Altistart 22 - Schneider Electric

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Documentation structureThe following Altistart 22 technical documents are available on the Schneider Electric website (www.schneider-electric.com).User manualThis manual describes how to install, commission, operate and program the soft starter.Quick Start guideThis document (S1A10388) is delivered with the soft starter, and you can download it on www.schneider-electric.com.Quick Start annexAnnex for UL 508 with SCCR (Short Circuit Current Ratings) and branch circuit protection).This document (S1A14738) is delivered with the soft starter, and you can download it on www.schneider-electric.com.6 BBV51330 08/2012
Accepted to the Information Systems Education Conference (ISECON 2006), November2-5, 2006, Dallas, Texas, USASubcategoryPerspectivesanddynamicsDevelopedunderstandingof differentperspectivesMotivationPedagogySocialrelationsHeterogeneityTable 1. Identified strengthsCondition:Semirandomlyformed projectgroupsPossibilitiesfor discussingdifferent perspectivesGroup dynamicsAuthenticFunConflict generativeOpportunitiesin meetingnew peopleDifferent preknowledgeand motivationConsequence:Effects onlearningPreparedstudents forworking lifeStimulatedlearningImprovedsocial skillsStudentswith lowerlearning capabilityhavelearned fromstudentswith a highercapabilityThe final sub-category “heterogeneity”means that mixing students with differentpre-knowledge and motivation has resultedin students with a lower learning capabilitylearning from more able ones. A dominantshare of the students (85 percent) agreedabout “semi -randomly formed projectgroups imply that students with lower preknowledgecan learn from students withhigher pre-knowledge”. The latter observationcan be seen as positive and negative,positive in the sense that students interactsocially in groups (cf. PBL above), constructknowledge and help each other to learn(Hartley, 1997). This observation also supportsthe fact that teachers in higher educationcannot take for granted that all studentswill share the same commitment or loyaltyto the project group (Hartley, 1997). This ispart of the negative side concerning differencesin knowledge and motivation that isfurther described below as free riding.Identified problemsWe have also identified a number of problemsexperienced (see Table 2). The identifiedsub-categories classified as problemsare “coordination”, “heterogeneity”, “motivation”and “social relations”.The first sub-category “coordination” has todo with the practical organization of PROW.Another way of forming student groups is tolet the students themselves form the groups.Often this way of forming groups results instudents that have the same gender, age,interest and living in the same area are joiningthe same group.An identified problem when creating projectgroups semi-randomly is that there are differentwishes about working times, there areconflicting activities outside the universityand a geographical distance between theproject members. Different wishes aboutworking times could be that some studentshave a family and therefore had problemswith late working times. Another differenceis that in our university some students liveon campus whereas others live in their ownhomes both in the city and in other cities.This means that some students have a largergeographical distance to the universityand therefore prefer to work with studentsthat live in the same area. These differentpreferences have obstructed learning andhave lead to group conflicts and a noncreativegroup climate.82 percent of the students claimed thatsemi-randomly formed project groups couldimply that project members have differentwishes about working hours and 78 percentagreed about different wishes about workingplaces. As a consequence, 81 percent of thestudents agreed that project groups havecoordination problems due to working hoursand working places and that this fact impliesan increased risk of group conflicts and reducedlearning. It is clear that differentwishes about working times, conflicting activitiesoutside the university and geographicaldistance between project members, obstructedlearning due to group conflicts andnon-creative group climate. The aspect ofcoordinating project group-work in time andspace is not exhaustively investigated in theliterature. Our findings show that this aspect
Page 1: 2354235 11/2008Altistart 22Soft sta
Page 8 and 9: Receiving and handlingIntroductionT
Page 10 and 11: SelectionTorque characteristicTs an
Page 12 and 13: SelectionStandard application, Alti
Page 14 and 15: Dimensions and weightsATS22D17 to D
Page 16 and 17: Dimensions and weightsATS22C21 to C
Page 18 and 19: MountingSoft starter ventilationOn
Page 20 and 21: Mounting - Fan optionFan for frame
Page 22 and 23: Thermal protectionSoft starter ther
Page 24 and 25: Thermal protectionWarm curvest (s)C
Page 26 and 27: WiringInstallation PrecautionsDANGE
Page 28 and 29: WiringRefer to application diagrams
Page 30 and 31: WiringThe ATS22pppQ range (230-440
Page 32 and 33: Wiring - power terminalsPowerObserv
Page 34 and 35: Wiring - power terminalsPower conne
Page 36 and 37: Wiring - control terminalsElectrica
Page 38 and 39: Wiring - in line connection - appli
Page 40 and 41: Wiring - in line connection - appli
Page 42 and 43: Display terminalFunctions of the ke
Page 44 and 45: Remote keypad display - optionThe V
Page 46 and 47: ProgrammingMenu structureTwo menu l
Page 48 and 49: List of parametersParameters access
Page 50 and 51: Configuration menu (ConF)conFCode N
Page 52 and 53: Settings menu (SEt)Code Name/Descri
Page 54 and 55: Advanced adjustments menu (AdJ)Code
Page 56 and 57:
Advanced protections menu (PrO)Code
Page 58 and 59:
Advanced protections menu (PrO)Code
Page 60 and 61:
Advanced IO menu (IO)Code Name/Desc
Page 62 and 63:
Advanced communication menu (COP)Co
Page 64 and 65:
Utility menu (UtIL)Code Name/Descri
Page 66 and 67:
Command channelBehavior on channel
Page 68 and 69:
Modbus FunctionThis section describ
Page 70 and 71:
Modbus FunctionWrite one output wor
Page 72 and 73:
Modbus FunctionError managementExce
Page 74 and 75:
MaintenanceServicingIt is advisable
Page 76 and 77:
Diagnostics / TroubleshootingTrip c
Page 78 and 79:
Parameter Index and Modbus addresse
Page 80 and 81:
Parameter Index and Modbus addresse
Page 82 and 83:
Annex 1: UL508 schematicsATS22•
Page 84 and 85:
84 BBV51330 08/2012
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Altistart 22 - Schneider Electric

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