Teaching contents:

- Project pipe lamp:
getting to know components for pipe installation (fittings, isolation valve, pipes) and joining techniques (soldering, pressing, screwing), installation of a simple electrical circuit with a 5 V USB mains adapter, a switch, a 14 LEDS plate (using previously acquired electrical installation knowledge from the first year), montage of electric and hydraulic components

- heat production/energy storage/energy distribution:
getting to know boilers, implementing biomass boilers (KWB Easyfire pellet stove, KWB Multifire), implementing a Buderus air-to-water heat pump, hydraulic shunt (650l buffer storage) for energy buffering and distribution

- heating circuits:
hydraulic planning of heating circuits (radiator and panel heating), electrotechnical planning, installation and implementing heating systems, regulating and controlling heating systems

- control technology/programming:
object-oriented programming with Sigmatek control technology (heat generation project, admixing circuit with three-way valve project).

Equipment:
In total there are six work stations each with a floor and radiator heating circuit. All work stations are equipped with Geberit, Wilo and Herz hydraulic components and regulated and controlled by Sigmatek hard and software. Additionally there are three heating boilers (KWB Easyfire, KWB Multifire and a Buderus air-to-water heat pump) connected to a hydraulic shunt in the lab. There are also eight work stations with modern electrical and control technology software which can be used for various projects.

 

Pneumatic and hydraulic drive and control technology are known as fluid technology. First steps with pneumatics control systems are done in the second or third year of school. The next step is way-plan-control and then there is the transition to electro-pneumatics. Constructing of pneumatic and circuit diagrams according to standards is very important. Students work on eight fully equipped pneumatic workstations. There are two hydraulic stands in the workshop. Students gain a general understanding of fluidic systems and they are able to interpret and construct simple circuit diagrams on PCs. In the fourth and fifth year, design, calculations and controlling with PLC (computer) and regulations are dealt with.

 

- Pneumatics:
electro pneumatics: from a displacement-step diagram, to a sequence cascade, to the functioning application

- Control engineering:
conventional controls, programmable logic controller (PLC-systems), ...

From the circuit plan draft and wiring of hardware with signal check to programming, implementing and error analysis.
Developing a circuit plan, setting it up, and error analysis, programming and implementing, documenting.

 

Students get to know PC components, assemble and commission PCs, search for errors and do repairs, install system and application software, commission single-board computers (Rasperry Pi) and configure network components.

 

Students learn about the processes and corresponding documents that are necessary for producing products. For example: costs estimation (production time, material, …), enquiry, quote, order, order confirmation, work schedule, production parts list/material planning list/ order proposals, received goods protocol, delivery slip, invoice, ...

In order to optimally prepare our students for the demands of the economy, we try to give students a fundamental knowledge in these areas. We use programmes, such as Microsoft Office (Excel, Word, PowerPoint, ...) and ERP System AP+ Applus, which are often used for procedures at work.

 

Basic measurement exercises and regulation technology are done in this lab. Starting with simple measurements on circuits, students measure currents and frictions and visualise their temporal courses. Students construct a control circuit and analyse its functioning by measuring the electrical output. These tasks deepen the understanding of behaviours, functions, and parameters of regulations.

A variety of network components, configurations, structures and computer maintenance are discussed and practised in this lab. Students learn to programme microprocessors with the appropriate development environment. They are also introduced to methods of object identification using training software for digital image processing.

Students measure and apply the basic laws of electrical engineering (direct and alternating current, three-phase current technology) through selected tasks. Special emphasis is put on the usage of the most important electrical measuring devices (multimeter, wattmeter, oscilloscope).

 

Aim of this lab is to change the thinking of how we handle energy and the environment from a thoughtless and passive to an active point of view.

Thematic focuses are: basics of thermodynamics, air-conditioning, alternative energies (photovoltaics, wind energy, hydrogen technology, heat pumps), environmental technology – attempts for sewage treatment with the help of a sedimentation basin, ...

Basics of electrical engineering:
- basic sizes/quantities in electric circuitry
- usage of ferrules and cable lugs
- cable joints
- producing of schuko and CE extension cables

Basics electronics:
- solder connections and stripboards
- soldering of electric components (wired and SMD)
- usage of opto-electronic components
- calculating and construction of electric vector groups
- CAD supported conductor plate design with the programme EAGLE
- Producing conductor plates according to the Negativresist process

Project room for senior years diploma theses

 

Application of the following industrial switch devices: sensors and actuators, controllers, drives, operator and display units, process-stations (IPC and PLC), fieldbus system

Students learn the following skills individually and in team work: holistic and solution-oriented thinking, ability to work in a team, knowledge of different PLC-systems and visualisations, interaction of hardware and software

Visualisation with the help of practical models: sliding door model, conveyor belts, pneumatic technology stations

In addition to electrical engineering, it’s important to learn about renewable energy, which is why we have adapted room W 105 to just that! On the roof we mounted three facilities with PV modules and each panel is brought into the room where we can wire each module and allocate them to different work stations.

