Lesson Plan
Course Title: Engineering Mathematics
Session Title: Hydraulic and Pneumatic Systems Design Project
Performance Objective: After completing this lesson, the students will have demonstrated that
they can apply the engineering design process and their knowledge of hydraulic and pneumatic
systems to design and build a hydraulic arm that is capable of performing a specified task. They
will demonstrate their knowledge and skills by presenting their project to the instructor and the
class, completing the quiz, and meeting all of the criteria in the Hydraulic and Pneumatic
System Design Project and Presentation Rubrics.
Specific Objectives:
Students will be able to
 explain the Stirling engine heat cycle,
 explain and apply Pascal's Law,
 explain how linear, rotation, and lifting hydraulic systems are formed,
 explain and demonstrate how discrete hydraulic systems can be combined to form a
more complex and functional system,
 calculate thermal efficiency of a Stirling engine,
 calculate a system’s hydraulic force multiplication factor,
 graph and interpret data from experiments and tests,
 build a Stirling engine,
 build linear, rotational, and lifting hydraulic systems, and
 practice the design process by designing and building a hydraulic arm that meets design
criteria and accomplishes a given task.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Engineering Mathematics:
130.367 (c) (6) (A)
. . .calculate the force output of a cylinder in retraction and extension;
130.367 (c) (9) (C) (G)
. . .calculate the magnitude of force applied to a rotational system;
. . .analyze and calculate mechanical advantage for simple machines using proper units of
measurement;
130.367 (c) (10) (A) (B) (D)
. . .evaluate the readings of dial calipers and micrometers to make precise measurements;
. . .use at least three measures of central tendency to analyze the quality of a product;
. . . construct and use a mean value and range chart to determine if a process remains
Copyright © Texas Education Agency 2012. All rights reserved.
1
constant over a specified range of time
Integrated Physics and Chemistry:
112.38 (c) (5) (D) (E) (H) (I)
. . .investigate the law of conservation of energy;
. . .investigate and demonstrate the movement of thermal energy through solids, liquids, and
gases by convection, conduction, and radiation such as in weather, living, and mechanical
systems;
. . .analyze energy conversions such as those from radiant, nuclear, and geothermal sources;
fossil fuels such as coal, gas, oil; and the movement of water or wind; and
. . .critique the advantages and disadvantages of various energy sources and their impact on
society and the environment.
Physics:
112.39 (c) (6) (A)
. . .investigate and calculate quantities using the work-energy theorem in various situations.
Chemistry:
112.35(c)(11)(A)(B)
. . .understand energy and its forms, including kinetic, potential, chemical, and thermal
energies; and
. . .understand the law of conservation of energy and the processes of heat transfer.
Technology Applications:
126.40(c)(1) (A)(B)(C)(D)(E)(F)
. . .produce a prototype;
. . .present a prototype using a variety of media;
. . .use the design process to construct a robot;
. . .refine the design of a robot;
. . .build robots of simple, moderate, and advanced complexity; and
. . .improve a robot design to meet a specified need.
126.40(c)(2) (A)(B)(C)(D)(E)(F)(H)
. . .demonstrate an understanding of and implement design teams;
. . .use design teams to solve problems;
. . .serve as a team leader and a team member;
. . .describe a problem and identify design specifications;
. . .design a solution to a problem and share a solution through various media;
. . .document prototypes, adjustments, and corrections in the design process;
. . .document a final design and solution; and
. . .present a final design, testing results, and solution.
126.40(c)(3) (A)(C)(D)
. . .test and evaluate a robot design;
. . .implement position tracking to complete assigned robot tasks;
. . .develop solution systems and implement systems analysis; and
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2
. . .modify a robot to respond to a change in specifications.
126.40(c)(6) (A)(B)
. . .use tools and laboratory equipment safely to construct and repair robots; and
. . .identify and describe the steps needed to produce a prototype.
Interdisciplinary Correlations:
Algebra I:
111.32 (b) (1) (A) (B) (C) (D) (E)
. . .describe independent and dependent quantities in functional relationships;
. . .gather and record data and use data sets to determine functional relationships between
quantities;
. . .describe functional relationships for given problem situations and write equations or
inequalities to answer questions arising from the situations;
. . .represent relationships among quantities using concrete models, tables, graphs, diagrams,
verbal descriptions, equations, and inequalities; and
. . .interpret and make decisions, predictions, and critical judgments from functional
relationships.
111.32 (b) (2) (D)
. . .collect and organize data, make and interpret scatter plots (including recognizing positive,
negative, or no correlation for data approximating linear situations), and model, predict, and
make decisions and critical judgments in problem situations.
Algebra II:
111.33 (a) (4)
. . .understand the relationship between algebra and geometry. Equations and functions are
algebraic tools that can be used to represent geometric curves and figures; similarly,
geometric figures can illustrate algebraic relationships. Students perceive the connections
between algebra and geometry and use the tools of one to help solve problems in the
other.
Geometry:
111.34 (b) (5) (A) (D)
. . .use numeric and geometric patterns to develop algebraic expressions representing
geometric properties; and
. . .identify and apply patterns from right triangles to solve meaningful problems, including
special right triangles (45-45-90 and 30-60-90) and triangles whose sides are Pythagorean
triples.
111.34 (b) (8) (D) (F)
. . .find surface areas and volumes of prisms, pyramids, spheres, cones, cylinders, and
composites of these figures in problem situations; and
. . .use conversions between measurement systems to solve problems in real-world situations.
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3
Mathematical Models with Applications:
111.36 (c) (1) (A) (B) (C)
. . .compare and analyze various methods for solving a real-life problem;
. . .use multiple approaches (algebraic, graphical, and geometric methods) to solve problems
from a variety of disciplines; and
. . .select a method to solve a problem, defend the method, and justify the reasonableness of
the results.
111.36 (c) (3) (A) (B)
. . .formulate a meaningful question, determine the data needed to answer the question,
gather the appropriate data, analyze the data, and draw reasonable conclusions; and
. . .communicate methods used, analyses conducted, and conclusions drawn for a dataanalysis project by written report, visual display, oral report, or multi-media presentation.
111.36 (c) (8) (B)
. . .use trigonometric ratios and functions available through technology to calculate distances
and model periodic motion.
Copyright © Texas Education Agency 2012. All rights reserved.
4
O*NET Component
47-2152.01 Pipe Fitters and Steamfitter
http://www.onetonline.org/link/summary/47-2152.01
Lay out, assemble, install, or maintain pipe systems, pipe supports, or related hydraulic or
pneumatic equipment for steam, hot water, heating, cooling, lubricating, sprinkling, or industrial
production or processing systems.
Reported Job Titles:


Equipment Service Associate (ESA), Machine Repairman
Journeyman Pipe Fitter
Tasks:




Inspect, examine, or test installed systems or pipe lines using pressure gauge, hydrostatic
testing, observation, or other methods.
Select pipe sizes, types, or related materials, such as supports, hangers, or hydraulic
cylinders, according to specifications.
Attach pipes to walls, structures, or fixtures, such as radiators or tanks, using brackets,
clamps, tools, or welding equipment.
Assemble or secure pipes, tubes, fittings, or related equipment, according to specifications,
by welding, brazing, cementing, soldering, or threading joints.
Soft Skills:




Coordination: Adjusting actions in relation to other actions
Time Management: Managing one’s own time and the time of others
Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of
alternative solutions, conclusions or approaches to problems
Speaking: Talking to others to convey information effectively
Teacher Preparation:
Review the PowerPoint presentation, the quiz, the projects, and the definitions. You may want
to focus your presentation of the lesson’s content primarily on the PowerPoint and the design
projects, but the major goal of this lesson is to have the students actually practice using the
engineering design process (EDP).
