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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.

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NASA NTRS2011

Cognitive Behavioral Training and Education for Spaceflight Operations

Cognitive behavioral-training (CBT) is an evidence-based practice commonly used to help treat insomnia, and is part of NASA's countermeasure regimen for Fatigue Management. CBT addresses the life style and habits of individuals that are maladaptive to managing stress and fatigue. This includes addressing learned behavioral responses that may cause stress and lead to an increased sense of fatigue. While the initial cause of onset of fatigue in the individual may be no longer present, the perception and engrained anticipation of fatigue persist and cause an exaggerated state of tension. CBT combined with relaxation training allows the individual to unlearn the maladaptive beliefs and behaviors and replace them with routines and techniques that allow cognitive restructuring and resultant relief from stress. CBT allows for elimination in individuals of unwanted ruminating thoughts and anticipatory anxiety by, for example, training the individuals to practice stressful situations in a relaxed state. As a result of CBT, relaxation can be accomplished in many ways, such as progressive muscle relaxation, meditation and guided imagery. CBT is not therapy, but rather the synthesis of behavioral countermeasures. CBT utilizes progressive relaxation as a means of reinforcing educational and cognitive countermeasures. These countermeasures include: masking, elimination of distracting thoughts, anxiety control, split attention, cognitive restructuring and other advanced psychological techniques.

Moonmaw, Ronald↗

NASA NTRS2002

My Big Wall

It was June and I was in Yosemite National Park in California, 2,000-feet off the ground. I was climbing El Capitan, a majestic 3,000-foot high, mile-wide granite monolith--one of the most sought after and spectacular rock climbs in the world. After three days of climbing on its sheer face, and having completed the most difficult part of the route, my partner and I were heading down. A thunderstorm lasting all night and into the morning had soaked our tiny perch and all our worldly possessions. We began rappelling down the vertical wall by sliding to the ends of two 50meter ropes tied together and looped through a set of fixed rings bolted into the rock. At the end of the ropes was another rappel station consisting of a set of rings, placed by previous climbers for retreating parties, which we used to anchor ourselves to the rock face. We then pulled the ropes down from the rings above, threaded the ones in front of our noses and started down another rope length. Everything we brought up for our five-day climb to the summit we had to bring back down with us: ropes, climbing gear of every sort, sleeping bags, extra clothes, food, water, and other essentials. All this we either stuffed into a haul bag (an oversized reinforced duffel bag) or slung over our shoulders. The retreat was slow and methodical, akin to a train backing down a mountain, giving me ample time to think. My situation made me think about my work, mostly, about all the projects I have managed, or been involved in managing. As a NASA project manager, I have worked on a number of successful projects. I have also been involved in a number of projects I never saw the end of. I thought about all the projects I transferred off of for other opportunities, projects that were in full stride and ran out of funding, and ones put on the shelf because they would not meet a flight date. Oh yes, I have had many success, to be sure, or I would have burned out years ago. Lessons from both the successful and not-so-successful projects have taught me valuable lessons, but it has always been the failures where I've learned the most.

Espinosa, Paul S.↗

NASA NTRS1992

Thermostructural responses of carbon phenolics in a restrained thermal growth test

The thermostructural response of carbon phenolic components in a solid rocket motor (SRM) is a complex process. It involves simultaneous heat and mass transfer along with chemical reactions in a multiphase system with time-dependent material properties and boundary conditions. In contrast to metals, the fracture of fiber-reinforced composites is characterized by the initiation and progression of multiple failures of different modes such as matrix cracks, interfacial debonding, fiber breaks, and delamination. The investigation of thermostructural responses of SRM carbon phenolics is further complicated by different failure modes under static and dynamic load applications. Historically, there have been several types of post-firing anomalies found in the carbon phenolic composites of the Space Shuttle SRM nozzle. Three major failure modes which have been observed on SRM nozzles are pocketing (spallation), ply-lift, and wedge-out. In order to efficiently control these anomalous phenomena, an investigation of fracture mechanisms under NASA/MSFC RSRM (Redesigned Solid Rocket Motor) and SPIP (Solid Propulsion Integrity Program) programs have been conducted following each anomaly. This report reviews the current progress in understanding the effects of the thermostructural behavior of carbon phenolics on the failure mechanisms of the SRM nozzle. A literature search was conducted and a technical bibliography was developed to support consolidation and assimilation of learning from the RSRM and SPIP investigation efforts. Another important objective of this report is to present a knowledge-based design basis for carbon phenolics that combines the analyses of thermochemical decomposition, pore pressure stresses, and thermostructural properties. Possible areas of application of the knowledge-based design include critical material properties development, nozzle component design, and SRM materials control.

Wang, C. Jeff↗

NASA NTRS2013

Aerogel-Based Multilayer Insulation with Micrometeoroid Protection

Ultra-low-density, highly hydrophobic, fiber-reinforced aerogel material integrated with MLI (aluminized Mylar reflectors and B4A Dacron separators) offers a highly effective insulation package by providing unsurpassed thermal performance and significant robustness, delivering substantial MMOD protection via the addition of a novel, durable, external aerogel layer. The hydrophobic nature of the aerogel is an important property for maintaining thermal performance if the material is exposed to the environment (i.e. rain, snow, etc.) during ground installations. The hybrid aerogel/MLI/MMOD solution affords an attractive alternative because it will perform thermally in the same range as MLI at all vacuum levels (including high vacuum), and offers significant protection from micrometeoroid damage. During this effort, the required low-density and resilient aerogel materials have been developed that are needed to optimize the thermal performance for space (high vacuum) cryotank applications. The proposed insulation/MMOD package is composed of two sections: a stack of interleaved aerogel layers and MLI intended for cryotank thermal insulation, and a 1.5- to 1-in. (.2.5- to 3.8- cm) thick aerogel layer (on top of the insulation portion) for MMOD protection. Learning that low-density aerogel cannot withstand the hypervelocity impact test conditions, the innovators decided during the course of the program to fabricate a high-density and strong material based on a cross-linked aerogel (X-aerogel; developed elsewhere by the innovators) for MMOD protection. This system has shown a very high compressive strength that is capable of withstanding high-impact tests if a proper configuration of the MMOD aerogel layer is used. It was learned that by stacking two X-aerogel layers [1.5-in. (.3.8-cm) thick] separated by an air gap, the system would be able to hold the threat at a speed of 5 km/s and gpass h the test. The first aerogel panel stopped the projectile from damaging the second aerogel panel. The impacted X-aerogel (the back specimen from the successful test) was further tested in comparison to another similar sample (not impacted) at Kennedy Space Center for thermal conductivity evaluation at cryogenic conditions. The specimens were tested under high vacuum and cryogenic temperatures, using Cryostat 500. The results show that the specimen did not lose a significant amount of thermal performance due to the impact test, especially at high vacuum.

Begag, Redouane↗

NASA NTRS2009

Expedition Earth and Beyond: Using NASA Data Resources and Integrated Educational Strategies to Promote Authentic Research in the Classroom

Teachers in today s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and diverse research opportunities that are inspired by views of Earth from space taken by astronauts on board the International Space Station. The interest and connection to viewing our home planet from space will inevitably spark questions that will drive students to pursue their research investigations, as well as forming a basis for comparisons to the exploration of other planetary bodies in our solar system.

Graffi, Paige Valderrama↗