At the workstation, the equipment is connected to an inverter and a storage system. We can also show this equipment on the internet on an internet platform, so that students learn these skills - PV-modules, inverter, energy storage system, energy management, analysis of data, visualisation of data

The sun delivers our electricity! At night we draw from energy stores, which are filled during the day. Students learn about this technology in our competence centre!

 

- Getting to know KNX (EIB) – a bus system, positioned to be a worldwide standard system for building and housing technology
- Comparison to conventional electrical installations … advantages of bus systems (possible disadvantages)
- Working out real project tasks in individual work. For example: lighting control, time functions, switching circuit and cross-circuit, blind control, dimming function, …
- Getting to know the software “ETS xx” in order to start with projecting
- Embedding of internet modules – IP – gateways in order to see the building plan or the circuit diagram on a smartphone or tablet and if necessary to operate remotely.

- Safety technology – introduction into alarm systems – fundamentals: VSÖ-guideline, TRVE, ...
- concept development – tracing weak spots of a building – possible threats: theft, sabotage, vandalism, …
- Setup and wiring of a real alarm system in group work, commissioning of different sensors: magnetic contact, smoke detector, water detector, motion detector, sirens, …
- Programming the alarm system – (INIM-software) – determination of the zones, setting parameters for zones.

 

Following components are used:
customary electrical installation material, different lights and lamps, small(est) control systems, distribution board

Educational emphasis is put on:
- all basic circuits in electrical installations (switching circuit, cross circuit, …)
- calculating, drawing, setting up and wiring of various distribution boards
- checking and protocolling of electrical equipment
- making an Anlagenbuch as required by law and standards
- programming of small controls

 

The workshops are very modern and fresh colours create a nice learning atmosphere. Students are engaged with the setup and commissioning of wired controls. They also work individually on practice boards and set up circuits according to a plan. The circuits are set up realistic, get wired and taken into operation. Every student has his/her own practice board and necessary tools at his/her disposal. Modern media, such as the projector or television, can be used for interesting lessons.

 

The subjects GE and ET1 teach the basics of electrical engineering and engineering 1.

Students should learn the basic skills of electrical engineering, for example: wire identification, electrical lines, cables, measuring of electrical quantities - u-voltage [volt] i-voltage [ampere] r-resistance [ohm], device repairs, satellite dish, working on cable connectors, clamps, 230/400VAC basics, ...

- set up and function principle of PLC
- getting to know bus systems, interfaces, sensors/actuators
- basics of digital technology and analogue value processing
- programming of PLC with the help of practical examples

 

Development and production of simple circuits in the microelectronics.

Creating production documents such as:
Circuit diagram - Layout according to existing EMV Guidelines - Film creation for the etching process according to given design rules - Component diagram - Drilling plan - Parts list for buying and production process - Production of printed circuit boards according to standard etching techniques - Equipping and commissioning of circuits - Searching for possible errors with suitable measuring methods (digital multimeter, oscilloscope) - Making a document for the automated production.

- basic education in electrical engineering
- electronics (for all years)
- electric installations
- deconstruction of circuit boards (such as construction design exercises) with production and implementation
- programming of microcontroller

 

This lab is for deepening knowledge of mechatronic automation robotics with practical lab experiments. Students are prepared for PLC programming to control production lines or become familiarised with simple robotic systems and their construction and programming. Components, such as actuators (e-engine, pneumatic cylinder, valves, etc.), sensors (proximity switch, etc.), and various handling devices (swivel arm robot, driving robot) are used as teaching materials and training tools.

 

Students are familiarised with a variety of material testing methods. Students should work out test procedures for themselves and document them according to valid standards.

Practical exercises are done in the following thematic areas:
- Testing of materials: tensile test – defining the e-module
- Non-destructive testing of materials: ultrasonic testing
- Hardness test: Vickers-, Rockwell-, Brinell procedure
- Metallography: microscopic analysis of the structure of metals

The education in the manufacturing engineering lab is an essential addition for theoretical and practical lessons.

 

Lab aim to be a practical education for modern electrical drive technology. In labs, student apply what they learned in their theory class. During the first exercises, students are shown the principles of operations of electric machines such as transformers, asynchronous/synchronous machines and direct current machines, with classic experiments such as idle, electrical short, and strain experiments. In senior year classes, these exercises are expanded with modern converters (frequency converter, four-quadrant current converter).

 

In this lab students do experiments in the field of combinatorics, sequential logic, programmable logic control, PC-supported simulations. Moreover, this lab and its resources is used for working on the diploma theses.