Copyright © Texas Education Agency 2012. All rights reserved.
5
References:
Jim R. Larsen. Eleven Stirling Engines Projects You Can Build. Jim Larsen, Olympia, WA 2012.
Jim R. Larsen. Quick and Easy Stirling Engine. Jim Larsen, Olympia, WA 2011
Videos
Slide 11:
Alpha Stirling engine; from YouTube user; GREENPOWERSCIENCE;
http://www.youtube.com/watch?v=5pdqDQwehlk
Beta Stirling engine; from YouTube user; PullTab;
http://www.youtube.com/watch?v=rr8g62rM7dM&feature=fvwrel
Gamma Stirling engine; from YouTube user; Sawerrt;
http://www.youtube.com/watch?v=UvrBzwBIFhM
Slide 13:
Building a Stirling Engine; from YouTube user; Jim Larsen;
http://www.youtube.com/playlist?list=PL2AB1028849E86CC4&feature=plpp
Slide 15:
Pneumatic Aluminum Can Crusher; from YouTube user; Kedge24
http://www.youtube.com/watch?v=MpgrDgFz-RA
Medical Applications of Fluid Power; from YouTube user; National Fluid Power Association;
http://www.youtube.com/watch?v=GWJJYH50wvM
National Fluid Power Association (NFPA) YouTube Channel; from YouTube user; National Fluid
Power Association;
http://www.youtube.com/user/natlfluidpowerassn?feature=results_mainraulics.aspx
Slide 17:
How Fluid Power Works; from YouTube user; CCEFP
http://www.youtube.com/watch?v=zZ0WwZcRrV4
Pictures
Slide 11 Notes: Types of Stirling Engines
Alpha Stirling engine: http://en.wikipedia.org/wiki/File:Alpha_Stirling.gif
Beta Striling engine:http://en.wikipedia.org/wiki/File:Beta_stirling_animation.gif
Gamma Stirling engine: http://www.mpoweruk.com/stirling_engine.htm
Slide 12: The Stirling Engine Cycle
Stirling PV cycle: http://en.wikipedia.org/wiki/File:Stirling_Cycle_color.png
Beta Stirling engine Cycle Step 4: http://en.wikipedia.org/wiki/File:Beta_Stirling_frame_12.png
Beta Stirling engine Cycle Step 1: http://en.wikipedia.org/wiki/File:Beta_Stirling_frame_16.png
Beta Stirling engine Cycle Step 2: http://en.wikipedia.org/wiki/File:Beta_Stirling_frame_4.png
Beta Stirling engine Cycle Step 3: http://en.wikipedia.org/wiki/File:Beta_Stirling_frame_8.png
Slide 16: Pascal's Law
Pascal's Law: http://en.wikipedia.org/wiki/File:Principe_de_Pascal.jpg
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Slide 17: Hydraulic Force Multiplication
Force Multiplication: http://commons.wikimedia.org/wiki/File:Hydraulic_Force.png
Slide 21: Linear Hydraulic Motion
Linear Hydraulic Motion Instructions:
http://www.nfpafoundation.org/FPChallenge/Challenge_Instructions.aspx
Slide 22: Rotational Hydraulic Motion
Rotational Hydraulic Motion:
http://www.nfpafoundation.org/FPChallenge/Challenge_Instructions.aspx
Slides 23-24: Lifting Hydraulic Motion
Lifting Hydraulic Motion:
http://www.nfpafoundation.org/FPChallenge/Challenge_Instructions.aspx
Slide 25: Building Hydraulic Systems
Linear, Rotational, and Lifting Hydraulic Systems Instructions:
http://www.nfpafoundation.org/FPChallenge/Challenge_Instructions.aspx
Instructional Aids:
Animations
http://en.wikipedia.org/wiki/File:Alpha_Stirling.gif
http://en.wikipedia.org/wiki/File:Beta_stirling_animation.gif
http://en.wikipedia.org/wiki/File:Stirling_Animation.gif
Social Media
Stirling Engines:
http://www.youtube.com/watch?v=rr8g62rM7dM&feature=fvwrel
http://www.youtube.com/watch?v=5pdqDQwehlk
http://www.youtube.com/watch?v=UvrBzwBIFhM
Fluid Power General Description and Careers:
http://www.youtube.com/user/natlfluidpowerassn?feature=results_mainraulics.aspx
http://www.youtube.com/watch?v=GWJJYH50wvM
http://www.youtube.com/watch?v=MpgrDgFz-RA&feature=related
http://www.youtube.com/watch?v=VxLTDtaRCZk&feature=related
http://www.youtube.com/watch?v=zZ0WwZcRrV4
Stirling Engine Build:
http://www.youtube.com/playlist?list=PL2AB1028849E86CC4&feature=plpp
Copyright © Texas Education Agency 2012. All rights reserved.
7
Materials Needed:
Instructor Equipment Required:
Computer (1)
Microsoft Excel or comparable program for data analysis and graphing
Hot plate or coffee warmer (up to 5)
Hydraulic arm testing area
Vise
Gloves (set a good example to your students by using proper safety equipment)
Safety goggles (set a good example to your students by using proper safety equipment)
Ruler or calipers (up to 5)
Meter stick
Drill (up to 5)
Handsaw or hacksaw
Files (up to 4)
IR thermometer (up to 5)
Tachometer (up to 5)
Fire extinguisher (up to 5)
Utility knife
Scissors (up to 5)
Heat gun (up o 5)
Metric standard weight set (or equivalent)
Stirling Engine
The following materials will be required, if the Stirling Engine will be built as an
instructor demonstration rather than a student project.
4 x 4 x 9 inch (or comparable) floral arrangement foam (one block will make eight engines)
PVC pipe elbow, 3/4 inch x 1/2 inch (1)
Clean empty soda cans (3)
Heat gun or sand paper (1)
Set of pliers with wire cutters (1)
Sewing needle (1)
16 Inches of 12 or 14 gauge copper wire (1)
Pair of work gloves (1)
Small helium quality balloon (1)
19 gauge steel wire (1)
CD (1)
High-temp epoxy
Superglue
Scotch tape
Paper hole punch (1)
0.015 inch wire, 10 inches long
IR thermometer (1)
Tachometer (1)
Marker (1)
Ruler (1)
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8
Sharp pair of scissors (1))
Sharp knife (1)
Pen and paper (1 each)
Hot plate or coffee warmer (1)
Fire extinguisher
Pair of safety goggles (1)
Digital gram scale (1)
Students Materials Required:
The following materials will be needed if the Stirling engine will be built by students in
teams of 2-3 students. The amounts shown are enough for 5 groups to each build one
Stirling engine. The amounts should be increased based on the number of students
and/or groups.
Stirling Engine
4 x 4 x 9 inch (or comparable) floral arrangement foam (one block will make eight engines)
PVC pipe elbows, 3/4 inch x 12 inch (5)
Clean empty soda cans (5)
Heat guns or sand paper (5)
Pliers with wire cutters (5)
Sewing needles (5)
16 inches of 12- or 14-gauge copper wire
Pairs of work gloves (5)
Small helium quality balloons (5)
5 5-inch, 19-gauge steel wires
CDs (5)
High-temp epoxy (must be compatible with the floral foam)
Superglue
Scotch tape
Paper hole punches (5)
0.015 inch wires that are 10 inches long (5)
IR thermometers (5)
Tachometers (5)
Markers (5)
Rulers (5)
Sharp pair of scissors (5)
Sharp knives (5)
Sets of pens and paper (5)
Hot plates or coffee warmers (5)
Fire extinguisher
Pairs or safety goggles (10-16)
Digital gram scales (5)
Hydraulic Force Multiplier Activity
The amounts shown are enough for 4 groups to go through the Hydraulic Force
Multiplier Activity.
