UNIDAD DIDÁCTICA
“PNEUMATICS”
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ÍNDICE
1.
INTRODUCCIÓN -------------------------------------------------------------------------------------------- 3
2.
CONTENIDOS ----------------------------------------------------------------------------------------------- 5
3.
OBJETIVOS --------------------------------------------------------------------------------------------------- 5
4.
METODOLOGÍA--------------------------------------------------------------------------------------------- 5
5.
SECUENCIACIÓN------------------------------------------------------------------------------------------- 5
6.
COMPETENCIAS BÁSICAS ------------------------------------------------------------------------------ 7
7.
MATERIALES Y ESPACIOS ------------------------------------------------------------------------------ 8
8.
EVALUACIÓN ----------------------------------------------------------------------------------------------- 8
9.
ANEXO: FICHAS -------------------------------------------------------------------------------------------- 8
a)
GLOSARIOS DE TÉRMINOS ------------------------------------------------------------------------------- 9
b)
FICHAS DE TEORÍA -------------------------------------------------------------------------------------- 14
c)
FICHAS DE PROBLEMAS -------------------------------------------------------------------------------- 26
d)
FICHAS DE ACTIVIDADES PARA EL AULA DE INFORMÁTICA--------------------------------- 30
e)
FOTOCOPIA DE EXAMEN------------------------------------------------------------------------------- 33
-
f)
Versión en inglés:------------------------------------------------------------------------------------ 33
Versión en español ---------------------------------------------------------------------------------- 35
IN THE ENGLISH LESSON ------------------------------------------------------------------------------- 37
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1. INTRODUCCIÓN
Unidad didáctica:
PNEUMATICS
Materia:
TECNOLOGÍAS
Curso:
4º de ESO
Bloque de contenidos:
BLOQUE 5
“Neumática e hidráulica”
Por ser el primer curso en el que se imparte un bloque relativo a la
neumática, no se espera que el alumnado posea conocimientos previos
precisos relativos sistemas neumáticos; si acaso ciertos conocimientos sobre
presión que hayan podido adquirir en “Física y química”.
También cabe esperar que conozcan alguna aplicación sencilla y
cotidiana del empleo del aire comprimido (martillos neumáticos, apertura/cierre
de puertas en trenes, etc.) así como del empleo de su análogo hidráulico
(frenos hidráulicos, etc.).
Para el desarrollo de la unidad se plantean 7 sesiones, tal como se
muestran en la tabla siguiente.
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Sesión
1
2
Aula
Planteamiento
Explicación del contenido teórico.
Teoría Planteamiento de cuestiones relativas a lo explicado.
Resolución de las cuestiones
Explicación del contenido teórico.
Teoría Circuitos neumáticos sencillos: expresión gráfica.
Planteamiento de circuitos básicos.
3
Teoría
5
Informática
4
Otros circuitos neumáticos: expresión gráfica.
Planteamiento de circuitos más avanzados.
Simulación de los circuitos estudiados.
Simulación de nuevos circuitos.
Teoría Planteamiento y resolución de problemas.
6
Informática
7
Teoría
Simulación de los problemas estudiados.
Simulación de circuitos más complejos.
Evaluación de los contenidos teóricos y prácticos
adquiridos
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2. CONTENIDOS
No lingüísticos:
(a) Concepto de presión y sus unidades. Realizar cálculos con ella.
(b) Identificar los elementos que forman parte de un circuito neumático:
cilindros y válvulas. Conocer los distintos tipos y su simbología.
(c) Diseñar circuitos neumáticos sencillos empleando la simbología
adecuada.
(d) Simulaciones informáticas de sistemas neumáticos.
Lingüísticos:
(a) Conocimiento de los nombres de las magnitudes empleadas en
neumática así como de los principales elementos neumáticos (cilindros y
válvulas, y sus tipos), a partir del glosario de términos que se facilita
(Anexo fichas: (a) Glosarios de términos).
(b) Comprensión de la idea general y detalles específicos de textos escritos
referidos al funcionamiento y los componentes de sistemas neumáticos.
Participación en debates sobre las ventajas y desventajas de los
sistemas neumáticos frente a los que funcionan con energía eléctrica:
realización de descripciones y comparaciones.
Conocimiento de las normas básicas de protección que se exigen en la
industria británica.
3. OBJETIVOS
1. Analizar sistemas técnicos para comprender su funcionamiento,
conocer sus elementos y las funciones que realizan.
2. Abordar con autonomía y creatividad, individualmente y en grupo,
problemas tecnológicos, tanto teóricos y como prácticos.
3. Utilizar la lengua extranjera como vehículo de comunicación en el
aula y como instrumento para realizar trabajos de investigación.
4. Mejorar las producciones orales y escritas utilizando la estructura
pasiva en contextos adecuados. Reflexionar sobre la importancia
de utilizar esta estructura en los textos técnicos.
4. METODOLOGÍA
Se desarrolla la unidad siguiendo tres estrategias metodológicas:
1. Clase magistral: exposición teórica.
2. Método de resolución de cuestiones y/o problemas: resolución de
problemas teóricos mediante el diseño de circuitos neumáticos
adecuados.
