Festo MecLab User manual

Festo Learning Systems
MecLab
Getting Started

© 2008 Festo Corporation 2 U
By A. Huttner
R. Pittschellis
M. Klaus
M. Hubsch
M. Striegel
T. Lust
J.Schwarz
Graphics: D. Schwarzenberger
Layout: F. Ebel 05/2008
Editor: F. Ebel
F. Zierau
Copyright 2008
This document and its contents are the property of Festo Corporation. No part of this
document may be reproduced, utilized, transmitted or disclosed in any form or by any
means without prior written consent of Festo Corporation
Festo Corporation 395 Moreland Rd. Hauppauge, NY, USA 11788

© 2008 Festo Corporation 3 U
Table of Contents
I
ntroduction
4
C
ourseObjectives
5
S
afety
6
Training Systems Operations 7
O
verview 9
C
ommissioning 14
SamplePrograms 15
S
afetyandMaintenance 16
Stack Magazine Station 18
C
onveyorStation 40
H
andlingStation 56
L
essonPlanning 77
P
rojects 86

© 2008 Festo Corporation 4 U
Introduction
This workbook contains both information and exercises designed to introduce the student to
basic automated systems components commonly used in industry.
The information is intended for use in a mechatronics environment and is aimed at supporting
continued education in industrial automation. The topics cover basic components used in in-
dustrial automation. It also provides exercises for developing pneumatic and electrical sche-
matics using FluidSim-P software. Overall the topics are intended to prepare the student to
study more advanced systems.

© 2008 Festo Corporation 5 U
Course Objectives
Upon completion of the exercises in this workbook, the student will be able to:
• Identify machines and their function in a process.
• Familiarization with industrial components.
• Familiarization with industrial component symbols and designations.
• Understand the term “sequence of operations”.
• Become familiar with pneumatic and electrical schematics.
• Understand control of linear actuators.
• Understand principles of relays.
• Understand limit switches.

© 2008 Festo Corporation 6 U
Safety *
Due to the potential hazards in any automated system, good safety practices are important in
the classroom, as well as on the production floor.
Students should never be allowed to place their hands on or near the system while operating.
Safety glasses should be worn around the equipment during operation.
*See also page 7, “Operation of the Festo Training System,” for
additional safety considerations.
All information in this workbook is intended for educational use only. It has
been carefully compiled and checked, and we believe the material to be accu-
rately presented. However, Festo Corporation assumes no responsibility for
published technical errors. Additionally, Festo Corporation assumes no re-
sponsibility for the safe and/or satisfactory operation of any machine.
All information in this workbook is intended for educational use only. It has
been carefully compiled and checked, and we believe the material to be accu-
rately presented. However, Festo Corporation assumes no responsibility for
published technical errors. Additionally, Festo Corporation assumes no re-
sponsibility for the safe and/or satisfactory operation of any machine.

© 2008 Festo Corporation 7 U
Operation of the Festo Training System
Festo training systems have been designed for ease of use by both the student and the in-
structor.
Compressed air should be handled with respect. Care should be taken to ensure that com-
pressed air is not directed at open cuts or against the skin, since serious physical damage
and/or dangerous embolism may result.
Compressed air should be applied to the service unit at the port next to the regulator/filter.
Air service for the automated system is drawn from the right side of the service unit. The ser-
vice unit is fitted with a normally closed 3/2 directional control valve with a red knob. The
valve is opened to provide air to the manifold by moving the knob in line with the direction of
airflow. All connections should be made with this switch turned off.
All pneumatic components are fitted with quick-connect air line fittings. Tubing to be con-
nected to these fittings should be cut squarely. Tubing is pushed into the fitting until a resis-
tance is felt; this is a metal ring. The tubing is pressed further until it stops. The tubing is
then checked by pulling gently back on the tubing. Leaks at the quick-connect fittings may
sometimes be traced to failure to fully set the tubing in the fitting. Another common cause of
air leaks may be a tubing end not cut at a shallow angle or tubing, which has become worn
and ragged through use. These tubing faults may be corrected by cutting a short section
from the end of the tubing to expose a fresh surface.
The instructor should check the connections on the circuits to ensure that the tubing is se-
cured properly before the circuits are pressurized. Compressed air escaping to atmosphere
from a loose and uncontrolled tube will cause the tube to whip, therefore safety glasses
should be worn whenever students or instructors are working or observing any of the auto-
mated systems.

© 2008 Festo Corporation 8 U

© 2008 Festo Corporation 9 U
Getting Started with Festo MecLab
Overview
Automation technology has become increasingly important in engineering. It helps to im-
prove both working and living conditions by ensuring high productivity and quality while at
the same time satisfying the ever-growing need for technological know-how.
Automation technology combines knowledge from virtually all other technical sciences. This
interdisciplinary field could not have developed without the fundamentals of electrical, me-
chanical and process engineering as well as information technology to name just a few.
We see and use automated technical systems every day. Escalators, automatic doors and
ATMs. At the supermarket, our groceries are move by conveyors which seem to “know” ex-
actly when to stop. In this sense, automation technology is everywhere. Everyone is regularly
confronted by “something” that can be classified as an automated system. Thus technical
education must emphasize this technology in order to keep up with the demand for skilled
workers.
Training should include:
− Overview of automated systems.
− Developing skills in the use of automated systems.
− Developing skills in the commissioning and maintenance of automated technical
systems.
In addition, training must be designed so that students are given the opportunity to work with
technology, investigate its effects and discover their own capabilities.
Automation technology is one of the most challenging subjects because of its complexity. It
can not be taught through lectures alone. Students must be given hands-on practice with
automated technical systems in order to observe and understand how subsystems and com-
ponents interact. They must be able to disassemble and assemble a system.
MecLab®, developed by Festo Learning Systems, includes a stack magazine, a conveyor
and a handling station. These simulate parts of an automated production line. It is designed
to familiarize students with automated technical systems.

© 2008 Festo Corporation 10 U
Getting Started with Festo MecLab
Overview
MecLab® is a modular multimedia teaching and learning system. It is supplemented with:
− Computer software
− Video
− Technical drawings
− Diagrams
The combination of theory and practice is an essential aspect of MecLab® and its compo-
nents. For every theory related to engineering sciences, there is a corresponding applica-
tion.
The connection between theory and practice will encourage students to put in to practice
what they have learned. Additionally students can learn how to analyze practical applications
to prove a theory.
Individuals do not acquire a skill by simply listening to a description of the skills, rather they
learn by doing. It is in the “doing” where problem solving skills are developed.
Theory and practical applications of automation technology can be addressed with Me-
cLab®, including:
− Types of control systems.
− Fundamentals of sensors.
− The link between sensors and drives in automated systems.
− Basic logic functions.
− Basics of programming automated systems.
MecLab® is intended for use in technically-oriented subjects. Basic knowledge of production
engineering, mechanical engineering, electrical engineering and information technology is
helpful, but not essential. Basic knowledge, such as physical fundamentals of drive and sen-
sor technology, relays or logic operations can be learned with the help of the appropriate
theory section as well as the exercises. The focus, however, should be less on teaching fun-
damentals than on applying them.