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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: 
1. Would this increase or 
    decrease the volume of gravel?
2. Would this increase or  
    decrease the mass of the gravel?
3. Would this increase or 
    decrease its density?

Major Area Of Instruction:

Air takes up space (has volume) and has mass. These can be used to calculate its density.

There is space between air molecules

Suggested Activities:

Lectures, demonstrations and student activities: 

Fill up a balloon with air. Show an "Air Up" rather than "waterfall" by moving air from bottle to bottle under water. 

Use displacement to find lung capacity using a rubber hose, an inverted water-filled plastic gallon milk carton in a bucket filled with water. 

Find the mass of an empty balloon and one filled with air using a balance - understand that the air in the balloon is compressed, thus denser and weighs more.

Model: Use a beaker containing gravel to show that there is space between the gravel particles by adding water until it is level with the gravel. Use a graduated cylinder to measure the volume of space between the gravel.

Student Outcomes:

Student will diagram a pop can

containing hot air suddenly losing heat and the resulting change in density of air molecules.

The student will describe the changes in density of the water and air in this closed system to explain the Cartesian diver's motion.

Major Area Of Instruction:

Air density can be made to change.

Air density can be made to change.

Suggested Activities:

Demonstration: "Imploding pop cans"

1. Heat pop cans with a small

     amount of water in them on a

     hot plate until they steam.

2. Flip the cans over into a cake

     pan holding cold water, holding

     them with tongs.

3. They will implode.

Demonstration: Burn paper in bottle with a peeled, hard-boiled egg in the bottle mouth. Egg will be drawn into the bottle.

Student Activity:

Build a Cartesian diver using a

Water-filled, 2-liter plastic

bottle, and an eyedropper filled

with water to the point where it

just floats on the top of the water

in the bottle. Screw the top on

tightly.

1. Press the sides of the bottle.

2. Release the sides of the bottle.

3. Notice the water level inside

    the eyedropper as you do each

    several times.

Demonstration: Magdeberg Hemispheres

Student Outcomes:

The student will record barometer and temperature readings at the beginning of  class for five periods and go outside to record weather conditions. From these observations, the student will record three relationships they have found between weather conditions, temperature and air pressure supporting each with

collected data.

Given lists of relative humidities, air temperatures and weather conditions, the student will predict relationships and record them inchart form.

Major Area Of Instruction:

The atmosphere is an "ocean" of air exerting pressure on the earth's surface and everything on it.

We can measure air pressure with a barometer.

Temperature and altitude can affect the density of free air.

Air pressure can be measured in psi (14.7 psi at 60°F at sea level), atmospheres, mm Hg or pascals.

There is space between air molecules.

Suggested Activities:

Lecture: Weather including:

1. High and low pressure air

     masses

2. Convection currents (equator,

    poles and winds)

3. Speed vs. shape of air masses

4. Weather fronts

Demonstrations: Make a mercury barometer and compare with an aneroid barometer.

Use a topographic map to find your area's height above sea level. Calculate your psi.

Cut out weather maps from the

newspaper and note the lines that

represent isobars and isotherms.

Compare these maps and make weather predictions.

Lecture, demonstrations and student activities on relative humidity and (using a sling psychrometer to record relative humidity) temperature and weather conditions several days in a row.

Student Outcomes:

Student will compare the difficulty of blowing up a balloon inside and outside a bottle and explain that difference in terms of air pressure.

The student will:

1. Identify where air pressure is

    being applied to this system.

2. Measure the length of each

    stream of water.

3. Make a conclusion about

    whether a gas acts more like a

    fluid or a solid when pressure

    is applied.

Major Area Of Instruction:

Air takes the shape of the container in which it rests.

Ø      Air exerts pressure.

Ø      Confined gas will transmit pressure regardless of how it is generated (Pascal's law)

Ø      Solids transfer pressure in the direction of the force applied.

Ø      Fluids (including gases) 

            transmit pressure in all

            directions.

Suggested Activities:

Demonstration or student activities:

1. Blow up different shaped

    balloons.

2. Perhaps make balloon animal

    to create interest.

Student activity:

1. Have student inflate an easy to

    blow up balloon.

2. Put the balloon into an empty

    soft drink bottle stretching the

    neck of the balloon over the

    mouth of the bottle.

3. Have student attempt to blow

    up the balloon again.

4. Put holes in another bottle. Set

    up as in #3. Why can one

    blow up the balloon now?

Demonstration or student activity:

1. Drill three holes into a

    three-pound coffee can on

    three sides at different heights.

    These holes should be fitted

    with the same size corks.

2. Fill the can with water.

3. Take out one cork at a time.

    (Notice that the three streams

     of water are the same length.)

Student Outcomes:

Given a series of situations, the student will be able to analyze each situation to determine:

1. If work is being done

2. If potential or kinetic energy is

    being demonstrated.

