Engineering « OSU Spotlight

San Antonio student earns hefty Oregon State ROTC scholarship, headed to Alamo Bowl

On Dec. 29, fans of Beaver Nation will invade the Alamodome in San Antonio for the football team’s Alamo Bowl matchup against Texas. Among those fans will sit the Quidachay family, including San Antonio’s Smithson Valley High School senior Kendi Quidachay, who recently received a $180,000 ROTC scholarship to Oregon State University.

From left to right, Petty Officer 1st Class John Hensen, local recruiter FC2 Feliciano Torres, Kendi Quidachay, Commanding officer of the San Antonio Navy Recruiting District Jason Webb and Senior Chief Petty Officer Phillip Wygans.
Photo courtesy of KGNB 1420 AM New Braunfels, Texas

The sum will be more than enough to cover Kendi’s college education. She’s earned it.

During her first few high school years, Quidachay put together a strong resume: school leadership, community involvement, National Honors Society treasurer, school and church volunteer work, a Spanish and science club member, a math tutor, a 3.91 GPA and solid ACT scores.

“My older sister got a scholarship three years ago to Washington, and I saw what it did for her, so I made sure to qualify and apply,” Quidachay said. “There are a lot of scholarships out there.”

Oregon State University is her first choice. After all, she’s a legacy. Her parents, Vince (’88) and Karen (’89), are both Beaver graduates and speak highly of their alma mater. The university also has a recognized ROTC program, and Kendi is currently a junior ROTC member.

Quidachay, a unique name in itself, originates from Guam. In fact, Kendi’s father and grandparents are full Guamanian, and her father and grandfather served in the Navy. The Quidachay’s are a military family, to say the least.

An aspiring engineer

There’s one more thing that attracted Kendi to Oregon State: its nationally recognized engineering program. She says civil engineering is her target, has heard about the success of graduates and hopes to serve in the military as a civil engineer when her education is complete.

For many people, physics is the bane of their existence. They either get it or they don’t. Kendi gets physics — and math and science and everything that’s supposed to be hard — primed to be an engineer.

“It’s a great field,” she said. “I’m taking calculus and physics now. I like the whole buildings and bridges thing, designing structures.”

When speaking about her future, the senior is nervous, yet excited. She already sees what doors are about to open for her with the ROTC scholarship. She’ll be required to serve five years in the military when she finishes college, which could end up becoming an engineering career.

“You’re an officer in the military right out of college, it’s a great future,” Kendi said. “I’d like to go on a ship. I’d like to leave my options open. With an engineering degree, you can do a lot, so we’ll see what jobs they can offer me.”

As far as the decision to attend Oregon State, Kendi hasn’t fully made up her mind. She’s applied to multiple schools, but says Oregon State is still at the top of her list.

She’s taking her time, however. After all, college is a big decision. That said, Beaver Nation would be lucky to have her.

By Colin Huber

Oregon State alum (’78) Don Pettit is a NASA astronaut and a veteran of multiple space missions, including a six-month stint aboard the International Space Station. During that trip, Pettit captured thousands of images from space – some of which he’s made into time-lapse videos that show phenomenon like the aurora borealis over northern Canada, and some that show the sun rising and falling over the Earth. We posted the videos on YouTube, and since then they’ve been picked up by Wired magazine and viewed by hundreds of thousands.

We recently had a chance to talk with Pettit about why he thought it was important to make videos from space, and some of the things in space that surprise him.

When did you make the videos, and what gave you the idea to do it?
I did the imagery on STS 126 (a Space Shuttle mission to the International Space Station), which would have been November/December 2008.

There are things that happen on the period of an orbital time scale, which is 90 minutes, which you can’t really perceive with your eye. It’s kind of like watching the minute hand on a clock move. You really can’t see the dynamics of it.

What kinds of things can’t you perceive with your eye?
One is the movement of the station’s solar panels. They make one motion every 90 minutes, one complete revolution. You look out the window and they’re there. Then you get busy doing something and look out the window again, and they moved. But you’re really not aware of the motion.

What is the purpose of the solar panels?
They produce a solar energy for the space station. So they track the sun as we go around earth. We have radiators that get rid of waste heat, and those have to be pointed away from the sun.

Did you end up perceiving things differently as you put these movies together?
Yeah, I did. If you look at some of the videos closely you could see meteorites coming in. They’re just flashes that show up on a few frames. There are other little surprises that come out when you do these time-lapse videos.

