The new Armfield RA Series is designed to clearly demonstrate the principles behind modern refrigeration and air conditioning systems. The series currently consists of two seperate units; the RA1 Vapour-Compression Refrigeration System, and RA2 Air Conditioning System.

The RA1 Vapour-Compression Refrigeration System demonstrates the important features and operation of this type of refrigeration system, including the combined processes of compression, condensation, expansion and evaporation.

The unit features full remote control, on-line monitoring and data logging capabilities. Full instrumentation and electronic sensors enable the student to perform a complete analysis heat tranfer processes, perform an energy balance across the system, and model the system thermodynamically. By adjusting variables such as flowrate, the expansion valve and compressor speed, the effect on Coefficient of Performance can be investigated and the refrigeration process optimised for different cooling loads.

The RA2 Air Conditioning Unit is designed to help students understand the sensible heating and cooling of air.

The system, pictured right, includes pre-heaters, humidifier, chiller/
dehumidifier and reheaters, and is fully instrumented, featuring temperature and relative humidity sensors at every stage of the process, as well as an air flow sensor.

Suitable for both vocational training and in-depth academic analysis of the thermodynamic principles involved, the RA2 is fully computer controlled with real time data logging of results, and is compatible with a PID controller for preheat, humidity and reheat, allowing stable conditions to be set up for investigations.

The RA2 will help students to understand and use psychrometric charts, as well as relative humidity and humidity ratios. Additional instructional capabilities include the demonstration of humidification and dehumidification, and the principle of enthalpy.

To learn more about the RA Series, please view the datasheet for the RA1 or the RA2. Alternatively, feel free to contact us for more information.

The new S16 is the ideal solution to classroom or laboratory-based hydraulic flow demonstration, offering unsurpassed visual displays of flow through both open channels and close conduits.

A removable panel in the roof of the working section allows the simple installation of typical hydraulic structure models, namely; a Sharp crested weir, Broad crested weir (also used to create a Culvert) and an Ogee weir.

One of the unique features of the S16 is an elevating bed section which, together with its transition section (ramps), may be raised and lowered using an external actuator while the water is still flowing. This facility affords a striking demonstration of the significance of channel critical depth.

The unit is perfectly suited to student project work. An extensive acrylic working section ensures that even a large group of students will clearly see the various flow phenomena - enabling the teacher to provide practical demonstrations at the same time as explaining the theory.

Demonstrations can be set up quickly and easily, including varying the upstream and downstream flow conditions. A comprehensive set of measurement facilities is included, enabling students to analyse and understand the difficult concepts of critical flow and energy changes.

The S16 Hydraulic Flow Demonstrator is designed to be used in conjunction with an Armfield F1-10 Hydraulics Bench, which provides a re-circulating water supply and a volumetric measuring facility.

To learn more about the S16 Hydraulic Flow Demonstrator, please view the datasheet or contact us.

The new CM14 is a complete aeronautical axial flow gas turbine engine, and a great tool for those teaching and studying in areas such as engine systems, aeronautics and thermodynamics.

The unit offers a simple, affordable and effective solution to studying the workings of a real jet engine. The engine itself is a small compact Olympus HP E-start turbine engine, comprising a single stage radial compressor, annular combustion chamber, and a low mass, high performance axial flow turbine. Full instrumentation is included as standard, allowing the measurment of a wide range of variables such as temperature, pressure, air and fuel flow, shaft speed and thrust.

A transparent polycarbonate screen is fitted around the unit, making the apparatus completely safe whilst retaining excellent visibility of the engine when in use. The screen is removable, allowing full access to the engine and instrumentation.

The included software runs on the user's PC, and features powerful educational tools together with sophisticated graph plotting and data logging capability. The CM14 connects to a PC via a single USB interface, allowing for easy installation into a test cell or soundproof enclosure.

To read more about the CM14 Axial Flow Gas Turbine, please view the datasheet or contact us.

Engineering plays a particularly important role in addressing global challenges such as environmental sustainability, poverty reduction and economic growth. But to what extent are Engineering Education programmes preparing students to deal with these global issues?

In this edition of The Open Channel Lite, we look at two articles that examine how these issues are being approached in different parts of the world.

Produced by Engineers Against Poverty and the Development Education Research Centre at the University of London, ‘The Global Engineer’ examines how Engineering Education programmes can incorporate ‘global skills’ into the curriculum.

Despite the benefits of adopting a global perspective in engineering courses, Bourn & Neal observe that there is little space in the curriculum and academics are understandably reluctant to sacrifice ‘core’ engineering content. The article identifies some of the approaches currently being applied by universities in the UK, and how these approaches might be implemented globally.
Source: Engineers Against Poverty (EAP)

View the full article here (PDF 136 KB)

This article looks at how the University of Colorado's Department of Civil, Environmental and Architectural Engineering has approached the global issues of poverty reduction and sustainable development.

Through their ‘Engineering for Developing Communities Program’, they claim to have created ‘a blueprint for the education of engineers of the 21st century who are called to play a critical role in contributing to peace and security in an increasingly challenged world.’
Source: Engineering for Developing Communities Program, University of Colorado

View the full article here.

If you have an article which you would like to contribute to the Open Channel Lite, please email us.

That's it for this issue - thanks for reading!

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