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Originally posted on the TecQuipment blog, Dec 4, 2018

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.

 

Merry Christmas
Sean Hainsworth of Milton Keynes College

Originally published on TQ’s website on Oct 8, 2018: https://www.tecquipment.com/case-studies/aerospace-equipment-for-solihull-college

Solihull College Uses TecQuipment Products for Teaching Aerospace Engineering and Maintenance Degree Students.

Solihull College and University Centre recently introduced an Aerospace Engineering and Maintenance Degree. A new facility was created, which required a substantial investment in specialist aeronautical educational equipment to teach everything from the basic theory of flight looking at drag and lift equations through to more advanced topics that look at boundary layers, pressure distribution and wake investigations. This was part of a £2.5m spend on the aviation and aeronautical facilities at the Woodlands campus of Solihull College and University Centre.

“After inviting companies to bid for the new equipment, we selected TecQuipment based on the premium specifications, competitive price, and reputation for quality of service supported by the excellent pre-sales experience,” commented Paul Matthews, Senior Lecturer and Coordinator at Solihull College.

Teaching Fundamentals of a Jet Engine

For teaching students how single shaft gas turbines on aircraft work, the College purchased a GT100 Turbo Jet Trainer. Powered by Kerosene, students can accurately replicate the behaviour of a single-shaft gas turbine that would be used in aircraft. The self-contained design allows students to learn the following:

  • Effect on thrust generation by variation in rotational speed and propelling nozzle area
  • Isentropic, polytropic and mechanical efficiencies of compressor, combustion chamber and turbine
  • Pressure ratios of turbine, compressor and nondimensional characteristics
  • Combustion chamber pressure losses and combustion efficiencies
  • Specific fuel consumption, thermal efficiency, air standard cycle, work ratio and heat balance
Turbo Jet Trainer
Turbojet Trainer uses Kerosene to replicate the behaviour of a single-shaft gas turbine.
Firing up the Turbojet Trainer.

Theory of Flight

In addition to the BSc degree course, Solihull College also offers a HNC in aircraft maintenance, and a HND.

Salman Javed, Aerospace Lecturer at Solihull College explained “Rather than the BEng version of an aerospace engineering degree that focus on the design of aircraft, the BSc is designed to be more-hands on. This focus means that practical experiments play a greater role in the learning process.”

The aerodynamics lab has an array of different pieces of apparatus for teaching all of these courses.

Aerodynamics Principles

For teaching the foundations of aerodynamics, Solihull College purchased an AF1300 Subsonic Wind Tunnel. This is part of an extensive range of wind tunnels available from TecQuipment for teaching aerospace engineering students. The AF1300 Wind Tunnel sits in the middle of the TecQuipment wind tunnels range, is compact enough to be moved around on wheels, and yet has the functionality to allow students to perform experiments to understand the following:

  • Investigations into boundary layer development
  • Influence of angle of attack on aerofoil performance
  • Flow past bluff and streamlined bodies with pressure and velocity observations in the wake
  • Performance of an aerofoil with flap, influence of flap angle on lift, drag and stall
  • Pressure distribution around a cylinder under sub and super-critical flow conditions
  • Study of characteristics of models involving basic measurement of lift and drag forces
  • Study of the characteristics of three-dimensional aerofoils involving measurement of lift, drag and pitching moment
  • Study of the pressure distribution around an aerofoil model to derive the lift and comparison with direct measurements of lift
  • Flow visualisation
AF1300
The AF1300 Subsonic Wind Tunnel is a compact, practical open-circuit suction wind tunnel for studying aerodynamics.
AF1300 Paul
Senior Lecturer Paul Matthews explains the basic theory of flight to a group of students.

Advanced Aerodynamic Theory with Supersonic Studies

For more advanced understandings, the College added an AF300 Intermittent Supersonic Wind Tunnel to their laboratory. At the easier end of advanced theory students can learn about nozzle pressure distribution, analyse Mach numbers and then use the Schleiren apparatus to measure and visualise pressure and shock waves on a model.

TecQuipment offers two supersonic wind tunnel options, the Intermittent and Continuous Supersonic Wind Tunnel. For budget, easy lab set-up and result accuracy reasons, Solihull College opted for the Intermittent Wind Tunnel, which stores compressed air in tanks – in this case a line of three tanks, which induces a flow in the working section of the wind tunnel. This controlled air supply provides a more stable flow of air with filters and air dryers for accurate results that can be captured in a 5-10 second window. Once the experiment has run, the air tanks will refill for 3-5 minutes and then be ready to run an experiment once more.