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9
Blank 4.5 x 2.75 inch stainless steel wall plates (16)
Phillips screwdrivers (4)
Syringes, 12 cc, catheter tip (20)
Syringes, 35 cc, catheter tip (4)
Syringes, 60 cc, catheter tip (4)
Syringes, 100 cc, catheter tip (4)
Hacksaw (1)
Files (4)
Utility knife (1)
Epoxy
Paper plates to mix epoxy on (4)
Disposable spoons to mix epoxy with (4)
Plumber's putty
4-inch vises (4)
Metric weight sets, or variety of materials of varying weights pre-measured on a digital scale (4)
16 feet of 5/32-inch inner diameter silicone tubing
Glasses of water (4)
Rulers or calipers (4)
Lifting Motion Activity
The amounts shown are enough for 4 groups to go through the Linear, Rotational, and
Lifting Motion Activity.
18 x 2 inch Balsa wood strips, or similar(60)
Light wood circles (8)
Epoxy
12 feet of 5/32 inch silicone tubing
35 cc. syringes (12)
60 cc. syringes (12)
Drills (3)
Bolts (40)
Nuts (40)
Washers (40)
Cups of water (4)
Hydraulic Arm Activity
The amounts shown are enough for one group to build their own Hydraulic Arm.
6 feet of 5/32 inch silicone tubing
12 cc syringes (6)
35 cc syringes (6)
60 cc syringes (6)
100 cc syringes (6)
18 x 2 inch Balsa wood strips, or similar (20)
Large piece of cardboard (1)
Epoxy
Light wood circles of varying sizes (5)
Bolts (20)
Copyright © Texas Education Agency 2012. All rights reserved.
10
Nuts (20)
Washers (20)
Drill (1)
Hand or circular saw (1)
20 cm x 40 cm wall (1)
Vise (1)
Marker (1)
Meter stick (1)
Water
Learner Preparation:
A basic knowledge of the physics of fluids would be useful for this activity.
Introduction
Introduction (LSI Quadrant I):
SAY: Today we are going to look at the topic of our next design project: Hydraulic and
Pneumatic Systems.
ASK: How many of you know what hydraulic or pneumatic systems are? Raise your hand if you
know of a machine or system that uses this type of mechanism.
SHOW: Pictures and/or video of hydraulic and pneumatic systems.
SAY: In this section we are going to explore how these systems work and can be used in the
design of functional machines.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
Class
Period(s)
Topic(s)
Assignment
1-4
•
•
•
Vocabulary
Stirling Engines
Stirling Engine Activity
#1-Individual; Handout; vocabulary work; answer the questions
posed at the end of the activity.
5-9
•
Hydraulics and
pneumatics
Pascal’s Law
Force multiplication
introduction and activity
#2-Individual; Answer the evaluation questions posed at the end of
the activity.
Types of hydraulically
driven motion
Hydraulic systems
Hydraulic motion activity
#3-In teams of 2-3; Apply the engineering design process to the
scenario given; complete the mini engineering notebook (Daily);
answer the questions posed at the end of the activity.
•
•
10-14
•
•
•
Copyright © Texas Education Agency 2012. All rights reserved.
11
15-30
•
•
MI
Hydraulic arm design
challenge
Background and team
project
#4-In teams of 2-3, apply the engineering design process to the
scenario given; complete the mini engineering notebook (Daily)
Outline
Notes to Instructor
Introduction – 1-2 days (45
minutes per class period)
 Introduction and
background
 Stirling engines: a fluid
power example
 What is fluid power?
(hydraulics and
pneumatics)
 How is fluid power used
to perform tasks?
 Careers and educational
opportunities
 Activity handouts and
worksheets
 Hydraulic arm design
challenge
Hydraulics and Pneumatics
Background and
Vocabulary– 1-2 days (45
minutes per class period)
Activities – 25 days (45
minutes per day
 1 Intro activity
 3 Build-up activities
 Team design project
 Team presentations
I. Stirling Engine Introduction
A. What is a Stirling Engine?
B. Types of Stirling Engines
C. The Sterling Engine cycle
Day 1:
Introduction: 5 minutes
Vocabulary: 15 minutes
PPT presentation: 20 minutes
Quiz: 5 minutes
Required Materials:
Hydraulics and Pneumatics
PPT (Slides 10-12)
Suggested Materials:
Use these animated gifs to
explain how different types of
Stirling Engines work.
http://en.wikipedia.org/wiki/Fil
e:Alpha_Stirling.gif
http://en.wikipedia.org/wiki/Fil
Copyright © Texas Education Agency 2012. All rights reserved.
12
e:Beta_stirling_animation.gif
http://en.wikipedia.org/wiki/Fil
e:Stirling_Animation.gif
II. Stirling Engine Demo/Student Activity
Required Materials:
This can be done either as a class
demonstration or a student group project. If
time exists, extend this activity to allow
students to redesign, build, and test their
Stirling engine. Advanced students should
use their Stirling engine to accomplish a task
or run a process.
Hydraulics and Pneumatics
PPT (Slides 13-14)
For Teacher Demo:
1. Constructed Stirling engine
2. Stirling Engine Student
Worksheet
A. Introduce Stirling Engine activity
B. Discuss or engage in construction of
For Student Activity:
Stirling engine
C. Experimentally measure flywheel speed
1. Materials for construction
and pressure chamber temperature
of Stirling engines
D. Calculation of thermal efficiency
2. Stirling Engine Activity
E. Graph of thermal energy vs. kinetic energy
Sheet
F. Discuss re-design based on experimental
results.
Use the Stirling Engine
Day 2:
videos to help with
PPT Presentation: 5 minutes
construction.
Activity:
 Teacher demo - 15 minutes,
http://www.youtube.com/playli
st?list=PL2AB1028849E86C
 Student questions and discussion- 25
C4&feature=plpp
minutes
 Student activity - 40 minutes
Suggested Materials:
Quiz: 5 minutes
Use these Stirling Engine
YouTube videos to show your
Day 3:
students other Stirling Engine
Introduction: 5 minutes
designs. Discuss the design
Activity:
decisions that were made
 Stirling engine redesign: 40 minutes
and why the engineer made
them.
Day 4:
Activity:
http://www.youtube.com/watc
 Stirling engine redesign: 20 minutes
h?v=5pdqDQwehlk
Student presentation: 25 minutes
http://www.youtube.com/watc
h?v=rr8g62rM7dM&feature=f
vwrel
http://www.youtube.com/watc
Copyright © Texas Education Agency 2012. All rights reserved.
13
h?v=UvrBzwBIFhM
Quick and Easy Stirling
Engine by Jim Larsen
III. Fluid Power
A.
B.
C.
D.
E.
Pneumatics
Hydraulics
Uses of fluid power
Pascal's Law
Force multiplication (mechanical
advantage)
F. Application and calculation of force
multiplication
G. Career options
Day 5:
Introduction: 5 minutes
PPT presentation: 35 minutes
Quiz: 5 minutes
Required Materials:
Hydraulics and Pneumatics
PPT (Slides 15-16)
Suggested Materials:
Use these videos about
hydraulic and pneumatic
power to help explain how
fluid power is used and the
principles of Pascal’s law and
mechanical force
multiplication are applied.
You can also use this
opportunity to explore career
options in fluid power.
http://www.youtube.com/watc
h?v=MpgrDgFzRA&feature=related
http://www.youtube.com/watc
h?v=GWJJYH50wvM
http://www.youtube.com/user/
natlfluidpowerassn?feature=r
esults_mainraulics.aspx
IV. Force Multiplication Activity
Required Materials:
Hydraulics and Pneumatics
PPT (Slides 17-20)
Instead of having each team build all of the
hydraulic systems, you could have each team
make one and set up stations for the teams to Force Multiplication Student
rotate to each station and test the different
Activity Sheet
systems. If pressed for time, you could also
construct the stations beforehand.
