Eyes on the sky: A high recision tracking system for laser communication with moving payloads

2024-25 UBC School of Engineering Capstone Group Design G (in no particular order): Abrar Mahir, Aiden Rowe, Tarek Alkabbani, Alexandra Rybka, Hayley Scherpenisse, and Alex Ede.

Project Title: Targeting and Tracking System for Stratospheric Laser Links

Student Group: Abrar Mahir, Aiden Rowe, Tarek Alkabbani, Alexandra Rybka, Hayley Scherpenisse, and Alex Ede.

Community Partner: UBCO Integrated Optics Laboratory with support from Dr. Johnathan Holzman.

Students in the Capstone Design Project course partner with UBCO’s Integrated Optics Laboratory to design a high precision, payload tracking system for aerospace applications.

What would be the “elevator pitch” for your project?

We designed a prototype to acquire and track a moving payload at 1 m/s, at a distance of 100 m, using a low-power laser. This system would facilitate optical communication with low-orbit satellites, like weather balloons. Using GPS data and a custom search algorithm, our system can detect and lock onto a target in motion with high precision. This high precision is required to establish the communication link. It integrates optical, electrical, and mechanical subsystems, like a tip-tilt mirror and a low-power detection circuit, to establish and maintain an optical link via a retroreflector-equipped payload. Tested terrestrially, the system is fully compliant with Transport Canada’s safety standards and marks a key step forward towards safer, more reliable laser-based communications for aerospace applications.

What inspired you to pursue this particular project?

A few of our team members have previously worked on a project with the Canadian Space Agency (CSA) and SEDs Canada. This was the Stratoneers team that ran experiments in the upper atmosphere with the support of Dr. Holzman, investigating the effect of space radiation on solid-state memory. This project also focused on building a full flight condition profile for stratospheric flights. During that project, we identified that the CSA lacked a system that allows for real-time transmission of experimental data. This was due to a variety of reasons, mainly stemming from regulations, as well as power and mass constraints. This inspired the development of an optical communications system for these moving platforms. The lab also identified additional applications for such a technology that further increased this project’s incentives.

Design G at various stages of development throughout the project.

What was the biggest challenge you faced while working on your project?

With the scale of the project, we organized it into a variety of subsystems. The real challenge came near the end of the project when it came to bringing all these different subsystems together-we faced so many integration issues. And keep in mind, we had integration in mind since the start. Even when each of the parts worked flawlessly individually, when combined, we faced unexpected issues nonstop. It really showed us the importance of systems engineering and some of the real hurdles in practical engineering.

What’s the funniest or most unexpected thing that happened while working  on your project?

This ties in to some of the challenges we faced, but it was in some ways ironic that we didn’t account for it and a bit frustrating at the same time-the weather! With the capstone course running mostly through the winter, the weather ruined a lot of our work. Because our testing required us to be outdoors, anytime it rained, we had to cancel our experiments to prevent damage to our electronics. It became very clear that we should have thought about this at the start of the term, and thought of waterproofing our prototype from the very start. The number of times we prepared for testing, packed all our equipment for an hour, and went to the site, just for it to start raining (even when the forecast said it wouldn’t), was borderline comical. Especially coming closer to the end of the term with the start of spring, it kind of became a joke that we would never test our prototype, no matter what progress we had achieved in the lab.

The GPS transmitter breadboard.

What excited you the most about your project?

The fact that we were able to be a part of developing the groundwork for future high-altitude laser communication demonstrations. Being a part of Dr. Holzman’s laboratory and working with lasers was definitely a highlight.

The tip tilt mechanical apparatus.

What is the most interesting/surprising thing you learned while working on your project?

Laser communication technology is actively being developed and deployed, particularly for deep space communications. It was exciting to be a part of this exotic area of research and work alongside Dr. Holzman. His lab at UBC develops all-optical and optoelectronic devices for free-space optical (FSO) and terahertz technologies, as well as for solar tracking/optimization.

