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Exam Number : CLAD
Exam Name : Certified LabVIEW Associate Developer (CLAD)
Vendor Name : NI
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CLAD exam Format | CLAD Course Contents | CLAD Course Outline | CLAD exam Syllabus | CLAD exam Objectives

The best preparation for this exam is LabVIEW programming experience applying the concepts presented in LabVIEW Core1 and Core2 courses. Class attendance alone will not be sufficient. Typical CLAD candidates have taken NIs LabVIEW Core 1 and Core 2 courses (or equivalent) and have at least 6 to 9 months of experience using LabVIEW.

This prep guide provides an overview of the exam, including exam logistics and coverage. The relevant knowledge, skills and abilities (KSAs) tested by the CLAD exam are listed in the KSAs: Knowledge, Skills and Abilities tested by the CLAD section. A detailed syllabu List table follows the KSA descriptions.

This prep guide also includes example questions. This is not a demo exam. The questions are included as a study aid. They reflect the scope of the CLAD exam and familiarize the test-taker with NIs approach to testing the KSAs relevant to a Certified LabVIEW Associate Developer.


A score of 70% or higher is required to pass the exam.

Individuals may take the CLAD exam at any PearsonVUE testing center by scheduling the exam at http://www.pearsonvue.com/ni/. When you schedule the exam, be sure to specify whether you wish to take the exam using LabVIEW NXG or LabVIEW 20xx (where xx indicates current year). The images and terminology of the exam will reflect the LabVIEW editor you choose, but the exam content will otherwise be identical. Simply choose the LabVIEW editor with which you are most comfortable.

Passing the CLAD exam using either editor earns the same CLAD Certification.

You cannot use LabVIEW or any other resources during the exam. The CLAD exam provides screenshots from the LabVIEW environment and LabVIEW Help where appropriate. Refer to the Example Questions & Resources section for examples.

To take the exam, you must agree to a Non-Disclosure Agreement (NDA). The NDA states that you will not copy, reproduce, or communicate any section of the exam in any form, including verbal or electronic. Failure to comply with the NDA will result in penalties ranging from a failed exam to a lifetime ban from LabVIEW Certification

The CLAD exam centers around jobs requiring programming in professional settings, including Automated Test, High-Channel-Count Data Acquisition, or Domain Support. Most of these jobs include collecting and/or processing data in the form of signals from sensors. To verify the relevant knowledge, skills and abilities, the CLAD uses an NI-DAQmx system as representative hardware. NI-DAQmx was chosen because it can be simulated on all versions of LabVIEW. If you have access to LabVIEW, you have the resources to prepare for the exam. You do not need to purchase specific hardware.

Appendix I of the document provides instructions for setting up simulated hardware sufficient for exam preparation. The appendix also includes a list of the DAQmx functions possibly used in the exam. The exam does not test DAQmx function-specific settings. The questions use NI-DAQmx to test knowledge and skills necessary for common data acquisition tasks, such as calculating demo rates, determining the correct order of operations, and programming basic file I/O.

A person using LabVIEW at the Associated Developer level will be able to:

• Use software architectures from a single VI to a simple State Machine or Event-Driven UI


• Collect data from sensors using NI Hardware.

• Use Array functions extensively to extract and manipulate a single channel of data from multiple-channel data represented by a 1D waveform array or a 2D numeric array.

• Use loops to run a test a set number of times or until a condition is met, to establish a voltage ramp, or conduct other repeated tasks.

• Create and modify SubVIs, clusters, and Type Defs to simplify their code and contribute to larger projects.

Hardware (10% of exam questions)

• Connecting Hardware: Sensors, DAQ, Devices under test (DUT.

• Acquiring and validating a signal

• Processing signals

• Using appropriate demo rates

LabVIEW Programming Environment (25% of exam questions)

• Setting up and using a LabVIEW Project to:

o Add, delete, and move elements

o Use libraries and appropriate types of folders

o Avoid cross-linking

• Data Types:

o Recognize data types on the front panel

o Recognize data types on the block diagram from terminals and wires

o Choose appropriate controls, indicators, data types, & functions for a given scenario

• Predicting order-of-execution and behavior of

o A non-looping VI

o A Simple State Machine

o An Event-driven UI Handler

o Parallel Loops (without queues)

• Using basic functions to create a simple Acquire-Analyze-Visualize application

• Troubleshooting by identifying and correcting the cause of a broken arrow or incorrect data

• Error handling using error clusters and merge error functions to ensure errors are handled well

• Navigating LabVIEW help to get more information about inputs, outputs, and functions

LabVIEW Programming Fundamentals (50% of exam questions)