Materials for construction of
force multiplication systems
A. Introduce activity
Suggested Materials
B. Construct simple hydraulic systems
C. Exploration and application of force
Use these videos about fluid
multiplication
power principles to help
D. Discussion of results and implications for explain how the principles of
hydraulic system design
Pascal's law and mechanical
Copyright © Texas Education Agency 2012. All rights reserved.
14
Day 6:
PPT presentation: 5 minutes
Activity:
 Force multiplication construction- 40
minutes
Day 7:
Introduction: 5 minutes
Activity:
 Force multiplication exploration - 40
minutes
force multiplication are
applied.
http://www.youtube.com/watch
?v=VxLTDtaRCZk&feature=rel
ated
http://www.youtube.com/watch
?v=zZ0WwZcRrV4
Day 8:
Introduction: 5 minutes
Activity:
 Force multiplication results discussion
- 20 minutes
 Force multiplication system design 20 minutes
Day 9:
Activity:
 Force multiplication system build - 20
minutes
Student presentation: 25 minutes
V. Hydraulic Motion
A. Linear Motion
B. Rotational Motion
C. Lifting Motion
D. Introduce Activity
Required Materials:
Hydraulics and Pneumatics
PPT (Slides 21-24)
Day 10:
Introduction: 5 minutes
PPT presentation: 20 minutes
Introduce Hydraulic motion activity: 15
minutes
VI. Hydraulic Motion Activity
A.
B.
C.
D.
Design and build linear system
Design and build rotational system
Design and build lifting system
Create a compound hydraulic system
Day 11:
Introduction: 5 minutes
Required Materials:
Hydraulics and Pneumatics
PPT (Slides 25-26)
Hydraulic Motion Student
Activity sheet
Materials for construction of
hydraulic systems
Copyright © Texas Education Agency 2012. All rights reserved.
15
Activity:
 Hydraulic motion system construction40 minutes
Day 12:
Introduction: 5 minutes
Activity:
 Hydraulic motion system exploration 40 minutes
Day 13:
Introduction: 5 minutes
Activity:
 Hydraulic motion system results
discussion - 20 minutes
 Hydraulic motion system, system
design - 20 minutes
Day 14:
Introduction: 5 minutes
Activity:
 Hydraulic motion system build - 40
minutes
Day 15:
Activity:
 Hydraulic system test - 20 minutes
Student presentation: 25 minute
VII. Hydraulic Arm Design Project
A. Introduce design project
B. Review design process
C. Apply design process to the design and
construction of a hydraulic arm
Required Materials:
Hydraulics and Pneumatics
PowerPoint (Slides 27-28)
Day 16:
PPT Presentation: 5 minutes
Review of results from previous activities: 15
Review design process: 5 minutes
Activity:
 Hydraulic arm design- 20 minutes
Day 17:
Activity:
 Hydraulic arm design and design
review- 45 minutes
Day 18:
Copyright © Texas Education Agency 2012. All rights reserved.
16
Introduction: 5 minutes
Activity:
 Hydraulic motion system results
discussion - 20 minutes
 Hydraulic motion system, system
design - 20 minutes
Days 19-23:
Activity:
 Hydraulic motion system build - 45
minutes
Day 24:
Activity:
 Hydraulic motion system test and
redesign - 45 minutes
Days 25-28:
Activity:
 Hydraulic motion system rebuild and
test - 45 minutes
Day 29:
Activity:
 Presentation of projects- 45 minutes
Day 30:
Activity:
 Hydraulic arm testing
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Work with your students to help them build and understand a Stirling Engine. Help them make
their efficiency measurements and do their calculations. Also work with your students on the
aspects of hydraulic systems, force multiplication, and hydraulically driven motion. Help them
understand how these aspects represent design choices that can be made to meet specified
design criteria.
Independent Practice (LSI Quadrant III):
Design and develop a hydraulic arm that can lift the heaviest weight over a wall that is 20 cm
high and place it safely on the other side within a designated area that is 15 cm from the wall.
Copyright © Texas Education Agency 2012. All rights reserved.
17
Summary
Review (LSI Quadrants I and IV):
Question: Sketch and describe the engine cycle for a gamma-type Stirling engine.
Answer: In a gamma-type Stirling engine cycle, one chamber is heated and the hot pressure
moves the piston. The other chamber is cooled, allowing the piston to move into the cool
chamber.
Question: What is the minimum radius required of the slave piston to lift a 10 kg weight after
applying a force of 40 N to the master piston that has a radius of 3 cm?
Answer: 74 cm
Evaluation
Informal Assessment (LSI Quadrant III):
Attentiveness in class, note taking, questions, sample drawings. Option to use the design
process rubric in a simplified form to assess preliminary drawings.
Formal Assessment (LSI Quadrant III, IV):
The Hydraulic and Pneumatic Design Project Quiz, a formal evaluation of student design
process practice using the rubric (first in a simplified form for simple sketch practice, then more
completely as needed for more detailed drawings and student practice on the full design
process).
Extension
Extension/Enrichment (LSI Quadrant IV): None
Copyright © Texas Education Agency 2012. All rights reserved.
18
Hydraulics and Pneumatics Design Project Definitions
Actuator: a device responsible for actuating a mechanical device
Alpha Stirling Engine: a Stirling engine that has two power pistons and two connected
pressure chambers; one chamber is heated and one chamber is cooled
Beta Stirling Engine: a Stirling engine that has one power piston and a one displacer
piston in the same chamber
Constant Volume Process: a process that is conducted in such a way that the volume of
the system is held constant
Displacer Piston: a special piston that is used in beta and gamma Stirling engines; it
moves the working fluid back and forth between the hot and cold side heat exchangers
Gamma Stirling Engine: a Stirling engine that has one hot pressure chamber with a
displacer piston and one cold pressure chamber with a power piston
Flywheel: a heavy wheel that stores kinetic energy and allows for smooth operation of an
engine by maintaining a constant speed of rotation over the whole cycle
Force Multiplication: a phenomenon in fluid systems that arises from fluid behavior
described by Pascal's law; when a master of a certain area applies pressure to a body of
fluid, the fluid exerts an equal pressure on the entire area of a slave piston; the force
experienced by the slave piston is the original force multiplied by the ratio of the slave piston
area to the master piston area
Heat Exchanger: a device, such as an automobile radiator, used to transfer heat from a
fluid on one side of a barrier to a fluid on the other side without bringing the fluids in direct
contact; in small, low-power systems, the heat exchanger is simply the walls of the pressure
chambers. In larger, higher power systems, more efficient heat exchanging is accomplished
by increasing surface area through the use of fins
Heat Sink: an environment capable of absorbing heat from an object that shares thermal
contact with it without a phase change or an appreciable change in temperature; in small,
low-power systems, this is the surrounding environment; for more powerful systems, a
radiator is used to transfer heat to the surrounding environment
Hydraulics: the branch of fluid power engineering that uses pressurized liquids to create
mechanical motion
Isothermal: any process conducted so that the temperature of the system is held constant
Linear Motion: a continuous change of the position of a body so that every particle of the
body follows a straight-line path
Master Piston: the piston in a fluid system that applies the force to the fluid
Mechanical Advantage: the ratio of the working force exerted by a mechanism to the
applied effort
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19
Pascal’s Law: the pressure exerted anywhere in a mass of a confined liquid is transmitted
in all directions throughout the liquid without the pressure being diminished
Piston: a solid cylinder or disk that fits snugly into a larger cylinder and moves under fluid
pressure, or displaces or compresses fluids, as in pumps and compressors
Pneumatics: a branch of fluid power engineering that harnesses the potential energy in
pressurized gas to create mechanical motion
Power Piston: the driving piston in a Stirling engine that drives the compression of the
working fluid in the system
Pressure Chamber: a vessel designed for containing substances at pressures above
atmospheric pressure
Regenerator: the component invented by Robert Stirling that distinguishes a Stirling engine
from its competition; it connects the hot and cold pressure chambers and recycles the
internal heat of the system; this conservation of heat energy increases the thermal efficiency
of the engine; when designing a Stirling engine, the regenerator design is important as it can
introduce too much internal volume and energy loss due to friction
Rotational Motion: the motion of a rigid body that takes place in such a way that all of its
particles move in circles around an axis with a common angular velocity
Slave Piston: the piston in a fluid system that has a force applied to it by the fluid
Stirling Engine: an external combustion engine having an enclosed working fluid that is
alternately compressed and expanded to operate a piston, thus converting heat from a
variety of sources into mechanical energy
Copyright © Texas Education Agency 2012. All rights reserved.
