Teacher training for the metal sector

P h a s e

III

H a n d b o o k

Teaching and Training in Hydraulics

Teaching and
Training in the
action oriented
methodology

Table of contents

page

Preface

The set-up of the handbook

1. Energy transmission

2. Comparison of hydraulics and pneumatics

.9

3. Hydraulic circuits with main components

10

4. Projects

11

Preface
The objective of the teachers training of phase III is to improve the quality of the
teaching and learning process in the metal sector and here in phase III in the
field of hydraulics.
Didactic materials for teachers and learners were prepared to facilitate the
implementation of the module hydraulics in the current and future curriculum
of the metal sector.
1. The simulation demo-shareware of FESTO _FluidSim_ is used to design, to simulate and to
evaluate applied hydraulic circuits.
2. Materials in form of animated pictures, technical documents and proposed projects support the
workshop in an interactive learning and partly self-learning process, applying the method of
action-oriented teaching.
3. Problem solving is always in the focus of the learning process.
4. The workshop hydraulics is based on the methodology of the previous teachers training of
phase II pneumatics.

Simulation
The simulation of interactive designed circuits with the help of the FluidSim software of
FESTO was already applied in the previous workshop of pneumatics. Hydraulics and
pneumatics are related subjects and the software is familiar to the participants.

Interactive Learning
Although the use of the computers facilitates the individual learning process, however, there
are times when a skill or concept has been developed in the classroom and practice is
needed for complete understanding and proficiency.

Problem Solving
In the centre of the action-oriented learning is the problem to be solved.
A problem in its easiest form might be presented in form of a task but in modern teaching we
understand a problem rather as a project we give the students to solve.

Methodology
The methodology of action-oriented learning is not necessarily bound to a certain form of a
curriculum. Action-oriented learning can be practiced even in a very po0rly equipped learning
environment limited to paper, scissors and clue sticks.
In the first phase of the teachers training in September 2007 the methodology of actionoriented learning was introduced.
In phase II the methodology was applied in the workshop Pneumatics
(February 2008 in Podgorica).
The methodology will be intensified and applied in depth during this workshop.

Expected results of the workshop

The participants are already familiar with the FESTO Software FluidSim of pneumatics,
which is similar to the software FluidSim of hydraulics.
In this workshop same projects will be demonstrated in motion with the help of the CAD
software Solid Works which will bridge this workshop to the next teachers training in
phase IV CAD.
Teachers learn how to develop worksheets effectively using animated pictures, capturing
sequences and selecting contents relevant and helpful for the preparation of learning
materials.
Teachers are able to improve the quality of lessons through the integration of interactive
learning materials in form of the design and simulation-software FluidSim to enable the
students to achieve practical skills in the classroom, where not sufficient or adequate
workshop equipment is available.
The manipulation of the software FluidSim must not be exercised. The software is already
known from the previous training in pneumatics.
In hydraulics accident prevention and safety are to be handled even more seriously than in
other subjects, where life-threatening pressures and forces occur and poisonous substances
are to be handled.
Dangerous and hazardous situations can not be simulated in training.
Just therefore the students have to be made aware of those risks while working with or
working in the environment of hydraulic systems.

The main objectives of the workshop are:

1. to apply the same methodology of action-oriented learning.
2. to introduce and recommend didactical aspects which are adequate to the subject
matter and will support the VET system with materials and lesson preparation to
improve the quality of the learning process.
3. to bridge the training of this phase III to the preceding phase II and the upcoming
phase IV.
4. to assure a sustained training through supporting the participants with prepared
media and information to achieve the improvement of the teaching and the learning
process.

The method of teaching hydraulics is very much related to the subject.

For example: Teaching the subject car mechanics or mechatronics implies that the student
lives in the environment of his subject. He/She is always somehow in touch with cars, at
home, with friends etc.

