IEEE

Beyond the Classroom

Seminar:
Introduction to Logical Troubleshooting
Format of this Presentation
 Very fast.
 Lots of information & examples.
 Will not teach how to use test
equipment. That‟s what labs are for.
 For a copy of this presentation, see
www.letu.edu/engineeringtips and look
for “IEEE Beyond the Classroom”.
Contents of this Presentation

1. Common sense questions to ask before

troubleshooting
2. US Navy Six-Step Troubleshooting Method
3. Some real-world troubleshooting examples
4. General troubleshooting tips
Common Sense Questions to Ask
Prior to Troubleshooting

 What seems to be the problem?

 Exactly what occurred to cause this errant behavior if it is a
new problem?
 What‟s the history of this equipment?
 Did it ever function properly? (yes for technicians
repairing existing equipment / usually no for engineers
doing initial prototype testing)
 Are there other working units to compare (“known good
units”)?
 What documentation is available?
 What testing has already been done by others?
Six-Step Troubleshooting
(technique used by the US Navy)

1. Symptom recognition
2. Symptom elaboration
3. Listing of probable faulty functions
4. Localizing the faulty function
5. Localizing trouble to the circuit
6. Failure analysis
Step #1: Symptom recognition

 Know what is normal behavior (or

expected normal behavior) for the
equipment. Check documentation or ask
for advice if not certain.

 Recognize the abnormal behavior.

Step #2: Symptom elaboration

 Elaborate on the original trouble symptom.

 Don‟t focus on one symptom and ignore others.

 Use all available aids to carefully observe everything that is

not functioning normally, including but not limited to:
◦ LEDs, LCDs, panel meters, and other indicators,
◦ Blown fuse(s),
◦ Error messages,
◦ Bad output signal(s),
◦ No motion where expected or motion where not expected.

 Check or otherwise manipulate the operating controls,

which may eliminate the trouble. Example: “ON/OFF
switch in wrong position”.
Step #3:
Listing probable faulty functions
 Formulate a number of logical choices as to the
cause and likely location (functional section) of
the trouble.

 Make these logical choices based upon

knowledge of the equipment operation, full
identification of the trouble symptom(s), and
information in the technical manuals and data
sheets.

 Especially consider the overall functional

description, block diagram, and/or complete
schematic diagram when identifying possible
faulty functional sections.
Step #4:
Localizing the faulty functions
 Test the suspected bad functional sections in the
quickest order (“git „er done!”).

 Consider:
 Most likely faulty functional area,
 Ease of testing the functional area,
 Suggestions in technical manual servicing
block diagrams, if available.

 Use as reference:
 Technical manual,
 Known good device for comparison,
 Engineering educated guess.
Step #5:
Localizing trouble to the circuit
 After isolation of faulty functional section,
may need to narrow down further to
which circuit or group of circuits within
the functional section is at fault.

 Service manuals may provide additional

test information, if available.
Step #6: Failure analysis
 Need to find the cause of the malfunction, not the result.
This may prevent reoccurrence.

 After finding the trouble (faulty component, misalignment,

environmental factor, etc), but prior to performing
corrective action), ask “What caused this failure?”
◦ Review procedures followed up to this point.
◦ Look for the root cause of the failure.
◦ Determine exactly why the fault had this effect on the equipment.

 Example: Someone may replace numerous fuses before

realizing the fault is not a batch of bad fuses, but a main
power wiring short in the equipment!
Six-Step Troubleshooting Example:
XP-720 Power Supply Kit

Step #1 – Symptom recognition:

•No positive voltage out.
•No negative voltage out.

BAD
Step #2 – Symptom elaboration:
•Also no +5V out.
•No AC voltage out.
•POWER ON light not lit with power switch in either
position and unit plugged into known good 120 VAC outlet.
•Fuse F1 is blown.

NOT
LIT ALSO BAD
BAD
Step #3:
Listing of probable faulty functions
•The problem is in the power supply.
•For this simple example, that is the answer for Step #3.

THE PROBLEM
IS SOMEWHERE
IN THE POWER
SUPPLY
Step #4:
Localizing the faulty function
•The problem is in the power supply.
•For this simple example, that is also the answer for Step #4.
•No additional module-level testing is required.

THE PROBLEM
IS SOMEWHERE
IN THE POWER
SUPPLY
Step #5:
Localizing trouble to the circuit
•Problem most likely to left of transformer (primary side).
•Ohmmeter testing confirmed this assumption. Switch SW1 was
found to be miswired.
Step #6: Failure analysis
•Miswired switch SW1 had placed a dead short across the
incoming 120 VAC power. Fuse F1 then blew.
•120 VAC could not reach the transformer, so no output
voltage could be generated.
•The switch indicator lamp did not light because the short
was across it, plus the fuse was blown almost instantly.
•Solution: Fixed miswired switch, checked for more wiring
mistakes, and replaced the fuse.

