So begin with, Pat, can you tell us who you are and you know a bit about your background
and the path that led you working with NASA projects and workforce? What project you work on? Yeah. So I came to NASA.
I started working with NASA projects in 1988, came to Goddard in 89,
and I became a civil servant in 1990. So I’ve been here a while. I’ve seen a lot of changes.
I am an electronic engineer, specifically an electronic instrumentation engineer, and now more like electronic instrument
systems engineer, which means I kind of have my hand in all aspects of instrument development, which is awesome.
And STELLA is an instrument, so it kind of works out. Well, just a little more on the education side.
But I do have a background in instrument design development and things like that. As an engineer.
so you said you were an electrical systems engineer and an electrical instrument engineer.
Yeah. What’s the difference between so technically, I’m electronic engineer, not electronic. Okay.
People want to know the difference between that. In general, there’s a lot of overlap. Of course, electrical engineers are really thought to be more with power systems and distribution.
And what you would say less intricate, larger systems where electronic we’re dealing with like the micro circuits, transistors, things like that
a little more because there’s huge overlap anymore and it’s hard to distinguish between the two. But they do still have electrical and electronic engineering degrees.
So I’m an electronic engineer by degree. And then when I came to, Goddard specifically to work on, scientific
instruments, you could say my role here as it is as an electronic instrumentation
or instrument engineer and eventually an instrument systems engineer, because I became more familiar with disciplines outside of electronics, you know, the thermal, the,
the, power thermal, vacuum systems.
What other kind of aspects are there? Yeah. Mechanical engineering, all those things I got involved with
as an instrument systems engineer, especially small projects. So I’ve been you and I work in the science Directorate, not with any engineering directors.
I work directly with the scientists. When we try to conceive and collaborate and try to come up
with new applications to do scientific investigations based on opportunities, in other words, money to do stuff.
And they come in and say, hey, this, this whole thing we want to study, particularly my careers most been with The Sun,
although I have work with astrophysics also, where they decide, hey, there’s something we want to look into,
or we want to improve upon this type of instrument to discover, get better data. They work with me, and we can see that at the beginning level.
And then when it becomes a large mission that would be handed off to a larger team of engineers, or if it’s a small instrument,
particularly, CubeSats or most of my career sounding rockets, which are suborbital rockets, I would have my hand the entire way
right out to being out in the field, recovering them when they come down on a parachute, riding out the helicopter.
So, so, yeah, mainly done early on are small missions, which allows me to have my hands to the whole process, which I like.
Now, the downside is we usually have very little money, not as much time. And but that makes me very, I would say resourceful,
having to learn how to do things on the cheap, which I love. Hey my dad… Mom and dad grew up in the depression, so I was taught that way.
So I feel like that’s been my main contribution here at NASA, is learning how to do things when you don’t have many resources.
how did you first become involved with the Helio-STELLA project? What was the initial vision that you were thinking for Helio-STELLA
And how did it, how did it evolve during the development process? Sure. So, several years ago, I very luckily fell into
because someone recognized my interest and enthusiasm, into what was called, NSEC, National Space
Education Consortium, which then turned in the HEAT, more specifically, Heliophysics Education Activation Team.
So it was more of an educational side, an outreach, somewhat mostly educational
for getting heliophysics out there into the community with educators, scientists and an engineer.
Me, Paul Mirel was also involved before he. So I knew them. We collaborated and work together in the lab.
He was my mentor on several things. Sometimes I got to teach him something that he didn’t know, but mostly it was the other way around.
Brilliant, innovative, resourceful gentleman, which I always respect, because that’s where I come from.
And, I had seen him working on STELLA and, one of our labs here in the building, the STEM Innovation Lab,
which I was loosely involved with at the time, and then moved down the road, maybe a year or two.
We have an event here called the,Goddard on the Greenn, which is kind of where a lot of organizations at Goddard display what they’re doing.
You know, some of it is more science education, engineering, some of it’s food, some of it’s the clubs.
And then you came wheeling in a pulling a, you know, not a wheelbarrow, but, a wagon of STELLA’s and I go, hey, that looks familiar.
And that looks really cool. And we got the talking and we’re all excited and saying, hey, we should collaborate. And I said, yeah, let’s do a heliophysics STELLA.
And, and we got together, you and I, and we brainstormed and said, hey, do we really good?
