Living Lab: Innovative Brussels Care - Program Coordinationlifetech.brussels
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Collaboration between the Brussels-Capital Region and Flanders in the "Proeftuin Zorginnovatie program Vlaanderen". The objective of this program is to stimulate innovation in health care for seniors by supporting innovative projects on all aspects of this field including prevention, education, diagnosis , care and interventions. Innoviris, Brussels funding partners launches with IWT, a call for projects: Living Lab: Innovative Care Brussels.
Information Session on 25 October 2013.
Presentation: Program Coordination Birgit Morlion Director Healthy Society Innovation iMinds
Hijacking the news jumping onto a breaking news story. PR Network 17 July 2...CharityComms
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The document discusses newsjacking, which is the practice of inserting brand messages into breaking news stories to enhance visibility and engagement. It outlines the benefits, best practices, and potential pitfalls associated with this strategy, emphasizing the importance of quick response and effective planning. Additionally, it shares key statistics and case studies related to asthma awareness and social media engagement.
The document provides background information on Internet protocols. It discusses how TCP/IP was developed in the 1970s to facilitate communication between different computer systems. The two main protocols are TCP and IP. IP is the core network layer protocol that handles addressing and routing of packets. The document outlines the basic IP packet format and addressing scheme, including the five address classes and how networks can be divided into subnets.
The document discusses challenges and opportunities for innovation in the Danube region. Some key problems include lack of infrastructure between large and small cities, less knowledge transfer due to low capital investment, and competition between countries and cities. However, there are also opportunities to foster innovation through improved connectivity, sustainable development, smart cities, cross-border collaboration, and living labs. Developing new partnerships between businesses, universities, and administrations could help drive an open innovation system across borders in the region.
A f叩jl a szlov叩kiai sz辿khely撤 Microwell term辿kpalett叩j叩nak r辿szletekbe men le鱈r叩s叩t tartalmazza. Az egyes uszodai, ipari 辿s otthoni p叩ramentes鱈t berendez辿sek 辿s medence hszivatty炭k m撤szaki adatain t炭l egy r旦vid bevezett is megtal叩lhatunk benne a p叩r叩tlan鱈t叩s probl辿mak旦r辿rl.
A TCL csoport saj叩t m叩rk叩i biztosan ismersen csengenek mindenki sz叩m叩ra. Az gy叩raik-ban k辿sz端lnek a Thomson, a Rowa 辿s a TCL telev鱈zi坦k, az Alcatel 辿s a Blackberry telefonok, az IKEA Uppleva integr叩lt h叩zimozi-rendszerek. Palett叩jukon tal叩lunk m辿g t旦bbek k旦z旦tt tableteket, sz叩m鱈t坦g辿peket, h撤tszekr辿nyeket, mos坦g辿peket 辿s l辿gkondicion叩l坦 k辿sz端l辿-keket.Az 1999-ben ind鱈tott kl鱈ma端zlet叩g r旦vid idn bel端l a v叩llalatcsoporton bel端l is kiemelt 叩ga-zatt叩 v叩lt. Az 辿ves szinten gy叩rtott 10 milli坦 lakoss叩gi 辿s kereskedelmi kl鱈maberendez辿st a vil叩g 165 orsz叩g叩ban forgalmazz叩k. Megb鱈zhat坦 mins辿g, modern megjelen辿s, cs炭cstechnol坦gia T叩maszkodva a csoport 23 kutat坦int辿zet辿nek eredm辿nyeire a TCL innovat鱈v, kiv叩l坦 mins辿-g撤, megb鱈zhat坦, verhetetlen 叩r 辿rt辿k ar叩ny炭 kl鱈maberendez辿sekkel l叩tja el v叩s叩rl坦it. www.klimaaruda.hu
This document discusses introducing mobile learning (mLearning) at Corvinus University of Budapest. It provides an overview of mLearning activities supported, including adaptive self-assessment tools and accessing course contents and exam results on mobile devices. It also summarizes several mLearning projects the university has participated in and results from an mLearning survey conducted in 2007 which found that 89% of students owned mobile phones and over half had mobile internet access. The university began offering mLearning content to over 1,000 students in 2006/2007.
The document discusses P/mobile learning research at Corvinus University of Budapest. It describes some of the university's experiences with eLearning and mobile applications. It also outlines the scope of mobile learning projects, including the university's mLearning studio which uses an educational ontology for content management and delivery. The document provides examples of some mobile learning projects and related topics that could be areas of future research collaboration.