20
Introduction Project: Building a Stirling Engine
(Page 1 of 6)
Name_________________________________
Date__________________________________
Materials
 4 x 4 x 9 inch floral arrangement foam (or comparable, a 4 x 9 x 4 block will make 8
engines)
 3/4 inch x 1/2 inch PVC Pipe elbow (1)
 Clean empty soda cans (1)
 Heat gun or sand paper (1)
 Set of pliers with wire cutters (1)
 Sewing needle (1)
 16 inches of 12 or 14 gauge copper wire per student
 Pair of work gloves (1)
 Small helium quality balloon (1)
 12 inches of 19 gauge steel wire per student
 CD (1)
 High temp epoxy (must be compatible with the floral foam)
 Superglue
 Scotch tape
 Paper hole punch (1)
 0.015 inch wire that is 10 inches long
 IR thermometer (1)
 Tachometer (1)
 Marker (1)
 Ruler (1)
 Sharp pair of scissors (1)
 Sharp knife (1)
 Pen and paper (1 each)
 Hot plate or coffee warmer (1)
 Fire extinguisher
 Pair of safety goggles (1 each)
 Digital gram scale (1)
YouTube Video Instructions
http://www.youtube.com/playlist?list=PL2AB1028849E86CC4&feature=plpp
Procedure
Making the Drive Diaphragm
1. Shape pipe elbow to the side of the soda can by heating the smaller elbow with the heat
gun until the plastic becomes slightly soft. Press it firmly against the soda can. When
using the heat gun, make sure to use a work glove to hold the pipe elbow. (If you do not
have a heat gun, wrap the can in sand paper and sand the elbow to the shape of the
can.)
Copyright © Texas Education Agency 2012. All rights reserved.
21
Introduction Project: Building a Stirling Engine
(Page 2 of 6)
2. Cut off the neck of balloon and set it aside. Trim the remaining balloon so you are left
with a cap.
3. Pick up the straight neck of the balloon. Starting at the thick end, roll the neck up,
forming a thick rubber band.
4. Stretch the balloon cap over the large side of the pipe elbow and secure with the rubber
band you have just made. Smooth the balloon cap until all the wrinkles are gone and
there is at least 0.5 inches of travel in the balloon diaphragm.
5. Place a small (1 inch) piece of tape in the middle of the balloon diaphragm.
6. Use the sewing needle to put a small hole in the middle of the balloon diaphragm.
7. Cut a 4.5-inch piece of the 19 gauge wire. Make a coil at the end with a small "tail" in the
middle (see Figure 1).
Figure 1: 19 gauge wire coil
8. Place the tail through the hole in the tape, superglue the wire tail, and coil to the balloon
(and tape).
Making the Pressure Chamber (Bottom Can)
9. Take the first soda can, measure 2.5 inches from the bottom of the can's straight side
wall, and make a mark. Using a jig or a ruler to hold the pen steady, draw a line all the
way around the can at the mark. This is your cut line.
10. Using a sharp pair of scissors or a knife, rough cut an inch or so above the cut line to
remove the top of the can. Then carefully cut along the line to cut off the extra material
and leave a smooth even surface.
11. Using a handheld paper punch, make a hole as far down as possible on the side of the
pressure chamber.
12. When you have finished making your pressure chamber, weigh it on the digital scale.
13. Repeat steps 9-11 with another can. After making the with the hole punch, use the
smaller hole to cut a larger hole in the side. You will use this to make your displacer
piston.
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22
Introduction Project: Building a Stirling Engine
(Page 3 of 6)
Making the Displacer Piston
14. Using a knife, cut off a block of floral foam that is at least 1 inch x 3 inches x 3 inches.
Don't make it thicker than 1 1/8 inches.
15. Push the extra bottom can from step 8 into the foam. This will cut out a cylinder of foam
to act as your displacer piston. Before removing the foam piston, roll the can in your
hands to make the piston slightly smaller.
16. Remove the foam from the can using the large hole to push it from behind.
17. Check the piston's size by placing it in your pressure chamber. It should sink down into
the can under its own weight. If it does not, shave extra material from the sides of the
foam block by rubbing it symmetrically in your hands. Do this until the piston drops into
the pressure chamber under its own weight.
18. Create the displacer piston push rod by cutting 4.5 inches of fine music wire (or any thin
gauge wire).
19. Find the center of the piston and push the wire through the center. Make sure it passes
straight through the piston. If it is not straight, remove the wire and try again.
20. Use the epoxy to attach the wire to the piston.
Making the Crankshaft
21. Make a template, as shown in Figure 2. Then, using the copper wire, follow the
directions in the video for making the crankshaft.
Figure 2: Crankshaft template
Making the Top Can
22. Cut off the top of the second can (see Figure 3).
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23
Introduction Project: Building a Stirling Engine
(Page 4 of 6)
Figure 3: Top of Second Can
23. Find the center of the bottom of the can and mark it.
24. Hold a sewing needle in pliers and poke a hole through the bottom of the can.
25. Check the size of the hole with some extra music wire. If it needs to be widened use the
sewing needle to widen it further.
26. Measure 1/8 inches up from the bottom of the can’s straight side wall and mark it. The
bottom can should come to this point when assembling the engine.
27. Next measure up 1 inch from the bottom of the can straight side wall and make a mark.
Measure up 3 inches from this mark and 1 inch on either side of this mark. This will
delineate a 3 inch by 1 inch square. Draw this square out, rounding the corners of the
square.
28. Cut the rounded square from top can. This will allow you to see your piston and jump
start your engine.
Assembling the Stirling Engine
29. Put the displacer piston in the pressure chamber. Then carefully place the top can on
top, threading the piston push rod through the hole in the bottom of the can.
30. Press the cans tightly together until the bottom can reaches the 1/8-inch mark on the top
can. The bottom of the top can should fit snugly into the pressure chamber. If necessary,
secure the cans together with epoxy.
31. Epoxy the drive diaphragm pipe to the pressure vessel can.
32. Thread crankshaft through and attach piston wire. Drive membrane shaft to its
respective fittings (see Figure 4).
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24
Introduction Project: Building a Stirling Engine
(Page 5 of 6)
Figure 4: Piston Attachments
33. Weigh the CD on the digital scale and record the weight.
34. Using epoxy, attach the CD to the mount created by the end of the crankshaft.
Testing your Stirling Engine
35. Place your Engine on your hot plate and turn it on low (use a coffee warmer if you do not
have access to a hot plate). After a few minutes, turn the crankshaft to help jumpstart the
engine.
