Fifth Tip: Multiplication and division can be achieved through addition and subtraction. For instance, dividing by two can be accomplished by performing a left bit shift, while multiplication can be effectively executed using a right bit shift. This highlights the importance of utilizing a calculator program, even though the Structured Logic Control (SLC) language has these functions built into its logic set.
It seems your task involves creating a fundamental calculator using ladder logic instead of SLC instructions. If that's the case, begin with addition, then move on to subtraction, which is essentially the opposite operation. Once you have mastered these two functions, multiplication and division will be much simpler, as multiplication can be viewed as repeatedly adding the same number, such as 4 multiplied by 4 equating to 4 added together four times (4 + 4 + 4 + 4). The same concept applies to division, which is the reverse process. This method was utilized in early processors to handle multiplication and division prior to the introduction of the math coprocessor in the 386DX PC. For additional references, consider checking out electronics textbooks that cover flip-flop adders.
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**Updated Text:**
As a valuable tip for improvement: once you complete this course, consider reaching out to the course developers. Request a revision of the content to incorporate real-world applications. Currently, the practical knowledge gained from this exercise primarily highlights the limitations of integer arithmetic. However, this lesson could be effectively illustrated using more realistic examples of programmable logic controller (PLC) mathematics. Parky100, I want to clarify that my intention is not to criticize your instructor; rather, I believe there are opportunities for enhancing the course structure.
Hi Steve, I wanted to share that I undertook a similar project during my electronics course, which might offer some insight into the application of Programmable Logic Controllers (PLCs). In the electronics curriculum, we explored flip-flops, which are essential for understanding register locations. Additionally, the course provided valuable lessons on how an Arithmetic Logic Unit (ALU) operates and highlighted some of the historical limitations of processor mathematics before the advent of co-processors. The concept of bit shifting is a key technique that enhances computational speed. Unfortunately, many modern programs demand increasingly more processing power, a trend often overlooked by developers. With the significant advancements in processing capabilities, many programmers no longer prioritize optimizing the speed of their applications.
In my opinion, using a SLC 500 PLC to teach basic ladder logic through exercises like a four-function calculator is not an effective approach. SLC PLCs are rarely employed for such simple calculations, and one can purchase a much more affordable and efficient calculator at local stores like Rite-Aid. To effectively illustrate the strengths and limitations of PLC arithmetic, instructors should focus on automation-centric examples that necessitate real calculations. Why teach a task where the PLC is not ideally suited? If the course focused on IEC61131 programming languages within a platform that supports multi-language program blocks, it could present a valuable opportunity to align the programming language with the specific task at hand.
Creating a binary adder is often one of the initial projects undertaken in digital electronics courses. It seems that a digital electronics instructor might be handed a PLC and instructed to devise a course without proper resources, resulting in students receiving a rather uninspired task of developing a basic calculator. Nonetheless, Parky, despite the challenges of this assignment, let's make the most of it.
Parky100 shared: "I've only been enrolled in this PLC class for one month; this is my first experience with PLCs. I truly appreciate everyone's assistance!"
Now, the direction you take from here is entirely your decision. I recommend that you outline the problem thoroughly, explain how you intend to tackle it (even if you feel uncertain about your approach), and identify what guidance or instructions you believe you need. We'll collaborate to refine your understanding. Remember, no one here will simply hand you the solution; many of us have learned the hard way that relying on someone else’s efforts can lead to unnecessary burdens. Our goal is to empower you to navigate this challenge independently.
Consider these essential questions: How are you inputting the numbers into the system? What method are you using to retrieve the results? Let’s work through it together!
It appears that I've found myself tasked with creating a calculator application for my job. Typically, I would consider it impractical to use a PLC (Programmable Logic Controller) for such a purpose. However, we need to develop a full-sized version for a children's museum, which means I cannot simply modify an existing calculator, and the device must operate reliably for many years. If anyone has insights into calculator circuits, such as keyboard emulators, I would greatly appreciate your input. In the meantime, I am working on implementing a calculator using a PLC06. Please continue to engage on this forum; your support has been invaluable over the past month. Thank you!
I'm entering my numerical data and mathematical functions using buttons, which are intended to be shown on a c-more micro display. This is my first experience working with a Programmable Logic Controller (PLC), and my supervisor has tasked me with figuring out how to make everything work correctly. It’s definitely a 'sink or swim' situation!