If we could have a STELLA that was heliophysics, focused in time for the big eclipse coming around that year.
The big total solar eclipse in April of 2024. And we got together and we went to, Michael Kirk, who’s the PI on here?
And we had to sell it to him a little bit, but he said, yeah, that’s a great idea. Let’s do it. And Paul Mirel made it happen.
He’s the engineer and software programmer, and he came up with a fantastic device
in time for us to give out kits for people to build, for us to build,
and for us to have spread out across the path of totality across the US,
in various locations to actually promote and actually measure, the sun’s behavior, during the eclipse, which was a great promotional,
but also scientifically, it was very interesting. And, I was very thrilled and happy, with it, as I think everyone else was.
But hats off to Paul for doing all the real work. I just kind of came up with the idea and got in the middle. As Paul likes to call me, he calls me the application engineer.
I, I call myself the salesman. But, I do promote the heck out of it. And everywhere I show people, they get really, really excited about it.
Primarily due to the cost, especially with educators. It’s so inexpensive, and that was our primary focus on it.
That may maybe another question that later, but we can come back to that. But that’s that’s how it all started.
And let’s do it in time for the eclipse. And we did. Elana Resnick was also with us from here and.
Yeah. Right. So the there was some contribution, I think it was, it was the four of us.
Yeah. Talking about the Helio-STELLA together. So it was Elana is from the education side.
She was able to kind of give us that pull. I was just kind of an excited engineer. Paul was the experience.
And you’re the guy who thought of the whole thing and manages all of STELLA. Fantastic. So glad we’re able to connect because it’s it’s perfect.
And it’s the kind of stuff I love doing. And I can do it in there.
I’m just really grateful that just all the timing worked out perfectly.
Yeah. And I just, I think it’s, I think from where I stand, it’s a huge success.
And it’s not done. I think there’s a lot of things we could still do,
So how does your work on STELLA slash Helios STELLA connect to other engineering projects? You’ve been involved with?
And obviously you mentioned low cost. So go ahead and continue with your career. Yeah. So absolutely absolutely low cost is it gives me
good, good, position to help develop this. Often we have to prototype things in the lab with just things
I have laying around, or I can borrow or things that don’t cost too much. And, of course, the the Arduino Raspberry Pi world has already been well
established and laid around, and so that just seemed like a natural, fit. And of course, we’ll get back into this.
STELLA has already been making use of those, for a while now, and that gives an accessibility to to education.
But again, we’ll get into that. But as far as my experience specifically, most of my career has been
with heliophysics, studying the sun and the sun’s effects on the Earth. And, Helio-STELLA is was aimed at that.
So, in particular, most of the instruments I’ve designed are are imaging spectrographs.
So looking at spectra and for people who aren’t, you know, in the scientific community, when you’re doing remote sensing, like looking at the sun or stars
and astronomy, most of the information is in spectra, not in a picture. A picture is pretty, but it basically gives you two dimensions versus intensity.
May, you know, whatever kind of light or wavelength region you’re looking. But when you look at the spectra, in other words, spread it out into a rainbow,
that’s really most of the information is, you know, you get you get to see what each energy level are.
So, you know, from that. And I’m not a scientist, I’m an engineer. So bare with me. When you spread it out and see all the energies or intensities at the various wavelengths or colors,
that allows you to figure out through some processing what that is that star or our,
sun is made out of how fast it’s moving, what temperature it is. And that gives you a lot more information where we can come up and theorize
just what the heck’s going on in a star, particularly ours. And I will tell you, from where I sit,
we still have a lot to learn, which is exciting. We’re still learning all the time about what’s going on with our sun
and how it affects us here on earth.
Okay. Can you walk us through some of the, engineering challenges you face creating an affordable, accessible, you know, heliophysics or just, instrument
itself, that can deliver actual, meaningful scientific data. So luckily, the challenges were very minimal
in this case due to the fact that the STELLA program already existed.
The majority of the instrument that I, that we came up with for STELLA had already been developed.
The software was developed, the instruments were integrated, which is basically an eight channel,
spectrometer that measures white light, intensity and I think eight, eight channels
of visible light that would already been implemented and tested in the software to develop. So when we sat down and thought, all I suggested was for an inexpensive,
useful, Heliophysics centered STELLA was to add a UV sensor.
And, so really all it was really needed was to add the UV sensor and trim down the software. Maybe, that was already there for the other STELLA, well, instrument suites.
