Launch of The StarLab

The StarLab while open for use

KLT Launches the 4th Generation of its School Mobile Science Laboratory-The StarLab

Kusile Labs & Technology will launch its new mobile science 4th generation version model - The StarLab towards the end of January 2016/beginning of February 2016, a new design of the previous version of the mobile science lab. This new 2016 model boasts of a state-of-the-art aesthetic design that is already Design IP Patented. Compared to the previous models, the StarLab is in the future and in the league of its own. Every school that offers science as a subject ought to have one in its science lab room.

The StarLab is a resource that will enable the learner to master his subject content conceptually and experimentally. Science is not a subject adequately taught in theory alone. It has to be enhanced with practical application of the same in investigation of concepts physically.  Without the investigations, learners will not be able to master the subject content. Though they may understand the concepts, it does not necessarily mean that they have mastered the subject content. It is therefore necessary to go on and try the concepts in a physical experimental exercise to prove the concepts.

Many learners from Africa who do not have access to a science lab and are faced with the reality of enrolling into universities with half of the subject content they are supposed to have mastered at primary or secondary school. The resultant effect is that, half of them drop out in the first year. Half of what is left does not finish their course and those that do, do not finish on prescribed time. Sustainability in this case is a measure of success of the learners that enrol and finish their degrees on time. The StarLab seeks to cultivate this kind of learner from primary right through to secondary school. Sustainability is thus achieved.

New Features in the StarLab

The StarLab includes a top surface, on which there are various installations of components. It is configured to be self-contained and stable while it is stationary and on use. It is an exclusive product of Kusile Labs & Technology who own the intellectual property rights of the product.

On the top surface, the StarLab has a water sink that enables the use of water for various purposes while it is in use. Water is drawn to the sink from the 20L gallon housed inside the StarLab through a pressure water tape (new).

The StarLab has a towel released by a towel dispenser housed inside the unit (new). This is so that the learners are able to keep the surfaces clean and wipe off spillages during experiments and also to wipe their hands.

In order that there are no disruptions of work while the school mobile science laboratory is in use, the StarLab is installed with a Continuous Power Supply (CPS) (new) unit housed inside whereas the plug points are on the top surface of the unit. There are ten installed plug points and ten two-pin plugs on the top surface of the lab (new). This is designed to enable learners to access electricity either for computers, tablets, electrical experiments etc. while using the StarLab. The advantage of the CPS installed in the unit is to allow uninterrupted usage of electricity even if there is load shedding. The lab will be able to provide power for up to 4 hours without after Eskom power is cut off.

The gas burner (modified) is installed on the top right side of the StarLab to provide fire to the top surface of the lab. The burner is connected to a 5kg gas cylinder (new) housed inside the lab. The cylinder can be disconnected and taken out for refilling should the gas run out. An alternative gas outlet (new) is situated on the other end of the StarLab on the top surface to allow for other uses of gas besides the burner.

For the ease of control, handle grove controls (new) are grooved on both ends of the StarLab. These are used to push or pull the lab from one classroom to another or wherever learning is taking place within a school.

Top Surface View of the StarLab with all four flaps open

The flaps (modified) are attached to the top surface so that they form a level surface with the top surface when they are open. There are in total for flaps and they altogether form the StarLab’s workstation. Two big flaps are attached along the length of the lab and they measure 1500cm long, while the two smaller flaps are fitted on the width of the lab. These are 850cm long. Essentially, the StarLab is much bigger than its predecessors.

The figure above essentially depicts the StarLab’s total workstation area which comprises of four flaps. The lengths of bigger flaps are the same length as the length of the StarLab, which is 1500cm long.  The lengths of the smaller flaps which are the same as the height of the StarLab excluding the caster wheels are 855cm. In the middle top section are installations of a sink, a tape, plug points, handle groves, gas burner, gas outlet and a towel dispenser outlet.

The StarLab with all the four flaps closed

Provision for a storage space has been provided for the StarLab. Access to the storage space is achieved through the sliding doors (new), which are located on the longer side of the lab. The sliding doors, slides open in opposite directions from end side of the lab towards the middle part of the lab. The grove handles of the sliding doors have in essence been positioned on the far outer end of the sliding doors. The sliding doors are secured with a lock so that, access into the storage space is restricted and only accessed through authorisation from the authorised key holder.

The casters wheels are lockable and the lock is meant to be reached by way of foot press. The casters lock is locked by pressing the lock down until it is firm. It is released by kicking the lock open from its bottom part. Once locked, the StarLab cannot move.

The primary intention of the StarLab, which is not common in the science laboratory space, is to achieve a movable science unit within the classroom and school environment. The StarLab seeks to address the challenges faced by science teachers and learners who either have to move to a science laboratory every time they have a need for such as opposed to moving the science laboratory to where learning is taking place.

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