LAB NO # 8

BAHRIA UNIVERSITY KARACHI CAMPUS

Department of Electrical Engineering

INTRODUCTION TO MECHATRONICS

LAB EXPERIMENT # 8

Sequencing and Cascading Circuits Using FluidSIM

OBJECTIVE:

a) To understand
derstand the working of sequencing circuits using FluidSIM.
b) To understand the
he working of cascading system using FluidSIM.

TOOLS:

1) FluidSIM®3.6

THEORY:
Sequencing circuits automatically move actuators in a predetermined sequence. Electrical
control Limit switches momentarily actuated by the cylinders control the solenoid valves to
sequence this circuit as shown in Figure 8.1 8.1. Solenoid is energized by a pushbutton to
initiate movement 1.. At the completion of movement 1, limit switch E is actuated to
energize solenoid c, initiating movement 2.2 At the end of movement 2, limit switch F is actuated to
energize solenoid b, initiating movement 3. 3 At the end of this movement, limit switch G is
actuated to energize solenoid d,, initiating movement 4. The sequencece valves prevent a pressure
drop in either cylinder while the other operates.

Figure 8.
8.1: Electrical Control Cylinder Sequencing
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 LAB NO # 8

The above discussed example is electrical control but the cylinder sequencing circuits can be
controlled by either pneumatically or electrically.

The Cascade system provides a straightforward method of designing sequential circuits. It will
always give a workable circuit and only rarely will it be possible to suggest any improvements.
In this method, the sequence of operations of cylinders, that is, A+B+B-A-
A+B+B are divided
into appropriate groups in such a way that there is no possibility of a signal conflict. That is, in
case A+ and A- happen to be in the same group, there is a possibility of signals appearing
simultaneously
ously at both ends of the final control element (valve 1.1) controlling the cylinder A.
Similarly, there is a possibility of signals appearing simultaneously at both ends of the final
control element (valve 2.1) controlling the cylinder B, if the cylinder actions B+ and BB- happen to
be in the same group. Hence the sequence of operations is divided in such a way that the A+ and
A- actions fall into different groups (G1 and G2), and the B+ and B- B actions fall into different
groups
ps (G1 and G2), as demonstrated in Figure 8.2.

Figure 8.
8.2: Sequence Divided in Groups

It should be remembered that the desired sequence should be maintained. In this method, every
attempt should be made to keep the number of groups to a minimum so as to keep the number of
valves to a minimum.
Next,
ext, divide the power supply for the control circuit into an equal number of groups in
such a way that at any given point in time, only one group will have the supply with all other
group(s) connected to the exhaust. By an appropriate interconnection
interconnection of the 5/2-DC
5/2 valves, the
power supply can be divided into 2 groups, 3 groups, 4 groups etc. The different positions of the
standard 2-group circuitt are illustrated in the figure below
below.. It can be seen that initially, the supply
is in the last group,
p, G2 (see Figure 8.3
8.3).
). When the control signals are applied to inputs e1 and e2
in that sequence the supply changes to groups G1 and G2 respectively across the cascade. The
group changing circuits for the three groups, four groups etc can also be drawn in a similar
manner.

Figure 8.3: Different Positions of the Standard 22-Group Circuit

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 LAB NO # 8

PROCEDURE:
1) Open the FluidSIM.
2) Go to FILE in toolbar and select NEW, the new page will appear.
3) Drag and drop components from Library.
4) Connect the components and simulate it using given PLAY button.

TASK#1:

Start A+B-A-B+ Stop solenoid-spring using Electro pneumatics.

1. When the start button is pressed, signal reaches solenoid A+ since internal relay IR is
normally closed.
2. A+ gives signal to A+ which activates solenoid B- since Internal relay IR is again
normally closed.
3. Solenoid B- gives power to B-. B- and A+ together gives to internal relay IR.
4. IR then gives signal to A- solenoid and cylinder A retracts to A- position.
5. Since A+ is latched with IR. IR remains in power. IR and A- together gives signal to B+
and therefore cylinder B extent to position B+.

TASK#2:

Construct and simulate the cascade system as given below in Figure 8.4.

Figure 8.4: Cascade System

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 LAB NO # 8

Lab Assessment Rubric

Needs Total
Category Excellent 8 Good 6 Satisfactory 4
improvement 2 (40)

Clearly describes the Adequately Describes the Cannot describe

objectives of lab. describes the objectives but the objectives of
Understands possible objectives, but misses some details. the lab, or what
Objectives and
sources of errors and cannot discuss Cannot discuss was learnt, sources
Results
their effects. Suggests possible sources possible sources of of errors and their
ways to minimize of errors and their error or their effects effects
them. effects

Circuit works Circuit performs Circuit performs but Circuit does not
perfectly. All wires are most the output not exactly give any output.
Circuit attached. / Code functions, gives as expected. Some Most wires are not
implementation/ works perfectly output./ Code connections not connected/ code
software coding gives some errors done/ code gives not compiled/
some correct output many errors

Can clearly identify Adequately Describe the Cannot describe

the problems and take identify the problem but cannot the problem, and
steps to fix them. problems and suggest steps on has no effective
Uses an effective steps taken to fix how to solve them. strategy on how to
Trouble Shooting
strategy to solve them. Uses an Trouble shooting is solve them.
problems effective strategy not consistent.
but misses some
details

Detailed results are Adequate results Some missing Most results are
Measurements
shown for each step. are shown. 80% observations. 70% missing. Only 30%
and
100% measurements measurements results are correct measurements are
Observations
are correct are correct correct

Thorough Good Limited Shows incorrect

understanding of the understanding of understanding of understanding of
concepts underlying the concepts, the concepts. the concept.
the lab. Can apply it in however cannot Cannot apply to real Cannot find any
Conclusions
real life situations apply them in real life situations and usage of the
life situations suggest any use of knowledge. Cannot
the knowledge describe what was
learnt.

Lab No: 8 Total Marks: 40 Marks Obtained:

Signature:

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