NOT
LIT BAD
Next, more real-world examples…
Real-world example #2:
Totally non-functional Function
Generator
 Would not even light up.
 No output signals.
 Fuse was fine.
Real-world example #2:
Totally non-functional Function
Generator
 Inspection revealed crack in power supply
adapter enclosure.
 Output voltage from
adapter compared
to a known good
unit showed the
cracked unit had
zero volts out.
Real-world example #2:
Totally non-functional Function
Generator
 Further inspection revealed irreparable
internal damage to power supply adapter.

TINY WIRE
BROKEN
Real-world example #2:
Totally non-functional Function
Generator
 Ideal solution: Replace power supply.
 Problem: This unit no longer available.
 Backup solution: Put function generator
back on shelf for use with one of the good
power supply adapters.
Real-world example #3:
Bad Load Cell Data Acquisition System
 Problem:
NI-DAQ & LabVIEW showed constant
+12 VDC out from this system, but should
have been 0-12 VDC proportional to load.

0-300 LB
FORCE

NI-DAQ
LOAD OP (DATA PC RUNNING
CELL AMP ACQUISITION NI LABVIEW
UNIT)
Real-world example #3:
Bad Load Cell Data Acquisition System
 Solution approach:
Isolate and test one small subcircuit
at a time, beginning with the area of
most uncertainty. Since op amp was an
unproven design in this system, it was
tested first.
FUNCTION
GENERATOR: OP
OSCILLOSCOPE
20 mV SINE AMP
WAVES

 Test result: Op amp circuit worked fine!

Real-world example #3:
Bad Load Cell Data Acquisition System
 Next, replaced function generator with
actual load cell.
0-300 LB
FORCE

LOAD OP
OSCILLOSCOPE
CELL AMP

 Result: Op amp circuit output was bad –

constant +12 VDC regardless of load cell
force input.
Real-world example #3:
Bad Load Cell Data Acquisition System
 Next, took a closer look at the load cell
data sheet. It showed that the excitation
power supply should be isolated from the
metering circuit (or DAQ or op amp).
Real-world example #3:
Bad Load Cell Data Acquisition System
 Next, connected load cell to a separate
power supply (isolated ground) and tested
with op amp.
10 VDC +/- 12 V
POWER 0-300 LB POWER
SUPPLY FORCE SUPPLY

LOAD OP
CELL AMP OSCILLOSCOPE

 Result: Worked fine!

 Real-world example #3:
Bad Load Cell Data Acquisition System
 Finally, reconnected NI-DAQ and LabVIEW
PC.
 Everything then worked as expected!