36. If your engine does not run, increase the heat slightly.
37. If your engine has trouble running smoothly, remove it from the heat and inspect your
crankshaft. If that is not the problem, then check all of your seams to make sure that you
do not have a leak.
38. Once your engine has started running, measure the speed of the CD using a tachometer
and the corresponding temperature of your pressure chamber using an IR thermometer.
Record this every 15 seconds.
Once again, the building instruction videos are located at:
http://www.youtube.com/playlist?list=PL2AB1028849E86CC4&feature=plpp
Copyright © Texas Education Agency 2012. All rights reserved.
25
Introduction Project: Building a Stirling Engine
(Page 6 of 6)
Analysis:
1. Calculate the Kinetic energy imparted to the CD by using the measured CD speed
(velocity), the weight of the CD and equation 1.
Equation 1: Kinetic Energy =
1
𝑚𝑣 2
2
In the equation, m is the mass of the CD and v is the speed of the CD.
2. To roughly calculate the thermal energy transferred to the Stirling engine by using the
measured temperatures of the pressure chamber, the mass of the pressure chamber,
the specific heat of aluminum, and equation 2.
Equation 2: Thermal Energy = 𝑚(𝐶𝑝)(∆𝑇)
In the equation, m is the mass of the pressure chamber, ∆𝑇 is the increase in
temperature, and Cp is the specific heat of aluminum. Calculate the thermal energy
increase in two ways. First calculate it using the total change in temperature (the
difference between the first and last measurement). Then calculate it for each 15-second
time interval.
3. Calculate the efficiency of the heat to mechanical energy conversion by using the
calculated kinetic energy of the flywheel, the calculated total increase in thermal energy,
and equation 3.
Equation 3: Efficiency =
Kinetic Energy of Flywheet
Total increase in Thermal Energy
Evaluation:
1. What type of Stirling engine is this? Identify the components.
2. Calculate the kinetic energy of the flywheel and the heat energy added to the system.
How do these compare? Create a graph of heat energy versus kinetic energy.
3. What is the efficiency of the engine with regards to transferring heat energy to rotational
mechanical energy?
4. Draw and identify the different parts of the Stirling engine cycle for this engine.
5. Which design features of the engine affect the thermal efficiency? How could you
improve them?
Copyright © Texas Education Agency 2012. All rights reserved.
26
Evaluating Force Multiplication in a Hydraulic System
(Page 1 of 3)
Name_________________________________
Date__________________________________
Objective:
To evaluate and explore force multiplication in a hydraulic system by testing a series of slave
and master assemblies with different force multiplication factors
Materials:
 Blank 4.5 x 2.75 inch stainless steel wall plates (4)
 Phillips screwdriver (1)
 Syringes, 12 cc, catheter tip (5)
 Syringe, 35 cc, catheter tip (1)
 Syringe, 60 cc, catheter tip (1)
 Syringe, 100 cc, catheter tip (1)
 Hacksaw (1)
 File (1)
 Utility knife (1)
 Epoxy (1)
 Paper plates to mix epoxy (1)
 Disposable spoons to mix epoxy (4)
 Plumber's putty
 1 4-inch Vise (1)
 Metric weight set, or variety of materials of varying weights premeasured on a digital
scale (1)
 4 feet of 5/32-inch inner-diameter silicone tubing
 Glass of water
 Ruler or calipers
Procedure:
Preparing the Slave Pistons
1. Use the Phillips screwdriver to remove the screws from both ends of all three of the
blank wall plates. Discard the screws.
2. Lightly sand or file the tops of the syringe plungers to make sure the tops are flat. If a
piston has a ring on it, then use the hacksaw to remove it. File or sand down the remains
of the ring, so that the top of the piston is as flat as possible.
3. If any of the syringes have a curved tip, then cut the curved tip off with the utility knife to
make it straight.
4. Epoxy the top of a 12 cc syringe to a metal plate. The syringes that you epoxy to the
metal plates are the slave syringes (or slave hydraulic cylinders).
5. Repeat step 4 with the 35 cc, 60 cc, and 100 cc syringes; these are your slave pistons.
Copyright © Texas Education Agency 2012. All rights reserved.
27
Evaluating Force Multiplication in a Hydraulic System
(Page 2 of 3)
Preparing the Master Pistons
6. Cut a 30 cm piece of tubing.
7. Push the tip of one of the remaining 12 cc syringes into one end of the tubing.
8. Push the piston all the way down in the master syringe until it is fully depressed in the
cylinder.
9. Place the free end of the tubing into the glass of water and suck water into the tubing
and syringe. Pull the piston with a slow and smooth motion (to prevent bubbles) as far as
it will go without falling out.
10. With the tubing still in the water glass, depress the master syringe's piston slightly to
remove any bubbles at the end of tubing.
11. Being careful not to spill the water, insert the tip of the 12 cc slave syringe into the free
end of the tubing that is attached to the master cylinder
12. Confirm that the 12 cc hydraulic lift works. Push and pull the water into and out of the
slave syringe by pushing and pulling the master syringe's piston. If the tubing pops off
the ends of the syringes, refill the system and reattach the tubing to the slave syringe
and seal the connection with plumber's putty.
13. Repeat steps 7 and 12 using the 35 cc, 60 cc, and 100 cc slave syringe/metal plate
assemblies and the remaining 12 cc syringes and silicone tubing.
Testing the hydraulic lift
14. For each assembly, make sure that the hydraulic fluid (or water) is in the tubing and
master syringe. Also ensure that the slave piston is depressed in its cylinder.
15. Place the vise on a sturdy table and secure the 12 cc slave syringe vertically in the vise.
Make sure that the syringe plunger can still move freely.
16. Place your lightest weight or weighted object on the metal plate. Make sure the syringe
is secured by the vise so it does not fall over.
17. Push the plunger into the master syringe and record what happens to the slave syringe.
Can it lift and support the weight? Record your results.
18. If the slave can lift the weight, re-set the hydraulic system by pulling out the master
syringe plunger and adding more weight to the plate. Repeat this until the slave syringe
can no longer lift and support the weight on the plate.
19. Repeat steps 15 through 18 for the 35 cc, 60 cc, and 100 cc syringe assemblies.
Copyright © Texas Education Agency 2012. All rights reserved.
28
Evaluating Force Multiplication in a Hydraulic System
(Page 2 of 3)
Calculating the Force Multiplication Factor
20. Calculate the force multiplication factor for each syringe assembly. To find the area of
each piston, either remove the syringe plunger and measure it directly with your ruler or
calipers, or determine the internal radius of the syringe by measuring the length of the
tube that holds the volume specified on the syringe volumetric markings.
21. Use equation 1 below to calculate the mechanical advantage.
Equation 1: Force Multiplication Factor =
𝝅𝒓𝟐 𝟐
𝝅𝒓𝟏 𝟐
Evaluation:
1. Assuming you applied the same force to the master 12 cc syringe in each trial, which
slave syringe had the most force applied to it? Which had the least?
2. How could you use the force multiplication principle to do work in the real world?
3. Using Excel, graph the volume of each slave cylinder versus the maximum weight from
each trial on one scatter plot.
4. What does your graph look like? Does the trend make sense given the principle of force
multiplication in hydraulics? How does your data correlate to the force calculations you
performed for each syringe using equation 1?
Copyright © Texas Education Agency 2012. All rights reserved.
29
Building Linear, Rotational, and Lifting Hydraulic Systems
(Page 1 of 3)
Name_________________________________
Date__________________________________
Objective:
To understand how to create linear, rotational, and lifting motions with hydraulic systems by
building a linear, a rotational, and lifting hydraulic system.
