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At least 253 records · Page 14

How to Demonstrate Microgravity in your Classroom

Learn why zero gravity is a misnomer and learn how to demonstrate microgravity to students and the general public. In this session, a short theory segment will explain and reinforce these concepts so that you may explain to others. Session participants will also see simple equipment that demonstrates microgravity during the session and can just as well be done in the classroom or museum exhibit hall. The hands-on demonstration devices range from a leaky water bottle to an electronic drop tower with an on-board camera. The session will also include demonstration techniques for Physics, Forces & Motion, and orbits. This material is useful for middle school forces and motions instruction, high school physics instruction, public demonstrations at conferences & school open houses, travelling museum exhibits, fixed museum exhibits, and independent student projects or experiments. These activities also connect the terrestrial demonstration with planetary & moon motion, comet trajectory, and more.

DeLombard, Richard↗

Growing Beyond Earth; Students Exploring Plant Varieties for Future Space Exploration

Future space exploration and long duration space flight will pose an array of challenges to the health and wellbeing of astronauts. Since 2015, Fairchild Tropical Botanic Garden (FTBG), in partnership with NASA's Veggie team, has been testing edible crops for space flight potential through a series of citizen science experiments. FTBG's interest in classroom-based science projects, along with NASA's successful operation of the Veggie system aboard the International Space Station (ISS), led to a NASA-FTBG partnership that gave rise to the Growing Beyond Earth STEM Initiative (GBE). Established in 2015, GBE now involves 131 middle and high school classrooms in South Florida, all conducting simultaneous plant science experiments. The results of those experiments (both numeric and visual) are directly shared with the space food production researchers at KSC. Through this session, we will explore the successful classroom implementation and integration into the curriculum, how the data is being used and the impact of the project on participating researchers, teachers, and students. Participating schools were supplied with specialized LED-lit growth chambers, mimicking the Veggie system on ISS, for growing edible plants under similar physical and environmental constraints. Research protocols were provided by KSC scientists, while edible plant varieties were selected mainly by the botanists at FTBG. In a jointly-led professional development workshop, participating teachers were trained to conduct GBE experiments in their classrooms. Teachers were instructed to not only teach basic botany concepts, but to also demonstrate practical applications of math, physics and chemistry. As experiments were underway, students shared data on plant germination, growth, and health in an online spreadsheet. Results from the students research show a promising selection of new plant candidates for possible further testing. Over a two year period, more than 5000 South Florida students, ages 11 to 18, participated in GBE. Evaluation of the program shows an increased knowledge of and interest in science and science careers among students. The program has also boosted the demand for summer high school internships at FTBG, further developing expertise in plant research and science related to space exploration. Supported by a grant from NASA (NNX16AM32G) to Fairchild Tropical Botanic Garden.

Veggie↗

TPSAS-NF1676L-18251-DND

The National Wildlife Federation (NWF) and its Eco-Schools USA program is focused providing an engaging educational experience to help students better understand the essential principles of Earth's systems and the impact of climate change on them. The program is aimed to provide those students with the ability to communicate about climate change and apply knowledge in decision making. To achieve these objectives, the NWF partnered with NASA scientists and developed the Eco-Schools USA Climate Change Connections (CCC) is a 9th-12th grade curriculum. CCC is designed to build upon and utilize the many NASA mission resources, programs, and associated interfaces to enhance authentic learning experiences for both educators and students. It seeks to develop an integrated systems-thinking approach to understanding and acting upon the issue of climate change. In collaboration with mission specialists from ICESat, LandSat, Terra, AQUA, AURA, a cross programmatic curriculum was developed to provide a unified or systems-thinking approach to addressing realworld Earth systems problems (see NWF web page below). In this presentation, we provide an overview of the Climate Change Connections lesson curriculum but focus specifically on a couple of example exercises where NASA data sets are used to teach basic lessons about aspects of the climate system as it pertains to the built environment. In particular, we show how data adapted from NASA’s GEWEX Surface Energy Budget are applied to a lesson in solar energy. These data sets are made available directly through NASA web portals entitled “My NASA Data” and the Prediction of Worldwide Renewable Energy Resource. At the POWER web portal there is a link to the Surface meteorology and Solar Energy web portal providing data sets tailored specifically to the assessment of solar energy resource at any location on the globe. Here, we depict the sources of these data and their subsequent usage in the Eco-Schools USA CCC Lessons.

Paul W Stackhouse↗

Aero Fair 2023 Master Slide Deck

Aero Fair is an effort to connect with underrepresented children and middle schools in the community, engage with middle school students early in their lives to spark interest in a STEM education, and feature NASA Ames Aeronautics. the presentation is a lesson plan for designed for middle school students.

