Community Q&A – Victor Luquin

作者 Ned Gulley, January 21, 2026

10 次查看（过去 30 天） | 0 个赞 | 0 个评论

Victor Luquin is an aerospace engineer with the 412th Test Wing at Edwards AFB, where he is one of the leads under the 773rd Test Squadron, Engineering Flight Science Structures team.

Q: Let’s start with your journey. Could you share a brief overview of your academic and professional background?

A: After earning my B.S. in Aerospace Engineering and Applied Mathematics and a M.S. in Aerospace Engineering from California State University, Long Beach (CSULB), I completed multiple NASA funded research internships at the Langley Research Center and Glenn Research Center. Since joining Edwards in 2018, I’ve focused on structural data analysis and modernization of structures flight test execution and analysis. Currently, I’m pursuing a Ph.D. in Engineering and Computational Mathematics through a joint program with CSULB and Claremont Graduate University, supported by a DoD SMART Scholarship.

Q: When did you first discover MATLAB Mobile? What were your earliest use cases, perhaps during college or personal projects?

A: I first discovered MATLAB Mobile during my undergraduate studies at CSULB. Commuting by bus meant I needed flexibility, and the app made it easy to write scripts for class projects and homework anywhere.

Later, during my M.S. program, I started exploring MATLAB Mobile’s data collection features. At the 2018 CSULB 24-Hour Beach Hackathon, my partner, Nkechi Okorie, and I used the app to record GPS data across campus to build an accessibility app for visually impaired students. The app provided vibration cues to guide users along safe routes, and our project won the event’s Best Social Impact Award.

MATLAB Mobile gave me the freedom to code on the go and the tools to turn ideas into impactful solutions. It’s a great tool for students and professionals who want to stay productive on the go

Q: Tell us more about the glider flight project. How did the idea evolve from your Air Force experience into a high school STEM initiative?

A: The Glider Flight Project originated from my experience as a new engineer at Edwards AFB. In a training course, participants manually recorded flight data such as altitude, airspeed, and G loads using pen and paper.

Drawing on my experience with MATLAB Mobile, I proposed using the app to collect sensor data directly from a phone’s accelerometer, gyroscope, and GPS. I demonstrated that it could capture the same parameters automatically and with far greater resolution.

In 2020, Juan Rodriguez Cabrillo High School’s engineering advisory board sought new projects for its senior aerospace class. Collaborating with instructor Kenneth Fisher, we adapted the MATLAB Mobile glider test concept for students. With support from the 412th Test Wing STEM Office and coordinator Helida Vanhoy, I wrote an Education Partnership Agreement between Edwards AFB and the Long Beach Unified School District in 2021.

The first student cohort launched in spring 2022. Over three days, 40 students conducted real flight tests in gliders near Edwards AFB, collecting real time data with MATLAB Mobile. Each evening, students and engineers worked together to process and analyze the data in MATLAB Online, computing climb rates, bank angles, glide slopes, G loads, and other flight parameters.

The goal is to connect classroom theory to real world aerospace testing and inspire students to pursue STEM careers. Students learn data collection, visualization, and problem solving, for example finding creative solutions to keep phones cool during flight so data collection could continue uninterrupted. To date, more than 140 participants have taken part in the Glider Flight Project.

Victor Luquin works with Cabrillo High School students during a glider flight STEM lesson near Edwards Air Force Base, where students used MATLAB Mobile to collect real-time flight data. (U.S. Air Force photo by Todd Schannuth)

Q: What kind of data were you collecting during glider flights, and how was the setup arranged?

A: We collected sensor data such as accelerations, orientation, angular velocities, and position using MATLAB Mobile. Each phone was mounted with Velcro to the glider’s instrument panel and signed into a shared MATLAB account. Data uploaded automatically to MATLAB Drive, where a ground station running MATLAB Online processed the files into CSV format.

Students then accessed their flight data from their own MATLAB Drive accounts for further analysis and report generation. Using MATLAB, they computed climb rates, bank angles, glide slopes, and G-loads—turning raw sensor data into meaningful insights.

This setup gave students hands-on experience with data collection, visualization, and analysis and the seamless connection between MATLAB Mobile, MATLAB Drive, and MATLAB Online made the workflow simple and collaborative, even in a field environment.

3D flight path captured using MATLAB Mobile, then saved to MATLAB Drive and plotted in MATLAB Online as part of Victor’s Glider Flight Project Program.

Q: How did students respond to using MATLAB Mobile for real-time data collection and analysis?

A: Students often said that using MATLAB made engineering “real” for them, connecting math and physics concepts to hands-on experimentation.

I created a student guide and YouTube tutorials to help them set up MATLAB Mobile and export flight data. While data collection was straightforward, coding and data processing in MATLAB Online were initially a challenge. To support them, I developed sample scripts and documentation.

Using MATLAB Mobile made the process feel modern and approachable. Over time, more students became comfortable using MATLAB, especially once they realized they could ask ChatGPT for coding assistance. By the fourth cohort, many were visualizing flight data in MATLAB, plotting altitude profiles, glide slopes, and acceleration graphs

Q: Is there anything else you’d like to share about your experience with MATLAB Mobile?

A: One recurring challenge has been maintaining reliable GPS logging. While the first two cohorts recorded full datasets, later groups occasionally lost position data mid-flight. We suspect this may relate to phone settings or OS updates.

Another issue is device overheating, since MATLAB Mobile pauses data collection when the screen locks. Students came up with creative fixes like shading phones with paper reflectors or swapping devices between flights.

These experiences encouraged students to think like engineers: identify issues, test solutions, and adapt quickly.

Q: Any advice for educators or engineers considering mobile tools for data collection?

A: Start small. Begin with simple walking or driving exercises before moving on to aircraft or complex systems. Once students are comfortable handling 2D motion data, transition to 3D flight dynamics and analysis.

If you’re looking for a way to make STEM hands-on and exciting, MATLAB Mobile is a great starting point. It turns any smartphone into a data acquisition system. Building foundational skills step by step helps students gain confidence with both data and MATLAB. Above all, emphasize experimentation and let them see the connection between math, physics, and real world application.