This document outlines steps towards building an ontology-based learning environment. It begins by defining an ontology as a way to capture shared knowledge that can be reused across applications and groups. It then presents an ontology model that maps educational concepts like curriculum development, learning technology selection, and competency mapping. The document describes how an ontology could enable adaptive testing, context-based learning, and human resource processes like recruitment based on competencies. Overall, the document argues that an ontology-based approach could provide a formal way to structure and share educational knowledge.
This document discusses ontology-based content management in a mobilized learning environment. It introduces several projects using ontologies for tasks like personnel selection, lifelong learning, e-learning management, and context-sensitive education. Key aspects covered include defining ontologies, developing adaptive testing and curricula tied to ontology concepts, competency mapping, and creating a context-based mobilized learning environment. More information can be obtained by contacting the author.
The document discusses mobile learning (mLearning) initiatives at Corvinus University of Budapest. It provides details on the university's eLearning activities, mLearning projects, and a focus course that made academic content accessible on mobile devices. A survey of students in the focus course found that the majority felt mLearning improved eLearning quality. However, some students encountered issues with small text sizes, graphics display, and navigation on their mobile phones. The document concludes that mLearning should be low-cost, support face-to-face activities, and have a clear and simple structure and navigation.
The document proposes an ontology-based, adaptive system to support personnel selection and recruitment processes. It discusses using educational ontologies to develop customized eLearning content for competency-based testing and selection. The proposed architecture would map job role ontologies to domain ontologies to generate adaptive tests within a learning management system. A case scenario applies the system to selecting candidates for a specific job role using existing documentation to build the job role ontology and customize the testing engine.
Mobile learning has been used at Corvinus University of Budapest since the late 1990s. [1] Over 3,000 students per year now access academic content on their mobile devices. [2] A focus course in 2007 allowed over 650 students to access lecture notes and tests on their phones. [3] A survey found that students saw mobile learning as increasing e-learning quality, but also identified issues like small text sizes and poor graphics. [4] Students recommended improvements like audio content, simple navigation, and promotion of the technology. [5] Conclusions were that mobile learning works best when low-cost, uses widely supported technology, and promotes on-campus learning.
The document describes an ontology-driven e-learning environment that uses adaptive testing to identify knowledge gaps. It consists of the following:
1. An ontology is used to structure educational content and provide the underlying logic for an adaptive multiple choice test.
2. The adaptive test evaluates student answers and tailors subsequent questions to map the student's knowledge based on the ontology.
3. Students receive customized learning materials based on the concepts in the ontology that their test responses indicated they do not fully understand.
4. The system aims to minimize guessing on tests and provide individually tailored feedback and learning instructions to bridge differences in competencies between educational levels.
This document discusses ICT for eGovernment and policy making approaches. It proposes:
1) Developing an integrated and inclusive policy approach that involves all relevant state and civil society actors in designing, implementing, and evaluating policy initiatives.
2) Viewing eGovernment policy as a dynamic set of regulations, incentives, provision and absorption of services that is facilitated by a changing regulatory environment and a mutually accepted quality of service.
3) Using policy modelling to find a dynamic equilibrium between policy decisions and civil society responses, covering areas like budgeting, law, adoption of technology, and non-financial issues.
1. The need for complex quality management across different levels of higher education.
2. Challenges universities may face in implementing quality management systems, such as IT requirements and data collection capabilities.
3. Using learning outcomes and competence-based curricula aligned with the European Qualifications Framework.
A TCL csoport saj叩t m叩rk叩i biztosan ismersen csengenek mindenki sz叩m叩ra. Az gy叩raik-ban k辿sz端lnek a Thomson, a Rowa 辿s a TCL telev鱈zi坦k, az Alcatel 辿s a Blackberry telefonok, az IKEA Uppleva integr叩lt h叩zimozi-rendszerek. Palett叩jukon tal叩lunk m辿g t旦bbek k旦z旦tt tableteket, sz叩m鱈t坦g辿peket, h撤tszekr辿nyeket, mos坦g辿peket 辿s l辿gkondicion叩l坦 k辿sz端l辿-keket.Az 1999-ben ind鱈tott kl鱈ma端zlet叩g r旦vid idn bel端l a v叩llalatcsoporton bel端l is kiemelt 叩ga-zatt叩 v叩lt. Az 辿ves szinten gy叩rtott 10 milli坦 lakoss叩gi 辿s kereskedelmi kl鱈maberendez辿st a vil叩g 165 orsz叩g叩ban forgalmazz叩k. Megb鱈zhat坦 mins辿g, modern megjelen辿s, cs炭cstechnol坦gia T叩maszkodva a csoport 23 kutat坦int辿zet辿nek eredm辿nyeire a TCL innovat鱈v, kiv叩l坦 mins辿-g撤, megb鱈zhat坦, verhetetlen 叩r 辿rt辿k ar叩ny炭 kl鱈maberendez辿sekkel l叩tja el v叩s叩rl坦it. www.klimaaruda.hu
This document discusses introducing mobile learning (mLearning) at Corvinus University of Budapest. It provides an overview of mLearning activities supported, including adaptive self-assessment tools and accessing course contents and exam results on mobile devices. It also summarizes several mLearning projects the university has participated in and results from an mLearning survey conducted in 2007 which found that 89% of students owned mobile phones and over half had mobile internet access. The university began offering mLearning content to over 1,000 students in 2006/2007.