Why do you think it’s important that people see something like this?
When I go and give a talk to a group of people, one of the more common questions is, ‘so tell me, what was it really like?’ These images give people on earth a close approximation to what it is really like when you look out a window. Particularly the nighttime Aurora and some of the other nighttime time-lapse work.

Part of it is sharing the experience with the people who make it all possible, because this is a publicly funded program. And part of it is to share these images with other technical and scientific people so they can see things in these images either that I don’t see or that I can’t explain. And maybe they can make a discovery from the raw data that I’ve collected.

What are some of the things that go through your mind when you see things like a nighttime aurora?
I actually wrote an essay about this when I was on the Space Station during Expedition 6 in 2002/2003, and it’s posted on the NASA website.

Basically I wrote that if the Greeks and the Romans had seen Aurora they would have named a goddess after her, and Aurora would have been the twin sister of Isis, who is the god of the rainbow. I made the analogy between other striking and beautiful phenomenology that have gods named after them. I said we should have a god named after Aurora, because it is certainly fitting.

What kind of equipment did you use to make the videos?
A normal video camera isn’t sensitive enough. So I used one of our low-light level still cameras. I put it on a framing rate where it would take a picture every 10-15 seconds. I’d get a series of thousands of images. Of the 12,000 images I was able to make 85 separate time-lapse movies. So it’s laborious. You have thousands and thousands of individual images that you have to import into editing software and put together into a time-lapse movie.

Is there anything else you want to add?
I do love the concept of a frontier. I like to describe a frontier as a place where your normal intuition does not apply. The answers are not in the back of the book. These are places that are rich in discovery, and these can be all over the place. You could be going to the bottom of the ocean, off to the Antarctic or Arctic regions. Space happens to be my frontier. All you have to do is open your eyes and you can make all these neat observations.

How is what you saw different than what your intuition would tell you?
Your intuition has no idea what Earth looks like when you’re not on Earth, because you’ve never been there before – and being in a weightless environment, and flying around the room like Peter Pan. And when you have 16 sunrises and 16 sunsets a day. And sunrise takes 7.5 seconds. So you go from pitch black to bright, full sun in 7.5 seconds. And then the inverse goes. These are all things that are counter to your intuition.

Ever since Oregon State University’s earliest days, we have been dedicated to providing an excellent education for our students. Being Oregon’s land grant university means keeping a tradition of service – and our faculty and students embody that tradition. Our faculty make themselves accessible to our students, and our students are dedicated to making the world a better place.

“Recently I attended a national student success conference on the East Coast. Another attendee from a large research university approached me and said, ‘You’re so fortunate to be at OSU. We’ve been admiring from afar what a strong student-centered campus you have,'” says Susie Brubaker-Cole, associate provost for academic success and engagement and director of advising at Oregon State. “I told her, ‘I know, I feel very fortunate to work with faculty who are so committed to their students.”

OSU undergraduates can involve themselves in research with top-ranking faculty and utilize facilities that few universities in the world can offer, including the university’s own research forests, an ocean-going ship, the nation’s most sophisticated tsunami wave basin, a marine science laboratory at the coast, a nuclear reactor, test fields for experimental crops, a wine institute and beer brewing facility, and the Linus Pauling Institute for the study of nutrition and health.

Here are just a few ways our diverse students are taking advantage of opportunities they can take into the world beyond Oregon State.

A Personal Connection

Christine Kelly and Kelsey Childress — Chemical engineering professor Christine Kelly and student Kelsey Childres

Chemical engineering professor Christine Kelly is more than just a mentor in the lab, where she likes to make sure that her undergraduates are contributing real data to research. For Kelly, it’s important to be a support system for her students. “”It’s great to be able to come and hang out on Christine’s couch after a tough day,” says Kelsey Childress, a University Honors College student whose experience in Kelly’s lab has made her think about going to graduate school.

California sophomore Sam Kelly-Quattrocchi was hooked on Oregon State after his campus visit. Not only was the campus beautiful, the University Honors College student got ample attention from an Oregon State adviser. “People here took a genuine interest in me,” he says. “It was something that other schools didn’t do.” Kelly also recognized the great marine biology program at Oregon State, as well as the Hatfield Marine Science Center, which provides research and internship opportunities for undergraduates.