3. Nuevas tecnologías: simulaciones informáticas.
5. SECUENCIACIÓN
La siguiente tabla muestra la temporalización, secuenciación y los
materiales necesarios para llevar a cabo la unidad didáctica planteada:
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Nº
Secuenciación y temporalización
1
Explicación teórica: introducción y
compresores y cilindros (35’).
Resolución de problemas con
cilindros neumáticos (20’).
2
Explicación teórica: válvulas
distribuidoras (40’).
Circuitos básicos: resolución gráfica
de problemas (15’).
3
Explicación teórica: otros tipos de
válvulas (30’).
Resolución de problemas técnicos
mediante circuitos neumáticos (25’)
4
5
6
7
Explicación del manejo del simulador
(20’).
Resolución de actividades relativas a
circuitos neumáticos empleando
simuladores informáticos (35’).
Repaso de los contenidos teóricos y
la simbología (10’).
Resolución de problemas técnicos
más complejos mediante circuitos
neumáticos (45’)
Resolución de actividades relativas a
circuitos neumáticos empleando
simuladores informáticos (55’).
Prueba escrita (55’).sobre:
- contenidos teóricos,
- resolución de problemas.
Materiales
Libro de texto.
Fichas de teoría (Anexo fichas: (b)
Fichas de teoría).
Fichas de problemas (Anexo
fichas: (c) Fichas de problemas).
Libro de texto.
Fichas de teoría (Anexo fichas: (b)
Fichas de teoría).
Fichas de problemas (Anexo
fichas: (c) Fichas de problemas).
Libro de texto.
Fichas de teoría (Anexo fichas: (b)
Fichas de teoría).
Fichas de problemas (Anexo
fichas: (c) Fichas de problemas).
Fichas con las actividades a
realizar (Anexo fichas: (d) Fichas de
actividades para el aula de informática).
Libro de texto.
Fichas de teoría (Anexo fichas: (b)
Fichas de teoría).
Fichas de problemas (Anexo
fichas: (c) Fichas de problemas).
Fichas con las actividades a
realizar (Anexo fichas: (d) Fichas de
actividades para el aula de informática).
Fotocopia de la prueba a realizar
(Anexo fichas: (e) Fotocopia de
examen).
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6. COMPETENCIAS BÁSICAS
 Competencia en comunicación lingüística:
- Adquisición de vocabulario específico.
- Lectura e interpretación de textos y gráficos técnicos.
- Utilización del inglés como instrumento de aprendizaje e investigación.
- Participación en intercambios orales con el profesor y los compañeros
realizando comparaciones y descripciones
- Realización de Presentaciones orales sobre los sistemas neumáticos y
eléctricos utilizando recursos informáticos visuales como apoyo/guía.
 Competencia matemática:
- Uso instrumental de herramientas matemáticas.
- Resolución de problemas basados en la aplicación de expresiones
matemáticas, referidas a principios físicos, que resuelven problemas
prácticos.
- Interpretación y obtención de resultados cuantitativos y cualitativos de
sistemas de representación gráfica.
 Competencia en el conocimiento y la interacción con el mundo físico:
- Acceso y utilización de información obtenida de Internet, de modo que
puedan aplicarla al proceso de resolución de problemas.
- Uso de las tecnologías de la información y la comunicación como
herramienta de simulación de sistemas técnicos.
 Competencia social y ciudadana:
- A la hora de abordar proyectos en grupo, expresar y discutir
adecuadamente ideas y razonamientos, escuchar a los demás, gestionar
conflictos y tomar decisiones, adoptando actitudes de respeto y tolerancia
hacia los demás.
 Competencia cultural y artística:
- Hacer notar que el diseño de los sistemas técnicos a lo largo de la historia
está influenciado por la cultura de la sociedad de pertenencia.
 Competencia para aprender a aprender:
- El método de resolución de problemas proporciona un medio para darnos
cuenta de lo que sabemos y de nuestras carencias, permitiéndonos
progresar en las posibles soluciones.
 Autonomía e iniciativa personal:
- Planteamiento adecuado de los problemas, que siendo analizados desde
distintos puntos de vista, lleven a elegir la solución más adecuada.
- Planificación, ejecución y evaluación sistemas técnicos para, por último,
ofrecer propuestas de mejora.
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7. MATERIALES Y ESPACIOS
En la tabla del apartado 2 se muestran los espacios necesarios para la
realización de cada sesión de la unidad didáctica, que pueden resumirse en:
- 2 sesiones en el aula de informática,
- 5 sesiones en un aula de teoría (pudiendo ser la parte habilitada
para tal fin del aula taller).
La tabla del apartado 6 muestra los materiales necesarios, con las fichas
de la unidad a usar en cada sesión.
8. EVALUACIÓN
La siguiente tabla muestra los criterios de evaluación y calificación
Teoría
Problemas
Simulaciones
informáticas
Criterios de evaluación
Criterios de calificación
Conocimiento de los
sistemas neumáticos, su
función y aplicaciones
fundamentales. Capacidad
40%
para diseñar circuitos
neumáticos sencillos.
