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"content": "\u003cp>Traffic congestion along busy stretches of roads and highways can make commutes a dreaded daily routine for most California motorists. In fact, after Washington, D.C., Los Angeles and San Francisco are the nation’s second and third most gridlocked cities according to \u003ca href=\"http://mobility.tamu.edu/ums/report/\">a new report\u003c/a> by the Texas A&M Transportation Institute.\u003c/p>\n\u003cp>But California is also home to Silicon Valley, where major car companies, including Ford, Mercedes and Audi, as well as tech titans such as Google, are engineering a new generation of vehicles: self-driving cars.\u003c/p>\n\u003cp>Experts say vehicles that drive themselves would not only ease congestion, but also boost safety and allow motorists to work or play as their cars take control of the wheel.\u003c/p>\n\u003cp>“If self-driving cars are really safe, then crashes, which are a huge source of unexpected congestion, can be eliminated,” said Nidhi Kalra, a robotics scientist who \u003ca href=\"http://www.rand.org/pubs/research_reports/RR443-1.html\">co-authored a paper on self-driving cars\u003c/a> for the RAND Corporation in 2014.\u003c/p>\n\u003cp>Since more than 90 percent of the more than 32,000 motor vehicle deaths in the United States each year are due to human error, such as drunk driving or texting behind the wheel, automating some or all of the driving tasks should substantially reduce fatalities, proponents of self-driving vehicles argue.\u003c/p>\n\u003cfigure id=\"attachment_74364\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/09/901_Framegrab_SteeringWheel-e1441246298343.jpg\">\u003cimg class=\"size-full wp-image-74364\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/09/901_Framegrab_SteeringWheel-e1441246298343.jpg\" alt=\"Audi's self-driving prototype is capable of changing lanes on its own when driving on the highway. Image by Blake McHugh, KQED Science \" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/09/901_Framegrab_SteeringWheel-e1441246298343.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/09/901_Framegrab_SteeringWheel-e1441246298343-400x225.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003cem>Audi's self-driving prototype is capable of changing lanes on its own when driving on the highway. Image by Blake McHugh\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>And the cars are further along than many people realize. In January, \u003ca href=\"http://www.audiusa.com/newsroom/news/press-releases/2015/01/550-mile-piloted-drive-from-silicon-valley-to-las-vegas\">an Audi A7 drove 550 miles from Silicon Valley to Las Vegas\u003c/a> with company officials and journalists on board, with the car driving itself at speeds of up to 70 mph. In April, an Audi Q5 modified by Delphi,\u003ca href=\"http://www.delphi.com/delphi-drive\"> drove from San Francisco to New York over nine days in autonomous mode 99 percent of the time.\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, it may be a decade or more before fully self-driving, or autonomous, vehicles are for sale to consumers, given the many technological hurdles that have to be overcome before they can handle the numerous complex driving situations and environments human motorists encounter daily.\u003c/p>\n\u003cp>“How well can the vehicle perceive all of the hazards and the objects in the environment that are not dangerous?” said \u003ca href=\"http://www.path.berkeley.edu/people/staff-directory/steven-shladover\">Steven Shladover\u003c/a>, a transportation engineer at the University of California Berkeley.\u003c/p>\n\u003cp>Using the example of a paper bag or a newspaper, he pointed out that the sophisticated sensors on a self-driving car may detect these obstacles but fail to detect potentially dangerous obstacles such as a pothole, which he said is “really hard to see by almost any sensor technology.”\u003c/p>\n\u003cp>Although challenges still remain, Silicon Valley is fast-becoming a 21\u003csup>st\u003c/sup>-century Detroit. And it may not even be a traditional auto maker that is the first to cross the finish line with a consumer-ready self-driving vehicle.\u003c/p>\n\u003cp>In June, \u003ca href=\"http://www.pcworld.com/article/2940895/googles-self-driving-car-is-now-driving-itself-around-the-city-of-mountain-view.html\">Google began rolling out its latest self-driving prototype,\u003c/a> which tops out at 25 mph, on the streets of Mountain View near its headquarters. The company has logged roughly a million miles since it began testing its prototypes in 2009, and its co-founder, Sergey Brin, has said the cars could be available to the public as soon as 2017.\u003c/p>\n\u003cp>In addition to Google, there are eight other companies in California that currently hold permits issued by the state to test dozens of autonomous vehicle prototypes on public roads.\u003c/p>\n\u003cfigure id=\"attachment_74365\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/09/901_Framegrab_Camera_sensor-e1441246576585.jpg\">\u003cimg class=\"size-full wp-image-74365\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/09/901_Framegrab_Camera_sensor-e1441246576585.jpg\" alt=\"Prototypes of self-driving cars are equipped with an array of sensors, including cameras. Image by Blake McHugh, KQED Science\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/09/901_Framegrab_Camera_sensor-e1441246576585.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/09/901_Framegrab_Camera_sensor-e1441246576585-400x225.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003cem>Prototypes of self-driving cars are equipped with an array of sensors, including cameras, and can measure the distance to objects such as pedestrians or other cars. Image by Blake McHugh \u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>Experts say that cars will continue to evolve, first from features that have been common for years like cruise control, through technologies available in new cars, like self-parking, to new models in the coming years that will change lanes by themselves, and may eventually be driverless, a trend that could change everything from the taxi industry to the way cities and suburbs are designed.\u003c/p>\n\u003cp>But first, concerns around the technology and liability have to be overcome. Lawyers and lawmakers, for example, are working out who would be at fault if a self-driving car crashes and injures someone.\u003c/p>\n\u003cp>Increasingly, even conventional cars are becoming computers on wheels, with WiFi and Bluetooth-enabled communication and infotainment features that can make them vulnerable to being hacked. In July, \u003ca href=\"http://www.reuters.com/article/2015/07/24/us-fiat-chrysler-recall-idUSKCN0PY1U920150724\">Fiat Chrysler recalled more than a million of its cars\u003c/a> after two experts demonstrated a security flaw they exploited to wirelessly hack into a Jeep Cherokee as it drove down a freeway.\u003c/p>\n\u003cp>Myles Kitchen, an automotive engineer in Santa Cruz who works as a consultant for auto companies and start-ups, said hackers can control a car’s engine, throttle and braking if they can gain access to a car’s Controller Area Network bus. The device functions like a conductor to relay data messages between the many electronic modules in a car that control everything from power steering to low fuel alerts.\u003c/p>\n\u003cp>But as critical as the computer centers are for the operation of a car, they are vulnerable to being hacked because they lack firewall protection commonly found in home computers.\u003c/p>\n\u003cp>“When the CAN bus was developed, there were no computer hackers,” Kitchen said. “If you study this data, it’s very easy to reverse engineer what the exact commands are to do various things in a vehicle, like put on the brakes, or disable the brakes,” he added.\u003c/p>\n\u003cp>Even if self-driving vehicles aren’t right around the corner, Silicon Valley’s tech talent and expertise in machine learning, coupled with advancements in laser and radar sensors, are driving the innovations needed to make autonomous vehicles a reality.\u003c/p>\n\u003cfigure id=\"attachment_74370\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/09/901_FrameGrab_Audi_car1-e1441301738248.jpg\">\u003cimg class=\"size-full wp-image-74370\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/09/901_FrameGrab_Audi_car1-e1441301738248.jpg\" alt=\"Nine companies in California, including Audi, have permits to test their prototype self-driving cars on public roads. Image by Owen Bissell\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/09/901_FrameGrab_Audi_car1-e1441301738248.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/09/901_FrameGrab_Audi_car1-e1441301738248-400x225.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Nine companies in California, including Audi, have permits to test their prototype self-driving cars on public roads. Image by Owen Bissell\u003c/figcaption>\u003c/figure>\n\u003cp>Stanford University engineering professor \u003ca href=\"https://profiles.stanford.edu/j-gerdes\">J. Christian Gerdes\u003c/a>, who has been working on autonomous vehicle technology since 1992, concedes that significant challenges remain, from programming ethical decision-making to reduce crashes, to improving the performance of sensors in heavy rain or snow.\u003c/p>\n\u003cp>Still, he thinks the automated driving revolution is well underway.\u003c/p>\n\u003cp>“This is the most exciting time I’ve ever seen with automated vehicles,” he said. “It’s no longer a question of can we make these cars, but a question of when will they impact our daily lives.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This video story is featured in the QUEST television documentary, “Self-Driving Cars: The Road Ahead.”\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Traffic congestion along busy stretches of roads and highways can make commutes a dreaded daily routine for most California motorists. In fact, after Washington, D.C., Los Angeles and San Francisco are the nation’s second and third most gridlocked cities according to \u003ca href=\"http://mobility.tamu.edu/ums/report/\">a new report\u003c/a> by the Texas A&M Transportation Institute.\u003c/p>\n\u003cp>But California is also home to Silicon Valley, where major car companies, including Ford, Mercedes and Audi, as well as tech titans such as Google, are engineering a new generation of vehicles: self-driving cars.\u003c/p>\n\u003cp>Experts say vehicles that drive themselves would not only ease congestion, but also boost safety and allow motorists to work or play as their cars take control of the wheel.\u003c/p>\n\u003cp>“If self-driving cars are really safe, then crashes, which are a huge source of unexpected congestion, can be eliminated,” said Nidhi Kalra, a robotics scientist who \u003ca href=\"http://www.rand.org/pubs/research_reports/RR443-1.html\">co-authored a paper on self-driving cars\u003c/a> for the RAND Corporation in 2014.\u003c/p>\n\u003cp>Since more than 90 percent of the more than 32,000 motor vehicle deaths in the United States each year are due to human error, such as drunk driving or texting behind the wheel, automating some or all of the driving tasks should substantially reduce fatalities, proponents of self-driving vehicles argue.\u003c/p>\n\u003cfigure id=\"attachment_74364\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/09/901_Framegrab_SteeringWheel-e1441246298343.jpg\">\u003cimg class=\"size-full wp-image-74364\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/09/901_Framegrab_SteeringWheel-e1441246298343.jpg\" alt=\"Audi's self-driving prototype is capable of changing lanes on its own when driving on the highway. Image by Blake McHugh, KQED Science \" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/09/901_Framegrab_SteeringWheel-e1441246298343.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/09/901_Framegrab_SteeringWheel-e1441246298343-400x225.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003cem>Audi's self-driving prototype is capable of changing lanes on its own when driving on the highway. Image by Blake McHugh\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>And the cars are further along than many people realize. In January, \u003ca href=\"http://www.audiusa.com/newsroom/news/press-releases/2015/01/550-mile-piloted-drive-from-silicon-valley-to-las-vegas\">an Audi A7 drove 550 miles from Silicon Valley to Las Vegas\u003c/a> with company officials and journalists on board, with the car driving itself at speeds of up to 70 mph. In April, an Audi Q5 modified by Delphi,\u003ca href=\"http://www.delphi.com/delphi-drive\"> drove from San Francisco to New York over nine days in autonomous mode 99 percent of the time.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, it may be a decade or more before fully self-driving, or autonomous, vehicles are for sale to consumers, given the many technological hurdles that have to be overcome before they can handle the numerous complex driving situations and environments human motorists encounter daily.\u003c/p>\n\u003cp>“How well can the vehicle perceive all of the hazards and the objects in the environment that are not dangerous?” said \u003ca href=\"http://www.path.berkeley.edu/people/staff-directory/steven-shladover\">Steven Shladover\u003c/a>, a transportation engineer at the University of California Berkeley.\u003c/p>\n\u003cp>Using the example of a paper bag or a newspaper, he pointed out that the sophisticated sensors on a self-driving car may detect these obstacles but fail to detect potentially dangerous obstacles such as a pothole, which he said is “really hard to see by almost any sensor technology.”