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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 NTRS2017

Benefits of International Collaboration on the International Space Station

The International Space Station is a valuable platform for research in space, but the benefits are limited if research is only conducted by individual countries. Through the e orts of the ISS Program Science Forum, international science working groups, and interagency cooperation, international collaboration on the ISS has expanded as ISS utilization has matured. Members of science teams benefit from working with counterparts in other countries. Scientists and institutions bring years of experience and specialized expertise to collaborative investigations, leading to new perspectives and approaches to scientific challenges. Combining new ideas and historical results brings synergy and improved peer-reviewed scientific methods and results. World-class research facilities can be expensive and logistically complicated, jeopardizing their full utilization. Experiments that would be prohibitively expensive for a single country can be achieved through contributions of resources from two or more countries, such as crew time, up- and downmass, and experiment hardware. Cooperation also avoids duplication of experiments and hardware among agencies. Biomedical experiments can be completed earlier if astronauts or cosmonauts from multiple agencies participate. Countries responding to natural disasters benefit from ISS imagery assets, even if the country has no space agency of its own. Students around the world participate in ISS educational opportunities, and work with students in other countries, through open curriculum packages and through international competitions. Even experiments conducted by a single country can benefit scientists around the world, through specimen sharing programs and publicly accessible \open data" repositories. For ISS data, these repositories include GeneLab, the Physical Science Informatics System, and different Earth science data systems. Scientists can conduct new research using ISS data without having to launch and execute their own experiments. Multilateral collections of research results publications, maintained by the ISS international partnership and accessible via nasa.gov, make ISS results available worldwide, and encourage new users, ideas and research. The paper explores effectiveness of international collaboration in the course of the ISS Program execution. The collaboration history, its evolution and maturation, change of focus during its different phases, and growth of its effectiveness (in accordance with the especially established criteria) are also considered in the paper in the light of benefits for the entire ISS community. With the International Space Station extended through at least 2024, more crew time becoming available and new facilities arriving on board the ISS, these benefits of international scientific collaboration on the ISS can only increase.

Robinson, Julie A.↗
NASA NTRS2017

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↗
NASA NTRS2010

LRN, ERN:, & BERN @ Wireless Integrating the Sciences (WITS) Theatre

In order to develop a call to action for a learning tool that would work to best teach Science Technology Engineering and Math (STEM), the NASA Goddard team will partner with the inventor of Bop It!, an interactive game of verbs and following instructions; and Global Imagination, the developers of Magic Planet. In this paper Decision-making Orbital Health! (DOH!) will be described as a game derived from the basic functions necessary for Bop lt!, a familiar game. that will ask the educational audience to respond to changing commands to Bop It!, Twist It!, and Squeeze It! The success of the new version of the game, will be that the Earth will be making these commands from Dynamic Planet, and the crowd assembled can play wirelessly. Wireless Integrating The Sciences (WITS) Theatre : A balanced approach will describe how the communities local to Goddard and perhaps San Francisco will develop curriculum that helps kids teach kids with an engaging game and a STEM message. The performing arts will be employed to make it entertaining and appropriate to the size of the gathering, and the students educational level.

Hilliard, L.↗
NASA NTRS2018

VECTR: Virtual Environment Computational Training Resource

The Westridge Middle School Curriculum and Community Night is an annual event designed to introduce students and parents to potential employers in the Central Florida area. NASA participated in the event in 2017, and has been asked to come back for the 2018 event on January 25. We will be demonstrating our Microsoft Hololens Virtual Rovers project, and the Virtual Environment Computational Training Resource (VECTR) virtual reality tool.

Augmented Reality↗
NASA NTRS2018

Addressing Human Error in International Space Station Flight Control Teams: Advances in Ground Training for Science Operators

In flight control, as with any human in the loop system, operator error is an inevitable reality. On the International Space Station (ISS) where crew time and physical resources are precious and often irreplaceable, operator errors can result in significant, irreversible consequences. Flight controllers at the Payload Operations Integration Center (POIC) located at NASA’s Marshall Space Flight Center (MSFC) in Huntsville, Alabama know this reality well. At the POIC, operator errors can be caused by a variety of factors, from poor hardware or software design to environmental factors such as time pressure or fatigue. The most difficult errors to address, however, are those which result from ineffective teamwork.Academic research in teamwork has resulted in the identification of many factors which make cross-functional teaming difficult, including leadership, trust building, and communication challenges. These factors, especially when combined with the challenging environmental factors flight control teams must contend with daily, make the goal of minimizing operator errors in payload operations challenging to achieve. To address such teamwork errors, trainers at the POIC have drawn best practices from high reliability industries such as commercial aviation, healthcare, and nuclear power plants, as well as from our sister ISS control center in Houston, Texas, to develop and institute a new training program focused specifically on teamwork skills.This training program, called the Team Skills Curriculum, is based on the concept of Crew Resource Management (CRM) which was developed by NASA in the 1970s for the commercial aviation industry in response to a series of aviation disasters resulting from ineffective teamwork. CRM was later tailored by the Johnson Space Center (JSC) for use in astronaut and flight control training. The result, called Space Flight Resource Management (SFRM) was formally introduced into manned spaceflight training in the late 90s. SFRM has evolved over the years, but the focus has remained on helping operators develop the skills needed to work as part of an effective team. Using these concepts as well as the latest research in cross-functional teaming and data on specific errors occurring at the POIC, trainers in the integrated flight control training branch created a custom training program for both new and certified payload operations specialists.