So the only real challenge was time, right? We had the eclipse coming up and wanted to get it out there beforehand so people could go ahead, build one.
So, and again, that is an engineering challenge. There’s not just the you could say physics challenges of engineering.
There’s the time and money, challenge. So in this case, money wasn’t so bad because we came up with that is pretty inexpensive.
But it was time and again, Paul Mirel was able to, develop all that in record time.
And it worked. It worked great. But, so as an engineer, and which is probably true
outside of engineering, one of the real advantages and I can use a management term, we leveraged all the work and effort
developed that had already been done with STELLA to just make a modified and and in all honesty, a simplified version with an additional,
detector, the UV sensor. So, so it was great efficient use I think,
what’s what already been done and not having to reinvent the wheel, if you will.
one. The collaboration between engineers and educators seems to have been crucial to basically, the Helio-STELLA’s
development and STELLA’s development, of course, as well. Could you share some examples of how this cross collaboration worked in practice?
Sure. So as opposed to being I guess I don’t have a it wasn’t like a time synchronous collaboration.
It was more like my exposure and Paul’s exposure. Previously with educators, we kind of already knew
what kind of our goals would be. We I think I did speak to a few people about what they would think,
but I think Paul and I already knew, and you did already knew what this was going to be like. And, the main thing was accessibility.
Which part of that is cost, how we, you know, where can we get the parts, how much does it cost?
And, and one of the plans per, the PI here was for us to actually buy
enough parts for 20 kits to give them out, distribute them to folks. So all they had to do was put them together.
So it was also about fun project kit to build, which I think, in my opinion,
fifth grade all the way up to college. Absolutely. The, the STELLA, particularly the Helio-STELLA I’m
a lot more familiar with really had a wide range of potential, students where the the students were also the educators are not where it was easy
to build, all the way up to whether you were doing, higher level experiments or even modifying it at a high school or college level.
It really hit a wide audience, I think. And so like a lot of the collaboration was really from previous knowledge,
and we did speak to some educators a little bit to confirm it. But we were we were right on track from the beginning,
I think mainly accessibility, which like I said, is cost. The most rewarding thing to me is when we would go to, these
events like the are promoting the eclipse, where we had teacher, workshops where we were teaching
teachers how to teach heliophysics. I was promoting the new STELLA and as part of that,
they’d come by and I’d show them. And they’d go what is this? And when I told them how much it cost, their eyes lit up. Right?
I mean, because teachers today, you know, sometimes they have to buy this stuff with their own money to get what they need in the classroom.
And that this thing at the, you know, less than $100, last night shift, which was probably five months ago, if you already had,
a USB cable or connector and a micro SD card to plug this,
all the parts online, commercial $83 to build one of these. So it may be a little more now, but to me that is awesome.
And, again, that’s that’s what I think the biggest collaboration with teachers was with the accessibility.
Now, what it actually teaches is fairly simple, but it’s at a entry level.
It teaches and demonstrates at whatever age you are, what spectroscopy is, like I mentioned earlier, a lot of people,
they know what the rainbow is, but they don’t realize it from a scientific standpoint. You know what that really is?
You’re actually spreading out and looking at all the relative intensities of all the colors, and demonstrating that in the form of a data set that can be graphed
or analyzed very easily from this data set, which is recorded so that you can do scientific analysis or experimentation
to whatever level that student or teacher, is working at.
How do you see Helio-STELLA helping to develop engineering and technical skills in students who might become the next generation workforce.
Okay, that’s that’s, that’s a good question. As an engineer who felt really lucky with my the engineering school,
I went to, which was very hands on often in engineering at least.
A lot of educational institutions. So maybe it’s different now. We’re really heavy on the fundamentals and theory, which is very important.
And then they would expect that most people would learn the practical side on the job. Well, in a, in an environment here at NASA where we want to kind of be
in the lab developing and building stuff right off the bat. My school was pretty good that way, and we had a lot of hands on
and lab experience. And so many of the, the students, all their experience was in the classroom
and they never really had to build something from scratch. There would be maybe some lab, experiments,
but all the parts were already found, bought, tested. They already knew it worked. And so with with this, besides the science and the application
of like the Helio-STELLA, it would teach students another part of engineering which they may not get in most education.
And that is where do you get the parts? How much do they cost? How long does it take to get them?