The Schlieren Apparatus allows students to see density gradients as variations in intensity of illumination, see for themselves supersonic air flow around models, plus shockwaves and expansions. A series of mirrors and lenses allow the student to see the results as they happen, while a digital camera records them for later reference. The recording functionality is particularly useful when sharing the results with a group of students.

Watch the video below for more…

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

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 experience of the services offered and their reliability, then as 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. 

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.

AYVA offers teaching equipment for refrigeration covering the fundamental theories associated with thermodynamics, fluid mechanics and heat transfer – enabling students to understand HVAC environmental control in the real industrial and consumer world!

Environmental Control Teaching Equipment
The air conditioning and refrigeration (HVAC and R) industry designs, builds, maintains and repairs essential indoor comfort and cooling systems including heating, ventilation and air conditioning. The expanding markets for refrigeration and air conditioning and changing technology,  has created a growing need for training.

Our partner in England, TecQuipment (TQ) offers refrigeration training solutions and experiments that allow students to comprehend the workings of cooling towers, refrigeration and air conditioning; utilizing psychrometric and P-h charts.

TecQuipment Air Conditioning Trainer – EC-1501

The unit features an air-cooled condenser unit connected to an evaporator located in an air duct. The air duct contains relative humidity and temperature sensors on both sides of the evaporator. A small fan provides air flow down the duct and can be manually adjusted.

The refrigeration circuit features high and low pressure gauges, a pressure switch, sight glass, filter dryer and TEV valve. The circuit also includes pressure transducers that connect to the instrumentation.

Four thermocouples placed around the refrigeration circuit allow observation of temperatures, these can be used for the calculation of potential super heating and sub-cooling.

Our partner in France, ERIDÈS offers a unique solution with transparent walls which lets student watch the visible condensation and evaporation allowing for the understanding of the cycle processes.

ERIDÈS Refrigeration Cycle Demonstration Unit – MCFC10

This refrigeration cycle training unit allows for measurement of flow rate, pressure, temperature and more.

The fluid enthalpy chart is transposed onto a transparency at the centre of the unit allowing for rapid analysis of the fluid state parameters at any given point.

Transparent walls allow visibility on all sides while protecting both the equipment and its users. The visible condensation and evaporation allows for the understanding of the cycle processes. Once the machine has reached steady state, measurements can be taken and can be used even after the machine has been turned off.

Originally published on TecQuipments’s website – May 2018.

The electronic and aeronautical test facility at Milton Keynes College, UK recently purchased an AF1300 Subsonic Wind Tunnel for the teaching of the Level 3 Aeronautical Engineering BTEC Diploma students, which is used on a regular basis as part of the course.

Addressing the Aeronautical Engineering Skills Shortage

In response to the world skills shortage of aeronautical engineers, in 2016 Milton Keynes College began a dedicated Aeronautical Engineering BTEC. This course, headed up by Sean Hainsworth, former RAF Aerospace Engineer, first began as a trial. Following the course’s success, Milton Keynes College has a full cohort of 40 applicants aiming to start in September 2018.

Wind Tunnel in the Syllabus

Students are required to complete projects that involve the design, manufacture and test of aerofoils throughout the year. As part of the course, students have a project to design and build three types of aerofoil, testing with three angles in the wind tunnel (0 degrees, 5 degrees and the critical 15 degree stall angle) and then applying three different equations (lift, drag and wind speed).

Pearson BTEC Level 3 Diploma in Aeronautical Engineering

The AF1300 Subsonic Wind Tunnel is used as a standard piece of equipment in specialist aeronautical engineering facilities across the globe. For the Pearson BTEC Level 3 Diploma in Aeronautical Engineering, the equipment utilised for the following learning units:

  • Unit 5 Mechanical Principles and Applications
  • Unit 48 Theory of Flight
  • Unit 68  Principles and Applications of Aircraft Mechanical Science

About the AF1300 Subsonic Wind Tunnel

The AF1300 is a widely used piece of aerospace engineering teaching equipment that allows undergraduate and research students to study the principles of aerodynamics. The compact size reduces space requirements and experiment time compared to full sized wind tunnels, due to the ease of model changeover, of which can be switched with minimal or no supervision. The wind tunnel is available with a range of different models (standard cylinder, NACA standard aerofoils, 3D drag models, flat plate drag models, flat plate boundary layer models with tapings and aircraft models with low and high wing configurations). For more information, click here.

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.

Originally posted: https://www.tecquipment.com/case-studies/university-of-bradford

The University of Bradford in West Yorkshire raises the bar on practical learning of engineering science with TecQuipment products.

