions. - Review the compare and math instructions.
7. In the ADD_SUB_MUL_DIV
subroutine, review the instructions. - Can you differentiate which instructions are inputs and
which are outputs?
8. In the MOV subroutine, review the
instruction.
- Review the move instructions.
9. In the SBR_RET subroutine, review
the instructions. - Review the JSR, SBR, and RET instructions.
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Exercise: Interpreting Frequently Used Instructions in a Logix Designer Routine 10- 11
Exercise: Interpreting Frequently

Used Instructions in a Logix
Designer Routine
Exercise A In this exercise, you will practice interpreting frequently used

instructions.
Context:
Given the code for a paper machine in your plant, you will interpret a
critical routine as the machine is in operation.

Directions:

2. Open the IC3_1756r_A1.acd project file and download it to the
controller in slot 1 and ensure the controller is in Remote Run
mode.
3. Open the DM01_Interface routine and examine the ladder logic.
4. What conditions are necessary to illuminate output DO0?
5. Perform the actions needed to illuminate output DO0.

6. Adjust the two analog potentiometers on the workstation so that
output DO1 turns on.
7. Examine Rungs 2 and 3 in the routine. What will happen if you
quickly press and release the DI7 pushbutton?
8. Press and release the DI7 button and verify your results.
IC3e56r
10- 12 Exercise: Interpreting Frequently Used Instructions in a Logix Designer Routine
9. What will happen if you press and hold the DI7 button for
approximately 3 seconds?
10. Press and hold the button and verify your results.
11. Why does the value of the AirTemperature tag change in this
manner?
12. Perform the actions needed to turn on output DO2.

13. Using the workstation, what must you do to move a value of 25
into the AirTemperatureGauge tag?
14. Perform the actions needed to move the value.

15. What must you do to turn output DO6 on?
16. Perform the actions needed to turn on output DO6.

17. View rungs 8 to 10 in the routine:
A. Turn the selector switch DI12 off.
B. How long had the selector switch DI12 been active?
C. Change the Minutes.ACC tag value to 59.

D. Turn the selector switch DI12 on and allow the Seconds
timer to run for 60 seconds.
E. Verify that the accumulated value in the Hours counter has
incremented.
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F. In the space below, draw a rung of ladder logic that would

reset the Hours counter each day:
18. Turn on any outputs you see in the routine that are currently off.
19. Examine the ladder logic in the DM01_Interface subroutine and
perform the actions needed to turn off all illuminated outputs on
the workstation.
A. Did all the output lights immediately turn off?
B. Do all the outputs remain off?
C. If outputs turn back on, what must you do to correct the

issue?
D. Perform the actions needed to make rung 1 of the routine

false.
20. On rung 1 of the Area_Calculate subroutine, why are there no
values in the MUL instruction?
21. In the MainRoutine, place your cursor over Paper_Area in the

JSR instruction to get the tooltip. What is the value of
Paper_Area?
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22. Make rung 3 true. Place your cursor over Paper_Area in the JSR
instruction. What is the value of Paper_Area?
23. Why did the value of Paper_Area change?
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Answers Exercise A
4. To illuminate output DO0, the following conditions must be

met:
- Selector switch DI12 must be turned on.
- Selector switch DI13, or selector switch DI14, or selector
switch DI15 must be turned on.
- Potentiometer AI0 must be set so that its value is greater
than or equal to 700.
7. If you quickly press and release the button, the value of the
AirTemperature tag will increase by 5.
9. If you press and hold the button for 3 seconds, the value of the
AirTemperature tag will again increase by 5.
11. The ONS (One Shot) instruction prevents the ADD instruction
from being triggered more than once if the DI7 button is
pressed and held.
12. You must press and hold the DI7 button for at least 7 seconds to
turn on output DO2.
13. You must press the DI7 button multiple times until the value of
the AirTemperature tag reaches 25. Then you must press the
DI3 button to move the value from the AirTemperature tag to
the AirTemperatureGauge tag.
15. You must press the DI1 button 5 times to turn output DO6 on.
17.
B. Answers will vary. You should have turned the selector
switch on near the beginning of this exercise.
F. Your rung of ladder logic should appear similar to the
following graphic:
18. You should have received the expected response.
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19.
A. Yes. When rung 11 of the routine is true, all outputs turn off
immediately.
B. Answers may vary. If the workstation potentiometer tags are
still set to the values that turned output D01 on (from
Step 6. of the exercise), the D01 output turns back on. If you
changed the values of one or both potentiometers, all output
lights remain off.
C. To turn off the output, you should adjust one or both of the
workstation potentiometers so Rung 1 becomes false. Then
you should turn selector switches DI14 and DI15 on and off
again.
20. The SBR instruction needs to receive parameters from the JSR
instruction on rung 3 of the MainRoutine. Parameters will not
be passed until rung 1 in the MainRoutine becomes true, which
makes rung 3 become true.
21. Paper_Area has a value of 0.
22. Paper_Area has a value of 20.
23. The SBR instruction in the Reset subroutine received
parameters from the JSR instruction in the MainRoutine. The
MUL instruction multiplied Source A and Source B and the
RET instruction returned the parameters back to the JSR
instruction in the MainRoutine.
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IC3e56r
Lesson 11
Interpreting Arrays in a Logix
Designer Project
What You Will Learn After completing this lesson, you should be able to examine tag
arrays through the Tags window.
When You Will Do This You will interpret arrays in a Logix Designer project when the
application is programmed using this capability.
Question: What is a tag?
Array: A numerically indexed sequence of elements of the same

Note that an array that is a member of a data type.
user-defined data type can only have
one dimension.  An array tag occupies a contiguous section of memory in the
controller with each element in sequence.
 Arrays can have one, two, or three dimensions.
Element: A single position within an array.
Relate this to PLC-5 data, where N7:0 to Example: Array

N7:9 is a one-dimensional array of
integer data types. A controller needs to store a piece of data for six different parts.
Note that an array of Part[40] will have This data can be stored in an array of 6 INTs:
elements of Part[0] to Part[39].
Array of 6 INTs Group of 6 INTs
Stress that it is easier for a programmer (Numbered 0 to 5)
to create a single-dimensional array of
100 DINTS than it is to create 100
individual tags. One Element
Point out that you can create an alias
tag for each element of an array. For
example, Cold_Timer might be an alias
for TIMER [34].
Chalk Talk: Show an example of a BOOL array that could be used

to trigger ONS instructions.
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11- 2 Interpreting Arrays in a Logix Designer Project
Array Addressing
Note that the number or expression in An instruction might examine or write to one element of an array:
the brackets is the subscript. Point out
the square brackets that enclose the Part_Data[3]
element number.
ArrayName Single Element of a 1 Dimensional Array
As an example, state that if If an array total is 100, then you can address
Position1-Position2 = 48 and the array is elements 0 to 99. A major fault is generated if
an array of only 40, a major fault will
occur. code attempts to read from or write to an array
element location that exceeds its corresponding
dimension, e.g., if an array = Part[100] and an
Note that if executable code attempts to instruction attempts to write data in Part[150].
read beyond an array limit, it will read
the next tag in memory and process the
data accordingly. Certain data types can support one-, two-, or three-dimensional
arrays.
Part_Data[2,5,3]
Dimension 0
Dimension 1
ArrayName Dimension 2
Tip " Array dimensions are separated by commas.
Add that an array might include data Example: Three Dimensional Arrays
stored by shift, day, and week. Or, x and
y coordinates (for retrieving a part in Three dimensional arrays might store the following data:
storage).
Storage[5,2,773] Part[2,3,0]
Part Number Color

Shift Number Size
Day Weight
Activity: Discuss how three-dimensional arrays may be used by

students in their specific applications.
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Interpreting Arrays in a Logix Designer Project 11- 3
Advanced Array Addressing

Point out that a period indicates the next Array addresses can vary in complexity, depending on application
sublevel of an address. A tag without a needs:
period is the whole address.
If you monitor a tag in this
Example It is a . . .
format . . .
Standard single
ArrayName[Element] Part[5] dimensional array
element
ArrayName[Tag] Station[Position] Changing
ArrayName[Expression] Station[Position+5] element
ArrayName[Element].Bit Part[5].15 Bit in the element
ArrayName[Expression].[Tag] Part[Index/2].[MyIndex] Changing bit in a
ArrayName[Expression].[Expression] Part[Index*2].[MyIndex+15] changing element
Here’s How To examine tag arrays through the Tags window.

Use the Demonstration Checklist to help
guide you during the demonstration. - Note the similarities between examining basic tag
structures (BOOLs ,DINTs, etc.) and examining more
complex structures.
Open the AR3_1756R_DEM1.acd file
for use during this demonstration. - Can you change the data layout to more efficiently
monitor timer data?
- Can you locate tag arrays in an application?
- Can you identify elements of an array?
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11- 4 Interpreting Arrays in a Logix Designer Project
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Exercise: Interpreting Arrays in a Logix Designer 5000 Project 11- 5
Exercise: Interpreting Arrays in a

Logix Designer 5000 Project
Exercise A In this exercise, you will practice monitoring arrays.
Context:
As a maintenance technician for your plant’s Logix5000 HVAC

application, you must have a window into the process that allows
you to monitor all data, including most arrays and related data.

Directions:
1. Open the AR3_1756R_A1.acd project file and download it to the

Remote Run.
2. Open the controller-scoped tags collection and monitor the
Zone_Preset array through the Tags window.
3. How are the 4 elements numbered?
Zone_Preset[ ]
Zone_Preset[ ]
Zone_Preset[ ]
Zone_Preset[ ]
4. What is the data type of the 4 elements, Zone_Preset?
5. Open the System_Operation routine in the Cooling_System

program.
6. On rung 26, what is the tag address of the source parameter for
the MOV instruction?
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11- 6 Exercise: Interpreting Arrays in a Logix Designer 5000 Project
7. Check each of the following facts that you have now observed
about this simple array:
- An array is a sequence of tags of the same data type.
- Individual array elements are numbered beginning with 0.
- Individual array elements can be monitored in the Tags
window.
- Individual array elements can be addressed in executable
code.
8. Open the controller-scoped tags collection and monitor the
OffDelayZone tag through the Tags window.
9. How many elements are in the array?
10. How are the elements numbered?

OffDelayZone[ ]
OffDelayZone[ ]
OffDelayZone[ ]
OffDelayZone[ ]
OffDelayZone[ ]
11. What is the data type for each element?
Tip " Recall that a timer is a structure, or more complex data type, that is
made up of multiple members, including BOOLs and DINTs.
12. Expand element 0 in the array and view its members.

13. Expand elements 1 and 2 in the array and view their members.
14. Are the members of each element the same (e.g., .PRE, .ACC,
etc.)?
15. On rung 12 of the System_Operation main routine, what is the tag

address of the TOF instruction that references one of the elements
from Step 10.?
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16. Display rung 15 and examine it.

17. The TOF instruction on the main rung is using which element of
the array?
18. If an instruction addresses a member of a single element in the

array, such as the .DN bit of OffDelayZone[3], what would the
tag address in the ladder logic be?
19. If an instruction addresses a member of a single element in the

array, such as the .ACC (DINT) member of OffDelayZone[3],
what would the tag address in the ladder logic be?
20. Display rung 27 and examine the MOV instruction (source tag).
Does the tag match your answer to Step 19.?
about more complex arrays:
- An array is a sequence of tags of the same data type.
- Individual array elements are numbered beginning with 0.
- Individual array elements can be monitored in the Tags
window.
- Individual array elements can be addressed in executable
code.
- Each array element can be expanded to view its separate
members.
- Members of individual elements can be addressed in
executable code (e.g., Part[5].DN).
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Answers Exercise A
3. The elements are numbered beginning with 0:

Zone_Preset[0]
Zone_Preset[1]
Zone_Preset[2]
Zone_Preset[3]
4. All tags in an array are of the same data type - in this case,
DINT.
6. The tag address of the source parameter of the MOV instruction
is Zone_Preset[2].
7. As you observed in the exercise, all of the following facts about
arrays are true:
n An array is a sequence of tags of the same data type.
n Individual array elements are numbered beginning with 0.
n Individual array elements can be monitored in the Studio
5000 Tags window.
n Individual array elements can be addressed in executable
code.
9. OffDelayZone is an array of 5 elements.

10. The elements are numbered beginning with 0:
OffDelayZone[0]
OffDelayZone[1]
OffDelayZone[2]
OffDelayZone[3]
OffDelayZone[4]
11. All tags in an array are of the same data type - in this case,
TIMER.
14. The members of each element are exactly the same (.PRE,
.ACC, etc.)
15. The TOF instruction on rung 12 that references one of the
elements from Step 10. is OffDelayZone[2].
17. The ladder logic is using the fourth element (OffDelayZone[3]).
Tip " Recall that elements are numbered beginning with 0.
18. The tag specified in the ladder logic would be

OffDelayZone[3].DN.
19. The tag specified in the ladder logic would be
OffDelayZone[3].ACC.
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20. If you answered number 19. with OffDelayZone[3].ACC, then

the source tag of the MOV instruction on rung 27 should match
your answer.
more complex arrays are true:
n An array is a sequence of tags of the same data type.
n Individual array elements are numbered beginning with 0.
n Individual array elements can be monitored in the Tags
window.
n Individual array elements can be addressed in executable
code.
n Each array element can be expanded to view its separate
members.
n Members of individual elements can be addressed in
executable code (e.g., Part[5].DN).
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AR3e56r
Lesson 12
Interpreting Tags of User-Defined
Data Types in a Logix Designer
Project
What You Will Learn After completing this lesson, you should be able to examine tags of
user-defined data types through the Tags window.
When You Will Do This You will interpret tags with user-defined data types in a Logix
Designer project when the application is programmed using this
capability.
Before You Begin User-Defined Data Types
Structure: A data type that combines other data types:

 A TIMER data type is made up of DINTs and BOOLs.
Member: One data type within the structure.
Review: An element is one part of an User-Defined Data Type: A structure created by a programmer to
array, while a member is one part of a group related data in an application.
data type.
Example: User-Defined Data Type

There are several identical tanks in an application. Each tank has
data that needs to be stored:
Temperature
Steam Valve State
Time Over Temperature
Level
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12- 2 Interpreting Tags of User-Defined Data Types in a Logix Designer Project
Provide other examples, including To store this data, a programmer has created a user-defined data
examples of recipe parameters and type. This data type is then available for new tags:
storage data types.
Data Type Name
Tag Name
Tank Structure within Structure

Data Type Members
Answers: Recipes and other Question: What other devices or applications can have data
storage vessels can use UDTs. organized into user-defined data types?
User-Defined Data Type Addressing
Just as TIMER members are addressed (Total_Timer.EN or

Note that this is similar to how you Total_Timer.TT), you can address members of a user-defined data
address TIMER members in other type:
projects (T4.EN or T4.TT).
State that the delimiter is a period. Tag.Member
Point out that the last example contains Example: User-Defined Data Type Addressing
a structure (Load_Info) that is embedded
in the user-defined data type. Specific data can be addressed in a tag of a user-defined data
type:
Tanks.Level
Input_Load.Height
Input_Location.Load_Info.Weight
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Interpreting Tags of User-Defined Data Types in a Logix Designer Project 12- 3
Note that in this scenario, the Example: Arrays and User-Defined Data Types
user-defined data type is created
first, and then the array of tags Question: A tank farm consists of 25 tanks arranged in a 5 by 5 grid.
is created. A programmer has created an array of tags named Tank that collect
data in a user-defined data type called Tank. Based on this
Answer: Tank [1,3] information, what is the array address for the highlighted tank?
Tank [0,0] Array = [5,5]
Example: Addressing
Answer: Tank[3,4].Temperature Question: What is the name of the tag you would access if you
wanted to observe the temperature value for the tank in position
[3,4]?
Question: What is the name of the tag you would access if you
wanted to observe the preset value for the Time_Over_Temp timer
Answer: for the tank in position [2,1]?
Tank[2,1].Time_Over_Temp.PRE
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12- 4 Interpreting Tags of User-Defined Data Types in a Logix Designer Project
Here’s How To examine tags of user-defined data types through the Tags window.

Use the Demonstration Checklist to help
guide you during the demonstration. - Can you identify members of a user-defined tag?
- Given the required data, can you determine the name of

Open the UD3_1756r_DEM1.acd file for a tag in an array or user-defined data type?
use during this demonstration.
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Exercise: Interpreting Tags of User-Defined Data Types in a Logix Designer Project 12- 5
Exercise: Interpreting Tags of

User-Defined Data Types in a Logix
Designer Project
Exercise A In this exercise, you will practice monitoring tags of user-defined

data types.
Context:
As a maintenance technician for your plant’s Logix5000 HVAC

application, you must have a window into the process that allows
you to monitor all data, including application-specific data stored in
tags of user-defined data types.

Directions:
1. Open the UD3_1756R_A1.acd project file and download it to the

Remote Run.
Tip " You will now examine a tag of a user-defined data type.
2. In the User-Defined data types folder, open and examine the

format for the Clock data type.
3. What are the individual parts of the data type called (elements or
members)?
4. List the UDT members and their data types:
5. Are all of these data types the same?
6. Monitor the ElapsedTime tag through the Tags window.
Tip " ElapsedTime is a controller-scoped tag.

UD3e56r
12- 6 Exercise: Interpreting Tags of User-Defined Data Types in a Logix Designer Project
7. What is the data type?
8. Expand the tag.

9. Are the members the same as the clock data type that you
examined (see Step 4.)?
10. If an instruction addresses the Minutes member of the

ElapsedTime tag in the ladder logic, what would the tag be?
11. Monitor the CTU tag on rung 23 of the System_Operation main

routine. Does the tag match your answer to Step 10.?
12. If an instruction addresses the .DN bit of the Seconds member of

the ElapsedTime tag, what would the tag in the ladder logic be?
13. Monitor the XIC ( -] [- ) instruction and tag on rung 23. Does the
tag match your answer to Step 12.?
about user-defined data types:
- A user-defined data type is a group of tags of different
data types.
- Individual members can be monitored in the Tags window.
- Individual members can be addressed in executable code.
- Each tag can be expanded to view its separate members.
UD3e56r
Exercise: Interpreting Tags of User-Defined Data Types in a Logix Designer Project 12- 7
UD3e56r
12- 8 Exercise: Interpreting Tags of User-Defined Data Types in a Logix Designer Project
Answers Exercise A
3. The individual parts of a data type are called members.

4. The members and their data types are:
Seconds TIMER
Minutes COUNTER
Hours COUNTER
5. No. A user-defined data type is a structure that groups members
of different data types.
7. The data type is clock.
9. Yes. The members Seconds, Minutes, and Hours are specified
by the clock user-defined data type, which is a template or map
for the data.
10. The tag would be ElapsedTime.Minutes.
11. If you answered number 10. with ElapsedTime.Minutes, then
the CTU tag on rung 23 should match your answer.
12. The tag would be ElapsedTime.Seconds.DN.
13. If you answered number 12. with ElapsedTime.Seconds.DN,
then the XIC ( -] [-) instruction and tag on rung 23 should
match your answer.
user-defined data types are true:
n A user-defined data type is a group of tags of different
data types.
n Individual members can be monitored in the Tags window.
n Individual members can be addressed in executable code.
n Each tag can be expanded to view its separate members.
UD3e56r
Lesson 13
Searching for Project Components
in a Logix Designer Project
 Go to a specific project component
 Search for a project component
 Insert a bookmark
 Search by cross-reference
 Search using the Browse Logic tool
When Will You Do This
Note that searching in Logix Designer You will perform these tasks in the following situations:
application is more comprehensive than
searching in RSLogix 5 software;  The search feature is typically used when locating tags,
therefore, there are more steps. documentation, etc.
 Maintainers make extensive use of the cross-reference tool when
tracing logic.
Before You Begin Search Options
Note that the ability to search The following search options are available:
documentation is a unique and powerful
search option not found in many other
software packages. This search
Will . . .
menu option . . .
Find and display occurrences of a specified component, such as a tag,
Find
piece of documentation, edit zone, force, etc..
Create a comprehensive cross-reference table of each occurrence of a
Cross-Reference
specific tag and its location in the code.
Browse Logic Create an overview of the project components and their hierarchy.
Tip " Other search features (e.g. go to and replace) are more commonly
used by project programmers.
Searching For a Project Component
The search function contains many detailed options that help you
find specific tags, instructions, or other components.
If the correct components of a project are not

selected in the Find Within dialog box, the search
may not find all occurrences.
SL3sb56r
13- 2 Searching for Project Components in a Logix Designer Project
Give other examples of search words Match Whole Word Only

and what the results would yield if the
Match Whole Word option is selected or The Match Whole Word Only option can limit the number of
cleared.
occurrences found:
If Match Whole Example: if the search word

Then the search will find . . .
Word Only is . . . is error, results will include. . .
Any occurrence of the whole
Selected Error
word.
Error
Errors
All occurrences containing the
Cleared Error1
text.
Error_Flag
MathError
Chalk Talk: List other search terms on the board and discuss how
they can be affected by the Match Whole Word Only option.
Searching by Cross-Reference
Mention that to select the Cross-Reference Report: A table that shows where tags are used in
Cross-Reference option from a code.
right-click menu, you must right-click the
tag and not the instruction. Destructive: An instruction that will change the state of a bit or alter
the value stored in a tag.
Display Tabs
The following display tabs are available in the cross-reference
report:
Remind students that a “Y” in the  By Logic Tab: Displays all locations in code that reference a
destructive column indicates that the piece of text:
instruction can change the value of the
tag. - If all outputs in an entire routine seem to be inactive,
cross-reference the JSR instruction and view the results on the
By Logic tab.
 By Tag Tab: Displays all tags that are alias tags for the selected
tag.
 Tag Hierarchy Tab: Allows you to view alias and base tags.
SL3sb56r
Searching for Project Components in a Logix Designer Project 13- 3
Depending on the type of component selected, the following display

tabs are available:
If the Then you can view the following results:

Component
“Type” Is . . . By Logic By Tag Tag Hierarchy
Tag n n n
Data type n
Routine n
Program n
Equipment
n
Phase
Add-On
n
Instruction
Task n
Module n n
Label n
Bookmark Toolbar
Remind students how to view toolbars When performing complex cross-reference searches, one tool that
by adding this bar to your software. can help organize the search is the bookmark toolbar:
This toolbar allows you to mark rungs containing key output

instructions and then return to them quickly, which speeds logic
tracing.
Note that this tool is similar to Searching Using the Browse Logic Tool
“Advanced Diagnostics” in other
processor software. This tool presents the contents of a complex project in hierarchical
This tool can be accessed using the form:
following options:
 Tasks, programs, routines
S Hot keys [CTRL]+[L]
 Ladder rungs, function blocks, etc.
S Right-click a program or routine in
the Controller Organizer  Comments, tag descriptions, etc.
S Search menu
SL3sb56r
13- 4 Searching for Project Components in a Logix Designer Project

 Go to a specific project component
 Insert a bookmark.
 Search using the Browse Logic tool

Use the steps below and the information - Find a specific component using the search method from
on the Demonstration Checklist to help the main menu.
Open the SL3_1756R_DEM1.acd - What could happen if the Find Within dialog box is not
project file. When demonstrating the used properly during a search?
listed procedures, point out the
following: - While performing a cross-reference, use the Bookmark
toolbar to mark several rungs and to move between
S How to go to a specific component
using the search method from the them.
main menu.
- Use the CTRL + TAB key combination to switch between
S The vast options available in the the cross-reference window and the ladder window.
search dialog box. Be sure to point
out the “Find Within” option. - Which column in the cross-reference dialog box helps
S When searching by cross-reference, identify which instruction(s) control a tag?
show students how they can use the
[CTRL] + [TAB] key combination to - What three methods can be used to launch the Browse
switch between the cross-reference Logic tool?
window and the ladder window.
S Show students how to turn on the
Bookmark toolbar and show how it
can be used.
To search using the Browse Logic tool,
choose one of the following options:
S Search menu
S Context menu in Controller
Organizer
S Hot keys [CTRL]+[L]
SL3sb56r
Exercise: Searching for Project Components in a Logix Designer Project 13- 5
Exercise: Searching for Project

Components in a Logix Designer
Project
Exercise A In this exercise, you will practice searching for project components
in a project
Context:
When troubleshooting a project, you encounter various scenarios

where you need to locate specific occurrences of a tag, instruction, or
other component. Being able to locate the right information is critical
to minimizing downtime. You are now ready to troubleshoot a
project by searching ladder logic.