Ponderación
Revisión de los materiales
de la nota,
del alumno/a: libreta, fichas...
sobre un
Resolución de cuestiones y
total de 10
problemas empleando la
puntos.
simbología adecuada.
30%
Revisión de los materiales
del alumno/a: libreta, fichas...
Revisión de los ficheros con
las soluciones de los circuitos
30%
y los problemas propuestos.
Para evaluar la parte teórica se realizará una prueba escrita, calificada
sobre 11 puntos: 10 puntos (contenidos de la materia de Tecnologías) más 1
punto extra (contenidos lingüísticos), dándose a elegir al alumnado entre
realizar la prueba:
- En inglés, de modo que el punto extra involucraría alguna cuestión
en español, para asegurar que conoce los nombres y las relaciones de
los sistemas neumáticos estudiados.
- En español, de modo que el punto extra involucraría alguna cuestión
en inglés, que determine si conoce el vocabulario específico y es capaz
de emplear construcciones técnicas simples en dicho idioma.
9. ANEXO: FICHAS
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a) GLOSARIOS DE TÉRMINOS
PNEUMATICS GLOSSARY I
ENGLISH
word
phonetics
'GktjUeIt&
Gt rest
p&'zI$&n
k&n'tr&Ul &v
k&m'prest E&
k&m'pres&
'sIlInd&
't$eImb&
dI'ten$&n
fl&U / E&fl&U
'Inlet
'n%:m&lI
closed/'&Up&n
'Ap&reIt/return
'aUtlet
paIp
'pl^ndZ& / stem
p%:t / weI
'pre$&
rAd
'r&Ul&
's&Ul&n%Id
spu:l
sprI1
str&Uk
tG1k
t& blAk
t& k&'m@:nd
t& Iks'tend
t& 'Ap&reIt
t& rI'trGkt
t& slaId
'tredl
vGlv
SPANISH
(main meaning, in brackets)
actuador
posición de reposo
mando
aire comprimido
compresor
cilindro de
simple efecto
cilindro
cilindro de
doble efecto
cámara
enclavamiento
flujo/flujo de aire
entrada, admisión
normalmente cerrada/abierta
mando/retorno
salida
tubería
émbolo/vástago
de presión
vía
de escape
de utilización
presión
vástago (barra, vara)
rodillo
solenoide
carrete, bobina
muelle
de salida
carrera
de entrada/retorno
tanque, depósito
cerrar, bloquear
controlar (mando)
alargar, extender
accionar, manejar
replegarse, retraerse, meter
(retirar)
deslizarse
pedal
válvula
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PNEUMATICS GLOSSARY I
ENGLISH
word
actuator
at rest position
home position
control of/controlling
compressed air
compressor
phonetics
'GktjUeIt&
Gt rest
p&'zI$&n
k&n'tr&Ul &v
k&m'prest E&
k&m'pres&
single-acting cylinder
cylinder
double-acting
cylinder
chamber
detent
flow/airflow
inlet
normally closed/open
operated/return
outlet
pipe
plunger / stem
pressure port
exhaust port
port/way
use port
pressure
rod
roller
solenoid
spool
spring
expanding stroke
stroke retracting/reverse
stroke
tank
to block (up)
to command
(to be in command of)
to extend
to operate
'sIlInd&
't$eImb&
dI'ten$&n
fl&U / E&fl&U
'Inlet
'n%:m&lI
closed/'&Up&n
'Ap&reIt/return
'aUtlet
paIp
'pl^ndZ& / stem
p%:t / weI
'pre$&
rAd
'r&Ul&
's&Ul&n%Id
spu:l
sprI1
str&Uk
SPANISH
(main meaning, in brackets)
actuador
posición de reposo
mando
aire comprimido
compresor
cilindro de
simple efecto
cilindro
cilindro de
doble efecto
cámara
enclavamiento
flujo/flujo de aire
entrada, admisión
normalmente cerrada/abierta
mando/retorno
salida
tubería
émbolo/vástago
de presión
de escape
vía
de utilización
presión
vástago (barra, vara)
rodillo
solenoide
carrete, bobina
muelle
de salida
carrera
de entrada/retorno
tG1k
t& blAk
tanque, depósito
cerrar, bloquear
t& k&'m@:nd
controlar (mando)
t& Iks'tend
t& 'Ap&reIt
alargar, extender
accionar, manejar
replegarse, retraerse, meter
(retirar)
deslizarse
pedal
válvula
to retract
t& rI'trGkt
to slide
treadle
valve
t& slaId
'tredl
vGlv
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Pneumatics Unidad didáctica 
word
'pre$& vGlv
spi:d controller
&'dZ^st&bl
rIs'trIk$&n
fIkst rIs'trIk$&n
phonetics
dI'rek$&nl
k&n'tr&Ul vGlv
'$^tl vGlv
'djU&l 'pre$&
vGlv
válvula antirretorno válvula de simultaneidad
válvula reguladora de velocidad
unidireccional
válvula reguladora
unidreccional
válvula de control de flujo restricción fija
válvula reguladora de
velocidad unidreccional
válvula de presión
válvula selectora
SPANISH
(main meaning, in brackets)
válvula distribuidora
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ENGLISH
VALVES
PNEUMATICS GLOSSARY II
12
speed controller
fixed restriction
adjustable restriction
'pre$& vGlv
spi:d controller
&'dZ^st&bl
rIs'trIk$&n
fIkst rIs'trIk$&n
phonetics
dI'rek$&nl
k&n'tr&Ul vGlv
'$^tl vGlv
'djU&l 'pre$&
vGlv
válvula antirretorno válvula de simultaneidad
válvula reguladora de velocidad
unidireccional
válvula reguladora
unidreccional
válvula de control de flujo restricción fija
válvula reguladora de
velocidad unidreccional
válvula de presión
válvula selectora
SPANISH
(main meaning, in brackets)
válvula distribuidora