The document discusses P/mobile learning research at Corvinus University of Budapest. It describes some of the university's experiences with eLearning and mobile applications. It also outlines the scope of mobile learning projects, including the university's mLearning studio which uses an educational ontology for content management and delivery. The document provides examples of some mobile learning projects and related topics that could be areas of future research collaboration.
This document outlines steps towards building an ontology-based learning environment. It begins by defining an ontology as a way to capture shared knowledge that can be reused across applications and groups. It then presents an ontology model that maps educational concepts like curriculum development, learning technology selection, and competency mapping. The document describes how an ontology could enable adaptive testing, context-based learning, and human resource processes like recruitment based on competencies. Overall, the document argues that an ontology-based approach could provide a formal way to structure and share educational knowledge.
This document discusses ontology-based content management in a mobilized learning environment. It introduces several projects using ontologies for tasks like personnel selection, lifelong learning, e-learning management, and context-sensitive education. Key aspects covered include defining ontologies, developing adaptive testing and curricula tied to ontology concepts, competency mapping, and creating a context-based mobilized learning environment. More information can be obtained by contacting the author.
The document discusses mobile learning (mLearning) initiatives at Corvinus University of Budapest. It provides details on the university's eLearning activities, mLearning projects, and a focus course that made academic content accessible on mobile devices. A survey of students in the focus course found that the majority felt mLearning improved eLearning quality. However, some students encountered issues with small text sizes, graphics display, and navigation on their mobile phones. The document concludes that mLearning should be low-cost, support face-to-face activities, and have a clear and simple structure and navigation.
The document proposes an ontology-based, adaptive system to support personnel selection and recruitment processes. It discusses using educational ontologies to develop customized eLearning content for competency-based testing and selection. The proposed architecture would map job role ontologies to domain ontologies to generate adaptive tests within a learning management system. A case scenario applies the system to selecting candidates for a specific job role using existing documentation to build the job role ontology and customize the testing engine.
Mobile learning has been used at Corvinus University of Budapest since the late 1990s. [1] Over 3,000 students per year now access academic content on their mobile devices. [2] A focus course in 2007 allowed over 650 students to access lecture notes and tests on their phones. [3] A survey found that students saw mobile learning as increasing e-learning quality, but also identified issues like small text sizes and poor graphics. [4] Students recommended improvements like audio content, simple navigation, and promotion of the technology. [5] Conclusions were that mobile learning works best when low-cost, uses widely supported technology, and promotes on-campus learning.
The document describes an ontology-driven e-learning environment that uses adaptive testing to identify knowledge gaps. It consists of the following:
1. An ontology is used to structure educational content and provide the underlying logic for an adaptive multiple choice test.
2. The adaptive test evaluates student answers and tailors subsequent questions to map the student's knowledge based on the ontology.
3. Students receive customized learning materials based on the concepts in the ontology that their test responses indicated they do not fully understand.
4. The system aims to minimize guessing on tests and provide individually tailored feedback and learning instructions to bridge differences in competencies between educational levels.
This document discusses ICT for eGovernment and policy making approaches. It proposes:
1) Developing an integrated and inclusive policy approach that involves all relevant state and civil society actors in designing, implementing, and evaluating policy initiatives.
2) Viewing eGovernment policy as a dynamic set of regulations, incentives, provision and absorption of services that is facilitated by a changing regulatory environment and a mutually accepted quality of service.
3) Using policy modelling to find a dynamic equilibrium between policy decisions and civil society responses, covering areas like budgeting, law, adoption of technology, and non-financial issues.
1. The need for complex quality management across different levels of higher education.
2. Challenges universities may face in implementing quality management systems, such as IT requirements and data collection capabilities.
