QNET MECHKIT - Workbook (Instructor)

Instructor Workbook
QNET Mechatronic Sensors Trainer for NI ELVIS

Developed by Quanser
Curriculum designed by:
Jacob Apkarian, Ph.D., Quanser
Paul Karam, B.A.SC., Quanser
Michel Lévis, M.A. SC., Quanser
Peter Martin, M.A. SC., Quanser
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Acknowledgements
Quanser, Inc. would like to thank the following contributors:
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Dr. K. J. Åström, Lund University, Lund, Sweden for his immense contributions to the curriculum content.
QNET MECHKIT Workbook - Instructor Version 2

Contents
1 Introduction 6
2 Sensor Properties 7
2.1 Resolution 7
2.2 Range 7
2.3 Absolute and Incremental 7
2.4 Analog Sensor Measurement 7
3 Strain Gage with Flexible Link 9

3.1 Background 9
3.2 Strain Virtual Instrument 10
3.3 Lab 1: Collect Data 12
3.4 Lab 2: Calibrate Sensor 13
3.5 Lab 3: Natural Frequency 14
3.6 Results 15
4 Pressure Sensor 16
4.1 Background 16
4.2 Pressure Virtual Instrument 17
4.5 Results 20
5 Piezo Sensor 21
5.1 Background 21
5.2 Lab 1: Data Analysis 21
5.3 Lab 2: Natural Frequency 22
6 Potentiometer 23
6.1 Background 23
6.2 Potentiometer Virtual Instrument 24
6.5 Results 27
7 Infrared 28
7.1 Background 28
7.2 Infrared Virtual Instrument 29
7.5 Results 32
8 Sonar 33
8.1 Background 33
8.2 Sonar Virtual Instrument 34
8.5 Results 37
9 Optical Position 38
9.1 Background 38
9.2 Optical Virtual Instrument 39
9.5 Results 42
QNET MECHKIT Workbook - Instructor Version v 1.0

10 Magnetic Field 43
10.1 Background 43
10.2 Magnetic Field Virtual Instrument 44
10.5 Results 47
11 Encoder 48
11.1 Background 48
11.2 Encoder Virtual Instrument 50
11.3 Lab 1: Analysis of A, B, and I Signals 50
11.4 Lab 2: Encoder Calibration 51
11.5 Results 52
12 Temperature Sensor 53
12.1 Background 53
12.2 Temperature Virtual Instrument 55
12.5 Results 59
13 Switches and LEDs 60

13.1 Background 60
13.2 Switches and LEDs Virtual Instrument 62
13.3 Lab 1: Optical Switch 65
13.4 Lab 2: Micro Switch 66
13.5 Lab 3: Push Button 68
13.6 Lab 4: LEDs 69
13.7 Results 70
14 Switch Debounce
Analysis 71
14.1 Background 71
14.2 Switches and LEDs Virtual Instrument 72
14.3 Lab 1: Running the Oscilloscope 73
14.4 Lab 2: Micro Switch 74
14.5 Lab 3: Push Button 75
14.6 Results 77
15 System Requirements 78
15.1 Overview of Files 78
15.2 Strain Gage with Flexible Link VI 79
15.3 Pressure Laboratory VI 81
15.4 Piezo VI 83
15.5 Potetiometer VI 85
15.6 Infrared Sensor Laboratory VI 87
15.7 Sonar Sensor VI 89
15.8 Optical Position Laboratory VI 91
15.9 Magnetic Field Laboratory VI 93
15.10 Encoder Laboratory VI 95
15.11 Temperature Laboratory VI 97
15.12 Switches and LEDs Laboratory VI 98
15.13 Switch Debounce Laboratory VI 101
16 Lab Report 102

16.1 Template for Content
(Strain Gage with Flexible Link) 103

(Pressure Sensor) 104
(Piezo Film Sensor) 105
(Potentiometer) 106
(Infrared Sensor) 107
(Sonar Sensor) 108
(Optical Sensor) 109
(Magnetic Field Sensor) 110
(Encoder) 111
(Temperature Sensor) 112
(Switches and LEDs) 113
(Switch Debounce Analysis) 114
16.13 Tips for Report Format 115
17 Scoring Sheets 116

17.1 Strain Gage with Flexible Link: Lab Report 116
17.2 Pressure Sensor: Lab Report 117
17.3 Piezo Film Sensor: Lab Report 118
17.4 Potentiometer: Lab Report 119
17.5 Infrared Sensor: Lab Report 120
17.6 Sonar Sensor: Lab Report 121
17.7 Optical Sensor: Lab Report 122
17.8 Magnetic Field Sensor: Lab Report 123
17.9 Encoder: Lab Report 124
17.10 Temperature Sensor: Pre-Lab Questions 125
17.11 Temperature Sensor: Lab Report 125
17.12 Switches and LEDs: Lab Report 126
17.13 Switch Debounce Analysis: Lab Report 127
A QNET Instructor's Guide 128

A.1 Pre-lab Questions and Lab Experiments 128
A.2 Assessment for ABET Accreditation 129
A.3 Rubrics 135

1 INTRODUCTION
Mechatronics engineering is a cross-disciplinary field that combines mechanical and electronic design in control
systems architecture though the application of computer programming. One of the most useful topics that can be
covered in an introductory mechatronics course is the understanding and application of sensors. Various sensors
are used in all types of industries. For example, in the automotive industry magnetic field transducers are used for
throttle, pedal, suspension, and valve position sensing. In assembly line and machine automation, optical sensors
are used for non-contact position sensing and safety. Piezo film sensors are installed in packages to log vibration
history of a shipment.
The QNET mechatronics sensors (MECHKIT) trainer is shown in Figure 1.1. It has ten types of sensors, two types
of switches, a push button, and two LEDS. This QNET module can be used to teach the physical properties of most
sensors used today, and the techniques and limitations of their application.
Figure 1.1: QNET Mechatronic Sensors Trainer (MECHKIT)
There are 12 experiments: strain gage with flexible link, pressure sensor, piezo sensor, potentiometer, infrared,
sonar, optical position, magnetic field, encoder, temperature sensor, switches and LEDs, and switch debounce
analysis. The experiments can be performed independently.
Topics Covered
• Strain gauge to measure deflection

• Piezo film sensor to measure vibration
• Rotary potentiometer to measure position
• Pressure and thermistor sensors
• Long range sensors: sonar and infrared
• Short range sensors: magnetic field and optical
• Micro switch, push button, and optical switch
• Light emitting diodes (LEDs)
• Encoders
• Switch debouncing
Prerequisites
In order to successfully carry out this laboratory, the user should be familiar with the following:
• Using LabVIEWr to run VIs.

2 SENSOR PROPERTIES
This section discusses various sensor properties that are often found in technical specifications.
2.1 Resolution
The resolution of a sensor is the minimum change that can be detected in the quantity that is being measured. For
instance a sensor that measures angular position of a motor shaft may only be able to detect a 1 degree change.
Thus if the motor moves 0.5 degrees, it will not be detected by the sensor. Depending on the precision needed for
the application, this may be adequate.
2.2 Range
Range sensors can only take measurements of a target within a certain operating range. The operating range
specifies a maximum, and sometimes also a minimum, distance where the target can be from the sensor in order to
obtain an accurate measurement. Sensors with a small range are the magnetic field and optical position sensors.
Sensor with a relatively larger range are infrared and sonar.
2.3 Absolute and Incremental

Absolute sensors detect a unique position. Incremental sensors measure a relative position that depends on a prior
position or last power on/off. For example, if an incremental rotary encoder is used to measure the position of wheel,
the encoder will measure zero every time its power is reset. If an absolute sensor such as a rotary potentiometer is
used, then it will detect the same angle regardless if it has just been powered.
2.4 Analog Sensor Measurement

Analog sensors output a signal that correlates to the quantity it is measuring. The relationship between the output
signal of the sensor and the actual measurement varies depending on the type of sensor. For example, the voltage
measured by a potentiometer is directly proportional to the angle it is measuring. However, the resistance of a
thermistor decreases exponentially as the temperature increases.
Some of the different ways to characterize analog sensors is illustrated in Figure 2.1.

Figure 2.1: Different sensor responses
Linear sensors can be modeled using the equation
y = ax + b (2.1)
where a is the rate of change and b is the offset. Variable x is the sensor output signal and y is the measurement,
e.g. for the potentiometer x would be the voltage measured by the sensor and y would be the angular measurement
(in either degrees or radians). Other types of sensors need to be characterized by more complex relationship such
as polynomial
y = ax2 + bx + c (2.2)
or exponential
y = aebx (2.3)

3 STRAIN GAGE WITH FLEXIBLE
LINK
3.1 Background
A strain gage measures strain, or deflection, of an object. As shown in Figure 3.1, in the QNET mechatronic sensors
trainer a strain gage is used to measure the deflection of a flexible link. As the link bends, the resistance of the strain
gage changes.
Figure 3.1: Strain gage measuring deflection of flexible link on QNET mechatronic sensors trainer
deflection of flexible link on QNET mechatronic sensors trainer.

3.2 Strain Virtual Instrument
The virtual instrument used to collect data using the strain gage is shown in Figure 3.2. The virtual instrument used
to calibrate strain data is shown in Figure 3.3. The virtual instrument used to determine the natural frequency of the
flexible link is shown in Figure 3.4.
Figure 3.2: Collecting flexgage data

Figure 3.3: Calibrating the strain gage sensor

Figure 3.4: Finding natural frequency of flexible link
3.3 Lab 1: Collect Data

1. Ensure J7 is set to Strain Gage.
2. Open and configure the QNET MECHKIT Flexgage VI as described in Section 15.2. Make sure the correct
Device is chosen.
3. Run QNET_MECHKIT_Flexgage.vi
4. Move the flexible link to -1 cm.
5. Enter the strain gage voltage reading in the Sensor Measurement (V) array (indicated in Figure 3.2).
6. Repeat for -0.5 cm, 0 cm, 0.5 cm, and 1.0 cm. A linear curve is automatically fitted to the data being entered
and its slope and intercept are generated.
7. B-5, K-2 Enter the measured voltages and capture the Sensor Readings scope.
Answer 3.1
Outcome Solution
B-5 If the experimental procedure was followed properly, the response
should be similar to Figure 3.5.
K-2 The response captured is shown in Figure 3.5.

Figure 3.5: Collected data from strain gage
Parameter Value Units Notes

Sensor Measurement: at -1.0 cm 4.1 V
Sensor Measurement: at -0.5 cm 2.2 V
Sensor Measurement: at 0 cm 0.15 V
Sensor Measurement: at 0.5 cm -1.8 V
Sensor Measurement: at 1.0 cm -3.9 V
Gain -0.25 cm/V
Offset 0.04 cm
Table 3.1: Strain gage results
8. Click on Stop button to stop the VI.
3.4 Lab 2: Calibrate Sensor

1. Run the QNET_MECHKIT_Flexgage.vi
2. Select the Calibrate Sensor tab and enter the slope and intercept obtained in Section 3.3 into the Calibration
Gain and Offset controls shown in Figure 3.3, below. When the link is moved, the slider indicator in the VI
should match up with the actual location of the flexible link on the QNET module.
3. B-5 Enter the gain and offset obtained.

Answer 3.2
Outcome Solution
B-5 In order to determine the correct calibration gain of -0.25 cm/V with an
offset of 0.04 cm, the experimental procedure must be followed properly.
3.5 Lab 3: Natural Frequency

1. Run the QNET_MECHKIT_Flexgage.vi
2. Select the Natural Frequency tab.

3. Manually perturb the flexible link and stop the VI when it stops resonating (after about 5 seconds). The spectrum
should then load in the chart, as shown in Figure 3.4 (the value shown is incorrect).
4. B-5, K-2 Enter natural frequency found and capture the resulting power spectrum response. Hint: You can
use the cursor to take measurements off the graph.
Answer 3.3
Outcome Solution
K-1 The natural frequency detected is 59.1 Hz.
K-2 The power spectrum response of the flexible link is shown in Figure 3.6.
Figure 3.6: Power spectrum of flexible link

3.6 Results

Gain -0.25 cm/V
Offset 0.04 cm
Natural Frequency 59.1 Hz
Table 3.2: Strain gage results summary

4 PRESSURE SENSOR
4.1 Background
A pressure sensor is attached to the plunger on the QNET mechatronic board shown in Figure 4.1. This is a gage
pressure sensor and its measurements are relative to the atmospheric pressure. The voltage signal generated is
proportional to the amount of pressure in the vessel of the plunger. So as the plunger is pushed further, the air inside
the vessel becomes more compressed and the reading increases.
Figure 4.1: Pressure sensor on QNET mechatronic sensors trainer
Pressure sensors can also be used to indirectly measure other values. For example, in the QNET mechatronics
board the position of the plunger head is measured. It can also be used to measure the amount of volume in a
reservoir or the altitude of an aerial vehicle.

4.2 Pressure Virtual Instrument
The virtual instrument used to collect data using the strain gage is shown in Figure 3.2. The virtual instrument used
to calibrate strain data is shown in Figure 3.3. The virtual instrument used to determine the natural frequency of the
flexible link is shown in Figure 3.4.
Figure 4.2: Collecting pressure data

Figure 4.3: Calibrating the pressure sensor

1. Ensure J9 is set to Pressure.
2. Open and configure the QNET MECHKIT Pressure VI as described in Section 15.3. Make sure the correct
Device is chosen.
Important: Completely remove the plunger from the tube and re-insert it. This will ensure the chamber is
pressurized enough.
3. Run QNET_MECHKIT_Pressure_Sensor.vi
4. Push the plunger up to the initial 1 ml mark on the tube and measure the resulting voltage using the Pressure
(V) scope (or the digital display).
5. Enter the result in the Sensor Measurement (V) array, as indicated in Figure 4.2.
6. Repeat for when the plunger is at 0.8 ml, 0.6 ml, 0.4 ml, 0.2 ml, and 0 ml. The pressure sensor is quadratic.
The coefficients for the second-order polynomial are generated and the fitted curve is automatically plotted.
7. B-5, K-2 Enter collected results and capture the Sensor Readings scope.