In this lab, there are more than ten lab stations that are equipped with modern measuring devices, oscilloscopes, and data acquisition systems with PCs. Training boards with plug-in elements or practical breadboards help with the construction of electronic circuits. If necessary, PC simulations can help facilitate the labs exercises.

Utilisation of the following machine tools: Milling machine DECKEL FP 1
Materials: Cutting of metal and plastics with conventional milling machines.

Students learn individually the following skills:
face milling, profile milling, drilling, countersinking, grinding, thread cutting, etc.

 

Utilisation of the following machines: 8 pieces of Weiler lathes, 1 Vöst lathe, 1 drill press

In groups of eight, students learn the basics about lathing. Besides safety guidelines, they also learn about lathing and measuring tools. Students work with a variety of materials. Theory and practice are integrated.

 

In surface technology, processes can be applied to change surface to have desired characteristics. The following can be used individually or in combination: corrosion properties (corrosion), tribological properties (wear), aesthetic-decorative effect, and various functional characteristics (electric or thermal conductivity, reflectivity).

In our surface technology lab, the following processes can be found:
- hardening
- tempering
- case hardening
- burnishing
- anodising

Forging is the manufacturing process in which a piece of heated metal is shaped by hammering and pressing. This work fosters the manual and creative skills and collaboration with a partner.

Workpieces: shoehorn, paper knife, …

 

The basics of mechanical engineering and mechatronics are taught in this workshop.

The basics in the first year include: dealing with measurement instruments correctly; drilling; filing; bending; usage of a variety of materials such as steel; aluminium; wood; and plastics; and also mounting and putting components together.
Workpieces: vice, ...

 

In the competence centre for mechatronics, the basics of mechanics, electronics, and information technology are combined.

Application of following technologies:
articulated robot, linear robot, electro-pneumatical management stations, image recognition and analysis, transport systems, PLC-technology, sensor and actuators

Training content:
programming of mechatronic systems and industrial robots, practical application of circuit diagrams and manufacturing order, setup and commissioning of electric and pneumatic components, searching for and correcting errors, maintenance of mechatronic systems and facilities

"Robotics, automation, electro-pneumatics, image processing"

 

C - Computer
I - Integrated
M - Manufacturing

The term CIM is a collective term for the activities in manufacturing companies that are supported with computer systems such as CAD (Computer Aided Design) and CAM (Computer Aided Manufacturing).

Application of the following technologies and systems:
CAD systems: Autodesk Inventor Professional, PTC-CREO, CAM Systems: VANC /MAGNA,GOELAN,TOPSOLID, 3D - printing: Alphacam, EMCOTURN 345 - Lathing/rotary milling, EMCO VMC300 - milling 3 axes, DMU50ecoline - milling 5 axes, DNC - ACAM - data transfer, TESAhite 700 - workpiece measurement, ZOLLER - tool measurement

Training elements:
- NC-programming/production of complex 3D-individual components and 3D assemblies
- data exchange between systems with the following file formats: IGES – STEP – DXF, Parasolid-binary files, STL
- data transfer (ASC, MPF) between DNC-PC and machines with ISO-control
- 3D printing/prototype construction, additive production
- project work

 

Students have to make a technical drawing and go through the whole work process to produce a workpiece with CNC machines. Students must decide on which tools should be used and in which order, and which cutting speed and feeds are necessary. Also the tension on the machines bench must be taken into consideration. Only then can an error-free CNC program be written.

Educational objectives
Students should be able to…
- recognise and estimate the risks of accidents with CNC-machines
- know the setup and function of CNC-loathing machines
- choose the right tools and measure correctly
- insert workpieces tightly and safely
- know reference points of the machine
- insert and change zero-point offsets
- write, change, and process ISO-programs
- know the coherence/cohesion of ISO and VANC
- accomplish data transfers to the CNC-processing machine
- make workpieces from drawings

 

In tool construction students work on more elaborated workpieces. Therefore, their knowledge of the first and second year in the fields of loathing, milling, grinding, and assembling is important.

Emphasis is put on:
working in small groups - solving problems - determining of working steps independently

Workpieces:
adjustable gear puller, vice, holder for outside micrometer, tap wrench, small tool such as hammers, centre punch, slitting chisels, tool bits

Additionally, students have to do tool grinding (drills, mills, tools bits).

 

Educational objectives:
Mechanic basics, Measure, tolerances, and fittings, Surface roughness, Marking, Centre-punch, Drilling, Cutting speed in production, Thread cutting, Reaming

Skills:
Producing of flat, angular, and true-to-size surfaces through filing - producing precise components with basic hand tools and machines - construction and assembly

 

Students learn about common measurement and testing technology for estimating a manufactured component in the production measurement technology lab lessons. They can work with measurement and testing devices, for example the Lichtschattenprojektor, the 3D-gauge arm, or the surface measuring device. Students can also determine and evaluate relevant measurements and create simple visualisations.