If you're looking to understand a flip-flop adder circuit, it's primarily composed of a series of flip-flop circuits. When one flip-flop transitions from a high state (1) back to a low state (0), it transfers that signal to the next flip-flop in the series. It's important to note that early computers utilized this method for arithmetic operations before the advent of dedicated math co-processors, relying on this technique instead of direct multiply or divide instructions. You can even simulate this process using any 16-bit data register, as a register essentially operates on the same principles. Additionally, multiplying or dividing by 2 can be efficiently achieved through bit shifting—left for multiplication and right for division—offering a significant speed advantage in calculations. For a detailed guide on building a flip-flop circuit using gates, check out this resource: http://www.play-hookey.com/digital/adder.html.
Transform the circuit provided above into relay logic for enhanced functionality and control.
Hello and welcome to the forum! I am currently entering my numerical data and mathematical functions using the available buttons. Click to expand for more details. Are the numbers being inputted in binary format?
switchGirl remarked: It appears I've found myself in a situation where I need to develop a calculator program for my job. Typically, I would consider it impractical to utilize a PLC (Programmable Logic Controller) for such a task; however, we are tasked with creating a life-sized calculator for a children's museum. This project prohibits any hacking of existing calculators, and it must be capable of operating reliably for many years. If anyone has knowledge of a calculator circuit, similar to keyboard emulators, I would greatly appreciate your guidance.
In the meantime, I must explore how to create a calculator using a PLC06. I encourage everyone to continue contributing to this forum, as it has been my primary resource for assistance over the past month. Thank you!
Additionally, I'm curious—what method are you employing to display the results?
In my opinion, InswitchGirl, you can simplify things a bit, especially since there isn't a specific lesson being conveyed here. If you're working with a basic 4-function calculator, I recommend creating four distinct rungs, each corresponding to one of the calculator's functions. Ensure that all rungs utilize the same operands and destination to maintain consistency. You can then execute the rung associated with the chosen function. Managing which rung activates can become somewhat complex, particularly if one function is immediately followed by another. However, implementing some conditional latches should effectively manage this. Best, Keith.
Welcome to the forum, Parky100! We are thrilled to have you here. Our community consists of many highly skilled professionals specializing in industrial controls who are not only experts in their field but also exceptional educators. They can provide valuable guidance for you and your peers without making anyone feel inadequate.
As someone who has a background in classical relay logic (remember when vacuum tubes were staples in education?), I can relate to the learning journey. Although I may not contribute frequently due to my ongoing learning about PLCs, I hold deep respect for the knowledgeable individuals in this forum. Learning is a lifelong process, and it's never too late to expand your skills.
Don’t let a few discouraging individuals deter you from embracing your educational path. While some may be technically proficient, they may lack the interpersonal skills necessary to foster a supportive environment. It’s essential to differentiate between knowledge and the ability to help others grow.
Best of luck to you; programmable logic controllers (PLCs) truly represent the future of industry!
In response to RDRAST: If you believe that your condescending and sarcastic remarks will be beneficial to Parky or any other member, it's time to reconsider. It's likely that Parky is unaware of the numerous requests for homework assistance that flood this forum from PLC students. Why, then, would you direct such negativity towards them? Are you trying to shame them into submission, so they never reach out for help again? Remember, participation in these discussions is voluntary. Choose to be a source of encouragement and offer constructive guidance to those who are just beginning. Let's keep the atmosphere positive and welcoming. Your negativity does not reflect well on your PLC expertise and leaves a lasting impression of disrespect.
**User Query for Help with PLC-Based Calculator Program**
Hello, I urgently need assistance in creating a calculator program. I am looking for a basic four-digit calculator that can perform addition, subtraction, multiplication, and division. The program should be developed using ladder logic and will be implemented on an Allen-Bradley 500 PLC. I appreciate any guidance you can provide. Thank you, Mike.
**Community Support for PLC Programming**
I have received invaluable support on this forum while taking my PLC courses. The community here is incredibly knowledgeable—like medical professionals, the more detailed your information, the better assistance you’ll receive. Unlike pediatricians or veterinarians who rely on patients who can't communicate their issues, this group thrives on clarity and specificity.
Now, let’s delve into your request. You aim to transform your PLC into a calculator.
First, we need to explore how you will input data (data input methods). One of the most common challenges with PLC programming involves selecting suitable input methods, such as sensors or switches. If the data input is not well thought out, all your efforts may not yield the desired results.
Next, think about how you will generate outputs (data output methods). For inputs, you might consider using a thumbwheel or a switch. For example, pressing a switch three times could represent the number 3.
To move forward effectively, describe your project in straightforward terms—what inputs you’ll be using, what actions the operator will take, and how the entire process will unfold. This initial step is crucial for any project, regardless of its scale.