What skills or knowledge did you gain during Capstone that you think will be the most useful/surprise people when you enter the workforce?

Our takeaway during this capstone project was about developing the ability to collaborate effectively with people of diverse skills and experience, and learning how to adapt your approach to make the most of each person’s strengths to achieve a shared goal. We also learned to recognize the importance of using more iterative testing during the design phase to identify and address potential issues early in the process. Finally, we realized that the most important lessons weren’t just the technical ones. We learned the value of accountability, clarity, and knowing when to stop and reflect. These values are easy to talk about, but in crunch time, they’re difficult to maintain. That’s exactly when they matter the most. As we move forward in our careers, we’ll carry those lessons with us, because being a better engineer doesn’t just happen despite the pressure; it happens because of how you choose to handle it.

As we move forward in our careers, we’ll carry those lessons with us, because being a better engineer doesn’t just happen despite the pressure; it happens because of how you choose to handle it.

What’s one piece of advice you’d give to future Capstone students that you wish you had known at the start?

Don’t underestimate the design process and pursue your concerns more thoroughly. Early on, we hoped to find an out-of-the-box “aha” moment-an elegant solution that would make everything click. But we quickly realized that the design process isn’t about breakthroughs; it’s a framework to make the best decision at every stage. This project taught us to respect the process: to explore options thoughtfully, to challenge technologies that look good on paper but don’t fit the problem, and to learn from the decisions we took. This iterative experience with the cycles of testing, rethinking, and rebuilding, is the pathway to succeeding not only in this endeavor but in engineering in general.

What does the future hold for your project? If you had unlimited resources and time, what would you do to take it to the next level?

The scale of the project means that we could have endlessly optimized and improved all the different modules. To take it to the next level, though, we would have improved the detection range by increasing our sensitivity, and also clean up our current systems integration. This would take this project one step closer to being realizable and useful in the field. We also had so many different ideas to improve performance. We wanted to incorporate real-time aviation and weather data to improve our prediction algorithm and to make the project safer.

About the Capstone Design Project course: Students in their final year of the Bachelor of Applied Science Program at UBC School of Engineering participate in the Capstone: Engineering Design Project course –  ENGR 499. Students use the knowledge and expertise accquired throughout their undergraduate degree to solve real-world engineering problems presented by industry partners, UBC faculty researchers, or the students themselves. It is also an opportunity for students to work with clients, navigate team dynamics and face the everyday challenges that occur in the industry. At the end of the year, students display their projects at the Capstone Design Project Showcase & Competition where they are judged by a select group of engineering industry leaders and UBCO faculty. To celebrate their innovation, we are highlighting some of these interesting projects from the 2024-2025 class!

Learn more about Capstone and how to submit a project proposal for 2025-2026!

Abrar Mahir is a recent Mechanical Engineering graduate from the University of British Columbia with a passion for aerospace, automotive innovation, and community impact. Originally from Bangladesh, Abrar is the recipient of the UBC Major Entrance Scholarship, Outstanding International Student Award, Dr. Spiro Engineering Memorial Award, and Provost’s Award for Teaching Assistants & Tutors. His diverse experience spans stratospheric flight systems, EV motorsports design, control systems, and ceramic research for space and defense applications. As a student leader, researcher, and artist, Abrar blends technical skill with creative thinking to push the boundaries of engineering innovation.

Abrar in front of his Capstone project board.

Tell us a bit about yourself:
I am a recent Mechanical Engineering graduate with a passion for design-driven innovation in the aerospace and automotive sectors. I was born and raised in Bangladesh, where my love for engineering began with a self-initiated 8-foot humanoid robot project in high school. That early experience with hands-on building, teamwork, and resourcefulness still shapes how I approach engineering today. Outside of academics, I am the technical director of UBCO Stratoneers, a tutor at the Student Learning Hub, owner of a small art business, and a proud member of UBCO Motorsports.

What drew you to UBC Okanagan and the School of Engineering?