Directions:
1. Open the SL3_1756R_A1.acd project file and download it to the

Remote Run.
2. Scenario: There is a problem with the temperature value. Search
the project for all occurrences of the word “temperature.” How
many occurrences are there?
3. Scenario: The Stage2Compressor tag does not appear to be

functioning properly. Cross-reference this tag.
4. How many occurrences are there?
5. According to the cross-reference results, which instruction is

affecting the tag?
6. View the cross-reference report by tag and examine the type of

information displayed on this tab.
7. View the cross-reference report by hierarchy and examine the
type of information displayed on this tab.
SL3e56r
13- 6 Exercise: Searching for Project Components in a Logix Designer Project
8. Scenario: The OnCommand tag may be impacting the operation

of the compressors. Find all references to the OnCommand tag.
9. How many occurrences are there?
10. Go to the first occurrence of OnCommand. What type of

instruction is it and on which rung is it located?
11. You want to look at other rungs in the project, but return to this
one at a later time. How could you identify it so you could return
without having to search for it again?
12. Turn on the Bookmark toolbar and mark the rung.

13. Scroll through the project and then return to the bookmarked
rung.
14. Scenario: The warehouse manager has informed you that zone
four is not receiving the appropriate amount of cooling.
Cross-reference all instructions that affect the DamperZone4
output.
15. Which tag needs to be true for the DamperZone4 output to be
energized?
16. You also need to find where the volume of air is calculated while
the Outside Air Damper is open. Browse logic to find the word
calculate in the project and list the program, routine, and rung
from the results:
17. Close the project.
SL3e56r
Exercise: Searching for Project Components in a Logix Designer Project 13- 7
Exercise B In this exercise, you will search for project components as you trace
through a project
Context:
You have been asked to search through the provided program to

determine what conditions will illuminate each output on a control
panel.

Directions:
1. Open the SL3_1756R_B1.acd project file and download it to the

Remote Run.
2. Using available search and/or cross-reference features, locate
where tag DO_00 is used as an output.
Tip " An output is indicated as a destructive bit in the cross-reference

report.
3. Interpret the logic and determine which conditions are required to

illuminate the output.
4. Repeat Steps 2. and 3. until the remaining outputs (DO1 through
DO11) are illuminated.
SL3e56r
13- 8 Exercise: Searching for Project Components in a Logix Designer Project
Answers Exercise A
2. After conducting a text only search in the project for the word
“temperature,” you should have found 15 occurrences:
Text Only
Cleared for
More Results
4. There should be 5 occurrences of the Stage2Compressor tag.

5. As indicated by the “Y” in the destructive column, the OTE is
the only tag affecting the state of the Stage2Compressor tag.
9. There should be 3 occurrences of the OnCommand tag.
10. Based on the search, the first occurrence of OnCommand is an
OTE located on rung 4 of the System_Operation main routine
of the Cooling_System program.
11. Adding a bookmark to the rung allows you to return to it at a
later time.
15. The OffDelayZone[4].DN bit on rung 20 controls the
DamperZone4 output.
16. After using the Browse logic tool to find the word calculate,
you should have found it in the description of the Building_1
Totalizer program, which is found on rung 1 of the Totalizer_1
routine.
Exercise B
4. If you have illuminated all the outputs, they will begin to blink.
SL3e56r
Lesson 14
Integrated Practice - Interpreting a
Basic Logix Designer Project
Note that although the objectives are not  Select and change a controller’s operating mode
called out specifically in an exercise
step, as in the real world, students will  Download and go online to a Logix5000 controller
need to perform a combination of these  Monitor and edit tag values through the Tags window
tasks to complete the exercise (e.g., at
some point, they must identify an I/O  Monitor and edit tag values through a routine
base tag and then monitor it in order to
troubleshoot the project).  Identify an I/O module tag
IP3sb56r
14- 2 Integrated Practice - Interpreting a Basic Logix Designer Project
IP3sb56r
Exercise: Integrated Practice - Interpreting a Basic Logix Designer Project 14- 3
Exercise: Integrated Practice -

Interpreting a Basic Logix Designer
Project
Exercise A In this exercise, you will practice interpreting a basic Logix Designer
project.
Context:
You have just been called in to address a problem with a system. To

quickly and effectively troubleshoot the problem, you must be able
to combine a variety of basic skills and know when to apply them.

Directions:
You must interpret the project to determine why the outputs are not
enabling. Then you must enable each output in order.
The outputs are represented by the workstation outputs (DO0 to 10):
1. 2. 3. 4.
Enable
DO0 DO3 DO6 DO9
DO1 DO4 DO7 DO10
DO2 DO5 DO8
The output lights may not necessarily remain

enabled; however, the lights must be enabled in
order.
As you work through the project the top analog meter AO0 will
indicate the output that needs to be enabled next:
0 volts = DO0
1 volt = DO1, etc.
AO0
IP3e56r
14- 4 Exercise: Integrated Practice - Interpreting a Basic Logix Designer Project
The green and red pushbuttons are programmed to

act as maintained pushbuttons, so you will not
have to hold them in.
Tip " If desired, you can restart the project by disabling the selector
switches and then pressing the pushbuttons DI4, DI5, DI6, and DI7
simultaneously.
Tip " When you have successfully enabled the outputs in order, they will
begin to flash and the channel zero analog meter will travel back and
forth.
1. Enable the four selector switches on the workstation DI12, DI13,

DI14, and DI15.
2. Open the IP3_1756R_A1.acd project file.
3. Download the project file to the controller in slot 1 and change
the operating mode to Remote Run.
4. As soon as you change the controller operating mode to Remote
Run, use the appropriate pushbuttons and switches to enable
outputs in order:
Enabled Workstation Label Tag

- DO0 Local:0:O.Data.0
IP3e56r
Exercise: Integrated Practice - Interpreting a Basic Logix Designer Project 14- 5
5. When you have enabled the last output, verify that the lights are
flashing and the channel zero analog meter is traveling back and
forth.
Because each minute of downtime equals lost

revenue, the controller recorded the amount of
time it took your team to successfully enable the
output lights:
Analog Output 1
(Bottom)
AO1
6. Record your time here (1 volt = 5 minutes):
IP3e56r
14- 6 Exercise: Integrated Practice - Interpreting a Basic Logix Designer Project
Answers Exercise A
You will need a combination of all skills learned so far to interpret

this basic project. The most beneficial tool may be to use the
cross-reference method of searching for the appropriate tags.
To begin:
 Identify the address of the output that you need to enable.
 Cross-reference the tag to see which rungs of ladder logic are
controlling it.
 If the output is off in the program a non-intensified output may be
keeping the output off:
- Examine the inputs in the rung
- Trace through the program to enable the outputs
IP3e56r
Lesson 15
Forcing I/O and Toggling Bits in the
Logix Designer Application
 Force digital and analog I/O values
 Toggle bits

 You will toggle bits (usually with tags not controlling physical
I/O) when you want to change its value.
 You will force I/O values when:
- Checking field wiring
- Checking the functionality of field output devices
- Testing a portion of the executable programming language
- Simulating inputs that have not been wired
- Temporarily bypassing incorrectly wired field devices before
they are corrected
Before You Begin Force Functions
Forcing: A software function that allows a user to enable or disable

an input or output independent of the executable programming
language.
Use forces only as a temporary measure. They are

not intended to be a permanent part of your
application.
Question: How often do you use forcing at your company? For what
situations?
Force-On Function: Allows a user to enable an input module data

point, regardless of the state of the input circuit, or an output circuit,
regardless of the state of the output module data point.
Force-Off Function: Allows a user to disable an input module data

point, regardless of the state of the input circuit, or an output circuit,
regardless of the state of the output module data point.
FO3sb56r
15- 2 Forcing I/O and Toggling Bits in the Logix Designer Application
Analog Force Function: Allows a user to set an analog I/O value

regardless of the state of the input or output module’s channel data
value.
? Does forcing an output affect any An input force mask modifies the data that is received from the input
logic that examines that bit? modules, and an output force mask modifies the data that is being
Answer: No. sent to the output modules, as shown in the following graphic:
R Input Program Output R

E Values Values E R
Scan
A Input Output A
L Force Force L
Mask 1 1 1 0 0 0 0 0 0 0 - - ] [- - - - - - - - - - - - - - - - - - - - - - ( )- 1110000111 Mask
O CR
I - - ] [- - - - - - - - - - - - - - - - - - - - - - ( )-
0011000000 0011000100 U
N
- - ] [- - - ] [- - - - - - - - - - - - - - - - - ( )- T
P 0000000000 0000010100
U P
1111111001 - - ] [- - - - - - - - - - - - - - - - - - - - - - ( )- 1101111001 U
T
S T
S
Point out that forces can be installed, Rules for Forcing

enabled, or disabled while monitoring
the file offline or in any controller mode Follow these rules when forcing any I/O values:
while monitoring the file online.
 Always check for forced values in the program before enabling
forces.
 Apply forces only to real inputs and outputs.
Explain that if force protection exists, Understand the following points when using forcing functions:
forces cannot be enabled. For example,
if the data value is of type REAL, then  Enabling or disabling forces acts on all installed forces.
individual bit forcing is not supported.  Uploading the program uploads the forces.
 If forces are enabled, all forced values will take effect
immediately.
 Forces are saved and downloaded with a project.
When a controller is running a project, forcing

takes priority over the written code.
Safety Precautions
All force functions can result in sudden machine movement.
Consider these factors before forcing I/O values:
 Potential danger to personnel
 Machine response to forced I/O
 Possible effects on other portions of the machine/process
 Company policy concerning forcing I/O (e.g., is authorization
required?)
FO3sb56r
Forcing I/O and Toggling Bits in the Logix Designer Application 15- 3
I/O forces are held by the controller and not by the

programming workstation. Forces remain even if
the programming workstation is disconnected.
Question: Does your company have a policy regarding forcing?
Answer: Yes, forcing an input Question: Does forcing an input affect any logic that examines that
affects the logic that examines bit?
the bit.
Forcing can cause unexpected machine motion that

could injure personnel. Before you install, disable,
or remove a force, determine how the change will
effect your machine or process and keep personnel
away from the machine area:
 Enabling I/O forces causes input, output,
produced, or consumed values to change.
 If you remove an individual force, forces remain
in the enabled state.
 If forces are enabled and you install a force, the
new force immediately takes effect.
State of Forces
The state of forces in the controller is displayed in the

Online bar.
Activity: As a group, use the Studio 5000 Logix Designer and

Logix5000 Procedures Guide and review the force status table.
FO3sb56r
Forces can also be installed and displayed through:

 Editors, such as the Ladder editor
When forces are enabled:  The tags collection
S Data from the input device is passed  The Watch window
through the force mask before
reaching the tag. This affects tag
data and logic references. A forced value is retained until the force is
S The output data passes through the
disabled or removed.
force mask on the way out to the
device. Only the device is affected
by the force, not the tag value and
logic references. Force status is also displayed on a controller’s Force LED:
If the LED status is . . . Then the state of forces is . . .

Off No forces are installed.
Amber Forces are enabled.
Flashing Amber Forces are installed but not enabled.
Answer: Examine the Online Question: How can you determine if forces exist in a project?
bar or the ladder logic.
Point out that after an internal bit is Toggling Bits

toggled, it is acted on by the project’s
programming language, just like any Toggling a bit (Boolean tag) changes the binary value of that bit. For
other part of the project.
example, if a bit with a value of 0 is toggled, it will have a new value
Emphasize that forcing is for physical of 1.
device tags, where as toggling is for
internal bits. A Boolean (BOOL) tag can be toggled directly from:
If asked, mention that toggling bits from  The instruction in the Ladder editor
the Watch window was added in version
17 of RSLogix 5000 software.  A tags collection
 The Watch window
If you are offline, or online in Program mode, the Boolean state will
remain until manually changed.
If you are online in Run or Test mode, the Boolean state may be
overridden:
 By the rung scan, if ladder logic has outputs which reference the
Boolean tag
 By the input scan, if the Boolean tag references an I/O input
module
 By forcing, if the Boolean tag references an I/O module
FO3sb56r
Forcing I/O and Toggling Bits in the Logix Designer Application 15- 5
Question: How does toggling bits differ from forcing? Would you
toggle a bit referencing a photo-eye? Why or why not?
When a controller is running a project, the ladder

logic has priority over toggling a bit. Therefore it is
possible that a bit you toggle on may be
immediately turned off by the code. However, the
change in bit value will affect the logic, which
could cause unpredictable machine motion or
unexpected outcomes if not carefully applied.
Toggling and forcing can both change the value of a

Boolean tag. Use extreme caution when applying
either function in a production environment.
Question: What happens if you toggle a bit that is latched?
FO3sb56r

 Force digital and analog I/O values
IMPORTANT: To meet IACET CEU  Toggle bits
certificate students for the final Activity: As your instructor demonstrates these procedures, follow
exam, you must demonstrate
all lesson objectives using the along in the associated job aid(s).
proper job aids.
1. Download the
FO3_1756R_DEM1.acd project file.
2. From the ladder logic, force inputs
and outputs on and off and toggle
bits. Pay attention to these critical aspects of the demonstration:
3. Show that forced inputs affect the
tag values and ladder logic. - How are forces interpreted using the Logix Designer
application? Using hardware indicators?
4. From the tags collection, force inputs
and outputs on and off and toggle - What safety factors should be considered when enabling
bits. forces?
5 From the Watch window, force
inputs and outputs on and off and - What happens when an input is forced on? Forced off?
toggle bits.
6. Show students how to save a group - What happens when an output is forced on? Forced off?
of tags to the Watch window that can
be opened and monitored when - Can you enable, disable, and remove forces?
needed.
- What happens when an internal bit is toggled?
7. Disable forces.
8. Remove forces one at a time and all - What happens when you toggle a bit referencing an I/O
at once. point?
9. Toggle an internal bit and show how
the value remains constant until it is - Is there a difference if the toggled bit is part of a seal-in
toggled again. circuit?
10. Toggle the I_pushbutton_0 bit in

Rung 0 of the project. Point out how
the logic immediately overrides the
toggle.
11. Toggle the Switch_D12 bit in
Rung 2 of the project. Point out how
the seal-in logic keeps the output
illuminated even though the value of
the Switch_D12 bit appears not to
have changed.
Cover these points:
n Online bar indicates force status
n Enabled forces enable all forces
n Additional forces take immediate
effect when forces are enabled
FO3sb56r
Exercise: Forcing I/O and Toggling Bits in the Logix Designer Application 15- 7
Exercise: Forcing I/O and Toggling

Bits in the Logix Designer
Application
Exercise A In this exercise, you will practice forcing I/O values and toggling bits
using the Logix Designer application.

Directions:
1. List the situations that might determine when forcing is used:
2. List the factors to consider before using forcing:

4. Open the FO3_1756R_A1.acd project file and download it to the
controller in slot 1 and change the operating mode to Remote
Run.
Tip " When prompted to enable forces in the controller, click Yes.
FO3e56r
15- 8 Exercise: Forcing I/O and Toggling Bits in the Logix Designer Application
5. Record the current state of forces in the controller:
6. What indications in the software and hardware helped you

determine the answer to the previous question?
7. Disable all forces.

8. Force the tag I_pushbutton_0 on.
9. What changes, if any, do you see on the front of the controller?
10. Enable all forces.

11. What happens to the outputs? Why does this happen?
12. Assume that rung 0 controls a machine:

- The Stop_Cycle [DI8] button is programmed to stop the
machine.
- The O_Redlight_11 [DO11] output indicates that the machine
is running.
A. What happens when you press and hold the Stop_Cycle
[DI8] button?
FO3e56r
B. What happens when you release the button?
C. Based on your previous responses, why should you use

caution when forcing inputs on?
13. Force the O_Redlight_11 tag off.

14. What happens to the O_Redlight_11 [DO11] output light?
15. What happens to the Red_Light_5 [DO5] output light?
16. Why does this occur?
17. Remove the force on the tag O_Redlight_11.

18. What are the conditions of the O_Redlight_ 11 [DO11] and
Red_Light 5 [DO5] output lights on the workstation now?
19. Remove the force from the I_pushbutton_0 tag and then turn off
the O_Redlight_ 11 [DO11] and Red_Light 5 [DO5] output
lights by pressing the Stop_Cycle [DI8] button.
20. Enable the O_Redlight_8 [DO8] output tag without using a
force.
FO3e56r
21. How did you enable the output?
22. Disable the O_Redlight_8 [DO8] output tag.

23. Scenario: Your machine is in a safe condition, and you want to
test how toggling a bit that references a pushbutton may impact
control.
A. For purposes of this exercise, toggle the I_pushbutton_0 tag.
What is the status of the tag in the running code?
B. What happens to the O_Redlight_ 11 [DO11] and

Red_Light 5 [DO5] output lights on the workstation?
C. Why does this occur?
24. Turn the DI12 selector switch on, which enables the
O_Greenlight_3 tag.
25. Force the I_selector_12 tag off.
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26. What happens to the O_Greenlight_3 tag?
27. Force the Channel 0 analog input value to 8.5 volts.

28. Toggle the Internal_Bit_1 tag.
29. What is the value of the Channel 0 analog meter?
30. Disable all I/O forces. Notice that all of the forces remain in the
program; however, they are no longer enabled.
31. What happens to the digital and analog I/O values?
32. Remove all forces from the project.

33. Go offline.
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Answers Exercise A
1. Situations when forcing might be used include:

 Checking the field wiring
 Checking functionality of field output devices
 Testing a portion of the program logic
 Simulating inputs that have not been wired
 Bypassing mis-wired field devices temporarily before they are
corrected
2. Factors to consider before using forcing include:
 Potential danger to personnel
 Machine response to forced I/O
 Possible effects on other portions of the machine/process
 Company policy concerning forcing I/O (e.g., do you have
authorization?)
5. In the controller, forces are enabled, but none are installed.
6. The Online bar provided this information. Also, the Force LED
on the controller is solid amber, which indicates forces are
enabled.
9. When the tag value is forced but forces are not enabled, the
Force LED on the front of the controller begins blinking amber.
11. When the forces are enabled, the output tags O_Redlight_11
and Red_Light_5 are enabled and the corresponding outputs
(DO11 and DO5) are illuminated. This happens because forcing
the input tag I_pushbutton_0 on transitions rung 0 from
false-to-true, enabling the output condition for O_Redlight_11.
Red_Light 5 is enabled in rung 1 based on the on condition of
O_Redlight_11.
12.
A. When you press and hold the Stop_Cycle button, the output
lights DO5 and DO11 turn off. This indicates the machine is
no longer running.
B. When you release the input button, the output lights DO5 and
DO11 turn back on. This indicates that the machine continues
to run.
C. You should use caution when forcing inputs, because
unexpected machine operation may occur. In this scenario,
the operator would not be able to turn the machine off,
resulting in a potentially dangerous situation.
14. The O_Redlight_11 [DO11] output light should be off. The
output tag O_Redlight_11 in the software project remains
enabled, but the force indicator OFF determines the state of the
physical output.
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15. The Red_Light_5 [DO5] output light remains illuminated.

16. The output remains on because the force applied to the
O_Redlight_11 tag only affects the output; it does not affect the
logic.
18. Both the Red_Light 5 [DO5] and O_Redlight_11 [DO11]
output lights are on. When the force is removed from the output
bit tag O_Redlight_11, the input tag I_pushbutton_0 determines
the condition of the output. The I_pushbutton_0 tag has been
forced on, therefore enabling the output condition.
21. To enable the output tag O_Redlight_8 without using a force,
the input tag Internal_Bit_0 must be toggled. Since this input
tag is not controlled by other logic, it will remain toggled on
until manually toggled off.
22. You should have disabled the O_Redlight_8 output tag by
toggling the Internal_Bit_0 tag off.
23.
A. After toggling the I_pushbutton_0 tag, the bit remains off in
the running code.
B. The O_Redlight_11 [DO11] and Red_Light_5 [DO5]
output lights turn on.
C. The lights turn on because even though the I_pushbutton_0
tag does not remain on, the toggle was recognized by the
code long enough to turn on the O_Redlight_11 bit, which
completes the seal-in circuit.
26. When I_selector_12 is forced off, the rung transitions from
true-to-false and the output tag O_Greenlight_3 is disabled.
29. The Channel 0 analog meter is the same value as the analog
input value of 8.5 volts.
31. When the forces are disabled, the digital and analog values
return to the raw data values sent from the digital and analog
input devices.
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Lesson 16
Troubleshooting 1756 Digital I/O
Module Problems
 Interpret digital I/O problems using the status indicators
 Interpret digital I/O problems using the Logix Designer
Application
 Resolve common digital I/O module faults

 You will interpret digital I/O issues using hardware or software
after determining that other physical factors are not affecting your
machine/process.
 You will resolve common digital I/O faults after a digital I/O
problem is identified.
Before You Begin Digital I/O Module Components
Digital I/O Modules: Input/output modules that provide on/off

Be sure that you point out the digital I/O detection/activation of field devices.
modules in the workstations.
Take Note: As you review some common digital input and output
See the PowerPoint presentation devices, list them in your Student Manual.
for some common answers.
Typical Digital Input Devices: Typical Digital Output Devices:
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16- 2 Troubleshooting 1756 Digital I/O Module Problems
Removing and Inserting I/O Modules Under Power
One key feature of ControlLogix I/O modules is the ability to

remove and insert modules while power is applied to the chassis.
This feature, called Removal and Insertion Under Power (RIUP),

allows you to service faulty or malfunctioning modules without
disrupting the rest of your controlled process.
RIUP and RTB Safety Considerations

Before servicing I/O modules, you must ensure you are following all
mandated safety procedures for your plant, including the required
use of personal protective equipment (PPE) and steps to reduce
exposure to arc flash hazards.

installations.