Engineering Laboratory Equipment: Engineering science, structures, materials and theory of machines

Bradford University Faculty of Engineering and Informatics has a number of different learning spaces to support a variety of engineering courses, including a multi-disciplinary engineering laboratory (360 degree view of the lab available here). This is an open plan laboratory, which offers a practical learning environment and efficient use of space, which incorporates a wide range of TecQuipment’s bench-mounted equipment, including a broad range of structures and materials testing equipment, such as the Thick Cylinder Apparatus.

Materials Testing equipment at Bradford

The department also has an extensive range of Engineering Science units. These provide the perfect introduction to the fundamental principles in mechanical engineering and are often used in combination with more complex varieties of the experiments (such as the ES Gears Train Kit and the Geared Systems).

Check out the video made during a little down time at Bradford University for the Thick Cylinder Apparatus from our Materials Testing range:

Originally published on TecQuipments’s website – May 2018.

In this blog post, Dr Ben Simpson, Senior Lecturer in Mechanical Engineering from Nottingham Trent University looks at the changes in engineering education over the last 20 years, and the importance of a greater emphasis on bringing theory into practice through a practical based learning approaches.

Engineers are being asked to be evermore inventive, to solve progressively more complex challenges with increasingly more eloquent solutions. Therefore, there is a requirement for engineering undergraduates to be adaptable, agile in thought and occasionally be able to think differently.

A complex picture, where to begin…

There has been a decisive change in engineering education over the last 20 years. A transformation from an intense mathematical and theoretical study approach to a more practical approach with an emphasis on design.

Furthermore, governments are beginning to influence policy in tertiary education through new initiatives, such as the Tertiary Education Framework (TEF) in the UK. The emphasis from government is on rewarding institutions that are more innovative in their teaching approach, for example, through building closer relationships with industry and improving student experiences. However, when developing engineering undergraduate courses for tomorrow’s engineers there is an increasing number of complex and sometimes conflicting challenges. Five of the greatest challenges are:

  1. Gaining a competitive edge The increasingly competitive tertiary education sector has left every educator seeking points of differentiation for their programs in order to attract students.
  2. Engaging and retaining students Approaches to learning can be described in terms of the what (the value of what is being learnt), the why (the motive for learning) and the how (the strategic approach taken to learning). In a more general sense, educators discuss both surface and deep approaches to learning. A surface approach is adopted by a student who sees little value in the learning material and their motivation is simply to reproduce information to meet the demands of the course and to get a pass mark. A deep approach to learning is adopted by a student who sees great value in the knowledge they discover for continual mental growth and change. The student is motivated to make sense of and to find meaning in the information they receive and they seek to relate the new knowledge to previous knowledge and apply it to everyday experiences. So how can students be encouraged to fall in love with their subjects and intrinsically adopt a deep learning approach?
  3. Growing classroom sizes In many markets around the world, including the UK, there continues to be a shortage of engineers1. This often leads to larger class sizes, especially as universities seek resource-saving synergies such as shared first year modules.
  4. Adapting to a changing world The maturing information and cyber ages are having significant impact on both educational approaches and engineering practice. How do educators adapt the learning environment to account for and take advantage of these changes?
  5. Meeting employer’s needs  Increasingly engineering undergraduates are finding employment with small to medium size enterprises2. Employers are calling for graduate engineers to be innovative, self-motivated and creative problem solvers, as well as possessing up-to-date knowledge and skills.

How can tertiary educators develop courses that can meet these challenges?

What is your teaching philosophy? As it turns out this is a very important question since our teaching philosophy is the foundation of our teaching practice. It is also a loaded question since there is no perfect philosophy and our teaching methods are often constrained by many factors including time, resources and the current political will of our parent institution.

What can be agreed upon is that engineering is a very hands-on discipline and so engineering educators have naturally adopted teaching methods that encourage the student to do something. For example, laboratory sessions are common in most engineering modules. The philosophy of ‘doing’ can be found at the heart of many learning approaches such as active learning, blended learning, project based learning, problem based learning, discovery based learning, and experiential learning. All these ideological approaches have their roots in constructivism. When applied to education, constructive approaches focus on helping students build knowledge by making meaning between their experiences and their ideas. However, before we get lost in the confusing and often unproductive world of educational ideologies, let us review some methods that may be able to meet the challenges outlined before.