Answer 4.1
Outcome Solution
K-2 The measured voltages entered are shown in Figure 4.4 by the black
plot with circled data points and the red trace is the curve fitting this
data.
Figure 4.4: Measured pressure sensor data

Sensor Measurement: at 1.0 ml 0.88 V
Sensor Measurement: at 0 ml 4.84 V
Table 4.1: Pressure sensor results

1. Run the QNET_MECHKIT_Pressure_Sensor.vi
2. In the Calibrate Sensor tab, enter the polynomial coefficients, as illustrated in Figure 4.3, to measure correct
position of the plunger. Verify that the sensor is reading properly, e.g. display should read 0.5 ml when plunger
is placed at 0.5 ml.
3. B-5 Enter the a, b, and c, parameters used.
Answer 4.2
Outcome Solution
B-5 In order to properly determine the correct coefficients of a = 0.06, b =
-0.56, and c = 1.42, the experimental procedure must be followed prop-
erly.
4.5 Results

a 0.06 ml/V2
b -0.56 ml/V
c 1.42 ml
Table 4.2: Pressure sensor results summary

5 PIEZO SENSOR
5.1 Background
Piezo sensors measure vibration. The piezo sensor on the QNET-MECHKIT trainer, shown in Figure 5.1, is con-
nected to a plastic band that has a brass disc weight at the end.
Figure 5.1: Piezo sensor on the QNET mechatronic sensors trainer
5.2 Lab 1: Data Analysis

1. Ensure J8 is set to Piezo.
2. Open and configure the QNET MECHKIT Piezo VI as described in Section 15.4. Make sure the correct
Device is chosen.
3. Run QNET_MECHKIT_Piezo.vi
4. Manually perturb the plastic band that is attached to the piezo sensor by flicking it and examine the response
in the Piezo (V) scope.
5. Grab the end of the plastic band and move it slowly up and down. Examine the response.
6. B-5, K-2, B-7 Based on these two tests, what does the Piezo sensor measure? How is this different then a
strain gage measurement? Capture a sample Piezo (V) scope response after it has been perturbed (by flicking
it).
Answer 5.1
Outcome Solution
K-2 The typical piezo sensor response when the plastic band is flicked is
shown in Figure 5.2.
B-7 The Piezo sensor measures rate of change of deflection, i.e. vibration,
whereas the a strain gage measures the amount of deflection.

Figure 5.2: Sample piezo response when attached load is flicked
5.3 Lab 2: Natural Frequency

1. Run the QNET_MECHKIT_Piezo.vi
2. Manually perturb the piezo sensor.
3. B-5, K-1, K-2 Capture the resulting power spectrum response and give the measured natural frequency.
Hint: You can use the cursor to take measurements off the graph.
Answer 5.2
Outcome Solution
K-1 The cursor tool indicates that the natural frequency is 29.4 Hz.
K-2 The power spectrum response of the flexible link is shown in Figure 5.3.
Figure 5.3: Typical power spectrum response of piezo

6 POTENTIOMETER
6.1 Background
Rotary potentiometers are absolute analog sensors used to measure angular position, such as a load shaft of a
motor. They are great to obtain a unique position measurement. However, caution must be used as their signal is
discontinuous. That is, after a few revolutions potentiometers will reset their signal back to zero. The potentiometer
on the QNET MECHKIT board is shown in Figure 6.1.
Figure 6.1: Potentiometer knob on QNET mechatronic sensors trainer

6.2 Potentiometer Virtual Instrument
The virtual instrument used to collect data using the potentiometer is shown in Figure 6.2. The virtual instrument
used to calibrate potentiometer data is shown in Figure 6.3.
Figure 6.2: Collecting potentiometer data

Figure 6.3: Calibrating the potentiometer

1. Ensure J10 is set to POT.
2. Open and configure the QNET MECHKIT Potentiometer VI as described in Section 15.5. Make sure the cor-
rect Device is chosen.
3. Run QNET_MECHKIT_Potentiometer.vi
4. Rotate the arrowhead of the potentiometer to a certain position, e.g. 45 degrees.
5. Enter the position in the Pot Angle (deg) array, as indicated in Figure 6.2.
6. Enter corresponding measured sensor voltage in Sensor Measurement (V) array (shown in Figure 6.2).
7. Fill out table with an appropriate amount of data points. Notice that as the measured potentiometer readings
are entered, a curve is automatically generated to fit the data. The slope and intercept of this line is generated
as well.
8. B-5, K-2 Enter the collected data and capture the Sensor Reading chart.

Answer 6.1
Outcome Solution
should be similar to Figure 6.4. Note that the results may vary depend-
ing on the alignment of the potentiometer relative to the board.
K-2 The response in Figure 6.4 illustrates typical potentiometer measure-
ments and the corresponding linear curve that is fitted.
Figure 6.4: Measured potentiometer data and fitted curve

Sensor Measurement: at 0 deg 4.28 V
Gain -50.4 deg/V
Offset 220 deg
Table 6.1: Potentiometer sensor results

1. Run QNET_MECHKIT_Potentiometer.vi
2. In the Calibrate Sensor tab, set the Gain and Offset controls, as indicated in Figure 6.3, to values such that
the potentiometer measures the correct angle. Verify that the sensor is reading properly, e.g. when pot arrow
is turned to 45.0 deg, the Display: Potentiometer (deg) knob indicator should read 45.0 degrees.
3. B-5 Enter Gain and Offset values used.
Answer 6.2
Outcome Solution
B-5 In order to properly determine the correct calibration calibration gain of -
50.4 and offset of 220 deg, the experimental procedure must be followed
properly.
6.5 Results

Gain -50.4 deg/V
Offset 220 deg
Table 6.2: Potentiometer sensor results summary

7 INFRARED
7.1 Background
Infrared (IR) sensors are widely used in robots, automotive systems, and various other applications that require
an accurate, medium-range non-contact position measurement. An IR sensor is typically composed of an infrared
emitting diode (IRED), a position sensing detector (PSD), and a signal processing circuit. It outputs a voltage the
correlates to the distance of the remote target. The infrared distance measuring sensor on the QNET MECHKIT
board is shown in Figure 7.1.
Figure 7.1: IR sensor on QNET mechatronic sensors trainer
Infrared-based distance sensors typically have a smaller maximum range than sonar but the resolution is better.

7.2 Infrared Virtual Instrument
The virtual instrument used to collect data using the IR sensor is shown in Figure 7.2. The virtual instrument used
to calibrate IR range data is shown in Figure 7.3.
Figure 7.2: Collecting IR data

Figure 7.3: Calibrating the IR sensor

1. Ensure J10 is set to Infrared.
2. Open and configure the QNET MECHKIT Infrared VI as described in Section 15.6. Make sure the correct
Device is chosen.
3. Run QNET_MECHKIT_Infrared.vi
4. Turn ON the IR switch to enable the Infrared sensor. The IR ON LED should be lit bright red. Important:
Make sure you turn OFF the IR switch when the experiment is over. When active, the infrared sensor tends to
generate noise in other sensor measurements.
5. Get a target, such as a sturdy piece of cardboard, that is at least 10 by 10 cm2 with a reflective colour like white
or yellow.
6. Begin with the target close to the IR sensor and slowly move it away.
7. Once its range of operation is found, enter the distance between the target and the IR sensor in the Target
Range (cm) array, as shown in Figure 7.2.
8. Enter the corresponding measured voltage from the IR sensor in the Sensor Measurement (V) array, as shown
in Figure 7.2.

9. Repeat for different target positions. The IR sensor is quadratic. As the measurements are entered, the
coefficients for the second-order polynomial are generated and the fitted curve is automatically plotted.
10. B-5, K-2 Record your distance and voltage observations and capture the corresponding Sensor Readings
scope.
Answer 7.1
Outcome Solution
K-2 The response in Figure 7.4 illustrates typical IR measurements.
Figure 7.4: Measured IR data and fitted curve

Table 7.1: IR sensor results
11. B-7 What did you notice when the target is close to the IR sensor? That is, did the behaviour of the sensor
change when the target was in close proximity as opposed to being further away?

Answer 7.2
Outcome Solution
B-7 The sensor has a certain range of operation. When the target goes
from 0 to 15 cm, the output voltage increases. After 15 cm, the voltage
decreases as the range increases in a nonlinear fashion.

1. Run QNET_MECHKIT_Infrared.vi
2. In the Calibrate Sensor tab, enter the polynomial coefficients to correctly measure the distance of the target.
Check that it is measuring correctly, e.g. when target is 25.0 cm away, the display should read 25.0 cm.
3. B-5 Enter the a, b and c values used in Table 7.2.
Answer 7.3
Outcome Solution
B-5 In order to properly determine the polynomial coefficients of a = 8.09.
b = -54.1 and c = 104.3, the experimental procedure must be followed
properly.
7.5 Results

a 8.09 cm/V2
b -54.1 cm/V
c 104.3 cm
Table 7.2: IR sensor results summary

8 SONAR
8.1 Background
Often used in mobile robotics, sonar sensors are fitted with an emitter that generates ultrasonic waves and a receiver
that captures them after hitting a target. A timer calculates how long it takes for the signal to return and, given the
speed of sound in air, the distance of the remote target is measured. The sonar ranger on the mechatronic trainer
is pictured in Figure 8.1.
Figure 8.1: Sonar sensor on QNET mechatronic sensors trainer
Sonar sensors are great for long-distance measurements. For example, the one mounted on mechatronic board
can go up to 21 feet. However, in general, these devices do not have good close-range measurements and their
resolution can be relatively coarse.

8.2 Sonar Virtual Instrument
The virtual instrument used to collect data using the sonar sensor is shown in Figure 8.2. The virtual instrument
used to calibrate sonar range data is shown in Figure 8.3.
Figure 8.2: Collecting sonar data

Figure 8.3: Calibrating the sonar sensor

1. Ensure J9 is set to Sonar.
2. Open and configure the QNET MECHKIT Sonar VI as described in Section 15.7. Make sure the correct
Device is chosen.
3. Run QNET_MECHKIT_Sonar.vi
4. Get a target, such as a sturdy piece of cardboard, that is at least 10 by 10 cm2 with a reflective colour like white
or yellow.
5. Begin with the target close to the sonar sensor and slowly move it upwards.
6. Once its range of operation is found, enter the distance between the target and the sonar sensor in the Target
Range (cm) array, as shown in Figure 8.2.
7. Enter the corresponding measured voltage from the sonar sensor in the Sensor Measurement (V) array, as
8. Repeat for different target positions. The sonar sensor is linear. The slope and intercept are generated and
the fitted curve is automatically plotted.

9. B-5, K-2 Enter your collected target distances and voltages. Capture the Sensor Readings scope as well.
Answer 8.1
Outcome Solution
K-2 The response in Figure 8.4 illustrates typical sonar sensor measure-
ments.
Figure 8.4: Measured sonar data

Sensor Measurement: at 7 in 0.24 V
Table 8.1: Sonar sensor results
10. K-1 What is the resolution and operating range of the sonar sensor? How does the resolution and range
compare with the IR sensor?

Answer 8.2
Outcome Solution
K-1 The resolution and range are 2.54 cm and > 15.24 cm respectively. The
sonar has a larger operating range then the infrared sensor, i.e. it can
detect a target from further away. However, its has a much coarser
resolution than the IR. The sonar is a great long-distance measurement
device as long as the precision is not important.

1. Run QNET_MECHKIT_Sonar.vi
2. Select the Calibrate Sensor tab and enter Gain and Offset coefficients to correctly measure the distance of the
target. Make sure the coefficients are correct, e.g. when the target is 10.0 inches away then the Sonar (inch)
display should read 10.0 inches.
3. B-5 Enter Gain and Offset values used in Table 8.2.
Answer 8.3
Outcome Solution
B-5 In order to properly determine the correct calibration gain of 68.58 cm/V
with an offset of 1.22 cm, the experimental procedure must be followed
properly.
8.5 Results

Range > 15.24 cm
Resolution 2.54 cm
Gain 68.58 cm/V
Offset 1.22 cm
Table 8.2: Sonar sensor results summary

9 OPTICAL POSITION
9.1 Background
Optical position sensors are used in applications such as assembly lines, machine automation, and even edge
detection in robots. The optical position sensor on the QNET mechatronic sensors board is the black plastic housing
located at the bottom of Figure 9.1. An infrared emitting diode and an NPN silicon phototransistor are mounted
side-by-side and are used to measure the position of a target. This sensor has a range of 0.25 inches.
Figure 9.1: Optical position sensor (bottom) and target position knob (top) on QNET mechatronic sensors trainer

9.2 Optical Virtual Instrument
The virtual instrument used to collect data using the optical position sensor is shown in Figure 9.2. The virtual
instrument used to calibrate optical position data is shown in Figure 9.3.
Figure 9.2: Collecting optical position data

Figure 9.3: Calibrating the optical position sensor

1. Ensure J7 is set to Optical Position.
2. Open and configure the QNET MECHKIT Optical Position VI as described in Section 15.8. Make sure the
correct Device is chosen.
3. Run QNET_MECHKIT_Optical.vi
4. Gently turn the knob of the optical position sensor clockwise until the flat metal surface gently rests on top of
the tube. Then, rotate the knob slightly counter-clockwise so the 0 mark on the knob faces up. At this point,
the reflective target is very close to the optical sensor and will be the reference 0 inch position. Enter the 0
position in the first element of the Target Range (inch) array, shown in Figure 9.2.
5. Enter the voltage measured by the optical position sensor, when the target is 0 inches away, in the Sensor
Measurement (V) array, as indicated in Figure 9.2.
6. Turn the knob counter-clockwise one rotation to move the target further from the sensor. The target moves
1-inch for every 20 turns. Enter the position the target has moved from the reference in the Target Range (inch)
array, which is shown in Figure 9.2.
7. Record the measured sensor voltage in the Sensor Measurement (V) array.