\u003c/p>\n\u003cp>Although challenges still remain, Silicon Valley is fast-becoming a 21\u003csup>st\u003c/sup>-century Detroit. And it may not even be a traditional auto maker that is the first to cross the finish line with a consumer-ready self-driving vehicle.\u003c/p>\n\u003cp>In June, \u003ca href=\"http://www.pcworld.com/article/2940895/googles-self-driving-car-is-now-driving-itself-around-the-city-of-mountain-view.html\">Google began rolling out its latest self-driving prototype,\u003c/a> which tops out at 25 mph, on the streets of Mountain View near its headquarters. The company has logged roughly a million miles since it began testing its prototypes in 2009, and its co-founder, Sergey Brin, has said the cars could be available to the public as soon as 2017.\u003c/p>\n\u003cp>In addition to Google, there are eight other companies in California that currently hold permits issued by the state to test dozens of autonomous vehicle prototypes on public roads.\u003c/p>\n\u003cfigure id=\"attachment_74365\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/09/901_Framegrab_Camera_sensor-e1441246576585.jpg\">\u003cimg class=\"size-full wp-image-74365\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/09/901_Framegrab_Camera_sensor-e1441246576585.jpg\" alt=\"Prototypes of self-driving cars are equipped with an array of sensors, including cameras. Image by Blake McHugh, KQED Science\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/09/901_Framegrab_Camera_sensor-e1441246576585.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/09/901_Framegrab_Camera_sensor-e1441246576585-400x225.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003cem>Prototypes of self-driving cars are equipped with an array of sensors, including cameras, and can measure the distance to objects such as pedestrians or other cars. Image by Blake McHugh \u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>Experts say that cars will continue to evolve, first from features that have been common for years like cruise control, through technologies available in new cars, like self-parking, to new models in the coming years that will change lanes by themselves, and may eventually be driverless, a trend that could change everything from the taxi industry to the way cities and suburbs are designed.\u003c/p>\n\u003cp>But first, concerns around the technology and liability have to be overcome. Lawyers and lawmakers, for example, are working out who would be at fault if a self-driving car crashes and injures someone.\u003c/p>\n\u003cp>Increasingly, even conventional cars are becoming computers on wheels, with WiFi and Bluetooth-enabled communication and infotainment features that can make them vulnerable to being hacked. In July, \u003ca href=\"http://www.reuters.com/article/2015/07/24/us-fiat-chrysler-recall-idUSKCN0PY1U920150724\">Fiat Chrysler recalled more than a million of its cars\u003c/a> after two experts demonstrated a security flaw they exploited to wirelessly hack into a Jeep Cherokee as it drove down a freeway.\u003c/p>\n\u003cp>Myles Kitchen, an automotive engineer in Santa Cruz who works as a consultant for auto companies and start-ups, said hackers can control a car’s engine, throttle and braking if they can gain access to a car’s Controller Area Network bus. The device functions like a conductor to relay data messages between the many electronic modules in a car that control everything from power steering to low fuel alerts.\u003c/p>\n\u003cp>But as critical as the computer centers are for the operation of a car, they are vulnerable to being hacked because they lack firewall protection commonly found in home computers.\u003c/p>\n\u003cp>“When the CAN bus was developed, there were no computer hackers,” Kitchen said. “If you study this data, it’s very easy to reverse engineer what the exact commands are to do various things in a vehicle, like put on the brakes, or disable the brakes,” he added.\u003c/p>\n\u003cp>Even if self-driving vehicles aren’t right around the corner, Silicon Valley’s tech talent and expertise in machine learning, coupled with advancements in laser and radar sensors, are driving the innovations needed to make autonomous vehicles a reality.\u003c/p>\n\u003cfigure id=\"attachment_74370\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/09/901_FrameGrab_Audi_car1-e1441301738248.jpg\">\u003cimg class=\"size-full wp-image-74370\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/09/901_FrameGrab_Audi_car1-e1441301738248.jpg\" alt=\"Nine companies in California, including Audi, have permits to test their prototype self-driving cars on public roads. Image by Owen Bissell\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/09/901_FrameGrab_Audi_car1-e1441301738248.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/09/901_FrameGrab_Audi_car1-e1441301738248-400x225.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Nine companies in California, including Audi, have permits to test their prototype self-driving cars on public roads. Image by Owen Bissell\u003c/figcaption>\u003c/figure>\n\u003cp>Stanford University engineering professor \u003ca href=\"https://profiles.stanford.edu/j-gerdes\">J. Christian Gerdes\u003c/a>, who has been working on autonomous vehicle technology since 1992, concedes that significant challenges remain, from programming ethical decision-making to reduce crashes, to improving the performance of sensors in heavy rain or snow.\u003c/p>\n\u003cp>Still, he thinks the automated driving revolution is well underway.\u003c/p>\n\u003cp>“This is the most exciting time I’ve ever seen with automated vehicles,” he said. “It’s no longer a question of can we make these cars, but a question of when will they impact our daily lives.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>\u003ca href=\"http://space.woop.ie/index.html\" target=\"_blank\">View the e-book\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Researchers at NASA Ames Research Center in Mountain View, CA have teamed up with researchers at University of California, Berkeley to design and engineer what might be the next generation of space-exploring robots. These robots are wildly different than traditional rovers, which are super expensive, really heavy and hard to land. The new robots are based on a type of structure known as a \"tensegrity\" structure. The rigid parts of the robot are held together with cables instead of being directly connected by bolts or screws. This allows these robots to be lighter, cheaper and more robust than traditional rovers. The eventual idea is to be able to equip these robots with instruments (like cameras and lasers), pack a bunch of them into a space shuttle, and then drop them from orbit so they can roam and explore a planet or moon. \u003c/p>\n\u003cp>Aligned with the Next Generation Science Standards, the new media-rich e-book from QUEST, \u003ca href=\"http://space.woop.ie/index.html\" target=\"_blank\">Engineering Is Exploring Space with Shape-Shifting Robots\u003c/a> details the process for how researchers and engineers are designing these new space-exploring robots. The e-book contains a \u003ca href=\"http://ww2.kqed.org/quest/2015/10/01/engineering-is-exploring-space-with-shape-shifting-robots/\">video\u003c/a> that shows the engineering design process for the tensegrity robots as well as a \u003ca href=\"http://ww2.kqed.org/quest/2015/10/19/science-spotlight-how-to-build-a-model-of-a-future-space-exploring-robot/\">Science Spotlight video\u003c/a> that describes how students can make their own tensegrity models using just straws and rubber bands. A \u003ca href=\"http://ww2.kqed.org/quest/2015/09/28/career-spotlight-robotics-engineer/\">Career Spotlight video\u003c/a> about a robotics engineer at NASA Ames rounds out the media collection in this e-book. \u003c/p>\n\u003cp>\u003ca href=\"http://space.woop.ie/index.html\" target=\"_blank\">Engineering Is Exploring Space with Shape-Shifting Robots\u003c/a> is the fifth e-book in our \"Engineering Is...\" series and is available to view on your computer, tablet and smartphone, for free. You can find links to all of KQED’s e-books at \u003ca href=\"http://blogs.kqed.org/education/e-books/\">kqed.org/ebooks\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003ca href=\"http://space.woop.ie/index.html\" target=\"_blank\">View the e-book\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Researchers at NASA Ames Research Center in Mountain View, CA have teamed up with researchers at University of California, Berkeley to design and engineer what might be the next generation of space-exploring robots. These robots are wildly different than traditional rovers, which are super expensive, really heavy and hard to land. The new robots are based on a type of structure known as a \"tensegrity\" structure. The rigid parts of the robot are held together with cables instead of being directly connected by bolts or screws. This allows these robots to be lighter, cheaper and more robust than traditional rovers. The eventual idea is to be able to equip these robots with instruments (like cameras and lasers), pack a bunch of them into a space shuttle, and then drop them from orbit so they can roam and explore a planet or moon. \u003c/p>\n\u003cp>Aligned with the Next Generation Science Standards, the new media-rich e-book from QUEST, \u003ca href=\"http://space.woop.ie/index.html\" target=\"_blank\">Engineering Is Exploring Space with Shape-Shifting Robots\u003c/a> details the process for how researchers and engineers are designing these new space-exploring robots. The e-book contains a \u003ca href=\"http://ww2.kqed.org/quest/2015/10/01/engineering-is-exploring-space-with-shape-shifting-robots/\">video\u003c/a> that shows the engineering design process for the tensegrity robots as well as a \u003ca href=\"http://ww2.kqed.org/quest/2015/10/19/science-spotlight-how-to-build-a-model-of-a-future-space-exploring-robot/\">Science Spotlight video\u003c/a> that describes how students can make their own tensegrity models using just straws and rubber bands. A \u003ca href=\"http://ww2.kqed.org/quest/2015/09/28/career-spotlight-robotics-engineer/\">Career Spotlight video\u003c/a> about a robotics engineer at NASA Ames rounds out the media collection in this e-book. \u003c/p>\n\u003cp>\u003ca href=\"http://space.woop.ie/index.html\" target=\"_blank\">Engineering Is Exploring Space with Shape-Shifting Robots\u003c/a> is the fifth e-book in our \"Engineering Is...\" series and is available to view on your computer, tablet and smartphone, for free. You can find links to all of KQED’s e-books at \u003ca href=\"http://blogs.kqed.org/education/e-books/\">kqed.org/ebooks\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Have you ever seen a \u003c/span>\u003ca href=\"http://www.tensegrityfitness.com/fit/wp-content/uploads/2010/02/tensegity1.jpg\">\u003cspan style=\"font-weight: 400\">skeleton\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> held together with wire in a classroom or at a museum? \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003cimg class=\"wp-image-87303 alignright\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/skeleton-457598_640.jpg\" alt=\"skeleton-457598_640\" width=\"252\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/skeleton-457598_640.jpg 424w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/skeleton-457598_640-400x604.jpg 400w\" sizes=\"(max-width: 252px) 100vw, 252px\">What would happen if you removed the wire? All of the bones would fall into a heap on the floor! In reality, there are no wires within our bodies. Instead, our bodies are held together with ligaments and soft tissue. Our bones don’t directly connect to one another, but rather the ligaments and soft tissues help hold our bones in place and allow us to move.\u003c/span>\u003c/p>\n\u003cp>Our body is an example of a \u003cb>tensegrity structure\u003c/b>\u003cspan style=\"font-weight: 400\">. In tensegrity structures, rigid parts aren’t directly connected to one another with nails or screws, but instead are connected by wires, cables, elastic bands or, in the case of our bodies, soft tissues. The concept of tensegrity is used to build structures in science, engineering, arts and architecture.\u003c/span>\u003c/p>\n\u003cp>“Tensegrity” was coined by Buckminster Fuller in the 1960s; it’s a \u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/BuckminsterFuller1.jpg\">\u003cimg class=\"wp-image-87310 alignright\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/BuckminsterFuller1.jpg\" alt=\"BuckminsterFuller1\" width=\"259\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/BuckminsterFuller1.jpg 422w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/BuckminsterFuller1-400x522.jpg 400w\" sizes=\"(max-width: 259px) 100vw, 259px\">\u003c/a>combination of the terms “tension” and “structural integrity.” In physics, “tension” refers to the state of being stretched tight and “structural integrity” has to do with how well a structure can support itself without breaking (think of how well a house or bridge is held together when there is an earthquake). \u003c/p>\n\u003cp>Researchers at \u003ca href=\"http://www.magicalrobot.org/BeingHuman/\">NASA Ames\u003c/a> and \u003ca href=\"http://best.berkeley.edu/\">University of California, Berkeley\u003c/a>, are turning tensegrity structures into functional robots, which could be used in the future to explore space and other planets. These \u003ca href=\"http://ww2.kqed.org/quest/2015/10/01/engineering-is-exploring-space-with-shape-shifting-robots/\">tensegrity structure robots\u003c/a> could offer several advantages over traditional space rovers. Tensegrity robots can handle more impact than traditional rovers, can be compacted into a small container, and they are also lighter in weight and less expensive.