In Bagnols-sur-Cèze, the ingenuity of Einstein’s teachers at the service of pedagogy

Two of them have designed an industrial robotic arm. Support work that matters to other institutions.

“We have exceptional labs and workshops!” The technical and technological sectors of Einstein High School contain the latest equipment to make lessons tangible and thus facilitate the professional integration of students. Educators maximize their imagination and creativity to make the disciplines they share engaging and tangible. Their only goal: Student motivation.

Thus, the students worked on industrial control and automated regulation of BTS on all devices of the school boiler. A complete and long-term educational project (read below). For their part, Philippe de Pomerac and Pascal D’Almeida, professors of engineering sciences, designed a robotic arm. Both also teach at the Ecole des Mines d’Alès: “We were given two prosthetic arms. We realized that the students were bored: they couldn’t control the robot. They are great prosthetics, but we couldn’t relate our education to these arms.”

Neither one nor two, the two men decided to make a robotic arm themselves From an online draft that matches what we wanted The research and design they conducted for over a year (outside their working time). Very quickly, Philippe de Pomerac and Pascal D’Almeida participated in Bagnolais High School. Their robot arm is already educational support for the STI2D baccalaureate, and other professional courses.

Bridges with other courses are created because the robot requires knowledge of mechanics, electronics, artificial intelligence, etc. The BP Melec (Professionals in Electricity and the Connected Environment) focused on the electrical box. Some students reworked the design of the rooms.

Through useful projects, we see students appear a little indifferent and start working

Meanwhile, the teaching arm designed by Bagnolais teachers began to travel: “We were convinced that if it was useful to us, it would be useful to other teachers in other institutions.” Partnerships with other high schools were born in France, “We are offering the arm at cost, in exchange for a high school pledge to use it with their students and give us feedback.”

All this would have been impossible without the 3D printers running at full speed in this high school workshop. Some pieces require 50 hours to be created. The printers are installed behind the glass so that they can be seen from the lobby.

The result: the equivalent of an industrial robot arm, slightly smaller. Once the parts are manufactured, “We assemble it and run it with motors.” In the end, “Our goal is to make it open source. There is great industrial and educational potential.”. And the “Why don’t we develop this arm with the manufacturers, and offer training with this arm in other training centers…”. As this arm can meet the important needs of the nuclear sector in this field.

With these educational projects, teachers “Give meaning to our teaching. When you present students with a useful project, it motivates them. We see students appear somewhat indifferent and work”. Another note: “We’re developing a lot of things that weren’t there when we got our degrees. And that forces us to constantly update ourselves.”

In fact, “Our technical fields involve a lot of diversity. For us too, it’s motivating, we don’t know where we’re going, it’s exercise! On the board, it doesn’t work all the time… Adds Rabah Jirnin, Professor at BTS Cira. And when it comes to design and finding solutions, everyone is running their heads and learning! “Sometimes we are beyond our skills and learn as much as we learn on an equal footing with our students “Cheer up the teachers.

In the machine workshop, students also create

Mattéo Baumont worked on one of the “trotskate” pieces.

Jean-Noel Julien, Professor of Production Engineering, explains, students in the BA in Automated Manufacturing “must produce a ‘masterpiece.’ They are free to choose the subject they like. The Design Bureau department makes plans, with detailed parts.”

Some worked on a three-wheeled skateboard “trotskate”. “Each one focuses on a piece and we assemble it at the end of the course.”

Such was the case for Mathieu Beaumont in his final year. “He revealed himself, captured his teacher. And he, like the rest of the comrades, stayed in the workshop while on vacation.” “He found his way,” his mother exclaimed.

Mathieu must continue his training as a senior technician at the Compagnons du Devoir in Saint-Etienne.

High school air compressor monitored in real time thanks to students

Rabeh Jarnin presents a steam generator he designed with BTS students.

Rabeh Jarnin presents a steam generator he designed with BTS students.

How to make the air compressor supplying high school workshops? Install vibration and temperature sensors in particular to visualize system wear. This very concrete problem, Rabeh Jirenen, a professor at BTS Cira (Industrial Control and Automated Regulation) posed to his students. The project was distributed over the years 2021 and 2022.

Teachers and students selected and installed sensors, implemented electrical wiring, configured all routers, configured a server that allowed data recovery and created user accounts, created alarms… “This work will be used by school staff to visualize equipment in real time and perform maintenance,” he explains. the professor.

At first, “it was not clear, it was about communication protocols that they did not know, they discovered IoT equipment

With an added difficulty: limited financial resources. We had to find inexpensive solutions that could be adapted to the industrial context.

Mission accomplished for these students. This system will now act as a learning aid for students in BTS Systems Maintenance. “They will be able to perform maintenance in real time.” Another industrial project, over a much longer period, carried out by BTS sophomores, was the creation of a steam generator. It all started with the need for large quantities of lavender extracts for a fellow beekeeper, in order to combat the bee parasite, the Varroa mite.

“The latter had created a prototype. He wanted to manufacture it. There, too, we had to repair. We often take back equipment from industrial sites in the aquarium. This tank had to be converted.

The generator is working, but between the health crisis and the difficulty of finding lavender in large quantities, “We only use it at the moment for practical work. We organize the automation, the hardware.”

Internet of Things: A network of physical terminals, “things,” that integrate sensors, software, and other technologies in order to communicate with terminals and other systems on the Internet and exchange data.

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