8. Take samples for the entire range of the target (i.e. until the knob cannot be rotated CCW anymore). Remark
that the optical position sensor is exponential. As data is being entered, the exponential parameters are
generated and the fitted curve is automatically plotted.
9. B-5, K-2 Enter the measured sensor data and capture the Sensor Readings response.
Answer 9.1
Outcome Solution
K-2 The response in Figure 9.4 illustrates typical optical position measure-
ments.
Figure 9.4: Measured optical position data

Sensor Measurement: at 0 in. 3.96 V
Sensor Measurement: at 0.025 in. 3.75 V
Table 9.1: Optical position sensor results

1. Run QNET_MECHKIT_Optical.vi
2. Select the Calibrate Sensor tab, enter values for the Gain and Damping exponential function parameters, as
shown in Figure 9.3, to correctly measure the distance of the target, e.g. when target is 0.10 inches away then
display should read 0.10 inches.
3. B-5 Enter the Gain and Damping parameters used into Table 9.2.
Answer 9.2
Outcome Solution
B-5 In order to properly determine the correct calibration gain and damping
0.36 inches and -4.87 respectively, the experimental procedure must be
followed properly.
9.5 Results

Gain 0.45 in
Damping -0.72
Table 9.2: Optical position sensor results

10 MAGNETIC FIELD
10.1 Background
A magnetic field transducer outputs a voltage proportional to the magnetic field that is applied to the target. The
magnetic field sensor is the chip located on the bottom of Figure 10.1. It applies a magnetic field perpendicular to
the flat screw head. The position of the screw head is changed by rotating the knob. This magnetic field transducer
has a similar range to the optical position sensor.
Figure 10.1: Magnetic field transducer on QNET mechatronic sensors trainer

10.2 Magnetic Field Virtual Instrument
The virtual instrument used to collect data using the magnetic field transducer is shown in Figure 10.2. The virtual
instrument used to calibrate magnetic field data is shown in Figure 10.3.
Figure 10.2: Collecting magnetic field data

Figure 10.3: Calibrating the magnetic field transducer

1. Ensure J8 is set to Magnetic Field.
2. Open and configure the QNET MECHKIT Magnetic Field VI as described in Section 15.9. Make sure the
correct Device is chosen.
3. Run QNET_MECHKIT_Magnetic_Field.vi
4. Gently turn the knob of the magnetic field sensor clockwise until it is at its limit. Then, rotate the knob slightly
counter-clockwise so the 0 mark on the knob faces up. This will be reference 0 inches target position. Enter
this in the Target Range (inch) array, shown in Figure 10.2.
5. Enter the voltage measured from the magnetic field position sensor for the reference 0 inch position in the
Sensor Measurement (V) array. The array is indicated in Figure 10.2.
6. Turn the knob counter-clockwise one rotation to move the target further from the sensor. The target moves
1-inch for every 20 turns. Enter the position the target has moved from the reference in the Target Range (inch)
array.
7. Record the measured sensor voltage in the Sensor Measurement (V) array.

8. Take samples for the entire range of the target (i.e. until the knob cannot be rotated CCW anymore). The
magnetic field sensor is exponential. The parameters of the exponential function are outputted and the fitted
curve is automatically plotted as data is entered.
9. B-5, K-2 Enter the range and measured sensor voltages and capture the Sensor Readings scope.
Answer 10.1
Outcome Solution
K-2 The response in Figure 10.4 illustrates typical optical position measure-
ments.
Figure 10.4: Measured magnetic field data

Sensor Measurement: at 0 in. 1.92 V
Table 10.1: Magnetic field transducer results

1. Run QNET_MECHKIT_Magnetic_Field.vi
2. Enter Gain and Damping exponential function parameters to correctly measure the distance of the target. For
instance, when target is at 0.10 inches from the reference, then the display should read 0.10 inches.
3. B-5 Record Gain and Damping parameters used for correct measurement.
Answer 10.2
Outcome Solution
B-5 In order to properly determine the calibration gain and damping of
2.29×10-8 in/V and 6.7 respectively, the experimental procedure must
be followed properly.
10.5 Results

Gain 2.29×10-8 in/V
Damping 6.7
Table 10.2: Magnetic field transducer results summary

11 ENCODER
11.1 Background
Similar to rotary potentiometers, encoders can also be used to measure angular position. There are many types
of encoders but one of the most common is the rotary incremental optical encoder, shown in Figure 11.1. Unlike
potentiometers, encoders are relative. The angle they measure depends on the last position and when it was last
powered. It should be noted, however, that absolute encoders are available.
Figure 11.1: US Digital incremental rotary optical shaft encoder
The encoder has a coded disk that is marked with a radial pattern. As the disk rotates (with the shaft), the light
from an LED shines through the pattern and is picked up by a photo sensor. This effectively generates the A and B
signals shown in Figure 11.2. An index pulse is triggered once for every full rotation of the disk, which can be used
for calibration or �homing� a system.
Figure 11.2: Optical incremental encoder signals
The A and B signals that are generated as the shaft rotates are used in a decoder algorithm to generate a count. The
resolution of the encoder depends on the coding of the disk and the decoder. For example, an encoder with 1024
lines on the disk can generate a total of 1024 counts for every rotation of the encoder shaft. However, in a quadrature
decoder the number of counts quadruples, therefore the encoder would generate 4098 counts per revolution.
The encoder knob on the QNET mechatronic sensors trainer is pictured in Figure 11.3 and the corresponding A, B,

and Index signals are displayed on the LEDs shown in Figure 11.4.
Figure 11.3: Encoder wheel on QNET mechatronic sensor Figure 11.4: Encoder LEDs on QNET mechatronic sensor
trainer trainer

11.2 Encoder Virtual Instrument
The virtual instrument used to collect and calibrate encoder data is shown in Figure 11.5.
Figure 11.5: Running the encoder VI
11.3 Lab 1: Analysis of A, B, and I Signals

1. Ensure J7 is set to Enc A, J8 is set to Enc B, and J10 is set to Enc I.
2. Open and configure the QNET MECHKIT Encoder VI as described in Section 15.10. Make sure the correct
Device is chosen.
3. Run QNET_MECHKIT_Encoder.vi
4. B-5, B-7 Turn the encoder knob clockwise and examine the response of the A and B signals. Note that the
signals are offset by 2.5 V for display purposes. Similarly, turn the encoder knob counter-clockwise and enter
your observation.

Answer 11.1
Outcome Solution
B-5 In order to determine the correct encoder behaviour, the experimental
procedure must be followed properly.
B-7 When the knob is turned clockwise, A leads B. When turned counter-
clockwise, B leads A.
5. B-7 When is the index pulse triggered? What can this be used for?
Answer 11.2
Outcome Solution
B-7 The index pulse is triggered, i.e. goes to 5.0 V, at every full knob rotation.
This can be used to reset the encoder count.
11.4 Lab 2: Encoder Calibration

1. Run QNET_MECHKIT_Encoder.vi
2. Using the 16-bit Position (counts) indicator on the VI, as shown in Figure 11.5, rotate the knob and determine
how how many counts there are per revolution. Enter your result in the Counts per rev box in the VI. Rotate
the knob and confirm that the Angle (deg) indicator is displaying an accurate angle.
3. Turn the knob such that the 0 is in the upward position and reset the counter by clicking on the Reset button.
4. Enable the index by clicking on the Enable Index button.
5. Rotate the knob a full CW turn until the index is triggered. Keep turning the knob until the 0 mark on the knob is
pointing upwards. What do you notice about the 16-bit Position (counts) and the Angle (deg) indicator values?
6. Adjust the Reload Value such that Angle (deg) measures 0 degrees when the 0 mark of the knob is pointing
up. Confirm this by moving the knob CW.
7. B-5 Enter the Count per rev and the Reload Value values used for a calibrated measurement.
Answer 11.3
Outcome Solution
B-5 The experimental procedure must be followed properly in order to de-
termine the correct calibration values of 36 counts per revolution, with a
reload value of -8 counts (will vary).
8. B-7 Position the knob such that its 0 label is pointing upwards again. The Counts per rev and Angle (deg)
should both be reading 0. Rotate the knob in the CCW fashion one full rotation. Is Angle (deg) reading 0
degrees? Discuss why or why not.
Answer 11.4
Outcome Solution
B-8 The index pulse is triggered at a different angle depending in what di-
rection the knob is rotated, i.e. clockwise or counter-clockwise.

11.5 Results
Encoder Knob Rotation A or B Signal Leads?

Clockwise A leads B
Counter-clockwise B leads A
Table 11.1: A and B signals and encoder rotation

Counts per rev 36 counts/rev
Reload Value -8 (will vary) counts
Table 11.2: Encoder calibration

12 TEMPERATURE SENSOR
12.1 Background
As described in [3], there are several different types of transducers available to measure temperature: the thermo-
couple, the resistance temperature detector (RTD), the thermistor, and the integrated circuit (IC). Each have their
own advantages and disadvantages. The Thermocouple has a wide temperature range and is easy to use but is the
least stable and sensitive. The RTD, on the other hand, is most stable and accurate of the sensors but is slow and
relatively more expensive. The IC is the only linear transducer, has the highest output, but is slow. The thermistor
responds very quickly but has a limited temperature range. The thermistor on the mechatronic sensors board is
Figure 12.1: Temperature sensor on QNET mechatronic sensors trainer
The thermistor is a resistor that changes value according to the temperature. As given in [4], the relationship between
the resistance of the thermistor and the temperature, T , can be described using the B-parameter equation
( )
1 1
B −
R = R0 e T T0 (12.1)
The resistance is R0 when the temperature is at T0 . For the thermistor on the mechatronic sensors trainer, the
sensor resistance is
R0 = 47000 Ω (12.2)
when the temperature is at 25 degrees Celsius, or
T0 = 298.15 K (12.3)
Thermistors are typically part of a circuit. In the QNET mechatronic sensors trainer, the thermistor is in the circuit
shown in Figure 12.2 and labeled by R.

Figure 12.2: Thermistor circuit on QNET mechatronic sensors module
Using the voltage divider rule, the voltage entering the negative terminal of the second operation amplifier, i.e. the
offset op amp, is
30(R + 10000)
vi = − 15 (12.4)
67000 + R
The output voltage of the circuit is
vo = Av (voff − vi ) (12.5)
where vo f f is the voltage adjusted using the Offset potentiometer and Av is the amplifier gain that can be changed
externally using the Gain potentiometer. The Gain and Offset potentiometers are on the QNET mechatronic sensor
trainer and shown in Figure 12.3.
Figure 12.3: Thermistor Gain and Offset potentiometers on QNET mechatronic sensors trainer

12.2 Temperature Virtual Instrument
The virtual instrument used to collect temperature data is shown in Figure 12.4. The virtual instrument used to
calibrate temperature data is shown in Figure 12.5.
Figure 12.4: Collecting temperature sensor data

Figure 12.5: Calibrating the temperature sensor

1. Ensure J9 is set to Temperature.
2. Open and configure the QNET MECHKIT Temperature VI as described in Section 15.11. Make sure the cor-
rect Device is chosen.
3. Run QNET_MECHKIT_Temperature.vi
4. As discussed in Section 12.1, the thermistor is part of a circuit and the output voltage can be varied using
the Gain and Offset potentiometers on the QNET mechatronic sensors board. Rotate the Gain knob on the
counter-clockwise until it hits its limit.
5. Adjust the Offset knob such that the Temperature Sensor (V) scope reads 0 V. This is the voltage measured at
room temperature, T0 = 298 K. Note: For this step, assume your room is at 25.0 degrees Celsius (◦ C) even
though it's probably warmer or cooler.
6. B-5 Gently place your fingertip on the temperature sensor and examine the response in the Temperature
Sensor (V) scope. The surface temperature of the fingertip is approximately 32.0◦ C. Enter the voltage read at
room temperature and with the fingertip.
Note: The thermistor is very sensitive. Do not press down too hard on the sensor with your finger when taking

measurements. Otherwise, the measurement will not be consistent.
Note: After releasing the sensor it takes a a while for the temperature reading to settle back to 0 V. You can
bring the temperature down faster by gently blowing on the sensor.
Answer 12.1
Outcome Solution
B-5 In order to observe the proper room temperature response of 0 V, and
voltage with a finger of 0.8 V., the experimental procedure must be fol-
lowed correctly.
12.4.1 Pre-Lab Exercises
1. A-1 The voltage being measured on the QNET MECHKIT is the output voltage, vo , of the circuit discussed
Section 12.1. Using the circuit and its corresponding equations, derive the formula that can be used to find the
thermistor resistance from the output voltage of the circuit, R.
Answer 12.2
Outcome Solution
A-1 Combining the thermistor to input voltage equation with the input-output
voltage relationship given in Section 12.1, we obtain
30(R − 10000)
vo = + 15 (Ans.12.1)
67000 + R
The thermistor resistance with respect to the output voltage of the circuit
is therefore
1000(67vo − 705)
R=− (Ans.12.2)
vo + 15
2. A-2 Find the thermistor resistance at room temperature, R0 , and at the fingertip, R.
Answer 12.3
Outcome Solution
A-2 In Step 6 we determined that the voltages at room temperature and the
fingertip are v0 = 0 V and vf = 0.8 V. Therefore, substituting those values
into Equation Ans.12.2 yields a thermistor resistance at room tempera-
ture of 47000 Ω, and with a finger of 41223 Ω.
3. A-1, A-2 Derive the equation to find the exponential parameter, B, and compute it based on the obtained
results.