UBC Okanagan’s promise of a close-knit, supportive environment with access to world-class research and mentorship is what first attracted me. The chance to grow in a community where I wouldn’t just be a number, but an active contributor, was important to me. UBCO’s strong co-op program, student-led research opportunities, and vibrant culture of innovation made it a perfect fit.

I also want to share that during very tough financial periods due to COVID, I came very close to giving up my dream of studying abroad. But this education and degree were only possible because of the major scholarships from UBC, which I was honored and deeply grateful to receive.

What was the most rewarding aspect of your time at UBCO?

The most rewarding aspect of my time at UBCO has to be my experience with UBCO Motorsports. The opportunity to build a racecar and see it evolve from a concept into a fully functional machine was incredibly fulfilling. As I progressed from designing steering systems to leading the EV accumulator mechanical team, I grew not just as an engineer but also as a leader and mentor. Collaborating with a passionate team under tight deadlines, learning from our mistakes, and watching our vehicle hit the track brought a level of satisfaction that’s hard to match. It was the perfect blend of challenge, creativity, and teamwork.

What role did community—classmates, mentors, or campus life—play in your journey?

Community played a pivotal role in shaping my UBCO experience. Whether it was collaborating with classmates on complex projects, staying late in the machine shop with the Motorsports team, or receiving guidance from professors who believed in my potential, I was constantly supported by people who pushed me to grow. The learning opportunity I had working under Dr. Holzman was also a priceless experience. I also had the chance to give back through tutoring and outreach programs, which helped me build deeper connections across campus. UBCO’s tight-knit environment made it easy to form meaningful relationships that turned into mentorships, friendships, and lifelong memories. It truly felt like being part of a family that wanted to see each other succeed.

UBCO’s tight-knit environment made it easy to form meaningful relationships that turned into mentorships, friendships, and lifelong memories. It truly felt like being part of a family that wanted to see each other succeed.

Did you participate in co-op, undergraduate research, or other hands-on experiences? How did they shape your path?
Hands-on experience has definitely been central to my journey at UBCO. I participated in multiple research placements, including with Dr. Bichler, Dr. Holzman, and Dr. Klaske’s research groups. I also co-founded and led the UBCO Stratoneers in partnership with the Canadian Space Agency, launching three successful stratospheric payloads. UBCO Motorsports has also been a defining experience, where I progressed from designing steering systems to leading the mechanical design of our first EV battery accumulator system. These experiences taught me how to translate ideas into real-world systems, work effectively in multidisciplinary teams, and lead under pressure—lessons that have been crucial in shaping both my technical skills and long-term goals.

There is no doubt that as the Convocation Speaker of your graduating class you dedicated a lot of time and hard work to your academics and beyond! Can you talk about a moment when you were really challenged academically—and how you overcame it?

One of the most challenging academic moments I faced was during my fourth-year Finite Element Methods course, where we were tasked with analyzing truss systems. I decided to go beyond the assignment and build a fully functional truss analysis app with a graphical user interface (GUI) and animated results. The only problem was, I had no experience with GUI development and limited knowledge of MATLAB beyond basic plotting. It was a steep learning curve, and I remember spending most of reading break debugging code and watching tutorials.

What helped me push through was breaking the problem down piece by piece, asking for feedback from classmates, and leaning on what I had learned during my summer research experiences. In the end, not only did the app work—it became one of the most rewarding projects I’ve ever done, blending engineering with user-focused design. That challenge taught me that stepping out of my comfort zone, even when things feel overwhelming, is often where the biggest growth happens.

Can you tell us about a particular project, professor or course that had a lasting impact on you? Why?

Dr. Jonathan Holzman and my capstone project had a profound impact on both my academic and personal development. Under his mentorship, I led a team of engineering students to develop an optical laser communication system for microsatellites and stratospheric balloons. The goal was to set a foundation for a high-speed, secure alternative to traditional RF systems by establishing a precise laser link between a moving payload and a ground station. It was one of the most technically challenging projects I’ve worked on—we had to integrate mechanical, optical, and control systems, all while complying with aerospace regulations and strict safety protocols.