• Loops

o Create continuous HW acquisition or generation loop by applying a

Open-Configure-Perform Operation-Close model.

o Retain data in shift registers

o Use input and output terminals effectively, including:

▪ Determining the last value output

▪ Indexing input and output terminals

▪ Concatenating output

▪ Using conditional output

▪ Using shift registers, both initialized and uninitialized.

o Use timing of loops appropriately, including:

▪ Software timing

▪ Hardware timing

o Use For Loops and While Loops appropriately


o View data from an n-channel HW acquisition VI (using the DAQmx Read VI) using a

waveform graph, waveform chart, or numeric/waveform array indicator.

o Extract a single channel of data (waveform or 1D Array) from a:

▪ 1D waveform array representing acquired data from multiple channels

▪ 2D numeric array representing acquired data from multiple channels

▪ 1D numeric array representing single measurement from multiple channels

o Use a For Loop with auto-indexing and conditional tunnels to:

▪ Iterate through an array

▪ Iterate processing code on each channel of data in a 1D waveform array

▪ Generate an array of data that meets required conditions

o Identify by sight and be able to use and predict the behavior of the following array

functions and VIs:

▪ Array Size

▪ Index Array

▪ Replace Subset

▪ Insert Into Array

▪ Delete From Array

▪ Initialize Array

▪ Build Array

▪ Array Subset

▪ Max & Min

▪ Sort 1D Array

▪ Search 1D Array

▪ Split 1D Array

• Writing conditional code to perform an action based on the value of a user input or a measurement result.

• practicing and Writing data to a file

o Use Open/Act/Close model for file I/O

o Write data to a text file using high-level file I/O functions

o Continuously stream data to a text file or a TDMS file

o Append data to an existing data file

o Log data using simple VIs

Acquire data from DAQmx functions

o Display data on a graph

o Save data to a CSV file

o Choose single measurement/multiple channel and single channel/multiple

measurements configurations appropriately

Programming Best Practices (15% of exam questions)

• SubVIs – Reusing Code

o Create SubVIs to increase readability and scalability of VIs

o Configure the subVI connector pane using best practices

o Choose appropriate code as a SubVI source

• Clusters – Grouping Data of Mixed Data Types

o Create, manipulate, analyze, and use cluster data in common scenarios

o Group related data by creating a cluster to Boost data organization and VI readability

• Type Defs – Propagate Data Type Changes

o Create Type Defs and use Type Defs in multiple places

o Update Type Defs to propagate changes to all instances of the Type Def

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NI CLAD learning


faraway learning: What are the challenges offered by way of at-domestic learning? | Killexams.com Resources

via Amy Stewart & Jordan KennyBBC information NI

Paula Reynolds says many families do not have one desktop not ever mind one for each and every baby

again to school for students, this month, has supposed again to the computer. again to the online Zooms. lower back to the kitchen desk strewn with undertaking books.

With Covid-19 circumstances surging, college students across Northern ireland are braced as soon as again for a stint of far off studying.

The move is expected to last smartly into February, with most pupils not returning to classrooms except after the mid-time period smash.

but protecting little ones briefly out of college, and focusing their attentions on laptops, capsules and phones, brings renewed considerations about technology and the digital divide, during which some children will not have convenient access to the equipment they want.

considering the pandemic started the schooling Authority (EA) has loaned more than 11,000 digital instruments to scholars in NI, with a procurement procedure now underway to meet the continued demand.

however, the luxury of relevant device and a reliable internet connection is rarely the simplest challenge that items itself.

BBC news NI spoke to a few of those affected to listen to their views.

The guardian

Rachel, a single mom-of two from Belfast, grew to become homeless simply before the beginning of the first lockdown in March 2020.

She, along with her two sons, found themselves having to reside out of a single room in a condominium.

With all their assets in storage, the simplest machine her sons were in a position to use for their faculty work turned into Rachel's smartphone.

"We did have information superhighway however turned into very sluggish, it will have bring to an end a lot of the time," she mentioned.

"mobilephone indicators had been lousy, you needed to go outdoor."

Rachel's sons have been most effective capable of do their schoolwork on her smartphone

Rachel, who's in her 30s, described these months as "complex and annoying".

"I had pressures on me in all places, I wasn't only a mum I needed to be a teacher as well," she pointed out.

"i am no longer knowledgeable in instructing kids, i'm now not academic in that approach, my work is absolutely diverse.

Rachel has now moved right into a house with a stable web connection and, via Barnardo's NI, changed into presented with a computer the boys can use for their schoolwork.

She feels this time round she has extra of the resources to contend with far flung getting to know for her sons.

besides the fact that children she believes that at-home discovering doesn't provide equal opportunities for young individuals.