Answer 12.4
Outcome Solution
A-1 The thermister equation given in Equation 12.1 in Section 12.1 becomes
( )
R
ln T T0
R0
B= (Ans.12.3)
T0 − T
after solving for exponential parameter B.
A-2 Substituting the measured resistance and temperatures (in Kelvin) from
Table 12.2 into Ans.12.3 we get
B = 1702.7 (Ans.12.4)
12.4.2 In-Lab Experiment
1. Run the QNET_MECHKIT_Temperature.vi
2. B-5, K-2 Enter the B parameter that was found in Section 12.4.1 in the Temperature Sensor VI, as shown
in Figure 12.5. Place your fingertip on the sensor and capture the obtained response in Temperature Sensor
(deg C) scope.
Answer 12.5
Outcome Solution
K-2 The measured temperature response when pressing the fingertip on the
sensor is depicted in Figure 12.6.
Figure 12.6: Temperature sensor response to fingertip
3. B-9 Based on the measured response in Step 2, is the temperature sensor reading correctly?

Answer 12.6
Outcome Solution
B-9 Yes. The temperature begins at room temperature, T0 = 25 ◦ C, and
increases towards the finger temperature, T = 32.0 ◦ C.
12.5 Results
Temperature (◦ C) Temperature (K) Measured Voltage (V) Units Notes

25 298 0.0 V Voltage at room temp, T0
32 305 0.8 V Voltage with finger, T
Table 12.1: Measured thermistor readings
Temperature (◦ C) Temperature (K) Measured Resistance (Ω) Units Notes

25 298 47000 Ω Resistance at room temp, R0
32 305 41223 Ω Resistance with finger, R
Table 12.2: Measured thermistor resistances

13 SWITCHES AND LEDS
13.1 Background
13.1.1 Switches
Different applications call for different types of switches. For example, a micro switch may be used to detect mobile
robot hitting a wall whereas an optical switch could be used to detect an edge. The push button is the most common
type of switch mechanism. A switch that is active high means the output is high, e.g. 5.0 V, when the switch is
triggered (e.g. pressed down). Active low means the signal is high, e.g. 5.0 V, when the switch is not engaged (e.g.
not pressed down).
The different switches on the QNET mechatronic sensors trainer are introduced in this section followed by a discus-
sion about debouncing.
Micro Switch
The micro switch is an active low device and is shown in Figure 13.1.
Figure 13.1: Micro switch on QNET mechatronic sensors
Push Button
The push button on the QNET MECHKIT is pictured in Figure 13.2 and is active high.

Figure 13.2: Push button on QNET mechatronic sensors trainer
Optical Switch
The optical switch, shown in Figure 13.3, is a photo-microsensor that includes transmissive and reflective compo-
nents. As opposed to the push button and micro switch, this is a non-contact triggering solution. It is triggered when
the reflective sensor does not detect any light, i.e. when an object is placed between the components. It goes low
when no object is detected.
Figure 13.3: Optical switch on QNET mechatronic sensors trainer
Light Emitting Diodes (LEDs)
A light-emitting diode, or LED, is a low-energy and robust indicator that is used in many applications. The LEDs on
the mechatronic sensors trainer, labeled LED7 and LED8, are pictured in Figure 13.4. They are connected to digital
output lines from which they can be turned on and off. As with switches, LEDs can be wired to be active high or
active low.

Figure 13.4: LEDs on QNET mechatronic sensors trainer
13.2 Switches and LEDs Virtual Instrument

The virtual instrument used to collect optical switch data is shown in Figure 13.5. The virtual instruments used to
calibrate the micro switch, and push button are shown in Figure 13.6, and Figure 13.7 respectively. The virtual
instrument used to control the LEDs is shown in Figure 13.8.
Figure 13.5: Optical switch VI

Figure 13.6: Calibrating micro switch

Figure 13.7: Calibrating the push button

Figure 13.8: Setting the digital outputs
13.3 Lab 1: Optical Switch

1. Ensure J7 is set to Opto Switch.
2. Open and configure the QNET MECHKIT Switches and LEDs VI as described in Section 15.12. Make sure
the correct Device is chosen.
3. Run QNET_MECHKIT_Switches_and_LEDs.vi
4. Select the Opto Switch tab.
5. Take piece of paper and slide it up and down into the optical switch. Examine the raw responses in the Optical
Switch scope.
6. Adjust threshold, indicated in Figure 13.5, to obtain an on/off or 0/1 digital measurement in the Optical Switch
- Digital scope.
7. B-5, B-7 Record threshold used to get on/off measurement and paste the response of the Optical Switch and
Optical Switch - Digital scopes.

Answer 13.1
Outcome Solution
should resemble Figure 13.9
B-7 Using a threshold of 0.15 V, the corresponding digital measurement is
Figure 13.9: Optical switch measured voltage
Figure 13.10: Optical switch processed output
13.4 Lab 2: Micro Switch

1. Ensure J8 is set to Micro Switch.

3. Select the Micro Switch tab.
4. Press on the micro switch and examine its raw response in Micro Switch scope.
5. Adjust the Gain and Offset, shown in Figure 13.6, such that this the signal goes from 0 to 1 in the Micro Switch
� Digital scope when the micro switch is pressed.
6. B-5, B-7 Record the Gain and Offset used and capture representative Micro Switch and Micro Switch - Digital
responses.
Answer 13.2
Outcome Solution
B-7 Using a gain of -0.2, and an offset of 1, the corresponding digital mea-
surement is shown in Figure 13.12.
Figure 13.11: Micro switch measured voltage
Figure 13.12: Micro switch processed output

13.5 Lab 3: Push Button
1. Ensure J9 is set to Push Button.
3. Select the Push Button tab.
4. Press on the push button and examine its raw response in the Push Button scope.
5. Adjust the Gain and Offset, indicated in Figure 13.7, such that this signal goes from 0 to 1 in the Push Button
� Digital scope when the push button is pressed.
6. B-5, B-7 Record the Gain and Offset parameters used and capture representative Push Button and Push
Button - Digital responses.
Answer 13.3
Outcome Solution
B-7 Using a gain of 0.2, and an offset of 0, the corresponding digital mea-
surement is shown in Figure 13.14.
Figure 13.13: Raw voltage push button output

Figure 13.14: Processed push button output
7. B-7 Explain how the micro switch and push button behave differently.
Answer 13.4
Outcome Solution
B-7 Pushing down on the micro switch brings the signal down from 5 V to
0 V. When the push button is pressed, the signal goes from 0 V to 5 V.
The micro switch is active low whereas the push button is active high.
13.6 Lab 4: LEDs

2. Select the Digital Outputs tab.

3. As shown in Figure 13.8, switch DO 1 and DO 0 between the up/down positions and examine its effect on the
on-board LEDs.
4. B-5, K-1 Record what position, i.e. up or down, the DO 1 and DO 0 switches have to be in such that the DO
1 and DO 0 LEDs are lit.
Answer 13.5
Outcome Solution
B-5 In order to properly determine the LED characteristics, the experimental
procedure must be followed properly.
K-1 The digital output switch positions are up for DO 1 LED ON, and down
for DO 1 LED OFF.

13.7 Results

Gain -0.2
Offset 1
Gain 0.2
Offset 0
DO 1 Switch position for DO 1 LED ON Up
DO 1 Switch position for DO 1 LED
Down
OFF
Table 13.1: Switch and LED results summary

14 SWITCH DEBOUNCE
ANALYSIS
14.1 Background
14.1.1 Switch Debouncing
When implemented digitally, debounce is a type of signal conditioning algorithm that ensures the switch, button, or
sensor does not trigger anything due to unexpected conditions.
For example, consider a high-powered cart that is mounted on a track. Proximity sensors are installed that detect
when the cart goes beyond a safety limit, in which case the amplifier is deactivated. However due to the high-
frequency switching in the motor leads, the proximity switches are sometimes unexpectedly triggered � even when
the cart is in the safe zone. The raw signal from the proximity sensor is shown in the top plot of Figure 14.1. To
avoid this, the output signal from the sensor is passed though a debounce switch and the resulting signal is shown
in the bottom plot of Figure 14.1.
Figure 14.1: Sample debounce response

14.2 Switches and LEDs Virtual Instrument
The NI ELVISmx Oscilloscope is shown in Figure 14.2. The virtual instrument used to analyze and debounce the
micro switch, and push button is shown in Figure 14.3.
Figure 14.2: NI ELVISmx Oscilloscope instrument when pressing micro switch

Figure 14.3: VI used to analyze debounce of micro switch and push button
14.3 Lab 1: Running the Oscilloscope

1. Ensure J8 is set to Micro Switch and J9 to Push Button.
2. Run the Oscilloscope NI ELVISmx instrument. By default, this is located under Start \All Programs \National
Instruments \NI ELVISmx \Instruments.
3. Click on the green start arrow to run the Oscilloscope.
4. To read the micro switch, set the Source control in Channel 0 Settings to AI 1 (i.e. analog input channel #1).
The response obtained should be similar as shown in Figure 14.2.
5. Press on the micro switch and ensure you are getting the expected signal. Since the Acquisition Mode is set
to continuous, the instrument keeps on running and the signal can be observed in real-time.
6. To examine the behaviour of the micro switch when it is engaged, configure the Trigger section to stop. Note:
If preferred, you can change the Acquisition Mode to Run Once so the oscilloscope stops when the trigger is
engaged.
7. If the trigger has been setup correctly, then the oscilloscope screen should capture a closeup view of the micro
switch signal as it goes from 5 V to 0 V.

8. Try to setup the oscilloscope for the Push Button. This is on analog input channel #2 and you can choose to
configure it on the Channel 1 of the oscilloscope (if you do, make sure you enable the channel). Note: To
increase the sampling rate and obtain a more closeup view of the signal, decrease the Time/Div knob control.
9. When you are done, stop and close down the Oscilloscope instrument.
Caution: Make sure any ELVISmx instrument, e.g. the oscilloscope, is closed before running any ELVIS II
based VIs. Otherwise the VI will not be able to run.
14.4 Lab 2: Micro Switch

1. Ensure J8 is set to Micro Switch.
2. The QNET MECHKIT Debounce VI, which is shown in Figure 14.3, has the same functionality as the Os-
cilloscope tool used in Section 14.3. It is already setup with a trigger and does not run continuously as the
oscilloscope instrument does. The Debounce VI is described in more detail in Section 15.13.
3. Run QNET_MECHKIT_Debounce.vi
4. B-5, K-1 Setup the Trigger for the Micro Switch (Ch #0).
Answer 14.1
Outcome Solution
B-5 The experimental procedure must be followed in order to determine the
proper settings.
K-1 The settings used to trigger the micro switch are Type: Edge, Slope:
Negative, Source: Ch 0, and Level: 3 V.
5. Press the micro switch. The VI should stop and a response displayed on both graphs.
6. K-2, B-7 Capture the Micro Switch scope. What do you notice about the output signal from the micro
switch?
Answer 14.2
Outcome Solution
K-2 The response should resemble Figure 14.4
B-7 The behaviour of the micro switch when it is push down is shown in
Figure 14.4. When the switch is closed (engaged), the signal actually
flips between 0 V and 5 V many times.

Figure 14.4: Micro switch behaviour when triggered.
14.5 Lab 3: Push Button

1. Ensure J9 is set to Push Button.
2. Run QNET_MECHKIT_Debounce.vi
3. K-1 Setup the Trigger for the Push Button (CH #1) and enter the settings in Table 14.1.
Answer 14.3
Outcome Solution
K-1 The settings used to trigger the push button are Type: Edge, Slope:
Positive, Source: Ch 1, and Level: 3 V.
4. Press the push button. The VI should stop and a response displayed on both graphs.
5. K-2, B-7 Capture the Push Button scope. What do you notice about the push button signal?
Answer 14.4
Outcome Solution
K-2 The response should resemble Figure 14.5
B-7 In Figure 14.5, the behaviour of the signal when the push button is
pressed is shown. As expected, the signal initially goes up to 5.0 V
but after 100 us it goes back down to 0 V (for about 50 us) and return to
5.0 V.

Figure 14.5: Behaviour when push button is pressed.
6. B-7 Which control would require debounce more � micro switch or push button? Explain.
Answer 14.5
Outcome Solution
B-7 By comparing the micro switch response in Figure 14.4 with the push
button behaviour in Figure 14.5, it is clear that the micro switch has more
noise when engaged and would therefore require more debounce.
7. K-2, B-8 When triggering on one channel, notice that there is a signal on the other channel (e.g. when
pressing the micro switch observe the Ch1 scope). Capture representative plots and explain why this occurs.
Answer 14.6
Outcome Solution
K-2 The signals measured when the micro switch is pressed are shown in
Figure 14.6 and Figure 14.7.
B-8 There is some crosstalk between the channels. This is on analog input
channel #1. The high-frequency components of this signal induces a
signal on analog input channel #2, i.e. the push button channel, and
results in the signal shown in Figure 14.7.
Figure 14.6: Response when micro switch is pressed.

