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 Introducing Pneumatics with science, math and technology
(A Curriculum)

Educators and school systems are granted a free, non-exclusive license to download and use this curriculum in their programs,  provided the Fluid Power Educational Foundation copyright is included. They may not sell or make available for sale additional copies without express consent of the Foundation.

Additional copies of this document may be ordered from the Foundation for $5.00 per copy to cover postage and handling. 

Prepared by:
Concetta Brown and Dennis Carter, Seaholm High School, Birmingham, MI

Sponsored by:
Fluid Power Educational Foundation, 3333 North Mayfair Rd., Milwaukee, WI 53222-3219

Copyright 1995 Fluid Power Educational Foundation

This curriculum guide marries industrial technology--in this case, pneumatics--with theory, and brings them right into the classroom. It was developed for a ninth grade science class and goes a long way toward helping meet a goal of Project 2061--Science for All Americans, of integrating science and technology with an emphasis on real world applications. This curriculum is the result of the hard work and support of several people and organizations. The Fluid Power Educational Foundation(FPEF), the sponsor of this curriculum and the two-week training sessions for teachers who plan to use the curriculum, is grateful to its members for their financial support and the following: --Concetta Brown and Dennis Carter of Seaholm High School, Birmingham, MI, who wrote the curriculum, and conducted a workshop for a group of middle school and high school science, math and technology teachers during the summer of 1994 to teach techniques for integration of science and technology. --Mike Pierno of Seaholm High School, whose system engineering technology program has been in existence for many years, and has graduated more than 300 students with a working knowledge of fluid power.

--The Birmingham Public School System which co-sponsored the Summer of 1994 teachers pilot program, --LEGO Industries for their assistance in preparing the guide and providing product for use in classrooms, and --John Nagohosian, educational coordinator of the FPEF, who has worked tirelessly in developing the curriculum and "spreading the word." About the FPEF The FPEF, with the support of the fluid power industry, coordinates, supports and promotes education in fluid power. The Foundation is always striving to raise the level of competence of young people entering our industry and improve visibility for fluid power technology. Information regarding the "train the trainer" sessions, and other activities of the FPEF are available: The Fluid Power Educational Foundation 3333 N. Mayfair Road Milwaukee, WI 53222-3219 Telephone #414-778-3364 Fax #414-778-3361 www.fpef.org

Today's students' scientific and educational needs are vastly different from those in the past. In a world where technological advances are changing our lives daily, an integration of science and technology in the classroom becomes a necessity. This integration offers a unique opportunity to create science programs that allow the student to experience scientific concepts in addition to their technological applications. A fine example of this is the integration of basic pneumatics into the middle or high school science program. There are any number of ways that pneumatics may be integrated into either an earth or physical science program. In earth science, a unit on "air" might begin with a unit on: I. The physical characteristics of air: Ø Air takes up space. Ø Air has mass. Ø There are spaces between air molecules. Ø Air's mass and volume determine its density. Ø Air density can change. Ø Air density is affected by changes in altitude and temperature. Ø Warm air becomes less dense and rises while cold air becomes more dense and settles. II. The weather on Earth results from the presence of air on the earth's surface (atmosphere): Air is warmed at the equator and cooled at the poles. Winds are produced when cooler, sinking air moves in to replace warmer rising air. (Convection currents and thermals) Major wind systems affected early exploration of the earth. Wind systems and jet streams' direction of movement are affected by the earth's rotation. (Coriolls effect) Large air masses of equal density travel across the earth's surface creating weather patterns. Air pressure is measured with a barometer and is recorded by meteorologists as isobars on weather maps.

The leading edges of air masses are called fronts. The U.S. Weather Service monitors weather patterns and issues weather reports. Temperature affects the density of air molecules and possible moisture in the air. (Humidity and relative humidity) A psychrometer may be used to measure relative humidity. When water condenses on dust particles, clouds and precipitation can be produced. III. Climate results from long-term weather patterns. Ø The physical features of the Earth can affect long-term weather patterns. Ø The climate we live in affects our life style in many ways. This unit on "Air" could then flow into a unit on pneumatics demonstrating that "Air Can Do Work" as detailed in the curriculum guide that follows. Aerodynamics could then be studied demonstrating the forces of lift and drag, Newton's Laws, Bernoulli's Principle and their effects on transportation design. A physical science course could integrate pneumatics in a simple machines unit including pulleys, levers, inclined planes and wheels and axles. Experiments could be designed to measure and calculate mechanical advantage and efficiency of various machines. Real life simple, compound and complex machines would be analyzed to find their component simple machines. Manufacturing facilities could be visited to emphasize how technology builds on basic physical science principles in industrial applications. Life sciences would then become involved by demonstrating the simple machines that make up the human body. Whichever method is used to incorporate pneumatics into the science curriculum, the goal of creating scientifically literate citizens for the 21st century can best be served by creating a program that provides situations where students work independently and cooperatively in groups using scientific principles to solve technological problems associated with "real-life" situations.

Student Outcomes: Student will design a method of finding the volume of an inflated balloon. Student will observe a sealed two-liter bottle, one-half filled with water. From their knowledge of density, they will explain why the air sits above the water. The student will design a way to decrease the volume of space between gravel particles and then answer the following:

Major Area Of Instruction: Air takes up space (has volume) and has mass. These can be used to calculate its density.