Opportunities for real impact

Oregon State is one of 12 universities around the country selected by the Howard Hughes Medical Institute to create an undergraduate genomics lab for freshmen and sophomore students that specifically researches and catalogues phage DNA. This three-year genome research project provides undergraduates with the opportunity to do research that is published and could be used by other researchers to develop treatments for tuberculosis. “This is one of the first national projects to change the way undergraduates experience biology labs,” says co-instructor Barbara Taylor, a zoology professor.

Water restoration on the Metolius — Students enrolled in a restoration field course collect stream macro-invertebrates with Matt Shinderman, top, and Instructor Karen Allen, lower right

Students in natural resources instructor Matt Shinderman’s classes have contributed directly to restoration work on a tributary of Central Oregon’s Metolius River. Shinderman and co-instructors Matt Orr and Karen Allen and their students surveyed aquatic insects, or macro-invertebrates, to determine how the ecosystem was responding to the tributary’s being restored – via backhoe and dump truck – to its original shape. The group collected insects and took them back to the lab to get a sense of how the insects were faring. The results of their study provided a model that agencies can use for restoration work throughout the region.

2009 civil engineering graduate Erika McQuillen felt prepared to enter the workforce from her Oregon State coursework alone. But what really gave her an edge was getting out of the classroom. “OSU encouraged us to get internships and real work experience,” she says. And McQuillen did. She had internships with Hoffman Construction in Portland, Ore., a company dedicated to sustainable building techniques. Now, McQuillen works for Hoffman full-time.

Imagine a dry, ancient place that is known mostly for its modern-day political strife and bloodshed. Imagine several sources of water — all precious and needed — that ignore political boundaries. Then imagine going there to learn how people manage these issues in their day-to-day lives. That’s what a group of 19 Oregon State University students did last year. They traveled through Israel and Palestine under the guidance of renowned water conflict expert and Oregon State professor Aaron Wolf. They studied the geography and geology of the Middle East’s water supply and sources, as well as how those factors affect cities, agriculture and, ultimately, politics. “It felt natural to take the students there to look at these separate issues, and then look at them together,” says Wolf.

Don Pettit - self portrait — Astronaut Donald R. Pettit, Expedition 6 NASA ISS science officer, photographs his helmet visor during a session of extravehicular activity (EVA). Pettit's arms and camera are visible in the reflection of his helmet visor. Astronaut Kenneth D. Bowersox, mission commander, is also visible in visor reflection, upper right.

NASA astronaut Don Pettit (OSU ’78), veteran of multiple space missions, one including a six-month stay aboard the International Space Station, delivered the 2010 commencement address at Oregon State. The 55-year-old chemical engineering graduate of OSU has served as an astronaut for the past 14 years and is recognized not only for his longevity and success in the space program, but his innovation in space, which has included such in-space inventions as the “zero-g” coffee cup. Pettit was also awarded an honorary doctorate degree.

Pettit logged 250 orbits of the Earth and more than 6 million miles on his most recent trip into space in 2008 as a part of the STS-126 Endeavour. During that 16-day trip he operated the robotic arm for a total of four spacewalks performed by three fellow crew members. STS-126 also brought a new crew member to the International Space Station.

Pettit is perhaps most famous for being 240 miles above the Earth, serving as the International Space Station’s science officer, in February 2003 when the space shuttle Columbia disintegrated on reentry, killing its crew of seven and causing NASA to suspend shuttle flights. That left Pettit and his two crewmates with no scheduled ride home. They eventually used a backup system, crash-landing in a Russian capsule in the Russian wilderness after 161 days in space.

While in orbit as the International Space Station’s science officer, Pettit demonstrated experiments for schoolchildren around the world in a series of shows called “Saturday Morning Science.”

In 2006 Pettit traveled to Antarctica as a part of an exhibition to gather meteorites – because despite Antarctica’s remoteness the rocks are most easily found there. There, he resorted to poetry to describe a type of meteorite commonly found in the open, on top of the snow and ice. Asked whether there are many poets in the astronaut corps, Pettit said his colleagues defy the single-minded stereotype epitomized in books and movies.