3. Using learning outcomes and competence-based curricula aligned with the European Qualifications Framework.
The document discusses using ICT tools to help address challenges in policy making. It proposes building a policy model using cloud infrastructure, semantic technologies, and information architecture. The model would help determine policy attributes, customize to changing environments, and provide feedback to policy makers. It would retrieve information from various sources to run specific models and support real-time decision making. The goal is to help policy makers deal with complex, changing environments and provide measurements of policy success.
This document discusses the use of semantic technologies in business process management. It begins by introducing business process reengineering and business process management, and how knowledge management can facilitate BPM initiatives. It then discusses how semantic technologies can help address knowledge management challenges in BPM, such as knowledge discovery, transfer, sharing, and renewal. Specific applications are discussed, such as using ontologies to enable automated translation between business requirements and IT systems. The document also discusses using semantic modeling and ontologies to enable competence matching for knowledge transfer and training in BPM.
This document discusses knowledge-based institutional capacity building in the Hungarian higher education system. It identifies several key aspects of university modernization, including optimizing educational portfolios, differentiating research strategies, strategic human resource management, performance measurement, and supporting processes like shared services and outsourcing. The document also presents process models and maps the reference process model for higher education institutions. The overall aim is to enhance universities' strategies, governance, education, research, and operations through business process management approaches.
The PERIPHRIA project will (1) deploy future internet platforms and services to promote sustainable lifestyles across networks of smart peripheral cities in Europe. (2) These cities will work together, sharing experiences and learning from each other, while drawing on their local strengths for place-based innovation. (3) Citizens and businesses will be involved in co-designing and co-delivering smart city services and initiatives through various "living lab arenas" located within the cities.
1. INVERTER HIBAELHRTS
Tam叩s L叩szl坦
AC Academy Budapest
LG Electronics
laszlo.tamas@lge.com
Air Conditioning Academy
2. Inverter technol坦gia
Bevezet辿s
H撤tteljes鱈tm辿nyalapveten f端gg:
a kompresszor 叩ltal sz叩ll鱈tott h撤tk旦zeg t旦meg叩ram叩t坦l (m)
A gyakorlatban az elp叩rologtat坦ba jut坦 t旦meg叩ram mennyis辿g辿t (m) v叩ltoztatjuk a kompresszor
fordulatsz叩m叩nak v叩ltoztat叩s叩val.
ahol RPM a percenk辿nti fordulatsz叩m, f a frekvencia, 辿s p a
motor p坦lussz叩ma 2
3. Inverter technol坦gia
Bevezet辿s
Frekvencia & teljes鱈tm辿ny DC Elny旦k:
100 Sz辿les frekvencias叩v
40~120% (alacsony frekvenci叩k fel辿 kitolva)
terhel辿s
50 20~130% Sz辿les teljes鱈tm辿nytartom叩ny.
Alacsony terhel辿s
(a sz辿les frekvencias叩v miatt)
25 Min. frekv. : 30Hz
Min. frekv. :15Hz Jobb szab叩lyozhat坦s叩g alacsony &
10 20 30 105 120 r辿szterhel辿sn辿l
zemi frekvenci叩k
DC inverter AC inverter
3
4. Inverter technol坦gia
Bevezet辿s
DC inverter DC inverter
Terhel辿s %
AC inverter
AC inverter 30
100 DC inverter 20
Hat辿konys叩g (%)
90 10
10%
80 25%
10Hz 30
AC inverter
70
SEER
60
30 60 90
Motor fordulatsz叩m (1/sec)
120 AC inverter DC inverter
AC/DC inverteres rendszer SEER 辿rt辿kek 旦sszehasonl鱈t叩sa
hat辿konys叩g叩nak 旦sszehasonl鱈t叩sa alacsony frekvenci叩kon:
- kisebb terhel辿sig tud 端zemelni a DC
A DC inverteres rendszer elnyei: - jobb SEER 辿rt辿kek alacsony terhel辿sn辿l
- 25%-kal jobb hat辿konys叩g alacsony terhel辿sn辿l
- 10%-kal jobb hat辿konys叩g magas terhel辿sn辿l
4
5. Inverter technol坦gia
Bevezet辿s
Title AC inverter DC inverter
SEER(h撤t辿s) Magas a hagyom叩nyossal 旦sszevetve. Magasabb, mint az AC Inv.
Zajszint Alacsony Nagyon alacsony
COP(f撤t辿s) Magas Magasabb, mint az AC Inv.
Teljes鱈tm辿nys叩v 40~110% 20~130%
Vibr叩ci坦 Kevesebb, mint a hagyom叩nyos Kevesebb, mint AC Inv.