I suspect that Parky has either dropped the class or is no longer passing it at this point.
User Tom Albright stated: "I suspect that Parky has either given up on the course or has not successfully passed it at this point." To elaborate, if he lacks the determination to complete his assignments, how can he expect to cultivate the resilience needed to face real-life challenges? - Dan Bentler
I'm not sure. His most recent post dates back to May.
Protiusmime expressed: "Trust me, your lack of respect significantly overshadows your display of PLC expertise, and frankly, it leaves a much worse impression of your character." Consider engaging more with this community before making judgments about fellow members. Rdrast has been part of this forum for a considerable time and has undoubtedly assisted numerous PLC enthusiasts, including myself.
We often feel frustration towards individuals posting requests like "please help, I need a traffic light program for Allen-Bradley" because the field of controls revolves around problem-solving and necessitates a degree of common sense. When newcomers fail to put forth any effort to tackle problems independently, it raises doubts about their future success in this industry, especially when they no longer receive step-by-step guidance. If Parky had taken a moment to contemplate the issue and outlined some ideas about how the program should function conceptually—without getting bogged down by the PLC logic—he would likely have received much more assistance.
When newcomers to the field fail to take the initiative to solve problems independently, it raises concerns about their potential for success once they face real-world scenarios where information isn't readily provided. A recent example highlights this issue: a user on the forum has been attending a PLC (Programmable Logic Controller) class for five weeks and still struggles to perform basic tasks, such as turning on lights using PLC technology. I chose not to contribute to that discussion, as my only thought is, "If I had known this about your skills at the time of hiring..." It brings to mind a comparison: what distinguishes a doctor with a C average from a PLC programmer who also holds a C average? The answer lies in their respective titles and the inherent variability in quality.
Title: Seeking Help with PLC Calculator Functionality and Math Operations in DirectSoft5
Hello everyone, I’m back! It appears that the conversation around calculators has evolved a bit. Currently, all of my buttons for input are linked to numbers, and I can see these values displayed and stored in the PLC memory. However, I only need to manage three specific numbers at the moment; right now, our setup allows for inputting up to 8 digits, which is excessive.
I’m sure there’s a way to restrict the number of button presses, right? Now, here's the more challenging part for me: I’m attempting to utilize the ADDD function for arithmetic operations, but I find myself confused about how it's configured in the software.
When I select the “ADDD” function, I notice that there is only a single entry field for one memory location, specifically V2300 (TOTAL). I’ve scoured the manual and haven’t found any guidance on how to properly set this up. Do I need to include a function block prior to the ADD block? If anyone has experience or insights on how this should be structured in DirectSoft5, I would greatly appreciate your assistance. Does this explanation clarify my issue? Thank you!
By optimizing the content with key phrases such as “PLC calculator functionality,” “ADDD function in DirectSoft5,” and “restrict button presses in PLC,” I aim to enhance visibility and comprehension for those searching for help with similar issues.
As a newcomer, I understand the importance of seeking out information instead of expecting direct answers. It's quite challenging to know where to begin when you're just starting out. I’ve come to realize that what I really need is additional practice along with comprehensive guidance on navigating the software interface and procedures. While I can’t speak for Parky, I’ve managed to get the lights working, and I highly recommend the PLC training DVDs from [www.plcs.net](http://www.plcs.net). They are incredibly helpful for beginners looking to enhance their skills in PLC programming and automation.
SwitchGirl stated: "I am entering my numbers and mathematical functions using buttons that should display on a C-More micro display. This is my first experience with a PLC, but my boss insists I must figure this out—talk about a sink or swim situation!"
To elaborate, it seems you are developing a calculator designed for children. What specific concepts are you hoping to teach them?
Let’s think this through. Suppose you have four buttons labeled 1 through 4, and another four buttons designated for operations: A (add), S (subtract), D (divide), and M (multiply). When you press the button for 1, the value 1 is retrieved from a storage location and temporarily stored in variable X, which is also shown on the screen.
Next, if you press 3, value 3 is fetched from storage and saved to temporary variable XXX, with this value displayed on the screen as well. Pressing the D button shows the division symbol on the display, which prompts the PLC to divide X by XXX (but we should be cautious of potential overflow issues with the math!).
The result of the calculation is then presented on the screen, rounded to your desired number of decimal places—such as 0.3—or displayed as a (compound) fraction like 1/3. If your PLC supports these four basic arithmetic operations, you'll be well on your way to completing this project.
By the way, Parky, where have you gone?