"i am bound some children have mums or dads which are teachers, in order that they have a far better talents than the other youngsters," she spoke of.

Michele Janes stated remote studying places 'big force' on parents and guardians The charities

remote studying is above all challenging for those families who live in "digital poverty", pointed out Michele Janes, head of Barnardo's NI.

"The return to remote gaining knowledge of places a huge amount of drive on fogeys and guardians, who may additionally already be dealing with issues like economic strain and job loss.

"it is a must have that the dollars and supplies are in place to aid essentially the most prone families."

That view become echoed by using Paula Reynolds, chief govt of the Belfast Charitable Society.

final spring, the society - together with the Halifax basis, the countrywide Lottery community Fund, Ulster school and the Ulster community funding have faith - put together funding for 225 laptops to faculties in north Belfast.

however the digital divide is still an issue all through Northern eire, she observed.

"it be across the board - there are rural issues and not using a entry to broadband and, of path, a digital poverty problem.

"On one stage, it's americans who're already deprived but there are the brand new bad who might be coming out of this because of redundancies."

She observed the charity changed into "conscious there become a dire want for instruments" and that "youngsters were going home with maybe most effective a telephone, if even".

Ms Reynolds referred to the laptop assignment turned into turned round in two weeks and she or he become concerned at "how statutory our bodies haven't been capable of step up to speed".

She said she felt the department of training should still "velocity up the delivery and provision" of instruments.

Paula Stuart has known as for 'sincere conversations' to take place concerning the difficulties being confronted The educators

whether it be on account of digital poverty or distinct techniques in colleges, pupils don't get equal alternatives when studying from domestic, in line with Paula Stuart, most important of Belfast model college for girls.

"faculties are doing it in alternative ways. body of workers talents, competence, infrastructure and entry to application and hardware is differing correct across the province," she talked about.

Describing the condition in homes, she introduced: "there is absolute poverty, so no contraptions accessible; there may be poverty when it comes to the device is shared; or there could be poverty in that the machine isn't appropriate or appropriate for on-line studying.

"there is poverty of wi-fi. There could be none available, or there may well be some obtainable but it's very terrible or there may well be some but it surely is intermittent as a result of the cost implications for families."

there is also "poverty of assist available at domestic for online discovering", she spoke of.

"In some families, both fogeys are working and the baby is discovering on my own at home. Some folks aren't able to present that aid."

youngsters, amidst this, she pointed out her college is striving to achieve a positive legacy from the pandemic.

"Our teachers and assist staff are going to be greater equipped in the use of e-studying going into the longer term," she mentioned.

"We haven't obtained it completely but we have now got it and we'll proceed."

For Dr Noel Purdy, director of the Centre for research in tutorial Underachievement (CREU) at Stranmillis university college in Belfast, things have moved on from the first lockdown in March.

He spoke to families at the height of that lockdown - a subsequent file pointed to a sense of "burn out" amongst parents as well as a "digital divide" amongst infants and families.

Dr Purdy observed "big strides have been made" with the aid of academics, especially related to their self assurance in teaching remotely, but considerations remain.

He observed that lockdown "exacerbates present inequities" and that he would nonetheless be anxious there should be a "studying hole which disproportionately dangers socially-disadvantaged infants".

The branch

In a press release, the department of education referred to the training Authority is "continuing to manner requests (for laptops) and a procurement technique is under method to meet ongoing demand".

It pointed out it had "put in vicinity more than a few assist for faculties in planning for remote researching".

"All colleges had been requested to have contingency plans in vicinity for the start of remote discovering in the event of a college closure, or that a class bubble or any greater community of students across a 12 months community should self-isolate," it delivered.

The branch's updated assistance states that it's "aware that all students do not need the identical ranges of domestic assist nor do all households have the same stage of access to supplies".

The counsel says "consideration should still receive invariably to guaranteeing availability of supplies for students devoid of competent on-line entry, including through distribution of hard-replica versions".

Copyright 2024 BBC. All rights reserved.  The BBC isn't accountable for the content material of external sites. read about our approach to exterior linking.

Beta terms through the use of the Beta site, you agree that such use is at your own chance and you understand that the Beta web site may also consist of well-known or unknown bugs or mistakes, that we have no duty to make this Beta web page obtainable with or at no cost for any length of time, nor to make it attainable in any respect, and that nothing in these Beta terms or your use of the Beta web site creates any employment relationship between you and us. The Beta site is provided on an “as is” and “as purchasable” foundation and we make no warranty to you of any variety, specific or implied.

In case of battle between these Beta terms and the BBC phrases of Use these Beta phrases shall prevail.


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