Reference: Local safety and PPE standards will vary. For example,
PPE standards used in the United States are outlined in the NFPA
70E: Standard for Electrical Safety in the Workplace documentation.
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Troubleshooting 1756 Digital I/O Module Problems 16- 3
Additional precautions are necessary when handling an I/O module’s

removable terminal block (RTB) under power.


injury.
onto the module.
Module Operation
Output tag values in the tag database are updated after each rung of
ladder logic is executed.
Note that RPI is also referred to as cyclic The physical I/O modules are updated according to the:
update.
 RPI (Requested Packet Interval)
To clarify, state that COS multicasts  COS (Change of State) settings of an input module
module data on any change of state and
RPI multicasts module data at a
specified time.
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Interpreting Digital I/O Problems Using the Status Indicators

Point out that these graphics are an
example of ControlLogix diagnostic I/O Module status indicators display the module health and point-level
modules. Tell students that “ST” on the
module indicates status and “FLT” information, such as status and fault, depending on the module type:
indicates fault.
ControlLogix Example
Point-Level Status Module Health

Point-Level Fault
Reference: For a detailed explanation of ControlLogix I/O LED

states and colors, refer to the Troubleshooting Guide or User Manual.
L7 Controller Status Information

Instead of relying on an I/O status LED as previous ControlLogix
controllers do, the ControlLogix L7 series of controllers provide a
scrolling display that indicates an I/O fault is present:
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Keep the following points in mind when viewing the status

information:
 The messages identifies the faulted module and the I/O fault
code.
 If more than one I/O fault is active:
- Information is only provided for the first fault recognized.
- The scrolling message indicates the total number of faults
present.
Reference: Refer to the Help system or the Logix5000 Controllers
Major, Minor, & I/O Faults Programming Manual (1756-PM014) to
identify fault codes and follow-up actions.
Interpreting Digital I/O Problems Using the Logix Designer

Application
If a problem exists with an I/O module, the Logix Designer

application displays the error in the following locations:
 I/O Configuration folder and the Quick View pane
- Faults in the I/O configuration are marked by a yellow
attention triangle
 Module Properties dialog box
 Controller Tags collection
Emphasize that digital I/O fault Fault Tags

information may also be located on the
module faceplate and is stored in the tag Fault information for a digital I/O module is reported in the module
structure. fault tags:
As of the date of this publication, Fuse  Module Fault Word: Provides fault summary information for
Blown data is available for the following the module.
modules: 1756-OA16, 1756-OA8E,
1756-OB16E, 1756-OB8EI,  Fuse Blown Word: If available, indicates a point/group fuse
1756-OV16E, and 1756-OV32E. blown on the module.
 Field Power Loss Word: If available, indicates a loss of field
power to a point on the module.
Diagnostic faults are reported only in the tag

structure.
Tip " Typing a 0 in the fault tags will not clear a fault.
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Resolving Common Digital I/O Module Faults
Note that modules are typically Common digital I/O module faults include:
configured by a programmer. A
maintainer may only need to look at a  Physical module errors
module’s configuration to understand the  Electronic keying mismatches
current operation of a module. Seldom
are any changes made.  Connection errors
 Communication network errors
Point out that motion faults or other less  Input module point-level faults
common faults are not described in this
lesson. Information on these faults can  Output module point-level faults
be found in the Help system.
Tip " Resolving certain faults requires a basic understanding of a module’s
configuration.
Physical Module Errors

Physical module errors can be caused by improper installation or
other hardware issues:
 The module may be unplugged
 The chassis may be powered down
Electronic Keying
If you have already presented the The electronic keying feature:
Troubleshooting 1756 Analog I/O
Module Problems lesson, the discussion  Automatically compares the expected module (as shown in the
on electronic keying, keying attributes, I/O Configuration tree) to the physical module before I/O
keying examples, and disabled keying communications begin
can be skipped.
 Helps prevent communications to a module that does not match
the type and revision expected
 Determines if and how an electronic keying check is performed
Typically, three keying options are available:
 Exact Match
 Compatible Keying
 Disable Keying
Tip " The compatible keying option is the default selection.
Keying Attributes
Electronic keying is based on a set of attributes unique to each
product revision.
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When a Logix5000 controller begins communicating with a module,

this set of keying attributes is considered:
 Vendor
 Product Type
 Product Code
 Major Revision
 Minor Revision
Changing electronic keying selections online may

cause the I/O communication connection to the
module to be disrupted and may result in a loss of
data.
In Exact Match keying, all 5 categories Example: Exact Match Keying Prevents Communication
(Vendor, Product Type, etc.) must
match.
Module Configuration
Vendor = Allen-Bradley
Product Type = Digital Input Module
Catalog Number = 1756-IB16D
Major Revision = 3
Minor Revision = 1
Communication is Prevented
X
Physical Module
Major Revision = 3
Minor Revision = 2
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In Compatible Keying, major and minor Example: Compatible Keying Prevents Communication
revisions in the physical module must be
greater than or equal to the revision
level in the configuration.
Major Revision = 3
Minor Revision = 3
Physical Module
X
Major Revision = 3
Minor Revision = 2
In this example, communication occurs Example: Compatible Keying Allows Communication

because the major revision level in the
physical module is greater than the
configuration.
Major Revision = 2
Minor Revision = 1
A common misconception is that the

major revisions must match in Communication is Allowed
compatible keying.
Physical Module
Major Revision = 3
Minor Revision = 2
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Disabled Keying
With Disabled Keying, I/O communication may occur with a module
other than the type specified in the I/O Configuration tree with
unpredictable results.
Because of this potential for unexpected results, Rockwell

Automation generally does not recommend using Disabled Keying.
Be extremely cautious when using Disabled

Keying; if used incorrectly, this option can lead to
personal injury or death, property damage, or
economic loss.
If you use Disabled Keying, you must take full responsibility for
understanding whether the module being used can fulfill the
functional requirements of the application.
Reference: For more details on the potential impact of disabling

electronic keying, see the ControlLogix Digital I/O Modules User
Manual (Publication 1756-UM058x).
Electronic Keying Mismatches

Mention that RSLinx Classic software Module properties that are checked during electronic keying can be
can also be used to identify module found on the I/O module’s label.
properties.
When replacing an I/O module, start by finding a

Guideline
spare that most closely matches the failed module.
Connection Errors
A connection error is caused by a failure in the controller’s
communications with an I/O module:
 Data is no longer transferred between the modules.
 Errors can be related to ownership issues or inhibited modules.
Ownership Issues
Ownership errors can occur in the following situations:
 Multiple controllers try to own the same output module.
 Two owners for the same input module do not have exact
matching configurations.
 A module is not owned.
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Tip " A module in listen-only mode will lose its connection if the module
it is listening to breaks its connection.
Reference: For more information on understanding a

communications format for a specific module type, see the Selecting
I/O Module Communications Formats appendix in the Procedures
Guide.
Inhibited Module
An inhibited module is purposely prevented from communicating
with the controller by a user or through code.
This is most often performed by a programmer during system

development and commissioning.
Communication Network Errors

A remote module cannot maintain a connection if the related
network or communications modules have any of the following
problems:
 The network cabling is faulty in some way:
- Disconnected, frayed, not properly terminated
 A communications module connected to the I/O module has an
error.
Input Module Point-Level Faults

Diagnostic input modules can be configured to detect specific faults
at the point level:
Note that this section only reviews the  Open Wire Detection: Senses removed or disconnected field
diagnostic options. wiring.
 Field Loss Power Detection: Senses when field power to a
module is lost.
 Enable Diagnostic Latching: Allows the module to latch a fault
in the set position once it has been triggered, even if the error
condition causing the fault to occur disappears.
Tip " After the cause of a fault is cleared, latched diagnostics can be reset
on the Diagnostics tab.
Output Module Point-Level Faults

A diagnostic digital output module can also be configured to detect
certain faults:
 No load
 Field side output verification
 Electronic fusing
 Communications failure
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Tip " The Pulse Test option in the module properties can be used to briefly
send a signal to an output without energizing the load. This is useful
when troubleshooting a module.
Output States
The behavior of physical outputs in Program mode or during a fault

is determined by options set by a programmer.
Be sure to understand how the programmer has

configured the output states. Outputs may not
necessarily de-energize when the controller
changes modes.
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 Identify digital I/O module problems using the status indicators
 Identify digital I/O module problems using the Logix Designer
application
 Resolve common digital I/O module faults
on the Demonstration Checklist to help - Can you use the Troubleshooting Guide to diagnose
guide you during the demonstration: digital I/O problems?
Open the DI3_1756R_DEM1.acd project
file. - How would you identify failed I/O for digital modules?
When demonstrating the listed
procedures, point out the following - Where can you find the data used for module keying?
items:
- What information can be gathered by interpreting LEDs
S How you would identify failed I/O for on an I/O module?
digital modules
S How to use the Troubleshooting - What information can be gathered using the Logix
Guide for digital I/O modules Designer application?
S Where to find the locations for fault - Which I/O module tags can aid in troubleshooting?
identifiers
S Where to find the different types of - How can you find fault information in the Logix Designer
module tags that relate to application?
troubleshooting
S The location of the module keying
information (side of module)
Make sure the student computers have
PowerPoint or PowerPoint Viewer
installed so they can run the .pps files
used in Exercise A.
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Exercise: Troubleshooting 1756 Digital I/O Module Problems 16- 13
Exercise: Troubleshooting 1756

Digital I/O Module Problems
Exercise A In this exercise, you will practice troubleshooting Logix5000 digital

I/O module problems.

Directions:
1. Open the DI3_1756r_A1.pps file.
Tip " This file will open with PowerPoint or PowerPoint Viewer software.
2. Use the controls at the bottom of the screen to move through the
troubleshooting scenario.
3. Using the troubleshooting guide, choose the tabs through which
you would navigate to resolve the issue presented.
4. When you have finished the scenario, exit the PowerPoint file by
pressing ESC.
5. Open the DI3_1756r_A2.pps file.
pressing ESC.
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16- 14 Exercise: Troubleshooting 1756 Digital I/O Module Problems
Exercise B In this exercise, you will practice troubleshooting Logix5000 digital

I/O modules.
Context:
Your company recently installed a ControlLogix system to better

control sequential, process, drive, and motion control applications
with a single system. As the maintenance technician for your plant,
you recently received a report that describes various malfunctions in
the plant. You decide to immediately begin troubleshooting by
checking the ControlLogix system and the Logix Designer
application.

In this exercise, you will be removing a module under power.

(RIUP).

installations.

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Directions:
1. Unlock and remove the digital output module in slot 4 from the
workstation chassis.


injury.
onto the module.
2. Identify the following items on the module:

- ControlBus connector
- Connector pins
- Locking tab
- Slots for keying
- Status indicators
- RTB
- Housing
3. Assume that you need to wire an additional device to the output

module. Remove the housing from the RTB so you can better
access the wiring.
4. Replace the RTB housing.
5. Place the digital output module back in the chassis.
Tip " Be sure to securely plug the RTB into the module.
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6. Turn the DI12 selector switch on the workstation to the off (left)
position. Verify that selector switches DI13, DI14, and DI15 are
in the off position.
7. Scenario: A recent lightning strike has damaged equipment in
your plant, including a ControlLogix chassis and the modules in
that chassis. The new equipment has been installed, and you are
ready to resume machine operation.
Perform the following actions:
A. Open the DI3_1756R_B1.acd project file.
B. Download the project file to the controller in slot 1.
Do not change the controller to Run mode. If

the controller was previously in Run, be sure it
is now in Program or Remote Program mode.
C. Describe the information available from the status indicators

and scrolling display on the controller in slot 1 of your
workstation:
D. Describe the condition of the OK indicator on the digital I/O

modules in your workstation:
E. What information in Logix Designer application tells you

there is a problem with the system?
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F. Using the diagnostic information you have collected, record

the cause of the issue below:
8. After discussion with your plant engineer, it is decided that you

need to resolve this issue as quickly as possible.
A. Access the module properties for the faulted modules.
B. Based on the application and company policy, the engineer
authorizes you to change the Electronic Keying mode to
Compatible Keying.
C. Save your changes to the project.
D. Verify that no I/O faults are present.
9. Why are the fault indicators for outputs 6-15 on the digital output
module in slot 0 illuminated? Use the I/O Wiring Diagrams
appendix.
10. What exactly does that mean?
11. Why are the fault indicators for terminals 2 and 3 not illuminated
on the digital output module located in slot 4?
12. Using the I/O Wiring Diagrams appendix, configure both digital
output modules so that the fault indicators are turned off for
those terminals not physically wired to outputs.
13. Turn selector switch DI12 on.
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14. Why does number 6 illuminate on the output module, but the
Light_6 [DO6] output on the workstation does not?
15. Correct this problem so that the Light_6 [DO6] output

illuminates on the workstation.
16. Describe what you did as your corrective action:
17. Use the Logix Designer application to identify the tag name that
stores fault information regarding the fuse for Light_6. Record
the tag name below:
18. Scenario: A rung containing the Light_6 output tag is true, but
the fuse for this module point has blown.
A. What would be the status of the Light_6 output tag?
B. What would be the status of the physical output device?
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Answers Exercise A
3. Using the troubleshooting guide, you should have been able to

successfully find the next steps needed to resolve the problem.
Exercise B
7.
C. The controller in slot 1 has a solid green OK indicator. The
following information scrolls continuously across the front of
the controller:
- “DI3_1756R_B1” - The name of the project loaded in the
controller.
- “I/O Fault Local:0 #0116 Wrong Revision” Location,
fault code number, and brief description of a faulted
module.
- “2 I/O Faults” - Indicates that multiple issues have been
identified. Keep in mind the L7 controller only scrolls
information for the first fault identified.
D. The OK lights on the digital modules in slots 0 and 4 are
blinking green. The OK light on the digital module in slot 2
is solid green.
E. The following information in the Logix Designer application
indicates there is a problem with the system:
- The Online bar indicates that I/O is not responding.
- Yellow triangles are present next to the modules in slots 0
and 4 of the I/O configuration.
- When you click on one of the modules with a yellow
triangle, the status of the module is listed as “IO Faulted”
in the Quick View pane.
F. The issue is caused by electronic keying mismatches for the
modules in slots 0 and 4 of the Controller Organizer. The
major and/or minor revisions of the physical modules do not
match the information in the software.
8.
D. If you have corrected the issue as instructed, the following
conditions should be present:
- Only the name of the project loaded in the controller
should be visible on the controller’s scrolling display.
- All OK LEDs on the digital modules should be solid green.
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9. The fault indicators for outputs 6-15 on the digital output

module in slot 0 are illuminated because they have no load
attached.
10. That means that no outputs are physically wired to those output
terminals.
11. The fault indicators for terminals 2 and 3 of the digital output
module located in slot 4 are not illuminated because those
terminals have their no load detection disabled and their
diagnostics unlatched.
12. If you have configured diagnostics for the output modules in
slots 0 and 4 as directed, your Properties dialog boxes should
appear similar to the following graphic:
Slot 0:
The diagnostics check

boxes for points 0 to 5
should be enabled. The
remaining check boxes
(points 6 to 15) should be
cleared.
Slot 4:
The diagnostics check

boxes for points 6 to 11
should be enabled. The
remaining check boxes
(points 0 to 5 and 12 to
15) should be cleared.
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14. The Light_6 [DO6] output does not illuminate because it is

addressed to the wrong digital output module. It should be
addressed to Local:4:O.Data.6.
16. Your corrective action should have been to change the alias for
Light_6 from Local:0:O.Data.6 to Local:4:O.Data.6. This
output should be addressed to the digital output module in slot 4
because that is where it is physically wired.
Tip " You must go offline, change the alias, and then re-download the
project to complete this action.
17. The tag name that stores fault information regarding the fuse for
Light_6 is stored in Local:4:I.FuseBlown.6.
18.
A. Because the rung is true, the status of the output tag would be
1, or on.
B. Because the fuse for the module point is blown, the output
device would be off.
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Lesson 17
Troubleshooting 1756 Analog I/O
Module Problems
Instructors: Note that some of the  Interpret analog I/O problems using the status indicators
sections in this lesson, such as Module
Components, Module Features, Safety  Interpret analog I/O problems using the Logix Designer
Warnings, etc. are repeated from the application
Digital I/O lesson. If you have covered
the digital I/O lesson, then skip or briefly  Resolve common analog I/O module faults
review the information here.

 You will identify analog I/O issues using hardware or software
after determining that other physical factors are not affecting your
machine/process.
 You will resolve common analog I/O faults after an analog I/O
problem is identified.
Before You Begin Analog I/O Module Components
Analog I/O Modules: Interface modules that:

 Convert analog input signals to digital values
 Convert digital values to analog output signals
 Recognize either current or voltage signals
Take Note: As you review some common analog input and output
See the PowerPoint presentation devices, list them in your Student Manual.
for some common answers.
Typical Analog Input Devices: Typical Analog Output Devices:
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17- 2 Troubleshooting 1756 Analog I/O Module Problems
Removing and Inserting I/O Modules Under Power
One key feature of ControlLogix I/O modules is the ability to

remove and insert modules while power is applied to the chassis.
This feature, called Removal and Insertion Under Power (RIUP),

allows you to service faulty or malfunctioning modules without
disrupting the rest of your controlled process.
RIUP and RTB Safety Considerations

Before servicing I/O modules, you must ensure you are following all
mandated safety procedures for your plant, including the required
use of personal protective equipment (PPE) and steps to reduce
exposure to arc flash hazards.

installations.

AN3sb56r
Troubleshooting 1756 Analog I/O Module Problems 17- 3
Additional precautions are necessary when handling an I/O module’s

removable terminal block (RTB) under power.


injury.
onto the module.
Module Operation
In traditional I/O systems, controllers poll Local analog input modules multicast their data periodically to an
input modules to obtain their input status. owner-controller based on two parameters:
Note that both the RTS and RPI are  RPI (Requested Packet Interval)
configurable parameters.
 RTS (Real Time Sample): Instructs the module to perform the
following operations:
- Scan all of its input channels and store the data into onboard
memory
- Multicast the updated channel data, and other status data, to
the backplane of the local chassis
Emphasize that data is NOT sent to the An owner-controller sends data to an analog output module only
module at the end of the controller’s when the RPI expires:
program scan.
 Controls when an analog output module receives data from the
For more information on data echo, refer owner-controller
students to the the description in each
module-specific chapter of the  Controls when the output module echoes the data value that
ControlLogix Analog I/O Modules User corresponds to the analog signal present at the output terminals to
Manual, publication number the rest of the control system
1756-UM009B.
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Tip " An output module can receive and echo data values multiple times in
a scan.
Interpreting Analog I/O Problems Using the Status Indicators
Module status indicators display the status of communications,

module health, and input/output activity for troubleshooting.
Show & Tell: Show students the calibration and module health LEDs
on an analog module.
Reference: For a detailed explanation of ControlLogix I/O LED

states and colors, see the Troubleshooting Guide.
If you have previously discussed L7 Controller Status Information

controller status information in the digital
I/O module lesson, this section can be Instead of relying on an I/O status LED as previous ControlLogix
skipped. controllers do, the ControlLogix L7 series of controllers provide a
scrolling display that indicates an I/O fault is present:
Keep the following points in mind when viewing the status

information:
 The messages identifies the faulted module and the I/O fault
code.
 If more than one I/O fault is active:
- Information is only provided for the first fault recognized.
- The scrolling message indicates the total number of faults
present.
Reference: Refer to the Help system or the Logix5000 Controllers
Major, Minor, & I/O Faults Programming Manual (1756-PM014) to
identify fault codes and follow-up actions.
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Interpreting Analog I/O Problems Using the Logix Designer

Application
Provide students with a brief Question: How many of you are familiar with the Quick View pane
overview if they are not familiar. in the Logix Designer application?
If a problem exists with an I/O module, the Logix Designer

application displays the error in the following locations:
 I/O Configuration folder and the Quick View pane
- Faults in the I/O configuration are marked by a yellow
attention triangle
 Module Properties dialog box
 Controller Tags collection
Emphasize that fault information for Analog Fault Tags

each specific channel is stored in the tag
structure, as well as the general fault Fault information for an analog I/O module is reported in the module
information for the module. fault tags:
 Module Fault Word: Provides fault summary information for
the module
 Channel Fault Word: Provides specific fault information for
each module channel
 Channel Status Words: Provides status information for each
module channel
Diagnostic faults are reported only in the tag

structure.
Resolving Common Analog I/O Module Faults
Common analog I/O module faults include:

 Physical module errors
 Electronic keying mismatches
Note that modules are typically  Connection errors
maintainer may only need to look at a  Communication network errors
module’s configuration to understand the
current operation of a module. Tip " These fault types are the same for digital and analog modules.
Seldom are any changes made.
Physical Module Errors
Physical module errors can be caused by improper installation or
other hardware issues:
 The module may be unplugged
 The chassis may be powered down
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If you have already presented the Electronic Keying