And then hooking it all up together and making it work? That’s something that this STELLA could very, very well teach and at a low cost
that may not be readily available in any existing curriculum,
Could you explain some of the key technical features of Helio-STELLA and how they relate to professional instruments used in the field?
Okay, so again, I’m not a I’m not a scientist, but, Helios is a as a basic demonstration of, of spectroscopy.
You know, it’s a spectrometer in there which looks at, eight wavelengths of visible light,
as a white light meter. And then we also added a UVA sensor
to measure some what’s called near ultraviolet UVA.
So what that allows you to do is look at spectra, at the ground level, which honestly, in heliophysics we don’t do that as much.
We really want to get out of the atmosphere to look at a, you know, extreme ultraviolet out in the vacuum because the
Earth’s atmosphere blocks most of it. However, some of it gets down here, but it does demonstrate, spectroscopy
at a level that is actually useful, especially during eclipses. How does this light get scattered?
What likes are absorb, you know, what light is coming through the atmosphere that’s not directly coming through us?
From the, you know, from the sun that is normally blocked during an eclipse. So it was very useful to use this during the eclipse,
where scientists would be doing real high level science during eclipse. And we were able to see that the Helio-STELLA was actually acting very
much like higher end, more expensive, more precise, scientific instruments. So,
Helio-STELLA is definitely, you could say, depending on your opinion
as a scientist is can it fall into the the realm of citizen science, where it’s actually useful data to actually some real science?
Again, the real expensive instruments going spacecraft and things like that. But that doesn’t mean that this is not useful.
So one of the parameters in science is when you propose to do work is you have to do something new. It’s like, okay, we haven’t done this before.
This instrument either better in some ways it’s more sensitive, it has more resolution, blah, blah, blah, has higher performance, less noise.
But what what what, the STELLA’s can do, as you know, can give you more geographical resolution.
We can have a whole bunch of them all over the place across the earth for low cost.
And that is a form of resolution. And that’s like the basis of a lot of citizen science.
fantastic. And that’s. Yeah. So it is useful. And it demonstrates in line exactly what a lot of scientific instruments do.
It’s just a low cost version of that, you know. Also in particular the data sets.
How does it it gets the data, but it also logs it in, in this case a spreadsheet which pretty much anybody can import,
you know, look at on a computer graph and do analysis on it with a spreadsheet program.
That is key. And scientific instruments, you know, you, you can measure the data with the instrument, but what are you doing with it.
And so the Helio-STELLA is storing it automatically on an SD card.
And then in an easy format for people to exchange, look at and manipulate. That is a part of science a lot of people aren’t familiar with.
And Helio-STELLA does a great job of that.
I understand that UV detection capability is particularly valuable. Could you explain why this feature, was important
to include and how it works? Yeah. So the idea of adding the UV sensor to this was because the original STELLAs
did not have that. They already had the spectrograph. You guys have already built on that. So how can we make this? What else is there?
We can see on the surface of the earth. And I go, well, we can we can look at ultraviolet
because that’s really key from the sun. Ultraviolet light. You drive so much here it
you know, it damages plastics, breaks things down. You know, there’s health issues with UV.
I mean, we need some UV light to be healthy for too much. Of course, we know is bad. So, the UV, a sensor added,
you know, another capability to this without too much cost. And it allowed us to monitor, well, how does the sun’s UV output vary with,
you know, cloud cover, eclipses, whatnot, you know, from different directions?
I also thought of things like, well, we always hear about, oh, you need to wear UV blocking sunglasses or windshields like it?
Well, hey, we can kind of measure it now. It’s not a precise measurement that’s going to guarantee you’ll never get skin cancer, but it does demonstrate relative,
performance or blocking of different substances. And, right now
collaborating with, Carroll Community College, their electronic engineering department, they built a STELLA.
They’re excited, and they’re collaborating with, the physics department to actually do some experiments.
So we Paul has already added the software to this. If you just spend $15, you can replace the UVA sensor
with the UVA, UVB and UVC sensor. It’s more expensive. We didn’t put that in the original.
It’s going to cost another 15 bucks, which put us over the hundred dollars. But you can definitely make it that.
And they’re doing that at the community college to actually do experiments, putting different sunscreens on a, on a substrate
to see just how, well, relatively these different sunscreens, sunscreens can block UVA, UVA and UVB light,
which definitely affects skin cancer and sunburn and aging. So, again, it’s not a calibrated medical instrument.