Dr. Holzman’s guidance went far beyond technical advice. He challenged us to question our assumptions, think like systems engineers, and keep pushing even when things didn’t work the first—or the fifth—time. His support gave me the confidence to take on risk, lead a multidisciplinary team, and innovate in a field I hope to pursue professionally. The experience cemented my passion for aerospace research and showed me how academic mentorship can truly shape the trajectory of a student’s life.

Tell us a bit about your plans after graduation.
I am currently working at Crown West Steel Fabricators in the quality engineering team as a production assistant. I started working four days after my last exam and it has been an amazing experience so far. I’m excited to see what the future holds.

How did the Bachelor of Applied Science program prepare you for your current/future work?
The Bachelor of Applied Science program provided me with a strong foundation in both theoretical knowledge and practical skills essential for engineering. Through hands-on projects, collaborative teamwork, and exposure to industry standards, I developed critical problem-solving abilities and technical expertise. This preparation has been invaluable in my current role, enabling me to contribute effectively to quality engineering processes and confidently tackle challenges. The opportunity to learn and be familiar with manufacturing processes through UBCO Motorsports throughout my degree was also pivotal in securing my current job.

Abrar with his Okanagan Motorsports team.

How has Engineering changed your view on the world?

Engineering has fundamentally reshaped how I see the world—not just as a place of challenges, but as a landscape of solvable problems. Before studying engineering, I viewed complex systems—like satellites, vehicles, or energy grids—as distant and inaccessible. But through hands-on experience in motorsports, stratospheric flight research, and control systems, I’ve come to realize that these technologies are built by people just like us, with teamwork, curiosity, and persistence.

This shift in mindset has made me more analytical and solution-driven in everyday life. Whether it’s designing an EV battery system or optimizing energy efficiency on a campus scale, I now approach problems by breaking them down, prototyping ideas, and iterating toward improvement. Engineering hasn’t just taught me how things work—it’s given me the confidence to believe that I can contribute to how they should work in the future.

How do you think the UBCO engineering program prepares students to address global challenges? 

The UBCO engineering program prepares students to address global challenges by blending rigorous academics with meaningful, hands-on opportunities to solve real-world problems. From day one, we’re encouraged to engage in interdisciplinary projects, whether through research labs, co-ops, or student-led teams like UBCO Motorsports or the Stratoneers. My involvement in designing stratospheric payloads for the Canadian Space Agency and developing an energy optimization system for campus heating directly connected my classroom learning to real sustainability and aerospace challenges.

Beyond technical skills, the program emphasizes systems thinking, collaboration, and community outreach. Through experiences like leading a high school STEM camp or mentoring other engineering students, I’ve learned how engineering solutions must be inclusive, scalable, and grounded in social responsibility. UBCO doesn’t just train students to be engineers—it trains us to be problem-solvers for a rapidly changing world.

UBCO doesn’t just train students to be engineers—it trains us to be problem-solvers for a rapidly changing world.

In 5 words or less, how would you sum up the UBCO / School of Engineering experience?
Changed and saved my life.

Looking back, what surprised you the most about your university experience?
Looking back, what surprised me the most about my university experience was how quickly UBCO became a place where I felt I belonged. As an international student, I came in worried about whether I’d fit in or feel welcome so far from home. But those concerns faded almost immediately. The UBCO community was incredibly open and supportive. I found myself surrounded by people who celebrated diversity and genuinely wanted to help each other grow. That sense of belonging gave me the confidence to take on leadership roles, join engineering teams, and make the most of every opportunity here. What I thought would be my biggest challenge ended up being one of my greatest comforts.

What advice do you have for future / current engineering students?

Don’t be afraid to dive in, especially when you feel unprepared. Some of my most rewarding experiences came from saying yes before I felt “ready,” whether it was leading a research team, designing our Formula EV battery pack, or teaching myself MATLAB GUI development over a long weekend. Engineering is less about having all the answers and more about learning how to find them.