Materials:
You can either buy your own materials, or purchase kits from the National Fluid Power
Association at: http://www.nfpafoundation.org/FPChallenge/Challenge_Instructions.aspx. If
using the kits, follow their construction procedures.
To build your own, you will need:











18 x 2 inch Balsa wood strips, or similar (15)
Light wood circles (2)
Epoxy
3 feet of 5/32 inch silicone tubing
35 cc syringes (3)
60 cc syringes (3)
Drill (1)
Bolts (10)
Nuts (10)
Washers (10)
Cup of water (1)
Procedure:
Linear motion system
1. Identify your slave and master syringe set.
2. Based on the materials provided and the example system in Figure 1, sketch your plan
for a linear motion system. Ensure that there is only one direction of travel and that your
plan includes measurements and a material list.
3. Using your plans and the materials provided to build your linear motion system.
4. Test each assembly by adding water the systems. Next add a small amount of weight to
the actuators. What happens?
Copyright © Texas Education Agency 2012. All rights reserved.
30
Building Linear, Rotational, & Lifting Hydraulic Systems
(Page 2 of 3)
Figure 1: Linear Motion System
Rotational motion system
1. Identify your slave and master syringe set.
2. Based on the materials provided and the example system in Figure 2, sketch your plan
for a rotational motion system. Ensure that your slave plunger end is attached in a way
that gives you enough rotation and that your plan includes measurements and a material
list.
3. Using your plans and the materials provided, build your rotational motion system.
4. Test each assembly by adding water the systems. Next add a small amount of weight to
the actuators. What happens?
5. Try combining your rotation and linear systems. Is it possible? What sort of motion is
created?
Figure 2: Rotational Motion System
Copyright © Texas Education Agency 2012. All rights reserved.
31
Building Linear, Rotational, & Lifting Hydraulic Systems
(Page 3 of 3)
Lifting motion system
1. Identify your slave and master syringe set.
2. Based on the materials provided and the example system in Figure 3, sketch your plan
for a lifting motion system. Ensure that your slave plunger end is attached far enough
from the end of the lifting arm to create the amount of lift that you want and that your
plan includes measurements and a material list.
3. Using your plans and the materials provided, build your lifting motion system.
4. Test each assembly by adding water the systems. Next add a small amount of weight to
the end of the lift arm. What happens?
5. Add more weight to the lifting arm. Can your system lift it? Add weight until it cannot
support more weight. How could you improve your design so that you could lift more
weight?
Figure 3: Lifting Motion System
Evaluation:
1. How can you use the principles of force multiplication and/or a system redesign to
enable the three hydraulic systems to translate more weight?
2. Sketch a design of a system that uses at least one of each type of hydraulic system.
What does your system do?
3. Choose a design from the class that would be possible to build with the number of
systems currently in the room and build it. Discuss the part of the process that you found
to be most difficult.
Copyright © Texas Education Agency 2012. All rights reserved.
32
Hydraulic Arm Design Project
(Page 1 of 2)
Name_________________________________
Date__________________________________
Design Challenge:
Use your the knowledge and experience gained in the previous activities to build a Hydraulic
arm. The arm should lift the heaviest weight over a wall 20 cm high and place the weight safely
on the other side within a designated area 15 cm from the wall.
Materials:
 6-feet 5/32 inch silicone tubing
 12 cc syringes (6)
 35 cc syringes (6)
 60 cc syringes (6)
 100 cc syringes (6)
 18 x 2 inch Balsa wood strips, or similar (20)
 Large sheet of cardboard (1)
 Epoxy
 Light wood circles of varying sizes (5)
 Bolts (20)
 Nuts (20)
 Washers (20)
 Drill (1)
 Hand or circular saw (1)
 20 cm x 40 cm wall (1)
 Vise (1)
 Marker (1)
 Meter Stick (1)
 Water
Design Criteria:
1. Must be able to lift an object over a wall that is 20 cm high and then place the object on
the other side within a designated area 15 cm from the wall.
2. The arm will be secured to the testing table with a vise, so each arm must have a base
that allows it to be clamped to the table.
3. The hydraulic arm can only be constructed from the materials listed above.
4. The hydraulic arm must have at least hydraulically controlled joints.
Copyright © Texas Education Agency 2012. All rights reserved.
33
Hydraulic Arm Design Project
(Page 2 of 2)
Test Area Map:
15 cm
Start
15 cm
Finish
Copyright © Texas Education Agency 2012. All rights reserved.
34
Hydraulics and Pneumatics Project Quiz
(Page 1 of 2)
Name_________________________________
Date__________________________________
Directions: After reviewing the entire lesson and taking notes, complete the quiz. Circle
and write the letter of your answer choice. (2 points per correct answer)
________1. The defining characteristic of a Stirling engine is a —
A. displacer piston
B. power piston
C. regenerator
D. flywheel
________2. Isothermal expansion is a volume change that occurs —
A. under constant pressure
B. in a closed system
C. slowly
D. at a constant temperature
________3. The Stirling engine cycle includes —
A. isothermal expansion
B. constant volume heating
C. constant volume cooling
D. All of the above
________4. Which master-slave piston combination would result in a force
multiplication factor of 9?
A. Slave radius = 6, master radius = 3
B. Slave radius = 8, master radius = 2
C. Slave radius = 12, master radius = 4
D. Slave radius = 10, master radius = 3
________5. Which of the following gives an example of Pascal's Law?
A. Waves in the ocean
B. Water tower
C. Hydroelectric power
D. None of the above
Copyright © Texas Education Agency 2012. All rights reserved.
35
Hydraulics and Pneumatics Design Project Quiz
(Page 2 of 2)
Name_________________________________
Date__________________________________
________6. If a master piston with a radius of 10 cm exerts a pressure of 50 N/m on a
fluid system, to the nearest integer what would be the force experienced by a slave
piston with a radius of 14 cm?
A. 2 N
B. 3 N
C. 4 N
D. 5 N
________7. In order to create a three-axis hydraulic system you need to combine —
A. 3 rotation systems
B. 2 lifting systems and 1 rotation system
C. 2 rotation systems and 1 linear system
D. 3 linear systems
________8. Hydraulics creates motion using pressurized —
A. gas
B. liquid
C. plasma
D. None of the above
________9. A Stirling engine turns a flywheel with a mass of 0.5 kg at a speed of 5
revolutions per second. If the heated chamber has a mass of 0.1 kg, a specific heat of
910 Jkg/K, and experiences a temperature increase of 25 K, what is the efficiency of the
thermal to mechanical energy conversion in this engine?
A. 0.7
B. 0.1
C. 0.05
D. 0.04
________10. When heat transfers thermal energy, in what direction does it move?
A. From a region with a lower temperature to a region with a higher temperature
B. Between two regions that have the same temperature
C. From a region with a higher temperature to a region with a lower temperature
D. All of the above
Copyright © Texas Education Agency 2012. All rights reserved.
36
Hydraulics and Pneumatics Project Quiz Answers
1. The defining characteristic of a Stirling engine is a —
A. displacer piston
B. power piston
C. regenerator
D. flywheel
2. Isothermal expansion is a volume change that occurs —
A. under constant pressure
B. in a closed system
C. slowly
D. at a constant temperature
3. The Stirling engine cycle includes —
A. isothermal expansion
B. constant volume heating
C. constant volume cooling
D. All of the above
4. Which master-slave piston combination would result in a force multiplication factor of 9?
A. Slave radius = 6, master radius = 3
B. Slave radius = 8, master radius = 2
C. Slave radius = 12, master radius = 4
D. Slave radius = 10, master radius = 3
5. Which of the following gives an example of Pascal's Law?
A. Waves in the ocean
B. Water tower
C. Hydroelectric power
D. None of the above
6. If a master piston with a radius of 10 cm exerts a pressure of 50 N/m on a fluid system, to the
nearest integer what would be the force experienced by a slave piston with a radius of 14 cm?