Figure 14.7: Resulting response on the push button analog input line (AI #2)
14.6 Results
Trigger Parameters Value Units Notes

Micro Switch
Type Edge
Slope Negative
Source Ch 0
Level 3 V
Push Button
Type Edge
Slope Positive
Source Ch 1
Level 3 V
Table 14.1: Debouncing trigger parameters summary

15 SYSTEM REQUIREMENTS
Required Hardware
• NI ELVIS II
• Quanser QNET Mechatronic Sensors Trainer. See QNET MECHKIT User Manual ([2]).
Required Software
• NI LabVIEWr 2011 or later

• NI DAQmx 9.3.5 or later
• NI LabVIEW Control Design and Simulation Module 2011 or later

• ELVIS II Users: ELVISmx 4.3 or later (installed from ELVIS II CD).
Caution: If these are not all installed then the VI will not be able to run! Please make sure all the software
and hardware components are installed. If an issue arises, then see the troubleshooting section in the QNET VTOL
User Manual ([2]).
15.1 Overview of Files
File Name Description

QNET MECHKIT User Manual.pdf This manual describes the hardware of the QNET Mecha-
tronic Sensors trainer and how to setup the system on the
ELVIS.
QNET MECHKIT Lab Manual (Student).pdf This laboratory guide contains pre-lab questions and lab
experiments demonstrating how to calibrate and use sen-
sors on the QNET MECHKIT trainer LabVIEWr .
QNET_MECHKIT_Flexgage.vi Control the current in the propeller motor
QNET_MECHKIT_Pressure Sensor.vi Validate transfer function model and identify system pa-
rameters
QNET_MECHKIT_Piezo.vi Control the pitch of the VTOL device using PID
QNET_MECHKIT_Potentiometer.vi Calibrate potentiometer to get correct angle
QNET_MECHKIT_Infrared.vi Calibrate infrared sensor to measure target distance
QNET_MECHKIT_Sonar.vi Implement sonar sensor to measure target range
QNET_MECHKIT_Optical.vi Calibrate optical sensor to measure the position of the flat
screw head, which can be adjusted using the knob
QNET_MECHKIT_Magnetic_Field.vi Implement magnetic field sensor to measure position of the
screw head, which can be adjusted using its knob
QNET_MECHKIT_Encoder.vi Used to teach the fundamentals of a rotary optical encoder
QNET_MECHKIT_Temperature.vi Calibrate thermistor to measure correct temperature
QNET_MECHKIT_Switches_and_LEDs.vi Change the on/off behaviour of the micro switch, push but-
ton, and optical switch and drive on-board LEDs
QNET_MECHKIT_Switch_Debounce.vi High-frequency analysis of micro switch and push button
QNET MECHKIT Lab Manual (Instructor).pdf Same as the student version except it includes the exercise
solutions.
Table 15.1: Instructor design files supplied with the QNET MECHKIT Laboratory.

15.2 Strain Gage with Flexible Link VI
This VI can be used to view the strain gage measurements when moving the flexible link on the QNET mechatronic
sensors trainer. Table 15.2 lists and describes the main elements of the QNET Flexgage VI and every element is
uniquely identified by an ID number in Figure 15.1, Figure 15.2, and Figure 15.3.
Figure 15.1: QNET-MECHKIT Flexgage VI: Collect Data tab selected

Figure 15.2: QNET-MECHKIT Flexgage VI: Calibrate tab
Figure 15.3: QNET MECHKIT Flexgage VI: Natural Frequency tab

ID # Label Description Unit
1 Scope: Flexgage (V) Scope showing raw voltage measured by strain gage V
2 Link Position (cm) Position of flexible link along printed graduated ruler on QNET board cm
3 Sensor Measurement (V) Recorded strain gage measurement for each link position V
4 Sensor Readings Graph showing measured and curve fitted data
5 Slope Slope computed by curve fitting algorithm cm/V
6 Intercept Intercept computed by curve fitting algorithm cm
7 Gain (cm/V) Sensor calibration gain (slope) cm/V
8 Offset (cm) Sensor calibration offset (intercept) cm
9 Slider: Flexgage (cm) Displays position of flexible link using Gain and Offset parameter cm
10 Scope: Flexgage (cm) Displays position of flexible link using Gain and Offset parameter cm
11 Graph: Power Spectrum Graph showing power spectrum of flexible link (after being perturbed)
12 Cursor Displays numerically the location of the cursor on the Power Spec-
trum graph
13 Device Selects the NI DAQ device
14 Sampling Rate Sets the sampling rate of the VI Hz
15 Stop Stops the LabVIEW VI from running
Table 15.2: Nomenclature of QNET-MECHKIT Flexgage VI
15.3 Pressure Laboratory VI

This VI can be used to view the pressure sensor measurements as the plunger is moved at different locations within
the syringe on the QNET mechatronic sensors trainer. Table 15.3 lists and describes the main components of the
QNET Pressure Sensor VI and they are uniquely identified by an ID number in Figure 15.4 and Figure 15.5.

Figure 15.4: QNET MECHKIT Pressure Sensor: Collect Data tab

Figure 15.5: QNET MECHKIT Pressure Sensor VI: Calibration tab

1 Scope: Pressure Sensor (V) Scope showing raw voltage measured by pressure sensor V
2 Plunger Position (cm) Position of syringe along printed graduated ruler on QNET cm
board
3 Sensor Measurement (V) Recorded pressure sensor measurement for each plunger po- V
sition
4 Graph: Sensor Readings Graph showing measured and curve fitted data
5 c (Collect Data tab) Intercept computed by curve fitting algorithm cm
6 b (Collect Data tab) Slope computed by curve fitting algorithm cm/V
7 a (Collect Data tab) Rate of slope computed by curve fitting algorithm cm/V2
8 a (Calibrate Sensor tab) Rate of slope computed by curve fitting algorithm cm/V2
9 b (Calibrate Sensor tab) Slope computed by curve fitting algorithm cm/V
10 c (Calibrate Sensor tab) Intercept computed by curve fitting algorithm cm
11 Scope: Pressure Sensor (cm) Chart displays position of target using a, b, and c parameters cm
12 Pressure (cm) Slide indicator displays position of target using a, b, and c pa- cm
rameters
Table 15.3: Nomenclature of QNET-MECHKIT Pressure Sensor VI
15.4 Piezo VI
The QNET Piezo VI is used to view the piezo sensor readings as the plastic strip on the QNET MECHKIT is perturbed.
The components of the VI are listed in Table 15.4, and identified in Figure 15.6 and Figure 15.7.

Figure 15.6: QNET MECHKIT Piezo Sensor VI: Collect Data tab

Figure 15.7: QNET MECHKIT Piezo Sensor VI: Natural Frequency tab

1 Scope: Piezo (V) Scope showing raw voltage measured by piezo film sensor V
2 Graph: Power Spectrum Graph showing power spectrum of film (after being perturbed)
3 Cursor Displays numerically the location of the cursor on the Power Spec-
trum graph
Table 15.4: Nomenclature of QNET-MECHKIT Piezo VI
15.5 Potetiometer VI
This VI can be used to view the potentiometer measurements when moving the potentiometer knob on the QNET
mechatronic sensors trainer. Table 15.5 lists and describes the main elements of the QNET Potentiometer VI and
every element is uniquely identified by an ID number in Figure 15.8 and Figure 15.9.

Figure 15.8: QNET MECHKIT Potentiometer VI: Collect Data tab

Figure 15.9: QNET MECHKIT Potentiometer VI: Calibration tab

1 Scope: Potentiometer (V) Scope showing raw voltage measured by potentiometer V
2 Pot Angle (deg) Angle of top arrow on the potentiometer knob deg
3 Sensor Measurement (V) Recorded potentiometer measurement for each angle V
5 Slope Slope computed by curve fitting algorithm deg/V
6 Intercept Intercept computed by curve fitting algorithm deg
7 Gain (deg/V) Sensor calibration gain (slope) deg/V
8 Offset (deg) Sensor calibration offset (intercept) deg
9 Scope: Potentiometer (deg) Displays angular position of potentiometer according to the Gain deg
and Offset parameters
10 Knob: Potentiometer (deg) Displays position of potentiometer according to the Gain and Off- deg
set parameters
Table 15.5: Nomenclature of QNET-MECHKIT Potentiometer VI
15.6 Infrared Sensor Laboratory VI

Use the QNET Infrared VI to view and calibrate the readings of the infrared sensor on the MECHKIT as the target
distance is changed. The components of the VI are listed in Table 15.6 and identified in Figure 15.10 and Figure
15.11.

Figure 15.10: QNET MECHKIT Infrared Sensor VI: Collect Data tab

Figure 15.11: QNET MECHKIT Infrared Sensor VI: Calibration tab

1 Scope: Infrared Sensor (V) Scope showing raw voltage measured by infrared sensor V
2 Target Range (cm) Distance between the target and IR sensor cm
3 Sensor Measurement (V) Recorded IR measurement for each target position V
5 c (Collect Data tab) Intercept computed by curve fitting algorithm cm
6 b (Collect Data tab) Slope computed by curve fitting algorithm cm/V
7 a (Collect Data tab) Rate of slope computed by curve fitting algorithm cm/V2
8 a (Calibrate Sensor tab) Rate of slope computed by curve fitting algorithm cm/V2
9 b (Calibrate Sensor tab) Slope computed by curve fitting algorithm cm/V
10 c (Calibrate Sensor tab) Intercept computed by curve fitting algorithm cm
11 IR Sensor (cm) Displays target distance using a, b, and c parameters cm
12 IR (cm) Knob displays position of target using a, b, and c parameters cm
Table 15.6: Nomenclature of QNET-MECHKIT Infrared VI
15.7 Sonar Sensor VI

Use this VI to view the sonar measurements as a target is moved at different distances away from the sensor. Table
15.7 lists and describes the main components of the QNET Sonar VI and they are uniquely identified by an ID number
in Figure 15.12 and Figure 15.13.

Figure 15.12: QNET MECHKIT Sonar VI: Collect Data tab

Figure 15.13: QNET MECHKIT Sonar VI: Calibration tab

1 Scope: Sonar (V) Scope showing raw voltage measured by sonar V
2 Target Range (in) Distance between target and sonar sensor in
3 Sensor Measurement (V) Recorded sonar measurement for each target position V
5 Slope Slope computed by curve fitting algorithm in/V
6 Intercept Intercept computed by curve fitting algorithm in
7 Gain (deg/V) Sensor calibration gain (slope) in/V
8 Offset (deg) Sensor calibration offset (intercept) in
9 Scope: Sonar (in) Displays target position according to the Gain and Offset parameters in
10 Meter: Sonar (in) Displays target position according to the Gain and Offset parameters in
Table 15.7: Nomenclature of QNET-MECHKIT Sonar Sensor VI
15.8 Optical Position Laboratory VI

The QNET-MECHKIT Optical VI is used to view the measurements of the optical position sensor as the target is
moved at different locations using the knob. The components of the VI are described in Table 15.8 and identified in
Figure 15.14 and Figure 15.15.

Figure 15.14: QNET MECHKIT Optical VI: Collect Data tab

Figure 15.15: QNET MECHKIT Optical VI: Calibration tab

1 Scope: Optical Position Sensor (V) Scope showing raw voltage measured by optical position V
sensor
2 Target Range (in) Distance between the target and optical sensor in
3 Sensor Measurement (V) Recorded optical sensor measurement for each target po- V
sition
5 a Exponential function amplitude parameter computed by
curve fitting algorithm
6 b Exponential function decay/growth parameter computed
by curve fitting algorithm
7 Amplitude Gain of exponential function
8 Damping Exponential decay/growth factor of exponential function
9 Scope: Optical Position (in) Scope that shows position of target based on entered Am- in
plitude and Damping parameters
10 Display: Optical Position (in) Slider indicator displays position of target based on entered in
Amplitude and Damping parameters
Table 15.8: Nomenclature of QNET-MECHKIT Optical VI
15.9 Magnetic Field Laboratory VI

Using this VI, the magnetic field measurements can be read as the target is moved at different locations using the
knob on the QNET mechatronic sensors trainer. The components of the QNET Magnetic Field VI are summarized

in Table 15.9 and identified in Figure 15.16 and Figure 15.17.
Figure 15.16: QNET MECHKIT Magnetic Field VI: Collect Data tab

Figure 15.17: QNET MECHKIT Magnetic Field VI: Calibration tab

1 Scope: Magnetic Field Sensor (V) Scope showing raw voltage measured by magnetic field V
sensor
2 Target Range (in) Distance between the target and magnetic field sensor in
3 Sensor Measurement (V) Recorded sensor measurement for each target position V
5 a Exponential function amplitude parameter computed by
curve fitting algorithm
6 b Exponential function decay/growth parameter computed
by curve fitting algorithm
7 Amplitude Gain of exponential function
8 Damping Exponential decay/growth factor of exponential function
9 Scope: Magnetic Field (in) Scope that shows position of target based on entered Am- in
plitude and Damping parameters
10 Display: Magnetic Field (in) Slider indicator displays position of target based on entered in
Amplitude and Damping parameters
Table 15.9: Nomenclature of QNET-MECHKIT Magnetic Field VI
15.10 Encoder Laboratory VI

This VI shows the A, B, and Index signals generated by the rotary optical encoder on the QNET mechatronic sensors
trainer as the knob is rotated. The components of the QNET Encoder VI are described in Table 15.10 and identified
in Figure 15.18.