Troubleshooting 1756 Digital I/O Module
Problems lesson, the discussion on The electronic keying feature:
electronic keying, keying attributes,
keying examples, and disabled keying  Automatically compares the expected module (as shown in the
can be skipped. I/O Configuration tree) to the physical module before I/O
communications begin
 Helps prevent communications to a module that does not match
the type and revision expected
 Determines if and how an electronic keying check is performed
Typically, three keying options are available:
 Exact Match
 Compatible Keying
 Disable Keying
Tip " The compatible keying option is the default selection.
Keying Attributes
Electronic keying is based on a set of attributes unique to each
product revision.
When a Logix5000 controller begins communicating with a module,

this set of keying attributes is considered:
 Vendor
 Product Type
 Product Code
 Major Revision
 Minor Revision
Changing electronic keying selections online may

cause the I/O communication connection to the
module to be disrupted and may result in a loss of
data.
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In Exact Match keying, all 5 categories Example: Exact Match Keying Prevents Communication
(Vendor, Product Type, etc.) must
match.
Major Revision = 3
Minor Revision = 1
X
Physical Module
Major Revision = 3
Minor Revision = 2
In Compatible Keying, major and minor Example: Compatible Keying Prevents Communication
revisions in the physical module must be
greater than or equal to the revision
level in the configuration.
Major Revision = 3
Minor Revision = 3
Physical Module
X
Major Revision = 3
Minor Revision = 2
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In this example, communication occurs Example: Compatible Keying Allows Communication

because the major revision level in the
physical module is greater than the
configuration.
Major Revision = 2
Minor Revision = 1
A common misconception is that the

major revisions must match in Communication is Allowed
compatible keying.
Physical Module
Major Revision = 3
Minor Revision = 2
Disabled Keying
With Disabled Keying, I/O communication may occur with a module
other than the type specified in the I/O Configuration tree with
unpredictable results.
Because of this potential for unexpected results, Rockwell

Automation generally does not recommend using Disabled Keying.
Be extremely cautious when using Disabled

Keying; if used incorrectly, this option can lead to
personal injury or death, property damage, or
economic loss.
If you use Disabled Keying, you must take full responsibility for
understanding whether the module being used can fulfill the
functional requirements of the application.
Reference: For more details on the potential impact of disabling

electronic keying, see the ControlLogix Analog I/O Modules User
Manual (Publication 1756-UM009x).
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Electronic Keying Mismatches

Mention that RSLinx Classic software Module properties that are checked during electronic keying can be
can also be used to identify module found on the I/O module’s label.
properties.
When replacing an I/O module, start by finding a

Guideline
spare that most closely matches the failed module.
Specific Operation
The behavior or specific operation of an analog module is further

defined by settings in three areas:
 Configuration
 Alarm Configuration
 Limits
Tip " Understanding these settings will help you understand why a module
operates a certain way and identify when the configuration might
cause a problem in the system.
Configuration
Specific operation of an input module is defined through the
Configuration tab of the Module Properties dialog box:
 Scaling: Sets the range of values used in the controller in
relationship to the actual input range of the device.
 RTS: Sets the real time sampling period.
- RTS determines how often an input device sends values to the
input module.
 RPI: Determines how often the input module sends data to the
controller.
Tip " The RPI and RTS values in a module will not necessarily match. The
relationship between these two values is determined during the
module’s initial configuration.
Specific operation of an output module is defined through the

Configuration tab of the Module Properties dialog box.
Key properties you may view include scaling and RPI.
AN3sb56r
Point out that the process alarm values Alarm Configuration

can be typed in the text boxes or the
flags can be dragged to their locations. Alarm configuration for an analog input module helps identify
application or process errors.
These alarms are configured by the system programmer, and

typically alert operators to critical changes in the process being
controlled.
Alarms are configured based on:

 The value received from an input device
 The rate at which a specific input value changes
Limits
Point out that the limit values can be Limits control the physical operation of the module:
typed in the text boxes or the flags can
be dragged to their locations.  Clamping Limits: Designate the highest or lowest output level
that the output channel will reach in the control process.
 Ramp Rate: Sets the maximum rate of change an output may
make in engineering units per second.
 Latch Alarms: Maintain an alarm triggered condition even after
the condition is corrected.
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 Identify analog I/O problems using the status indicators
IMPORTANT: To meet IACET CEU  Identify analog I/O problems using the Logix Designer
certificate students for the final exam, application
you must demonstrate all lesson  Resolve common analog I/O module faults
Open and download the
AN3_1756R_DEM1.acd project file. Pay attention to these critical aspects of the demonstration:
When demonstrating the listed
procedures, point out the following - Using the troubleshooting guide, trace analog I/O
items: problems.
S Identify failed analog I/O modules. - How can you identify failed I/O modules?
S Use the troubleshooting guide to
trace the analog I/O problems. - What information can be gathered by interpreting LEDs
on an I/O module?
S Point out each location of the fault
identification.
- What information can be gathered using the Logix
S Display all of the different types of Designer application?
module tags that relate to
troubleshooting. - Which I/O module tags can aid in troubleshooting?
Make sure the student computers have
PowerPoint or PowerPoint Viewer - How can you find fault information in the Logix Designer
installed so they can run the .pps files application?
used in Exercise A and B.
- Do you understand how properties such as clamping,
scaling, and alarms can impact analog data?
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AN3sb56r
Exercise: Troubleshooting 1756 Analog I/O Module Problems 17- 13

Analog I/O Module Problems
Exercise A In this exercise, you will practice troubleshooting Logix5000 analog

I/O module problems.

Directions:
1. Open the AN3_1756r_A1.pps file.
pressing ESC.
5. Open the AN3_1756r_A2.pps file.
pressing ESC.
AN3e56r
17- 14 Exercise: Troubleshooting 1756 Analog I/O Module Problems
Exercise B In this exercise, you will practice troubleshooting analog I/O module
problems.
You will also remove a module under power.

(RIUP).

installations.


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Directions:
1. Unlock and remove the analog input module from the workstation
chassis.

injury.
onto the module.
2. Identify the following items on the module:

- ControlBus connector
- Connector pins
- Locking tab
- Slots for keying
- Status indicators
- RTB
- Housing
3. Place the analog input module back in the chassis.

4. Turn the DI12 selector switch on the workstation to the off (left)
position. Verify that selector switches DI13, DI14, and DI15 are
in the off position.
5. Open the AN3_1756r_B1.acd project file and download it to the
Remote Run.
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6. Scenario 1: Your plant engineer has just added a control valve for
a new pump in the wastewater management system you oversee.
When testing the system, an operator discovers that when she
commands the valve to open 50 percent, the change is not
recognized by the system as expected.
A. Based on your application, when potentiometer AI0 is set at
the 50% mark, the value of the corresponding tag should be
approximately 5, and gauge AO0 should also be displaying a
value of 5.
B. What occurs when you set the potentiometer AI0 to a value
of 5?
C. Troubleshoot the likely cause of this situation.

D. As you are troubleshooting, you determine that you are
required to check the voltage at the output terminals. DO
NOT perform this test at your workstation. Assume that
the test has been performed, and the meter does not show a
change in voltage matching the change in tag value.
E. What is the likely cause of the issue you are troubleshooting?
F. What should you do to correct this issue (Hint: The input

and output modules should be set to recognize values from 0
volts to 10 volts.)
G. Make the change you recommended in step 6. F., and verify

this solution corrects the issue.
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7. Open the MainRoutine and identify the alias tag and base tag of
the bit that will enable the Light_8 [DO8] output when the analog
input reaches a specific value. Record the tag names below:
8. Use the Logix Designer application to identify the tag name that
stores fault information for channel 5 of the analog input module.
Record the tag name below:
9. Scenario 2: An operator has informed you that the pressure

gauges on liquid propane cylinders 1-4 are not operational. You
observe the following conditions:
 The controller’s OK LED is solid green.
 The controller is in Run mode.
 The scrolling display on the front of the controller indicates
I/O faults are present.
What is your next step in troubleshooting this problem?
Tip " For help, refer to the associated job aid(s).
10. As you continue troubleshooting the malfunctioning gauges, you

observe the following conditions:
 There is an attention triangle associated with a local 1756-OF4
module used in the project.
 Logix Designer application indicates module fault
codes16#0203 and 16#0204 are present.
 You look at the I/O module and see that the OK LED is solid
red.
How should you resolve this situation?
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Answers Exercise A

Exercise B
6.
B. When potentiometer AI0 is set to 50 percent, the values
received by the input module and sent to the output module
equal 5 (approximately). However, the value displayed on
gauge AO0 is slightly above 2.
E. The likely cause of the issue is that the output module
properties are not correct, causing an incorrect output to be
displayed.
F. To correct this issue, you will need to match the scaling
values for Channel 0 of the output module. The corrected
values should appear similar to the following graphic:
The signal and engineering units

should match.
7. The alias tag that enables the Light_8 [DO8] output is

Tank_Overflow_Warning. This is an alias for the base I/O tag
Local:8:I.Ch1HHAlarm:
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8. The tag name that stores fault information for channel 5 of the
analog input module is Local:8:I.Ch5Fault.
9. The next step would be to determine if any modules have
attention triangles next to them when viewed in the Controller
Organizer.
10. If the OK LED is solid red on a 1756-OF4 module, the
corrective action is to replace the module.
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AN3e56r
Lesson 18
Troubleshooting 1756 Remote I/O
Problems
Note that remote I/O are also referred to  Select remote I/O tags
as networked I/O.
 Resolve common remote I/O module faults
When Will You Do This
Point out that this is not Universal You will perform these tasks in the following situations:
Remote I/O. This is 1756 remote I/O
modules over ControlNet or EtherNet/IP  You will select remote I/O modules and remote I/O tags when
networks. determining if a project uses remote I/O.
 You will identify and resolve common remote I/O faults after
determining that a remote module is causing an issue with your
machine or process.
Before You Begin Identifying Remote I/O Modules
Remote I/O modules are used in the following situations:

 To save on the costs associated with direct wiring
 When there is no room for an I/O module in the local chassis
ControlLogix systems do not support extended

local chassis. Remote I/O must be configured
when the local chassis is full.
Activity: If you have remote inputs and outputs in your plant,

discuss how they are connected to the controller.
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18- 2 Troubleshooting 1756 Remote I/O Problems
Example: Direct Wiring

With direct wiring, devices are connected to I/O modules over a
In the graphic, point out how the devices long distance:
are at a distance from the I/O module.
Controller
Local ControlLogix
Chassis
Process/Machine
Direct Wiring
In the graphic, point out that the I/O Example: Remote I/O
modules are located close to the field
devices in a second chassis. Note that Using remote I/O modules reduces the amount of wiring to the
there is no controller in the second field devices:
chassis.
Controller
Local ControlLogix
Chassis
Communications Module
Process/Machine
Communications Module
Remote ControlLogix
Chassis
Control-Level Network
Tip " Communicating with remote I/O in a Logix5000 system requires a

control-level network, such as EtherNet/IP or ControlNet.
CN3sb56r
Troubleshooting 1756 Remote I/O Problems 18- 3
Note that this section serves to give the Selecting Remote I/O Tags
flow of the procedures. The details will
be presented in the Here’s How section. Remote I/O Tags:
 Generated when the module is added to the project
 Contain the remote communication module name as a prefix
If more advanced maintenance Chalk Talk: Write the address of a local I/O tag on the board,
techs ask, the difference in the followed by a remote I/O tag address. Compare the two.
base tag format is the result of
how data is sent/received using Rack
Optimization. The communication
modules package the data differently.
Depending on how a digital module is configured
When students see a rack-optimized tag
in the Tags collection displayed in the by a project developer, the base tag for a remote
standard format (e.g., module may appear in two different formats.
Remote:0:I.Data.0), that tag is actually
an alias for a communications module
tag created in this format:
Remote:I.Slot[0].Data.0. Activity: Given the following I/O tags, interpret the data they
See the PowerPoint slides for provide by completing the following table:
answers to the table.
Remote or Local Location in

I/O Tag Input or Output? Terminal Point
Chassis? Chassis
Local:6:O.Data.15
Machine_1:2:I.Data.4
Machine2:O.Slot[9].Data.14
Identifying Remote I/O Problems
Answers are provided in the Take Note: What are some best practices when troubleshooting a
PowerPoint slides. They include: remote I/O module with errors? As you discuss this, write your
S Examine comm module LEDs answers in the Student Manual.
S Look for attention triangles
S Troubleshoot beginning at the
topmost branch level
S While online, use the software to
check for error codes at the topmost
level
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Note that modules are typically Resolving Common Remote I/O Module Faults
maintainer may only need to look at a Some of the most common remote I/O module faults include:
module’s configuration to understand the
current operation of a module. Seldom  Physical module errors
are any changes made.
 Electronic keying mismatches
A quick way to determine if there is a
network problem (local or remote) is to  Connection errors
check the state/color of the processor’s  Communication network errors
I/O light (L6x controllers) or the
scrolling display (L7x controllers). Reference: I/O module fault codes are listed in the Help system.
Each code provides a description and possible corrective actions.
Mention that for ControlNet users, If the problem is identified with a

course CCP173, ControlNet and communications module, consult a network
RSNetWorx Configuration and
Troubleshooting, details the process for specialist. The physical communication network
troubleshooting the network hardware or software may need to be examined.
and software configuration.
CN3sb56r
Troubleshooting 1756 Remote I/O Problems 18- 5

 Select remote I/O tags
 Resolve common remote I/O module faults
guide you during the demonstration: - Can you use the Troubleshooting Guide to diagnose and
correct remote I/O problems?
Open the CN3_1756R_DEM1.acd
project file. IMPORTANT: This demo file - Where do you find the different types of module tags that
was created for the Integrated can aid in troubleshooting?
Architecture demo and was not intended
for download.
- How can you tell there is a potential remote I/O issue by
When demonstrating the listed looking at a controller’s LEDs and/or display (if present)?
procedures, point out the following
items: - How can you tell there is a remote I/O issue in the Logix
S How you would identify failed I/O in Designer application?
the configuration folder
- If you have multiple attention triangles in a module
S How to use the Troubleshooting configuration, which module do you begin
Guide for I/O module problems troubleshooting first?
S Where to find the locations for fault
identifiers - How can you tell the difference between local and
remote I/O tags in the Tags collection?
S Where to find the different types of
module tags that relate to
troubleshooting
S How to tell the difference between
local I/O tags and remote I/O tags
CN3sb56r
CN3sb56r
Exercise: Troubleshooting 1756 Remote I/O Problems 18- 7

Remote I/O Problems
Exercise A In this exercise, you will practice troubleshooting 1756 remote I/O
problems.
Context:
You are responsible for maintaining the equipment in the North

Building of your plastics manufacturing facility. A line supervisor
has indicated that the press machine is not operating as expected.
Under normal conditions, the press can be started and stopped from a
remote operator booth. When the machine is operational, stack lights
near the machine and a pilot light in the operator booth indicate that
the press is running.
The machine operator reports that she is unable to start the press
from the remote booth.

Directions:
1. Open the CN3_1756R_A1.acd project file.

2. Examine the I/O configuration of the project:
A. What name did the project engineer assign to the EtherNet/IP
module in the local chassis?
B. What is the name assigned to the EtherNet/IP module in the

remote chassis?
C. How many I/O modules are in the local chassis?
D. Based on the I/O configuration, how many I/O modules are

located in the remote chassis?
CN3e56r
18- 8 Exercise: Troubleshooting 1756 Remote I/O Problems
3. Interpret the ladder logic in the Press_1_Control routine:

A. Based on the I/O tag, where is the Remote_Start button
wired?
B. Based on the I/O tag, where is the Press_Running light

wired?
C. Based on the I/O tag, where is the

Remote_Press_Running_Light indicator wired?
D. Why is the base tag for the remote input different than the
base tag for the remote output?
4. Download the CN3_1756r_A1.acd project file to the controller

in slot 1 and place the controller in Run or Remote Run mode.
5. Is the machine operational?
6. What indicators do you have to the status of the downloaded

project?
7. What is the cause of the issue discovered in Step 6.?
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Exercise: Troubleshooting 1756 Remote I/O Problems 18- 9
8. You discover that power is present to all local and remote

machine controls, and the press was running normally prior to the
fault. What is the best way to recover from this issue?
Do not attempt to fix this issue. Once you have

identified the root cause, continue on to the
scenario that follows.
9. Scenario: You have re-established network communications

between the machine and the remote operator station. However,
you still cannot start the press remotely. Further troubleshooting
reveals the following conditions:
 There are no longer any messages on your controller display.
 There are no remaining attention triangles in the project’s I/O
configuration.
 All local and remote I/O modules have solid green OK LEDs.
 All point status indicators for the local and remote output
modules are off.
 All local and remote input module point status indicators are off.
 The controller is in Run mode.
 When you press the Remote Start button, the rung controlling the
outputs appears as follows:
Based on the information provided above and in your

troubleshooting guide, what are some possible causes of the
issue?
How Did You Do? Turn to the answers section.

CN3e56r
18- 10 Exercise: Troubleshooting 1756 Remote I/O Problems
Answers Exercise A
2.
A. The EtherNet/IP module in the local chassis is named
Master_ENBT.
B. The EtherNet/IP module in the remote chassis is named
Remote_Press_Control.
C. There are 5 I/O modules in the local chassis (2 digital
outputs, one digital input, one analog input, and one analog
output).
D. There are 3 I/O modules in the remote chassis (one digital
input, one digital output, and one analog output).
3.
A. The Remote_Start button is wired to input 9 of the input
module located in slot 2 of the remote chassis.
B. The Press_Running light is wired to output 0 of the output
module located in slot 0 of the local chassis.
C. The Remote_Press_Running_Light indicator is wired to
output 0 of the output module located in slot 0 of the remote
chassis.
D. The base tag for the remote input
(Remote_Press_Control:I.Slot[2].Data.9) is different than the
base tag for the remote output
(Remote_Press_Control:0:O.Data.0) because the modules’
communication formats were configured differently when the
project was created.
5. No, the machine is not operational.
6. The controller display indicates that an I/O fault is present
related to the Remote_Press_Control chassis. The display also
shows that fault #0204 (Unconnected Message Timeout) has
occurred.
7. The controller is attempting to make a connection, but the target
module is not responding. The device also appears to be
missing from the backplane or network, as all modules under
the communication module have yellow triangles.
8. The best way to recover from this fault is to verify that the
remote EtherNet/IP module is still connected to the network.
9. Based on the scenario, one of the following issues may be
present:
- A broken wire between the input module and pushbutton
- The pushbutton may no longer be operational
- A faulty input module that needs to be replaced
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Lesson 19
Updating Logix5000 Firmware
What You Will Learn After completing this lesson, you should be able to update module
firmware.
Here are some situations when you will update firmware:
You Reason
Installed a new controller Controllers ship with basic firmware that only lets you update the controller to the required revision.
Upgraded to a new version of software The firmware of your modules must be compatible with your version of Studio 5000 environment.
Must use a specific revision For example, your system is certified to operate with specific revisions.
Replaced a failed module The firmware revision determines the module’s compatibility and functions.
For example, a new revision of firmware just came out and it has features you want to use in your
Want the latest features for a module
system.
Before You Begin Tools You Will Use
Run the video on the overhead Reference: Help  Learning Center  How Do I  Maintain 
for the entire class. Update a Module’s Firmware
Question: What two ways did the video show for updating
firmware?
1. Have each student read 1st Activity: Discuss each situation and decide which software you
situation and make their would most likely use to update the firmware. Mark your choice in
choice.
the corresponding box.
2. Discuss pros / cons of each
tool in that situation.
3. Repeat for rest of situations,
taking them 1 at a time.
Use this software

In this situation
ControlFLASH Logix Designer
A. You just installed a new section of equipment to an existing line, including a new controller. You
want to complete the installation by getting the controller ready for testing.
B. You just upgraded your computers to a new version of Studio 5000 environment. Now you are
ready to update the controllers with compatible firmware.
C. You pulled a spare controller from the tool crib and used it to replace a failed controller. While
downloading the project to it, the software prompted you to update the controller’s firmware.
D. You just replaced a failed analog output module.
E. You want to get the latest features available for your EtherNet/IP communication modules.
FW3sb56r
19- 2 Updating Logix5000 Firmware
Firmware Supervisor
If students have this manual as A third way to update firmware is to let the controller’s firmware
part of their materials, do this: supervisor automatically update modules in its I/O tree.
- Have them go to the Manage
Firmware chapter. Reference: For more information on firmware supervisor, see
- Go to the Guidelines for the Logix5000 Controllers Design Considerations, 1756- RM094.
Firmware Supervisor section
and go over the guidelines.
Precautions
Reference: Studio 5000 Logix Designer and Logix5000 Procedures

Guide
- Give students a few minutes 1. Find the Updating Module Firmware procedure in your
to read the precautions. procedures guide.
- Restate each point in different
words. 2. Read the precautions in the Attention box at the beginning of the
procedure.
- Open the sample release Make Sure You Read the Release Notes
notes in your instructor files.
- Use the IMPORTANT Reference: Studio 5000 Logix Designer and Logix5000 Procedures
statements in the sample to Guide
emphasize the importance
reading the release notes.
Notice in the Updating Module Firmware procedure that the first
- If you have a network thing you should do is get the release notes for the firmware and read
connection, go to the website,
download firmware and them.
release notes, and open the
release notes.
Question: How do you access firmware and release notes at your
facility?
Here’s How To update module firmware using ControlFLASH software.
IMPORTANT: To meet IACET CEU Your instructor will perform the update procedures
requirements and fully prepare while you guide him or her through the steps of
you must demonstrate all lesson each procedure. This avoids mistakes that could
objectives using the proper job aids. leave the controller inoperable.
Since students won’t practice the steps
themselves, it is important they talk you
through the steps as if they were
doing them. Reference: Studio 5000 Logix Designer and Logix5000 Procedures
Guide
- Have students take turns talking you 1. Find the Updating Module Firmware procedure in your job aid.
through the steps.
2. Take turns talking your instructor through each step of the
- Flash the controller to an EARLIER
revision. procedure as if you were doing it yourself.
FW3sb56r
Updating Logix5000 Firmware 19- 3
Here’s How To update a controller’s firmware while downloading a project to it.
IMPORTANT: To meet IACET CEU Your instructor will perform the update procedures
requirements and fully prepare while you guide him or her through the steps of
you must demonstrate all lesson each procedure. This avoids mistakes that could
objectives using the proper job aids. leave the controller inoperable.
Since students won’t practice the steps
themselves, it is important they talk you
through the steps as if they were
doing them.
- At this point, the controller should 1. Find the Downloading and Going Online to a Logix5000
have an earlier revision of firmware. Controller procedure in your job aid.
- Download a project from the current
version of software and update the 2. Take turns talking your instructor through each step of the
controller to the current revision. procedure as if you were doing it yourself.
FW3sb56r
19- 4 Updating Logix5000 Firmware
FW3sb56r
Exercise: Updating Logix5000 Firmware 19- 5
Exercise: Updating Logix5000

Firmware
Exercise A In this exercise, you are given a series of situations related firmware
updates. Read each situation and describe what you would do.
Situation A
You just replaced a failed analog output module. You notice that the
electrical drawings list a specific revision of firmware for the
module. How can you determine the revision that the module is at
right now?
Situation B
Suppose the analog output module you just replaced is at the wrong
revision of firmware. How would you go about updating it?
FW3e56r
19- 6 Exercise: Updating Logix5000 Firmware
Situation C
You just installed a new controller. After you power it up, it shows
this:
Firmware Installation
Required
What does it mean? What should you do?
FW3e56r
Exercise: Updating Logix5000 Firmware 19- 7
Situation D
During a routine shutdown, the software on your maintenance

workstation was updated. You are now trying to download an
updated project file to a controller and you see this dialog box:
What does it mean? What should you do?
FW3e56r
19- 8 Exercise: Updating Logix5000 Firmware
Answers Exercise A
Situation A
You have several options to determine the module’s revision:
 Browse to the module in RSLinx software and open the device
properties for the module.
 Go online to the controller and open the properties for the
module.
Situation B
Use ControlFLASH software to update the module. Even though the
electrical drawings specify a specific revision, read the release notes
for that revision before you update the module.
Situation C
Controllers ship with basic firmware that only lets you update the
controller to the required revision. So you have to update the module
to the revision that is compatible with your version of Studio 5000
environment. You can either:
 Use ControlFLASH software to update the controller and any
other module in the chassis.
 Update the controller when you download a project to it.
Situation D
The revision of the controller doesn’t match your revision of
software. To download the project, you first have to update the
controller to match your software.
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Lesson 20
Troubleshooting ControlLogix
Controller Problems
 Resolve a non-recoverable major fault
 Find and clear a recoverable major or minor fault
You will resolve faults once you determine that the issue is related to
controller operation.
Before You Begin Review
Activity: Review the general purpose of a controller in an overall

control system.
RIUP: Removal and Insertion Question: What is RIUP? Why would you use it?
Under Power.
RIUP allows you to service faulty or
malfunctioning modules without
disrupting the rest of your controlled When you insert or remove the module while
process. backplane power is on, an electrical arc can occur.
installations.