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the above video, I show you how to make a simple tensegrity model using drinking straws and rubber bands. Here are the materials you will need to create the model:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">six stiff drinking straws cut to a length of five inches\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">six stretchy rubber bands\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">six smaller rubber bands\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">scissors\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>Follow these simple steps to build your own tensegrity model:\u003c/p>\n\u003col>\n\u003cli>Cut six straws into five-inch pieces\u003c/li>\n\u003cli>Loosely tie small rubber bands on both ends of two pairs of straws\u003c/li>\n\u003cli>Place one pair of straws between the other\u003c/li>\n\u003cli>Loosely tie a small rubber band around one end of another pair of straws\u003c/li>\n\u003cli>Place the new pair of straws between the first two pairs, then loosely place a rubber band on the other end\u003c/li>\n\u003cli>Place a longer rubber band into the slit of one straw. Take the rubber band and stretch it over the pair of straws perpendicular to the original straw and over to the other end of that straw\u003c/li>\n\u003cli>Take the two middle points of the long rubber band and place them into the slits of the perpendicular straws\u003c/li>\n\u003cli>Once you have done this will all the straws, cut the smaller rubber bands that are holding the pairs together\u003c/li>\n\u003c/ol>\n\u003cp>You can create the model as shown, make a larger one or even turn it into a robot. Share what you have created with us in the comments below, or with @KQEDedspace on Twitter and Instagram using #tensegrity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This Science Spotlight video is part of our \u003cstrong>\u003ca href=\"http://ww2.kqed.org/quest/2015/10/22/e-book-engineering-is-exploring-space-with-shape-shifting-robots/\" target=\"_blank\">Engineering Is Exploring Space with Shape-Shifting Robots\u003c/a>\u003c/strong> e-book. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Have you ever seen a \u003c/span>\u003ca href=\"http://www.tensegrityfitness.com/fit/wp-content/uploads/2010/02/tensegity1.jpg\">\u003cspan style=\"font-weight: 400\">skeleton\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> held together with wire in a classroom or at a museum? \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003cimg class=\"wp-image-87303 alignright\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/skeleton-457598_640.jpg\" alt=\"skeleton-457598_640\" width=\"252\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/skeleton-457598_640.jpg 424w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/skeleton-457598_640-400x604.jpg 400w\" sizes=\"(max-width: 252px) 100vw, 252px\">What would happen if you removed the wire? All of the bones would fall into a heap on the floor! In reality, there are no wires within our bodies. Instead, our bodies are held together with ligaments and soft tissue. Our bones don’t directly connect to one another, but rather the ligaments and soft tissues help hold our bones in place and allow us to move.\u003c/span>\u003c/p>\n\u003cp>Our body is an example of a \u003cb>tensegrity structure\u003c/b>\u003cspan style=\"font-weight: 400\">. In tensegrity structures, rigid parts aren’t directly connected to one another with nails or screws, but instead are connected by wires, cables, elastic bands or, in the case of our bodies, soft tissues. The concept of tensegrity is used to build structures in science, engineering, arts and architecture.\u003c/span>\u003c/p>\n\u003cp>“Tensegrity” was coined by Buckminster Fuller in the 1960s; it’s a \u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/BuckminsterFuller1.jpg\">\u003cimg class=\"wp-image-87310 alignright\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/BuckminsterFuller1.jpg\" alt=\"BuckminsterFuller1\" width=\"259\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/BuckminsterFuller1.jpg 422w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/BuckminsterFuller1-400x522.jpg 400w\" sizes=\"(max-width: 259px) 100vw, 259px\">\u003c/a>combination of the terms “tension” and “structural integrity.” In physics, “tension” refers to the state of being stretched tight and “structural integrity” has to do with how well a structure can support itself without breaking (think of how well a house or bridge is held together when there is an earthquake). \u003c/p>\n\u003cp>Researchers at \u003ca href=\"http://www.magicalrobot.org/BeingHuman/\">NASA Ames\u003c/a> and \u003ca href=\"http://best.berkeley.edu/\">University of California, Berkeley\u003c/a>, are turning tensegrity structures into functional robots, which could be used in the future to explore space and other planets. These \u003ca href=\"http://ww2.kqed.org/quest/2015/10/01/engineering-is-exploring-space-with-shape-shifting-robots/\">tensegrity structure robots\u003c/a> could offer several advantages over traditional space rovers. Tensegrity robots can handle more impact than traditional rovers, can be compacted into a small container, and they are also lighter in weight and less expensive.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the above video, I show you how to make a simple tensegrity model using drinking straws and rubber bands. Here are the materials you will need to create the model:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">six stiff drinking straws cut to a length of five inches\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">six stretchy rubber bands\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">six smaller rubber bands\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">scissors\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>Follow these simple steps to build your own tensegrity model:\u003c/p>\n\u003col>\n\u003cli>Cut six straws into five-inch pieces\u003c/li>\n\u003cli>Loosely tie small rubber bands on both ends of two pairs of straws\u003c/li>\n\u003cli>Place one pair of straws between the other\u003c/li>\n\u003cli>Loosely tie a small rubber band around one end of another pair of straws\u003c/li>\n\u003cli>Place the new pair of straws between the first two pairs, then loosely place a rubber band on the other end\u003c/li>\n\u003cli>Place a longer rubber band into the slit of one straw. Take the rubber band and stretch it over the pair of straws perpendicular to the original straw and over to the other end of that straw\u003c/li>\n\u003cli>Take the two middle points of the long rubber band and place them into the slits of the perpendicular straws\u003c/li>\n\u003cli>Once you have done this will all the straws, cut the smaller rubber bands that are holding the pairs together\u003c/li>\n\u003c/ol>\n\u003cp>You can create the model as shown, make a larger one or even turn it into a robot. Share what you have created with us in the comments below, or with @KQEDedspace on Twitter and Instagram using #tensegrity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This Science Spotlight video is part of our \u003cstrong>\u003ca href=\"http://ww2.kqed.org/quest/2015/10/22/e-book-engineering-is-exploring-space-with-shape-shifting-robots/\" target=\"_blank\">Engineering Is Exploring Space with Shape-Shifting Robots\u003c/a>\u003c/strong> e-book. The e-book explores the science and engineering principles behind how researchers are developing tensegrity robots for space exploration. The e-book includes videos, interactives and media-making opportunities. You can find all of our e-books at \u003ca href=\"http://blogs.kqed.org/education/e-books/\">kqed.org/ebooks\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>The #EngineerThat challenge has concluded. Thank you to everyone that participated! \u003ca href=\"http://ww2.kqed.org/quest/2016/02/18/top-five-favorites-from-engineerthat/\" target=\"_blank\">View the top five submissions \u003c/a>and\u003ca href=\"http://ww2.kqed.org/quest/2016/03/09/meet-the-top-youth-teams-from-engineerthat/\" target=\"_blank\"> meet the two teams that were the audience favorites\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>The world is full of interesting problems to solve.\u003c/p>\n\u003cp>We are all constantly observing and assessing what’s not working around us, and thinking of ways to improve it. That is the heart of engineering: being curious about a problem, investigating potential solutions, and designing and testing those solutions.\u003c/p>\n\u003cp>KQED is inviting \u003cstrong>youth, ages 11-18\u003c/strong>, to share ideas for solving a problem at school, at home or in your community.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/wvlBwkNVPuQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Need Some Inspiration?\u003c/h3>\n\u003cfigure>\u003cimg src=\"http://u.s.kqed.net/2015/10/15/inspiration.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Check out our \u003cem>Engineering Is\u003c/em> e-book series. See how scientists and engineers have worked together to \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-diagnosing-diseases/\">diagnose diseases using origami microscopes\u003c/a>, \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-bringing-fish-up/\">help fish survive\u003c/a>, and even \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-cleaning-water/\">clean poop from drinking water\u003c/a>.\u003c/p>\n\u003c/aside>\n\u003ch2>The Challenge\u003c/h2>\n\u003col>\n\u003cli>\u003cstrong>Identify a problem\u003c/strong> at school, at home, or in your community that can be solved or improved through engineering. You may have an idea already. Is there a water fountain that could be designed to waste less water? Could you redesign lighting at school to be more energy efficient? What’s your vision for how to redesign something to make it better? We encourage you to interview friends, family members and leaders in your neighborhood to gather ideas.\u003c/li>\n\u003cli>\u003cstrong>Define the criteria and constraints.\u003c/strong> What are the characteristics your design needs in order to be successful? Take into account relevant scientific principles, and impacts on people and the environment. What are the limitations of your design? Think about the materials you’d need, the physical size of your product, cost, etc.\u003c/li>\n\u003cli>\u003cstrong>Come up with a possible solution\u003c/strong> based on your criteria and constraints. You are not required to actually build your solution, just to develop the idea and visually explain it. You can sketch your idea on paper or in a drawing app, build a prototype using everyday materials, or show your design in another way. You may want to gather feedback on your original solution and make changes to your design.\u003c/li>\n\u003cli>\u003cstrong>Create a piece of media\u003c/strong> that clearly explains the problem and why it needs to be solved, describes the constraints and shows your solution. We will accept short videos (no more than 2 mins), photos, drawings, images or infographics.\u003c/li>\n\u003cli>\u003cstrong>Share your submission using hashtag \u003cem>#EngineerThat\u003c/em>\u003c/strong>. You will need to publicly share your submission on a social media platform. For this challenge, we are asking you to submit through \u003cstrong>Twitter\u003c/strong>, \u003cstrong>Facebook\u003c/strong>, \u003cstrong>YouTube\u003c/strong> or \u003cstrong>Instagram\u003c/strong>. (Note: If you are under 13, you will need to submit your idea on social media through your teacher’s or parent’s account.)\u003c/li>\n\u003cli>\u003ca href=\"https://docs.google.com/forms/d/1k1sAgbGTMROLdEUkz_Zq0_2uxaUcBwmIaMyWrAjU4FI/viewform\" target=\"_blank\">Confirm your submission here\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cdiv class=\"callout aligncenter\">\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://u.s.kqed.net/2015/10/14/engineerthatcollage.jpg\" alt=\"\" width=\"400\">\u003c/p>\n\u003ch3>Your Submission Should Be\u003c/h3>\n\u003cp>\u003cstrong>Creative\u003c/strong> - Let your talent shine! Express your idea with style.\u003cbr>\n\u003cstrong>Clear\u003c/strong> - Make sure your idea and design is easy to understand.\u003cbr>\n\u003cstrong>Concise\u003c/strong> - Keep it short and stick to the point.\u003cbr>\n\u003cstrong>Catchy\u003c/strong> - Go viral! Share with friends and family on social media.\u003c/p>\n\u003c/div>\n\u003ch2>Questions? Watch Our Webinar\u003c/h2>\n\u003cp>Did you miss our webinars about the challenge? \u003ca href=\"https://kqed.adobeconnect.com/p4lxz4mqxb2/\" target=\"_blank\">Click here to view a recording\u003c/a>. You can \u003ca href=\"https://docs.google.com/presentation/d/1bKKQDn1xlCMZA2qaSL5SOsve5qY7FXCgJL134ZU8THA/pub?start=false&loop=false&delayms=3000\" target=\"_blank\">view the webinar slides here\u003c/a>.\u003c/p>\n\u003ch2>Challenge Timeline\u003c/h2>\n\u003cul>\n\u003cli>Submissions will be accepted \u003cmark>October 21, 2015 through January 24, 2016\u003c/mark>.\u003c/li>\n\u003cli>KQED and our teen judges from the Teen Think Tank at the \u003ca href=\"http://calacademy.org\">California Academy of Sciences \u003c/a>will select some of the most outstanding solutions. Then, we will let the KQED audience chime in from \u003cdel>February 6-12, 2016\u003c/del>. Updated: February 18-23.\u003c/li>\n\u003cli>We will feature the top five solutions in February 2016. Stay tuned for details!