Figure 15.18: QNET MECHKIT Encoder VI

1 Scope: Encoder A and B (V) Scope showing encoder A (blue) and B (red) voltage signals. Sig- V
nals are offset by 2.5 V for viewing purposes
2 Scope: Encoder Index (V) Scope displays the index trigger V
3 Reset Resets the encoder count
4 Enable Index When enabled, the encoder count is reset on an index pulse
5 16-bit Position (counts) Count generated by decoder
6 Counts per rev Number of counts for every full rotation
7 Reload Value (counts) Resets the count to this value
8 Angle (deg) Angle measured by encoder according to the Counter per rev pa-
rameter
Table 15.10: Nomenclature of QNET-MECHKIT Encoder VI

15.11 Temperature Laboratory VI
The measured voltage output from the thermistor circuit is displayed on this VI as well as the calibrated temperature
reading. The QNET MECHKIT Temperature VI components are given in Table 15.11 and identified in Figure 15.19.
Figure 15.19: QNET MECHKIT Temperature VI

1 R0 Resistance of thermistor at temperature specified in T0
2 T0 Room temperature in Kelvin
3 B Thermistor equation exponential parameter
4 Scope: Temperature Sensor (V) Scope shows the output voltage of the thermistor circuit V
◦
5 Scope: Temperature Sensor (deg C) Scope displays the measured temperature based on C
the T0 and B parameters entered
◦
6 Temperature (deg C) Thermometer displays the measured temperature C
based on the T0 and B parameters entered
Table 15.11: Nomenclature of QNET-MECHKIT Temperature VI

15.12 Switches and LEDs Laboratory VI
The QNET MECHKIT Switches and LEDs VI allows users to view the output of the optical switch, micro switch,
and push button and calibrate them to obtain a desired on/off behaviour. This VI can also be used to drive the
digital output lines #0 and #1 that are connected to the LEDs on the QNET mechatronics sensors trainer. The VI
components are listed in Table 15.12 and identified in figures Figure 15.20, Figure 15.21, Figure 15.22, and Figure
15.23.
Figure 15.20: QNET MECHKIT Switches and LEDs VI: Opto Switch tab

Figure 15.21: QNET MECHKIT Switches and LEDs VI: Micro Switch tab
Figure 15.22: QNET MECHKIT Switches and LEDs VI: Push Button tab

Figure 15.23: QNET MECHKIT Switches and LEDs VI: Digital Outputs tab

1 Scope: Optical Switch Scope shows the optical switch output voltage V
2 Scope: Optical Switch - Digital Scope displays readout of optical switch when passed through
Threshold switch
3 Threshold Adjusts the threshold of the optical switch that determines V
when it is ON or OFF
4 Scope: Micro Switch Scope shows the micro switch output voltage V
5 Scope: Micro Switch - Digital Scope displays calibrated micro switch output based on Gain
and Offset parameters.
6 Gain Micro switch calibration gain
7 Offset Micro switch calibration offset
8 Scope: Push Button Scope shows the push button output voltage V
9 Scope: Push Button - Digital Scope displays calibrated push button output based on Gain
and Offset parameters.
10 Gain Push button calibration gain
11 Offset Push button calibration offset
12 DO 1 Digital output to channel #1 - connected to LED7 on QNET
MECHKIT trainer
13 DO 0 Digital output to channel #0 - connected to LED8 on QNET
MECHKIT trainer
Table 15.12: Nomenclature of QNET-MECHKIT Switches and LEDs VIs

15.13 Switch Debounce Laboratory VI
In this VI, the triggered output of the Micro Switch and the Push Button can be viewed. The ELVISmx Oscilloscope
VI is setup to monitor either the Micro Switch or Push Button analog input lines at a sample rate 100 kHz. Once the
signal is triggered, the VI automatically stops and outputs a 1k sample of the voltage output. In effect, this gives a a
10 ms sample of the signal. See Table 15.13 for a listing of the VI components that are shown in Figure 15.24.
Figure 15.24: QNET MECHKIT Debounce VI

1 Type Type of signal trigger
2 Source Select which ELVIS channel (0 or 1) to trigger
3 Slope Select whether the trigger is to occur when the edge is rising
(positive) or decreasing (negative)
6 Level (V) Threshold of the trigger V
4 Graph: Micro Switch/ELVIS Ch0 Graph displays the triggered micro switch output
5 Graph: Push Button/ELVIS Ch1 Graph displays the triggered push button output
Table 15.13: Nomenclature of QNET-MECHKIT Debouncing VI

16 LAB REPORT
This laboratory contains twelve groups of experiments, namely,
1. Flexgage,
2. Pressure Sensor,
3. Piezo Film Sensor,

4. Potentiometer,
5. Infrared Sensor,
6. Sonar Sensor,
7. Optical Position,
8. Magnetic Field,
9. Encoder,
10. Temperature,
11. Switches and LEDs, and

12. Switch Debouncing.
For each experiment, follow the outline corresponding to that experiment to build the content of your report. Also,
in Section 16.13 you can find some basic tips for the format of your report.

(Strain Gage with Flexible Link)
I. PROCEDURE
1. Collect Data
• Briefly describe the main goal of the experiment.
• Briefly describe the experimental procedure in Step 7 in Section 3.3.
2. Calibrate Sensor
3. Natural Frequency
II. RESULTS
Do not interpret or analyze the data in this section. Just provide the results.
1. Sensor readings plot from Step 7 in Section 3.3.
2. Power spectrum response from Step 4 in Section 3.5.

3. Provide applicable data collected in this laboratory from Table 3.2.
III. ANALYSIS
Provide details of your calculations (methods used) for analysis for each of the following:
1. Natural frequency measurement in Step 4 of Section 3.5.

(Pressure Sensor)
I. PROCEDURE
1. Collect Data
• Briefly describe the experiment procedure in Step 7 in Section 4.3.
2. Calibrate Sensor
II. RESULTS
1. Sensor readings from Step 7 in Section 4.3.

(Piezo Film Sensor)
I. PROCEDURE
1. Data Analysis
2. Natural Frequency
II. RESULTS
1. Sensor response from Step 6 in Section 5.2.
2. Power spectrum response from Step 3 in Section 5.3.
III. ANALYSIS
1. Piezo sensor analysis in Step 6 in Section 5.2.

2. Natural frequency measurement from Step 3 in Section 5.3.

(Potentiometer)
I. PROCEDURE
1. Collect Data
2. Calibrate Sensor
II. RESULTS

(Infrared Sensor)
I. PROCEDURE
1. Collect Data
2. Calibrate Sensor
II. RESULTS
III. ANALYSIS
1. Observations in Step 11 in Section 7.3.

(Sonar Sensor)
I. PROCEDURE
1. Collect Data
2. Calibrate Sensor
II. RESULTS
III. ANALYSIS
1. Sonar sensor analysis in Step 10 of Section 8.3.

(Optical Sensor)
I. PROCEDURE
1. Collect Data
2. Calibrate Sensor
II. RESULTS

(Magnetic Field Sensor)
I. PROCEDURE
1. Collect Data
2. Calibrate Sensor
II. RESULTS

(Encoder)
I. PROCEDURE
1. Analysis of A, B, and I Signals

2. Encoder Calibration
II. RESULTS
1. Provide applicable data collected in this laboratory from Table 11.1 and Table 11.2.
III. ANALYSIS
1. Enocder signal observations from Step 4 in Section 11.3.
2. Identifying the transfer function in Step 5 in Section 11.3.

3. Index pulse analysis in Step 8 in Section 11.4.

(Temperature Sensor)
I. PROCEDURE
1. Collect Data
2. Calibrate Sensor
• Briefly describe the experiment procedure in Step 2 in Section 12.4.2.
II. RESULTS
1. Sensor response from Step 2 in Section 12.4.2.
IV. CONCLUSIONS
Interpret your results to arrive at logical conclusions for the following:
1. Sensor response from Step 3 in Section 12.4.2.

(Switches and LEDs)
I. PROCEDURE
1. Optical Switch
2. Micro Switch
3. Push Button
4. LEDs
II. RESULTS
III. ANALYSIS
1. Optical switch response from Step 7 in Section 13.3.

2. Micro switch and digital response from Step 6 in Section 13.4.
3. Push button and digital response from Step 6 in Section 13.5.

4. Comparitive analysis in Step 7 in Section 13.5.
5. Observations in Step 4 in Section 13.6.

(Switch Debounce Analysis)
I. PROCEDURE
1. Running the Oscilloscope

2. Micro Switch
3. Push Button
• Briefly describe the experimental setup in Step 3 in Section 14.5.
II. RESULTS
1. Optical switch response from Step 6 in Section 14.4.
2. Micro switch and digital response from Step 5 in Section 14.5.

3. Cross channel response from Step 7 in Section 14.5.
III. ANALYSIS
1. Trigger settings in Step 4 in Section 14.4.
2. Trigger settings in Step 3 in Section 14.5.
3. Micro switch observations in Step 6 in Section 14.4.

4. Push button observations in Step 5 in Section 14.5.
5. Comparitive analysis in Step 6 in Section 14.5.

6. Cross talk analysis in Step 7 in Section 14.5.

16.13 Tips for Report Format
PROFESSIONAL APPEARANCE
• Has cover page with all necessary details (title, course, student name(s), etc.)
• Each of the required sections is completed (Procedure, Results, Analysis and Conclusions).
• Typed.
• All grammar/spelling correct.

• Report layout is neat.
• Does not exceed specified maximum page limit, if any.

• Pages are numbered.
• Equations are consecutively numbered.

• Figures are numbered, axes have labels, each figure has a descriptive caption.
• Tables are numbered, they include labels, each table has a descriptive caption.
• Data are presented in a useful format (graphs, numerical, table, charts, diagrams).
• No hand drawn sketches/diagrams.
• References are cited using correct format.

17 SCORING SHEETS
17.1 Strain Gage with Flexible Link: Lab Report
Student Name:
CONTENT FORMAT
Item1 K-1 K-2 K-3 B-5 B-6 B-9 GS-1 GS-2
I. PROCEDURE
I.1. Collect Data
1
I.2. Calibrate Sensor
2
I.3. Natural Frequency
3
II. RESULTS
1
2
3
III. ANALYSIS
1
Total
1 This scoring sheet corresponds to the report template in Section 16.1.

17.2 Pressure Sensor: Lab Report
Student Name:
CONTENT FORMAT
Item1 K-1 K-2 K-3 B-5 B-6 B-9 GS-1 GS-2
I. PROCEDURE
I.1. Data Analysis
1
2
II. RESULTS
1
2
Total

17.3 Piezo Film Sensor: Lab Report
Student Name:
CONTENT FORMAT
Item1 K-1 K-2 K-3 B-5 B-6 B-7 GS-1 GS-2
I. PROCEDURE
I.1. Data Analysis
1
2
II. RESULTS
1
2
III. ANALYSIS
1
2
Total

17.4 Potentiometer: Lab Report
Student Name:
CONTENT FORMAT
Item1 K-1 K-2 K-3 B-5 B-6 B-9 GS-1 GS-2
I. PROCEDURE
I.1. Collect Data
1
2
II. RESULTS
1
2
Total

17.5 Infrared Sensor: Lab Report
Student Name:
CONTENT FORMAT
Item1 K-1 K-2 K-3 B-5 B-6 B-7 GS-1 GS-2
I. PROCEDURE
I.1. Collect Data
1
2
II. RESULTS
1
2
III. ANALYSIS
1
Total

17.6 Sonar Sensor: Lab Report
Student Name:
CONTENT FORMAT
Item1 K-1 K-2 K-3 B-5 B-6 B-9 GS-1 GS-2
I. PROCEDURE
I.1. Collect Data
1
2
II. RESULTS
1
2
III. ANALYSIS
1
Total

17.7 Optical Sensor: Lab Report
Student Name:
CONTENT FORMAT
Item1 K-1 K-2 K-3 B-5 B-6 B-9 GS-1 GS-2
I. PROCEDURE
I.1. Collect Data
1
2
II. RESULTS
1
2
Total

17.8 Magnetic Field Sensor: Lab Report
Student Name:
CONTENT FORMAT
Item1 K-1 K-2 K-3 B-5 B-6 B-9 GS-1 GS-2
I. PROCEDURE
I.1. Collect Data
1
2
II. RESULTS
1
2
Total

17.9 Encoder: Lab Report
Student Name:
CONTENT FORMAT
Item1 K-1 K-2 K-3 B-5 B-6 B-7 B-8 GS-1
I. PROCEDURE
I.1. Collect Data
1
2
III. ANALYSIS
1
2
3
Total

17.10 Temperature Sensor: Pre-Lab Questions
Student Name :
Question1 A-1 A-2 A-3

1
2
3
Total
17.11 Temperature Sensor: Lab Report
Student Name:
CONTENT FORMAT
Item1 K-1 K-2 K-3 B-5 B-6 B-9 GS-1 GS-2
I. PROCEDURE
I.1. Collect Data
1
2
II. RESULTS
1
2
III. CONCLUSIONS
1
Total
1 This scoring sheet is for the Temperature Sensor Calibration Pre-Lab questions in Section 12.4.1

17.12 Switches and LEDs: Lab Report
Student Name:
CONTENT FORMAT
Item1 K-1 K-2 K-3 B-5 B-6 B-7 GS-1 GS-2
I. PROCEDURE
I.1. Optical Switch
1
I.2. Micro Switch
2
I.3. Push Button
3
I.4. LEDs
4
II. RESULTS
1
III. ANALYSIS
1
2
3
4
5
Total

17.13 Switch Debounce Analysis: Lab Report
Student Name:
CONTENT FORMAT
Item1 K-1 K-2 K-3 B-5 B-7 B-8 GS-1 GS-2
I. PROCEDURE
I.1. Collect Data
1
2
II. RESULTS
1
2
3
III. ANALYSIS
1
2
3
4
5
6
Total

