KUKA’s new LBR iisy cobot (a robot intended to physically interact with humans) can immediately be operated by anyone – from an automation expert to a cobotics newcomer.
Featuring various operating levels, the user-friendly system adapts to the knowledge level of the user.
The LBR iisy is equally at home in complex areas of automation as it is in unstructured environments where it interacts with semi-skilled personnel who have received only a minimum of training.
To learn more about the LBR iisy please click here.
Last Friday we had the pleasure of learning more about Bosch Rexroth’s new interactive communications platform for manufacturing industries: ActiveCockpit.
This software elevates Bosch Rexroth’s already well established i4.0 Mechtronics Training System to an entirely new level by offering endless possibilities for both analyzing and communicating information.
ActiveCockpit is at the very heart of industry 4.0, it digitally networks people, products, and production equipment.
What does all of this mean for education?
Academia is looking for ways to help industry increase productivity and decrease down times.
ActiveCockPit was developed by Mechanical Engineers to be the most state-of-the-art Shop Floor Management software available today.
This interactive communication platform is the nexus for i4.0 initiatives and courses.
Bosch manufacturing plants throughout the world who are focused on i4.0 use Active Cockpit for daily Management and Logistics, but also to communicate real-time data between production plants.
Our Academic partners would be interested to know that this value stream methodology equips the end users with all the feedback and troubleshooting diagnostics for PDCA (Plan, Do, Check, Act).
Active Cockpit’s open architecture is designed to accept and implement any web-based functionality and the data can be displayed on any laptop, phone, tablet, etc.
What’s more, Bosch will provide api files so institutions can develop their own i4.0 apps. Click here to view the brochure.
Can Santa’s reindeer really fly? A question many have asked sometime in their lives. Read on to find out how Milton Keynes College in the UK, proved it could work scientifically.
This blog has been written by guest author Sean Hainsworth, Aeronautical Engineering Lecturer at Milton Keynes College.
As Christmas is nearly upon us, on Wednesday 21st November 2018 my Aeronautical Engineering students and I set out to verify if Santa’s reindeer can scientifically fly. First up, Rudolf was put through a rigorous conditioning exercise the day before, as he was mounted on the lift and drag balance kit on TecQuipment’s AF1300 wind subsonic wind tunnel.
Wednesday morning arrived, with great excitement in the lab. Rudolf was checked and checked again, then the countdown commenced 10,9,8,7,6,5,4,3,2,1, 0… and the wind tunnel was turned on. The test was underway!
The students rallied around to make adjustments and take readings, and then came the maths.
The Proof
We established that if you had eight reindeer and accelerated them to 12.96 m/s and put them at an angle of attack of 15 degrees then they would overcome the drag and weight, then create lift.
You read it right, lift = fly (in this case).
So rest easy boys and girls, it is mathematically sound and scientifically proven that Santa’s reindeer do fly.
This video demonstrates the Osborne Reynolds Apparatus (H215), part of TecQuipment’s Fluid Mechanics range. It is a freestanding piece of equipment for demonstrating the transition between laminar and turbulent flow, and allows students to investigate Reynolds numbers.
Originally published on TQ’s website – https://www.tecquipment.com/case-studies/open-channel-flow-equipment-at-the-university-of-derby
Reliability, expansive functionality, customer service and competitive price were the main reasons why the University of Derby chose to invest in a sizeable piece of fluid mechanics equipment from TecQuipment.
Expanding Facilities
With the completion of the University of Derby’s STEM (Science, Technology, Engineering and Maths) centre, the academic team were very keen on expanding their fluid mechanics and hydraulics capabilities. They turned to the engineering education equipment market to source a large flow channel that would be accurate, provide excellent visualisation of flow channel characteristics whilst also being flexible enough to perform a wide range of experiments for undergraduate and postgraduate study and research. The limited space available within the newly built STEM centre meant that the challenge was on to deliver a 10 metre flow channel that would fit in-between pillars with a relatively low ceiling, while still enabling students to move around the apparatus.
Reducing Experiment Time While Increasing Depth of Study
TecQuipment offers a range of flume/flow channel lengths and widths to suit the space available and learning outcomes required. From the narrower channels of 50mm width and 2.5 metres long, through to the wider 300mm width channels available in 2.5 metre steps between 5 metres, and 15 metres.
It was the wider 300mm flume/flow channel in 10 metres (FC300-10) that the University of Derby selected for their fluids laboratory. Not only was this equipment larger than their existing flow channel and therefore made it easier to see the specific phenomenon such as hydraulic jump, it also had much more advanced measurement functionality. That functionality coupled with TecQuipment’s Versatile Data Acquisition System (VDAS) connected to a 32-way pressure display unit allowed for more in depth study and research.