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one-way flow control valve
dual pressure valve
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pressure valve
flow control
valve
non-return valve
ENGLISH
shuttle valve
directional control valve
word
VALVES
PNEUMATICS GLOSSARY II
13
b) FICHAS DE TEORÍA
•
COMPRESOR ---------------------------------------------------------------------------------------------------- 15
•
ACTUATORS: CYLINDERS ------------------------------------------------------------------------------------ 15
•
VALVES------------------------------------------------------------------------------------------------------------ 17

DIRECTIONAL CONTROL VALVES -------------------------------------------------------------------- 17

NON-RETURN VALVES ----------------------------------------------------------------------------------- 23



SHUTTLE VALVE-------------------------------------------------------------------------------------- 23
DUAL PRESSURE VALVE --------------------------------------------------------------------------- 23
FLOW CONTROL VALVES ------------------------------------------------------------------------------- 24



SPEED CONTROLLER or ONE WAY FLOW CONTROL VALVE ------------------------------ 24
ADJUSTABLE RESTRITION VALVE --------------------------------------------------------------- 24
FIXED RESTRICTION VALVE ---------------------------------------------------------------------- 24
VALVES SUMMARY -------------------------------------------------------------------------------------------------- 25
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PNEUMATICS
So far, we have studied circuits fed with electrical energy. However, electricity is
not the only source which allows us to produce work: compressed air can
perform work as well. Pneumatics studies those systems that work with
compressed air.
If we compare electrical and pneumatic systems we will notice that both
systems have the same main elements. We will need an energy source, an
actuator (or a receiver, a device that changes the source’s energy into another
type of energy), control devices and a path connecting all the appliances. Some
examples are given in the table below.
ELEMENTS
ELECTRICAL
SYSTEMS
PNEUMATIC
SYSTEMS
 Power supplies
- cells
- batteries
- alternators
- compressors
 Actuators
- motor
- resistor
- bulb
- buzzer
- cylinders
 Control devices
- switches
- valves
 Connections
- wires
- conductors
- pipes
• COMPRESOR
A compressor is a device that supplies an amount of air at a given pressure. It
basically consists of a piston inside a cylinder. Through a crankshaft, a motor
(electric or combustion motor) makes the piston move. When the cylinder’s
chamber is full of air, the piston motion compresses the air. The air inlet and
outlet are controlled by valves that open and close when it becomes necessary.
Compressors have got a tank to store the compressed air till it is used.
When pressure inside the receiver tank reaches its highest level, the
compressor’s piston will stop, as a security measure from the machine.
• ACTUATORS: CYLINDERS
The most common pneumatic actuator is the cylinder. It consists of a piston with
a rod inside a cylindrical chamber. Cylinders change the air pressure on its
piston, into its rod motion. The distance moved by the rod in its motion is called
stroke. So we have an expanding stroke (the rod goes out of the cylinder, the
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cylinder extends) and a retracting/reverse stroke (the rod goes into the cylinder,
the cylinder retracts).
chambers
area of piston
cylinder
area of rod
expanding stroke
rod
piston
port or way
stroke
retracting stroke
reverse stroke
double acting pneumatic cylinder
We can figure out the force exerted by the cylinder applying Pascal’s law
(theoretical force):
F = P⋅ A
where:
F is force in Newtons (N),
P is air pressure in Pascals (Pa),
A is piston area in square meters;
in a round piston with diameter d: A =
UNITS
Pressure:
π ⋅d
4
2
.
And thus we can define pressure as:
F
P=
A
1bar = 105 Pa
1atm = 1,013bar
Force:
1kg = 9,8 N ≅ 10 N
There are many different sorts of cylinders, but we are going to study only
two of them (symbols follow the rule DIN 24300).
Single-acting cylinder (spring return): The air pressure is applied only to one
side of the piston, the one without spring. So compressed air causes the
expanding stroke while the spring causes the retracting stroke.
Double-acting cylinder (air return): The air pressure is applied to both sides of
the piston. In this case, compressed air causes expanding and retracting
strokes.