Harris, Samantha S.↗
NASA NTRS2018

Fellowship Presentation

Three major projects were considered this summer -Key Management Systems and Fleet Reduction: What are key management systems and how would they be implemented at SSC (Stennis Space Center)? What are some ways that SSC can work to reduce the number of fleet vehicles? -Property Disposal and Redistribution: How does the property disposal process at SSC compare to the process at MAF (Michoud Assembly Facility)? Are there any ways to improve the property disposal process? -Usage of Electric Vehicles at SSC: How could electric vehicles be implemented at SSC? What infrastructure would be needed to use electric vehicles at SSC? How do other government installations (particularly the VA (Veterans Administration Medical Center) in Biloxi) use electric vehicles? [Added consideration:] Curriculum Plan.

Carrigee, Craig↗
NASA NTRS2019

Fatigue and Fatigue Countermeasures

Sleep can play an important role in alleviating health disparities, as inadequate sleep is associated with serious, adverse health conditions including cardiovascular disease, diabetes, obesity, cancer, and premature mortality. Nonetheless, dissemination of sleep health interventions targeted towards health disparities populations remains limited. Social workers and social work students serve populations designated as health disparities populations and are in an optimal position to promote sleep health among their underserved clients. However, social work students lack the specific training and resources necessary to promote healthy sleep practices among their clients. In fact, bachelors, master's, and doctoral social work programs in the United States do not incorporate any sleep health training as part of their curriculum. To improve public health through the promotion of healthy sleep practices among underserved populations, we propose to equip social work students, through an online learning module, with the knowledge and resources necessary to promote healthy sleep practices among their clients in underserved communities. In order to maximize effectiveness and reach, this proposal employs: (1) a collaborative team of sleep medicine and social work professionals; and (2) an ideal university environment with sophisticated eLearning capabilities that has one of the largest social work programs in the state of Florida.

fatigue countermeasure↗
NASA NTRSDate not supplied

Increasing Engagement Through Storytelling

For years, storytelling has been used to pass down history, customs, rituals, and legends. Because a good narrative can tap into our emotions, we’re more likely to remember the story. By weaving narrative and curriculum together, we can provide our learners with an experience that can not only entertain them, but improve retention. Learn how to: • Start with a character your audience can relate to • Use emotion to better help information stick in their brains • Let your audience become part of the narrative

Sharon Goza↗
NASA NTRSDate not supplied

ISS Payload Operations Training During the COVID-19 Pandemic: Impacts and Solutions

Introduction: The onset and the protracted duration of the COVID-19 pandemic brought a dramatic and rapid transformation to almost every aspect of humanity in 2020. The world’s space agencies and their missions were not immune to the unpredictable and wide-sweeping changes. One discipline principally affected was mission operations and the various groups supporting that critical function. Mission support teams, especially for complex and crewed missions like the International Space Station (ISS) were forced to rapidly rethink how and where control center staff performed their vital work. Operations training – an essential element to mission ops, had unique hurdles to overcome. Operations training is responsible for preparing astronaut crews for their scientific missions, providing recurring proficiency and currency material to flight controllers, as well as ensuring new team members are ready to join their colleagues on console. Every element of training was impacted by COVID restrictions. From orientation and introductory classes for new controllers, training for scientists and payload developers, to simulations and advanced lessons, critical On the Job Training (OJT) and final evaluations; all aspects faced new challenges. Operations trainers at NASA’s Marshall Space Flight Center (MSFC) in Huntsville, Alabama, were forced to rethink, retool, and become more efficient with trainees and training resources in order to continue supporting payload operations on the ISS. Impacts and Barriers to Operations Training: The pandemic started in the United States in early March 2020. Immediately, NASA mandated that the support for ISS real-time operations was critical. As a result, physical access to the ISS Payload Operations Center was restricted to only those people supporting console operations. Thus, use of on-site NASA facilities and any trainer to trainee face-to-face interaction was not authorized. Trainers and trainees had to quickly shift to 100% remote learning. In the short term, this was not a problem since NASA had already prepared Information Technology (IT) resources that facilitated remote access to mission resources like classes, documents and teleconferences. However, instructors quickly discovered the classes that they were accustomed to delivering in a large classroom environment did not translate well to remote teaching. The lack of non-verbal communication with the class became a major barrier to instruction. Another significant hurdle to operations training was the mandate that all simulations could only be held remotely. The logistics of planning and executing even small simulations proved to be challenging, almost impossible, due to IT technology and public internet limitations. With simulations essentially stopped, as well as the restrictions on most OJT training, trainees were essentially stopped in their advancement towards certification. An additional barrier that had to be overcome was the formal documentation of the curriculum objectives. Even though NASA had been deliberately transitioning to electronic documents for years, some organizations were still relying on “pen and ink” documents to formalize training completion. The logistics of implementing secure and controlled e-signature documents in a standardized, NASA approved format had to be addressed. Lesson Learned and Efficiencies: Once the various limitations were identified, ISS trainers at MSFC discussed, proposed, and prioritized new options and techniques. Transitioning to all electronic learning materials and certifications was a relevantly easy fix. Teaching courses to large and diverse groups took additional shifts in the NASA training paradigm. Likewise, methods and procedures for preparing astronauts for their missions were forced to be revised. Simulation supervisors and their teams were also forced to find more efficient techniques to provide realistic training experience. Communication and approvals from management was essential. In every case, the ISS payload operations instructors found novel and efficient solutions to all functions listed above. This paper will discuss the factors and solutions payloads operations trainers found to keep scientific research on the ISS flying forward to mission success.