On the other hand teaching hydraulics demands very different didactical aspects in training.
1. Although hydraulic systems are visible in daily life, we do not easily get in touch with
them but rather we stay in a respective distance to the hydraulic systems.
2. Hydraulic systems demand a respective distance because multiple unexpected
hazards may occur.
These two aspects already lead to the decision to teach and to train students in respect to the
special conditions of the subject hydraulics.
The subject hydraulics should not be organised in self-learning methodology, at least not for
beginners due to the above mentioned aspects of safety and security.
The students need to be instructed in a guided method and well protected environment.
Therefore the students should be instructed clearly during the training process when he/she
is expected to observe a process, to study it, to reflect certain knowledge or to do some
work.

watch/listen

read/study

think & discuss

do some work

To simplify the differentiation of the four steps of instruction (watch, study, think, work) in
action-oriented training of hydraulics, the four icons of our Doggie will indicate the respective
phase of instruction.

The set-up of the handbook

Before the action-oriented method of a given problem (in form of a project) followed by the
planning phase, the solution and the evaluation (in form of the simulation) takes place, the
students must have some important knowledge about Power, Energy, Pressure and Force
which arise in hydraulic circuits, devices and installations.
The basic knowledge of chapter 1 energy transmission, chapter 2 comparison of
pneumatics and hydraulics and chapter 3 force, pressure, speed and power should be
taught together with a sequence of safety and security, before the practical applications of
project work are started.

The design and the simulation of the hydraulic circuits of chapter 4 are realized with the help
of the demo-software FluidSim of Festo.

A variety of practical applications in form of projects is given in chapter 5 and will be

demonstrated in operation with the help of the CAD-software Solid Works. These projects
may be helpful to work out teaching materials for the students and to give teachers examples
of best practice of applied projects.
The demonstration of Solid Works in hydraulics will give an insight to the application of the
CAD program for further teachers training in the field of CAD.

The handbook for the teachers training is built up as follows:

Didactic hints are given where required and pedagogical aspects are mentioned.
Alternatives of didactical approaches are proposed.
Explanations and representations of basic physical and pneumatic laws are treated in
chapter 1, 2.
Explanation and application of the most used components in hydraulic circuits can be studied
in chapter 3.
Projects are worked out as examples of best practice in chapter 4.

The problem to be solved in these projects is to design, to calculate, to draw and to document the
hydraulic devices of:

a boring device

a lifting table

In the following chapters of the handbook the basic knowledge, the necessary skills and didactical
aspects are presented.
In each chapter recommendations are indicated by our icon Doggie to watch, to read, to think or
to work with the materials.

In each chapter the acquired competences are named.

1. Energy transmission
Hydraulics

Energy source

Energy
transmission

Pneumatics

Hydraulic oil under Compressed

pressure

air

Metal pipes,

Metal pipes,

hose pipes

hose pipes

Electric motor with Electric motor

Actuator,
Drive

pump

Electricity

Mechanics

Electrons

Solid matter

Electric cables

Shafts, levers,
chains, belts..

Electric drive

Electric motor

and

or combustion

compressor

engine

High,

Small because For high

High, but

high pressure

of low

or combustion
engine

Power density

big forces

pressure

electric motor

volume

required

unfavourable

Infinitely

Very accurate

variable

through pressure

case of electronic

and pumped oil

controls

speed control

Accuracy in
positioning

Good

performance heavy construction and

Good .very good in Poor

Accurate because

Poor, because Accurate

oil is nearly

air is

incompressible

compressible

Movement type Linear through

Linear and

hydraulic cylinders rotary

and rotary through
hydro motors

Very accurate
through gears
or indexing

Mainly rotary,
but also linear
induction motor

Mainly rotary but

also linear
motion through
crankshafts

Competence: The main characteristics of hydraulics are understood.

2. Comparison of hydraulics and pneumatics

Features of pneumatics

Features of hydraulics

Central compressed air supply required

Separate power supply for each unit required

Exhaust air released into the atmosphere

Closed hydraulic oil circuit; return pipe required

Compressed air is environmentally friendly

Hydraulic oil leakages may cause environmental

problems

Air pressure appr. 7 bars causes little hazards

High fluid pressure, 300 bars 1000 bars

involves dangers of accidents

Generation and transmission of small to medium

Generation and transmission of very high forces

forces

through the use of comparatively small units

Pneumatic cylinders start with little force as the air Hydraulic cylinders and hydraulic motors permit
is compressible and pressure must build up

starting from rest with maximum torque

Drip oil must be added to the compressed air

Hydraulic equipment is self lubricating therefore

supply for lubrication of the pneumatic elements

little wear

No slow and accurate movements are possible

Hydraulic equipment is suitable for fast as well as

because of compressibility of the compressed air

extremely slow movements

No accurate feeds are possible

Highly accurate feeds are possible

No overload protection is required in the circuit

Overload protection achieved through pressure

relief valve

Sometimes jerky movements especially when

Smooth and uniform movements are achieved

flow-control valve is placed in the feeding pipe

Competence: the features of hydraulics can be compared to those of pneumatics.