\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_97227\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team-.jpg\">\u003cimg class=\"size-full wp-image-97227\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team-.jpg\" alt=\"Cal Academy's Teen Think Tank provides a unique teen-centric perspective on various Academy projects, programs, and initiatives. The group meets twice a month to hear ideas and proposals from Academy departments and provides real time verbal feedback as well as a written report that documents overall highlights, areas for review, and recommendations related to youth.\" width=\"600\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team-.jpg 600w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team--400x220.jpg 400w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">California Academy of Sciences' Teen Think Tank provides a unique teen-centric perspective on various Academy projects, programs and initiatives. The group meets twice a month to hear ideas and proposals from Academy departments and provides real time verbal feedback as well as a written report that documents overall highlights, areas for review and recommendations related to youth.\u003c/figcaption>\u003c/figure>\n\u003ch2>Resources for Educators\u003c/h2>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.teachengineering.org/engrdesignprocess.php\" target=\"_blank\">Engineering Design Process\u003c/a> - from TeachEngineering\u003c/li>\n\u003cli>\u003ca href=\"http://www.nextgenscience.org/sites/ngss/files/MS%20ETS%20topics%20combined%206.12.13.pdf\" target=\"_blank\">NGSS Middle School Engineering Design\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.nextgenscience.org/sites/ngss/files/HS%20ETS%20DCI%20combined%206.13.13.pdf\" target=\"_blank\">NGSS High School Engineering Design\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>Things You Need To Know Before Submitting Your Solution\u003c/h2>\n\u003cp>All solutions shared via #EngineerThat are subject to KQED.org's \u003ca href=\"http://ww2.kqed.org/about/help/terms-service/\">Terms of Service\u003c/a>.\u003c/p>\n\u003cul>Please take special note that:\n\u003cli>If you are aged 13 to 17 you’ll need to have permission from your parent or a legal guardian before you submit a solution to #Engineer That. If you are under 13 your teacher or parent or guardian will need to submit your solution for you.\u003c/li>\n\u003cli>Your solution must be your original work, or if elements are borrowed (for ex. you include a photo you did not take yourself or music), you are responsible for making sure you have permission to use the element. If anyone aside from yourself appears in a video solution you submit, you must have their permission to send in the video before you send it.\u003c/li>\n\u003cli>When you submit your solution you are giving KQED permission to share it with many others.\u003c/li>\n\u003cli>The Terms of Service were revised fairly recently. Please make sure you and your parents and teachers are familiar with the new set of terms.\u003c/li>\n\u003c/ul>\n\u003cp>Your submission will also need to comply with the rules of the social media platform you are using to share your solution—Twitter, Facebook, Instagram or YouTube.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Your solution will be seen by many people. Make sure it does not include any personal information you do not want to share and that it is respectful of others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If any of this sounds confusing to you, be sure to discuss it with your parents or teacher.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>The #EngineerThat challenge has concluded. Thank you to everyone that participated! \u003ca href=\"http://ww2.kqed.org/quest/2016/02/18/top-five-favorites-from-engineerthat/\" target=\"_blank\">View the top five submissions \u003c/a>and\u003ca href=\"http://ww2.kqed.org/quest/2016/03/09/meet-the-top-youth-teams-from-engineerthat/\" target=\"_blank\"> meet the two teams that were the audience favorites\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>The world is full of interesting problems to solve.\u003c/p>\n\u003cp>We are all constantly observing and assessing what’s not working around us, and thinking of ways to improve it. That is the heart of engineering: being curious about a problem, investigating potential solutions, and designing and testing those solutions.\u003c/p>\n\u003cp>KQED is inviting \u003cstrong>youth, ages 11-18\u003c/strong>, to share ideas for solving a problem at school, at home or in your community.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/wvlBwkNVPuQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Need Some Inspiration?\u003c/h3>\n\u003cfigure>\u003cimg src=\"http://u.s.kqed.net/2015/10/15/inspiration.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Check out our \u003cem>Engineering Is\u003c/em> e-book series. See how scientists and engineers have worked together to \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-diagnosing-diseases/\">diagnose diseases using origami microscopes\u003c/a>, \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-bringing-fish-up/\">help fish survive\u003c/a>, and even \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-cleaning-water/\">clean poop from drinking water\u003c/a>.\u003c/p>\n\u003c/aside>\n\u003ch2>The Challenge\u003c/h2>\n\u003col>\n\u003cli>\u003cstrong>Identify a problem\u003c/strong> at school, at home, or in your community that can be solved or improved through engineering. You may have an idea already. Is there a water fountain that could be designed to waste less water? Could you redesign lighting at school to be more energy efficient? What’s your vision for how to redesign something to make it better? We encourage you to interview friends, family members and leaders in your neighborhood to gather ideas.\u003c/li>\n\u003cli>\u003cstrong>Define the criteria and constraints.\u003c/strong> What are the characteristics your design needs in order to be successful? Take into account relevant scientific principles, and impacts on people and the environment. What are the limitations of your design? Think about the materials you’d need, the physical size of your product, cost, etc.\u003c/li>\n\u003cli>\u003cstrong>Come up with a possible solution\u003c/strong> based on your criteria and constraints. You are not required to actually build your solution, just to develop the idea and visually explain it. You can sketch your idea on paper or in a drawing app, build a prototype using everyday materials, or show your design in another way. You may want to gather feedback on your original solution and make changes to your design.\u003c/li>\n\u003cli>\u003cstrong>Create a piece of media\u003c/strong> that clearly explains the problem and why it needs to be solved, describes the constraints and shows your solution. We will accept short videos (no more than 2 mins), photos, drawings, images or infographics.\u003c/li>\n\u003cli>\u003cstrong>Share your submission using hashtag \u003cem>#EngineerThat\u003c/em>\u003c/strong>. You will need to publicly share your submission on a social media platform. For this challenge, we are asking you to submit through \u003cstrong>Twitter\u003c/strong>, \u003cstrong>Facebook\u003c/strong>, \u003cstrong>YouTube\u003c/strong> or \u003cstrong>Instagram\u003c/strong>. (Note: If you are under 13, you will need to submit your idea on social media through your teacher’s or parent’s account.)\u003c/li>\n\u003cli>\u003ca href=\"https://docs.google.com/forms/d/1k1sAgbGTMROLdEUkz_Zq0_2uxaUcBwmIaMyWrAjU4FI/viewform\" target=\"_blank\">Confirm your submission here\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cdiv class=\"callout aligncenter\">\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://u.s.kqed.net/2015/10/14/engineerthatcollage.jpg\" alt=\"\" width=\"400\">\u003c/p>\n\u003ch3>Your Submission Should Be\u003c/h3>\n\u003cp>\u003cstrong>Creative\u003c/strong> - Let your talent shine! Express your idea with style.\u003cbr>\n\u003cstrong>Clear\u003c/strong> - Make sure your idea and design is easy to understand.\u003cbr>\n\u003cstrong>Concise\u003c/strong> - Keep it short and stick to the point.\u003cbr>\n\u003cstrong>Catchy\u003c/strong> - Go viral! Share with friends and family on social media.\u003c/p>\n\u003c/div>\n\u003ch2>Questions? Watch Our Webinar\u003c/h2>\n\u003cp>Did you miss our webinars about the challenge? \u003ca href=\"https://kqed.adobeconnect.com/p4lxz4mqxb2/\" target=\"_blank\">Click here to view a recording\u003c/a>. You can \u003ca href=\"https://docs.google.com/presentation/d/1bKKQDn1xlCMZA2qaSL5SOsve5qY7FXCgJL134ZU8THA/pub?start=false&loop=false&delayms=3000\" target=\"_blank\">view the webinar slides here\u003c/a>.\u003c/p>\n\u003ch2>Challenge Timeline\u003c/h2>\n\u003cul>\n\u003cli>Submissions will be accepted \u003cmark>October 21, 2015 through January 24, 2016\u003c/mark>.\u003c/li>\n\u003cli>KQED and our teen judges from the Teen Think Tank at the \u003ca href=\"http://calacademy.org\">California Academy of Sciences \u003c/a>will select some of the most outstanding solutions. Then, we will let the KQED audience chime in from \u003cdel>February 6-12, 2016\u003c/del>. Updated: February 18-23.\u003c/li>\n\u003cli>We will feature the top five solutions in February 2016. Stay tuned for details!\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_97227\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team-.jpg\">\u003cimg class=\"size-full wp-image-97227\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team-.jpg\" alt=\"Cal Academy's Teen Think Tank provides a unique teen-centric perspective on various Academy projects, programs, and initiatives. The group meets twice a month to hear ideas and proposals from Academy departments and provides real time verbal feedback as well as a written report that documents overall highlights, areas for review, and recommendations related to youth.\" width=\"600\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team-.jpg 600w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/Cal-Academys-Teen-Think-Tank-team--400x220.jpg 400w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">California Academy of Sciences' Teen Think Tank provides a unique teen-centric perspective on various Academy projects, programs and initiatives. The group meets twice a month to hear ideas and proposals from Academy departments and provides real time verbal feedback as well as a written report that documents overall highlights, areas for review and recommendations related to youth.\u003c/figcaption>\u003c/figure>\n\u003ch2>Resources for Educators\u003c/h2>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.teachengineering.org/engrdesignprocess.php\" target=\"_blank\">Engineering Design Process\u003c/a> - from TeachEngineering\u003c/li>\n\u003cli>\u003ca href=\"http://www.nextgenscience.org/sites/ngss/files/MS%20ETS%20topics%20combined%206.12.13.pdf\" target=\"_blank\">NGSS Middle School Engineering Design\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.nextgenscience.org/sites/ngss/files/HS%20ETS%20DCI%20combined%206.13.13.pdf\" target=\"_blank\">NGSS High School Engineering Design\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>Things You Need To Know Before Submitting Your Solution\u003c/h2>\n\u003cp>All solutions shared via #EngineerThat are subject to KQED.org's \u003ca href=\"http://ww2.kqed.org/about/help/terms-service/\">Terms of Service\u003c/a>.\u003c/p>\n\u003cul>Please take special note that:\n\u003cli>If you are aged 13 to 17 you’ll need to have permission from your parent or a legal guardian before you submit a solution to #Engineer That. If you are under 13 your teacher or parent or guardian will need to submit your solution for you.\u003c/li>\n\u003cli>Your solution must be your original work, or if elements are borrowed (for ex. you include a photo you did not take yourself or music), you are responsible for making sure you have permission to use the element. If anyone aside from yourself appears in a video solution you submit, you must have their permission to send in the video before you send it.\u003c/li>\n\u003cli>When you submit your solution you are giving KQED permission to share it with many others.\u003c/li>\n\u003cli>The Terms of Service were revised fairly recently. Please make sure you and your parents and teachers are familiar with the new set of terms.\u003c/li>\n\u003c/ul>\n\u003cp>Your submission will also need to comply with the rules of the social media platform you are using to share your solution—Twitter, Facebook, Instagram or YouTube.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Who doesn’t love robots? With a growing culture of makers, tinkerers and hackers, robotics can be a great way to excite and educate students about science, technology, engineering, math and computer science. However, introducing robotics projects and activities in the classroom can often be time-consuming, expensive and intimidating for teachers. So to help you out, here’s a list of some fun, easy-to-implement or inexpensive project ideas for both inside and outside the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://pbskids.org/designsquad/build/bristle-bots/\">\u003cspan style=\"font-weight: 400\">Build a Bristle Bot\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This Design Squad activity uses simple supplies like the toothbrush heads, wires, scissors, tape, rubber bands, a button cell battery, and a 1- or 3-volt motor (you can probably find one in an old cellphone--it’s what causes your phone to vibrate--but you can also buy one new). Essentially, you attach the toothbrush head to the motor, connect it to a battery and off it goes. You could even dip these robots in paint and use them to paint a giant picture. This is a great activity to teach about circuitry or even \u003c/span>\u003ca href=\"http://www.precisionmicrodrives.com/vibrating-vibrator-vibration-motors\">\u003cspan style=\"font-weight: 400\">how motors work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://robotbasic.org/index.html\">\u003cspan style=\"font-weight: 400\">RobotBasic\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Don’t have the materials or time to make a robot? That’s okay, you can still have students learn programming skills by using \u003c/span>\u003ca href=\"http://robotbasic.org/index.html\">\u003cspan style=\"font-weight: 400\">RobotBasic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free robotic simulator. RobotBasic offers free PDF downloads of introductory robot-based projects for schools. Check out their \u003c/span>\u003ca href=\"http://robotbasic.org/7.