Christina L Cheung↗

Horizontal Habitability Layout Studies

As our efforts in the 2011-2012 X-Hab Academic Innovation Challenge we designed, developed, constructed and tested a deployable horizontally oriented habitat system for use as an Earth analog. The goals of the project included a short-term goal of an interdisciplinary senior design project to design, build and evaluate a horizontally oriented habitat and a long-term goal to develop capabilities in education, research, and outreach in field of space habitat design. This included both technical engineering and outreach efforts. In the 2011-2012 year, the program involved the following schools at OSU: The Schools of Mechanical and Aerospace Engineering (MAE) and Industrial and Engineering Management (IEM) within the College of Engineering, Architecture and Technology and Design, Housing and Merchandising (DHM) in the College of Human Sciences. We also included the School of Aviation Education (AvED) in the College of Education through the ISNPIRE (Interdisciplinary National Science Project Incorporating Research and Education Experience) program of as part of our outreach efforts.

Jamey D. Jacob↗

Hard Networks, Soft Networks

Technology in school is a hot topic for discussion these days. Technology in this context is synonymous with computers and telecommunications. Schools are being asked to enter the information age by investing in more computers per child and acquiring connections to the information superhighway. We will soon be seeing the appearance of.

schools networks technology telecommunications com↗

Application of ERTS-1 imagery to the harvest model of the US Menhaden fishery

Preliminary results of an experiment to demonstrate the utility of ERTS-1 imagery for providing significant information to the harvest model of the menhaden industry are reported. Fisheries and related environmental data were obtained discontinuously throughout the 1973 menhaden (a surface schooling, coastal species) fishing season in Mississippi Sound. The unexpected complexity of the physical environment in Mississippi Sound precluded simplistic analysis of fish/environment relationships. Preliminary indications are that an association does exist between fish availability and differences in water transparency (turbidity) within the Sound. A clearer relationship is developing between major turbid features, imaged by ERTS-1 and location of successful fishing attempts. On all occasions where relatively cloudfree ERTS-1 overflight days coincided with fishery activity, overlays of catch location of ERTS-1 images show an association of school position with interfaces between imaged turbid features. Analysis is currently underway to determine persistence of such associations in an attempt to define minimum satellite return time necessary to maintain continuity of associations.

Maughan, P. M.↗

Ground zero and up; Nebraska's resources and land use

A one-semester high school course was developed about the use of remote sensing techniques for land earth resources planning and management. The slide-tape-workbook program was field tested with high school students to show a substantial increase in gain of knowledge and an attitude change in application of remote sensing techniques.

Edwards, D. M.↗

Apollo Soyuz pamphlet No. 7: Biology in zero-G

The effects of weightlessness on small living organisms, and methods for improving biological techniques were investigated in the seven experiments reported in this pamphlet which is intended as a curriculum supplement for secondary schools. Topics include: (1) killfish hatching and orientation; (2) microbial growth and changes in biorhythm; (3) cell separation by electrophoresis; (4) microbial exchange in the space raft; and (5) changes in astronaut immunity during spaceflight. The pamphlet is intended as a curriculum supplement for secondary schools.

Page, L. W.↗

Prefreshman and Cooperative Education Program

Of the 93 students enrolled in the PREFACE program over its four-year history, 70 are still in engineering school. Tables show profiles of student placement and participation from 1973 to 1977 (first semester completed). During the 1977 summer, 10 students were placed at NASA Goddard, 8 at DOE-Brookhaven, and 2 at American Can. Eleven students with less high school math preparation remained on campus for formal precalculus classes. Majors of the students in the program include civil, chemical, electrical, and mechanical engineering. Student satisfaction with their training experiences is summarized.

Source record↗

Early Air Force Flight Test Center (AFFTC) experience with Peripheral Vision Horizon Displays (PVHD)

Three separate Air Force Flight Test Center (AFFTC) tests were conducted in 1980 and 1981 on two models of the peripheral vision horizon displays (PVHD) (Malcolm Horizon). A fixed base simulator test was conducted with twenty test pilot subjects using the Flight Simulator Demonstration Model which incorporated a Helium Neon laser as the light bar medium. Two separate flight tests were conducted by the Test Pilot School classes 80A and 80B in a Twin Otter commuter aircraft using the Stage A Model PVHD. The Xenon lighted A Model was tested in its original configuration by class 80A. Class 80B used a modified configuration which incorporated an AFFTC designed and manufactured hood. With the hood, the PVHD projected a thinner, distinct light bar. Only a few general remarks concerning the tests and unrestricted, overall conclusions reached by the author are presented. The conclusions of all three AFFTC evaluations of the PVHD concept were that it has not yet been adequately evaluated. There seems to be a significant learning curve associated with the PVHD and the project pilots for Test Pilot School Class 80B only got a good start on the learning curve. A lengthy learning curve for the PVHD should be anticipated in view of the training period required for the attitude display indicator (ADI). This does seem to point out that the PVHD, in its present form, is simply not as compelling as the natural horizon. It can also be concluded that any attempt at a valid evaluation of the PVHD concept can be done only under instrument meteorological conditions (IMC) or validly simulated IMC conditions. The knee in the learning curve, however, may be reached without full IMC, although it may take much longer to reach.

