From Hobart Institute to TLC’s Robotica®

 By
Ron Craig
Instructor, Ryerson University
Theatre School

Sometimes the shortest distance to a goal is not a direct path.  When Devin Ostrom decided to build a robot to compete on a popular television series, his journey started in Toronto Canada, took him indirectly to Troy, Ohio, and ended in California.

His connection with Troy, Ohio and the Hobart Institute of Welding Technology began when he enrolled in a GMAW welding course at the Ryerson University Theatre School.  The Theatre School welding course is based on the Hobart GMAW Curriculum.  This turned out to be a key factor in completing his robot, and competing on the third season of TLC’s Robotica®.

“There is no question that the Hobart course material contributed significantly to the project by enabling me to do all the welding on my robot.  I don’t think I would have been able to get it ready for competition without taking this course,” Devin commented.  

Devin is a mechanical engineer and an expert in advanced robotics.  He is a Technical Officer at Ryerson University in the Department of Mechanical and Industrial Engineering.  In this capacity, he works with engineering students who are required to complete an advanced engineering project as part of their studies.

But Devin’s experience also includes a successful career in private industry.  Prior to joining the faculty of Ryerson University, he worked as an engineer on a number of successful projects including the design of a robot for police bomb squads.  However, despite his considerable experience, there was one skill that he did not possess: Devin could not weld.  Despite a number of attempts to learn on his own, using books, he was unsuccessful.

“I tried to learn to weld by reading welding books, but the books were about welding and didn’t teach me how to weld,” Ostrom stated.

When he learned that the Ryerson Theatre School was offering a course in GMAW welding, he immediately joined the class.  The course at the Ryerson Theatre School is based on the Hobart Institute’s GMAW curriculum.  This curriculum uses an integrated system of videotapes keyed to a student workbook. Students watch a demonstration of the procedure, and then actually practice the procedure.  Key learning points are emphasized in both the videotapes and workbook to encourage retention.  The result is a professional course of instruction that maximizes skill development.

Devin attended the first session, watched the videotape that covered the course introduction, safety and overview.  As a member of the class, he was required to read the Student Workbook, and the Gas Metal Arc Welding Technical Guide (EW-473).  The Technical Guide provides a comprehensive background on the GMAW processes, equipment, procedures and safety.  When combined with the Student Workbook -- and videotapes -- students receive a comprehensive background in GMAW.

Like the other students in the course, Devin followed the course outline, which linked practical exercises with readings and videotape instruction.  The result was an organized approach to learning the basic skills of welding.  These bite-sized lessons are easy to understand. 

“I was very impressed by how the lessons were presented in the student guide and videos.  The emphasis on learning the proper technique for running beads was really excellent,” Devin commented.

In the very first practical welding session, Devin ran a bead, beginning the process of learning how to weld.  In subsequent sessions, he expanded his practical mastery to include welding in various positions and using both the spray transfer and short circuit process.  As the course neared completion, Devin decided to test his welding ability by building a project -- a motorized scooter.

The frame of his scooter was constructed from one-inch-square tubing.  The design of the frame required him to weld in three positions, exactly as he had practiced in class.

“I couldn’t believe how all the practice I had done in the exercises could be applied to real welding problems.  And I was able to adapt to specific challenges, like welding out of position with great results,” Devin said.

By the time Devin completed the final practical welding exam, he had learned the basics of GMAW.  His scooter project proved that he had the necessary skills to actually apply them to real world welding problems.  But the real test of his ability would be the construction of the robot for the Robotica® competition.

The design of the robot required a lot of welding.  For example, the frame is constructed from three-inch angle iron, one-quarter-inch thick, which is welded into a “U” frame.  The wheel stem and motors are bolted to this frame.  In addition, slashing forks and lifting forks are mounted on the front: the lifting forks have a lifting capacity of 200 pounds.  A swinging battle hammer, which weighs 18 pounds, is mounted to the rear of the robot.  The lifting forks are constructed from one-and-a-half-inch angle iron.  The slashing forks are made from hardened steel plate, ground to a knife-edge.  Finally, the scoop on the front of the robot is constructed from six-inch cold rolled steel.

Devin’s robot was built from scrap materials he found in his lab and cost only $500.00 to build.  He named his robot “Scrappy” in honor of its humble origins.  In the actual competition, his robot competed against robots that cost thousands of dollars to make.  How did Devin’s robot do in the competition?

“We didn’t win,” he said, “but we were a force with which to contend!”

“And not one weld failed,” he said proudly.  “Without being able to weld, I wouldn’t have been able to build it.” 

How does he rate the Hobart Institute GMAW curriculum?

“It is excellent,” Devin commented.  “I would have no hesitation recommending it to anyone who wants to learn how to weld, or any organization that wants to upgrade their welding instruction.”

After completing the GMAW course, Devin received a call from an engineering colleague who was getting ready to teach a high school level GMAW course.

“Are you going to teach both spray transfer and short circuit to your students,” Ostrom asked.

After a few seconds of silence, his friend questioned, “What do you mean?”

Devin realized that his friend didn’t know the difference between the processes.

“It felt great to recognize how much I had learned in the course,” he said.  “I told him that he better get the Hobart GMAW Curriculum.”

California and the set of TLC’s Robotica® television series, is a long way from Troy, Ohio and Toronto, Canada.  For Devin Ostrom, the indirect path to Robotica® involved two cities, two educational institutions, two countries, a state of the art welding curriculum, plus a 39-hour welding course.  Which proves that sometimes the shortest distance to a goal is not a straight line!