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• VALVES
Valves control the airflow in pneumatic systems. We can classify them in
different groups according to valve function, but we will just study some of them:
 Directional control valves: They just block, open or change the flow paths
to and from cylinders.
 Non-return valves: They include valves that block airflow depending on
the direction (shuttle valve, dual pressure valve, one-way flow control
valve…).
 Flow control valves: They include valves that restrict and control volume
of fluid, not pressure, in a point of the circuit (adjustable restriction, fixed
restriction, speed controller…).
 Pressure valves: They include valves that restrict and control air
pressure.
 DIRECTIONAL CONTROL VALVES
Valves can be made in different ways. The easiest way consists in a sliding
spool moving inside a cylindrical chamber. The spool motion opens and blocks
internal passages allowing the air to flow from one point to another.
The following pictures show a directional control valve. By looking at them
we can easily understand how this kind of valves works.
expanding stroke
cylinder
directional control valve
3 / 2 valve (3 ways/ports - 2 positions)
position 1
port / way
pressure
air supply
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retracting stroke
cylinder
spool
directional control valve
3 / 2 valve (3 ways/ports - 2 positions)
position 2
exhaust port
With the valve in:
- Position 1 (expanding stroke): Compressed air reaches the cylinder that
will extend. The exhaust port is closed. The valve spring is operated.
- Position 2 (retracting stroke): Pushing the button, the cylinder chamber is
connected to the exhaust port, so the cylinder will retract because of the
strength of its spring. The air supply is closed.
A directional control valve is named by its number of ports or ways, and its
number of positions:
-
2/2 valve: 2 ports, 2 positions,
3/2 valve: 3 ports, 2 positions,
4/2 valve: 4 ports, 2 positions,
5/2 valve: 5 ports, 2 positions,
4/3 valve: 4 ports, 3 positions,
5/3 valve: 5 ports, 3 positions.
We use schematic symbols to draw valves. The picture above is a 3/2
valve, the following picture shows its symbol:
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You can see that a valve symbol is made up of different parts:
1. Positions: Each square or block shows a position. If the valve has 2
positions, we will draw two squares joined together.
2. Ports or ways: Little straight lines drawn on the block of position at rest. A
port could be connected to pressure (pressure port), blocked (port
closed), connected to exhaust (exhaust port) or connected to another
device (use port).
‘at rest’ position
(right square)
a. Exhaust port: It is made up with an inverted triangle.
b. Pressure port or air supply port: It is made up with two little circles.
c. Use port: The one connected to another device.
d. Port closed: A ‘T’ indicates that a way is closed; the air can’t flow
through it.
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3. Airflow direction: Arrows inside blocks indicate the direction of the airflow.
Each block has arrows showing the flow paths, that is, the valve action.
Each arrow joins two ports, and its arrowhead is pointing out the port
where the air comes out.
4. Left hand actuator (operated) and right hand actuator (return): Actuators
are devices that cause the valve to change its position. The symbol of an
actuator is drawn next to the block that will be performed when the
actuator is operated.
spring return
pushbutton operated
Directional control valve parts are shown in the following picture:
square or block
(valve positions)
direction arrows
'at rest' position
home position
use port / way
(valve passages)
left hand actuator:
push button operated
closed or blocked way
pressure port
right hand actuator:
spring return
exhaust port
valve actuators
3/2 valve, normally closed, push-button operated and spring return
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With this notation, we can study the main directional valves:
Valve name
Valve schematic symbol
2/2 valve (2 ports, 2 positions)
(normally closed)
3/2 valve (3 ports, 2 positions)
(normally closed)
4/2 valve (4 ports, 2 positions)
5/2 valve (5 ports, 2 positions)
4/3 valve (4 ports, 3 positions)
(mid-position closed)
5/3 valve (5 ports, 3 position)
(mid-position closed)
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The following pictures show the standard symbols for actuators:
Actuator type
Name
Symbol
general
push button
Manual actuators
lever
pedal or treadle
plunger or stem
spring
Mechanical actuators
roller
roller (one-way)
Mechanical actuating
component
(joined to another
actuator)
detent
Electrical actuators
solenoid
Pressure actuators
air pilot or pilot
pressure
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 NON-RETURN VALVES

SHUTTLE VALVE
This valve has two inlets and one outlet. When air pressure is applied to
port X, it will come out of port A; meanwhile port Y is blocked. On the other
hand, if air pressure comes in from port Y, it will come out to port A and port Y
will be blocked. This valve works as logic OR, we will have pressure in the outlet
if we have pressure in any of the inlets or in both inlets.
Symbol
Frame
outlet
A
Y
inlet
X
inlet
Shuttle valve

DUAL PRESSURE VALVE
This valve has two inlets and one outlet as well. But when air pressure is
applied to port X or to port Y the outlet is blocked. Only when both inlets have air
pressure, air will come out through outlet port. This valve works as logic AND.
Symbol
Frame
outlet
A
X
inlet
Y
inlet
Dual pressure valve
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 FLOW CONTROL VALVES
Sometimes we need to control the piston speed. In order to achieve this
we control the volume of air using flow control valves.

