A documented sensor model and a design choice
A fictional classroom project compares two sensing arrangements for an energy-monitoring model. Both arrangements use a supplied linear input-output relation, but one has a larger full-scale range and coarser increments. The team wants to detect a small change near the center of the operating range. A brochure emphasizes maximum range, while the requirement emphasizes the smallest reliably distinguishable change and a response time. The project file includes a functional diagram, but its revision differs from the parts list. No wiring, installation or live commissioning is requested. Students must distinguish range, sensitivity, resolution, repeatability and response, then explain why those concepts must be related to the intended use. The case contains no universal statement that one technology is superior; selection depends on the actual stated requirement and available evidence.
1. Which attributes matter for the small-change requirement?
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Examine sensitivity, resolution, noise, uncertainty and repeatability in the relevant range. Maximum range alone does not demonstrate that the required change can be detected reliably.
2. What documentation and validation steps are needed?
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Resolve the diagram and parts-list revision mismatch, state the transfer model and units, and verify performance against the actual requirement. A safe classroom test does not replace authorized implementation procedures.