Schofield, B. L.↗

Test and evaluation of the 2.4-micron photorefractor ocular screening system

An improved 2.4-m photorefractor ocular screening system was tested and evaluated. The photorefractor system works on the principal of obtaining a colored photograph of both human eyes; and, by analysis of the retinal reflex images, certain ocular defects can be detected such a refractive error, strabismus, and lens obstructions. The 2.4-m photorefractory system uses a 35-mm camera with a telephoto lens and an electronic flash attachment. Retinal reflex images obtained from the new 2.4-m system are significantly improved over earlier systems in image quality. Other features were also improved, notably portability and reduction in mass. A total of 706 school age children were photorefracted, 211 learning disabled and 495 middle school students. The total students having abnormal retinal reflexes were 156 or 22 percent, and 133 or 85 percent of the abnormal had refractive error indicated. Ophthalmological examination was performed on 60 of these students and refractive error was verified in 57 or 95 percent of those examined. The new 2.4-m system has a NASA patent pending and is authorized by the FDA. It provides a reliable means of rapidly screening the eyes of children and young adults for vision problems. It is especially useful for infants and other non-communicative children who cannot be screened by the more conventional methods such as the familiar E chart.

Richardson, J. R.↗

Expanding your horizons in science and mathematics

Through the presentation of its Expanding Your Horizons in Science and Mathematics career education conferences for secondary school young women, the Math/Science Network continues its efforts to remove the educational, psychological, and cultural barriers which prevent women from entering math-and science-based careers. The Expanding Your Horizons conferences were presented on 77 college, university and high school campuses across the United States. This year, these unique one day conferences reached 15,500 students, 3,000 parents and educators, and involved 3,000 career women who volunteered their services as conference planners, workshop leaders, speakers, and role models.

Source record↗

Reform of general education and vocational training in the U.S.S.R.

Extensive school reform measures were initiated in the U.S.S.R. in 1984. The essence of the reform is to improve the quality of instruction, improve the content of education, strengthen the Marxist-Leninist world view, and ensure that all secondary school graduates master an occupation.

Spearman, M. L.↗

Development of intuitive theories of motion - Curvilinear motion in the absence of external forces

College students and children between the ages of 4 and 12 were asked to draw the path a ball would take upon exiting a curved tube. As in previous studies, many subjects erroneously predicted curvilinear paths. However, a clear U-shaped curve was evident in the data: Preschoolers and kindergartners performed as well as college students, whereas school-aged children were more likely to make erroneous predictions. A second study suggested that the youngest children's correct responses could not be attributed to response biases or drawing abilities. This developmental trend is interpreted to mean that the school-aged children are developing intuitive theories of motion that include erroneous principles. The results are related to the 'growth errors' found in other cognitive domains and to the historical development of formal theories of motion.

Kaiser, M. K.↗

Bagging system, soil stabilization mat, and tent frame for a lunar base

Georgia Tech's School of Textile and Fiber Engineering and School of Mechanical Engineering participated in four cooperative design efforts this year. Each of two interdisciplinary teams designed a system consisting of a lunar regolith bag and an apparatus for filling this bag. The third group designed a mat for stabilization of lunar soil during takeoff and landing, and a method for packaging and deploying this mat. Finally, the fourth group designed a sunlight diffusing tent to be used as a lunar worksite. Summaries of these projects are given.

Source record↗

Encouraging the pursuit of advanced degrees in science and engineering: Top-down and bottom-up methodologies

The MassPEP/NASA Graduate Research Development Program (GRDP) whose objective is to encourage Black Americans, Mexican Americans, American Indians, Puerto Ricans, and Pacific Islanders to pursue graduate degrees in science and engineering is described. The GRDP employs a top-down or goal driven methodology through five modules which focus on research, graduate school climate, technical writing, standardized examinations, and electronic networking. These modules are designed to develop and reinforce some of the skills necessary to seriously consider the goal of completing a graduate education. The GRDP is a community-based program which seeks to recruit twenty participants from a pool of Boston-area undergraduates enrolled in engineering and science curriculums and recent graduates with engineering and science degrees. The program emphasizes that with sufficient information, its participants can overcome most of the barriers perceived as preventing them from obtaining graduate science and engineering degrees. Experience has shown that the top-down modules may be complemented by a more bottom-up or event-driven methodology. This approach considers events in the academic and professional experiences of participants in order to develop the personal and leadership skills necessary for graduate school and similar endeavors.

Maddox, Anthony B.↗