Search NASA⌕ Search

SEARCH · Search NASA

Results for “students”

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

Foundations of Tensor Analysis for Students of Physics and Engineering With an Introduction to the Theory of Relativity

Tensor analysis is one of the more abstruse, even if one of the more useful, higher math subjects enjoined by students of physics and engineering. It is abstruse because of the intellectual gap that exists between where most physics and engineering mathematics leave off and where tensor analysis traditionally begins. It is useful because of its great generality, computational power, and compact, easy to use, notation. This paper bridges the intellectual gap. It is divided into three parts: algebra, calculus, and relativity. Algebra: In tensor analysis, coordinate independent quantities are sought for applications in physics and engineering. Coordinate independence means that the quantities have such coordinate transformations as to leave them invariant relative to a particular observer s coordinate system. Calculus: Non-zero base vector derivatives contribute terms to dynamical equations that correspond to pseudoaccelerations in accelerated coordinate systems and to curvature or gravity in relativity. These derivatives have a specific general form in tensor analysis. Relativity: Spacetime has an intrinsic geometry. Light is the tool for investigating that geometry. Since the observed geometry of spacetime cannot be made to match the classical geometry of Euclid, Einstein applied another more general geometry differential geometry. The merger of differential geometry and cosmology was accomplished in the theory of relativity. In relativity, gravity is equivalent to curvature.

Kolecki, Joseph C.↗

A Chess-Like Game for Teaching Engineering Students to Solve Large System of Simultaneous Linear Equations

Solving large (and sparse) system of simultaneous linear equations has been (and continues to be) a major challenging problem for many real-world engineering/science applications [1-2]. For many practical/large-scale problems, the sparse, Symmetrical and Positive Definite (SPD) system of linear equations can be conveniently represented in matrix notation as [A] {x} = {b} , where the square coefficient matrix [A] and the Right-Hand-Side (RHS) vector {b} are known. The unknown solution vector {x} can be efficiently solved by the following step-by-step procedures [1-2]: Reordering phase, Matrix Factorization phase, Forward solution phase, and Backward solution phase. In this research work, a Game-Based Learning (GBL) approach has been developed to help engineering students to understand crucial details about matrix reordering and factorization phases. A "chess-like" game has been developed and can be played by either a single player, or two players. Through this "chess-like" open-ended game, the players/learners will not only understand the key concepts involved in reordering algorithms (based on existing algorithms), but also have the opportunities to "discover new algorithms" which are better than existing algorithms. Implementing the proposed "chess-like" game for matrix reordering and factorization phases can be enhanced by FLASH [3] computer environments, where computer simulation with animated human voice, sound effects, visual/graphical/colorful displays of matrix tables, score (or monetary) awards for the best game players, etc. can all be exploited. Preliminary demonstrations of the developed GBL approach can be viewed by anyone who has access to the internet web-site [4]!

Nguyen, Duc T.↗

A National Partnership-Based Summer Learning Initiative to Engage Underrepresented Students with Science, Technology, Engineering and Mathematics

In response to the White House Educate to Innovate campaign, NASA developed a new science, technology, engineering, and mathematics (STEM) education program for non-traditional audiences that also focused on public-private partnerships and nationwide participation. NASA recognized that summer break is an often overlooked but opportune time to engage youth in STEM experiences, and elevated its ongoing commitment to the cultivation of diversity. The Summer of Innovation (SoI) is the resulting initiative that uses NASA's unique missions and resources to boost summer learning, particularly for students who are underrepresented, underserved and underperforming in STEM. The SoI pilot, launched in June 2010, is a multi-faceted effort designed to improve STEM teaching and learning through partnership, multi-week summer learning programs, special events, a national concluding event, and teacher development. The SoI pilot features strategic infusion of NASA content and educational resource materials, sustainability through STEM Learning Communities, and assessments of effectiveness of SoI interventions with other pilot efforts. This paper examines the inception and development of the Summer of Innovation pilot project, including achievements and effectiveness, as well as lessons learned for future efforts.

Melvin, Leland↗

Lunar Regolith Excavation Student Competition Design

The Surface Systems team is working to learn about lunar regolith and how we can use it as a source of air, water, and fuel for spacecrafts. However, excavation of this valuable regolith is difficult because the robot has to conform to many specifications (mass limit, efficiency level, etc.). NASA has therefore decided to include college students and companies in the search to create the best robot by making it into a competition.

Nething, Julia↗

Using Authentic Data to Facilitate Comparative Planetology & Student-led Classroom Investigations

This session will engage participants in a hands‐on activity that uses stunning NASA imagery from space to help participants gain an understanding of how scientists use Earth to gain a better understanding of other planetary bodies in the solar system. Participants will make observations, develop identification criteria, and use evidence to justify inferences made about processes sculpting the surface of different planetary worlds. Participants will also "build" a comparative planetology feature wall that will facilitate a comparative view of major geologic processes and features across the inner solar system. This session will highlight additional comparative planetology activities and demonstrate how the use of authentic data and imagery can help facilitate student‐led research in the classroom, helping teachers address the Next Generation Science Standards.