“You would be surprised at how many folks in the office sneak into cultural events outside the range of what the public labels one with the ‘Right Stuff,’” he said. One of Pettit’s Antarctica poems appeared in the Spring 2007 issue of the Oregon Stater. “I have written poetry since I first learned to write,” he said. “Whether or not I am a poet, I guess rests in the ear of the beholder.”

Ordinary Chondrite
By Don Pettit

I’m just an ordinary chondrite,
a small piece of rock,
left over as construction debris from when the solar system was built.

A brick that would not fit in.

Locked within my lattice are stories,
are tales,
of where we came from and thus who we are.

I wandered for billions of years,
and then visited a planet with a fiery welcome.

My skin crazed like pottery fired in a kiln that was too hot.

Sizzling, I sank in glacier ice,
only to surface in a thousand years.

King Arthur was but a lad.

Each sunrise and sunset was like a year,
and they passed by in numbers too many to count.

Then came a gentle touch of a hand,
followed by an exam that would make any doctor visit seem welcome.

And now under glass-masked gazes,
I hear children say,

“It’s just a rock.”

Oregon Middle School Students Get an Astronaut’s Education.

Math and science are the emphasis at this camp

If middle school students don’t seem likely to devise a spacecraft that could bring humans to Mars, or a module that could support a crew of four to travel and live there for 700 days, think again.

Forty-eight Oregon middle school students from underrepresented and underserved populations are currently using creative teamwork and their knowledge of Earth systems to solve those problems at this year’s Oregon ExxonMobil Bernard Harris Summer Science Camp at OSU.

The classes students are attending throughout the two-week residential camp are helping them prepare for these tasks — they’re learning about the interrelationships of calories for energy, plant production, soils, living things, water and landforms, habitat components and solar energy.

Competition to get into the camp is stiff — more than 400 students who are entering grades 6-8 applied to earn a spot — and students come from 21 of Oregon’s 36 counties.

The idea, says the camp’s executive director Virginia Bourdeau, is to follow kids who have been in the program throughout the rest of their schooling. Do they take more math and science courses after attending camp? Do they go on to college?

“The camp is an opportunity for students to come and say, ‘I can do this.’ If they have a positive experience, they’ll come back to a university when they’re 17 and 18,” Bourdeau says.

Bernard Harris, the first African-American astronaut to walk in space, visited the camp on Aug. 7. He founded the Bernard Harris Foundation in 1998 to develop math/science education and crime prevention programs for America’s youth.

The camp is the result of a grant from the ExxonMobil Foundation and the Bernard Harris Foundation, as well as the effort of OSU’s Extension 4-H Youth Development; College of Education, Science and Math Investigative Learning Experiences (SMILE) program; Department of Science and Mathematics Education in the College of Science; and College of Engineering.

To follow the students’ progress, check out the Science Camp blog.

Anna Putnam uses nanotechnology to create a revolutionary battery.

Anna Putnam is on the edge of innovation with nanotechnology

Undergrad Anna Putnam is squirming. The interviewer has touched a raw nerve in the chemical engineering major. “You’re digging deeply into my life,” she says, shifting in her chair. Her confession comes with reluctance: “My first term at OSU, I struggled in math.” Pressed, she admits the worst: “I got a C in vector calculus.”

For the University Honors College student who had breezed through Advanced Placement calculus and chemistry at Oregon’s Clackamas High School, a grade of “average” was a jarring wake-up call. “Before I got to the university,” the 2005 senior class valedictorian explains, “I never had to study very hard.”

In the three years since that rude awakening, nothing less than an A has darkened Putnam’s grade report. She has gone on to collect scholarships like most students collect songs on their iPods. The American Engineering Association Scholarship from Intel and OSU’s Presidential Scholarship are among them.

Now, Putnam has advanced from the front of the class to the front edge of innovation, where chemical engineering meets nanoscience and “drop-on-demand” printing technologies.

Read more about Anna Putnam and her undergraduate research in the Summer 2008 issue of Terra.

Chris Higgins’ life-sized bridge research provides vital insights.

OSU civil engineering professor Christopher Higgins bases his career on a part of our lives that’s easy to take for granted: the roads and bridges on which we travel every day, and on whose strength our lives depend. And Higgins is a big-time researcher — that is, the structures and materials he studies are life-size.