One framework that has been scrutinised and demonstrated to work in an engineering environment is learning cycles. There are a number of learning cycles proposed in the literature but they share many similarities. The cycles generally involve some or all of the following steps:

  1. Initial engagement The students must be inspired to want to learn the subject. This may be achieved through mini lectures (no more than 20 minutes) which include some fundamental concepts, demonstrations and authentic industry based examples.
  2. Knowledge exploration Based on the student’s current knowledge, the students are allowed to explore a topic. It is probably wise to offer guidance to students exploring a topic. In the information age, many uncollaborated sources of information are accessible through search engines.
  3. Action Design, build, report. The important aspect of action is to apply the learnt knowledge and skills. This is commonly performed in a graded assessment.
  4. Reflection It is important that the students reflect on what they have learnt and how their new knowledge fits with previous knowledge. Reflective exercises can also help the students express what they still do not know and help them develop more sophisticated problem solving strategies.
  5. Application It is important that the cycle be completed by giving the students opportunities to apply their new knowledge and test their new strategies.

In combination with learning cycles, engineering educators seek to set challenges based in the real world.

When possible the students can be encouraged to develop creative and innovative solutions and to communicate clearly their strategies and outcomes. Despite this learning approach having many benefits there are also many challenges. Tutors often find that the high resource and contact time requirements are prohibitive, especially with large class sizes. Furthermore, a practical based learning cycle approach may require new assessment items and other supportive documentation to be prepared by time poor academics. So for many the continuation of lecturing, tutorials and laboratory sessions is the only option that can be prepared by the start of term.

However… with some inventiveness maybe some of these challenges can be overcome. For example, tutors could encourage peer-to-peer learning, invite industry collaborates into the classroom to mentor, and create learning environments that help students understand their limitations and allow them to learn at their own pace.

It is clear that there is no magical concept that will suit all educational scenarios. So maybe in the future engineering educators will be required to be more like their graduates. They will need to be adaptable, agile in thought and to occasionally think differently.

– Ends –

References:

  • Engineering UK 2017 – the state of engineering. Engineering UK report.
  • Business population estimates for the UK and regions 2017, Nov 2017. Department for Business, Energy & Industrial Strategy.

This blog post was written by Dr Ben Simpson, Senior Lecturer in Mechanical Engineering at Nottingham Trent University, UK.

"We appreciate Pignat's willingness to partner with the university to customize a pilot training system that fits both our needs - and our budget. I want to thank AYVA for arranging a visit to Pignat's factory in France so I could meet the design engineers and see first-hand the attention to detail at every step of the manufacturing process. I especially want to thank my hosts at Pignat for their hospitality during my stay in Lyon. I really had a good time testing our CO2 absorption/stripping unit and seeing all the nice equipment in the plant."


Dr. John Zhang
University of Waterloo

"I am a long-time user of TecQuipment products - in particular the Modular Structures Range as well as other Materials Testing equipment. I find the modules (over 10) very easy to set up and, more importantly, my students find them extremely easy to use as they move from station to station conducting a wide variety of measurements related to structures and materials. Each experiment can be completed in 30 to 45 minutes and I can accommodate several students working in groups of three. It is a great addition to both my Basic Structures and Hyperstatic Structures courses."


Dr. Gérard Poitras
University of Moncton

"TecQuipment's structures line was chosen to enhance the learning experience of our engineering students. The products were delivered in a timely manner and were easy to set up. After-sales support has been very accommodating, allowing us to modify the experiment manuals as we saw fit, giving us flexibility in learning objectives. Students have shown great interest, and have found operating the units to be easy and simple."


Riad Rajab
York University

"Bosch Rexroth’s hydraulics bench is really great! Robust, easy to use, and it offers the possibility to expand and add components to keep up with new technologies. My students are always motivated while working with the bench and I now understand why it has such a strong reputation. It is impossible to regret this purchase!"


Marc Boudreau
Kativik School Board

 

"I have worked with the AYVA team to upgrade my Mechanical Engineering lab. We have not only been provided with excellent pre-sale service but we also received valuable support after we placed our order. We were provided access to a number of resources which we were able to use to develop our own customized labs for the students. The structures equipment from TecQuipment is being used to teach student groups in several courses at the undergraduate level. There is minimal setup required and students are easily able to switch between experiments. The excellent quality of the TQ manuals has enabled us to design our labs with relative ease. The equipment was delivered on schedule and the AYVA team has been very diligent in following up and providing us with the resources we need in a timely fashion."