Graff, Paige↗

Center Planning and Development Student Engineer

This fall I was the Student Trainee (Engineering) Pathways Intern (co-op) at the Kennedy Space Center (KSC) in the Center Planning Development (CPD) Directorate. CPD works with commercial companies who are interested using KSCs unique capabilities in spaceflight, spacecraft processing, ground systems and Research Development (RD) projects that fall in line with NASAs mission and goals. CPD is divided into four (4) groups: (1) AD-A, which works on the Master Planning for center, (2) AD-B (where I am), which works on project management and integration, (3) AD-C, which works on partnership development, and (4) AD-T, which works on the RD aspects of partnerships. CPDs main goal is to one day make KSC the worlds largest spaceport and maintain the center as a leader in space exploration. CPD is a very diverse group with employees having a wide knowledge of not only the Space Shuttle, but also that of the Apollo era. Our director of CPD, Scott Colloredo, is on the advisory board for Commercial Space Operations (CSO) and has a degree at ERAU. I worked on a number of different tasks for AD-B, as well as CPD, that includes, but not limited to: reviewing and reissuing engineering drawings from the Apollo and Shuttle eras, to supporting NASA rocket launches (MAVEN), and working on actual agreementsproposals that will be used in the partnership process with multiple partners. Most of the work I have done is sensitive information and cannot be disclosed.

engineering↗

Center Planning and Development Student Engineer at KSC

This summer I was the Student Trainee (Engineering) Pathways Intern (co-op) at the Kennedy Space Center (KSC) in the Center Planning & Development (CPD) Directorate. CPD works with commercial companies who are interested in using KSC's unique capabilities for spaceflight, spacecraft processing, ground systems and Research & Development (R&D) projects that fall in line with NASA's Mission and Vision. CPD is divided into three (3) groups: (1) AD-A, which works on the Master Planning for the center, (2) AD-B (where I am), which works on project control, management and integration, and (3) AD-C, which works on partnership development. CPD's main goal is to make KSC the world's preeminent multi-user spaceport and maintain the center as a leader in space exploration. CPD is a very diverse group of employees having a wide knowledge of not only the Space Shuttle, but also Expendable Launch Vehicles (ELV). The director of CPD, Scott Colloredo, is on the advisory board for Commercial Space Operations (CSO) and has a degree from ERAU. I worked on a number of different tasks for AD-B, as well as CPD, that includes, but not limited to: reviewing and reissuing engineering documents, weekly notes for CPD and senior management, engineering familiarizations with facilities at KSC, leading a tour for the Embry-Riddle Aeronautical University Career Services office, and working on actual agreements/proposals that will be used in the partnership process with multiple partners, along with other projects. Most of the work I have done is sensitive information and cannot be disclosed.

Engineer↗

Engaging Students, Teachers, and the Public with NASA Astromaterials Research and Exploration Science (ARES) Assets

Engaging students, teachers, and the public with NASA Astromaterials Research and Exploration Science (ARES) assets, including Science, Technology, Engineering and Mathematics (STEM) experts and NASA curation astromaterial samples, provides an extraordinary opportunity to connect citizens with authentic aspects unique to our nation's space program. Effective engagement can occur through both virtual connections such as webcasts and in-person connections at educator workshops and public outreach events. Access to NASA ARES assets combined with adaptable resources and techniques that engage and promote scientific thinking helps translate the science and research being facilitated through NASA exploration, elicits a curiosity that aims to carry over even after a given engagement, and prepares our next generation of scientific explorers.

Graff, P. V.↗

Using Virtual and In-Person Engagement Opportunities to Connect K-12 Students, Teachers, and the Public With NASA Astromaterials Research and Exploration Science Assets

Engaging K-12 students, teachers, and the public with NASA Astromaterials Research and Exploration Science (ARES) assets provides an extraordinary opportunity to connect audiences with authentic aspects unique to our nation's space program. NASA ARES has effectively engaged audiences with 1) Science, Technology, Engineering and Mathematics (STEM) experts, 2) NASA specialized facilities, and 3) NASA astromaterial samples through both virtual and in-person engagement opportunities. These engagement opportunities help connect local and national audiences with STEM role models, promote the exciting work being facilitated through NASA's Science Mission Directorate, and expose our next generation of scientific explorers to science they may be inspired to pursue as a future STEM career.

