During a recent visit to TecQuipment’s (TQ) we were very excited to see that they have recently expanded their offering of flow channels.
TQ’s flow channels are large open channel flumes that provide the opportunity for advanced research and student study on a wide range of fluid flow topics.
TQ’s flumes and flow channels are available in various models (from a space-efficient 2.5 meters to a research caliber size of 15 meters.), giving students have a wide choice of experimentation in open channel flow.
The flumes are made of transparent glass, precision-built to ensure parallel walls and a consistently accurate cross-section along its length. A sturdy steel square-section firmly supports the channel throughout its length. It has a floor-standing frame that supports the working section at a convenient eye-level position for students.
The FC80 and FC300 models have a built-in re-circulating water supply connected to a digital flow meter for accurate measurements during experimentation.
The FC50 is designed primarily for use with TQ’s Digital Hydraulic Bench which provides the necessary water supply, drain and digital flow-measurement facilities.
If you would like to visit TecQuipment in Nottingham, England to see these flow channels and flumes in action just give us a call and we would be pleased to arrange a visit/demonstration.<
To learn more about our range of Flow channels/flumes please visit our Flumes Landing Page
This laboratory-scale apparatus allows students to investigate the performance of a steam powerplant, using a steam turbine to convert thermal energy into mechanical energy and then into electrical energy. The unit includes instrumentation for data acquisition and safety features to ensure temperatures and pressures can never exceed safe working limits. A clean and convenient electric boiler generates steam which passes under pressure into and through a single-stage steam turbine.
The turbine is connected to a dynamometer which provides the load and enables investigation of the performance characteristics of the turbine. Exhaust steam passes through a condenser and is returned to the water tank. Instrumentation is included to measure:
Electrical power to the boiler
Steam temperature, pressure and flow rate
Turbine inlet and outlet steam temperature and pressure
A mobile training cell perfectly suited for entry into the world of robotics!
The mobile training cell is perfectly suited for entry into the world of robotics. The complete starter package is aimed especially at schools, universities and company training facilities. With the ready2_educate training cell, the skilled specialists of tomorrow can be trained in the operation of industrial robots. In this way, they receive optimal training in robotics. The modular training cell incorporates the KR 4 AGILUS small robot and our innovative KR C5 micro controller – while also being equipped and preconfigured for special didactic applications.
Last Friday, I was given the opportunity to take a trip to Centennial College alongside a colleague of mine to help a group of professors with the assembly of the TecQuipment AE1005V Wind Turbine Dynamics Apparatus. The apparatus is comprised of a bell shaped mouth and honeycomb to reduce turbulent airflow, a silencer to reduce excessive noise, an anemometer to record wind speed, and a digital display for pitch, yaw, fan speed, and turbine speed, all of which are adjustable. We arrived at the campus early in the morning, where we met with our contact at the school. He led us through the college into the machine shop and we began to assemble the AE1005V.
The assembly process was very simple and easy to follow from the provided instructions. Once the silencer is removed from its stowed position and fastened to the back of the apparatus, we connected the Control Cabinet to a power supply and opened the sliding door to attach the fins to the turbine. We then connected the apparatus to a laptop which was running the Versatile Data Acquisition System, or VDAS, which automatically collects data, calculates experiment parameters, and allows the user to create graphs and tables for the collected data. Once the fins were secured and the security door was closed and locked, we began to experiment with the fan speed, pitch, turbine speed, and anemometer. This data was also digitally displayed on the Control Cabinet.
Now that the apparatus was fully set up, we began to work through the first experiment to determine the influence of pitch angles and turbine speed on the coefficient of performance and power generated. As a future environmental engineer hoping to specialize in air hydrology, I was really grateful to be able to have a hands on experience with this kind of equipment. The option to switch out the included turbine fins for ones that have been 3D printed by students made the AE1005V even more interesting to use, with students being able to create and test different fin designs to determine optimal performance, and this really piqued my interest.