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for helping educators get started with teaching programming.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.nsta.org/publications/news/story.aspx?id=51677\">\u003cspan style=\"font-weight: 400\">Girls, Robots and Education\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Deconstruct a broken toy robot, or bring in toy robots and run some experiments. In the article “\u003c/span>\u003ca href=\"http://www.nsta.org/publications/news/story.aspx?id=51677\">\u003cspan style=\"font-weight: 400\">Girls, Robots and Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” authors \u003c/span>\u003cspan style=\"font-weight: 400\">J. Jill Rogers, Marylin Lisowski, and Amy A. Rogers suggest having students “dissect” old robots and identify the various robot parts. Alternatively, you could ask students to bring in toy robots, or collect several yourself, and have students set up experiments to see if they can determine the types and locations of sensors in their toy robots. Check out the article for more details and resources.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.popsci.com/build-umbrella-stand-outsmarts-rain\">\u003cspan style=\"font-weight: 400\">Build an Umbrella Stand that OutSmarts the Rain\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This may not be as easy to implement or inexpensive as the others, but it’s just so cool. Definitely more advanced than the others on this list, this activity uses \u003c/span>\u003ca href=\"http://littlebits.cc/cloud?utm_source=ShareASale&utm_medium=affiliate&utm_campaign=966033\">\u003cspan style=\"font-weight: 400\">littleBits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> modules to hook up an umbrella stand to a weather API. Using some programming, you can get the stand to light up if it’s going to rain, indicating you should take your umbrella with you when you go out. These instructions call for a 3D printer to make the stand itself, but you could probably build an umbrella stand based on materials you have around the home or classroom, which would offer the added bonus of providing an engineering challenge--making an umbrella stand from scratch!\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if you’re looking for some media about robotics, check out our short video\u003c/span>\u003ca href=\"http://ww2.kqed.org/quest/2015/10/01/engineering-is-exploring-space-with-shape-shifting-robots/\">\u003cspan style=\"font-weight: 400\"> Engineering Is Exploring Space with Shape-Shifting Robots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"http://www.pbslearningmedia.org/search/?q=Robotics&selected_facets=&selected_facets=media_type_exact%3AVideo&selected_facets=media_type_exact%3ACollection&order=&page=1\">\u003cspan style=\"font-weight: 400\">PBS LearningMedia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is also a great resource to find media on a variety of topics, including robotics.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’d love to get your input too. Do you already incorporate robotics activities in your classroom? Do you have recommendations? If you try one of these activities, let us know how it goes. Write to us in the comments below or tweet us @KQEDedspace.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Who doesn’t love robots? With a growing culture of makers, tinkerers and hackers, robotics can be a great way to excite and educate students about science, technology, engineering, math and computer science. However, introducing robotics projects and activities in the classroom can often be time-consuming, expensive and intimidating for teachers. So to help you out, here’s a list of some fun, easy-to-implement or inexpensive project ideas for both inside and outside the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://pbskids.org/designsquad/build/bristle-bots/\">\u003cspan style=\"font-weight: 400\">Build a Bristle Bot\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This Design Squad activity uses simple supplies like the toothbrush heads, wires, scissors, tape, rubber bands, a button cell battery, and a 1- or 3-volt motor (you can probably find one in an old cellphone--it’s what causes your phone to vibrate--but you can also buy one new). Essentially, you attach the toothbrush head to the motor, connect it to a battery and off it goes. You could even dip these robots in paint and use them to paint a giant picture. This is a great activity to teach about circuitry or even \u003c/span>\u003ca href=\"http://www.precisionmicrodrives.com/vibrating-vibrator-vibration-motors\">\u003cspan style=\"font-weight: 400\">how motors work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://robotbasic.org/index.html\">\u003cspan style=\"font-weight: 400\">RobotBasic\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Don’t have the materials or time to make a robot? That’s okay, you can still have students learn programming skills by using \u003c/span>\u003ca href=\"http://robotbasic.org/index.html\">\u003cspan style=\"font-weight: 400\">RobotBasic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free robotic simulator. RobotBasic offers free PDF downloads of introductory robot-based projects for schools. Check out their \u003c/span>\u003ca href=\"http://robotbasic.org/7.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for helping educators get started with teaching programming.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.nsta.org/publications/news/story.aspx?id=51677\">\u003cspan style=\"font-weight: 400\">Girls, Robots and Education\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Deconstruct a broken toy robot, or bring in toy robots and run some experiments. In the article “\u003c/span>\u003ca href=\"http://www.nsta.org/publications/news/story.aspx?id=51677\">\u003cspan style=\"font-weight: 400\">Girls, Robots and Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” authors \u003c/span>\u003cspan style=\"font-weight: 400\">J. Jill Rogers, Marylin Lisowski, and Amy A. Rogers suggest having students “dissect” old robots and identify the various robot parts. Alternatively, you could ask students to bring in toy robots, or collect several yourself, and have students set up experiments to see if they can determine the types and locations of sensors in their toy robots. Check out the article for more details and resources.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.popsci.com/build-umbrella-stand-outsmarts-rain\">\u003cspan style=\"font-weight: 400\">Build an Umbrella Stand that OutSmarts the Rain\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">This may not be as easy to implement or inexpensive as the others, but it’s just so cool. Definitely more advanced than the others on this list, this activity uses \u003c/span>\u003ca href=\"http://littlebits.cc/cloud?utm_source=ShareASale&utm_medium=affiliate&utm_campaign=966033\">\u003cspan style=\"font-weight: 400\">littleBits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> modules to hook up an umbrella stand to a weather API. Using some programming, you can get the stand to light up if it’s going to rain, indicating you should take your umbrella with you when you go out. These instructions call for a 3D printer to make the stand itself, but you could probably build an umbrella stand based on materials you have around the home or classroom, which would offer the added bonus of providing an engineering challenge--making an umbrella stand from scratch!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if you’re looking for some media about robotics, check out our short video\u003c/span>\u003ca href=\"http://ww2.kqed.org/quest/2015/10/01/engineering-is-exploring-space-with-shape-shifting-robots/\">\u003cspan style=\"font-weight: 400\"> Engineering Is Exploring Space with Shape-Shifting Robots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"http://www.pbslearningmedia.org/search/?q=Robotics&selected_facets=&selected_facets=media_type_exact%3AVideo&selected_facets=media_type_exact%3ACollection&order=&page=1\">\u003cspan style=\"font-weight: 400\">PBS LearningMedia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is also a great resource to find media on a variety of topics, including robotics.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’d love to get your input too. Do you already incorporate robotics activities in your classroom? Do you have recommendations? If you try one of these activities, let us know how it goes. Write to us in the comments below or tweet us @KQEDedspace.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Exploring Space with Shape-Shifting Robots",
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"content": "\u003cp>Alice Agogino is a mechanical engineering professor at the University of California at Berkeley, and she and \u003ca href=\"http://best.berkeley.edu/\">her lab\u003c/a> are among a group of engineers that are designing what might be the next generation of space exploring robots. These don’t look like the Mars rovers with the big wheels that you may be thinking of-- oh no, they are totally different-- and that’s the point. These robots actually look like a ball of rods and cables, and they are modelled after a baby toy, of all things.\u003c/p>\n\u003cfigure id=\"attachment_78452\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/Vytas_with_toy.jpg\">\u003cimg class=\"size-thumbnail wp-image-78452\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/Vytas_with_toy-400x225.jpg\" alt=\"Vytas with bay toy\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/Vytas_with_toy-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/Vytas_with_toy-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/Vytas_with_toy-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/Vytas_with_toy-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/Vytas_with_toy-960x540.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Vytas SunSpiral with a tensegrity baby toy\u003c/figcaption>\u003c/figure>\n\u003cp>It all began when \u003ca href=\"http://www.magicalrobot.org/BeingHuman/\">Vytas SunSpiral\u003c/a>, a robotics researcher and his colleague Adrian Agogino (Alice Agogino’s son and also a robotics researcher) were brainstorming how to improve space robotics. They happened to be playing with a baby toy called a Skwish. The skwish is a type of structure known as a tensegrity structure. In tensegrity structures, rigid parts like wooden rods or steel beams aren’t directly connected to one another by nails or screws, but rather are held together by wires, cables, chains or some kind of band. As a baby toy they are fun to play with because you can squash them and throw them and they won’t break. They can \u003ca href=\"https://www.youtube.com/watch?v=LddumjHEmg8\">easily distribute and absorb forces\u003c/a> that result from impact. So after throwing this toy on the ground and observing its ability to remain intact, SunSpiral’s team realized this type of structure might be a good landing structure for a space robot.\u003c/p>\n\u003cp>Traditional space robots, like the Mars rovers are really difficult to land because you have a pretty delicate robot approaching a planet at really high speeds. As a result, engineers spend a lot of time and money making sure nothing breaks during landing. In fact, landing Curiosity, the current robot on Mars, has been nicknamed the\u003ca href=\"https://www.youtube.com/watch?v=Ki_Af_o9Q9s\"> 7 minutes of terror\u003c/a>. Traditional rovers are also somewhat limited in the places they can explore. For example, rock walls or cliff edges are too risky for them. If one were to fall down a steep slope then it could break rendering the rover useless. Sharp rocky surfaces can also tear or puncture the robot’s wheels making it difficult to move.\u003c/p>\n\u003cp>Robots based on tensegrity structures might be easier to land and cheaper to make. They could possibly even explore some of the more challenging surfaces.\u003c/p>\n\u003cfigure id=\"attachment_78455\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/v1.jpg\">\u003cimg class=\"size-thumbnail wp-image-78455\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/v1-400x390.jpg\" alt=\"early prototype of tensegrity robot\" width=\"400\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/v1-400x390.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v1-800x780.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v1-960x937.jpg 960w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v1.jpg 1106w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An early prototype of a tensegrity robot created by Alice Agogino's lab\u003c/figcaption>\u003c/figure>\n\u003cp>“So tensegrity rovers offer a lot of advantages over the traditional wheeled-structured rovers. They’re lighter weight, they’re more robust, they can handle lot of damage because the load is distributed among the tensile elements,” explains Alice Agogino.