Graff, P.↗

Students Planting Research Of Use To Space (SPROUTS) Networking and Engagement of Interns at Kennedy Space Center

Beginning in 2016, the Kennedy Space Center (KSC) internship program for life sciences was re-envisioned. Rather than hosting interns in the summer only with numerous innovative small projects, the current model is to offer internship opportunities every semester, so that research is continuous and sustained. Since 2016 we have had 64 internship opportunities for undergraduate and graduate students in space crop production and microgravity simulation. 52 separate individuals have participated in this program, with some participating in more than one term. While interns primarily worked with individual mentors on a main project, most also worked on group projects or developed smaller secondary projects on their own initiative. Additionally, interns participated in a weekly Lunch, Learn, and Discuss seminar series where they presented their research, learned from scientists at KSC, and engaged with members of the space life sciences community. When the face-to-face spring 2020 internship ended prematurely, the weekly seminar series continued as a virtual event, which led to the concept of engaging former interns. Current and former interns were invited to participate in the on-going virtual series, and 46 asked to be included on the mailing list. Our current seminar series involves remote seminars from contacts within and outside of the agency, and engages a large network of current scientists and former interns with weekly participation averaging ~40 people. Speakers include experts from industry, academia, and other space agencies working on topics of interest to KSC researchers. This series has also served as a brainstorming platform for KSC scientists to discuss new ideas and concepts and invite feedback. Remote work and virtual platforms have allowed engagement in a new way that will continue as future interns are integrated into this network of individuals interested in space research. This work is funded by NASA’s Space Biology Program.

Space Crop Production↗

WM2024 Symposia Student Poster - ARG-US System Remote Area Monitoring at INL Experimental Proxy Design and Early Results

The patent-pending ARG-US system uses customizable high-tech sensors and monitoring systems in conjunction with a remote network connection to provide easy and quick access to the status of nuclear and radiological facilities and storage containers. In a partnership with the Argonne National Laboratory and the Idaho National Laboratory, the research team are finding new ways to customize and test the limitations the ARG-US system. This presentation is for the student poster session.

99 GENERAL AND MISCELLANEOUS↗

Exploring Professor Motivations and Implementations of a Real-World Problem-Solving Project: A Case Study in Preparing Students for the Emerging Building Science Industry: Preprint

Engineering education literature offers a variety of theoretical and conceptual frameworks for project-based learning. This study explores the implementation of real-world problem-solving projects in engineering education. The research team analyzed the motivations and methods behind professors' adoption of such projects through exploratory qualitative interviews with seven professor participants who integrated a nation-wide student competition into their courses. We analyzed the resulting data using a constructivist grounded theory approach to identify key themes of professor practices. Findings reveal that the real-world aspect of the projects and alignment with values and research interests were primary motivators for implementation. While implementation methods varied significantly based on context (i.e., university setting, course type), we found that these projects could be effectively integrated into various classroom settings. The findings support the recommendation for non-academic institutions to develop and manage competitions that can be integrated into classrooms and which offer a point of engagement that is available to professors from a wide range of disciplines.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

Development of a New Criticality Safety Training Program for College Students

Nuclear criticality safety (NCS) expertise remains a crucial workforce need within the US Department of Energy (DOE) laboratory complex. To address this challenge, a novel university/laboratory-based nuclear criticality training certificate program is being developed through a collaborative effort between the Georgia Institute of Technology, Texas A&M University, and Oak Ridge National Laboratory. This comprehensive program implements a two-tiered certification approach that combines online theoretical coursework with hands-on experimental training to create a sustainable pipeline of nuclear criticality specialists. The program specifically targets undergraduate and graduate students in engineering, physics, and mathematics disciplines across the United States. Through integration of fundamental nuclear physics principles, practical safety applications, and experiential learning opportunities, this initiative aims to establish a standardized pathway for developing the next generation of NCS professionals.

K-Effective↗

Project SUN (Students Understanding Nature)

Project SUN is part of NASA's 'Mission to Planet Earth' education outreach effort. It is based on development of low cost, scientifi- cally accurate instrumentation and computer interfacing, coupled with Apple II computers as dedicated data loggers. The project is com- prised of: instruments, interfacing, software, curriculum, a detailed operating manual, and a system of training at the school sites.

students understanding nature SUN education outrea↗

Introducing Quantum Entanglement and Superposition to Secondary School Students Using Portable, Hands-on Exhibits

Historically, the teaching of quantum mechanics has been reserved for advanced undergraduate physics courses, mostly due to how far removed from classical intuition the subject is. Extensive mathematical background is usually a prerequisite for college-level introductory quantum mechanics courses. However, several ways to introduce quantum mechanics at the secondary school level have been suggested and developed. Unlike most other topics in physics, it is difficult to find intuitive examples of quantum phenomena outside of a specialized laboratory; additionally, straightforward hands-on demonstrations, activities, and experiments are somewhat limited.

Educational aids↗