SPEED CONTROLLER or ONE WAY FLOW CONTROL VALVE
In this valve the flow is only controlled in one direction, from right-hand
side to left-hand side. A screw allows us to change the volume of air and the
speed as well. If the air flew from left to right, it would go out through the ball
path without flow control.
Symbol
Frame
Speed controller

ADJUSTABLE RESTRITION VALVE
In this valve the flow is controlled in both directions. The valve frame
would be a screw in the air path.
Symbol

FIXED RESTRICTION VALVE
In this valve the flow is lower when the air flows through it, but we can’t
adjust the volume of air.
Symbol
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VALVE
GROUP
VALVES SUMMARY
SPECIFIC
VALVE
NAME
SYMBOL
DIRECTIONAL CONTROL VALVES
2/2 valve
3/2 valve
4/2 valve
5/2 valve
4/3 valve
FLOW CONTROL
VALVES
NON-RETURN
VALVES
5/3 valve
shuttle valve
t
dual pressure valve
one way flow control
valve
speed controller
adjustable restriction
valve
fixed restriction valve
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c) FICHAS DE PROBLEMAS
EXERCISE 1---------------------------------------------------------------------------------------------------------- 27
EXERCISE 2---------------------------------------------------------------------------------------------------------- 27
EXERCISE A --------------------------------------------------------------------------------------------------------- 27
EXERCISE B --------------------------------------------------------------------------------------------------------- 27
EXERCISE C --------------------------------------------------------------------------------------------------------- 27
EXERCISE D --------------------------------------------------------------------------------------------------------- 27
EXERCISE E --------------------------------------------------------------------------------------------------------- 27
EXERCISE F --------------------------------------------------------------------------------------------------------- 27
EXERCISE G --------------------------------------------------------------------------------------------------------- 27
EXERCISE H --------------------------------------------------------------------------------------------------------- 27
EXERCISE I ---------------------------------------------------------------------------------------------------------- 27
EXERCISE J ---------------------------------------------------------------------------------------------------------- 27
EXERCISE K --------------------------------------------------------------------------------------------------------- 27
EXERCISE 3---------------------------------------------------------------------------------------------------------- 27
EXERCISE 4---------------------------------------------------------------------------------------------------------- 28
EXERCISE 5---------------------------------------------------------------------------------------------------------- 28
EXERCISE 6---------------------------------------------------------------------------------------------------------- 28
EXERCISE 7---------------------------------------------------------------------------------------------------------- 29
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PNEUMATICS EXERCISES
EXERCISE 1: A single acting cylinder has a 20cm2 area piston. If it is connected
to a compressor that supplies a 3bar pressure, work out the force exerted by its
rod in Newton and Kg.
EXERCISE 2: A double acting cylinder has a 60mm diameter piston and a
10mm diameter rod. If it is connected to a compressor that supplies a 3bar
pressure, work out the force exerted by its rod when the expanding and
retracting strokes are performed.
Now we are going to analyze some circuits designing the basic
control pneumatic systems. These exercises will show us how
cylinders and valves work together. After that we will solve exercises
with the knowledge acquired
Design the following pneumatic circuits:
EXERCISE A: Controlling a single acting cylinder by pushing a button, or by
being in command of any other mechanical actuator (spring return).
EXERCISE B: Control of a double acting cylinder by pushing a button, or by
operating any other mechanical actuator (spring return).
EXERCISE C: Indirect control of a single acting cylinder.
EXERCISE D: Conditional control of a single acting cylinder by using directional
control valves. That is, controlling a single acting cylinder when two buttons are
in command at the same time (spring return).
EXERCISE E: Conditional controlling the expanding stroke of a double acting
cylinder by using directional control valves (seeing exercise D).
EXERCISE F: Controlling a single acting cylinder from two different points.
EXERCISE G: Indirect controlling the expanding stroke of a double acting
cylinder from two different points by pushing buttons or by operating any others
mechanical devices.
EXERCISE H: Conditional control of a single acting cylinder by using a dual
pressure valve (seeing exercise D).
EXERCISE I: Conditional controlling the expanding stroke of a double acting
cylinder by using a dual pressure valve (seeing exercise D).
EXERCISE J: Speed control of a single acting cylinder.
EXERCISE K: Speed control of a double acting cylinder.
EXERCISE 3: Design a pneumatic circuit to control a single acting cylinder from
three different points. You must use 3/2 valves, normally closed, operated by a
push-button and spring return. You will need shuttle valves as well.
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EXERCISE 4: Design the direct controlling of a double acting cylinder using a
4/3 valve, normally closed in middle position and operated by a lever with
detent.
EXERCISE 5: Complete the following pneumatic circuit. You must manage to
make the rod piston go out when both of the buttons are pushed at the same
time. If you stop pushing any of the buttons, the rod piston must return
automatically.
Name all the circuit elements.
Design the same circuit using a dual pressure valve.
P1
P2
EXERCISE 6: Complete the following pneumatic circuit so that it causes the
expanding stroke of the cylinder if you push buttons P1 or P2, but pushing P3 the
cylinder will retract.