Engineering is less about having all the answers and more about learning how to find them.

Also, take full advantage of everything outside the classroom. Join a design team, talk to your professors, apply for research roles—even the ones that seem out of reach. UBCO gives you incredible access to hands-on learning, and that’s where you really grow. And finally, remember to support others and ask for help when you need it. Engineering is hard, but it’s a lot easier when you’re not doing it alone.

Anything else you’d like to share about your UBCO Engineering journey?

More than anything, I just feel incredibly grateful. Grateful for the people, the opportunities, and the sense of belonging I found at UBCO. When I first arrived, everything felt new and uncertain, but over time, this campus became a second home. I’ve grown not just as an engineer, but as a person—learning to lead, to collaborate, and to believe in myself.

What stands out most to me now isn’t any one project or course—it’s the countless small moments of support, encouragement, and growth that added up to something truly transformative. I’ll always be thankful for the professors who believed in me, the friends who stood by me, and the community that welcomed me with open arms. UBCO will always be a part of who I am.

UBCO Geering Up Engineering Outreach is offering camps for curious STEAM learners of all ages!

UBC Geering Up Engineering Outreach is a team within the School of Engineering with the mandate of promoting science, engineering, and technology to youth across British Columbia.

Geering Up Celebrates 10 Years of STEM Fun in the Okanagan 

How is a bird’s nest different from a beaver’s dam? How do you make an edible water bottle? Can art and science team up to create video games? And what exactly is an engineer anyways? 

If you have kids in your life who love asking big questions like these, then you’re in luck. UBC Geering Up Engineering Outreach’s summer camps are back, and you can now register for your favourite themes! 

Summer Fun for Curious Minds 

This year, Geering Up Okanagan is running 10 exciting camps for youth in Grades 1 through 12 from June 30 to August 28. Whether your child is just starting to explore science and technology or already dreaming of becoming an engineer, they will find something to tap into their potential. 

A Year of Milestones 

“We are ‘geering up’ for another incredible summer with some exciting new camp opportunities during what is a special milestone year for us,” explains Adam Cornford, who is the Assistant Manager of Geering Up and the programming lead for the organization’s Okanagan portfolio.  

“This year marks the 10-year anniversary of Geering Up in the Okanagan and the 30-year anniversary in Vancouver,” says Cornford. “Over the years, these camps have provided thousands of youths with interactive learning experiences that spark curiosity, build confidence and open doors to future careers in STEM fields, and we’re very excited to celebrate and build on that legacy this year.” 

Over the years, these camps have provided thousands of youths with interactive learning experiences that spark curiosity, build confidence and open doors to future careers in STEM fields, and we’re very excited to celebrate and build on that legacy this year.

Jen Garner, Geering Up’s Coordinator, says the best part of the summer is seeing the campers’ curiosity firsthand. 

“This summer, I am excited to see the energy and enthusiasm as our instructors, who are current UBCO students, share their knowledge and passion for STEM with our young participants. Watching kids explore STEM through hands-on activities is always a highlight for me.” 

This summer, I am excited to see the energy and enthusiasm as our instructors, who are current UBCO students, share their knowledge and passion for STEM with our young participants. Watching kids explore STEM through hands-on activities is always a highlight for me.

Alice Xie, a Geering Up programming instructor during this past winter club season, echoes that enthusiasm. “I’ve observed the transformative impact these camps have on young learners. Whether it’s the joy of solving an engineering challenge, the excitement of coding a first program or the thrill of discovering new scientific concepts, Geering Up fosters a passion for learning that lasts a lifetime. I also learn tons from the students themselves! They always amaze me with all the unique ideas they come up with.”

Whether it’s the joy of solving an engineering challenge, the excitement of coding a first program or the thrill of discovering new scientific concepts, Geering Up fosters a passion for learning that lasts a lifetime.  

Why STEM, Why Now? 