In his work Higgins aims to prevent tragedies like the August 2007 bridge collapse in Minneapolis. “We need to continue to make the investments needed to sustain and renew our infrastructure. If we ignore them, it will be just a matter of time before they fail,” says Higgins, a member of OSU’s Kiewit Center for Infrastructure and Transportation and Associate Director of the Oregon Transportation Research and Education Consortium.

With their life-sized experiments, Higgins, along with other OSU researchers, have taken bridge research to a whole new level inside OSU’s cavernous Structural Engineering Research Laboratory. “We’re doing some things that no laboratory in the world has ever done before,” says Higgins. “For instance, we built a moving load simulator that can actually roll, acting like a truck traveling across full-size girders. We found that a moving load affects the bridge structure differently than a single load pushing at one spot.”

Some of Higgins’ other toys include a 35-ton yellow crane, rebar benders, hydraulic rams, 40,000-pound concrete beams and a gigantic environmental chamber, all residing on a concrete and steel-reinforced strong-floor that measures five feet thick inside one of the few laboratories in the country built for such research.

The reason for such extremes is that the physical properties of wood, concrete and reinforcing steel differ geometrically with size, and so do the forces that impinge upon them. There are inherent limitations to studying scaled-down models — questions about how their larger counterparts will fare in real world conditions.

Since Higgins’ arrival at OSU in 2000, he has been awarded the Lloyd Carter Award for Outstanding and Inspirational Teaching and the American Society of Civil Engineers student chapter’s Teacher of the Year Award — twice — proving that large-scale impact doesn’t always have to happen in the lab.

Links:

Kiewit Center for Infrastructure and Transportation

Chris Higgins’ Web site

Department of Civil and Environmental Engineering

Federal Highway Administration

Oregon Department of Transportation

Structural Engineering Research

The robots compiled by OSU’s nascent electrical engineers help students learn hands-on skills, exercise their creative muse and forge bonds with fellow TekBotters.

Tekbots help student engineers at OSU learn throughout their four years

Educating tomorrow’s electrical engineers has come to this: Teamwork, creativity and ownership are as important as the principles of theory and design. All get rolled into a box that first-year Oregon State University students receive in their introduction to the field. Inside are circuit and charger boards, wheels, a steel roller ball and assorted electrical components. Batteries and instructions are not included. Working in teams, students must put the parts together, learning leadership and problem-solving skills as they go.

The resulting “TekBots” are far more than clever machines. They are the students’ companions through four years of lectures and labs. From course to course, year to year, students transform their TekBots with advanced electrical engineering concepts.

“It’s their own robot,” notes TekBots program director Don Heer. “They put their own money, their own time into it.”

The TekBots “give students the big picture,” says Terri Fiez, director of the School of Electrical Engineering and Computer Science. Success arrives, she adds, when students get excited about an upcoming course that will help them solve a problem or add a new feature to their TekBot.

Some students even develop a fondness for their bot, giving it a name, such as Billy or Toby. Katy Humble called hers FlutterBot. The 2005 OSU graduate added motor-controlled wings and decorated them with lights. Her parents, Larry and Dona Nixon of Yachats, have put FlutterBot on the mantle like a trophy.

In 2000, Tektronix — the Beaverton, Oregon, high-tech manufacturer — gave OSU a $500,000 grant to start the program. Humble was part of the first corps of undergraduates hired to develop the kits.

“TekBots is all about debugging something that doesn’t work. It’s a constant problem in industry,” says Humble, who credits her TekBots experience with helping her to land a job with Intel in Hillsboro, Oregon. Today, she continues to mentor students with her employer’s full support.

Over the years, the students’ bots have taken on personalities. There was one that could balance on two wheels, like the Segway Human Transporter. Another morphed into a four-legged walking creature. And then there was the giant TekBot that grew to the size of a wheelbarrow.

The National Science Foundation and high-tech firms have supported the program, and OSU has sold kits to other universities, including Texas A&M, Rochester Institute of Technology, Johns Hopkins, Worcester Polytechnic Institute and the Fukuoka Institute of Technology in Japan.

OSU’s TekBots program is run substantially by students. “All of the labs have been made by undergraduates,” Heer says. “It creates a culture where they are helping each other.”

The program has also fostered personal relationships. Katy Humble met her husband-to-be Ben while she was assembling TekBots kits. They married in 2006 and live in Beaverton, where Ben works for Tektronix.

“We say that TekBots brings people together,” laughs Ben. “That is really true for us.”