0-300 LB
FORCE +/- 12 V
10 VDC POWER
POWER SUPPLY
SUPPLY
NI-DAQ
LOAD OP (DATA PC RUNNING
CELL AMP ACQUISITION NI LABVIEW
UNIT)
Real-world example #3:
Bad Load Cell Data Acquisition System
 Lessons learned:
◦ If a system does not work, test each subcircuit
thoroughly.
◦ It is better to test each subcircuit or module
before building an entire system, and then
integrate them into the whole.
◦ Read, understand, and trust the manufacturer‟s
data sheets.
Real-world example #4:
DMM with Intermittent Problem
 Intermittent problems can be the most
difficult to troubleshoot and repair.
 This DMM troubleshooting example shows
how an intermittent problem was
analyzed and fixed.
Real-world example #4:
DMM with Intermittent Problem
 “Loose right side banana plug” problem
could not be duplicated on test bench.
Real-world example #4:
DMM with Intermittent Problem
 Solution approach: Disassembled unit to
inspect and to poke, prod & analyze
possible intermittent fault areas.
 Obvious design weakness: Spring
contacts on backside of banana jacks.
Real-world example #4:
DMM with Intermittent Problem
 Solution: Cleaned contact areas with
alcohol; plugged & unplugged to ensure
solid contact; also inspected backside of
PC board for any bad solder joints and
found none.
Side note on bad solder joints
 Realize that bad solder joints are a common cause of
intermittent problems in electronics equipment. For
example, this photo shows a different project with very bad
solder joints that were causing intermittent problems.
Real-world example #4:
DMM with Intermittent Problem
 Lessons here:
◦ Spring-type electrical contacts are a likely
source of intermittent problems.
◦ Bad solder joints are also a common cause of
intermittent problems, although not the culprit
in this example.
Real-world example #5:
A Tale of Two Flashlights
 Once upon a time, there were two good
flashlights…
Real-world example #5:
A Tale of Two Flashlights
 And then, months later, there was only
one.
Real-world example #5:
A Tale of Two Flashlights
 Part-swapping and component testing led
to the conclusion…
Real-world example #5:
A Tale of Two Flashlights
 …that there was a problem with the bad
flashlight‟s battery holder.
 Closer visual inspection revealed that
corrosion left over from a previously
replaced set of batteries had continued to
fester.
Real-world example #5:
A Tale of Two Flashlights
 Solution: Thoroughly cleaned the
corroded battery holder with alcohol and
light machine oil.
Real-world example #5:
A Tale of Two Flashlights
 And then there were two functioning
flashlights again. They lived happily ever
after.
Real-world example #5:
A Tale of Two Flashlights
 Lessons learned:
◦ Part-swapping with a known good unit can
save time and effort.
◦ Careful visual inspection at the start of
troubleshooting can also save time.
Real-world example #6:
The Case of the Broken Toothbrush
 Problem: Electronic toothbrush would
neither run nor show any indication that it
was charging.
Real-world example #6:
The Case of the Broken Toothbrush
 Solution approach:
First, cut open the electronic toothbrush
because the base – simply a charging coil
– was found to be good by testing with a
known good toothbrush.
Real-world example #6:
The Case of the Broken Toothbrush
 Next, looked for anything to test. In this
case, “BATT1” test points are obvious.
Real-world example #6:
The Case of the Broken Toothbrush
 “BATT1” test points showed that the
batteries were fully charged.
Real-world example #6:
The Case of the Broken Toothbrush
 Closer inspection showed heavy corrosion,
plus epoxy sealant that would have made
this device extremely difficult to
disassemble further for more
troubleshooting.
Real-world example #6:
The Case of the Broken Toothbrush
 Final decision: Quick cost-benefit analysis
showed this repair to potentially cost
more in parts and labor than the device
was worth. Gave it up.
Real-world example #6:
The Case of the Broken Toothbrush
 Lesson: Some things are not worth
repairing, especially consumer electronic
products or equipment that is too badly
damaged.
Real-world example #7:
Design that was Too Hot to Touch
Symptoms: “The TIP112 Darlington
transistor in this circuit gets very hot
when power is connected, yet it‟s rated at
2 amps and 100 V. What‟s the problem?”
Real-world example #7:
Design that was Too Hot to Touch
Circuit analysis:
 TIP112 is used here as a series pass voltage regulator.
 Collector voltage = about +68 V.
 Base voltage will be held at approximately +18 V by D1 &
Rs combination.
 Emitter voltage will be approximately +16.5 V.
 Vce = Vc–Ve = 68–16.5 = 51.5 V.
 Collector current will be Ic = 16.5/10 = 1.7 A
Real-world example #7:
Design that was Too Hot to Touch
From the data sheet:
 TIP112 Vce max. is 100 V. No problem.
 TIP112 Ic max. is 2 A. No problem
 TIP112 max. power dissipation, Pd, is 50 W.
Problem:
 This design will require the TIP112 to dissipate Ic x Vce =
1.7 x 51.5 = 88 W, but Pd max. = 50 W for this device!
Real-world example #7:
Design that was Too Hot to Touch
Lesson learned:
 Read, trust, and understand what data sheets are saying
about device capabilities and limitations.
Real-world example #8:
Design that was Too Hot to Touch
Symptoms: “The Zener diode in this circuit
gets very hot as soon as I apply power.
It‟s rated at 1 amp, but my circuit is only
driving about 750 mA through it. What‟s
the problem?”
Real-world example #8:
Design that was Too Hot to Touch
Circuit analysis:
 Zener diode will drop approximately 12 V.
 Rs will drop remaining 15-12 = 3 V,
limiting current through Rs and D1 to 750
mA with no external load applied.
Real-world example #8:
Design that was Too Hot to Touch
From the Zener diode data sheet:
 Maximum power dissipation is 5 W.
 Maximum regulating current, Izm, is 1 A.
 However, a footnote in the data sheet points out: “The
actual Izm for any device may not exceed the value of 5
watts divided by the actual Vz of the device.” Therefore,
Izm for this device is Izm = 5/12 = 0.42 A.
 Driving 1 A through the Zener will cause it to dissipate 1 A
x 12 V = 12 W. Since Pd max. is 5 W, the Zener will
overheat and eventually be destroyed.
Real-world example #8:
Design that was Too Hot to Touch
Lesson learned:
 Read, trust, and understand what data
sheets are saying about device
capabilities and limitations.
In closing,
Some General Troubleshooting Tips
 Pay attention to all trouble symptoms in a faulty device or equipment.
 Careful visual inspection is always a good idea.
 Look for discolored or damaged components.
 Look for bad solder joints or loose connections.
 Make logical troubleshooting decisions based on facts. Don‟t just jump around
the circuits randomly looking at signals and replacing components.
 Compare the operation and signals of known good devices when available.
 Read and trust any documentation on the equipment or components. Trust it at
least 99%, anyway.
 Track down intermittent problems by shaking, wiggling, and prodding
components (the shaking & wiggling may not help with troubleshooting, but it
will relieve personal frustration).
 Intermittent problems may sometimes be temperature-related. Consider gently
using a heat gun or cool spray to try to smoke out thermal instabilities.
 When breadboarding, many problems are caused by miswiring or shorted bare
wire component leads. Look for those types of problems on breadboards.
For a copy of this presentation,
go to
www.letu.edu/engineeringtips
and look for “IEEE Beyond the
Classroom”.
Questions?