 

Students do measurements and tests, with 3D-measuring machines or structured light scanners, in quality management lessons. Important aspects of this lab are developing methods in order to eliminate and avoid errors (FMEA, Ishikawa, flow diagrams, …) as well as documentation of test sequences and qualitative data.

 

Workshop of ideas

Shaping of steel:
- 17 workpieces can be chosen from - copper roses for Mother’s Day - VA-grill for Father’s Day - Candleholders for Christmas - Health bracelets

Steel construction
- basic knowledge of steel construction - dowel, glue, rivet, and screw connections - constructions of halls - welding in steel construction (WIG, MAG, …) - bending sequence in steel construction - sheet metal constructions in steel construction

Competence-orientated lessons according to Weinert:
- strengthening of motor skills - discovering your potential - self-reliance and team working skills - self-organised and creativity - lessons according to the Dalton plan

Pedagogical aspirations:
- supporting personal maturity and development - strengthening cognitive skills - expansion of personal possibilities - acquisition – knowledge and ability for the future job - individual acquisition of knowledge - conform with §2 SchOG

 

Students learn basic skills of moulding in project-oriented lessons:
Clay and oil-bound moulding sand and its characteristics - Models with flat division as a single cast - Mouldings with model plates – small series - Forms with cores – casts with internal hollow spaces - Core production with CO2 procedure - Preparation of moulding sand with high-performance blender and sand centrifuge

Lost-wax casting: Melting and moulding of light and heavy metals - Al-alloys, brass, bronze and red bronze are melted in the induction furnace and then poured into the manufactured forms. Students experience the fascination of liquid materials and get to know their properties and dangers.

Working on cast parts: After being detached from the casting system, the workpieces are filed and polished.

Conclusion: Students are trained to envision future constructions. They make negative forms by casting the workpieces (positives), but shrink the materials to be smaller than the model. Students get to know the diverse scopes of casting design.

 

Students of all three departments learn the following work techniques in their first year:
- Injection moulding - Deep-drawing - Plastic welding - Bonding - Filing - Polishing

 

Model construction is an indispensable part of a mechanical engineer’s education. Soon-to-be technicians learn procedures for manufacturing models for casting metal. The opportunity to use wood has an important role too.

Educational emphasis is put on:
- Working with a variety of materials, examples include wood and composite wood, moulding plate, cast resins, …
- Setup of lost models and Dauermodellen
- Consideration of technical casting
- Surface treatment and colouring models

Students learn these aspects step by step in the first and second year.

 

Students get their first contact with steel and different temperate zones, from red heat to melting. Students produce simple welded joints on thin sheets. Flame cutting as thermal separation method.

Students learn the processes of MSG inert-gas welding and manual arc welding (electro welding), which are used significantly in the economy. They produce complex components and evaluate welding defects on their own.

 

 

Deepening of manufacturing processes:
- conventional lathing and cycle-controlled
- conventional milling and CNC-driven
- drilling on the coordination drill

Students should learn …
- to choose the right cutting speeds and the right rotation speeds as well as applying feeds for lathing, drilling and milling
- to be able to produce workpieces with the information of a standard drawing

 

How do you measure flow velocity of the air? Which object shapes are streamlined? How does a Pelton-turbine function? These and many more questions can be answered by students in their fifth year and their final year of evening classes in the mechanics department’s SM labs. For this, students have two compressor test stations, one turbine test station for the Pelton- and Francis-turbine and one to regulate the wind tunnel. Moreover, streamlines can be visualised during the circulation of different objects. With these possibilities, students can put already-learned theories into practice.

The reason for implementing a competence centre for construction management was the permanent demand of regional/national companies for design and development engineers, project engineers and construction engineers. Students learn the technical basis in order to develop and construct machines and vehicle components with the help of the 3D – computer programme CREO. In the second year, students already start making computer drawings with CREO. Their skills are perfected in the third and fourth year. With practical tasks and with the help of display models students learn to develop, construct and calculate components of machines. Furthermore, students perform tasks in project teams to learn and implement cost calculation, project planning, and time management. When students write their diploma thesis they will deepen their skills in collaboration with a company and also put their skills into practice. See also: Competence centres

For automotive engineering, students study the body of a vehicle with all the essential components, such as chassis, steering, brakes, and force transmission with the aid of the vehicles in the competence centre. The competence centre and its equipment enable students to get an insight in the functions of all the vehicle components. See also: competence centres

 

Mobility of the future is electrical! In Austria, one third of sold bicycles are electrical bikes! But how does this technology function? Which parameters can we programme on the controller and how can we find an optimum? What does the optimal charging and discharge cycles for different accumulator types look like? At the beginning we deal with e-bike drives. The next step is the e-scooter. We converted two of our e-bikes to racing vehicles; their motor controllers are freely programmable. The performance is measured at the testing stations. We want to do the same with our e-cars!