TekBots Web page

School of Electrical Engineering and Computer Sciences

College of Engineering

Tektronix

National Science Foundation

OSU news releases offer more information about engineering education:

OSU “Driverless” Car Semi-Finalist for $2 Million Prize (6-8-05)

OSU Engineers Learn by “Playing” with Legos, Robots (5-24-05)

Tektronix Outfits Lab, Bolsters Hands-on Learning at OSU (5-24-05)

Michael Goodman has combined his love of language and computers to create a Japanese-English translation program.

Goodman's senior project combines his love for language and computers

Words and language have always fascinated Michael Goodman. Growing up in Florence, Ore., he liked tracing the roots of words that most of us take for granted. And at Oregon State University, he has minored in Japanese.

But it is his affinity for computers that is propelling the senior in the School of Electrical Engineering and Computer Science. Combining his interests, he has created software that overcomes a barrier in translation.

Along the way, Goodman lived in Tokyo for an academic year, collaborated with OSU faculty members and set the stage for graduate work in computational linguistics.

The problem he tackled for his senior project stems from a fundamental difference between Japanese and English. “The Japanese language is different from English in the way pronouns — words such as he, she or they — are used. They exist in the language, but their use is less common than in English,” says Goodman. Instead, subjects in a Japanese sentence usually refer to the last proper noun mentioned in a conversation. This practice can make it hard for people whose primary language is English to keep track of whom or what is being discussed.

In order to address this problem, Goodman has created a software solution that he calls Co-reference Resolution. The goal is to point a translation system to the subject in scanned Japanese text, increasing translation accuracy.

Goodman had help in bridging the disciplines of computer science and linguistics. His adviser in the School of Electrical Engineering and Computer Science, Alan Fern, specializes in artificial intelligence and machine learning. Providing linguistics expertise was Setsuko Nakajima, a Japanese language specialist in the Department of Foreign Languages and Literatures.

“Doing this project has forced me to think long and hard about linguistic analysis and processing in a language that’s not my mother tongue, and has exposed me to the challenges and obstacles and ways to overcome them,” says Goodman. Not bad for a young man who taught himself computer programming at home “just by messing around.”

School of Electrical Engineering and Computer Science

Department of Foreign Languages and Literatures

OSU Office of International Programs

From seat transfer assistance to accessible lavatories, Kate Hunter-Zaworski and Joe Zaworski work to make intercity travel easier for people with disabilities.

Accessibility are this husband and wife's passion

Air travel is becoming less of a chore for persons with disabilities thanks to Kate Hunter-Zaworski and other researchers in Oregon State University’s National Center for Accessible Transportation (NCAT).

“Our focus is intercity public transportation,” says Hunter-Zaworski, NCAT director and associate professor in civil engineering. “We started with buses and now are working with aircraft. Air travel is the mode of choice for trips over 250 miles.”

Her husband, Joe Zaworski, an assistant professor in mechanical engineering and NCAT researcher, says the aircraft work has involved “improving jet bridges, transferring people from aisle chairs to seats and back, and making lavatories more accessible.”

A lot of the work occurs in a crowded campus laboratory cluttered with wheelchairs, airplane seats, special aisle chairs and lifts, an airplane restroom, and a variety of other equipment in various stages of development.

Hunter-Zaworski, who has been working to improve accessibility for people with disabilities for more than 25 years says, “I like to look at people’s abilities, not their disabilities. What we develop should make travel better for everybody.”

NCAT is funded by a five-year grant from the National Institute of Disability and Rehabilitation Research. NCAT brings together researchers from various OSU colleges and departments and numerous students, both graduate and undergraduate.

Recently NCAT received attention for its work on developing an accessible restroom for the Boeing 787 Dreamliner, which will begin flying next year.

“The Boeing project was really fun,” Hunter-Zaworski says. “I didn’t have to tell them this is the right thing to do. They’re very committed to doing the right thing in this area. We had a lot of give-and-take. They picked my brain. I picked their brains. We hall have the same goal — to enhance the flying experience.”

NCAT Web site

Boeing 787 restroom development

KEZI-TV news report on Boeing project

OSU Spotlight

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Category Archives: Engineering

Engineer in making

A New Worldview

Out of this World

Mission to Mars

Devoted to Nano

Safe Crossings

TekBots: More Than Machines

Found in Translation

Making travel more accessible

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