Dr. Will Hughes, Director of UBC Okanagan’s School of Engineering, says these camps are more than just summer fun; they’re a great way to show kids what’s possible. 

“Simply put,” Hughes emphasizes, “the world needs engineers, and we want students to hear the message that engineering is for everyone. We are so excited to welcome students of all ages to campus to learn and create with us. Whether you are in Grade 1 or Grade 12, we hope that the immersive STEM experiences that Geering Up offers sparks real inspiration for students.”   

Simply put, the world needs engineers, and we want students to hear the message that engineering is for everyone. We are so excited to welcome students of all ages to campus to learn and create with us.

Camps for Teens! 

Do you have  a teen who’s curious about engineering? Geering Up is bringing back 2 fan-favourite camps for older students: Intro to Engineering (Grades 8–9) and Explorations in Engineering (Grades 10–12). 

These camps are perfect for students starting to think about their future. They’ll get to dig into real-world engineering problems, try out hands-on projects, and explore what excites them most about the field. 

At UBC Okanagan, all first-year engineering students start in a general program before choosing their engineering discipline. Geering Up gives high schoolers a greater head start in figuring out what path might be right for them if they decide to pursue engineering, whether it’s computer, mechanical, civil or some other engineering or STEM discipline entirely. 

Growing With Our Community 

There’s even more on the horizon: Geering Up recently teamed up with FortisBC to expand our programming across the province. Thanks to this partnership, we’ll be able to bring more fun, hands-on STEM opportunities to even more communities in B.C., and that’s just the beginning. 

Don’t Miss Out! 

As camps season approaches, Geering Up encourages families to explore our diverse range of programs and register early since space is limited.  A summer of igniting your young scientists’ STEM curiosity awaits! 

Stay connected with us and spread the word on social media as we share updates, stories and behind-the-scenes moments from Geering Up. 

• Geering Up Okanagan on Instagram 

• Geering Up Okanagan on Facebook 

• Geering Up on LinkedIn 

UBCO students design system to eradicate invasive mussel species in Canada, US.

Capstone Group Sustainability D (in no particular order): Rex Armor, Nathan Parmar, Pia Brar, Ben Neufeld, Tristan Simmons, Usman Chughtai

A group of engineering students in the Capstone Design Project course with a deep commitment to protecting aquatic ecosystems, led them to partner with Okanagan Basin Water Board – a group that provides leadership and guidance on water issues in the valley. They are now making a real impact in the Okanagan community with their mussel eradication design system.

Capstone Project Title: Invasive Mussel Eradication: A Modular Solution 

Student Group: Rex Armor, Nathan Parmar, Pia Brar, Ben Neufeld, Tristan Simmons, Usman Chughtai 

Community Partner: Okanagan Basin Water Board

What would be the “elevator pitch” for your project?

Zebra and Quagga Mussels (ZQM) are highly invasive species that pose significant threats to British Columbia’s native ecosystems. While currently absent from western Canada, established populations in eastern provinces and regions south of the Canadian border create an urgent need for preventive action. 

In response, our team of six engineering students collaborated with the Okanagan Basin Water Board (OBWB) to design a comprehensive, transportable eradication system as part of our capstone project. The resulting Modular Mussel Eradication Station (MMES) efficiently disinfects recreational watercraft up to 30 feet long in just 10 minutes. The MMES combines two proven eradication techniques: submersion in 60°C water for five minutes, followed by an exterior high-pressure spray at 1600 psi with water heated to 80°C. 

The modular nature of the MMES sets it apart from alternative solutions, as its design compactly fits within a standard 40-foot by 8-foot shipping container. This portability facilitates convenient transportation and rapid deployment at checkpoints, particularly if ZQM are identified within provincial borders. 

The eradication system rendering, pictured above.

What inspired you to pursue this particular project?