Appendix A
QNET Instructor's Guide

Every laboratory in this manual is organized into four parts:
Background section provides all the necessary theoretical background for the experiments. Students should read
this section first to prepare for the Pre-Lab questions and for the actual lab experiments.
Virtual Instrument introduces the LabVIEWr Virtual Instrument that is to be used for the lab experiment.
Lab Experiments section provides step-by-step instructions to conduct the lab experiments and to record the col-
lected data. The lab may also include a set of pre-lab questions that need to be done prior to the lab experiments.
System Requirements section describes all the details of how to configure the hardware and software to conduct
the experiments. It is assumed that the hardware and software configuration have been completed by the instructor
or the teaching assistant prior to the lab sessions. However, if the instructor chooses to, the students can also
configure the systems by following the instructions given in this section.
Assessment of ABET outcomes is incorporated into this manual as shown by indicators such as A-1, A-2 . These
indicators correspond to specific performance criteria for an outcome.
A.1 Pre-lab Questions and Lab Experiments
A.1.1 How to use the pre-lab questions
All or some of the questions in the Pre-Lab Questions sections can be assigned to students as homework. One
possibility is to assign them as a homework one week prior to the actual lab session and ask the students to bring
their assignment to the lab session. This would help them get ready for the lab session. You should encourage
them to study the background section of the chapter prior to attempting the pre-lab questions. Note that solutions
for some of the Pre-Lab questions are parameters needed for the experiments in the lab session.
Another possibility is to go over some of these questions either in class or in the lab session together with the
students. This could generate an interactive learning opportunity for them prior to the lab.
Finally, it is possible to use some of the pre-lab questions in your mid-term or final exams. This would reinforce the
concepts covered in the labs; connections between the abstract theory and the real hardware; and would give you
an option to integrate some of the work done in the lab sessions into your exams.
A.1.2 How to use the laboratory experiments
This manual is organized into several laboratory sections. Each section contains several experiments which are,
for the most part, independent of each other. Therefore, one possible way to use this material is to conduct the
individual experiments in your weekly lab sessions. Another possibility is to divide the class into teams and have
each team conduct an experiment given in a section.

A.2 Assessment for ABET Accreditation
In the United States, accreditation is a peer-review process. Educational institutions or programs volunteer to un-
dergo this review periodically to determine if certain criteria are being met. The Accreditation Board for Engineering
and Technology, ABET, is responsible for the specialized accreditation of educational programs in applied science,
computing, engineering, and technology. ABET accreditation is assurance that a college or university program
meets the quality standards established by the profession for which it prepares its students.
It is the responsibility of the program seeking accreditation to demonstrate clearly that the program meets a set of
criteria. One of these criteria is the ``Criterion 3: Program Outcomes''. Engineering programs must demonstrate
that their students attain program outcomes (a) through (k). Much more information about this can be found in the
``Criteria for Engineering Accreditation'' document ABET publishes on its website annually (http://www.abet.org).
For fulfillment of Criterion 3, a program must show that there is an assessment and evaluation process in place that
periodically documents and demonstrates the degree to which the program outcomes are attained by their students.
Most programs do this by mapping the outcomes (a) through (k) to the courses in the curriculum1 . Then, these
outcomes are assessed in the courses. Finally, the assessment results are collected from the courses and compiled
into program-level data to demonstrate the ``degree to which the program outcomes are attained by their students''.
If your course is part of a similar assessment effort in your program, you probably need to assess the following
outcomes in your course:
(A) An ability to apply knowledge of mathematics, science, and engineering,

(B) An ability to design and conduct experiments, as well as to analyze and interpret data,
(G) An ability to communicate effectively, and
(K) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
These outcomes can be assessed in your course using various assessment tools, such as student surveys and
assignments or questions targeting specific outcomes. To measure achievement of an outcome (such as outcome
`À'' in the list above), typically some performance criteria are defined for the outcome. The performance criteria
are a set of measurable statements to define each learning outcome. They identify the specific knowledge, skills,
attitudes, and/or behavior students must demonstrate as indicators of achieving the outcome.
For the purpose of this laboratory curriculum, we defined a set of performance criteria for each outcome. These
criteria are labeled as `À-1, A-2, B-3, ..., K-3'' as indicated in the rubrics in Section A.3 below. We also embedded
these performance criteria in the curriculum shown by indicators such as A-1, A-2 .
A.2.1 Assessment in your course
Assessment of outcomes is different than grading. A course grade (or a grade on an assignment or exam), is a
composite indicator. For example, if a student receives "B" as a grade in your course, it is probably difficult to tell
his/her level of achievement in outcome "A" versus "G". One of the purposes of assessment is to "measure" the level
of achievement of these specific skills and knowledge so that improvements can be made in the future offerings of
the course.
So, how should you introduce outcomes assessment into your course? The outcomes assessment approach
described here can be applied to each pre-lab homework assignment and lab report of each student throughout the
semester. This may or may not be feasible depending on your class size. In general, a representative sample of
student work is assessed.
You can continue to give assignments/exams and grade them in the traditional way. To introduce assessment into
your course, you can pick a representative sample of student work and "score" their work using the scoring sheets
and rubrics given in this manual. This is a good way to start introducing assessment into your course.
1 Disclaimer: The opionions expressed or the assessment techniques described here have not been endorsed by ABET in any way.

Recall that for fulfillment of Criterion 3, a program must ``document'' the assessment process. Programs collect sam-
ple student work in the academic year prior to the site visit by an ABET team. You can retain the sample homeworks,
lab reports, their scoring sheets and the assessment workbook as `èvidence'' for the ongoing assessment effort in
your course. This collection can then be given to the assessment committee in your program to be incorporated into
the program-level evidence they will compile prior to the ABET site visit.
A.2.2 How to score the pre-lab questions
If you choose to assign the pre-lab questions as homework, then the outcome targetted by these questions can be
assessed using the student work. The pre-lab questions require students to `àpply'' their math and engineering
science knowledge through calculations and problem solving strategies. Therefore, outcome `À'' was mapped to
the pre-lab questions through its performance criteria.
If you assign the pre-lab questions as homework, you can ``score'' the returned homeworks using the rubric for
outcome `À'' given in Section A.3 and the scoring sheet provided for that pre-lab in that chapter.
To score homework of one student:
1. Print the scoring sheet for the Pre-Lab Questions section you assigned as homework. One sheet is used per
student.
2. Use the rubric for `Òutcome A'' (Section A.3) to assign a score for each question. The rubric gives the descrip-
tion of ``levels of achievement'' (4 = exemplary, 3 = proficient, 2 = developing and 1 = beginning/incomplete)
for each criterion. As an example, below is a completed sample scoring sheet after evaluating the homework
of one student.
Question A-1 A-2 A-3

1 3 2
2 4 2
3 3
4 3
5 4
6 3
7 3
8 3
9 3 3
10 3 4
11 3 4
Total 10 32 8
3. You can then enter the ``Total'' for each performance criterion into the assessment workbook [1] as shown in
Figure A.1.
A.2.3 How to score the lab reports
As mentioned earlier in Section A.1.2, there are various ways in which you can use the material provided in this
manual. In any case, the outcomes targetted by the lab experiments can be assessed from the lab reports submitted
by the students. These reports should follow the specific template for content given at the end of each laboratory
chapter. This will provide a basis to assess the outcomes easily.
The lab activities correspond to the `àpplied'' part of engineering. Therefore, outcomes ``B'' and ``K'' were mapped
to the lab activities through their performance criteria. The lab reports themselves match outcome ``G'' on effective
communication skills.
If you choose to do an individual experiment in your weekly lab sessio then you can ask the students to submit a lab
report using the report template provided for this experiment. The template contains the main ``content'' sections you

Figure A.1: Pre-Lab entry into the assessment workbook for one student.
would expect in a typical lab report (procedure, results, analysis, conclusions). Each section of the report template
ties back to the activities in the lab and the corresponding assessment indicators. It also contains performance
criteria related to the ``format'' of the report.
You can score the lab reports using the rubric for outcome ``G'' given in Section A.3 and the scoring sheet provided for
the experiment in that section. Note that each lab report scoring sheet directly corresponds to the lab report content
template for that experiment. Also, note that the rubric for outcome ``G'' already contains rubrics for outcomes ``B''
and ``K'' since these outcomes appear as an integral part of the report.
To score the lab report of one student:
1. Print the scoring sheet for the Lab Report for the experiment they conducted in the lab. One sheet is used per
student.
2. Use the ``Content'' rubric (Section A.3) to assign a score for each entry in the scoring sheet. The rubric
gives the description of ``levels of achievement'' (4 = exemplary, 3 = proficient, 2 = developing and 1 = begin-
ning/incomplete) for each criterion. As an example, below is a completed scoring sheet after evaluating the
lab report of one student.
3. Use the ``Format'' rubric (Section A.3) for the ``GS-1 and GS-2'' criteria to score the formatting of the report
on the same scoring sheet.

CONTENT FORMAT
Item1 K-1 K-2 B-5 B-6 B-7 B-9 GS-1 GS-2
I. PROCEDURE
I.1. Frequency Response Experiment
1 4
I.2. Bump Test Experiment
1 4
I.3. Model Validation Experiment
1 4
II. RESULTS
1 4
2 3
3 3
4 3
III. ANALYSIS
III.1. Frequency Response Experiment
1 2
2 3
III.2. Bump Test Experiment
1 3
IV. CONCLUSIONS
1 3
Total 6 10 12 3 2 3 4 3
4. You can then enter the ``Total'' for each performance criterion into the assessment workbook [1] as show in
Figure A.2.
Figure A.2: Lab report score entries in the workbook for one student.
A.2.4 Assessment of the outcomes for the course
As explained earlier, the performance criteria, such as A-1, A-2, A-3, are used to describe a set of measurable
statements to define each learning outcome. Up to this point, we explained how to assess each performance
criterion using the pre-labs, the lab reports and the scoring sheets.
A single score for each outcome can be computed to indicate the level of attainment of that outcome by the entire
class. One approach is to simply average the scores for the performance criteria for that outcome. For example, in
case of outcome `À'', you can use:
SCOREA−1 + SCOREA−2 + SCOREA−3
SCOREA = (A.1)
3
Another possibility is to use a weighted-average where some of the performance criteria are considered to be more
important than the others. In case of outcome `À'', you can use:
w1 · SCOREA−1 + w2 · SCOREA−2 + w3 · SCOREA−3

SCOREA = (A.2)
w1 + w2 + w3
where w1 , w2 and w3 are weights you can assign (on the 0 to 1 scale) for the performance criteria A-1, A-2 and A-3,
respectively. The total of all weights should equal 1.

A.2.5 Course Score for outcome A
The assessment workbook [1] incorporates the simple average approach as shown in Figure A.3.
Figure A.3: Computation of single score for outcome `À'' in the assessment workbook.
A.2.6 Course Scores for outcomes B, K and G
Similarly, the simple average approach is also used for outcomes B, K and G. Referring to the rubrics in Section A.3,
it should be noted that outcome ``G'' contains performance criteria for both ``B'' and ``K'' to assess the content of
the report. In addition, there are two performance criteria, GS-1 and GS-2, to assess the format of the report. The
scores for all of these performance criteria are averaged to arrive at the single score for outcome G. For example,
the single score for outcome G in Figure A.4 for the Modelling experiment was calculated using:
SCOREG = AV ERAGE(SK−1 + SK−2 + SB−5 + SB−6 + SB−7 + SB−9 + SGS−1 + SGS−2 ) (A.3)
where SK−1 · · · SGS−2 are the scaled average scores for K-1 through GS-2 in the workbook.
Figure A.4: Computation of single score for outcome ``G'' in the assessment workbook.

A.2.7 Assessment workbook
The assessment workbook [1] was developed using Microsoft Excelr . It is intented to give a general idea for how
the assessment scores can be tracked and brought together. On purpose we designed the workbook to have no
automatic features. You can use it as is or customize it in any way you like.
The assessment workbook has a tab for the Pre-Lab Questions and a tab for each of the laboratory chapters. Only
10 students were listed assuming you would use samples of student work and not the entire class. If you want to
add more students, you can insert rows into the spreadsheets. Note: If you insert new rows, make sure that the
formula ranges in the cells with calculations are correct.
At the bottom of each pre-lab section, there is a row entitled ``Total Possible''. To count a pre-lab assignment in
the calculation of the overall scores, you need to enter the correct totals here. For example, to count the Pre-Lab
for modeling, you need to enter 12, 44 and 8 (Figure A.1). If you want to exclude an assignment from the overall
calculation, enter ``0'' as shown in Figure A.5. Of course, if you are excluding a pre-lab, then do not enter any scores
for the students under those columns.
Figure A.5: Enter ``0'' to exclude or ``correct totals'' to include a Pre-Lab assignment in the calculation of the overall
scores.