Dr. H.J. Kwon
University of Waterloo

"We have recently acquired six KUKA robots for our Controls and Robotics Lab at the University of Toronto. Not only we are very impressed with the quality and performance of the units, but we are also very pleased with the level of service and professionalism we encountered from AYVA. They have provided a continuous channel through which we could interface with KUKA and fulfill our technical demands from the time of procurement, through to installation, training of personnel and commissioning. It has been a textbook case on how to support laboratory work in higher education."

Bruno Korst, P.Eng.
Director, Teaching Labs

"Out of all the data acquisition systems I'm aware of, nothing approaches the convenience of the PASCO 850 interface. Between the broad range of available sensors and the simplicity of starting data acquisition, a wide range of tasks that would be incredibly complicated otherwise can be automated in minutes ... We have dedicated computers and 850 interfaces at each station in our labs so that data acquisition can be accomplished easily by our students whenever needed."

Gideon Humphrey
University of Toronto

"In recent years, there has been a growing demand for engineering equipment in the undergraduate labs at the University of Guelph as we have expanded our program. AYVA has been proactive and assisted us diligently in addressing all our equipment needs. We now proudly showcase both PASCO and TecQuipment products in our teaching labs. The quality of the equipment and teaching material is exceptional. AYVA offers a broad range of equipment well suited to our various engineering disciplines and we look forward to exploring their extended product offering in the future."


Dr. Shohel Mahmud
University of Guelph

"I have used AYVA wireless dataloggers in my biomedical labs and found that the reliable signal processing capability was well suited to my research requirements. I appreciated the prompt delivery and the excellent service that I received from your team before and after the sale. I am hoping to purchase additional units."


Dr. Pierre Savard
École Polytechnique de Montreal

"I’m very pleased with the fast and professional service that I’ve received from AYVA Educational Solutions. I am able to contact an AYVA representative any day of the week and receive a prompt response. AYVA’s representatives are happy and willing to accommodate any changes, modifications and suggestions. I highly recommend using AYVA Educational Services to meet your educational needs."


Sonny Hegde
SAIT Polytechnic

"Our mechanical engineering department recently wanted to upgrade our Gas Dynamics Laboratory in conjunction with our newly added aerospace program.  After extensive research, we decided to purchase the AF27 Nozzle Flow Apparatus and the AF300  Intermittent Supersonic Wind Tunnel from TecQuipment with all the accessories including the VDAS Data Acquisition System.  We are happy to report our investment has been well worth it.  A perfect fit for our undergraduate laboratory.  Students are raving how “cool” the units are and the relative ease to obtain accurate data.  The laboratory size supersonic wind tunnel has been a big hit.  At Mach 1.8, viewing the shock waves and expansion fans on an airfoil using the included Schlieren Apparatus has never been easier and more clear.  The people at AYVA were amazing in helping us install the equipment.  They answered all our question in a timely manner and delivered on time.  The equipment is very well designed and built to last for a long time."


Peter Sakaris,
Concordia University

"I have worked with the AYVA team since they launched in 2008 to equip our Science and Engineering labs. They have consistently gone above and beyond to ensure that we were prepared to meet our curricular goals and deadlines. I have been impressed by the breadth and quality of the lines they represent. We have purchased both PASCO and TQ equipment to enhance our teaching labs."


Andrew Orton
Sheridan College

"I’m often running two lab sessions at one time in two different rooms. Being able to use the base module like TecQuipment's 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 AVYA experience is great! Their post-sale technical support is unparalleled."

Dean Milton,
University of Regina

"AYVA has provided us with excellent support in getting training equipment that will enhance our chemical engineering labs. We have had the opportunity to work with their knowledgeable staff as well as representatives from TecQuipment and PIGNAT. We especially appreciated Sean McLaughlin, Technical Services Manager’s time and expertise when we purchased the H83 from TecQuipment. He was extremely responsive and resourceful during the on-site installation."


Sivasubramaniam Ganeshalingam
University of Waterloo

"All of the students that have the opportunity to see the [Eridès] Refrigeration Trainer in operation and do their lab report based on readings really get a lot out of it. Interesting to note: Our refrigeration tech was fascinated by the unit. He is a very experienced technician, and he was simply amazed at seeing the thermodynamic cycle in action. Typically, refrigeration technicians follow pressure and temperature readings, and gauging from his reaction, they most times give little thought to the phase changes that take place inside the guts of the unit.'



Daniel Saulnier
CCNB



Daniel Saulnier
CCNB

AYVA Educational Solutions | 7-233 Speers Road, Oakville ON L6K 0J5 | Toll Free: 1-877-967-2726 | Phone: 905-337-5938 | Fax: 1-877-807-2726