Eventually, I would like to spend more time using and learning about the AE1005V Wind Turbine Dynamics Apparatus, and other technology like it, and I am grateful that I had the opportunity to speak with the professors about what they plan to use theirs for throughout the upcoming fall semester.
KUKA.Sim is a 3D educational smart simulation software program which provides a risk free entry into robotics and automation.
This comprehensive software package allows students to optimize the operation of manufacturingsystems and robots outside of a production environment. Creating a digital ‘twin’ of a production process in just a few minutes, without a deep programming knowledge.
KUKA.Sim is available for a 30 day free trial with all functionality to allow you to experience and understand the program before making any decisions. Starting your trial is no risk and no investment, and will allow you to explore 3D modelling of production processes and create new processes in a realistic virtual environment.
The data are 100 percent consistent, which means that the virtual controller and the real controller work with exactly the same data. The reachability check and collision detection features allow you to test the viability of your robot programs and cell layouts.
Learn more about KUKA.Sim and sign up for the free trial here.
“KUKA.Sim is the intelligent simulation software package for saving time, increasing sales and improving competitiveness in a fast-moving market.”
– Patrik Buch Lund, Senior Vice President Digital Services at KUKA
Reach out to us at 1 877-967-2726 and our product support team would be happy to help you or answer any questions you may have.
Did you hear about Relativity Space launching a rocket earlier this month? It was out of this world!
Pictures of the Rocket Launch that occurred on March 22, 2023 (Taken from Relativity Space’s Twitter)
Using KUKA’s robotic arms, Relativity Space 3D printed a rocket that is 85% 3D printed by mass. This rocket nicknamed, “Good Luck, Have Fun”, is the first-ever rocket that was 3D printed and launched into space! This is one of the biggest advancements in aerospace technology in the last 60 years!
Before this extraordinary event took place, 3D printing on this scale had never been done before, and never with this goal of making it to space. Thanks to KUKA’s technology, Relativity Space was able to melt layers upon layers of a custom aluminum alloy together – making a rocket that stands at 33.5 meters tall and weighing approximately 9,280 kilograms!
Traditionally, rockets can take anywhere from 2 to 5 years to manufacture. Using 3D printing, manufacturing rockets takes as little as 60 days!
Here is a video of the rocket launch that occurred on March 22 2023!
As illustrated in the video, the 3D printed rocket reached a peak velocity of 7,448 kilometers per hour. It made it past the 100km Karman Line before crashing down in the Atlantic Ocean.
It is the first methane fueled rocket to successfully complete stage 1 flight and reach space. Demonstrating that this is the beginning of a new endeavor for aerospace technology! Relativity Space will learn from this experience with the collected data from “Good Luck, Have Fun” and improve their operations to strive for the goal of 3D printing a rocket 95% by mass.
We hope you had a blast reading about this story! We are looking forward to seeing Relativity and KUKA reach their new goal!
A Leap Forward for Heritage Conservation: Carleton’s Robots are Carving History
An Excerpt of the Story from the Carleton Newsroom
Although the tools they use have evolved over the years, architects have always designed and built physical structures and objects.
A pair of jointed-arm industrial robots recently acquired by the Carleton Immersive Media Studio (CIMS) represent the latest leap forward.
Roughly three metres high when fully extended, the Kuka KR 360 and a desk-sized KR 6 are housed in a customized room in Carleton’s Architecture Building. Kuka is the manufacturer and the numbers refer to the payload (in kilograms) each machine is capable of handling.
Purchased with support from Public Services and Procurement Canada (PSPC) and the Social Sciences and Humanities Research Council (SSHRC), the robots will help CIMS and its collaborators in the federal government continue their cutting-edge work in the rapidly advancing world of digitally-assisted fabrication.
“We’re the only university in Canada with a setup of this kind,” says James Hayes, the Architecture PhD candidate helming the robot project, currently focused on the heritage conservation components of the major rehabilitation of Parliament Hill.
“The ability to actually craft and make artifacts is fundamental to an architectural education.”
The CIMS team will use the robots to assist in creating sculptures and other architectural ornaments in a variety of materials — including stone and wood — from digital models obtained by laser scanning and photogrammetry, the science of using photographs to make precise measurements.