Name all the circuit elements.
P1
P2
P3
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EXERCISE 7: Look at the following pneumatic circuit and answer the questions:
a) Name the circuit elements.
b) Name the actuators of the valves.
c) Explain how the circuit works.
d) In a real circuit, where must you place the 1.3 valve? Draw the circuit
again, with the valve in that position.
1.0
1.3
1.1
1.2
1.3
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d) FICHAS DE ACTIVIDADES PARA EL AULA DE INFORMÁTICA
ACTIVITY 1 ----------------------------------------------------------------------------------------------------------- 31
ACTIVITY 2 ----------------------------------------------------------------------------------------------------------- 31
ACTIVITY 3 ----------------------------------------------------------------------------------------------------------- 31
ACTIVITY 4 ----------------------------------------------------------------------------------------------------------- 31
ACTIVITY 5 ----------------------------------------------------------------------------------------------------------- 31
ACTIVITY 6 ----------------------------------------------------------------------------------------------------------- 31
ACTIVITY 7 ----------------------------------------------------------------------------------------------------------- 31
ACTIVITY 8 ----------------------------------------------------------------------------------------------------------- 31
ACTIVITY 9 ----------------------------------------------------------------------------------------------------------- 32
ACTIVITY 10---------------------------------------------------------------------------------------------------------- 32
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ICT ACTIVITIES
Draw the following pneumatic system using a simulator.
ACTIVITY 1: Direct control of a single acting cylinder by using a 3/2 valve,
detent lever operated and spring return.
ACTIVITY 2: Direct control of a double acting cylinder by means of a 5/2 valve,
detent lever operated.
ACTIVITY 3: Direct control of a single acting cylinder from two different points by
means of two 3/2 valves (treadle operated and spring return). You must use a
shuttle valve. If any of the directional control valves is operated the rod cylinder
will extend, otherwise it will retract.
ACTIVITY 4: Direct control of a single acting cylinder from two different points by
means of three 3/2 valves (push-button operated and spring return). You must
use shuttle valves as well. If any of the directional control valves is operated the
rod cylinder will extend, otherwise it will retract.
ACTIVITY 5: Direct control of a single acting cylinder: the rod cylinder extends
when you operate two 3/2 valves (push-button operated and spring return)
simultaneously. If one or neither of the valves is operated the rod cylinder will
retract.
You must do this activity in two different ways:
 Using a dual pressure valve.
 Without using a dual pressure valve.
ACTIVITY 6: Direct control of a double acting cylinder by using two 3/2 valves
(push-button operated and spring return). Each valve controls a stroke
(expanding or retracting stroke).
ACTIVITY 7: Indirect control of a double acting cylinder by means of a 4/2 valve,
pneumatically operated through two 3/2 valves (lever operated and spring
return). Each 3/2 valve controls a stroke (expanding or retracting stroke).
ACTIVITY 8: Indirect control of a double acting cylinder by using a 4/2 valve,
pneumatically operated through:
— A 3/2 valve, push-button operated and spring return, for
expanding stroke.
— A 3/2 valve, roller operated and spring return, for retracting
stroke.
If you push the button (1st 3/2 valve) a single time, the rod cylinder will extend,
due to the fact that the compressed air changes the 4/2 valve position. When the
rod ends its expanding stroke it will operate the roller (2nd 3/2 valve). The 4/2
valve will change its position again and the rod cylinder will retract.
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ACTIVITY 9: Indirect control of a double acting cylinder by means of a 5/2 valve,
pneumatically operated. You must use four 3/2 valves (push-button operated
and spring return). If you pushed two of them at the same time, the rod cylinder
would extend. If you pushed the other ones at the same time, the rod would
retract.
ACTIVITY 10: Given the following picture:
 Draw the circuit using your computer.
 Watch its motion.
 Write the names of all the elements (next to its symbol on this
sheet).
 Explain how it works; that is, try to answer the following questions:
 What will happen if you operate the 1.3 valve a single time?
 What will happen if you operate the 1.2 valve or the 1.4
valve?
 When the rod ends its expanding stroke, which valve will be
operated? What will happen at that moment?
 When the rod reaches the end of its expanding stroke, what
would happen if you operate the 1.3 valve?
 Which stroke is slower? Why?
1.0
1.5
1.1
1.2
1.4
1.3
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e) FOTOCOPIA DE EXAMEN
-
Versión en inglés:
PNEUMATICS - EXAM
Name:
Date:
Group:
EXERCISE 1: Complete the table with the name or the symbol of each element:
English name
Symbol
Pedal or treadle
Shuttle valve
Exhaust port
Double-acting cylinder
(3 marks out of 10)
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EXERCISE 2: Controlling a single acting cylinder by being in command of a
mechanical actuator and spring return.
(3 marks out of 10)
EXERCISE 3:
a) Name all the circuit elements.
b) Complete the following pneumatic circuit (drawing the arrows). You
must manage to make the rod piston go out when both of the buttons
are pushed at the same time. If you stop pushing any of the buttons,
the rod piston must return automatically.
