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The purpose of this study was to perform a complete experimental assessment of a family of oil ferrous wear debris sensor is performed. The family comprised the original sensor and its re-engineered evolution, which is capable of detecting both amount and size of wear debris particles trapped by the sensor and some predefined oil condition properties.

In this work, the first step was to perform a design of experiments for the sensor validation. A specially defined test rig was implemented, and different ferrous wear debris was collected. For each sensor, two different tests were performed. The first test was called a “void test”, where quantified amounts of debris were collided with the sensor without oil. The second one was a dynamic test, where the sensor was installed in the test rig and different amounts of wear debris were added at a constant rate. In addition, specific tests related with oil properties detection were studied.

The results show excellent correlation of the sensor output signal with the amount of wear debris and a satisfactory detection of debris size in all ranges. Also, the dynamic test presented adequate representativeness, and sensors performed well in this scenario.

This paper shows the practical implementation of this type of sensor and the usual detection range and rate of detection for different debris size and quantities.

This work has a great utility for maintenance managers and equipment designers to fully understand the potential of this type of sensor and its suitability for the application required.

This paper aims to explore how young students experience the contribution of a pedagogical assemblage based on design thinking (DT) while contributing to the transition to a more just and sustainable university.

This qualitative research considers the case of two pedagogical experiences developed at Universitat Politècnica de Valencià, Spain. In both experiences, a methodological proposal that includes practices of care, just transitions and DT was implemented. The data obtained through in-depth interviews, surveys and digital whiteboard labels was analyzed under the lens of three relational categories in the context of sustainability.

Learnings are acquired through five categories: place-based learning, prior learning, embodied learning, collaborative teamwork and intersectionality. The research shows how the subjective knowledge of young students positions them as co-designers and leaders of a University that drives a more just and sustainable transition.

The originality of the paper lies in the shift of DT from a human-based approach to a justice-oriented relational approach.