This technology has already been of use on Parliament Hill, where centuries-old sculptures are being replaced or restored as part of the renovations, and new decorative features are being crafted for the Government Conference Centre, which will serve as a temporary home for the Senate when the decade-long Centre Block restoration begins next year.
And because human hands will continue to play a role in this process, from operating the robots to the fine-detail finishing work on a sculpture before installation, some people in traditional fields such as stone masonry don’t see the robots as a threat to their employment.
TecQuipment Smart Worksheets enhance teaching capabilities and complement students’ learning with the use of ready-made, online and auto-graded assessments that are compatible with
selected experimental kits in the Engineering Science range.
Benefit for students
Enabling development and independent thinking with ready-made exercises
Gain confidence in learning with instant, personalised feedback
Master key engineering principles with tailored practice before submission, with immediate and clear scoring
Practice assessments anywhere, anytime with online access and auto-save functionality
Benefit for Educators
Enhance and improve teaching capabilities with a full ready-made dashboard and worksheet
Save hundreds of hours of time with ready made exercises and student reports
Effectively communicate with students through notifications and reminders on the online management system
Gain detailed insight into student learning progress with the timeline mode feature
Tailor work with the option of ready-made quizzes and assessments
Worksheets currently available for the following Engineering Science kits:
Forces and moments (ES2 and ES3):
Centre of Gravity
Triangle of Forces
Principle of Moments
Levers
Deflection of Beams (ES4):
Beam Load
Beam Dimensions
Beam Length
Torsion (ES5):
Torque and Diameter
Strength of Materials (ES6):
Tensile Testing
Drive Systems (ES11 and ES13):
Chain Drive
Belt Drive
Spur Gears
Simple mechanisms (ES14):
Crank and Slider
Register
To register your interest or purchase this product access the form here.
In the ever-evolving landscape of engineering education, understanding customer needs and industry demands requires constant innovation. Enter the Thermal Power Plant with Steam Turbine (TD1060V), a revolutionary Rankine cycle-based teaching tool that demonstrates fundamental thermodynamic principles of energy conversion and mechanical power measurement. This innovative teaching tool embodies TecQuipment’s commitment to delivering exceptional educational experiences and staying ahead of the curve in engineering education.
In this blog post, we journey to explore this new innovative product and understand the driving forces behind its development, unravel its key features and benefits, delve into the learning outcomes it promises, and appreciate the wider applicability of steam turbines in electricity generation.
Market Drivers: Meeting Industry Needs
The development of the Thermal Power Plant with Steam Turbine (TD1060V) was driven by the ever pressing need to bridge the gap between academia and industry. As the world shifts its focus towards sustainable energy solutions, the demand for engineers well-versed in renewable energy technologies is at an all-time high. Our product caters to this demand by providing a comprehensive learning experience centred around steam turbines and their role in generating electricity.
Key Features: Unravelling the Excellence
Thermal Power Plant with Steam Turbine TD1060V Diagram
The Thermal Power Plant with Steam Turbine (TD1060V) is packed with features that change how we understand the principles of turning heat into mechanical power. Every component has been meticulously crafted to mimic the functionalities of a full-scale steam turbine from its flash boiler and heat transfer exchanger to its electrically heated boilers and control box assembly.
The flash boiler design is a highlight, quickly moving from cold to ready for experiments in just seven minutes, demonstrating how efficient and convenient it is. The thermostatic control keeps everything under precise control, making experiments smooth and easy to learn from.
How it works:
But the integral aspect of this system is its electrical power source, which not only adds to its versatility but also significantly enhances safety in laboratory settings. The system incorporates a variable-speed, low-voltage piston pump responsible for efficiently drawing water from the reservoir and directing it into the flash boiler. This flash boiler is not only thermostatically controlled but also electrically powered, a feature that sets it apart from other products on the market. This unique attribute enables students to conduct experiments in a much safer environment, minimising potential risks associated with traditional gas-powered systems.
