Search NASA⌕ Search

SEARCH · Search NASA

Results for “STEM”

Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 235 records · Page 13
All sourcesNASA NTRSDOE OSTI
NASA NTRS2001

STEM Analysis of Caenorhabditis elegans muscle thick filaments: evidence for microdifferentiated substructures

In the thick filaments of body muscle in Caenorhabditis elegans, myosin A and myosin B isoforms and a subpopulation of paramyosin, a homologue of myosin heavy chain rods, are organized about a tubular core. As determined by scanning transmission electron microscopy, the thick filaments show a continuous decrease in mass-per-length (MPL) from their central zones to their polar regions. This is consistent with previously reported morphological studies and suggests that both their content and structural organization are microdifferentiated as a function of position. The cores are composed of a second distinct subpopulation of paramyosin in association with the alpha, beta, and gamma-filagenins. MPL measurements suggest that cores are formed from seven subfilaments containing four strands of paramyosin molecules, rather than the two originally proposed. The periodic locations of the filagenins within different regions and the presence of a central zone where myosin A is located, implies that the cores are also microdifferentiated with respect to molecular content and structure. This differentiation may result from a novel "induced strain" assembly mechanism based upon the interaction of the filagenins, paramyosin and myosin A. The cores may then serve as "differentiated templates" for the assembly of myosin B and paramyosin in the tapering, microdifferentiated polar regions of the thick filaments.

NASA Discipline Musculoskeletal↗
NASA NTRS2000

Convergent properties of vestibular-related brain stem neurons in the gerbil

Three classes of vestibular-related neurons were found in and near the prepositus and medial vestibular nuclei of alert or decerebrate gerbils, those responding to: horizontal translational motion, horizontal head rotation, or both. Their distribution ratios were 1:2:2, respectively. Many cells responsive to translational motion exhibited spatiotemporal characteristics with both response gain and phase varying as a function of the stimulus vector angle. Rotationally sensitive neurons were distributed as Type I, II, or III responses (sensitive to ipsilateral, contralateral, or both directions, respectively) in the ratios of 4:6:1. Four tested factors shaped the response dynamics of the sampled neurons: canal-otolith convergence, oculomotor-related activity, rotational Type (I or II), and the phase of the maximum response. Type I nonconvergent cells displayed increasing gains with increasing rotational stimulus frequency (0.1-2.0 Hz, 60 degrees /s), whereas Type II neurons with convergent inputs had response gains that markedly decreased with increasing translational stimulus frequency (0.25-2.0 Hz, +/-0.1 g). Type I convergent and Type II nonconvergent neurons exhibited essentially flat gains across the stimulus frequency range. Oculomotor-related activity was noted in 30% of the cells across all functional types, appearing as burst/pause discharge patterns related to the fast phase of nystagmus during head rotation. Oculomotor-related activity was correlated with enhanced dynamic range compared with the same category that had no oculomotor-related response. Finally, responses that were in-phase with head velocity during rotation exhibited greater gains with stimulus frequency increments than neurons with out-of-phase responses. In contrast, for translational motion, neurons out of phase with head acceleration exhibited low-pass characteristics, whereas in-phase neurons did not. Data from decerebrate preparations revealed that although similar response types could be detected, the sampled cells generally had lower background discharge rates, on average one-third lower response gains, and convergent properties that differed from those found in the alert animals. On the basis of the dynamic response of identified cell types, we propose a pair of models in which inhibitory input from vestibular-related neurons converges on oculomotor neurons with excitatory inputs from the vestibular nuclei. Simple signal convergence and combinations of different types of vestibular labyrinth information can enrich the dynamic characteristics of the rotational and translational vestibuloocular responses.

Non-NASA Center↗
NASA NTRS2009

Coordinated Stem and NanoSIMS Analysis of Enstatite Whiskers in Interplanetary Dust Particles

Enstatite whiskers (less than 10 micrometer length, less than 200 nanometer width) occur in chondritic-porous interplanetary dust particles (CP IDPs), an Antarctic micrometeorite and a comet 81P/Wild-2 sample. The whiskers are typically elongated along the [100] axis and contain axial screw dislocations, while those in terrestrial rocks and meteorites are elongated along [001]. The unique crystal morphologies and microstructures are consistent with the enstatite whiskers condensing above approximately 1300 K in a low-pressure nebular or circumstellar gas. To constrain the site of enstatite whisker formation, we carried out coordinated mineralogical, chemical and oxygen isotope measurements on enstatite whiskers in a CP IDP.