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>SunSpiral and his colleagues have received a \u003ca href=\"https://www.youtube.com/watch?v=4Z_ablQGh-8\">NASA Innovative Advanced Concepts\u003c/a> award to see if they can get these structures to move and perform the tasks that are needed for space exploration. He is now a principal investigator of the Dynamic Tensegrity Robotics Lab at NASA Ames Research Center, and several collaborators, like Agogino’s lab at Berkeley have joined the research.\u003c/p>\n\u003cp>“How science really happens is that you get teams together, you build collaborations, you build networks of colleagues who are thinking about similar parts of the problem but may be taking slightly different approaches to it… and you work with each other and you share ideas,” adds SunSpiral.\u003c/p>\n\u003cp>There’s a lot involved in designing one of these robots. In general, computers control motors that cause the cables to stretch or compress. This causes the structure to shift its shape, altering the center of gravity and creating a rolling motion. The eventual idea is that these robots could carry instruments, like cameras and sensors. Several robots could be compactly packed into a space craft and dropped on a planet where they could roll around taking images and gathering data.\u003c/p>\n\u003cfigure id=\"attachment_78456\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/v2.jpg\">\u003cimg class=\"size-thumbnail wp-image-78456\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/v2-400x225.jpg\" alt=\"Another p\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/v2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v2-960x540.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">One of the tensegrity robot prototypes developed at Alice Agogino's lab. This one has a centralized computer and uses linear actuators to expand and compress the cables to get the robots to move.\u003c/figcaption>\u003c/figure>\n\u003cp>Agogino’s lab at Berkeley has created several rapid prototypes of the tensegrity structures. For each prototype they change parameters like the materials they are making the robots out of and the types and locations of the motors. For example, one version uses motors that stretches and compresses the cables by pulling or pushing on a straight line, while another version actually wraps the cable around a spool to shorten it.\u003c/p>\n\u003cfigure id=\"attachment_78458\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/clean_robot.jpg\">\u003cimg class=\"size-thumbnail wp-image-78458\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/clean_robot-400x225.jpg\" alt=\"This is the most recent tensegrity robot prototype created by Alice Agogino's lab. The computers and motors that control movement are located in the pods.\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/clean_robot-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/clean_robot-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/clean_robot-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/clean_robot-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/clean_robot-960x540.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">This is the most recent tensegrity robot prototype created by Alice Agogino's lab. The computers and motors that control movement are located in the pods.\u003c/figcaption>\u003c/figure>\n\u003cp>Once the prototypes are built they test for things like how fast they go, how much energy they need to move, how much weight they can carry, how far they can be dropped, and how they respond to different environments. In additional to building physical prototypes, the teams are also exploring how to best program the robots to move using \u003ca href=\"http://ti.arc.nasa.gov/tech/asr/intelligent-robotics/tensegrity/ntrt/\">NASA’s Tensegrity Robotics Toolkit (NTRT)\u003c/a>. They also use computer simulations to build computer models of these robots.\u003c/p>\n\u003cp>An actual space mission with these robots is still a long way off. But the researchers are looking at other uses for tensegrity robotics as well. For example, they are examining how tensegrity robots could be used in home healthcare. Her lab is also developing educational toys and robots to help teach students about tensegrity and robotics.\u003c/p>\n\u003cp>“We’re exploring just the wide range of motions that we can get out of tensegrities. Can they eventually climb up stairs for home health care – that's one thing that we’re really interested in. So we’re really interested exploring the limit of what you can do with this kind of structure,” explains Alice Agogino. Tensegrity robots could offer exciting new possibilities in the world of robotics.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Discussion Questions\u003c/strong>\u003cbr>\n1. What problems were the engineers trying to solve?\u003cbr>\n2. What constraints do you think they might be working with?\u003cbr>\n3. What types of things are they testing when the engineers test their prototypes?\u003cbr>\n4. What types of changes might the engineers make to their prototypes and designs?\u003cbr>\n5. How do you think the researchers are using prototypes and computer models to design the robots?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Alice Agogino is a mechanical engineering professor at the University of California at Berkeley, and she and \u003ca href=\"http://best.berkeley.edu/\">her lab\u003c/a> are among a group of engineers that are designing what might be the next generation of space exploring robots. These don’t look like the Mars rovers with the big wheels that you may be thinking of-- oh no, they are totally different-- and that’s the point. These robots actually look like a ball of rods and cables, and they are modelled after a baby toy, of all things.\u003c/p>\n\u003cfigure id=\"attachment_78452\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/Vytas_with_toy.jpg\">\u003cimg class=\"size-thumbnail wp-image-78452\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/Vytas_with_toy-400x225.jpg\" alt=\"Vytas with bay toy\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/Vytas_with_toy-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/Vytas_with_toy-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/Vytas_with_toy-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/Vytas_with_toy-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/Vytas_with_toy-960x540.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Vytas SunSpiral with a tensegrity baby toy\u003c/figcaption>\u003c/figure>\n\u003cp>It all began when \u003ca href=\"http://www.magicalrobot.org/BeingHuman/\">Vytas SunSpiral\u003c/a>, a robotics researcher and his colleague Adrian Agogino (Alice Agogino’s son and also a robotics researcher) were brainstorming how to improve space robotics. They happened to be playing with a baby toy called a Skwish. The skwish is a type of structure known as a tensegrity structure. In tensegrity structures, rigid parts like wooden rods or steel beams aren’t directly connected to one another by nails or screws, but rather are held together by wires, cables, chains or some kind of band. As a baby toy they are fun to play with because you can squash them and throw them and they won’t break. They can \u003ca href=\"https://www.youtube.com/watch?v=LddumjHEmg8\">easily distribute and absorb forces\u003c/a> that result from impact. So after throwing this toy on the ground and observing its ability to remain intact, SunSpiral’s team realized this type of structure might be a good landing structure for a space robot.\u003c/p>\n\u003cp>Traditional space robots, like the Mars rovers are really difficult to land because you have a pretty delicate robot approaching a planet at really high speeds. As a result, engineers spend a lot of time and money making sure nothing breaks during landing. In fact, landing Curiosity, the current robot on Mars, has been nicknamed the\u003ca href=\"https://www.youtube.com/watch?v=Ki_Af_o9Q9s\"> 7 minutes of terror\u003c/a>. Traditional rovers are also somewhat limited in the places they can explore. For example, rock walls or cliff edges are too risky for them. If one were to fall down a steep slope then it could break rendering the rover useless. Sharp rocky surfaces can also tear or puncture the robot’s wheels making it difficult to move.\u003c/p>\n\u003cp>Robots based on tensegrity structures might be easier to land and cheaper to make. They could possibly even explore some of the more challenging surfaces.\u003c/p>\n\u003cfigure id=\"attachment_78455\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/v1.jpg\">\u003cimg class=\"size-thumbnail wp-image-78455\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/v1-400x390.jpg\" alt=\"early prototype of tensegrity robot\" width=\"400\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/v1-400x390.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v1-800x780.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v1-960x937.jpg 960w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v1.jpg 1106w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An early prototype of a tensegrity robot created by Alice Agogino's lab\u003c/figcaption>\u003c/figure>\n\u003cp>“So tensegrity rovers offer a lot of advantages over the traditional wheeled-structured rovers. They’re lighter weight, they’re more robust, they can handle lot of damage because the load is distributed among the tensile elements,” explains Alice Agogino.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>SunSpiral and his colleagues have received a \u003ca href=\"https://www.youtube.com/watch?v=4Z_ablQGh-8\">NASA Innovative Advanced Concepts\u003c/a> award to see if they can get these structures to move and perform the tasks that are needed for space exploration. He is now a principal investigator of the Dynamic Tensegrity Robotics Lab at NASA Ames Research Center, and several collaborators, like Agogino’s lab at Berkeley have joined the research.\u003c/p>\n\u003cp>“How science really happens is that you get teams together, you build collaborations, you build networks of colleagues who are thinking about similar parts of the problem but may be taking slightly different approaches to it… and you work with each other and you share ideas,” adds SunSpiral.\u003c/p>\n\u003cp>There’s a lot involved in designing one of these robots. In general, computers control motors that cause the cables to stretch or compress. This causes the structure to shift its shape, altering the center of gravity and creating a rolling motion. The eventual idea is that these robots could carry instruments, like cameras and sensors. Several robots could be compactly packed into a space craft and dropped on a planet where they could roll around taking images and gathering data.\u003c/p>\n\u003cfigure id=\"attachment_78456\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/v2.jpg\">\u003cimg class=\"size-thumbnail wp-image-78456\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/v2-400x225.jpg\" alt=\"Another p\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/v2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/v2-960x540.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">One of the tensegrity robot prototypes developed at Alice Agogino's lab. This one has a centralized computer and uses linear actuators to expand and compress the cables to get the robots to move.\u003c/figcaption>\u003c/figure>\n\u003cp>Agogino’s lab at Berkeley has created several rapid prototypes of the tensegrity structures. For each prototype they change parameters like the materials they are making the robots out of and the types and locations of the motors. For example, one version uses motors that stretches and compresses the cables by pulling or pushing on a straight line, while another version actually wraps the cable around a spool to shorten it.\u003c/p>\n\u003cfigure id=\"attachment_78458\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/clean_robot.jpg\">\u003cimg class=\"size-thumbnail wp-image-78458\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/10/clean_robot-400x225.jpg\" alt=\"This is the most recent tensegrity robot prototype created by Alice Agogino's lab. The computers and motors that control movement are located in the pods.\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/10/clean_robot-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/clean_robot-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/clean_robot-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/clean_robot-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/39/2015/10/clean_robot-960x540.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">This is the most recent tensegrity robot prototype created by Alice Agogino's lab. The computers and motors that control movement are located in the pods.\u003c/figcaption>\u003c/figure>\n\u003cp>Once the prototypes are built they test for things like how fast they go, how much energy they need to move, how much weight they can carry, how far they can be dropped, and how they respond to different environments. In additional to building physical prototypes, the teams are also exploring how to best program the robots to move using \u003ca href=\"http://ti.arc.nasa.gov/tech/asr/intelligent-robotics/tensegrity/ntrt/\">NASA’s Tensegrity Robotics Toolkit (NTRT)\u003c/a>. They also use computer simulations to build computer models of these robots.\u003c/p>\n\u003cp>An actual space mission with these robots is still a long way off. But the researchers are looking at other uses for tensegrity robotics as well. For example, they are examining how tensegrity robots could be used in home healthcare. Her lab is also developing educational toys and robots to help teach students about tensegrity and robotics.