Helys辿ghm辿rs辿klet elt辿r辿s Alacsony Nagyon alacsony
Motor t鱈pus AC indukci坦s
Kommut叩tor n辿lk端li
nt旦tt alu vezetk
lland坦-
Motor konstukci坦
m叩gnes
ll坦r辿sz Forg坦r辿sz ll坦r辿sz Forg坦r辿sz
Ferrit Neodymium
Forg坦r辿sz Aluminum kalick叩s
m叩gnes m叩gnes
M辿ret Kisebb, mint a szok叩sos Kisebb, mint az AC inverter
5
6. Inverter technol坦gia
Bevezet辿s
A t叩pfesz端lts辿gbl (itt 1 Ph 230V 50 Hz) a konverter egyenfesz端lts辿get 叩ll鱈t el, melyet h叩romf叩zis炭, v叩ltakoz坦
frekvenci叩j炭 fesz端lts辿gg辿 alak鱈t az inverter. A frekvenci叩t v叩ltoztatjuk, ami a kompresszor fordulatsz叩m叩nak
鱈gy teljes鱈tm辿ny辿nek v叩ltoz叩s叩t okozza.
AC Inverter: A motor hagyom叩nyos, 3 f叩zis炭 aszinkron, indukci坦s. A frekvenciatartom叩ny 30-90 Hz k旦z旦tt v叩ltoztathat坦,
ami a n辿vleges teljes鱈tm辿ny 40 110 %-叩t fedi le. Nincs visszajelz辿s a rotor poz鱈ci坦j叩r坦l.
DC Inverter: Az 叩ll坦r辿sz hasonl坦, forg坦 m叩gneses mezt hoz l辿tre a 3 f叩zis炭 megt叩pl叩l叩s. A forg坦r辿sz Neodymium 叩lland坦
m叩gnest tartalmaz 辿s tekercse nincs. Frekvenciatartom叩ny: 15-105 Hz, folyamatos forg坦r辿sz poz鱈ci坦 figyel辿ssel.
1陸 AC DC 3陸 DC
Converter Inverter V
DC 400V U W
Fojt坦tekercs
3-f叩zis炭
Zavar 鐚
KOMPR
pulzussz辿less辿g
sz撤r S旦nt
modul叩l叩s BEMF
Egyenfesz端lts辿g V辿delem:
n旦vel 叩ramk旦r Alacsony/magas modul叩l叩s
Pulzus
fesz端lts辿g BLDC Motor
ramcs炭cs Inverter
DC
6
10. Inverter technol坦gia
Bevezet辿s
Az energiahat辿konys叩g n旦vel辿s辿nek titka:
az ers m叩gnesek
Scroll
kompresszor
Ferrit m叩gnes Kommut叩tor n辿lk端li
DC motor
m叩gnes
A Neodymium m叩gnesek
sokkal ersebbek, mint
az 叩ltal叩nosan elterjedt
ferrit m叩gnesek
10
12. 1., Inverterek gy叩ri t鱈pusmegjel旦l辿se (p辿lda, UU24W.UED)
A U U W 24 6 D
D: Gener叩ci坦 megjel旦l辿se
H叩l坦zati fesz端lts辿g: 6: 230 V AC 1 Ph 50 Hz
N辿vleges Teljes鱈tm辿ny
24 kBth/h (7 kW)
H : Hszivatty炭 (KI-BE Komp)
W : DC Inverter Hszivatty炭
AUU : Mono CAC K端lt辿ri egys辿g
13. 2., Hibak坦d megjelen鱈t辿se BTE -en
2.1., Hibak坦d ellenrz辿se BTE-en
Hibak坦d kijelz辿se RAC BTE-en
Model : S-W071/091AAW (SB k辿sz端l辿kv叩z)
Egyes helyi辿rt辿k (h撤t辿s)
Tizes helyi辿rt辿k (f撤t辿s)
Pl) CH23 Hibak坦d:
2 X F撤t辿s jelz辿s
3 X H撤t辿s jelz辿s villog
Model : S-W070/090AAW (SE K辿sz端l辿kv叩z)
Egyes Tizes
helyi辿rt辿k helyi辿rt辿k
14. 2., Hibak坦d megjelen鱈t辿se BTE-en
2.1., Hibak坦d ellenrz辿se BTE-en
Hibak坦d ellenrz辿se kazett叩s egys辿geken
: A Piros 辿s a Z旦ld jelz辿sekbl k旦vetkeztet端nk a hib叩ra
Hibakijelz辿s kazett叩s egys辿gen
4-辿s 2-utas k辿sz端l辿kek Artcool 1-utas
Csak a piros LED 叩ll rendelkez辿sre
- Tizes helyi辿rt辿k: Z旦ld LED (Lighting of green LED means
- Egyes helyi辿rt辿k: Piros LED that the filter cleaning is required.)