3. Hydraulic circuits with main components

This chapter represents the knowledge and skills of the hydraulic circuits.
To understand the hydraulics the materials must be read, well reflected and exercised.

Each component which is presented is not only to be studied on paper but rather it has to be worked
with. To understand each component in operation, the different parameters are to be selected and
checked.
Each component of this chapter should be designed and placed in a simple circuit of the simulation
software FluidSim and should be experienced through simulation and parameterisation.
This chapter can be conducted in self-learning methodology.
Even the state diagrams can be inserted to study the function of the components.

The state diagram helps

to understand the
function of the
components.

10

4. Projects
The four following projects are examples which may be introduced as projects in actionoriented training.
The expected solutions are shown here in the teachers handbook.

a boring device

a lifting table

4.1 Lifting platform - Project 1

4.1.1 Lifting table, hydraulically controlled

This lifting platform works hydraulically

with a folding grille and one doubleacting cylinder.

The designer has to select a suitable

hydraulic cylinder for the given
maximum table weight and an oil
pressure which is adjusted and
controlled by the pressure relief valve.

11

Calculation of the cylinder force:

L1= 500 mm

F1=3000N

F2 =?
l

L2 = 50

The calculation of the force F2 is given on the next page.

Alternatively the calculation can be executed differently.
Solutions as well as the process towards the solution can be given or can be left open for
the student to develop his/her individual way.
All examples in this chapter should be regarded as proposals.

12

Calculation of the cylinder force:

50 mm
tan = ----------- = 0,2

11,53

250mm

=====

force in strut:

3000N

3000N

sin = ------------ x = ----------- = 15000N

x

0,2

=======

horizontal force = cylinder force F2

3000N

3000N

3000N

tan = --------- x = ------------ = ------------x

tan

0,2035

x = 14742 N
==========
Conclusion: The forces acting on the cylinder in the lower positions are higher than in the
upper positions!

Competence: the student is able to calculate the acting forces of a hydraulic system.

13

Calculation of mechanical work

The required force on the cylinder can also be calculated with consideration of the
mechanical work to be done by lifting the weight over a given height on the table. Based on
the fact that work done by the table is equal to the work done by the hydraulic cylinder the
following equations can be used to determine the cylinder force required:

Lifting work: W = FG * h

W = work (N*m)
FG = force of weight
H = lifting height

Example: FG = 3000N ; lifting height = 300mm

W = 3000N * 0,3m = 900 N *m
========

14

Average force on the cylinder:

W = 900 N*m;

cylinder stroke h = 60mm

W
900 N*m
Fzyl = ----------- = ---------------- = 15000N
H
0,060 m
=======
(Note: This calculation does not include Friction in bearings etc.
and it is an average value)

Calculation of cylinder cross-sectional area and cylinder diameter:

Maximum cylinder force assumed Fcyl = 50000 N

Maximum oil pressure
Efficiency factor

pe = 250 bar (1bar = 10 N/cm2; 250 bar = 2500N/cm2)

= 0,85
F

Cylinder force : Fcyl = pe * A *

50000N cm2

ACyl = ------------ = ---------------------pe *

2500N * 0,85

A = 23,529 cm2
============
Calculation of cylinder diameter:

Dcyl =

4*A
----------------

4 * 23,529 cm2
Dcyl = ---------------------

= 5,473 cm = 54,73 mm
========

15

Circuit design
Select the hydraulic components from
the FluidSim library and design the
circuit as shown. Adjust the pressure
on the pressure relief valve to
250bar.

Name the components with their

designation numbers.

Measure the pressures pe1, pe2 and

pe3 on lifting and lowering the
platform.