Mathew Whomsley, (Technical Instructor) at the University of Derby commented: “The addition of VDAS also meant that the experiments could be performed much more quickly, taking a fraction of the time it would have done previously.”
The Space Challenge
The limited physical size of the room with its various pillars and low ceiling was a point of concern for the team at the University of Derby.
“One of the biggest constraints in our original specification was the space constraints in the room. TecQuipment were exemplary when dealing with this, by conducting a site survey of the space and having discussions about key dimensions within the room, such as columns. TecQuipment subsequently provided the University with floor plans and 3D views of the flume within the room, to give us peace of mind that the equipment will be useable within our space requirements,” explained Whomsley.
Returning Time and Time Again
The University of Derby already had a range of TecQuipment products within their engineering department and were confident in the quality of the products and ongoing customer support available, which contributed to the decision to select TecQuipment over other equipment providers.
Summarising, Whomsley explained: “Overall, our excellent history with TecQuipment is the reason we continue to purchase equipment through them. Their team is always friendly, helpful, and they offer good equipment at a reasonable price.”
The University of Derby Climbs the League Tables
The University of Derby has recently gained a significant increase in credibility, particularly among universities offering mechanical engineering undergraduate and post graduate degrees within the UK, ranking 18th in the 2019 Guardian University League Tables. In another league table offered by the Times, they are ranked the 13th best university in the UK for teaching quality.
In addition, the team at the University of Derby has a mission-focused outlook that aims to continue to attract well-motivated undergraduate and postgraduate civil engineering students, and prepare them for work within the growing water sector, offering a full range of courses in civil engineering (ie. MEng, MSc, BEng and BSc).
A Professional and Knowledgeable Team
“The experience throughout the whole process of buying the flume from TecQuipment has been very good. From when the order of the flume went in, we were given regular updates on the progress of the flume, alongside reliable delivery schedules. During the installation and induction, the team were professional and knowledgeable on both the practical and theoretical aspects of the flume,” explained Whomsley.
“TecQuipment are well established as a provider of innovative and well developed science and technology equipment to the education sector, and having previous experienceof the services offered and their reliability, thenas a local supplier TecQuipment fit our needs.Installation of the equipment went smoothly including thoughtful and dedicated induction for both technicians and academics; the example experiments including example data are particularly useful. To date the FC300 flume/flow channel has been very effective in contributing to our objectives,” concluded Whomsley.
This video demonstrates the Modular Airflow Bench (AF10) and a couple of its eight experiments for learning about the basic principles of aerodynamics.
Originally published on TecQuipment’s website May 2019.
With so much interest in additive manufacturing (AM), two academics at Southampton Solent University decided to investigate using Additive Manufacturing to construct more complex geometry vanes for TecQuipment’s ‘Impact of a Jet’ experiment that is used at the university by students on the BEng (Hons) Mechanical Engineering degree.
Blog Contribution, by Rob Benham, Course Leader and Senior Lecturer in Engineering Science at Southampton Solent University
The duo set out to see how the combination of this new technology could be used to optimise model design.
Vanes are made from a ‘visijet M3 crystal’ material (a thermosetting polymer with good strength and acceptable toughness for this application). Vanes were printed with 16 microns print resolution, so that fine details and intricate changes in geometry can be achieved.
For this initial research, the number of vanes included:
Duplicated hemispherical vane (for direct comparison to the aluminium alloy type supplied)
Domed vane based on the top half of an egg (generated by computer-aided design)
Hemispherical vane with 1.5 mm dimples and one with 4.5 mm diameter dimples.
Flow rates were recorded and plotted (as shown below).
The exit profiles of the fluids differed greatly. The egg-shaped vane showing very strong similarity to the small dimpled surface, but with much less vibration on the system. At max flow the profile is very different for the egg-shaped vane, as shown below.
The system was also modelled using finite element analysis software and computational fluid dynamic modelling. Results showed very good similarity to experimental data, with excellent repeatability for this experiment. By modifying the surface with small dimples, the results are similar to an egg-shaped vane. Exit profiles of the fluids at different flow rates and vibrational amplitudes were also looked at.
Rob Benham, leading the research, says: “The CFD was particularly useful with estimating the exit velocities of the fluid, which is not possible with the complex geometries and limited with simple vane designs; the fact that the simulation showed good comparisons is promising.” His colleague, Dr Fayyaz Rehman, spent a lot of time on the simulation while Rob spent a many hours in the lab repeating the experiment with different vanes and flow rates. “In addition to this testing, there is a clear link to the exciting outcomes of TecQuipment’s Thermo-fluids Competition that was held earlier this year, since the progression of this clearly needs to focus on the nozzle design. Optimization is the next step.” Rob adds.