Pl:) CH23
: Z旦ld 2X Infra szenzor
Piros 3X villan fel sorozatosan - Egyes helyi辿rt辿k: 0.3sec BE 0.3sec KI
- Tizes helyi辿rt辿k : 0.8sec BE 0.8sec KI
15. 2., Hibak坦d megjelen鱈t辿se KTE -en
2.1., K端lt辿ri k辿sz端l辿ken
2kW Frekvenciav叩lt坦 (RAC) 4kW Frekvenciav叩lt坦 (CAC)
Egyes helyi辿rt辿k Egyes helyi辿rt辿k
ZLD ZLD
Tizes helyi辿rt辿k Tizes helyi辿rt辿k
PIROS PIROS
16. 2., Hibak坦d megjelen鱈t辿se KTE-en
2.1., K端lt辿ri k辿sz端l辿ken
MULTI V III PCB/Panel 12kW Frekvenciav叩lt坦 (Multi-V III)
Frekvenciav叩lt坦 k叩rtya
Szab叩lyz坦k叩rtya C/O Frekvenciav叩lt坦 + szab叩lyz坦k叩rtya
7 szegmenses kijelz Egyes helyi辿rt辿k
ZLD
Tizes helyi辿rt辿k
Piros
17. 2., Hibakijelz辿sek BTE hibak坦dok
2.2., Mono- 辿s Multi BTE
Hibakijelz辿s: - a k辿sz端l辿ken mag叩n
- vezet辿kes t叩vir叩ny鱈t坦n
Hibakijelz辿s
zem叩l-
Hibak坦d Jelent辿se Vezet辿kes Piros LED egyes Z旦ld LED tizes
lapot
t叩vir叩ny鱈t坦 helyi辿rt辿k helyi辿rt辿k
01 BTE l辿g hm. 辿rz辿kel hiba Stop CH01 1X villog -
02 BTE bel辿p cshm.辿rz辿kel hiba Stop CH02 2X vilog -
03 Kommunik叩ci坦s probl辿ma a BTE Stop CH03 3 X villog -
辿s a vezet辿kes t叩vir叩ny鱈t坦 k旦z旦tt
04 Kondenz叩tum szivatty炭 hiba Stop CH04 4 X villog -
05 Kommunik叩ci坦s hiba a KTE 辿s Stop CH05 5 X villog -
BTE k旦z旦tt
06 BTE kil辿p cshm. rz辿kel hiba Stop CH06 6 X villog -
09 Opcion叩lis PCB k叩rtya hiba Stop CH09 9 X villog
10 BTE ventil叩tor megszorult Stop CH10 - 1 X villog
18. 2., Hibakijelz辿sek KTE hibak坦dok
2.2., Mono-辿s Multi KTE hibak坦dok
Hibakijelz辿s: vezet辿kes t叩vir叩ny鱈t坦n, a BTE-en, illetve a KTE LED-jein .
Hibakijelz辿s
Hiba zem- Vezet辿- Oldalfali Kazett叩s KTE
k坦d Jelent辿se 叩llapot kes
t叩vir叩- Heating Cooling Green Red LED Red LED Green
ny鱈t坦 LED LED
21 DC fesz端lts辿gcs炭cs (IPM hiba) Stop CH21 2 X villog 1 X villog 2 X villog 1 X villog 2 X villog 1 X villog
22 CT 2 叩ramv叩lt坦 hiba Stop CH22 2 X villog 2 X villog 2 X villog 2 X villog 2 X villog 2 X villog
(t炭lfesz端lts辿g miatt)
23 Alacsony DC fesz端lts辿gszint Stop CH23 2 X villog 3 X villog 2 X villog 3 X villog 2 X villog 3 X villog
24 Magas-vagy alacsony Stop CH24 2 X villog 4 X villog 2 X villog 4 X villog 2 X villog 4 X villog
nyom叩skapcsol坦 hiba
25 Bet叩p frekvencia 辿rz辿kel辿si hiba Stop CH25 2 X villog 5 X villog 2 X villog 5 X villog 2 X villog 5 X villog
26 Rotor poz鱈ci坦 szenzor hiba Stop CH26 2 X villog 6 X villog 2 X villog 6 X villog 2 X villog 6 X villog
27 PSC/PFC t炭l叩ram hiba Stop CH27 2 X villog 7 X villog 2 X villog 7 X villog 2 X villog 7 X villog
28 Magas DC fesz端lts辿gszint Stop CH28 2 X villog 8 X villog 2 X villog 8 X villog 2 X villog 8 X villog
29 Motor f叩zis叩ram t炭l magas Stop CH29 2 X villog 9 X villog 2 X villog 9 X villog 2 X villog 9 X villog
32 Inverter kompresszor magas Stop CH32 2 X villog 2 X villog 2 X villog 2 X villog 2 X villog 2 X villog
nyom坦cs hm.