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20- 2 Troubleshooting ControlLogix Controller Problems
RIUP Safety Considerations

Before servicing a ControlLogix controller, you must ensure you are
following all mandated safety procedures for your plant, including
the required use of personal protective equipment (PPE) and steps to
reduce exposure to arc flash hazards.
Controller LEDs
Changes to the controller status indicators anytime after startup may

Note that LEDs are often referred to as indicate a change or a problem.
indicator lights or status lights.
Point out that when power is first Show & Tell: Point out the LEDs on a ControlLogix controller and
applied, LEDs flash on and off the corresponding toolbar in the Logix Designer application.
while the controller initializes.
If a failure in a system running a ControlLogix L7x controller

occurs, view the LEDs and display in this order:
L7x Hardware Alternate Viewing Options
2.
1. 1.
3. 1.
1. 3. 2.
Software
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Troubleshooting ControlLogix Controller Problems 20- 3
If a failure in a system running a ControlLogix L6x controller

occurs, view the LEDs in this order:
L6x Hardware Alternate Viewing Options
2. 3.
1. Software
1. 1.
3. 2.
Remind students that there is a separate If all LEDs are off, the problem may be with the
lesson for power supply problems. power supply.
Note that for other controller LEDs,
students can refer to specific
documentation for the controller -
this is usually found in the Reference: For a detailed explanation of ControlLogix controller
installation instruction manuals.
LED states and colors, refer to the Troubleshooting Guide.
Mention that a non-recoverable fault is Non-Recoverable Major Fault

often called a hardware fault.
Non-Recoverable Major Fault: A fault within the controller that is
severe enough to immediately shut it down.
The following changes take place in the system:

Note that students should have a basic  Outputs change to the Fault Mode state set in the I/O
understanding of digital I/O configuration configuration.
from the fundamentals course or
equivalent experience. More in-depth  The controller clears the project from its memory.
information is available in the
Troubleshooting 1756 Digital I/O  If you have an L7x controller, fault code information scrolls
Modules lesson. across the display.
 Depending on your controller and firmware, the controller OK
LED turns flashing red or solid red.
Mention in controllers with older
firmware (version 13 or earlier), a
non-recoverable fault is indicated
by a solid red OK LED.
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 The word “Faulted” is displayed in the Online bar.
Flashing Red
(Solid in Some Controllers)
A non-recoverable fault clears the controller

memory. If re-downloading the project to the
controller does not clear the fault, replace the
controller.
Recoverable Major Fault
Recoverable Major Fault: A fault that is severe enough to shut

Note that the major fault types and down the controller if the condition is not cleared by fault-handling
codes and the minor fault types and code (if programmed by the system developer).
codes can be found in the Help system
or the Major and Minor Fault Codes
manual. These faults fall into two categories:
 Instruction execution
 Other errors:
- Power loss
- Loss of critical I/O
- Array subscript errors
Recoverable Major Fault Processing: Level 1

When a recoverable major fault first occurs, the following changes
take place in the system:
 A major fault bit is set in the controller.
 Any user-programmed fault routines are executed:
- Program-level fault routine
- Controller-fault handler
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Recoverable Major Fault Processing: Level 2

If the controller fault handler does not exist or cannot clear the
recoverable major fault, the controller enters Fault mode and shuts
down:
 Outputs change to the configured output state for Program mode.
 The controller OK LED turns flashing red.
 If you have an L7x controller, fault code information scrolls
across the display.
 The word “Faulted” is displayed in the Online bar:
Flashing Red
Multiple Recoverable Major Faults

Remind students that the fault With multitasking capabilities, a controller can handle as many as 32
information is displayed on the Major simultaneous recoverable major faults.
Faults tab of the Controller Properties
dialog box.
If multiple recoverable major faults are reported, the following
actions take place:
 The controller processes the faults in the order that they occur.
 If any of the faults are not cleared by the controller fault handler,
the controller goes into Fault mode:
- The fault that was not cleared and up to two additional faults
are logged.
- This information can be viewed via the Major Faults tab in the
controller properties.
 If more than 32 major faults occur at the same time, the controller
goes into Fault mode:
- The first three major faults are logged into the controller fault
log.
Remind students that a watchdog fault  If a watchdog fault occurs a second time in the same logic scan,
occurs if the sum of the execution times the controller enters Fault mode, whether or not the controller
for all programs in a task is greater than
the watchdog value. fault handler clears the fault.
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Mention that these error Common Major Faults

codes and descriptions will also
be displayed in the software Activity: Find the major fault types and codes in the Help system.
when you select “Goto Fault”.
List some common faults in your Student Manual.
Answers:
S Required I/O connection has failed
S Array subscript is too big
S A timer has a negative preset or
accumulated value
S Task watchdog timer has expired
S Others
Minor Fault
Minor Fault: A fault that is not severe enough to shut down the
controller:
 Issues caused by code (task overlap, math overflow, etc.)
Remind students that ESMs replace  Energy Storage Module (ESM) faults (L7x controllers)
batteries in the L7x series controllers.
 Low battery (L6x controllers)
With a minor fault, the following changes take place in the system:
 The program scan and normal I/O control continues.
 The controller OK LED remains solid green.
 A minor fault bit is set.
Normal
Operating
State Solid Green
A minor fault may only be detected if

programming language is written to monitor it or
if you monitor the Minor Faults tab in the
Controller properties.
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A minor fault does not affect application

operation. However, clearing a minor fault may
improve scan time.

 Resolve a non-recoverable major fault
 Find and clear a recoverable major or minor fault
guide you during the demonstration: - Can you use the controller, the Logix Designer
application, and the troubleshooting guide to
Using the Troubleshooting Guide, walk systematically locate and recover from controller faults?
students through resolving and clearing
a non-recoverable fault. - What should you do if you have a non-recoverable major
Remind students that if re-downloading fault and re-downloading the project to the controller
the project does not clear the fault, the does not resolve the issue?
controller should be replaced.
- What methods may a programmer have added to a
Download LE3_1756R_DEM1.acd
project file to the controller in slot 1. project that help clear recoverable major faults?
Using the Troubleshooting Guide, - Where in the Logix Designer application can you find
identify and clear the recoverable major fault information?
fault. Emphasize that you must identify
the cause of the fault and remove it - Which hardware and software methods can be used to
before clearing it. Do not save the
changes to the project. clear a major recoverable fault?
Download the project a second time and

clear the fault using the keyswitch.
Emphasize that this does not remove
the cause of the fault.
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Exercise: Troubleshooting ControlLogix Controller Problems 20- 9
Exercise: Troubleshooting
ControlLogix Controller Problems
Exercise A In this exercise, you will practice troubleshooting ControlLogix

controller problems.
Context:
You are responsible for monitoring an application and returning the

system to normal operation when there is a problem. You are
monitoring a compressor assembly line that has been running for
several weeks.

Directions:
You are not correcting the cause of the fault in this

exercise.
1. Verify all workstation selector switches DI12, DI13, DI14 and

DI15 are in the off (left) position.
2. Open the LE3_1756R_A1.acd project file and download it to the
Remote Run.
3. Enable the process by turning the Enable_Station DI15 selector
switch on.
4. Add a part to the conveyor by turning the Part_Sensor DI12
selector switch on.
Tip " Pilot lights indicate the process is active.
5. After a few moments, what is the color and state of the controller
OK LED?
Tip " If no change to the OK LED occurs, you may have to turn the
Part_Sensor DI12 selector switch off and on several times.
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20- 10 Exercise: Troubleshooting ControlLogix Controller Problems
6. Identify and record the type of fault but do not clear it at this
time:
Tip " For help, refer to the Help system.
7. Turn the Part_Sensor DI12 selector switch off and on again. (Do
not correct the fault).
8. What is the condition of the input and output module point status
LEDs?
9. Did the fault stop the process (e.g., are the workstation pilot lights
disabled)?
10. View the output module properties using the Logix Designer
application. Why did the outputs revert to an “Off” state when the
processor fault occurred?
11. What is the cause of the fault?
12. What routine was being scanned when the fault occurred?
13. Clear the fault and verify that the controller OK LED is solid
green. What mode is the controller in?
You are not correcting the cause of the fault in this

exercise.
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14. Verify that the Part_Sensor DI12 and Station_Enable DI15

selector switches are in the off (left) position.
15. Go offline.
Exercise B In this exercise, you will practice troubleshooting ControlLogix

controller problems.

Scenario:
As part of a planned upgrade, an additional production line is being

tested before it is placed in service. You are working with a plant
engineer to verify that the line will operate as expected.
Directions:
1. Open the LE3_1756R_B1.acd project file and download it to the

Remote Run.
2. Verify that the controller OK LED is solid green.
3. To simulate parts moving down the conveyor and passing a
photo-eye, press the Part_Sensor [DI0] pushbutton 3 times.
4. What is the color and state of the controller OK LED?
5. Identify and record the type of fault:
6. To what mode are outputs set (Fault or Program)?
7. In which task, program, and routine did the fault occur?
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8. Locate the rung on which the fault occurred. What type of tag is
the destination for the data?
9. Find the value of the Current_Serial_Number tag. Based on the

value of the expression [Current_Serial_Number + 1], to which
tag is the processor trying to move data?
10. Why does the attempted write to the tag identified in Step 9. cause
the fault?
11. You have discussed the cause of this fault with the project
programmer. As a temporary workaround, she has asked you to
correct the cause of the fault by performing the following actions:
A. Clear the fault using the Logix Designer application.
B. Go offline.
C. Change the Record tag properties by making the tag an array
of 400 DINTs.
D. Save your changes.
E. Download the updated project file to the controller in slot 1
and change the controller operating mode to Remote Run.
12. Verify that the controller OK LED is solid green.
13. Press the Part_Sensor [DI0] pushbutton multiple times (more
than three) and verify that a fault does not occur.
14. View a long-term solution to the cause of this fault by performing
the following actions:
A. Open the LE3_1756R_B1_Ans.acd project file.
B. Open the MainRoutine for the Station_1_Press program.
C. Examine the rung comments and logic found on rung 2.
D. When finished, close the LE3_1756R_B1_Ans.acd project
file.
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15. Scenario: An operator informs you that a bottling line has

stopped. You investigate the issue further and find the following
conditions:
 The OK LED on the ControlLogix L73 controller that runs the
line is flashing red.
 The following error message scrolls across the controller
display: “Major Fault T01:C62 Non-recoverable - Program
Saved.”
A. How would you recover from this fault?
B. If the controller continues to fault after taking the actions in

Step A., what would you do next?
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Answers Exercise A
5. The controller OK LED is flashing red.

6. The fault is a recoverable major fault (Type 06, Code 01 Task
Watchdog Expired), as indicated by the scrolling display on the
ControlLogix L73 controller.
8. The status LEDs for the input module should have point 15
illuminated. Point 12 may or may not be on, depending on the
state of the workstation switch. There should be no output
module point status LEDs illuminated.
9. Yes, the pilot lights are all off.
10. The outputs are set to the Program Mode - in this case “Off.”
Program Mode may also be “on” or “hold” depending on safety
factors and the type of equipment.
11. The cause of the fault (recoverable major fault) is from the
expiration of the task watchdog. The software indicates that the
Assembly task contains the expired watchdog. According to the
error type and code (Type 06, Code 01), and using the
Help system, you can find Major Fault Types and Codes that
list corrective actions for each.
12. Answers will vary. The controller was scanning a routine in one
of the Station_1 programs in the Assembly task.
13. The controller is in Remote Program mode.
Exercise B
4. The controller OK LED is flashing red.

5. The fault is a recoverable major fault (Type 04, Code 20 Invalid
Array Subscript) as indicated by the scrolling display on the
ControlLogix L73 controller.
6. The outputs are set to the Program Mode - in this case “Off.”
Program Mode may also be “on” or “hold” depending on safety
factors and the type of equipment.
7. The fault occurred in the MainRoutine of the Station_1_Press
program, which is found in the Assembly task.
8. The destination tag, Record[Current_Serial_Number+1], is an
array of DINT tags.
9. Based on the value of the expression, the processor is trying to
move data to the Record [4] tag.
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10. The fault was caused because the array subscript is too large.
The ladder logic attempted to write a value to Record[4]. This
tag does not exist, because the requested array element (4) is
greater than the tag with the largest element in the existing array
(Record[3]).
15.
A. You would recover from the situation by clearing the fault,
downloading a fresh copy of the project, and changing the
controller to Run/Remote Run mode.
B. If the issue persists, the next action would be to contact
Technical Support for assistance.
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Lesson 21
Troubleshooting ControlLogix
Power Supply Problems
What You Will Learn After completing this lesson, you should be able to resolve common
power supply problems.
When You Will Do This You will resolve common power supply problems when a series of
device failures can be traced to the same ControlLogix chassis.
Before You Begin Power Supply Components
The Logix5000 power supply provides the DC power for the

From previous courses or experience, controllers and I/O modules that reside in the same chassis or on the
ask the students to identify the power same DIN rail:
supply on a workstation. Have them
open the door and follow along as you  This DC power is for the I/O module’s internal circuitry only.
identify the components.
 AC or DC power for I/O field devices is provided by separate
user- provided power supplies.
Answer: A light emitting diode is Question: What is an LED and how is it typically used?
often used to indicate a device’s
health or status.
A ControlLogix power supply includes the following components:

Note that the status indicator for a
ControlLogix power supply is
multi- color. Explain that the colors Status Indicator
of this LED will be covered during
the Here’s How when the
troubleshooting guide is covered.
Retaining Screw
On/Off Switch
Retaining Screw
Open Door Wiring

Terminal
Block
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21- 2 Troubleshooting ControlLogix Power Supply Problems
Over Current Conditions

Point out that the fuse on a ControlLogix Power supplies are protected from over-current conditions by a fuse:
power supply is internal and cannot be
replaced.  This fuse is meant to protect the module from fire hazard only.
 Short duration over- current or short- circuit conditions on the
power supply’s output are handled by a “crow- bar” circuit:
- Senses fault conditions and shuts down the power supply
The power supply LED should be steady green

when the power supply is in working order.
Answer: If there is no power, Question: If the power supply is off, what might reveal the problem?
the LED will not be illuminated.
Identifying Power Supply Problems
Answers: Take Note: How can you tell there may be a problem with a power
S Power supply LED is off supply? List your answers in the Student Manual.
S LEDs for all modules in a chassis
are off
S All devices in an application have
failed.
S All devices related to the modules in
a single chassis have failed.
Resolving Common Power Supply Problems
Some common causes of power supply problems include:

 The power supply switch is not closed on a ControlLogix power
supply.
 The line voltage is not within the specified range for the power
supply type.
 I/O module loads in the system are not within the output rating of
the power supply.
 Input power is not supplied to the power supply.
 The power supply is not properly grounded.
Tip " Observing all safety precautions, check and address all obvious
problems first.
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Troubleshooting ControlLogix Power Supply Problems 21- 3
Here’s How To resolve common power supply problems.

- What indicates a potential problem with a power supply?
- Name common causes of power supply failures.
- When replacing a power supply, how long should you

wait before re- applying power?
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21- 4 Troubleshooting ControlLogix Power Supply Problems
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Exercise: Troubleshooting ControlLogix Power Supply Problems 21- 5
ControlLogix Power Supply
Problems
Exercise A In this exercise, you will practice troubleshooting ControlLogix

power supply problems.

Directions:
1. Identify the main components of a ControlLogix power supply:
A.
B.
C.
D.
Open Door
E.
2. Identify three common causes of power supply problems:
3. Before determining that the power supply must be replaced, how

long must the power to the power supply be cycled (removed)?
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21- 6 Exercise: Troubleshooting ControlLogix Power Supply Problems
4. Power supplies are protected from over-current conditions by a

fuse. This fuse is meant to protect the module from what type of
hazard?
Exercise B In this exercise, you will practice troubleshooting Logix5000 power

supply problems.

To successfully complete this exercise, you may

need to refer to the Troubleshooting Guide.
Scenario 1: Your plant has just begun to power up after a routine

scheduled maintenance shut down. The power supply for the
ControlLogix chassis was replaced during the shut down. Upon
power up you notice that the LED is not on, but the power supply
switch is on and the line voltage in has been verified within the
specifications.
1. What action would you take next?
2. Open the PS3_1756R_B1.exe (power supply animation) file.
Tip " This is not a Logix Designer project file. It is a self-running

multimedia file. Also, this file contains audio to emphasize the
power loss. To adjust the sound, use the Windows volume control.
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3. To begin, follow the prompts.
Tip " For help, refer to the Power Supply tab of the Troubleshooting Guide
to determine the cause of the problem in the animated scenario:
After the animation is complete, answer the

following questions:
4. What is a good indication that a power supply might be a

problem?
5. In the multimedia animation, the power LED turned green after

the power supply was removed from the chassis. What might the
cause of the problem be, and what would you test next?
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6. If the power LED did not turn on, what actions would you take
next?
7. If you have a redundant power supply in a series B chassis, would

you have to examine the 1756-PSCA2 adapter module?
8. If the color of the 1756-PSCA2 adapter module LED is solid

green, what might you conclude?
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Answers Exercise A
1. The main components of a ControlLogix power supply:
A. Status Indicator
B. Retaining Screw
On/Off Switch
C.
D. Retaining Screw
Open Door
E. Wiring Terminal Block
2. The following shows some common causes of power supply

problems:
 The power supply switch is not closed on a ControlLogix
power supply.
 The line voltage is not within the specified range for the
power supply type.
 I/O module loads in the system are not within the output rating
of the power supply.
 Input power is not supplied to the power supply.
 The power supply is not properly grounded.
3. Before determining that the power supply must be replaced,
cycle (remove) power to the power supply for 45 seconds.
4. The power supply fuse is meant to protect the module from a
fire hazard only.
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Exercise B
1. If the LED did not turn on and the line voltage in was verified
to the proper specifications, the following actions should be
done:
 Turn the power supply switch off.
 Remove the power supply from the chassis.
 Wait 45 seconds and turn the power supply switch on.
4. If field outputs are off and the LEDs for all modules in the
chassis are off, it indicates that the system has a power supply
problem.
If field outputs are off but the LEDs for all modules in the
chassis are on, programming, configuration, improper project
scanning, or some other error may be causing the problem.
5. If the power supply LED turns on, other devices in the chassis
may be the problem. First, you must verify that the loads in the
system are within the output rating for the power supply. If the
problem persists, you must check for faulty modules or
incorrect RTBs.
6. If the power supply LED does not turn on, replace the power
supply.
Tip " For help, refer to the troubleshooting guide.
7. Yes. According to the Troubleshooting Guide procedure, you

must examine the diagnostic LED on this adapter.
8. If the color of the 1756-PSCA2 adapter module LED is solid
green, you can conclude that the chassis is receiving power
from one or both of the redundant power supplies.
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Lesson 22
Analyzing and Troubleshooting a
System Using a Logix Designer
Trend Chart
 Configure a trend chart
 Operate a trend chart

 When you need to track changing values for a tag or group of tags
 When you need to find intermittent problems within a system
 When following rapidly changing data
Before You Begin Trend Overview
Trend Chart:
Tell students that Logix Designer trends  A graphical display that tracks digital and analog data for up to 8
are similar to histograms in PLC-5 and data elements over a user-specified time period.
SLC 500 software.
 The Trends folder is located in the Controller Organizer:
- A project may contain and execute multiple trend charts.
Answers are provided on the Question: When would you use a trend chart?
PowerPoint slide.
Tell students that before a trend is Configuring a Trend Chart

created they should determine what
information is needed and how it will be A trend chart can plot the following types of data elements:
used to better decide the most
appropriate configuration settings.  BOOL
 SINT
 INT
 DINT
 REAL
Tip " A default “quick trend” can be created by selecting a single tag while
monitoring data online.
A trend configuration can be reused in the following ways:

 It can be copied and pasted.
 It can be extracted to a separate .xml file.
Tip " Trend configurations are included as part of export text files (.l5k).
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22- 2 Analyzing and Troubleshooting a System Using a Logix Designer Trend Chart
Operating a Trend Chart
The Logix5000 controller must be online to run or trend the data.
Trend Performance
Period
Sample
Time Frame
Trend performance depends on the following factors:

 Processor bandwidth
 Communications network
 Number of tags being trended
 Computer performance
For example, a 1-minute time span To minimize the use of computer resources, consider the following
consumes less workstation resources options:
than a 1-hour time span.
 Configure the time span to be as short as is practical
For example, a 1-second period  Configure the period to be as long as is practical
consumes less workstation resources
than a 10-millisecond period.
Trend Log
Data Log File: Stores data captured during a trend operation:

 The trend data buffer log file can be saved for future review or
exported for further analysis.
 A trend log can store all or a portion of the trend’s data.
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Analyzing and Troubleshooting a System Using a Logix Designer Trend Chart 22- 3

 Configure a trend chart
 Operate a trend chart

Use the steps below and the information - Note that you can create trend charts offline or while
on the Demonstration Checklist to help online to the controller.
Open the TR3_1756R_DEM1.acd file. - Can you create a quick trend to watch the value of a
When demonstrating the listed single data point?
procedures, point out the following
items: - As a trend chart is configured, note some of the common
settings being used.
S How to create a quick trend by
right-clicking a data point.
- How do sample plots differ when monitoring different
S The online and offline creation of a types of data (e.g., BOOL vs. REAL)?
trend chart
S The chart properties dialog box and - How can you organize data on a trend chart?
the tabs
- Can you manipulate the trend using the control buttons?
S The examples you create by
entering and monitoring different - Can you pan the chart values on the Y-axis while a chart
data points is running?
S How data is organized on the trend
chart - How can you add/modify tags on a running trend chart?
S The buttons that control a trend
S The ability to pan the chart values on
the Y-axis during operation.
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22- 4 Analyzing and Troubleshooting a System Using a Logix Designer Trend Chart
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Exercise: Analyzing and Troubleshooting a System Using a Logix Designer Trend Chart 22- 5
Exercise: Analyzing and

Troubleshooting a System Using a
Logix Designer Trend Chart
Exercise A In this exercise, you will practice configuring and operating a trend
chart.
Context:
You are troubleshooting a key machine in your plant. As part of the

process, you want to use a trend chart to help verify tag data.