Best regards,
Dan Bentler
We're focusing on teaching essential math skills, specifically basic addition and subtraction, to young children aged 4 to 5 years. I have incorporated buttons corresponding to numbers and utilized the SHIFTL function, allowing the numbers to appear on the C-more panel. However, I'm struggling to implement the addition function in DirectSoft and would like to know how to restrict number input to just three digits. Any advice or suggestions would be greatly appreciated!
When working with that specific age group, it's essential to keep things straightforward, which presents a unique challenge. When you mention limiting the entry to three, are you referring to three decimal places, such as 1.000 (which might be difficult for them to comprehend), or are you suggesting that they should input three distinct values, like 1 + 2 + 3? To effectively engage young learners, you may need to incorporate more visuals. For example, you could show both the number (presuming it's three) and a relatable symbol, like three apples. The next example could illustrate the number two, paired with an image of two apples, while a subtraction example could present one apple to depict the outcome of subtracting. I recommend utilizing educational software tailored for children instead of a PLC, as it tends to be too technical for their limited attention spans and need for engaging graphics and sound. This approach will likely yield better learning results.
Dan Bentler
Certainly! Here's a revised version of your text that enhances its quality and searchability:
"I want to limit the number in my system, but I'm unsure about which box or coil to utilize for this purpose. Can you provide guidance on how to structure the ladder logic for this function? Additionally, what specific variables are required for effective execution?"
This version maintains the original meaning while incorporating more SEO-friendly language.
If you have additional input options, consider implementing separate buttons for the three-number range. This approach would effectively eliminate issues related to multiple presses. Each button could be designated to correspond with the values 1, 2, and 3, enhancing user experience and functionality.
Are you serious? RDRast has consistently demonstrated a wealth of knowledge, offering helpful and professional insights, making them a valuable contributor to our community over the years. User Protiusmime responded to RDRast: If you believe that your arrogant, sarcastic, and rude comments are beneficial to Parky or anyone else, think again. It's clear that Parky may be unaware of the numerous requests for homework assistance that pop up on this forum from PLC students. So, why treat them with such contempt? Are you trying to shame them into behaving more appropriately, so they won't "bother" you again? Remember, responses in these forums are voluntary. Please choose to be supportive and encourage those who are just starting out, patiently guiding them with the right examples. Let's keep the environment positive and constructive instead of creating negativity. Your attitude of disdain overshadows your display of PLC knowledge and leaves a lasting impression of disrespect.
It's been some time since I've worked with a DL, but I believe it's essential to utilize a LDD prior to the ADDD, followed by an OUTD afterward. Regarding the three button presses, you might consider implementing a counter set to a preset of 3, which allows you to disregard any further button presses once the counter completes its cycle.
I've recently discovered the iBOX, a potential solution for ADD, and I'm optimistic about its effectiveness. I appreciate the suggestion for an alternative approach. After a restful night's sleep, I realized that this could indeed be a viable strategy, so I'm excited to give it a try!
As an educator, I empathize with students who struggle to think independently and seek straightforward solutions. This often leads to understandable frustration among members of online forums. It’s noteworthy that some of my top-performing students possess coding skills that surpass those of many professional engineers upon graduation, while others may have never programmed before and lack fundamental knowledge, such as the difference between a nibble and a byte.
I believe that using an RPN (Reverse Polish Notation) calculator serves as an excellent teaching tool for students. It effectively illustrates key concepts such as arrays, push-pull FIFO operations, mathematical instructions, and fundamental data types. A valuable exercise would be to design a keypad that operates with just four inputs and four outputs.
Before delving into complex applications—like tracking broken bottles on a queued conveyor system, programming for UPS or Amazon warehouses, or managing temperature and level control loops—students need to grasp the basics. These foundational skills are crucial even for tackling advanced topics, such as object-oriented PLC programming or state machine design. Importantly, students can operate various equipment using ladder logic without necessarily understanding the underlying data types that support these operations.
By enhancing their understanding of these core principles, students will be better prepared to excel in the technology-driven landscape of modern engineering and automation.
Brooks, I really appreciate you bringing this discussion to light. It’s important! Steve Bailey offered a valuable suggestion: Once you complete this course, consider reaching out to whoever designs the course content. Advocate for a review and revision that incorporates practical, real-world applications. [snip] Parky100, I want to clarify that I’m not criticizing you for any shortcomings of your instructor. Just to illustrate: Had my third-grade teacher introduced our class to translating 1-dimensional arrays to 2-dimensional arrays using division and modulus, I would have developed a lifelong appreciation for the concept of remainder division!