33 ll.fsz. kompresszor magas Stop CH33 3 X villog 3 X villog 3 X villog 3 X villog 3 X villog 3 X villog
nyom坦cs hm.
41 Inverter kompresszor nyom坦cs Stop CH41 3 X villog 1 X villog 3 X villog 1 X villog 3 X villog 1 X villog
szenzor hiba
44 KTE l辿ghm辿rs辿klet szenzor Stop CH44 4 X villog 4 X villog 4 X villog 4 X villog 4 X villog 4 X villog
hiba
19. 2., Hibakijelz辿sek KTE hibak坦dok
2.2., Mono,- 辿s Multi KTE (nem teljes)
Hibakijelz辿s: vezet辿kes t叩vir叩ny鱈t坦n, a BTE-en, illetve a KTE LED-jein .
Hibakijelz
Hibak ze
Jelent辿se m叩lla Vezet Oldalfali Kazett叩s KTE
坦d pot 辿kes
t叩vir叩 F撤t辿s H撤t辿s Z旦ld LED Piros LED PirosLED Z旦ld LED
ny鱈t坦
45 KTE hcser辿l szenzor hiba Stop CH45 4 X villog 5 X villog 4 X villog 5 X villog 4 X villog 5 X villog
46 Sz鱈v坦cs hm. 辿rz辿kel hiba Stop CH46 4 X villog 6 X villog 4 X villog 6 X villog 4 X villog 6 X villog
47 lland坦 ford.sz. kompresszor Stop CH47 4 X villog 7 X villog 4 X villog 7 X villog 4 X villog 7 X villog
nyomcs hm 辿rz辿kel hiba
51 KTE t炭lterhelve Stop CH51 5 X villog 1 X villog 5 X villog 1 X villog 5 X villog 1 X villog
53 KTE- BTE kommunik叩ci坦s hiba Stop CH53 5 X villog 3 X villog 5 X villog 3 X villog 5 X villog 3 X villog
60 Adatellenrz辿si hiba (EEPROM) Stop CH60 6 X villog - 6 X villog - 6 X villog -
61 KTE hcser辿l magas Stop CH61 6 X villog 1 X villog 6 X villog 1 X villog 6 X villog 1 X villog
hm辿rs辿klet
62 Magas h撤tborda hm辿rs辿klet Stop CH62 6 X villog 2 X villog 6 X villog 2 X villog 6 X villog 2 X villog
65 H撤tborda szenzor hiba Stop CH65 6 X villog 5 X villog 6 X villog 5 X villog 6 X villog 5 X villog
67 KTE DC ventil叩tor szorul Stop CH67 6 X villog 7 X villog 6 X villog 7 X villog 6 X villog 7 X villog
105 Kommunik叩ci坦s probl辿ma Stop Ch105 10 X 5 X villog 10 X 5 X villog 10 X 5 X villog
frekvenciav叩lt坦 -- Ventill叩tor villog villog villog
3 f叩zis炭 SCAC & Multi
20. 2., Hibakijelz辿sek Multi-V KTE
2.3., Multi-V KTE (nem teljes)
Hibakijelz辿s
Hiba Jelent辿se zem叩l- Oldalfali Kazett叩s KTE
k坦d lapot Vezet辿kes
t叩vir叩ny鱈t坦 F撤t辿s H撤t辿s Z旦ld LED Piros LED
44 K端lt辿ri l辿ghm.辿rz辿kel hiba Stop CH44 4 X villog 4 X villog 4 X villog 4 X villog CH44
46 Sz鱈v坦cs hm. 辿rz辿kel hiba Stop CH46 4 X villog 6 X villog 4 X villog 6 X villog CH46
47 Nym坦cs坦 hm.辿rz辿kel, 叩lland坦 Stop CH47 4 X villog 7 X villog 4 X villog 7 X villog CH47
f.sz. kompresszor
48 Hcser辿l 辿rz辿kel (KTE Stop CH48 4 X villog 8 X villog 4 X villog 8 X villog CH48
cshm.) hiba
50 F叩ziskimarad叩s Stop CH50 5 X villog - 5 X villog - CH50
51 T炭l magas BTE r叩k旦t旦tt Stop CH51 5 X villog 1 X villog 5 X villog 1 X villog CH51