Directions:
1. List the situations that might require a trend chart.
2. On the workstation, verify that all switches are in the Off position
and that all analog potentiometers are set to 0.
3. Open the TR3_1756R_A1.acd project file and download it to the
controller in slot 1, and place the controller in Run or Remote
Run mode.
4. Scenario: An operator recently reported that Roller_1 was not
operational. Your troubleshooting diagnosed that the
High_End_Tension control (potentiometer) had failed. After
replacing the device, you want to monitor its output value using a
trend to ensure that it is calibrated properly.
A. Create a quick trend for the High_End_Tension data point.
B. Change the value of the potentiometer and verify that your
trend data matches the value in your logic.
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22- 6 Exercise: Analyzing and Troubleshooting a System Using a Logix Designer Trend Chart
C. Verify you can start Roller_1 by meeting the required

conditions.
D. Why do you think the graph of the High_End_Tension data
point does not remain a straight line?
E. Close and save the High_End_Tension trend.

5. Scenario: An operator reports that Roller_3 is not turning when
directed to do so. You want to use a trend chart to troubleshoot
the issue.
A. Create a trend with the following properties:
- Name: Roller_3_Test
- Sample Period: 20 ms
- Tags to Trend: DI6; Roller_3
- Time Span: 10 seconds
- Isolated graphing: 5 percent
- Each pen as an independent scale
B. Run the trend.
C. Press the DI6 button. What happens?
D. What does this tell you about the Roller_3 output?
E. What is causing the situation to occur?
6. Go offline with the project.
TR3e56r
Exercise B (Optional) In this exercise, you will practice configuring and operating a trend
chart.
Context:
The ControlLogix programmer for your plant has requested that you
configure and operate a trend chart to monitor a vessel’s temperature
and temperature setpoint. Also, you need to monitor the program
setpoint, the temperature profile’s current segment, and the
temperature profile’s soak time left.

Directions:
1. Open the TR3_1756R_B1.acd project file.

2. Configure a new trend named Temperature_Loop.
3. Configure a sampling period of 1 second.
4. Add/configure the following tags:
 Vessel_Temp
 Vessel_Temp_SetPoint
 TemperatureLoop.SPProg
 TemperatureProfile.CurrentSeg
 TemperatureProfile.SoakTimeLeft
Tip " Be sure to consider the scope (program or controller) assigned to
these tags.
5. Configure the time span to display 1 minute of information.

6. Set the capture size to 1000 records.
7. Verify the project.
8. Download the project to the controller in slot 1 and change the
controller’s operating mode to Remote Run.
9. Open and run the trend chart named Temperature_Loop.
10. Open and run the trend chart named Temp_Monitor.
11. Monitor both trend charts.
Tip " To view both trend charts, in the standard toolbar, click Window and
select Tile Horizontal.
12. Practice changing pen color, pen visibility, and any other aspects
at this time.
13. Close the trend charts.
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14. Where would you need to go if you wanted to change the sample
period of a trend?
TR3e56r
TR3e56r
Answers Exercise A
1. A trend can be used for the following situations:

 Data acquisition
 Historical analysis
 Maintenance and troubleshooting
 Process monitoring
 Reporting
4.
B. If you have created the quick trend as instructed, it should
appear similar to the following graphic:
D. The value of the High_End_Tension data does not remain a

straight line because even though the value displayed on the
trend is an integer, the REAL value of the analog signal
varies.
5.
C. The trend shows that when the [DI6] button is pressed, the
value of Roller_3 changes to 1. It goes back to 0 when the
[DI6] button is released.
D. The behavior shown by the output indicates that there may be
an issue with the ladder logic that prevents the output from
latching.
E. An unconditioned unlatch instruction at the end of the DM01
routine prevents the Roller_3 output from latching.
TR3e56r
Exercise B (Optional)
4. The following graphic shows the requested tags to be monitored

in the trend chart named Temperature_Loop:
9. The following graphic shows the operational trend chart

Temperature_Loop with all the requested tags, the time span
displaying 1 minute of information, and the sampling period at
1 second:
14. You would have to go to the Sampling tab of the RSTrendX

Properties dialog box to change the sample period of a trend.
TR3e56r
TR3e56r
Lesson 23
Integrated Practice -
Troubleshooting Basic Logix
Designer Projects
 Apply troubleshooting techniques
 Troubleshoot controller problems
 Troubleshoot digital I/O module problems
 Troubleshoot analog I/O module problems
LB3sb56r
23- 2 Integrated Practice - Troubleshooting Basic Logix Designer Projects
LB3sb56r
Exercise: Integrated Practice - Troubleshooting Basic Logix Designer Projects 23- 3
Exercise: Integrated Practice -

Troubleshooting Basic Logix
Designer Projects
Exercise A In this exercise, you will practice integrating several basic skills to
troubleshoot several projects.
Troubleshooting - Basic Skills Project
Tip " There are many correct ways to trace through projects. The most
beneficial and timely way may be to interpret the ladder logic
contained in the project. You may also use a trend chart to assist in
troubleshooting and monitoring the system.
Under normal conditions, the programs in the following exercise will

enable any of the digital output lights 0 through 11 (DO0 - DO11) or
the analog output meters (AO0, AO1) on the workstation:
Analog Meter
DO0 DO3 DO6 DO9
DO1 DO4 DO7 DO10
DO2 DO5 DO8 DO11

Directions:
Tip " Verify that all selector switches ([DI12], [DI13], [DI14], and [DI15])
are turned to the left before downloading any project. Remember that
you may need to go offline to make any corrections to the files. If
you go offline, be sure that you download the changed file to the
controller and that you are in Run mode to verify your changes.
1. Open the LB3_1756R_A1.acd project file and download it to the

Remote Run.
2. Rotate the two analog inputs and monitor the two analog meters
on the workstation.
LB3e56r
23- 4 Exercise: Integrated Practice - Troubleshooting Basic Logix Designer Projects
3. Troubleshoot why the analog output does not travel the full range
of the meter (i.e., from 0 to 10 volts) and correct the problem.
4. Save your changes, go offline, and close the project.
5. Open the LB3_1756R_A2.acd project file and download it to the
Remote Run.
6. The file you downloaded was recently modified by another user.
A. Is the application operating as expected?
B. What information can you gather about the system?
C. What is the cause of the system response you observed?
7. Go offline and close the project.

8. Scenario: Under normal operating conditions, the following
conditions are true:
 An operator can control the speed of a mixer motor:
- Pushbutton [DI3] ramps the motor speed up.
- Pushbutton [DI4] ramps the motor speed down.
- Meter [AO1] provides a readout of the current mixer motor
speed as it accelerates or decelerates.
After a scheduled maintenance shutdown, an operator reports the
mixer motor does not appear to be responding properly to the
commanded speed.
A. Open the LB3_1756R_A3.acd project file and download it
to the controller in slot 1 and change the controller operating
mode to Remote Run.
LB3e56r
Exercise: Integrated Practice - Troubleshooting Basic Logix Designer Projects 23- 5
B. What happens when you press the [DI3] button?
C. What happens when you press the [DI4] button?
D. Using available wiring diagrams and other tools, find and fix
the cause of the issue.
E. What was the cause of the issue?
F. Re-test your application to verify that the system is now

operating as it was before the maintenance shutdown.
9. Save your changes, go offline, and close the project.
LB3e56r
23- 6 Exercise: Integrated Practice - Troubleshooting Basic Logix Designer Projects
Answers Exercise A
3. In the LB3_1756R_A1.acd project file the analog output

module must be reconfigured to properly display the full range,
0 to 10 volts, of the meter. The Limits tab of the analog output
is where the configuration changes should be made for channel
1.
6.
A. No, the system is not operating as expected
B. An I/O fault has occurred with the output module in slot 0.
Based on the information provided on the controller’s
scrolling status display, error 0110 “Module Not Configured”
has occurred.
C. The error occurs because the module in slot 0 is configured
for a Listen-Only connection, but no owner has previously
connected to the module. One possible fix for the issue
would be for someone who is authorized to modify the
project to go offline, delete the module from the I/O
configuration, re-add a module, and change the I/O module’s
communications format to Full Diagnostics.
8.
B. When you press the [DI3] button, the motor accelerates. This
is indicated by the increasing value displayed on meter
[AO1].
C. When you press the [DI4] button, nothing happens. The
value displayed in meter [AO1] remains the same.
E. An AFI [Always False Instruction] was accidentally left in
the program after the maintenance shutdown. Removing the
instruction (and related comment) should resolve the
situation.
F. The system should now be operating normally. The meter
value should increase when pushbutton [DI3] is pressed, and
decrease when pushbutton [DI4] is pressed.
LB3e56r
Lesson 24
Editing Ladder Logic Online in a
Logix Designer Project
 Identify if other online users are editing a controller project
 Edit ladder logic online
 Create a tag or array after assigning it to an instruction in a
language editor
 Verify a project or a project component online

 You will edit ladder logic online when:
- You need to modify logic when a process changes.
- The process cannot be interrupted for minor changes.
- You want to add temporary logic that traps a condition that
occurs too quickly to observe or too infrequently.
 You will create tags online if new instructions added to a project
require new tags.
 You will verify a project or project component before an online
change can be accepted by the controller.
Pace this lesson based on the Question: How many of you are familiar with online editing using
general experience level of the other software packages?
class.
Before You Begin Ladder Logic Review
Ladder logic uses instructions and Question: What is ladder logic? A ladder logic routine?
symbols based on electrical ladder
drawings.
Ladder logic routines are fully integrated with

other routines (such as function block diagram)
and use the same tags, Controller Organizer, I/O
configurations, etc.
EN3sb56r
24- 2 Editing Ladder Logic Online in a Logix Designer Project
Be sure that students understand the Component Review

difference between tags and
documentation. Note that Activity: Using the rungs of ladder logic seen below, identify the
documentation will be covered
in a different lesson. following components:
 Branch
 Documentation
 Input Instruction
 Output instruction
 Power rail
 Rung
If pushbutton A or pushbutton B is pressed . . .
Note that serial outputs do not Chalk Talk: Have a volunteer draw a rung of ladder logic on the
diminish output voltage as they do board showing:
in circuit wiring.
 Interlaced inputs and outputs
 Serial outputs
EN3sb56r
Editing Ladder Logic Online in a Logix Designer Project 24- 3
Online Safety Warning
When performing any tasks online, keep the following warning in

mind:
Question: What does it mean to be online? To be offline?
Describe any real-world situations that Use extreme caution when entering or editing
you are aware of in which online editing ladder logic or data, forcing values, or making other
caused extensive damage in a plant.
changes online that will affect the control of
? Define offline and online. devices. Mistakes can cause unintended machine
motion or loss of process control, possibly injuring
Answer: Offline means that the personnel and damaging equipment. Before
workstation (computer) is displaying a
copy of the project stored in the performing procedures online, complete these safety
computer memory only. Online means precautions:
that the workstation (computer) is
displaying and changing a copy of the  Determine if changes must be made online.
project stored in the controller memory.  Verify that your company permits online entering
and editing.
 Assess how machinery will respond to changes.
 Check proposed changes for accuracy.
 Notify all personnel of the changes.
 Verify that you are online to the correct controller.
Also note that the left and right power Because changes in any online mode can affect
rails are illuminated in the Run and machine and process control, before entering
Remote Run modes to indicate that the
ladder logic is active in the controller. ladder logic, verify the current communications
mode using the Online bar.
Add that Neutral text editing is also an Editing Ladder Logic Online
option; however, based on usage, it will
not be covered in this course. You can edit ladder logic using any combination of the following
Point out that instruction defaults for methods:
ladder logic and structured text can be
set. This is helpful for long instructions  Single-click method
such as motion instructions. This option  Dragging method
is enabled by default in Tools-> Options.
To access the feature, right-click a  ASCII mnemonic editing
partial or completed instruction. Defaults
are saved for a particular instruction for  Right-click/Insert key
any project on the computer.
Question: Are you familiar with any of these methods from working
with PLC-5 or other processors?
EN3sb56r
The online bar will indicate that editing has begun:

Tell students that the Online bar can
serve as a safety warning to personnel.
Also, point out the color change
of the indicator. Indicates Edits
are Present
Verifying a Project or a Project Component Online
Editing ladder logic elements online requires different steps in

different modes:
State that the additional online steps are When editing in You must perform the
Description . . .
another reason that online editing is this mode . . . following actions . . .
slower and more difficult. The extra Program edits exist only in the
steps are in place for user safety.
Start edits computer. This is necessary only when
editing an existing rung of logic.
Tell students that the verify edits step The project is examined for errors.
can be considered optional since the Online in the Remote
Verification can be done separately or
verification process will automatically Program mode Verify edits
automatically if you skip to the Accept
take place with the Accept edits step.
edits step.
The revised program is transferred to
Accept edits
the controller.
Program edits exist only in the
Start edits computer. This is necessary only when
editing an existing rung of logic.
State that “accept” puts the change into The project is examined for errors.
the controller memory. Verification can be done separately or
Verify edits
automatically if you skip to the Accept
edits step.
The revised program is transferred to
Online in the Remote Accept edits the controller but the previous program
Run mode continues to execute.
Important: Stress the difference The revised program executes,
between controller Remote Test mode controlling the physical outputs, but the
(outputs set according to Program mode Test edits previous program still exists in the
state) and the Test edits step in Verify,
Accept, Test, Assemble (outputs controller. You can return to the
scanned and set using the program). previous program using Untest edits.
Program mode state is set in the output The previous program language is
module configuration. Assemble edits discarded and the revised program
continues executing.
Online verification buttons can be used to complete this process.
EN3sb56r
Answers: Question: What types of errors do you think the software looks for
S Improper instruction during verification?
placement
S Improper or incomplete addressing
S Tags with invalid data types
(mismatches)
S Improper tag creation
S Empty rungs
S Shorted branches (reported as
warning)
S Presence of AFI instruction (reported
as warning)
S Presence of forces (reported as
warning)
S Duplicate destructive bits (reported
as warning)
Point out that this option can be enabled The duplicate destructive bit option looks for
using ToolsOptions. instructions that modify the same bit. This
Mention that this is known as “duplicate includes instructions such as OTE, ONS, OSF,
OTE detection” in PLC/SLC processors. and OSR instructions in ladder logic.
Note that this also includes bits used in
other languages, such as OREFs in
FBD, bits in transitions in SFCs, and bit
assignments in ST. Errors and/or warnings found in the verification process are
displayed on the Errors tab of the Output window.
Note that there are a variety of options Changes or edits to ladder logic that contain errors
for what you want to verify, including the will not be accepted by the controller. Changes
entire controller, the open routine, the
open tags collection, a selected rung, with warnings will be accepted.
etc.
Note that this is an option found Auto Rung Verification: An option that can be enabled to
in the ToolsOptions dialog box. automatically verify a rung.
EN3sb56r
Finalize Edits Option

Finalize Edits allows you to complete online edits in one step.
Point out some benefits of this option: For equipment and personnel safety, the full
S Fewer steps required to go from sequence of steps (verify, accept, test, assemble)
change to running code should be used as it requires users to check the steps
S Reduces system startup time by and test them before assembling them in the
eliminating delays controller. The Finalize edits options should be
Compare these benefits to some of the reserved for changes that will not impact safety.
inherit risks.
Question: What are some of the benefits of using the Finalize Edits
option?
Edit Zone Markers

Poll the students to see if they are aware When you are editing online, keep the following points in mind:
of online editing policies in their own
companies.  A duplicate rung is displayed when you begin editing.
 Rung numbers after the edit are temporarily changed while the
edit rung is being modified.
Mention that an asterisk “:” on any  Uppercase and lowercase edit zone markers indicate the type of
instruction, tab, etc., indicates that the edit that is being performed:
element has been edited but not yet
accepted.
Zone Marker Description
Rung of ladder logic that is currently edited within
e
the computer RAM
Lowercase
i Rung of ladder logic that is to be inserted
r Rung of ladder logic that is to be replaced
Note that these markers are the same I Rung of ladder logic that will be inserted
as the edit markers in RSLogix 5 and Uppercase (in
500 software. Rung of ladder logic that is going to be replaced by
controller R
the rung directly above it
memory)
D Rung of ladder logic that is marked for deletion
While editing in the Remote Run mode, once the

edit is accepted into the controller memory, the
markers change to uppercase letters.
Identifying if Other Online Users are Editing a Controller

Project
Multiple users can be online to the same controller at the same time:
 It is rare that two maintenance personnel would be making
changes to the same project at the same time.
 However, an engineer may be online remotely at the same time
you are considering making changes.
EN3sb56r
Check the status icons in the Online bar and bottom-right corner of
the screen to see if multiple users are editing an online project:
Online Bar Bottom Right

Corner of Screen
Selected
Controller Unlocked
Controller Locked
Controller Locked by Another User
Project Changed by Another User
Keep the following points in mind about multiple users and online
edits:
 If two people are making online edits at the same time, one editor
can override changes made by the other editor.
 The controller can be locked to allow only one person to make
edits at a time:
- If the controller is locked, coordinate with engineering to
determine when you will be able to make your online edits.
EN3sb56r

 Identify if other online users are editing a controller project
 Edit ladder logic online
 Create a tag or array after assigning it to an instruction in a
language editor
 Verify a project or a project component online
on the Demonstration Checklist to help - During the demonstration, can you locate the Language
guide you during the demonstration: Elements toolbar? Valid placement locations for an
Open the EN3_1756R_DEM1.acd instruction? The ASCII text editor? The online verification
project file. When demonstrating the buttons? Edit zone markers?
listed procedures, point out the following
items: - What happens when you verify a project that contains
S The Language Elements toolbar errors?
S Valid placement locations (green - What happens to rung numbers when editing a rung
targets) online?
S The ASCII text editor
- How can you tell when multiple users are editing the
S The online verification buttons same project while online?
S Edit zone markers
- Which sequence of steps is followed when a full
S Verify a project with errors and show verification of changes occurs?
the Errors tab.
EN3sb56r
Exercise: Editing Ladder Logic Online in a Logix Designer Project 24- 9
Exercise: Editing Ladder Logic

Online in a Logix Designer Project
Exercise A In this exercise, you will practice editing ladder logic online.
Context:
You have been asked to make some minor modifications to a project

that were specified and approved by a programmer. These changes
will improve efficiency and fix some problems with the system. To
minimize unnecessary downtime, these changes will be made online.

Directions:
On the workstation, selector switches [DI12] and

[DI15] must be in the off (left) position for this
exercise to function correctly. Adjust
potentiometer [AI1] to some value above 50%.
1. You have gone online to a project. In the bottom-right corner of
your screen, you see this icon:
What does this tell you about the controller you have connected
to?
2. Download the EN3_1756R_A1.acd project file to the controller

in slot 1 and change the controller operating mode to Remote
Run.
EN3e56r
24- 10 Exercise: Editing Ladder Logic Online in a Logix Designer Project
3. Open the System_Operation main routine in the Cooling_System

program and edit the following ladder logic components
according to the specifications from the plant programmer:
Remember that rung numbers are temporarily

changed while the edit rung is being modified.
Replace with Tag

Named OnOffCycle Delete Add
OnCommand
OnOffCycle
Replace with Tag Named

CoolTime.Minutes.DN
Delete Instruction and Branch
4. Verify, accept, test, and assemble your edits.
EN3e56r
Exercise: Editing Ladder Logic Online in a Logix Designer Project 24- 11
5. Make the following edits to the System_Operation main routine

according to the specifications from the programmer:
Add
Fan (New Tag)
Alias for Local:0:O.Data.5
Replace
CoolTime.Minutes 1756_09
Reset Instruction RES

(Timers/Counters Tab)
6. Verify, accept, test, and assemble your edits.