A.3 Rubrics
4 3 2 1
Code Perf. Criteria Exemplary Proficient Developing Beginning or
incomplete
A-1 Has strategies Uses a Uses an Has a strategy Uses a wrong
to solve the sophisticated appropriate for solution but strategy or there
problem strategy. strategy for content is no evidence
Employs refined solution. knowledge has of a strategy.
Apply math, science and engineering
and complex Content some Content

reasoning to knowledge is conceptual knowledge has
arrive at the used correctly. errors. many errors.
solution.
A-2 Performs Arrived at Arrived at Arrived at No answer or
calculations correct answer. correct answer correct answer. arrived at wrong
Calculations are with correct Calculations are answer.
complete. calculations. mostly correct Calculations are
Precise math but there are mostly or
language, some minor completely
symbolic errors. wrong.
notation, graphs
diagrams, etc.
are used.
A-3 Explains results Explains the Explains the Some There are no
result in the result in the explanation of explanations of
context of the context of the the result is the result or an
completed completed provided but it attempt was
calculations by calculations. does not made to provide
providing Logical demonstrate an explanation
complex conclusions are logical but it is
reasoning and drawn. reasoning. incomplete or
interpretations. wrong.
Clear logical
conclusions are
drawn.
Table A.1: OUTCOME A: An ability to apply knowledge of mathematics, science, and engineering

4 3 2 1
incomplete
B-1 Identifies hy- Framed a Framed a Framed a ques- Incomplete or
pothesis to testable ques- testable question that may no testable
test tion correctly tion correctly or may not be question
and explained testable
the anticipated
cause-and-
effect expecta-
tion leading to
the question
Design
B-2 Identifies inde- All variables All variables Most variables None or only a
pendent and are identified are identified are identified few variables
dependent correctly, expla- correctly correctly are identified
variables nations about correctly
their relations
are provided
B-3 Lists assump- All assumptions All assumptions Assumptions No assumptions
tions made and their rea- are listed are listed but listed or most of
sons are clearly some are miss- them are miss-
listed ing ing
B-4 Formulates ex- Developed a Developed cor- Attempted but Could not
perimental plan sophisticated rect experimen- could not com- develop an
to investigate a experimental procedure to pletely develop accurate ex-
phenomenon tal procedure test the hypoth- an experimental perimental
complete with esis procedure to procedure
details of every test the hypoth-
step to test the esis
hypothesis
(Continued on the next page)

4 3 2 1
incomplete
B-5 Follows ex- Follows ex- Follows exper- Follows ex- Follows ex-
perimental perimental imental proce- perimental perimental
procedures procedures dures leading procedures procedures
carefully with to correct mea- with some mis- with many mis-
great atten- surements takes leading to takes leading to
Conduct
tion to detail. mostly correct mostly wrong

Makes precise measurements measurements
measurements
B-6 Documents data Systematically Documents all Documents No data are
collected documents all data and with data with some documented or
data in an ex- accurate units. mistakes in the there are major
emplary way units or some mistakes in the
and by using data missing. units
accurate units Data organi-
zation needs
improvement
B-7 Uses appropri- Excellent, in- Appropriate Some data anal- No analysis or
ate methods to depth analysis level of analysis ysis but incom- attempts to ana-
analyze data of the data us- of data using plete lyze with wrong
ing appropriate correct methods methods
methods
Analyze
B-8 Accounts for Is aware of Is aware of all Is aware of Is unaware of

experimental all potential potential experi- some of the any experimen-
uncertainties experimental mental errors potential experi- tal errors
errors and can mental errors
fully account
for them with
suggestions to
improve them
B-9 Interprets re- Provides clear, Provides accu- Provides expla- No explanation
sults with in-depth, accurate explana- nations and con- or conclusions
Interpret
respect to the rate explanations and logical clusions but with are provided or
original hypoth- tions, including conclusions some errors they are wrong
esis trends, and based on data
arrives at logical and results
conclusions
based on data
and results
Table A.2: OUTCOME B: An ability to design and conduct experiments, as well as to analyze and interpret data.

4 3 2 1
Code Perf. Crite- Exemplary Proficient Developing Beginning or
ria incomplete
B-1 Identifies Framed a testable Framed a testable Framed a question Incomplete or no
hypothesis question correctly question correctly that may or may not testable question
to test and explained be testable
the anticipated
cause-and-effect
expectation leading
to the question
B-2 Identifies All variables are All variables are Most variables are None or only a few
indepen- identified correctly, identified correctly identified correctly variables are identi-
dent and explanations about fied correctly
dependent their relations are
Procedure
variables provided
B-3 Lists as- All assumptions and All assumptions are Assumptions are No assumptions
sumptions their reasons are listed listed but some are listed or most of
made clearly listed missing them are missing
B-4 Formulates Developed a sophis- Developed correct Attempted but could
experimen- ticated experimental experimental pro- not completely
tal plan to procedure complete cedure to test the develop an experi-
investigate with details of every hypothesis mental procedure to
a phe- step to test the hy- test the hypothesis
nomenon pothesis Could not develop
an accurate experi-
mental procedure
B-5 Follows ex- Follows experi- Follows experimen- Follows experimen- Follows experimen-
perimental mental procedures tal procedures lead- tal procedures with tal procedures with
procedures carefully with great ing to correct mea- some mistakes lead- many mistakes lead-
attention to detail. surements ing to mostly correct ing to mostly wrong
Makes precise measurements measurements
measurements
(Continued on the next page)

4 3 2 1
Code Perf. Crite- Exemplary Proficient Developing Beginning or
ria incomplete
B-6 Documents Systematically doc- Documents all data Documents data No data are docu-
data col- uments all data in and with accurate with some mistakes mented or there are
lected an exemplary way units. in the units or some major mistakes in
and by using accu- data missing. Data the units
rate units organization needs
improvement
K-2 Uses soft- Can use various Can use software Can use software Cannot use soft-
Results
ware tools software tools and tools correctly for tools for data pre- ware tools for data
to present their advanced fea- data presentation sentation with only a presentation or
data in use- tures correctly for few mistakes attempts to use
ful format data presentation them but with many
(graphs, mistakes (missing
numeri- labels, etc.)
cal, table,
charts,
diagrams)
K-3 Uses soft- Can use software Can use software Can use software Cannot use software
ware tools tools and their ad- tools correctly for tools for simulation tools for simulation
to simulate vanced features simulation with only a few or attempts to use
physical correctly for simula- mistakes them but with many
systems tion mistakes
B-7 Uses appro- Excellent, in-depth Appropriate level of Some data analysis No analysis or at-
priate meth- analysis of the data analysis of data us- but incomplete tempts to analyze
ods to ana- using appropriate ing correct methods with wrong methods
lyze data methods
B-8 Accounts Is aware of all poten- Is aware of all poten- Is aware of some of Is unaware of any
for exper- tial experimental er- tial experimental er- the potential experi- experimental errors
Analysis
imental rors and can fully ac- rors mental errors

uncertain- count for them with
ties suggestions to im-
prove them
K-1 Uses soft- Can use various Can use software Can use software Cannot use software
ware tools software tools and tools correctly for tools for analysis tools for analysis
for analysis their advanced fea- analysis with only a few or attempts to use
tures correctly for mistakes them but with many
analysis mistakes
B-9 Interprets Provides clear, Provides accurate Provides explana- No explanation or
results with in-depth, accurate explanations and tions and conclu- conclusions are pro-
Conclusions
respect to explanations, in- logical conclusions sions but with some vided or they are
the original cluding trends, and based on data and errors wrong
hypothesis arrives at logical results
conclusions based
on data and results
Table A.3: OUTCOME G: Ability to communicate effectively. (for Lab Report - CONTENT)

4 3 2 1
Code Perf. Exemplary Proficient Developing Beginning or
Criteria incomplete
GS-1 Content • Each of the required sections is Two of the Three of the Four or none
presen- completed. conditions conditions of the condi-
tation • If necessary, subsections are used for the "ex- for the "ex- tions for the
well or- • All necessary background princi- emplary" emplary" "exemplary"
ganized ples and information for the experi- category category category
ment are given were not met were not met were not met
• All grammar/spelling correct
• References are cited
GS-2 Professional • Has cover page with all neces- Two of the Four of the Five or more
appear- sary details (title, course, student conditions conditions of the condi-
ance name(s), etc.) for the "ex- for the "ex- tions for the
• Typed emplary" emplary" "exemplary"
• Report layout is neat category category category
• Does not exceed specified maxi- were not met were not met were not met
mum page limit
• Pages are numbered
• Equations are consecutively num-
bered
• Figures are numbered, axes have
labels, each figure has a descriptive
caption
• Tables are numbered, they include
labels, each table has a descriptive
caption
• No hand drawn sketches/diagrams
• References are cited using correct
format
Table A.4: OUTCOME G: Ability to communicate effectively. (for Lab Report - FORMAT)

4 3 2 1
incomplete
Use techniques, skills and modern eng. tools
K-1 Uses software Can use various Can use software Can use software Cannot use
tools for analysis software tools tools correctly for tools for analysis software tools for
and their analysis with only a few analysis or
advanced mistakes attempts to use
features correctly them but with
for analysis many mistakes
K-2 Uses software Can use various Can use software Can use software Cannot use
tools to present software tools tools correctly for tools for data software tools for
data in useful and their data presentation presentation with data presentation
format (graphs, advanced only a few or attempts to
numerical, table, features correctly mistakes use them but with
charts, diagrams) for data many mistakes
presentation (missing labels,
etc.)
K-3 Uses software Can use software Can use software Can use software Cannot use
tools to simulate tools and their tools correctly for tools for software tools for
physical systems advanced simulation simulation with simulation or
features correctly only a few attempts to use
for simulation mistakes them but with
many mistakes
Table A.5: OUTCOME K: An ability to use the techniques, skills, and modern engineering tools necessary for engi-
neering practice

References
[1] Quanser Inc. Qnet assessment workbook microsoft excel file, 2011.
[2] Quanser Inc. QNET Mechatronic Sensors Trainer User Manual, 2011.
[3] Agilent Technologies. Practical Temperature Measurements (Application Note 290), 2008.
[4] Wikipedia. Thermistor. http://en.wikipedia.org/wiki/Thermistor.

Six QNET Trainers to teach introductory controls using NI ELVIS
QNET DC Motor Control Trainer QNET HVAC Trainer QNET Mechatronic Sensors Trainer
teaches fundamentals of DC motor control teaches temperature (process) control teaches functions of 10 different sensors
QNET Rotary Inverted QNET Myoelectric Trainer QNET VTOL Trainer

Pendulum Trainer teaches control using principles of teaches basic flight dynamics and control
teaches classic pendulum control experiment electromyography (EMG)
NI ELVIS I NI ELVIS II
Quanser QNET Trainers are plug-in boards for NI ELVIS to teach introductory controls in undergraduate labs. Together they
deliver added choice and cost-effective teaching solutions to engineering educators. All six QNET Trainers are offered
with comprehensive, ABET-aligned course materials that have been developed to enhance the student learning experience.
To request a demonstration or quote, please email info@ni.com.

©2012 Quanser Inc. All rights reserved. LabVIEW™ is a trademark of National Instruments.
info@ni.com INFO@QUANSER.COM
Quanser control solutions for teaching and research are made in Canada.

QNET MECHKIT - Workbook (Instructor)

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Instructor Workbook

QNET Mechatronic Sensors Trainer for NI ELVIS

Printed in Markham, Ontario.

QNET MECHKIT Workbook - Instructor Version 2

3 Strain Gage with Flexible Link 9

QNET MECHKIT Workbook - Instructor Version v 1.0

13 Switches and LEDs 60

16 Lab Report 102

QNET MECHKIT Workbook - Instructor Version 4

17 Scoring Sheets 116

A QNET Instructor's Guide 128

QNET MECHKIT Workbook - Instructor Version v 1.0

Figure 1.1: QNET Mechatronic Sensors Trainer (MECHKIT)

• Strain gauge to measure deflection

• Using LabVIEWr to run VIs.

QNET MECHKIT Workbook - Instructor Version 6

2.3 Absolute and Incremental

2.4 Analog Sensor Measurement

QNET MECHKIT Workbook - Instructor Version v 1.0

Linear sensors can be modeled using the equation

QNET MECHKIT Workbook - Instructor Version 8

deflection of flexible link on QNET mechatronic sensors trainer.

QNET MECHKIT Workbook - Instructor Version v 1.0

Figure 3.2: Collecting flexgage data

QNET MECHKIT Workbook - Instructor Version 10

QNET MECHKIT Workbook - Instructor Version v 1.0

3.3 Lab 1: Collect Data

QNET MECHKIT Workbook - Instructor Version 12

Parameter Value Units Notes

Table 3.1: Strain gage results

8. Click on Stop button to stop the VI.

3.4 Lab 2: Calibrate Sensor

3. B-5 Enter the gain and offset obtained.

QNET MECHKIT Workbook - Instructor Version v 1.0

4. Click on Stop button to stop the VI.

3.5 Lab 3: Natural Frequency

2. Select the Natural Frequency tab.

Figure 3.6: Power spectrum of flexible link

5. Click on Stop button to stop the VI.

QNET MECHKIT Workbook - Instructor Version 14

Parameter Value Units Notes

Table 3.2: Strain gage results summary

QNET MECHKIT Workbook - Instructor Version v 1.0

Figure 4.1: Pressure sensor on QNET mechatronic sensors trainer

QNET MECHKIT Workbook - Instructor Version 16

Figure 4.2: Collecting pressure data

QNET MECHKIT Workbook - Instructor Version v 1.0

4.3 Lab 1: Collect Data

QNET MECHKIT Workbook - Instructor Version 18

Figure 4.4: Measured pressure sensor data

Parameter Value Units Notes

Table 4.1: Pressure sensor results

8. Click on Stop button to stop the VI.

QNET MECHKIT Workbook - Instructor Version v 1.0

3. B-5 Enter the a, b, and c, parameters used.

4. Click on Stop button to stop the VI.

Parameter Value Units Notes

Table 4.2: Pressure sensor results summary

QNET MECHKIT Workbook - Instructor Version 20

Figure 5.1: Piezo sensor on the QNET mechatronic sensors trainer

5.2 Lab 1: Data Analysis

QNET MECHKIT Workbook - Instructor Version v 1.0

7. Click on Stop button to stop the VI.

5.3 Lab 2: Natural Frequency