teljes鱈tm辿ny
52 PCB Inverter kommunik叩ci坦s Stop CH52 5 X villog 2 X villog 5 X villog 2 X villog CH52
hiba
53 Kommunik叩ci坦s hiba BTEKTE Stop CH53 5 X villog 3 X villog 5 X villog 3 X villog CH53
54 F叩zissorrend hiba Stop CH54 5 X villog 4 X villog 5 X villog 4 X villog CH54
59 KTE Slave modulok r辿gi 辿s 炭j Stop CH59 5 X villog 9 X villog 5 X villog 9 X villog CH59
kombin叩ci坦ja
60 EEPROM Adat hiba Stop CH60 6 X villog - 6 X villog - CH60
67 Ventil叩tor blokkolva hiba Stop CH67 6 X villog 7 X villog 6 X villog 7 X villog CH67
70 ll. F.sz kompresszor 叩ramv叩lt坦 Stop CH70 7 X villog - 7 X villog - CH70
hiba
71 Inverter 叩ramv叩lt坦 hiba Stop CH71 7 X villog 1 X villog 7 X villog 1 X villog CH71
73 Pillanatnyi t炭l叩ram l旦k辿s(cs炭cs) Stop CH73 7 X villog 3 X villog 7 X villog 3 X villog CH73
75 Ventil叩tor 叩ramv叩lt坦 hiba Stop CH75 7 X villog 5 X villog 7 X villog 5 X villog CH75
21. 2., Hibakijelz辿sek Multi-V KTE
2.3., Multi-V KTE (nem teljes)
Hibakijelz辿s
Hiba zem叩lla
Jelent辿se Veze辿kes Oldalfali egys辿g Kazett叩s egys辿g K端lt辿ri
k坦d pot
t叩vir叩ny鱈t坦 k辿sz端l辿k
F撤t辿s H撤t辿s Z旦ld LED Piros LED
76 Ventil叩tor DC fesz端lts辿g Magas Stop CH76 7 X villog 6 X villog 7 X villog 6 X villog CH76
77 Ventil叩tor t炭l叩ram hiba Stop CH77 7 X villog 7 X villog 7X villog 7X villog CH77
78 Ventill rotor poz鱈ci坦 辿rz.hiba Stop CH78 7X villog 8 X villog 7X villog 8X villog CH78
79 Ventil叩tor indul叩si hiba Stop CH79 7X villog 9X villog 7 X villog 9 X villog CH79
86 PCB EEPROM hiba Stop CH86 8 X villog 6 X villog 8 X villog 6 X villog CH86
87 Ventil叩tor PCB EEPROM hiba Stop CH87 8 X villog 7 X villog 8 X villog 7 X villog CH87
104 KTE modulok k旦z旦tti Stop CH104 10 X villog 4 X villog 10 X villog 4 X villog CH104
kommunik叩ci坦s hiba
105 Kommunik叩ci坦s hiba a PCB 辿s a Stop CH105 10 X villog 5 X villog 10 X villog 5 X villog CH105
ventill叩tor PCB k旦z旦tt
106 Master KTE ventill叩tor t炭l叩ram Stop CH106 10 X villog 6 X villog 10 X villog 6 X villog CH106
107 DC Link fesz端lts辿g a Stop CH107 10 X villog 7 X villog 10 X villog 7 X villog CH107
ventill叩torokhoz alacsony
113 KTE folyad辿kcs hm.szenzor Stop CH113 11 X villog 3 X villog 11 X villog 3 X villog CH113
hiba
114 Ut炭h撤t hm 辿rz辿kel hiba Stop CH114 11 X villog 4 X villog 11 X villog 4 X villog CH114
173 ll. F.sz. kompresszor ind鱈t叩si Stop CH173 17 X villog 3 X villog 17 X villog 3 X villog CH173
hiba
193 Ventill叩tor frekvenciav叩lt坦 Stop CH194 19 X villog 3 X villog 19 X villog 3 X villog CH194
h撤tborda magas hm辿rs辿klet
194 Ventil叩tor h撤tborda 辿rz辿kel Stop CH194 19 X villog 4 X villog 19 X villog 4 X villog CH194
hiba