But it does demonstrate relative performance of, of different substances, to block those wavelengths.
And, I think that’s really awesome because, as an example, when I was still excited about this, I still managed
to, years ago, I took one to the beach. So my family vacation, we’re all sitting around and a thin layer of clouds came over.
And of course, the age old myth or misinformation where people said, oh, thin layer of clouds.
That’s what you get. Sunburn. Worse with that. And I was like, no, you get misled thinking
there is no UV light because it’s cooler. It’s not as dark, there is still some UV light.
So you a lot of people get burned during those because they think they’re not getting it, but it absolutely is less UV light.
And I said, well, why are we arguing? I ran inside and got one and we turned it on and we watched it
in real time. We watched the UV light go up and down as the cloud cover came by.
So you were able we were able to prove that, yes, even the thinnest clouds reduce the amount of UVA light.
So so that was great. So you don’t have to have argue or wonder. Go trust a Google search. You can demonstrate it with your own instrument.
Could you envision an integrated system where multiple STELLA instruments work together to provide a more comprehensive data set?
What engineering? What engineering challenges would that represent? or present? All right, so, different ones of the same
configuration or different STELLA’s connected together. Different. Different STELLA’s, you know, you know, and so, you know, if you were to design
another STELLA, you know, something that would complement the heliophysics. STELLA. And all that, or, you know, as well as maybe enhance it as well.
What would you what would you put on there? What would you be thinking about? You know, how would you come up with it?
What would be the constraints and all that sort of thing? Right. So we’ve already worked on that. Paul, again, has already done a version two, if you will, that incorporates
the only other things we really think could be demonstrated of heliophysics. And that is a three axis magnetometer
and a GPS device. So, unfortunately, magnetometer on the surface of the Earth
isn’t quite as precise to predict or demonstrate the sun’s behavior, but it can in
certain cases during solar storms and, it still demonstrates some things.
It’s not quite as sensitive, but but it can all in one package show you,
magnetosphere variation along with any photometric. That means light variation of the UVA, B and C,
so ultraviolet light, the, the visible light, magnetic fields.
And then with the GPS, you could time, time tag and show exactly where you were and what time it was
so that you could register that with all kinds of other data. Which we did with some data.
No, it took during a solar storm, I think, in I can’t remember what year that one, I think it was 2024.
But but, you know, in one of our papers, as you saw, we were able to prove that the Helio-STELLA kind of tracked some solar storm data.
Pretty, pretty well, not with the resolution of multi-million dollar instruments, but it showed that it works.
And so that to me, that’s that’s almost that’s really citizen science. And showing that this thing is actually showing real data,
just not with the resolution of a much more expensive, unaccessible, instrument.
But but again, that’s kind of from what I understand, what, citizen science could be in that, instead of having something
that’s very, very sensitive, we have something where we have a whole bunch of them all over the planet, which
we can do. And, because it’s inexpensive, you can have all kinds of clubs, schools, everybody. And they have done that before with magnetometers.
But not with the Helio STELLA. But we can definitely do that with the Helio STELLA, in the future. And again, link it up with other STELLAs and their instrument suites.
Or we can make, you know, the modularity where people are kind of inventing and building their own pretty easily,
to fit their educational or our citizen science needs.
how do you think, basically that, stepping stone can happen with, say, the helio STELLA, to get up to, you know, starting
to understand some of the, some of the, actual professional instruments. And then you know, why.
And and then explaining how or why we need, say, those professional, instruments, those those,
you know, big say, you know, Helio, physics projects and all that. How can it be a stepping stone to do that?
Okay, so that’s a good question. I’m not not being a scientist. I can tell you just from experience, you know, seeing and building instruments that in the case of heliophysics,
Healy, Helio STELLA said measures light and different wavelengths, including UV light.
A magnetometer is something else that’s done in the case of expensive instruments and on spacecraft.
You know, once you’re outside of the Earth’s atmosphere, you can see a lot more light, particularly UV light, which is almost completely blocked by our atmosphere.
And also, we can get away from the Earth’s magnetic field to, to it. As we get closer to that, the sun, we can see its magnetic field
or our Madigan field farther away, which is, you know, more influenced. Obviously, by by the up by the Earth, solar, wind and things like that.