Our team is deeply committed to protecting the beauty and health of Okanagan Lake and the many other pristine lakes throughout British Columbia. As residents and active lake users ourselves, we have a personal connection to these waters and feel a strong responsibility to preserve their natural state. Several of our members are avid boaters who regularly enjoy spending time on Okanagan Lake, making this issue particularly meaningful. Ensuring our lakes remain free of invasive mussels is crucial—not only to safeguard our cherished recreational activities but also to protect the local ecosystem and vital water infrastructure. By addressing this threat proactively, we aim to present a solution that could preserve the lakes we love for generations to come. 

Ensuring our lakes remain free of invasive mussels is crucial—not only to safeguard our cherished recreational activities but also to protect the local ecosystem and vital water infrastructure. By addressing this threat proactively, we aim to present a solution that could preserve the lakes we love for generations to come.

What was the biggest challenge you faced while working on your project?

The biggest challenge our team faced during this project was pivoting from an initial focus on mussel detection toward developing an eradication solution. As we delved deeper into research, we discovered that creating an effective detection system—particularly one capable of identifying invasive mussels at their microscopic larval stage—would exceed the scope and technical capabilities of our engineering team. Recognizing this, we made a strategic decision to shift our efforts toward designing a reliable eradication system. Although our client initially sought a detection-based solution, this pivot allowed us to deliver a practical, achievable, and impactful approach to protecting Okanagan Lake. 

What’s the funniest or most unexpected thing that happened while working on your project?

One of the funniest moments during our project came when we realized that our client essentially wanted us to create an “artificial dog nose.” Currently, trained dogs are being successfully used to detect invasive mussels on watercraft through scent. As engineering students, the idea of replicating a dog’s highly sensitive nose seemed both fascinating and amusingly ambitious. While we agreed it would be incredibly innovative—and frankly quite entertaining—to develop such a device, we quickly concluded it was probably beyond the realm of feasibility for our project. 

What excited you the most about your project?

We are excited by the potential that one day our device could be manufactured and put into practical use, protecting lakes throughout BC and beyond. Additionally, we’re hopeful that the knowledge and research gained through this project could help inspire solutions for other invasive species challenges. Who knows—perhaps our work will serve as a stepping stone toward broader environmental innovations in the future! 

We are excited by the potential that one day our device could be manufactured and put into practical use, protecting lakes throughout BC and beyond. Additionally, we’re hopeful that the knowledge and research gained through this project could help inspire solutions for other invasive species challenges.

What is the most interesting/surprising thing you learned while working on your project?

The most surprising thing we learned when working on this project is that only two dogs in Canada are currently trained to detect these invasive mussels by scent. 

What skills or knowledge did you gain during Capstone that you think will be the most useful/surprise people when you enter the workforce?

The skills of effective communication and collaborative problem-solving abilities will be the most useful in the workforce and are exactly what is needed in order to complete a capstone project.   

What’s one piece of advice you’d give to future Capstone students that you wish you had known at the start?

The engineering design process is far more nuanced than simply rushing toward an immediate solution. Really take your time at the start of the project to really understand what the problem is before diving into potential solutions. 

What does the future hold for your project? If you had unlimited resources and time, what would you do to take it to the next level?

Taking our project to the next level means manufacturing our Modular Mussel Eradication Station and testing it across British Columbia. We’re eager to see how it performs in real-world conditions and to refine its design and user-friendliness based on those insights. 

About the Capstone Design Project course: Students in their final year of the Bachelor of Applied Science Program at UBC School of Engineering participate in the Capstone: Engineering Design Project course –  ENGR 499. Students use the knowledge and expertise accquired throughout their undergraduate degree to solve real-world engineering problems presented by industry partners, UBC faculty researchers, or the students themselves. It is also an opportunity for students to work with clients, navigate team dynamics and face the everyday challenges that occur in the industry. At the end of the year, students display their projects at the Capstone Design Project Showcase & Competition where they are judged by a select group of engineering industry leaders and UBCO faculty. To celebrate their innovation, we are highlighting some of these interesting projects from the 2024-2025 class!

Learn more about Capstone and how to submit a project proposal for 2025-2026!