Maxon Quas
From Mechanical Engineering to Wind Energy Research
Maxon Quas came to ISE from the United States with a background in mechanical engineering and a strong interest in fluid dynamics.
After completing his BSc in Mechanical Engineering at the University of Vermont, Maxon joined the MSc Sustainable Energy Engineering programme at the Iceland School of Energy. His interest in fluid flow and renewable energy naturally led him toward wind energy research.
During his studies, Maxon worked closely with faculty in the Department of Engineering and used Reykjavík University’s wind tunnel facilities to explore how wind turbines perform under challenging environmental conditions.
Researching wind turbines in harsh environments
Maxon’s MSc thesis investigated how airborne sand and other particles can affect vertical-axis wind turbines. The research was inspired by Iceland’s strong winds and environments where windblown material can contribute to turbine erosion and fouling.
Supported by Landsvirkjun, the National Power Company of Iceland, Maxon used the university’s wind tunnel together with high-speed cameras and particle-tracking methods to study how particles interact with turbine blades.
His work explored erosion patterns and how turbine design and maintenance could potentially be adapted to improve performance in harsh environments.
“Ultimately, I aim to contribute to the advancement of sustainable energy technologies and make a tangible impact in addressing the global energy crisis.”
The project gave Maxon the opportunity to combine mechanical engineering, experimental research and renewable-energy applications in a practical thesis project.
Studying and living in Iceland
Beyond his thesis work, Maxon valued the accessibility of faculty at Reykjavík University and the close academic environment.
He was also an active cyclist during his time in Iceland, joining the local cycling community and using the bike as a way to explore Reykjavík and the surrounding landscape.
For Maxon, these academic and personal experiences were part of what made studying in Iceland distinctive: combining technical learning with access to faculty, research facilities and the wider community.