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signals generated by the valves.

known as the selector valves are designed to guide the flow of compressed air cha get an attack. This flow of air directed by valve is said pneumatic signal.
If this pressure signal is used to control the switching another said valve control signal (Fig. 1).

If the signal feeds the chamber of an actuator, f acendo move such as the stem of a cylinder, then it is said power signal (Fig. 2).

A circuit of pneumatic automation to perform fully its role must and use both control signals and power signals, then it must contain both control circuits and power circuits which, in the diagrams , respectively, are indicated with dotted line and solid line. Given the different function, the control signals are usually low-pressure (p c Bar = 2 approximately) while the power at high pressure (p p = 6-8 bar approximately). In both cases, however, pressure is always determined by information on the operating characteristics of valves and actuators.

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Introduction.

This blog is dedicated to the development of content concerning the unity of the F4 educational programming that is the technique of pneumatic circuits applied to simple handling problems. The cut chosen for the arguments is a very practical in order to help you better understand the use of basic pneumatic circuits. Last year, my students were very fond of the second subject treated in this way and I hope that somehow can serve you.

leave from real cases that become progressively more complex and I will describe some possible solutions for the handling by simple pneumatic circuits.

seems important to me, and not superfluous to specify that the topics covered in this blog are a simple introduction to industrial automation with pneumatic circuits (as clearly indicated by the module name F) as the treatment is aimed at students of the first two years of professional mechanic.

For further information please refer to the literature.

View the location of Unit F4 in Form F in order to address this unit you must meet the following prerequisites:

• knowledge of the concept of gas pressure ;
• Knowledge of circuit components for the generation, packaging and distribution of compressed air and their function;
• knowledge and ability to distinguish the different distributors and valves their symbolism;
• Knowledge of the function of flow regulators;
• Knowledge and ability to distinguish the functions of the linear actuators and related symbols.

dudattica The content of this unit are:

or signals generated by the valves : control signals and power signals.
diagrams or simple tires. Main
or logic functions: OR , AND, NOT and YES , truth tables and the corresponding circuit elements.
or Automatic cycles: phase diagram, circuit diagram and realization of an automatic cycle.

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educational programming.

usually introduce the form of pneumatic in educational planning for the second year in mechanical operations. I will briefly below a record of annual programming.

educational programming for IPIA II

to address mechanical operation

Module A: Health and safety regulations.

- UD A1: Prevention and accidents in the workshop.

- UD A2: Work on the Machinery Directive.

Module B: State of the surfaces, tolerances and testing.

- UD B1: roughness and ridges.

- UD B2: Dimensional tolerances.

- UD B3: Geometric tolerances (Work).

- UD B4: tolerance system for threads (Work).

- UD B5: Measurements and testing.

module C: Manufacturing chip removal.

- UD C1: Characteristics of cutting tools.

- UD C2: fastening technology.

- UD C3: duty cycle.

Module D: Working for plastic deformation.

- UD D1: Production processes.

- UD D2: sheet metal working processes.

Form E: Introduction to CNC machines.

- UD E1: Anatomy of a CNC machine.

- UD E2: Mathematics of Numerical Control.

- UD E3: Functions and ISO programming.

Form F: Introduction to Automation - Principles of pneumatics.

- UD F1: Physical principles of gas and air.

- UD F2 generation and distribution of compressed air.

- UD F3: Use of compressed air.

- UD F4: Technique of pneumatic circuits.

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Welcome!

Welcome to my Blog!
Just two words to clarify the choice of the title.
The main reason lies in the very theme of the blog and that is the 'Using multimedialit à in teaching. " The other in the desire to give a touch of originality to my work. I thought that would be perfect wrap up in one word the two terms MULTIMEDIA ' TEACHING and trying to find a word that transmit with a little' fantasy, both meanings. MULTIMEDIATTICA could be good. A salad! A term which, in my opinion, satisfy both objectives.
But this term does not exist - I thought. Why not use it then? More original than that!

After this brief introduction I present myself.
My name is Gianluca Ferraro and I am a mechanical engineer. Currently I teach in high school and attend the two-year specialization SILSIS at the University of Bergamo.

to be a teacher today.
My first day at school (teacher's mean) was traumatic. I thought of having to act like my teachers at the high school and my students would behave as I behaved myself with my professors.
We were wrong!

Multimedia teaching.
I realized over time that when the port in my notebook classroom attention of my students reach unimaginable levels in "normal" conditions. A Power Point presentation allows me an hour to more than ten hours of lecture. Multimedia represents a powerful tool available to teachers, but without the latter prevail over the traditional blackboard as, unfortunately, is increasingly the case in academia. Welcome
multimedia and goodbye chalk and slate? Absolutely not! I am convinced that the two schools of thought can coexist peacefully complement one another.

What I intend to do with my blog?
I will try to propose a series of lectures on the technical circuit peumatici contextualizing all in a second class to address IPIA mechanic.

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