The research will be published in the conference proceedings at this year’s International Conference in Manufacturing Research (ICMR) 2019. This will be hosted at Queen’s University, Belfast between 10th September – 12th September 2019.
Repeatability and longevity are just a few reasons why the University of Regina keeps returning to TecQuipment for engineering teaching equipment. This University in the Canadian province of Saskatchewan has been purchasing TecQuipment teaching products from the company since the late 1960s.
Within the faculty of Engineering and Applied Sciences, Laboratory Instructor Dean Milton runs a Fluid Mechanics laboratory, with lab sessions for students studying degree courses in Environmental Engineering, Industrial Engineering and Petroleum Engineering.
Over the years, they have purchased five generations of TecQuipment’s Hydraulic Bench and associated experiments. Their first generation Hydraulic Bench introduced in the late 1960s is still in fully functional order.
Milton captured why they choose TecQuipment’s products, “Repeatability when it comes to running experiments to prove theory, is the number one reason we stick with these products. I know that my students are going to get good, consistent reliable results. I also know they are going to last. The fact that equipment the University bought over half a century ago is still working says it all. This isn’t just because they are designed and built really well, it’s also down to these products being really good to maintain.”
Equipment that lasts a working lifetime
The five year warranty offered with TecQuipment products tells only part of the story. Detailed manuals that cover maintenance, as well as teaching guidelines, theory and workbooks for students, give academics the details required to perform routine maintenance. The support provided by local sales agents and the TecQuipment Customer Service’s team at TecQuipment’s headquarters, ensure problems get solved no matter how long the product has been in service.
Agents around the world
Milton talked highly of the local TecQuipment agent in Canada, AYVA Educational Solutions:
“The AVYA experience is great! Their post-sale technical support is unparalleled.”
TecQuipment works with 60 plus agents around the world, supported by a strong team of export personnel based in the UK HQ.
Modular products make incremental investment easy and decrease lab set-up time
Many products within the Fluid Mechanics range from TecQuipment are modular. Not only does this mean that investments can be done incrementally, but it also makes lab set-up time quicker and easier.
Milton commented: “I’m often running two lab sessions at one time in two different rooms. Being able to use the base module like the Hydraulic Bench and quickly be able to switch out the experimental modules makes running a tight schedule of laboratory sessions possible. With a few of my own modifications like adding quick connects and valves I can make this changeover even slicker.”
The University of Regina recently purchased eight of the newest Digital Hydraulic Benches from TecQuipment. While many of their older benches were still in good functioning order, the decision was made to update to the latest model with digital flow and capacity measurement capabilities, which ultimately means that experiments can be performed much more quickly. The older units have been donated to a local college. With the Hydraulic Benches the University uses the following experiments:
As new product upgrades have been made available, the University of Regina has been quick to seize these opportunities to extend the life of their products. Their Losses in Piping Experiment purchased in the 1990s was recently upgraded with an electronic pressure measurement system. This has improved the accuracy of the experiment results and eliminated the use of mercury in the apparatus.
Engineering understanding for local environmental challenges
Milton was explaining how in Canada the region experiences many challenges with infiltration of water into the basements of buildings. In response to this, the University purchased the Hydrology and Rainfall Apparatus that simulates rain and moving storms over a permeable medium. It also demonstrates hydrology phenomenon such as erosion caused by water flow and watersheds for simulated islands with rainfall and well flows.
Factory visit
TecQuipment encourages people from around the world to visit their factory in Nottingham, UK where the equipment is designed and manufactured all under one roof.
Milton noted that “After visiting the factory and having a meet and greet with the key players I was left with a great confidence in dealing with the people of TecQuipment. I know I can call and speak to people about any problems I might have with the equipment.”
During his visit, Dean Milton demonstrated the Digital Hydraulic Bench. Watch the video below.
Dianne Beveridge and Sean McLaughlin from AYVA traveled to CFB Esquimalt in Victoria to commission a new Fluid Power Lab and meet with key members of the Naval Training and Development Center last week.
Also present was Doug Wilson, the Training Specialist from Bosch Rexroth who is pictured above conducting the in-class and hands-on training with the popular DS4NA Hydraulics Systems.
These Flagship Trainers will also be installed at the Atlantic Fleet School in Halifax with training to take place later this summer.
For more information on Bosch’s complete offering for Fluid Power Labs involving Mobile Hydraulics, Proportional Hydraulics please click here.