3. If potential energy is being

    converted into kinetic energy.

The student will research and present (in an organized manner) one current or past issue of pneumatics.

1. Work it is designed to do.

2. How it is designed to do the

    work.

3. What it replaced.

4. Advantages and disadvantages.

Culminating student activity:

Balloon rocket contest (groups of four)

1. Use two students to hold a

     string the length of the room

     (taut).

2. Give a variety of balloons,

     masking tape and a straw (to

     attach the balloon to the string).

3. Design the fastest balloon

    rocket.

Major Area Of Instruction:

Air can be compressed.

Air can be used to do work

(displacement over distance).   

Compressed air contains potential energy which can be converted into kinetic energy. 

Compressed air has been used to do work since early in man’s history and continues to have major applications in industry today.

All pneumatic systems operate by applying a force over an area.

Suggested Activities:

Lecture and demonstration on air

pressure and air compression.

Use a bicycle pump to blow up an inner tube.

1. Show how pump works.

2. Discuss differences in pressure

     as you are blowing up the tube,

     when tube is full and when

     deflating the tube.

Lecture and demonstration on:

1. Work

a)      Pushing a stationary wall

b)      Pushing a moving desk

c)      Carrying a book across a room

2. Potential and Kinetic Energy

a)      Fill a balloon with air

b)      Release balloon

3. The history of using compressed

     air to do work. 

Lecture:

(Compressed air from a pump ® switch or valve ® pneumatic cylinder [compressed air expands against a cylinder forcing a piston to move] ®  linear motion).

Demonstration on the operation of a blow gun.

Note: The remaining section of the pneumatics unit is based on materials provided in the teacher's guide prepared for use with the LEGO DACTA® Pneumatic Set. This guide provides a very well structured and organized approach to teaching a "hands-on-program" in pneumatics. Activity cards provide students not only with simple building projects demonstrating important pneumatics principles but also with opportunities to design and build models to solve real world problems with pneumatics devices. Situations are presented in

ways that promote the student's critical thinking skills and that provide opportunities to explore possible solutions to technical problems while meeting specific performance criteria.

Student Outcomes:

The student will connect and operate            a pneumatic pump, switch and cylinder.

The student will follow instructions to construct a simple pneumatic system.

The student will investigate and record the advantages and disadvantages of a given pneumatic device.

Major Area Of Instruction:

Practice connecting and constructing using the LEGO DACTA® Pneumatics set.

There are advantages and disadvantages to the use of pneumatic systems.

Suggested Activities:

LEGO DACTA® Pneumatic Activity #2

"Making Connections" (Green)

Activity #1 “Simple Lift” (Blue)

Lecture and discussion:

Advantages:

1. Air is available in an unlimited

     supply.

2. Compressed air can be stored 

     and moved through pipes and

     hoses.

3. Air is a non-polluting and

     renewable resource.

4. Pneumatic devices are compact,

     lightweight and simple to

     construct.

5. These devices don’t overheat or

     spark and are easily adjustable.

6. High operating speeds can be

     generated.

Disadvantages:

1. The energy required to

     compress air is expensive. 

2. Compressed air must be kept

     clean and moisture free.   

3.Pneumatic devices cause noise

    and can spray lubricating oil.

4. Pneumatic devices are limited in

    the force they can produce.

Student Outcomes:

Student will design and build a
window opener that will be operated remotely
(Yellow) Activity #1 "Wide Open"

 Student will:
1. Design and build a gripper arm
    to grip and lift small objects of
    various sizes using pneumatic
    devices and levers.
2. Name each class of lever used
     in their device.
3. Find the mechanical advantage
     for each lever

Student will design, build and record the processes involved in producing a finished product that executes a chosen task.

Major Area Of Instruction:

 Pneumatic systems are limited by the distance the piston can move.

The direction and distance of movement can be changed by connecting levers or a series of levers to a pneumatic system. 

Levers attached to a pneumatic system can also change its mechanical advantages.

  A scientific approach can be used to solve technical problems involving pneumatics.

Suggested Activities:

Visit industrial facilities using pneumatics. 

Student activities:
1. (Blue) Activity #2 "Vertical 
     Press"2. (Yellow) Activity #2 
     "Back Saver"
3.  (Red) Activity #2  Crushing 
     Problem"
4.  (Blue) Activity #5 "Dentist   
     Chair"   

(Red) Activity #1 "Drink Up"  

 
Lectures, problems and demonstrations on:
1. First, second and third class
     levers
2. Finding the mechanical  
     advantage of each class of
     lever. 

Student activities:
(Green) Activity #2 "Clever Lever"
(Blue) Activity  #3 "Scissors Lift"
(Yellow) Activity #3 "Patient Pick-Up"