P1
P2
(4 marks out of 10)
EJERCICIO 4:
Completa la siguiente tabla con los nombres en español:
Símbolo
Nombre en español
(se pide el nombre genérico
de este elemento)
(1 punto extra; 0,25 puntos cada elemento)
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-
Versión en español
NEUMÁTICA - EXAMEN
Nombre:
Fecha:
Grupo:
EJERCICIO 1: Completa la tabla con el nombre o el símbolo de cada elemento:
Nombre español
Símbolo
Pedal
Válvula selectora del circuito
Escape
Cilindro de doble efecto
(3 puntos sobre 10)
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EJERCICIO 2: Control de un cilindro de simple efecto con mando a través de un
actuador manual genérico y retorno por muelle.
(3 puntos sobre 10)
EJERCICIO 3:
c) Nombra todos los elementos del circuito.
d) Completa el siguiente circuito neumático (dibujando las flechas).
Debes conseguir que el vástago del cilindro salga cuando ambos
botones estén pulsados al mismo tiempo. Si dejas de pulsar
cualquiera de los botones, el vástago debe retronar automáticamente.
P1
P2
(4 puntos sobre 10)
EXERCISE 4:
Complete the following table with the English names:
Symbol
English name
(we want generic name
of this element)
(1 extra-mark; 0,25 mark each word)
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f) IN THE ENGLISH LESSON
The main goal of these activities for the English lessons is to provide scaffolding
strategies so that students can deal with the Technology unit successfully. The
following chart shows the basic functions students will need to achieve this.
KEY FUNCTIONS-HOW TO EXPRESS….
Conditions
-If/when the air pressure is too high…..
-If/when the cylinder chamber is full of air….
-what will happen if…………..?
Descriptions
-There are five different elements…
-This system has got five components….
-This picture/graph shows…..
Comparisons
-Pneumatics systems are safer and more economical than…
-The most common actuator….
-Which one is the easiest to install….?
Emphasizing result
-Pneumatics systems are used…
-This component is plugged into…..
-A port can be connected….
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ACTIVITY ONE: DISCUSS THE FOLLOWING QUESTIONS
1a-Can you name machines you are familiar with, which work by using
compressed air?
1b-Can you identify pneumatics systems in any of the following pictures?
2-Can you think about the reasons why pneumatics is frequently regarded as an
eco-friendly system?
3-Which sources of work do you consider safer and less polluting? Why?
ACTIVITY TWO: READ THE FOLLOWING TEXT AND COMPLETE THE
CHART
Pneumatics is a safer, cleaner, more economical and easy to use system to
make mechanisms work.
Using compressed air for system controlling in industries has a lot of
advantages.
a-Many industries suffer serious accidents that can have terrible effects over the
population and the environment. Pneumatics is safer than other methods since
there is no need to worry about fires.
Transport is safe as well, since pipe lines can be used for transporting
compressed air to very long distances. This makes a great difference with other
methods used in industry.
b-Compressed air does not increase levels of pollution. Air is the only product
released into the atmosphere.
c-Pneumatics systems are easily installed, handled and maintained.
So, if it has got so many advantages, why is compressed air not used
universally? Obviously, it has several disadvantages too. The most important
one is that in order to install an air controlled system very large spaces are
needed, while electrical controls are really small. A second disadvantage is that
the release of air into the atmosphere can be very noisy.
AS YOU CAN SEE TECHNICAL TEXTS USE MANY PASSIVE
STRUCTURES: CLASIFY PAST PARTICIPLES IN THE TEXT ACCORDING
TO THEIR PRONUNCIATION
/t/
/d/
/id/
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ACTIVITY THREE: WATCH THE VIDEO AND ANSWER THE FOLLOWING
QUESTIONS.
http://www.youtube.com/watch?v=rRCWqe9JnN8&feature=related
1-Write down the names of the different system components that are mentioned
2-What’s the ‘controller used for?
3-What’s the limit internal pressure allowed, before the system is automatically
turned off?
4-What’s the difference between the two regulators shown?
5-How many ‘inputs’ and ‘outputs’ has the SMC valve got? What are they
called?
ACTIVITY FOUR: YOU HAVE ALREADY STUDIED ELECTRICAL AND
PNEMATICS SYSTEMS. NOW, IT WOULD BE VERY INTERESTING TO
COMPARE BOTH OF THEM.
4.1-PREPARE A POWER POINT PRESENTATION SHOWING:
a-A brief description of the way each system works.
b-The main components of each one
c-The advantages and disadvantages of each system
d-The one you would personally prefer for your own business. Give reason for
your choice.
4.2-YOU WILL HAVE TO MAKE AN ORAL PRESENTATION FOR YOUR
CLASSMATES.
Use the following tips:
a-Make it simple: keep the number of slides to a minimum.
b-Make it visual: use graphics; pictures or illustrations.
c-Avoid slides with too much text.
d-Avoid using language which is too complex. Use vocabulary and structures
your mates can understand.
e-Remember you are the real protagonist. Power Point is just a tool to help you
present the information.
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