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Marie Claude Dupuis
I have taught grade 9 applied science, science and technology, grade 10 applied, regular and enriched science, grade 11 chemistry and physics for 33 years at Westwood Senior High School in Hudson Québec. I discovered the PASCO equipment in 2019 and it completely changed my life. I love to discover, produce experiments and share discoveries. I am looking forward to work with your team.
Christopher Sarkonak
Having graduated with a major in Computer Science and minors in Physics and Mathematics, I began my teaching career at Killarney Collegiate Institute in Killarney, Manitoba in 2009. While teaching Physics there, I decided to invest in PASCO products and approached the Killarney Foundation with a proposal about funding the Physics lab with the SPARK Science Learning System and sensors. While there I also started a tremendously successful new course that gave students the ability to explore their interests in science and consisted of students completing one project a month, two of which were to be hands-on experiments, two of which were to be research based, and the final being up to the student.
In 2011 I moved back to Brandon, Manitoba and started working at the school I had graduated from, Crocus Plains Regional Secondary School. In 2018 I finally had the opportunity to once again teach Physics and have been working hard to build the program. Being in the vocational school for the region has led to many opportunities to collaborate with our Electronics, Design Drafting, Welding, and Photography departments on highly engaging inter-disciplinary projects. I believe very strongly in showing students what Physics can look like and build lots of demonstrations and experiments for my classes to use, including a Reuben’s tube, an electromagnetic ring launcher, and Schlieren optics setup, just to name a few that have become fan favourites among the students in our building. At the end of my first year teaching Physics at Crocus Plains I applied for CERN’s International High School Teacher Programme and became the first Canadian selected through direct entry in the 21 years of the program. This incredible opportunity gave me the opportunity to learn from scientists working on the Large Hadron Collider and from CERN’s educational outreach team at the S’Cool Lab. Following this, I returned to Canada and began working with the Perimeter Institute, becoming part of their Teacher Network.
These experiences and being part of professional development workshops with the AAPT and the Canadian Light Source (CLS) this summer has given me the opportunity to speak to many Physics educators around the world to gain new insights into how my classroom evolves. As I work to build our program, I am exploring new ideas that see students take an active role in their learning, more inter-disciplinary work with departments in our school, the development of a STEM For Girls program in our building, and organizing participation in challenges from the ESA, the Students on the Beamline program from CLS, and our local science fair.
Meaghan Boudreau
Though I graduated with a BEd qualified to teach English and Social Studies, it just wasn’t meant to be. My first job was teaching technology courses at a local high school, a far cry from the English and Social Studies job I had envisioned myself in. I was lucky enough to stay in that position for over ten years, teaching various technology courses in grades 10-12, while also obtaining a Master of Education in Technology Integration and a Master of Education in Online Instructional Media.
You will notice what is absent from my bio is any background in science. In fact, I took the minimum amount of required science courses to graduate high school. Three years ago I switched roles and currently work as a Technology Integration Leader; supporting teachers with integrating technology into their pedagogy in connection with the provincial outcomes. All of our schools have PASCO sensors at some level (mostly grades 4-12) and I made it my professional goal to not only learn how to use them, but to find ways to make them more approachable for teachers with no formal science background (like me!). Having no background or training in science has allowed me to experience a renewed love of Science, making it easier for me to support teachers in learning how to use PASCO sensors in their classrooms. I wholeheartedly believe that if more teachers could see just how easy they are to use, the more they will use them in the classroom and I’ve made it my goal to do exactly that.
I enjoy coming up with out-of-the-box ways of using the sensors, including finding curriculum connections within subjects outside of the typical science realm. I have found that hands on activities with immediate feedback, which PASCO sensors provide, help students and teachers see the benefits of technology in the classroom and will help more students foster a love of science and STEAM learning.
Michelle Brosseau
I have been teaching since 2009 at my alma mater, Ursuline College Chatham. I studied Mathematics and Physics at the University of Windsor. I will have completed my Professional Master’s of Education through Queen’s University in 2019. My early teaching years had me teaching Math, Science and Physics, which has evolved into teaching mostly Physics in recent years. Some of my favourite topics are Astronomy, Optics and Nuclear Physics. I’ve crossed off many activities from my “Physics Teacher Bucket List”, most notably bungee jumping, skydiving, and driving a tank.
Project-based learning, inquiry-based research and experiments, Understanding by Design, and Critical Thinking are the frameworks I use for planning my courses. I love being able to use PASCO’s sensors to enhance the learning of my students, and make it even more quantitative.
I live in Chatham, Ontario with my husband and two sons.
Dianne Beveridge and Sean McLaughlin from AYVA traveled to CFB Esquimalt in Victoria to commission a new Fluid Power Lab and meet with key members of the Naval Training and Development Center last week.