Thermal Power Plant with Steam Turbine TD1060V Diagram 2
With this innovative product, users gain the invaluable freedom to fine-tune the steam production to match their specific needs, fostering a hands-on learning experience. Moreover, we place utmost importance on student safety. Therefore, the Thermal Power Plant with Steam Turbine (TD1060V) is equipped with safety measures like pressure relief and a thermal trip set at 200°C, ensuring that students can explore and experiment with peace of mind. Additionally, its electrical power source eliminates the need for external gas supply, a departure from traditional, more hazardous operations.
The steam generated by the boiler flows upward and expands as it passes through the single stage axial turbine. This in turn drives the electric dynamometer. Users have the capability to adjust the load applied by the dynamometer via the control panel. The power generated can then be utilised for demonstrating power generation, for example powering a 12-volt device like a laptop, allowing students to see theoretical ideas in action. This laptop can also be integrated into the experiment by connecting it to TecQuipment’s Onboard Versatile Data Acquisition System (VDAS®) for real-time data capture. This system provides accurate real-time data capture, monitoring and display, calculation and charting of all the important readings on the laptop. It simplifies complex data into easy-to-understand charts, making it effortless for students to interpret and analyse results. This is key for educators and students looking for an efficient and complete learning experience.
Thermal Power Plant with Steam Turbine TD1060V Diagram 3
Seamlessly integrating theoretical concepts with hands-on experience, this lab-scale steam turbine serves as a dynamic platform for educators and students alike to explore the intricate workings of the Rankine cycle, delve into thermodynamic principles, and gain a deep understanding of energy conversion.
Key Benefits: Empowering Minds
The benefits of the Thermal Power Plant with Steam Turbine (TD1060V) extend beyond its physical components. By actively engaging with the apparatus, students cultivate skills in problem-solving, critical thinking, and teamwork. Through practical experiments and the study of the Rankine cycle, students not only understand how to conserve energy but also learn about the efficiency of thermal processes and the performance of steam power plants. This knowledge is extremely valuable because it perfectly matches what the industry needs, and it gets the next generation of engineers ready to handle real-world problems.
Learning Outcomes and Applicability of Steam Turbines: A Glimpse into the Future
The Thermal Power Plant with Steam Turbine (TD1060V) goes beyond teaching theory. It creates a setting where students actively build their understanding. By conducting experiments related to pressure and temperature, grasping concepts like entropy and enthalpy, and witnessing the energy flow equation in action, students develop an intuitive grasp of complex ideas. These skills extend beyond the classroom, empowering students to become innovative forces ready to transform the energy industry.
Steam turbines play a crucial role in generating electricity across various industries worldwide. They illustrate the core principles of converting heat into mechanical power, making them fundamental in the energy conversion process. When educators introduce students to the world of steam turbines, they instil a deep understanding of the Rankine cycle and its importance in sustainable energy solutions.
Conclusion: Embracing the Future of Engineering Education
In summary, the Thermal Power Plant with Steam Turbine (TD1060V) is more than just a tool; it’s a gateway to transformation. This transformation goes beyond theories, opening the door to practicality and exploration. Its unique design, development driven by market needs and outstanding features make it an essential tool for educators, by imparting comprehensive knowledge about steam turbines, the Rankine cycle, and energy conversion. The Thermal Power Plant with Steam Turbine (TD1060V) prepares students to become pioneers in renewable energy technologies, contributing to a sustainable future for everyone.
Join us in shaping the future of engineering education with TecQuipment’s cutting-edge Thermal Power Plant with Steam Turbine today and be a part of this transformative journey: Thermal Power Plant with Steam Turbine | TecQuipment
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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.
This comprehensive software package allows students to optimize the operation of manufacturingsystems and robots outside of a production environment. Creating a digital ‘twin’ of a production process in just a few minutes, without a deep programming knowledge.
The CIMS team will use the robots to assist in creating sculptures and other architectural ornaments in a variety of materials — including stone and wood — from digital models obtained by laser scanning and photogrammetry, the science of using photographs to make precise measurements.