\u003c/p>\n\u003cp>“We’re exploring just the wide range of motions that we can get out of tensegrities. Can they eventually climb up stairs for home health care – that's one thing that we’re really interested in. So we’re really interested exploring the limit of what you can do with this kind of structure,” explains Alice Agogino. Tensegrity robots could offer exciting new possibilities in the world of robotics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Discussion Questions\u003c/strong>\u003cbr>\n1. What problems were the engineers trying to solve?\u003cbr>\n2. What constraints do you think they might be working with?\u003cbr>\n3. What types of things are they testing when the engineers test their prototypes?\u003cbr>\n4. What types of changes might the engineers make to their prototypes and designs?\u003cbr>\n5. How do you think the researchers are using prototypes and computer models to design the robots?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In seventh grade, after reading a newspaper article about female engineers at NASA, Maria Bualat knew that was what she wanted to be when she grew up. Fast forward to today. Maria is now a robotics engineer \u003ca href=\"http://ti.arc.nasa.gov/tech/asr/intelligent-robotics/\"> NASA Ames Research Center\u003c/a>; in Mountain View, CA where she develops robotics systems for space exploration. Her main project at the moment is Astrobee -- a free-flying robot for the International Space Station. It will be able to do inspections and also monitor air quality.\u003c/p>\n\u003cp>As the deputy group lead for the Intelligent Robotics Group at NASA Ames, she does high level thinking, project management and systems engineering. This means she sets the goals and direction of the project and coordinates with different teams and engineers to make sure the project is successful.\u003c/p>\n\u003cp>Maria earned a bachelor’s degree in electrical engineering and was hired at NASA right out of school. She continued her education and earned a master’s degree in electrical engineering with an emphasis in controls while simultaneously working at NASA. For students interested in a career in science or engineering, she recommends cultivating good communication and writing skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In seventh grade, after reading a newspaper article about female engineers at NASA, Maria Bualat knew that was what she wanted to be when she grew up. Fast forward to today. Maria is now a robotics engineer \u003ca href=\"http://ti.arc.nasa.gov/tech/asr/intelligent-robotics/\"> NASA Ames Research Center\u003c/a>; in Mountain View, CA where she develops robotics systems for space exploration. Her main project at the moment is Astrobee -- a free-flying robot for the International Space Station. It will be able to do inspections and also monitor air quality.\u003c/p>\n\u003cp>As the deputy group lead for the Intelligent Robotics Group at NASA Ames, she does high level thinking, project management and systems engineering. This means she sets the goals and direction of the project and coordinates with different teams and engineers to make sure the project is successful.\u003c/p>\n\u003cp>Maria earned a bachelor’s degree in electrical engineering and was hired at NASA right out of school. She continued her education and earned a master’s degree in electrical engineering with an emphasis in controls while simultaneously working at NASA. For students interested in a career in science or engineering, she recommends cultivating good communication and writing skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Bangladesh -- a country just east of India on the Bay of Bengal -- is known for its lush, tropical environment and extensive river system. It’s capital, Dhaka, is the tenth largest city in the world and travel by boat and Rickshaw is a common way to get around town. While the waterways are an inviting lure to this populated city, water is also the source of many diseases, particularly in Dhaka’s crowded slums. Here, sewage can seep into low-pressure, old, leaky pipes that transport the town’s drinking water, exposing residents to harmful bacteria and viruses.\u003c/p>\n\u003cp>Drinking contaminated water can lead to diarrheal disease and sometimes even death. In fact, according to the \u003ca href=\"http://www.who.int/mediacentre/factsheets/fs330/en/\"> World Health Organization\u003c/a>, diarrhea is the second leading killer of children under five years of age worldwide, and it is often caused by contaminated water.\u003c/p>\n\u003cp>Dr. Stephen Luby, a professor of medicine at Stanford University and senior fellow at Stanford Woods Institute for the Environment, wanted to change that.\u003c/p>\n\u003cp>At the time, Luby was working at the U.S. Centers for Disease Control and Prevention in Bangladesh, and he was all too familiar with the number of people who were getting sick and dying from preventable waterborne diseases. In the developed world, big expensive water treatment plants clean drinking water. However, poorer countries, like Bangladesh, don’t have the resources to implement these treatment plants. Instead, residents have to clean their drinking water themselves using expensive or fragile filters, chlorine tablets or boiling the water. These types of strategies often prove difficult and cumbersome for residents.\u003c/p>\n\u003cp>“What that model asks, is to say ‘Let’s have the poorest people in the world each set up a water treatment plant in their home.’ That’s actually a big undertaking. And these are the folks who are already trying to figure out ‘How am I going to get enough money to pay rent and to feed my family?’” explains Luby.\u003c/p>\n\u003cfigure id=\"attachment_74261\" class=\"wp-caption alignleft\" style=\"max-width: 214px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/07/142277422.IiJWNDQF.e_amy_hp.jpg\">\u003cimg class=\"size-large wp-image-74261\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/07/142277422.IiJWNDQF.e_amy_hp-214x360.jpg\" alt=\"Amy Pickering with a handpump\" width=\"214\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amy Pickering, a research associate at the Woods Institute for the Environment at Stanford University, posing with a hand pump. Courtesy of Amy Pickering/ Stanford University\u003c/figcaption>\u003c/figure>\n\u003cp>Luby enlisted the help of Amy Pickering, a research associate at Stanford Woods Institute for the Environment and in the department of civil and environmental engineering at Stanford University. Along with Jenna Davis, a professor in the department of civil and environmental engineering at Stanford University and at the Stanford Woods Institute for the Environment, they were hoping to come up with a solution to clean contaminated water that was much cheaper than traditional centralized water treatment plants, but that didn’t require users to do any extra work. They call their effort the \u003ca href=\"http://www.lotuswater.org/\"> Lotus Water Project\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Pickering went to Dhaka to investigate possible solutions. She observed that women in the slums in Dhaka were using communal hand pumps to collect water in containers and store for later.\u003c/p>\n\u003cp>\"What we realized is that we needed a technology that could be compatible with these manual hand pumps that people are using to extract water from the systems,\" said Pickering.\u003c/p>\n\u003cp>They thought that if there was a device that attached to the hand pump that would clean the water as it was pumped out, then residents would have easy access to clean water. Learning that nothing like this already existed, the team realized they were going to have to develop something themselves. So Pickering packed a 70-pound hand pump in her suitcase and brought it back to Stanford.\u003c/p>\n\u003cp>Under the guidance of Luby and Davis, Pickering and a team of students at Stanford began developing a solution. They needed to create a device that would be cheap, easy to maintain and robust to hot temperatures and monsoons. It also couldn't rely on electricity since electricity can be hard to come by in Dhaka’s slums.\u003c/p>\n\u003cp>They decided to use liquid chlorine as the way to clean the water because it’s cheap and readily available in household bleach throughout Dhaka and in many places throughout the world.\u003c/p>\n\u003cp>But how were they going to inject the chlorine into the water without using electricity? They turned to a physics principle called the Venturi effect to accomplish this. The Venturi effect explains that when water is forced through a constricted pipe, like a funnel, the pressure of the water decreases. Pickering and her team created a system that uses the drop in water pressure caused by the Venturi effect to create a suction, which in turn sucks in chlorine stored in an attached tank. At the heart of the system is a funnel-like device that attaches to the outflow of the hand pump. They call the device \"the Venturi\" and they actually design and 3D print it themselves.\u003c/p>\n\u003cfigure id=\"attachment_74260\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/07/Labelled_device.jpg\">\u003cimg class=\"size-large wp-image-74260\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/07/Labelled_device-640x360.jpg\" alt=\"Venturi device\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A funnel-like device attaches directly to the hand pump and is connected to a tank that holds chlorine. When the water starts flowing through the funnel, the drop in water pressure causes the chlorine from the attached tank to be sucked into the water stream, thereby cleaning the water.\u003c/figcaption>\u003c/figure>\n\u003cp>They prototyped many different designs both in the lab and in the field in Dhaka. They tested for durability, leaks, ease of use and functionality which included testing water samples for chlorine and bacteria levels. They also interviewed and spoke with residents to understand what they liked and didn’t like about their system. They would then incorporate what they learned from user feedback and field testing by modifying their designs, often 3-D printing new devices throughout the night in their rented apartments in Bangladesh.\u003c/p>\n\u003cp>They now have proof of concept that their device can work in Dhaka, and they are currently looking at possible business models and talking with companies to try to begin implementing in the field.\u003c/p>\n\u003cp>“Right now, we’re in conversations with for-profit companies that might be interested in taking this technology and commercializing it, and we’re really excited about that. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Bangladesh -- a country just east of India on the Bay of Bengal -- is known for its lush, tropical environment and extensive river system. It’s capital, Dhaka, is the tenth largest city in the world and travel by boat and Rickshaw is a common way to get around town. While the waterways are an inviting lure to this populated city, water is also the source of many diseases, particularly in Dhaka’s crowded slums. Here, sewage can seep into low-pressure, old, leaky pipes that transport the town’s drinking water, exposing residents to harmful bacteria and viruses.\u003c/p>\n\u003cp>Drinking contaminated water can lead to diarrheal disease and sometimes even death. In fact, according to the \u003ca href=\"http://www.who.int/mediacentre/factsheets/fs330/en/\"> World Health Organization\u003c/a>, diarrhea is the second leading killer of children under five years of age worldwide, and it is often caused by contaminated water.\u003c/p>\n\u003cp>Dr. Stephen Luby, a professor of medicine at Stanford University and senior fellow at Stanford Woods Institute for the Environment, wanted to change that.\u003c/p>\n\u003cp>At the time, Luby was working at the U.S. Centers for Disease Control and Prevention in Bangladesh, and he was all too familiar with the number of people who were getting sick and dying from preventable waterborne diseases. In the developed world, big expensive water treatment plants clean drinking water. However, poorer countries, like Bangladesh, don’t have the resources to implement these treatment plants. Instead, residents have to clean their drinking water themselves using expensive or fragile filters, chlorine tablets or boiling the water. These types of strategies often prove difficult and cumbersome for residents.\u003c/p>\n\u003cp>“What that model asks, is to say ‘Let’s have the poorest people in the world each set up a water treatment plant in their home.’ That’s actually a big undertaking. And these are the folks who are already trying to figure out ‘How am I going to get enough money to pay rent and to feed my family?’” explains Luby.\u003c/p>\n\u003cfigure id=\"attachment_74261\" class=\"wp-caption alignleft\" style=\"max-width: 214px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/07/142277422.IiJWNDQF.e_amy_hp.jpg\">\u003cimg class=\"size-large wp-image-74261\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/07/142277422.IiJWNDQF.e_amy_hp-214x360.jpg\" alt=\"Amy Pickering with a handpump\" width=\"214\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amy Pickering, a research associate at the Woods Institute for the Environment at Stanford University, posing with a hand pump. Courtesy of Amy Pickering/ Stanford University\u003c/figcaption>\u003c/figure>\n\u003cp>Luby enlisted the help of Amy Pickering, a research associate at Stanford Woods Institute for the Environment and in the department of civil and environmental engineering at Stanford University. Along with Jenna Davis, a professor in the department of civil and environmental engineering at Stanford University and at the Stanford Woods Institute for the Environment, they were hoping to come up with a solution to clean contaminated water that was much cheaper than traditional centralized water treatment plants, but that didn’t require users to do any extra work. They call their effort the \u003ca href=\"http://www.lotuswater.org/\"> Lotus Water Project\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Pickering went to Dhaka to investigate possible solutions. She observed that women in the slums in Dhaka were using communal hand pumps to collect water in containers and store for later.