7. Test your work:
A. Set potentiometer [AI1] to read a value greater than zero (0).
This sets the preset for CoolTime.Minutes.
B. Turn selector switch [DI12] to the on position (right).
C. Press button [DI0].
D. Adjust the [AI0] potentiometer until the Stage2Compressor
tag is enabled on rung 9.
E. Check that the Fan tag is enabled (rung 9).
8. Go offline.
EN3e56r
24- 12 Exercise: Editing Ladder Logic Online in a Logix Designer Project
Answers Exercise A
1. The icon you see tells you that another user has locked the
controller. You will not be able to make online edits until that
user unlocks the controller.
3. With the specified edits, the ladder logic should appear as
follows:
5. With the specified edits, the ladder logic should appear as

follows:
EN3e56r
Lesson 25
Managing Logix Designer Project
Files
What You Will Learn After completing this lesson, you should be able to manage project
files by performing the following tasks:
 Export an .acd project file
 Import a .l5k text file
 Import a .l5x XML file
 Compare projects for differences

 Export a project file when you want to back it up or save it for
future use. Once you export it, you have to import it to use it
again.
 View what has changed between two versions of a project.
Before You Begin File Storage
You can store projects using the following file formats:

 .acd - a standard file format
 .l5k - an exported text file
 .l5x - an exported XML file
Tip " In any format, the entire project, including tags, documentation,
ladder logic, etc. is contained in a single file.
Add that some other software packages Exporting an .acd Project File
divide the components of a single
project into separate files. In either Using a Windows “Save” procedure, a project is stored as an .acd
format, the entire project, including tags, file:
documentation, ladder logic, etc. is
contained in a single file.
Mention that saving is just a standard
Windows saving procedure. Other
standard windows procedures, such as Save Bottling.acd
copying files, can be found in an
appendix in the Procedures Guide.
FI3sb56r
25- 2 Managing Logix Designer Project Files
Using the Windows “Save As” procedure, an .acd project file can be
exported as a .l5k file, or text representation of the data for an entire
project:
Bottling.acd Export Bottling.l5k - Export File

(Save As) Original File Is Maintained
Note that the .l5k file is close in Tip " A .l5k file is much smaller than an .acd project file.
size to a file that is compressed
using the WinZip utility. An .acd project file can also be exported as a .l5x file, or
Mention that when importing, if a file with XML-tagged code of the data for an entire project:
the same name already exists, you will
overwrite it.
Mention that .l5x files can also be used

to import and export project components Bottling.acd Export Bottling.l5x - XML File
such as routines, programs, phases,
add-on instructions, and UDTs. (Save As) Original File Is Maintained
Importing a .l5k Text File
To be used, a .l5k file must be imported. The original .l5k file will
remain and a separate .acd project file will be created:
Bottling.l5k Import Bottling.acd - Import File

(Open) (Original File Is Maintained)
Although you can change the extension of a

project file through Windows Explorer, this is not
recommended. To convert a file, use the
import/export functions.
FI3sb56r
Managing Logix Designer Project Files 25- 3
Importing a .l5x XML File
To be used, a .l5x file must be imported. The original .l5x file will
remain and a separate .acd project file will be created:
Bottling.l5x Import Bottling.acd - Import File

(Open) (Original File Is Maintained)
If students are familiar with

add-on instructions, mention
Tip " The .l5x file lets you edit the application source using text editing
tools, build tools to auto-generate projects, and extract or merge code
that starting with v.16, add-on
instructions could be imported/exported fragments to build new projects.
using .l5x files.
Multiple Backup Files
By default, Logix Designer application automatically saves

Call out the benefits of this feature: incremental backup project (.acd) files:
S Allows you to back out of unwanted  A backup file is created each time a “Save” operation is selected.
changes by moving to an earlier file
 The quantity of files is configurable.
S Reduces likelihood of lost work from
disk or file corruption  The default is 3.
Tip " Files are stored in the same location as the original.
Note that the Compare tool must be Comparing Projects for Differences
installed and launched separately from
the main software. The Compare Tool allows you to select an .acd project file or .l5k
file and perform project-to-project comparisons.
Tip " If you choose an .acd project file to compare, the Compare Tool
converts the file to the .l5k format before performing the
comparison.
Once the comparison is complete, a report is generated detailing the

Mention that you can turn off the tag following differences:
value comparison in the Compare Tool.
 Controller properties
 Tag properties and values
Tip " The report can be saved as an HTML file or XML file.
FI3sb56r
Explain the information displayed in the The Compare Report is a formatted file that consists of the following
Compare Summary, Base Project, and panes:
Compare Project panes.
Tip " Only items that have differences are listed in the Compare Summary
tree.
Information displayed in the panes is color-coded:

An example of blue-coded information is  Red: Indicates items that exist in one project but not in the other.
you have a ladder routine that exists in
both projects, but with a rung that does  Blue: Indicates items that are common between the two projects,
not match, or a tag that exists, but but have a difference.
contains different data.
Tip " Double-clicking the blue-coded information in the Compare
Summary pane brings up more detailed information.
 Black: Indicates common items that contain child elements.

 Gray: Indicates common items in which no differences were
found.
FI3sb56r
Managing Logix Designer Project Files 25- 5

 Export an .acd project file
 Import a .l5k text file
 Import a .l5x XML file
 Compare projects for differences
Use the FI3_1756R_DEM1.acd project Pay attention to these critical aspects of the demonstration:
file when demonstrating the exporting
and importing of files. - Location of the procedures in the job aid
Use the FI3_1756R_DEM1.acd and - Directory where the export and import files can be found
FI3_1756R_DEM2.acd project files
when demonstrating the Compare Tool.
- Examples of .l5k and XML formats
- Location of where the Compare Tool can be found
- Access of more detailed information from the Compare

Summary pane of the Compare Report
FI3sb56r
FI3sb56r
Exercise: Managing Logix Designer Project Files 25- 7
Exercise: Managing Logix Designer

Project Files
Exercise A In this exercise, you will practice exporting and importing project
files.

Directions:
1. Open the FI3_1756r_A1.acd project file.

2. Examine some of the file to become familiar with its contents.
3. Export the project file as a .l5k file. Keep the same name and save
it in the default project directory.
4. Export the project as a .l5x file. Keep the same name and save it
in the default project directory.
5. Open Windows Explorer and find the default project directory.
6. From the View list or the toolbar icon, show the file sizes.
7. What are the file sizes of the FI3_1756r_A1 standard file (.acd),
the text file (.l5k), and the XML file (.l5x)?
8. Open a new instance of the application and import the .l5k file.
9. Open a new instance of the application and import the .l5x file.

FI3e56r
25- 8 Exercise: Managing Logix Designer Project Files
Exercise B In this exercise, you will practice comparing projects for differences.
Context:
You see two versions of the same project file and want to know the
differences between the two. You need to generate a report so that
you can view the differences of the project files side-by-side.
Directions:
1. Open the RSLogix 5000 Compare Tool.

2. Generate a report detailing the differences between the
FI3_1756r_B1.acd and FI3_1756r_B2.acd project files.
3. In the Compare Summary pane, double-click Controller Tags.
4. In the Controller Tags window, what is the significance of the
colors?
5. What are the differences in this window?
6. Close the Controller Tags window.

7. In the Compare Summary pane, double-click Tasks.
8. In the Base Project, expand the MainTask.
9. What difference(s) did you find between the base project and the
compare project?
10. Close the Ladder Routine window.

11. In the Compare Summary pane, double-click Properties.
12. View the information in this window.
13. Close the Controller Properties window.
FI3e56r
Exercise: Managing Logix Designer Project Files 25- 9
14. Close the Compare Tool and do not save the compare project.
FI3e56r
25- 10 Exercise: Managing Logix Designer Project Files
Answers Exercise A
7. The approximate size of the .acd file is 1,132 KB. The

approximate size of the .l5k file is 18KB. The approximate size
of the .l5x file is 65KB.
Exercise B
4. Red indicates items that exist in one project but not in the other.
Blue indicates items that are common between the two projects,
but have a difference.
5. The following differences exist for Controller Tags:
- NewZone’s data type was changed from BOOL to DINT.
- Stage1HighLimit’s value was changed from 35 to 40.
- Stage3Compressor exists only in the compare project
(FI3_1756r_B2).
9. In the compare project, a new rung of code was added.
FI3e56r
Lesson 26
Documenting and Printing
Components in a Logix Designer
Project
 Document a project component
 Print project components
Point out that every project is unique. When You Will Do This
Having the programmer document his
intent for a rung will be an invaluable You will perform these tasks in the following situations:
tool if he is not available at the time of a
problem.  A project component is typically documented by maintainers
when changes to the project are implemented.
 Maintainers typically print sections of code when discussing
changes to a project with the engineering group.
Question: Do you have any examples where lack of documentation
delayed the troubleshooting process?
Before You Begin Documenting a Project Component
Standard Documentation: Various text elements that describe the

Remind students that they may have to functions of ladder logic, function block diagrams, and sequential
troubleshoot their own work some day, function charts:
so documenting changes is important.
 Rung Comment: Describes the function of a ladder logic rung.
Note that in Logix Designer application,  Main Operand Description: Describes the function of the main
you can set a fixed width for all tag being operated on by the instruction.
components that display descriptions
(10 to 40 characters). This provides a  User-Defined Data Type (UDT) Description: Describes the data
consistent view in all tag editors, code type itself and each member of the data type.
editors, tag properties, etc.
 Text Box:
Point out that this thumbtacked note - Can be free form or anchored to an instruction block
looks similar to SFC text boxes. This
option can be selected on the Language - Is stored offline in the .acd project file
Elements toolbar.  Other: Descriptions for various components such as tasks,
programs, routine, tags, etc.
Tip " Auto-generated tag descriptions are visible in the Tag editor in grey.
Note that besides software The majority of documentation will be entered by

documentation, maintainers should have the project programmer. However, it is extremely
access to general hard-copy
documentation such as shift reports, important that you document any changes, even
wiring diagrams, functional the most minor edits, for future reference.
specifications, etc.
DC3sb56r
26- 2 Documenting and Printing Components in a Logix Designer Project
Point out that the number of lines that Tag operand descriptions are tied to the main
can be displayed can be adjusted in the operand (primary tag) and appear everywhere the
Workstation Options.
tag appears regardless of the instruction.
When you download a project file into a

controller, all documentation is loaded into the
controller:
Tags and Other

Data
Documentation
Different descriptions can be attached to a

user-defined data type at different levels (e.g., tag
and member) If a description is applied to the tag
and each member the descriptions will be merged:
User-Defined Data Type Member Descriptions
Tag Description
Merged Descriptions
DC3sb56r
Documenting and Printing Components in a Logix Designer Project 26- 3

 Document a project component
 Print project components
guide you during the demonstration: - Which buttons modify or hide documentation text.
Open the DC3_1756R_DEM1.acd file. - Where you find the Routine Attributes buttons (Show full
and show students the documentation line, Truncate text, wrap text, toggle routine
found in various routines.
documentation).
Add new documentation.
- Are you able to set the desired options when printing a
Mention that the print options are similar
to the options used to customize the full project or project components?
software interface.
- How you customize the full report.
- How you print the full report as well as the ladder logic
from a single routine.
DC3sb56r
26- 4 Documenting and Printing Components in a Logix Designer Project
DC3sb56r
Exercise: Documenting and Printing Components in a Logix Designer Project 26- 5
Exercise: Documenting and

Printing Components in a Logix
Designer Project
Exercise A In this exercise, you will practice documenting and printing

components in a project.
Context:
You have just modified parts of a project per the programmer’s

directions. You are now ready to document and print the modified
components for future reference.

Directions:
1. Download the DC3_1756R_A1.acd project file to the controller

in slot 1 and change the controller operating mode to Remote
Run.
2. You have just made some minor changes and additions to the
System_Operation main routine in the Cooling_System program
of the Building_1_Cooling_System task. To ensure your success
when troubleshooting in the future, add or correct the following
descriptions:
A. Add the following rung comment to rung 1: “If the stop
button is set, rungs 1 to 25 are enabled.”
B. Modify the rung comment on rung 6 to read “Time” routine
instead of Compressor.
C. Add the following main operand descriptions:
Rung Tag Description

This counter tracks how many zone dampers
20 ZonesOpenCounter
are currently open
3 Start PB Green start pushbutton on the operator panel
3 Stop PB Red stop pushbutton on the operator panel
3. You want to view more rungs of code on your screen. Toggle the
documentation off.
4. Scroll through the logic and toggle the documentation back on
when you are finished.
5. Save your changes.
DC3e56r
26- 6 Exercise: Documenting and Printing Components in a Logix Designer Project
6. There have been recurring issues with the

Building_1_Cooling_System. After detailed troubleshooting, you
believe there could be an issue with the code in the
System_Operation main routine. Print the routine to a PDF file.
Tip " The document should automatically open once the PDF is created.
DC3e56r
Exercise: Documenting and Printing Components in a Logix Designer Project 26- 7
DC3e56r
26- 8 Exercise: Documenting and Printing Components in a Logix Designer Project
Answers Exercise A
6. Your printout should include only the ladder logic for the
System_Operation main routine.
DC3e56r
Lesson 27
Troubleshooting Noise-Related
Problems in a Logix5000 System
What You Will Learn After completing this lesson, you should be able to troubleshoot
noise-related problems in a Logix5000 system.
You will investigate noise as a potential issue if problems with a

machine/system are intermittent.
Noise:
 Unwanted electrical disturbances imposed upon a signal that tend
to obscure its data content.
- Noise seldom damages equipment, unless high energy or
voltage levels are present.
Noise can cause the temporary malfunction of I/O

or other devices that may result in unpredictable,
hazardous machine operation.
Question: Does anyone have an example of a noise-related situation

that occurred at their work site and the effects of the problem?
Identifying Noise Problems
Noise usually enters a system through input, output, and power

supply lines.
Answer: It is most likely to be Question: What clues indicate that a problem may be caused by
intermittent. noise?
NO3sb56r
27- 2 Troubleshooting Noise-Related Problems in a Logix5000 System
Answers: Take Note: What are some common sources of electrical noise? List
S Power fluctuations on the them in your Student Manual.
incoming line.
S Improper grounding
S Excessive heat
S Activation of certain devices
S Drives and other equipment
S Unsuspected sources
Improper Grounding
Grounding: The fastening of electrical equipment to a position of
zero potential (earth ground).
If noise-related problems are suspected, the following items should

be checked to determine if the system is properly grounded:
 Are ground wires the proper size and length?
 Are ground wires routed away from power wires and potential
noise-generating devices?
Excessive Heat
The following items should be checked to determine if excessive
heat may be causing noise:
 Does each chassis have required space for convection cooling?
 If ambient temperature is very hot, is the enclosure ventilated?
 Is the controller protected from hot spots?
Activation of Devices
The actuation of the following devices may cause short bursts of
noise:
 Relay contacts powering relay or contactor coils
 Contactors powering transformers and motors
 Pushbuttons and disconnect switches powering inductive circuits
 Activated solenoids
 Motor starters powered by hard contacts (pushbuttons, selector
switches)
NO3sb56r
Troubleshooting Noise-Related Problems in a Logix5000 System 27- 3
Variable Frequency Drives and Other Specific Equipment

Note that the drives communication Variable frequency drives and servo drives are also a common source
connections to a ControlNet network can of noise.
utilize optical media from the drive to the
coax media in order to reduce the
possibility of noise in the system. Other specific equipment may cause noise:
 Nearby arc welding that uses the same grounding grid
 Nearby generators or high-frequency drive systems that have
been improperly shielded
Unsuspected Sources
The following unsuspected equipment can be sources of noise:
 Nearby high-frequency communications transmitters such as
cellular phones
 Nearby florescent lighting and radios
Network Noise Diagnosis
Note that the majority of problems Several methods can be used to check for noise or potential sources
related to networks can typically be of noise on communications networks:
traced to the design and installation of
the media. This is particularly true of  RSLinx Classic software
ControlNet networks.
 Standard hardware test equipment:
- Ohmmeter to measure continuity and impedance
Point out that in this course we will use  Specialty network test equipment:
RSLinx Classic software to determine if
noise is a cause of system problems. - Relcom CBTester for ControlNet networks
- 1788-CNCHKR ControlNet NetChecker
Troubleshooting Noise-Related Problems Using RSLinx Classic

Software
Some modules support Station Diagnostics in RSLinx Classic
software.
The “Noise detected” value can help determine if noise is a problem.
Any stations that exhibit values higher than 50

over several minutes are experiencing excessive
noise.
If you do not have a ControlNet Reference: See the Troubleshooting Guide for additional
driver configured in RSLinx information on determining the source of noise based on RSLinx
Classic software to show the
“Noise Detected” counter in the Classic Station Diagnostics data.
Station Diagnostics, refer students to the
illustration found in the Troubleshooting
Noise-Related Problems tab in the
Troubleshooting Guide.
NO3sb56r
27- 4 Troubleshooting Noise-Related Problems in a Logix5000 System
Other values in the RSLinx Classic Station Diagnostics window can

indicate a noise problem:
 An increased number of “Channel A and B errors.”
 An increased number of “Received Bad” messages.
Tip " While these problems are not always associated with noise, they are
usually a result of noise in the system.
Reference: Other diagnostics categories are defined in the RSLinx

Classic Help system.
Here’s How To troubleshoot noise-related problems in a Logix5000 system.


Use the steps below and the information - Which software feature is used to test for noise?
- What is the recommended time to wait between resetting
S Walk through the tabs of the diagnostic counters and checking again for noise?
Troubleshooting Guide for each
network that you have configured. - What should you do if noise does not appear to be the
cause of your issue?
NO3sb56r
Exercise: Troubleshooting Noise-Related Problems in a Logix5000 System 27- 5
Noise-Related Problems in a
Logix5000 System
Exercise A In this exercise, you will practice troubleshooting electrical

noise-related problems in a Logix5000 system.
Directions:
Decide which of the following problems might be electrically

noise-related.
1. Malfunction Report:
 The system timer always fails to reset when the damper for
zone 3 opens:
System Timer
Zone 3
Damper
2. Is the problem possibly electrical noise-related?
NO3e56r
27- 6 Exercise: Troubleshooting Noise-Related Problems in a Logix5000 System
 The compressors turn on or off in response to an analog
temperature sensor.
 An operator reports that “the system works fine except that
every now and then the compressors shut off before the
desired temperature is reached.”
 Operators from other shifts report the same problem.
 The problem does not occur on any other similar systems:
Compressors Off
Supply
40 C Air
NO3e56r
 The damper for zone 4 sometimes fails to open in response to
the On pushbutton.
 An operator reported that the problem is more pronounced
when the overhead, electric crane is in operation:
Overhead Crane
On Pushbutton Zone 4
Damper
NO3e56r
 An operator reports that “the damper for zone 3 occasionally
fails to fully open, restricting the supply of cooling air.”
 While investigating the problem, you observe that the damper
consistently energizes when it should but sometimes fails to
fully open:
Zone 3
Damper
Exercise B In this exercise, you will practice troubleshooting electrical

noise-related problems.

Directions:
Scenario 1: A ControlLogix controller provides the necessary

control for the operation of a batch mixer. The batch mixer is then
operated to form the end product. However, sometimes the mixer
does not run for the specified time and the batch needs to be mixed
again manually. Upon an inspection, you find that the ControlLogix
power supply has a ground wire that is 22 AWG copper wire. You
also found that the ControlLogix chassis has a ground wire that is 22
AWG copper wire.
NO3e56r
1. What corrective action would you take?
Scenario 2: A ControlLogix controller provides control for the

operation of a heat trace system. The heat trace system maintains the
process operating temperature within the material solubility limits.
However, sometimes the thermocouple values are sporadic with
extreme high and low readings. Once the arc welders are done you
inspect the chassis, but you don’t find any visible problems.
1. What may be a cause for concern in this scenario?
2. If you have ControlNet network communications, how can you

check for noise in a system?
NO3e56r
Answers Exercise A
2. This situation is probably not electrical noise-related. This

problem is “always” linked to a specific process or event.
Therefore, the problem may more likely be related to the
controller program or some other aspect of the project
configuration that occurs on a repeated basis.
4. This situation is probably electrical noise-related, because it
occurs “every now and then” including other shifts. Also, it
does not occur in other similar systems.
6. This situation is probably electrical noise-related, because it is
irregular and only “sometimes” occurs. Also, it has been tied to
a specific piece of equipment.
8. The problem may or may not be electrical noise-related because
it only happens “occasionally;” however, it is linked to a
specific event in the controller program (when the damper
opens).
Although it is possible to rule out electrical

noise, when unsure, the best option is to check
for electrical noise using test equipment or
RSLinx Classic software.
Exercise B
Scenario 1
1.
- First, replace the ground wires with the appropriate size:
- 14 AWG copper wire used to connect the safety ground to
the power supply
- 1-inch copper braid or 8 AWG copper wire used to connect
the functional ground to the chassis
- Second, check that all ground paths are permanent and
continuous.
- Third, check that star washers are used on stud mountings.
- Fourth, check that mounting connections are tight.
Scenario 2
1. A cause for concern in this scenario would most likely be the

arc welders working that closely to the ControlLogix chassis.
Of course, the heat would also be of concern depending on how
close the chassis is to the source.
NO3e56r
2. If you have ControlNet network communications you can check

for noise in a system using RSLinx Classic software. For
example, some modules support Station Diagnostics in RSLinx
Classic software. The “Noise detected” value can help
determine if noise is a problem:
Right-Click Menu
Noise Value
Any stations that exhibit values higher than 50

over several minutes are experiencing excessive
noise.
NO3e56r
NO3e56r
Optional Lesson 28
Understanding Control Systems
Explain that this lesson will give a broad  Describe information flow in a programmable control system
overview of programmable control
systems. Most of the information here  Identify the components of a programmable control system
applies to all families of programmable
control systems.
Before You Begin Control Systems

Begin by polling the students to see if
they are familiar with hard-wired relay Programmable Control System:
systems.  Is a solid-state member of the computer family
Point out situations where relays are a  Can be programmed to automatically control processes,
good solution (e.g., change is infrequent,
the number of relays is small, etc.). machines, and devices:
Note that a machine control panel can - Changes to production requirements only require changes to a
include hundreds or thousands of project file and not wiring.
individual relays. - Mechanical parts are replaced with solid-state parts.
In reviewing the graphic, explain the

basic sequence of events. Information Flow in a Programmable Control System
Point out that this is a simple diagram. Information in a programmable control system flows in the
More complex ideas, such as I/O
modules will be discussed in later following order:
lessons.
Start/Stop Panel Motor
1. Monitor 3. Control
Controller
2. Evaluate
UN3sb56r
28- 2 Understanding Control Systems
Programmable Control System Use
Programmable control systems can be used in a variety of

applications from simple and repetitive tasks to sophisticated
manufacturing and process control:
After reviewing the table, ask students to
describe the Logix5000 application that Industry Application Tasks
they anticipate working with at their Sequencing of tire press/cure
plant. Rubber and Plastic Tire manufacturing Alerting to malfunctions
Storing information
Setting mixture ratios
Chemical Chemical batching Determining rates of discharge
Recording inventory
Regulating distribution
Power Generation Plant power systems
Monitoring usage
Storing
Manufacturing & Retrieving
Material handling
Machining Warehousing
Transporting (conveyors)
Monitoring safety of theme park rides
Entertainment Rides and productions
Controlling stage productions
Question: Does anyone work within industries not mentioned here?
Point out and give a brief description of Programmable Control System Components
each component on the workstation:
S Programming system Show & Tell: Point out the programmable control system
S Communications network(s)
components present at each workstation.
S Controller
S I/O system Controller
A controller is the brain of a programmable control system. It
performs the following functions:
Mention that a controller is often called a  I/O control
processor or a programmable controller.
 Logic
If you are teaching the standard course,
mention that these functions will be  Timing
discussed in greater detail later in the  Report generation
course.
 Communications
 Data manipulation
CompactLogix L4x ControlLogix CompactLogix 5370 L3