A. 2 N
B. 3 N
C. 4 N
D. 5 N
7. In order to create a three axis hydraulic system you need to combine —
A. 3 rotation systems
B. 2 lifting systems and 1 rotation system
C. 2 rotation systems and 1 linear system
D. 3 linear systems
Copyright © Texas Education Agency 2012. All rights reserved.
37
Hydraulics and Pneumatics Project Quiz Answers, cont.
8. Hydraulics creates motion using pressurized —
A. gas
B. liquid
C. plasma
D. none of the above
9. A Stirling engine turns a flywheel with a mass of 0.5 kg at a speed of 5 revolutions per
second. If the heated chamber has a mass of 0.1 kg, a specific heat of 910 Jkg/K, and
experiences a temperature increase of 25 K. what is the efficiency of the thermal to mechanical
energy conversion in this engine?
A. 0.7
B. 0.1
C. 0.05
D. 0.04
10. When heat transfers thermal energy, in what direction does it move?
A. From a region with a lower temperature to a region with a higher temperature
B. Between two regions that have the same temperature
C. From a region with a higher temperature to a region with a lower temperature
D. All of the above
Copyright © Texas Education Agency 2012. All rights reserved.
38
Team Contract Spreadsheet
Name:
Date
Assigned
Date Due
Assignment
Date
Complete
Late?
Name:
Date
Assigned
Date Due
Assignment
Date
Complete
Late?
Name:
Date
Assigned
Date Due
Assignment
Date
Complete
Late?
Name:
Date
Assigned
Date Due
Assignment
Date
Complete
Late?
Team Signatures: _________________________
_____________________________
_________________________
_____________________________
Copyright © Texas Education Agency 2012. All rights reserved.
39
Hydraulics and Pneumatics Design Project Design Rubric
Criteria Concepts/Skills
to be
Assessed
Hydraulic Arm
System Sketch,
Layout, and
Plan
Novice
(0-13)
Sequence of
information is
difficult to follow.
No apparent
structure or
continuity; Little
evidence of a
cohesive plan;
Sketch is
carelessly
created.
Hydraulic Arm
Design Solution
Drawing
No design
drawing, or
reading and
understanding
drawing is
difficult. Minimal
idea
development;
No key details or
dimensions, or
unrelated details
Meets Hydraulic
Arm Objectives,
Resources, and
Constraints
No grasp of
required subject
matter; No
understanding of
major issues; No
interpretation of
results; Does
not pay attention
to the resources
needed and/or
their availability
until it is too late
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
(14-15)
(16-18)
Work is hard to
Information is
follow, as there
presented in a
is very little
logical manner,
continuity. Some which is easily
evidence of a
followed.
cohesive plan;
Organizes
Sketch not
material in an
detailed enough
appropriate
to convert into
manner
drawing
Sketch
converted into
drawing.
Drawing needs
improvement.
Poor idea
development
and sequencing
between sketch
and drawing;
Unelaborated
and/or
repetitious
details; Most key
details and
dimensions
missing.
Uncomfortable
with content;
Only basic
concepts are
demonstrated
and interpreted;
Poor
identification of
major tasks
Drawing
communicates
design. Some
idea
development
supported by
relevant details.
Drawing details
make major
points easy to
follow. Drawing
contains most
key details and
dimensions.
Able to elaborate
and explain to
some degree;
Some
identification of
major tasks;
Addresses the
issue of
resources and
their availability
Exemplary
(19-20)
Information is
presented in a
logical,
interesting way,
which is easy to
follow.
Organizes
material in a
clear,
appropriate,
and precise
manner. Sketch
easily converted
into drawing.
Drawing
communicates
design clearly.
Evidence of
analysis,
reflection and
insight. Drawing
contains all key
details and
dimensions.
Points
Earned
Demonstration
of full
knowledge of
the subject with
explanations
and elaboration.
Identifies major
tasks needed to
reach
objectives;
Specifies
resources
needed to
complete each
task and
establishes their
availability
Copyright © Texas Education Agency 2012. All rights reserved.
40
Hydraulic Arm
Background
Research and
Experimentation
Either cannot
identify key
design issues or
treats all issues
as equally
important or
unimportant.
Little or no
evidence of
research
presented. No
documentation;
No alternate
solutions
identified
Little or no
evidence of
analysis or
conclusion.
Research is
limited. Some
documentation;
Few possible
solutions
identified
Correctly
interprets data or
information, but
analysis or
conclusion may
not be supported
by research.
Identifies design
issues and
prioritizes them.
Good
documentation;
Several possible
solutions
identified.
Follows
Directions,
Organization,
Team
Management,
and meets
Design criteria
Requirements of
the assignment
have not been
fulfilled.
Numerous
errors; Little
evidence of
revision or
editing; Needs
continual
reminders to
stay "on task;”
Frequently late
and off
schedule;
Shows lack of
judgment; No
attempt is made
to identify and
categorize
necessary tasks.
Some
requirements
have been
fulfilled.
Several errors;
Some evidence
of revision and
editing;
Demonstrates a
somewhat
organized
approach with
regular work
habits
Followed all
requirements for
the assignment;
Minor errors;
Much evidence
of revision and
editing. Performs
in a satisfactory
way with some
supervision;
Demonstrates
awareness of
progress and
remains more or
less on
schedule; Most
judgments about
priorities are
appropriate.
Teacher Notes:
Correct
interpretation of
data or
information.
Identifies key
design issues
and priorities.
Analysis and
conclusion are
based on
research.
Thoroughly
documented;
Many possible
solutions
identified
Completed all
requirements.
Negligible
errors; Effective
editing and
revisions
improve overall
quality of work.
Able to make
progress on
project with
minimal
supervision;
Consistently on
time in
completing
tasks.
Total:
Copyright © Texas Education Agency 2012. All rights reserved.
41
Hydraulics and Pneumatics Design Project Presentation Rubric
Criteria Categories
(Novice to Exemplary)
Presentation
Criteria
(Concepts/Skills
to be
Assessed)
Content
Preparedness
Time-Limit
Speaks Clearly
Visual Aids
Teacher
Notes:
Novice
(0-13)
Developing
(14-15)
Accomplished
(16-18)
Exemplary
(19-20)
Does not seem
to understand
the topic very
well
Shows a good
understanding
of parts of the
topic
Shows a good
understanding
of the topic
Shows a full
understanding
of the topic
The team does
not seem at all
prepared to
present.
The team is
somewhat
prepared, but it
is clear that
rehearsal was
lacking.
The team
seems pretty
prepared but
might have
needed 1-2
more
rehearsals.
The team is
completely
prepared and
has obviously
rehearsed.
Presentation is
less than 1
minute.
Presentation is
1-2 minutes
long.
Presentation is
2-3 minutes
long.
Presentation is
3-5 minutes
long.
The team
members often
mumble or
can’t be
understood or
mispronounce
more than one
word.
The team
members
speak clearly
and distinctly
part of the time
and
mispronounce
several words.
The team
members
speak clearly
and distinctly
the time, but
mispronounce
a couple of
words.
The team
members
speak clearly
and distinctly
all the time,
and
mispronounce
no words.
The team uses
no visual aids
or the visual
aids chosen
detract from
the
presentation.
The team uses
1 visual aid,
which makes
the
presentation
better.
The team uses
2 visual aids
that show
considerable
work/creativity,
which makes
the
presentation
better.
The team uses
several visual
aids that show
considerable
work/creativity,
which make
the
presentation
better.
Points
Earned
Total:
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42