Competences:
The student designs hydraulic circuits derived and developed from a
given task.
The student is able to check the operation of the circuit through
simulation, measurements and estimated calculations.

16

4.1.2 Lifting table hydraulically controlled with filter, lifting speed control and
pilot operated check valve
In order to keep a cylinder under load in its position for a longer duration a simple
way-valve does not serve the purpose. Due to leakage the platform may sink down
slowly. To prevent this unwanted lowering of the platform a pilot operated check valve
may be inserted.
Functional principle of the pilotoperated check valve
For the lowering of the platform the hydraulic
oil must flow into the piston rod chamber of
the cylinder and the oil pressure (pe3) rises.
The control inlet (Z) of the pilot-operated
check valve is connected to the inflow pipe of
the piston rod chamber.
Once the appropriate control pressure has
been reached, the pilot-operated check valve
opens and the load can be lowered.
Please modify the previous circuit and insert
filter, flow control valve for lifting speed control
and the pilot-operated check valve.

17

Advanced Task of the Project Lifting platform

Manually actuated hydraulic valves are very common for applications in the area of mobile
hydraulics. For the control of machine-tool slides or related applications electrically
controlled hydraulic valves are more suitable. It would however go beyond the scope of this
workshop to include electric control in detail, therefore only a simple electric control circuit
with push-button operation has been added. More details about electric and electronic
controls may be reserved for future seminars.

In the given circuit the buttons of the electric switches must be held pressed down for
actuating the cylinder.

Competences:
The student is able to alter existing circuits and to modify the circuit due
to the demands of the client.

18

Description of the circuit

When actuating the 4/3 way-valve

(1V1) the clamping cylinder (1A1)
moves forward and clamps the sheet
metal. On reaching the clamping
pressure in the inflow pipe the
sequence valve (1V2) opens the way
from P-T and the bending cylinder
(2A2) moves forward and bends the
sheet metal.

When switching back the 4/3 wayvalve (1V1) into position (b), both
cylinders move back simultaneously.

Competence:
The student is able to develop and test a hydraulic circuit from the
description of the operation of the device.

19

4. 3 Boring device with two double acting cylinders

Description of operation

2A1

This circuit has been designed to

clamp a job safely for the drilling
operation. Contrary to the bending
device (6.2) the clamping cylinder
(1A1) must remain in its outward
position during the downward
movement of the drilling cylinder
(2A1) as well as the upward
movement (retracting the drill from

1A1

the job).

Only after the drilling cylinder

(2A1) has moved fully back, the
clamping cylinder (1A1) may
move in and the job can be
removed from the vice.

Tasks:
Please design the circuit with
the FluidSim software and test
it.
Try out different feeds by
selecting various settings for
the flow control valve (2V2).
Describe which design feature
has been added to achieve the
sequential movement of the
cylinders.

20

4.4 Car Lift

Description of the Car Lift Design

Car lifts are usually constructed as 2-post platforms for passenger cars or
four post platforms for trucks or heavy vehicles.
The load to be lifted may not always be evenly distributed on the car lift. The
effect of it will lead to different pressures in the two hydraulic cylinders and
as a consequence to different lifting speeds, as the cylinder with the lower
pressure tends to have the higher volume flow rate and therefore moves
faster than the cylinder with the higher pressure.
This fact may lead to the problem of tilting and damage to guide ways and
perhaps also the hydraulic cylinders.
A special circuit design, called Graetz-circuit ensures constant volume flow
rate to both hydraulic cylinders even at asymmetric load distribution.

21

The hydraulic circuit of the car lift

The two flow-control valves 1V1 and

2V1 have been adjusted to the same
volume flow rate and therefore
ensure synchronous lifting and
lowering without tilting. The flow
direction through the flow-control
valves is the same for lifting as well
as lowering of the car lift. This is
achieved through a special
arrangement of the spring-loaded
check valves.

Task:
Please copy the circuit and simulate
lifting and lowering of the car lift with
different loads but with equal flow
rates for the flow-control valves.
Designate the components with their
numbers as per standard. (1A1, 2A1,

Competences:
The student is able to design a hydraulic circuit due to the clients
demand or the operational description.
The student is able to test the single step-functions of the operation and
to change the properties due to the specifications.

22