Controller Controller Controller
UN3sb56r
Understanding Control Systems 28- 3
Briefly explain the difference between Input/Output (I/O) System

digital and analog data and point out the
modules in the chassis. I/O System
I/O Devices
I/O Modules
Input and Output Devices

Example Input Devices: Activity: Write the names of some common input and output devices
Pushbuttons, pressure sensors, in the following table. Discuss your answers as a group.
switches, temperature sensors,
photo-eyes
Example Output Devices:
Lights, motor starters, alarms, solenoids, Example Input Devices Example Output Devices
meters, stack lights
Programming System
Explain that mini-programmers and Programming System: Used to program and monitor controller
handheld devices are generally used for operation:
troubleshooting and diagnostics while
larger programming devices are used for
creating programs. Computer
Software
UN3sb56r
Name some of the available networks Communications Network

(e.g., Ethernet, ControlNet, DeviceNet).
If you are teaching the standard course, Communications Network: The physical connection between a
explain that they will be covered in more series of components or devices:
depth in later lessons.
 Transfers data using a cable system:
ControlLogix System ControlLogix System
Programming System
Communications Network
X
PanelViewt Plus CompactLogix System
Operator Interface Logix
Chalk Talk: Draw another communications network example on the

board.
UN3sb56r
Understanding Control Systems 28- 5

 Describe information flow in a programmable control system
 Identify the components of a programmable control system
Activity: As your instructor demonstrates these procedures, refer to
the displayed example.

you must demonstrate all lesson Pay attention to these critical aspects of the demonstration:
Use the steps below and the information - Can you explain how information flows through the
on the Demonstration Checklist to help system?
Run the UN3_1756r_Dem1.exe file and - Note how a programmable control system makes it
show how the start and stop button easier to modify a system.
affect the process. Also note that rate at
which the bottles are filled. - Can you explain the purpose of a programmable control
system and identify common applications?
Take a moment to review the flow of
information with the students:
1. The system monitors input
information from a device (e.g., a
start/stop panel).
2. The controller evaluates the
information using a given set of rules
(e.g., if the start button has been
pressed then start the process).
3. The output information is used to
control a device (e.g., conveyor
motor is started).
In the animation, click Reprogram
Computer. Note that a new file is sent to
the controller. Point out the changes:
S The Start button and Stop button are
different
S The bottle filling rate is faster
Emphasize that these changes required
only a simple change to the project file.
No rewiring was required.
UN3sb56r
UN3sb56r
Exercise: Understanding Control Systems 28- 7
Exercise: Understanding Control

Systems
Exercise A In this exercise, you will demonstrate your understanding of

programmable control systems.
Directions:
1. Define the term “programmable control system”:
2. List three common applications of programmable control

systems:
3. What is the brain or thinking part of a programmable control

system?
4. What is the information a programmable control system receives

or monitors from a process, machine, or device?
5. What is the information a programmable control system generates

and sends to control a process, machine, or device?
UN3e56r
28- 8 Exercise: Understanding Control Systems
6. Use checkmarks to identify the following common plant-floor

devices as input or output devices:
Device Input Output

Pushbuttons
Potentiometer
Solenoids
Switches
Temperature Sensor
Alarm light
7. What is a communications network used for?
8. Place a check in the box after you identify each of the

components of a programmable control system in your
workstation:
- Controller
- Input/output (I/O) module
- I/O device
- Programming system
- Communications network
9. A programmable control system is used to control a machine that

mixes dough. A switch is used to turn the mixer on.
A. Describe the information flow between the controller, mixer,
and switch in this programmable control system (Assume the
switch is in the on position):
UN3e56r
B. In the scenario, if you wanted to make a change and use an

existing pushbutton to start the mixer instead of switch,
would you need to rewire the system?
C. In a programmable control system how would you

accomplish the change described in Step B.?
UN3e56r
Answers Exercise A
1. A programmable control system is a solid-state member of the

computer family that can be programmed to automatically
control processes, machines, and devices.
2. Answers may vary. The following responses are all correct:
 Tire manufacturing
 Chemical batching
 Plant power systems
 Material handling
 Rides and productions
3. The controller is the brain or thinking part of a programmable
control system.
Tip " “Processor” and “programmable controller” are also acceptable
answers.
4. Input data is the information a programmable control system

receives or monitors from the process/machine.
5. Output data is the information a programmable control system
generates and sends to control a process/machine.
6. The devices have the following characteristics:
Device Input Output
Pushbuttons n
Potentiometer n
Solenoids n
Switches n
Temperature Sensor n
Alarm light n
7. A communications network is used as a link for the transfer of

data within a programmable control system. It is made up
primarily of electrical wiring and circuitry.
UN3e56r
9.
A. Information flows in the following order:
 Input information is sent from input devices to the I/O
system and then passed on to the controller.
 The controller makes a decision based on this information
(e.g., if the switch is on, start the mixer) and then sends
this output information back to the I/O system.
 The I/O system then sends the output information to the
output devices, which start the mixer.
B. No. You would not need to rewire the switch, pushbutton, or
any of the other system components.
C. To accomplish this change, you can simply reprogram part of
the software project using the programming system.
UN3e56r
UN3e56r
Appendix A
I/O Wiring Diagrams for the HVAC
System Application
Slot 0 - 1756-OB16D Digital Output Module
WORKSTATION APPLICATION
DEVICE LABEL OUTPUT
RED DO0 OutDamper
+DC-0 2 1 OUT-0 G
+DC-0 A DO1 DamperZone1

4 3 OUT-1
+DC-0 6 DO2
5 OUT-2 R
+DC-0 8
OUT-3 G DO3 StartCoolTime
+DC-0 10 7
+DC-0 12 9 OUT-4 A DO4 DamperZoneTime
+DC-0 14
DO5
11 OUT-5 R
GND-0 16
+DC-1 18
+DC-1 20
+DC-1 22
BLACK
+DC-1 24
+DC-1 26
+DC-1 28
RED
+DC-1 30
GND-1 32
GND-1 34
Not Used 36
BLACK
G - GREEN PILOT LIGHT

A - AMBER PILOT LIGHT
R - RED PILOT LIGHT
24VDC
WDHa56r
A- 2 I/O Wiring Diagrams for the HVAC System Application
Slot 2 - 1756-IB16D Digital Input Module
WORKSTATION APPLICATION
LABEL +24VDC
DEVICE OUTPUT
DI0 StartPB
GND-0 2 1 IN-0
DI1
GND-0 4 3 IN-1
DI2
GND-0 6 5 IN-2
BLACK DI3
GND-0 8 7 IN-3
DI4 OnPB_Zone1
GND-1 10 9 IN-4
12 DI5 OnPB_Zone2
GND-1 11 IN-5
DI6 OnPB_Zone3
GND-1 14 13 IN-6
BLACK DI7 OnPB_Zone4
GND-1 16 15 IN-7
DI8 OffPB_Zone1
GND-2 18 17 IN-8
DI9 OffPB_Zone2
GND-2 20 19 IN-9
21 DI10 OffPB_Zone3
GND-2 22 IN-10
BLACK GND-2 24 23 DI11 OffPB_Zone4
IN-11
DI12 EmergencyStop
GND-3 26 25 IN-12
GND-3 DI13
28 27 IN-13
DI14
GND-3 30 29 IN-14
DI15 StopPB
GND-3 32 31 IN-15
BLACK
- NORMALLY OPEN PUSHBUTTON

- SELECTOR SWITCH
WDHa56r
I/O Wiring Diagrams for the HVAC System Application A- 3
RED
+DC-0 2
+DC-0 4
+DC-0 6
+DC-0 8 APPLICATION
WORKSTATION LABEL
+DC-0 10 DEVICE OUTPUT
+DC-0 12
DO6 Stage1Compressor
+DC-0 14 13 OUT-6 G
OUT-7 A DO7 DamperZone3
GND-0 16 15
DO8 CoolTimeDone
+DC-1 18 17 OUT-8 R
DO9 Stage2Compressor
+DC-1 20 19 OUT-9 G
OUT-10 DO10 DamperZone4
+DC-1 22 21 A
BLACK
+DC-1 24 23 DO11 CoolTimeReset

OUT-11 R
+DC-1 26
+DC-1 28
RED
+DC-1 30
GND-1 32
GND-1 34
NOT USED 36
BLACK

+24VDC
R - RED PILOT LIGHT
WDHa56r
Slot 7 - 1756-OF6VI Analog Output Module
WORKSTATION WORKSTATION
DEVICE DEVICE
OUT-1 2 1 OUT-0
AO1 AO0
AirTemperatureGauge
RTN-1 6 5 RTN-0
AO1 AO0
(Return) (Return)
OUT-3 8 7 OUT-2
RTN-3 12 11 RTN-2
OUT-5 16 15 OUT-4
RTN-5 20 19 RTN-4
WDHa56r
I/O Wiring Diagrams for the HVAC System Application A- 5
Slot 8 - 1756-IF6VI Analog Input Module
+10VDC +10VDC
DEVICE DEVICE
IN-1/V 2 1 IN-0/V
AI1 AI0
Analog_AI1 Analog_AI0
IN-1/I 4 3 IN-0/I
RET-1 6 5 RET-0
AI1 AI0
(Return) (Return)
IN-3/V 8 7 IN-2/V
IN-3/I 10 9 IN-2/I
RET-3 12 11 RET-2
IN-5/V 16 15 IN-4/V
IN-5/I 18 17 IN-4/I
RET-5 20 19 RET-4
WDHa56r
WDHa56r
Appendix B
Node Assignments
If you are in an environment with multiple workstations on a

ControlNet or EtherNet/IP network, ask your network specialist to
supply the following information:
EtherNet or EtherNet/IP
ControlNet Network
Network
Workstation 1756-CNB
1784-PCICS 1784-PCC
Number or 1756-CN2 1784-KTCX15 Interface
1756-ENET IP Address Card Node Card Node
Node Card
Address Address
Address*
10
NO3a56r
B- 2 Node Assignments
NO3a56r
Appendix C
I/O Wiring Diagrams
WORKSTATION LABEL
DEVICE
RED DO0
+DC-0 2 1 OUT-0 G
A DO1
+DC-0 4 3 OUT-1
+DC-0 6 DO2
5 OUT-2 R
+DC-0 8
DO3
+DC-0 10 7 OUT-3 G
+DC-0 12 DO4
9 OUT-4 A
+DC-0 14 DO5
11 OUT-5 R
GND-0 16
+DC-1 18
+DC-1 20
+DC-1 22
BLACK
DO0 = Local:0:O.Data.0
+DC-1 24
+DC-1 26
+DC-1 28 DO2 = Local:0:O.Data.2
RED
GND-1 32
GND-1 34
Not Used 36
BLACK

R - RED PILOT LIGHT
24VDC
WD3a56r
C- 2 I/O Wiring Diagrams
Slot 2 - 1756-IB16D Digital Input Module
WORKSTATION LABEL
+24VDC
DEVICE
DI0
GND-0 2 1 IN-0
DI1
GND-0 4 3 IN-1
DI2
GND-0 6 5 IN-2
BLACK DI3
GND-0 8 7 IN-3
DI4
GND-1 10 9 IN-4
12 DI5
GND-1 11 IN-5
DI6
GND-1 14 13 IN-6
BLACK DI7
GND-1 16 15 IN-7
DI8
GND-2 18 17 IN-8
DI9
GND-2 20 19 IN-9
DI10
GND-2 22 21 IN-10
BLACK GND-2 24 23
DI11
IN-11
DI12
GND-3 26 25 IN-12
DI13
GND-3 28 27 IN-13
DI14
GND-3 30 29 IN-14
DI15
GND-3 32 31 IN-15
BLACK
DI0 = Local:2:I.Data.0 DI8 = Local:2:I.Data.8

- NORMALLY OPEN PUSHBUTTON

- SELECTOR SWITCH
WD3a56r
I/O Wiring Diagrams C- 3
RED
+DC-0 2
+DC-0 4
+DC-0 6
+DC-0 8
WORKSTATION LABEL
+DC-0 10
DEVICE
+DC-0 12
DO6
+DC-0 14 13 OUT-6 G
DO7
GND-0 16 15 OUT-7 A
DO8
+DC-1 18 17 OUT-8 R
DO9
+DC-1 20 19 OUT-9 G
DO10
+DC-1 22 21 OUT-10 A
BLACK
DO11
+DC-1 24 23 OUT-11 R
+DC-1 26
+DC-1 28
RED
GND-1 32
GND-1 34
NOT USED 36
BLACK

+24VDC
R - RED PILOT LIGHT
WD3a56r
Slot 7 - 1756-OF6VI Analog Output Module
DEVICE DEVICE
OUT-1 2 1 OUT-0
AO1 (Channel 1) AO0 (Channel 0)
RTN-1 6 5 RTN-0
AO1 AO0
Return Return
OUT-3 8 7 OUT-2
RTN-3 12 11 RTN-2
OUT-5 16 15 OUT-4
RTN-5 20 19 RTN-4
AO0 = Local:7:O.Ch0Data
AO1 = Local:7:O.Ch1Data
WD3a56r
I/O Wiring Diagrams C- 5
Slot 8 - 1756-IF6VI Analog Input Module
+10VDC +10VDC
DEVICE DEVICE
IN-1/V 2 1 IN-0/V
AI1 AI0
(Channel 1) (Channel 0)
IN-1/I 4 3 IN-0/I
RET-1 6 5 RET-0
AI1 AI0
Return Return
IN-3/V 8 7 IN-2/V
IN-3/I 10 9 IN-2/I
RET-3 12 11 RET-2
IN-5/V 16 15 IN-4/V
IN-5/I 18 17 IN-4/I
RET-5 20 19 RET-4
AI0 = Local:8:I.Ch0Data
AI1 = Local:8:I.Ch1Data
WD3a56r
WD3a56r
Rev. September 2013
Inputs Run Left to Right (All Wired to Slot 2)
Outputs (0-5 in Slot 0) Outputs (6-11 in Slot 4)
DI0 DI1 DI2 DI3

DO0 DO3 DO6 DO9
Ch00 Analog Ch00 Analog

Meter Output Meter Input
DI4 DI5 DI6
DI7
DO1 DO4 DO7 DO10
DI8 DI9 DI10 DI11

DO2 DO5 DO8
Device Assignments
DO11
Ch01 Analog Ch01 Analog
DI12 DI13 DI14 DI15 Meter Output Meter Input
ControlLogix Workstation I/O
Appendix
are used in this course (Local I/O tags are listed on the next page):
WI3a56r
E 2013 Rockwell Automation, Inc. All rights reserved.
The following standard ControlLogix workstation inputs and outputs
D
D- 2 ControlLogix Workstation I/O Device Assignments
Local I/O Tags The devices used in the workstation have the following I/O base
tags:
Module Workstation Device I/O Base Tag

DI0 Local:2:I.Data.0
Digital Input DI7 Local:2:I.Data.7
wired to Slot 2 DI8 Local:2:I.Data.8
D00 Local:0.O.Data.0
Digital Output D02 Local:0.O.Data.2
wired to Slot 0 D03 Local:0.O.Data.3
D06 Local:4:O.Data.6
Digital Output D08 Local:4:O.Data.8
wired to Slot 4 D09 Local:4:O.Data.9
WI3a56r
The following are trademarks of Rockwell Automation, Inc.:
1336 FORCE 1336 IMPACT
1336 PLUS CompactLogix
ControlBus ControlLogix
Data Highway Plus DH+
DriveTools FactoryTalk
Flex FlexLogix
Logix5000 Logix5550
PanelBuilder PanelView
PLC-5 PHOTOSWITCH
PowerFlex RediSTATION
RSLinx RSLogix
RSView RSNetWorx
SCANPort SLC
SoftLogix Studio 5000
Ultra
EtherNet/IP and ControlNet are trademarks of ControlNet International Ltd.
DeviceNet is a trademark of the Open DeviceNet Vendor Association, Inc. (ODVA).
The following are registered trademarks of Microsoft Corporation:

MS-DOS PowerPoint
Windows Windows NT
IBM is a registered trademark of International Business Machines Corporation.
Pentium is a registered trademark of Intel Corporation.
All other trademarks are the property of their respective holders and are hereby acknowledged.
Catalog Number ABT-CCP299-TSM - September 2013 E 2013 Rockwell Automation, Inc. All rights reserved. Printed in USA
Supersedes Catalog Number ABT-CCP299-TSM - January 2013

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Studio 5000

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Locating ControlLogix System Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1- 1

Exercise: Locating ControlLogix System Components . . . . . . . . . . . . . . . . . . . . . . 1- 7

Navigating Through the Logix Designer Application . . . . . . . . . . . . . . . . . . . . . . . . 2- 1

Exercise: Navigating Through the Logix Designer Application . . . . . . . . . . . . . . . . 2- 5

Connecting a Computer to a Communications Network in a Logix5000 System . . . . 3- 1

Exercise: Connecting a Computer to a Communications Network in a Logix5000

Downloading and Going Online to a Logix5000 Controller . . . . . . . . . . . . . . . . . . . . 4- 1

Exercise: Downloading and Going Online to a Logix5000 Controller . . . . . . . . . . . . 4- 9

Locating I/O Tags and Devices in a ControlLogix System . . . . . . . . . . . . . . . . . . . . 5- 1

Exercise: Locating I/O Tags and Devices in a ControlLogix System . . . . . . . . . . . . . 5- 13

Interpreting Logix Designer Project Organization and Execution . . . . . . . . . . . . . . . 6- 1

Exercise: Interpreting Logix Designer Project Organization and Execution . . . . . . . 6- 7

Interpreting Ladder Logic Structure in a Logix Designer Routine . . . . . . . . . . . . . . 7- 1

Exercise: Interpreting Ladder Logic Structure in a Logix Designer Routine . . . . . . . 7- 7

Locating and Editing Tag Values in a Logix Designer Project . . . . . . . . . . . . . . . . . . 8- 1

Exercise: Locating and Editing Tag Values in a Logix Designer Project . . . . . . . . . . 8- 7

Interpreting Bit Instructions in a Logix Designer Routine . . . . . . . . . . . . . . . . . . . . . 9- 1

Exercise: Interpreting Bit Instructions in a Logix Designer Routine . . . . . . . . . . . . . 9- 5

Interpreting Frequently Used Instructions in a Logix Designer Routine . . . . . . . . . . 10- 1

Exercise: Interpreting Frequently Used Instructions in a Logix Designer

Interpreting Arrays in a Logix Designer Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11- 1

Exercise: Interpreting Arrays in a Logix Designer Project . . . . . . . . . . . . . . . . . . . . 11- 5

Interpreting Tags of User-Defined Data Types in a Logix Designer Project . . . . . . . . 12- 1

Exercise: Interpreting Tags of User-Defined Data Types in a Logix Designer

Searching for Project Components in a Logix Designer Project . . . . . . . . . . . . . . . . 13- 1

Exercise: Searching for Project Components in a Logix Designer Project . . . . . . . . 13- 5

Integrated Practice - Interpreting a Basic Logix Designer Project . . . . . . . . . . . . . . 14- 1

Exercise: Integrated Practice - Interpreting a Basic Logix Designer Project . . . . . . . 14- 3

Troubleshooting 1756 Digital I/O Module Problems . . . . . . . . . . . . . . . . . . . . . . . . . 16- 1

Example: Compatible Keying Prevents Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16- 8

Exercise: Troubleshooting 1756 Digital I/O Module Problems . . . . . . . . . . . . . . . . . 16- 13

Troubleshooting 1756 Analog I/O Module Problems . . . . . . . . . . . . . . . . . . . . . . . . . 17- 1

Exercise: Troubleshooting 1756 Analog I/O Module Problems . . . . . . . . . . . . . . . . . 17- 13

Troubleshooting 1756 Remote I/O Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18- 1

Exercise: Troubleshooting 1756 Remote I/O Problems . . . . . . . . . . . . . . . . . . . . . . . 18- 7

Updating Logix5000 Firmware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 1

Exercise: Updating Logix5000 Firmware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19- 5

Troubleshooting ControlLogix Controller Problems . . . . . . . . . . . . . . . . . . . . . . . . 20- 1

Exercise: Troubleshooting ControlLogix Controller Problems . . . . . . . . . . . . . . . . . 20- 9

Troubleshooting ControlLogix Power Supply Problems . . . . . . . . . . . . . . . . . . . . . 21- 1

Over Current Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21- 2

Exercise: Troubleshooting ControlLogix Power Supply Problems . . . . . . . . . . . . . . 21- 5

Exercise: Analyzing and Troubleshooting a System Using a Logix Designer

Integrated Practice - Troubleshooting Basic Logix Designer Projects . . . . . . . . . . . 23- 1

Exercise: Integrated Practice - Troubleshooting Basic Logix Designer Projects . . . . 23- 3

Editing Ladder Logic Online in a Logix Designer Project . . . . . . . . . . . . . . . . . . . . . 24- 1

Exercise: Editing Ladder Logic Online in a Logix Designer Project . . . . . . . . . . . . . 24- 9

Managing Logix Designer Project Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 1

Exercise: Managing Logix Designer Project Files . . . . . . . . . . . . . . . . . . . . . . . . . . 25- 7

Documenting and Printing Components in a Logix Designer Project . . . . . . . . . . . . 26- 1

Exercise: Documenting and Printing Components in a Logix Designer Project . . . . 26- 5

Troubleshooting Noise-Related Problems in a Logix5000 System . . . . . . . . . . . . . . 27- 1

Exercise: Troubleshooting Noise-Related Problems in a Logix5000 System . . . . . . 27- 5

Understanding Control Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 1

Exercise: Understanding Control Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28- 7