And so, so helium STELLA is like one of those, just like I said, a much more inexpensive and less lesser performing.
But as far as a stepping stone of light to the instrument development, it’s very similar, you know,
now, like been going on for years, as you know, money’s tighter. You don’t have as much opportunities as back in the day.
Maybe that’ll change with these huge, very expensive ten, 20, 30 year old development time, projects like Hubble and the Next generation Telescope.
You have to come up with ways of building smaller, more inexpensive ones. And that’s exactly what this is.
And in fact, some of the electronics that is used in STELLA, we have put on actual satellites.
We really have. So what we’ve learned doing STELLA and other people have learned doing STELLA type educational projects are absolutely transferable
to real scientific instruments, although they may be beefed up or maybe some other instruments or detectors to give a little bit more
resolution for, performance per se. But there’s some overlap. It’s not just like a toy.
It really is not just a toy. It’s really showing you how scientific instruments work and the challenges to develop that,
are I think it’s real. So it’s a it’s a great education science demonstration and a citizen science tool
that is accessible both cost and availability. Sorry, I’m back on my sales pitch, but it’s true.
What are your hopes for the future of Helio-STELLA and its impact on STEM education?
Yeah, so I have to say, my experience, which is limited in some way, everywhere I go, where there’s educators or people who are sort of interested in like this,
whereas educational conference or it’s a real scientific conference. When I show this to people there, the reaction is always great.
Everyone loves it. They want one. They’re going to build one. Where do I find out about it everybody seems to be really,
really excited about it. So that being the sense, I think there’s still a long way to go out there.
And to me, the biggest challenge is letting people know about it I think the more people we can reach, the more it’ll be used,
the more will be built, the more it will be applied. And of course, we haven’t touched on that,
but the modularity and easily modifiable architecture of this will allow people to custom build their own very easily.
And I, and my aspiration in the future is not what I want to do, but what all these other people who are educators and know better
than I what needs, you know, what educational gaps and scientific gaps citizen science, need to be filled.
And so my excitement is my goal is to I need to get the word out more. And we’re doing this right now. It’s great.
And the more people we can show this to, I think we don’t know where it’s going to go. But my me, particularly the next generation, Helio-STELLA
again is like almost already built with, three axis magnetometer, a GPS sensor that already has the time stamp showing the data.
But what I would also like to add is something which would be basically another board that you could just buy online.
That’s a four channel, voltage measure, also known as an analog to digital converter.
And once you put in the software for that to actually just measure a voltage along some lines, you as the owner, user, educator, tinker or whatever,
you can build your own detector that can detect anything you want and just convert it to a voltage, and this thing will log it
and put it in a spreadsheet for you. You don’t need to change the software on this. And you know, there’s a scientist here, one of our big way smarter than me
scientists, she already has plans to make a muon detector for this. And that’s just, I mean, so
I think really, the sky’s the limit when we put an ADT converter on this ADT converter board and,
then people can build their own detectors, detecting whatever they want. And I know in one of our papers, I was thinking, okay, if someone wants to do experiments
or monitor their solar power system, they can just measure the output of the solar power system with us for fun, for
education, for their home, their business, against what the sun is doing, and see just how efficient it is.
And then you can then you can optimize your system based on cloud cover storms, which colors are better than others?
Which produces more power when the sun’s more red versus a violet or indigo, those kind of things.
It’s just the sky’s the limit, I think. And that’s what I’m the most excited about, because I think once we add that
it’s only limited to people’s imagination.
So, what advice would you give to educators who are using Helio-STELLAs to prepare students for future careers in STEM.
That’s a good question. I think, in the case of of Helio-STELLA like, like other projects,
actually having to build something and maybe even obtain the parts
or buy them, find them, put it all together, make it work is absolutely a great part of Stem education, particularly
if you are going into engineering or even science, to because it goes beyond what it says in the textbook.
And you get real world challenges. Things don’t always work right. You know, I plugged it in wrong. Now what I did, I destroy it. Let’s test that.
Make sure. Do I have to buy another one? Those things you can only really learn by hands on, experience it.
So, I think, having STELLA’s, are are things like STELLA’s where the students actually have to put it
together, program it, and make it work is a great lesson in Stem education.
Particularly the easy part, the engineering part, and the t the t right.
Technology is that science technology get forget. Yeah. So this is definitely hits all of those