Nakamura-Messenger, K.↗
NASA NTRS2012

Overcoming the Critical Shortage of STEM - Prepared Secondary Students Through Modeling and Simulation

In developing understanding of technological systems - modeling and simulation tools aid significantly in the learning and visualization processes. In design courses we sketch , extrude, shape, refine and animate with virtual tools in 3D. Final designs are built using a 3D printer. Aspiring architects create spaces with realistic materials and lighting schemes rendered on model surfaces to create breathtaking walk-throughs of virtual spaces. Digital Electronics students design systems that address real-world needs. Designs are simulated in virtual circuits to provide proof of concept before physical construction. This vastly increases students' ability to design and build complex systems. We find students using modeling and simulation in the learning process, assimilate information at a much faster pace and engage more deeply in learning. As Pre-Engineering educators within the Career and Technical Education program at our school division's Technology Academy our task is to help learners in their quest to develop deep understanding of complex technological systems in a variety of engineering disciplines. Today's young learners have vast opportunities to learn with tools that many of us only dreamed about a decade or so ago when we were engaged in engineering and other technical studies. Today's learner paints with a virtual brush - scenes that can aid significantly in the learning and visualization processes. Modeling and simulation systems have become the new standard tool set in the technical classroom [1-5]. Modeling and simulation systems are now applied as feedback loops in the learning environment. Much of the study of behavior change through the use of feedback loops can be attributed to Stanford Psychologist Alfred Bandura. "Drawing on several education experiments involving children, Bandura observed that giving individuals a clear goal and a means to evaluate their progress toward that goal greatly increased the likelihood that they would achieve it."

Spencer, Thomas↗
NASA NTRSDate not supplied

NASA DEVELOP’s Approach to Co-Production and Collaborative STEM Engagement

The NASA DEVELOP Program conducts 50-60 projects each year with the goal of bringing the benefits of NASA Earth science to local decision-making challenges. DEVELOP, part of NASA’s Applied Sciences’ Capacity Building Program, connects end users with students, recent graduates, and early and transitioning career professionals through 10-week rapid feasibility studies. These projects are a collaboration between NASA, DEVELOP office host locations (universities and other federal installations), project partners (federal agencies, state and local governments, non-profit and for-profit organizations, and international organizations), and the project teams who conduct them. The projects take place under the guidance of science advisors from NASA, academia, and partner organizations, and introduces communities to new applications of NASA Earth observations data with the desired outcome of informed decision-making. This presentation will highlight the DEVELOP model of co-production and programmatic collaboration, lessons learned in partnering, and evaluation activities that look at the impact of the program’s efforts.

Capacity Building↗
NASA NTRSDate not supplied

Advancing STEM in Bhutan through Increased Earth Observation Capacity: Applying NASA DEVELOP’s Model to Bhutanese Scholars

The NASA DEVELOP Program, a dual capacity building effort within NASA’s Applied Sciences, fosters the development of skills and knowledge to use Earth observations for environmental decision making. The program engages students, recent graduates, early career individuals, and transitioning career professionals through 10-week feasibility studies that assess the potential for integrating NASA Earth observing satellite data into partner organization decision making processes. DEVELOP projects provide an experiential learning opportunity for participants while building the institutional capacity of partner organizations. Since 2020, DEVELOP has worked with the Government of Bhutan to engage 30 Bhutanese scholars on a series of projects focused on environmental issues in Bhutan. These projects have offered an opportunity for Bhutanese scholars studying in the US to gain geospatial knowledge and skills, project management and leadership skills, and science communication experience. This presentation will highlight the DEVELOP model of empowering its participants, collaborative projects, and highlight example outcomes of the Bhutan engagement.

Capacity Building↗