\u003c/p>\n\u003cp>\"What we realized is that we needed a technology that could be compatible with these manual hand pumps that people are using to extract water from the systems,\" said Pickering.\u003c/p>\n\u003cp>They thought that if there was a device that attached to the hand pump that would clean the water as it was pumped out, then residents would have easy access to clean water. Learning that nothing like this already existed, the team realized they were going to have to develop something themselves. So Pickering packed a 70-pound hand pump in her suitcase and brought it back to Stanford.\u003c/p>\n\u003cp>Under the guidance of Luby and Davis, Pickering and a team of students at Stanford began developing a solution. They needed to create a device that would be cheap, easy to maintain and robust to hot temperatures and monsoons. It also couldn't rely on electricity since electricity can be hard to come by in Dhaka’s slums.\u003c/p>\n\u003cp>They decided to use liquid chlorine as the way to clean the water because it’s cheap and readily available in household bleach throughout Dhaka and in many places throughout the world.\u003c/p>\n\u003cp>But how were they going to inject the chlorine into the water without using electricity? They turned to a physics principle called the Venturi effect to accomplish this. The Venturi effect explains that when water is forced through a constricted pipe, like a funnel, the pressure of the water decreases. Pickering and her team created a system that uses the drop in water pressure caused by the Venturi effect to create a suction, which in turn sucks in chlorine stored in an attached tank. At the heart of the system is a funnel-like device that attaches to the outflow of the hand pump. They call the device \"the Venturi\" and they actually design and 3D print it themselves.\u003c/p>\n\u003cfigure id=\"attachment_74260\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/07/Labelled_device.jpg\">\u003cimg class=\"size-large wp-image-74260\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/07/Labelled_device-640x360.jpg\" alt=\"Venturi device\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A funnel-like device attaches directly to the hand pump and is connected to a tank that holds chlorine. When the water starts flowing through the funnel, the drop in water pressure causes the chlorine from the attached tank to be sucked into the water stream, thereby cleaning the water.\u003c/figcaption>\u003c/figure>\n\u003cp>They prototyped many different designs both in the lab and in the field in Dhaka. They tested for durability, leaks, ease of use and functionality which included testing water samples for chlorine and bacteria levels. They also interviewed and spoke with residents to understand what they liked and didn’t like about their system. They would then incorporate what they learned from user feedback and field testing by modifying their designs, often 3-D printing new devices throughout the night in their rented apartments in Bangladesh.\u003c/p>\n\u003cp>They now have proof of concept that their device can work in Dhaka, and they are currently looking at possible business models and talking with companies to try to begin implementing in the field.\u003c/p>\n\u003cp>“Right now, we’re in conversations with for-profit companies that might be interested in taking this technology and commercializing it, and we’re really excited about that. Because what we want to see is this technology being scaled up and distributed throughout the world,” says Pickering.\u003c/p>\n\u003cp>They estimate the device capital to cost $20 or less when produced at scale. The eventual goal is that their system will not only be used in Dhaka, but in other places in the developing world where contaminated water is often found at shared water points.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>With the adoption of the Next Generation Science Standards, engineering practices and careers are going to become much more common topics in science classrooms and programs. Here are five resources that you can use to introduce your students to a multitude of different engineering jobs, career pathways and people working in the field. And, for those of you who are thinking that it is too early to be talking careers with your students, consider that research shows that students who start thinking about college in middle school and early high school are more likely to go to college.\u003c/p>\n\u003cp>One way to introduce the topic is by focusing on the engineering design process. Our \u003ca href=\"http://blogs.kqed.org/education/e-books/\" target=\"_blank\">Engineering Is\u003c/a> e-book collection explores STEM topics and careers through stories of real-world problems being solved by engineers around the globe, like designing a $1 microscope that helps diagnose diseases in developing countries or engineering a way to study new fish species from the ocean’s twilight zone.\u003c/p>\n\u003cp>Once your students are motivated to become the next great inventors, this list of resources will provide useful information for your students and yourself because, let’s face it, who doesn’t need a refresher on exactly what it is a forest engineer does?\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.youtube.com/playlist?list=PLT3NFZ6AaRFKz4RkXrndiCjAneQN2NJ2P\" target=\"_blank\">Science and Engineering Career Spotlight video series\u003c/a>\u003c/strong> (KQED)\u003cbr>\nThis collection of short videos, each feature a scientist or engineer and their awesome work. As a bonus, the scientists talk about how the work they do relates to broader topics such as climate change, water resources and biofuels, making it very easy to integrate the videos into lessons on those topics.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.discovere.org/discover-engineering/engineering-careers\" target=\"_blank\">Engineering Careers\u003c/a>\u003c/strong> (DiscoverE)\u003cbr>\nFormerly the National Engineers Week Foundation, DiscoverE's site contains everything from basic information on job responsibilities, to listings of lowest, highest and median incomes for specific jobs, to suggested high school courses to take to get students prepared for those career paths. They also list examples of nifty projects that engineers work on, like a material scientist working to enhance the handling ability of skis and snowboards. Find some inspiration in these projects to create an engineering challenge for your students!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.engineergirl.org/\" target=\"_blank\">EngineerGirl\u003c/a>\u003c/strong> (National Academy of Engineering)\u003cbr>\nEngineerGirl is a website developed specifically for female middle school students who are interested in becoming engineers. Its whimsical and colorful interface leads to interviews with female engineers, videos on historically important female scientists, information on career paths, and competitions and contests to get students' creative juices flowing. You can use some of these competitions, like the Future Engineers’ design challenge, as a way to bring project-based learning activities into your classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.egfi-k12.org/\" target=\"_blank\">Egfi\u003c/a>\u003c/strong> (American Society for Engineering Education)\u003cbr>\nWell suited for middle school students, this website is full of great graphics and lots of animation. It contains information about where engineers can be expected to work and what they do day-to-day. They also have a student blog where cool inventions by engineering students are featured!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://itunes.apple.com/podcast/career-cornerstone-center/id218603783?mt=2\">Cornerstone Center Career Podcasts\u003c/a>\u003c/strong>\u003cbr>\nThis podcast series, available for download on iTunes, is ideal for the teacher who wants to be more in the know about different engineering jobs, expected salaries and job responsibilities. There are more than 70 episodes, ranging from about 10-20 minutes long, making them perfect for listening to on a commute to school.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.engineergirl.org/\" target=\"_blank\">EngineerGirl\u003c/a>\u003c/strong> (National Academy of Engineering)\u003cbr>\nEngineerGirl is a website developed specifically for female middle school students who are interested in becoming engineers. Its whimsical and colorful interface leads to interviews with female engineers, videos on historically important female scientists, information on career paths, and competitions and contests to get students' creative juices flowing. You can use some of these competitions, like the Future Engineers’ design challenge, as a way to bring project-based learning activities into your classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.egfi-k12.org/\" target=\"_blank\">Egfi\u003c/a>\u003c/strong> (American Society for Engineering Education)\u003cbr>\nWell suited for middle school students, this website is full of great graphics and lots of animation. It contains information about where engineers can be expected to work and what they do day-to-day. They also have a student blog where cool inventions by engineering students are featured!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://itunes.apple.com/podcast/career-cornerstone-center/id218603783?mt=2\">Cornerstone Center Career Podcasts\u003c/a>\u003c/strong>\u003cbr>\nThis podcast series, available for download on iTunes, is ideal for the teacher who wants to be more in the know about different engineering jobs, expected salaries and job responsibilities. There are more than 70 episodes, ranging from about 10-20 minutes long, making them perfect for listening to on a commute to school.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "E-book: Engineering Is Diagnosing Diseases with Origami Microscopes",
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"content": "\u003cp>\u003ca href=\"http://foldscope.woop.ie/\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/05/Origami-Miscroscope_fin-02.png\" alt=\"Origami Miscroscope_fin-02\" width=\"641\" height=\"361\" class=\"alignleft size-full wp-image-74122\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/05/Origami-Miscroscope_fin-02.png 641w, https://ww2.kqed.org/app/uploads/sites/39/2015/05/Origami-Miscroscope_fin-02-400x225.png 400w\" sizes=\"(max-width: 641px) 100vw, 641px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://foldscope.woop.ie/\" target=\"_blank\">\u003cstrong>View the E-book\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>The ability to diagnose malaria, schistosomiasis and African sleeping sickness can be the difference between life and death for people afflicted with those diseases. And while diagnosis is easily done with microscopes, in many parts of the world, lack of access to these tools means these diseases are often misdiagnosed and patients go untreated. What is the solution? A $1 origami microscope, of course, called a \u003ca href=\"http://www.foldscope.com/\" target=\"_blank\">Foldscope\u003c/a>, that can be shipped and used anywhere.\u003c/p>\n\u003cp>The new, media-rich e-book from QUEST, \u003ca href=\"http://foldscope.woop.ie/\" target=\"_blank\">Engineering Is Diagnosing Diseases with Origami Microscopes\u003c/a>, tells the story of how Stanford University bioengineer \u003ca href=\"http://stanford.edu/~manup/\" target=\"_blank\">Manu Prakash\u003c/a> and his colleagues designed a lightweight, inexpensive, robust, paper microscope in order to help people in developing countries and remote areas diagnose diseases. The book explores optics and how microscopes work--including the Foldscope--through video and animation, and shows how Foldscopes are inspiring students around the world to ask questions and make discoveries. It also contains a career spotlight video of a graduate student who uses microscopes in his research on heart cells. \u003c/p>\n\u003cp>\u003ca href=\"http://foldscope.woop.ie/\" target=\"_blank\">Engineering Is Diagnosing Diseases with Origami Microscopes\u003c/a> is the third e-book in our \u003cstrong>Engineering Is...\u003c/strong> series and is available to view on your computer, tablet and smartphone, for free. You can find links to all of KQED's e-books at \u003ca href=\"http://blogs.kqed.org/education/e-books/\" target=\"_blank\">kqed.org/ebooks\u003c/a>.\u003c/p>\n\u003cdiv class=\"clearfix\">\n\u003cp>\u003ca href=\"http://foldscope.woop.ie/\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/05/Origami-Miscroscope_fin-03_tiny.jpg\" alt=\"Origami Miscroscope_fin-03_tiny\" width=\"105\" height=\"136\" class=\"alignleft size-full wp-image-74125\">\u003c/a>\u003c/p>\n\u003cp>Discover how engineers developed a $1 paper microscope to help diagnose diseases in remote areas.\n\u003c/p>\n\u003cp>\u003ca href=\"http://foldscope.woop.ie/\">\u003cimg class=\"wp-image-16316\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/12/E-book-button-for-Web.png\" alt=\"View it on QUEST\" width=\"110\" height=\"40\">\u003c/a>\n\u003c/p>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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