ISS Operations↗
NASA NTRSDate not supplied

Leading University Students to the Edge of Space

For over 16 years, the Louisiana Space Grant Consortium (LaSPACE), the NASA Balloon Program Office (BPO), and the NASA Columbia Scientific Balloon Facility (CSBF) have collaborated in a series of high altitude balloon-based programs involving hands-on authentic learning experiences that expose university students and other participants to technical skills, teamwork dynamics, and effective communication methods. Such programs go beyond what is possible to achieve in a normal classroom and help prepare future engineers and scientists for a successful aerospace workforce career. In our collaborative effort, LaSPACE has focused on the program content and student mentoring while NASA BPO and CSBF provide balloon flight support and operations. The entry-level Louisiana Aerospace Catalyst Experiences for Students (LaACES) builds students’ skills in basic electronics, sensor interfacing, real-time programming, mechanical development, and project management. These skills are then applied to the design, development, fabrication, and flight of a small (∼500 gram) balloon payload. Finally, the payloads are flight-tested to an altitude of ∼30 km using a 2 kg latex sounding balloon. The LaACES program includes a set of lectures, activities, and Arduino Mega based electronic kits that are used for skill building and as a core control system for the student payload. The more advanced High Altitude Student Platform (HASP) is designed to carry ∼twelve 3 to 20 kg student payloads to an altitude of about 36 kilometers with flight durations of 10 to 20 hours using a ∼311,500 cubic meter, zero pressure balloon. HASP provides all student payloads with power, downlink telemetry, uplink commanding, and real-time HD video for instrument control and assessment during the flight. While originally developed for university students, these programs have been adapted to projects focused on high school teachers as well as affecting minorities underrepresented in aerospace related science and engineering fields. We are now in the process of adapting the LaACES materials to a pre-engineering curriculum for high school students as well as for widespread access over the internet. During this presentation, we will provide details of both the LaACES and HASP programs, how these programs have engaged participants from all demographic groups, and our current plans for continuing and expanding upon our success.

University↗
NASA NTRSDate not supplied

Bringing Research to New Heights: How CASEI Integrates Data Curation, Discovery, and Education in Earth and Atmospheric Science

A challenging aspect of any project is finding all the relevant data and information needed to address the research objective. Searching for data and its contextual metadata can become overwhelming for both undergraduate and graduate students, potentially hindering their work and affecting the scientific discoveries that could be made in the long run. To ease this, the NASA Airborne Data Management Group (ADMG), part of the Interagency Implementation and Advanced Concepts Team (IMPACT), has developed the new Catalog of Archived Suborbital Earth science Investigations (CASEI). CASEI includes a web portal that users, be they professionals or students, can use to search, browse, discover, and locate relevant observations associated with NASA’s airborne and field campaigns. Users are able to query data in a variety of ways (via keywords, locations, timeframe, etc) from one online portal, minimizing the amount of time needed to search. CASEI also allows access to key contextual metadata and data from a wide array of Earth and Atmospheric Science topics such as aerosols and boundary layer processes, as well as ice and glacial properties or processes. Users are able to access the data via DOI links to data set landing pages. This presentation will demonstrate how CASEI can be used for classwork and student research. Teachers can provide CASEI to their students as a tool for their studies, or use it to find data themselves while constructing their curriculums. Additionally, users can leverage CASEI to learn about NASA’s Earth and Atmospheric Science research efforts and to find data relevant for assignments or other research projects. The metadata in CASEI has been carefully curated, and highlights important information about the campaigns and their data. Students can explore and learn about the scientific objectives of the campaigns, as well as descriptions of the campaign’s best research days. Having access to contextual metadata in an easy to understand way can help plant the seeds of new ideas in students at any point in their academic journey. From class projects to theses/dissertations and other research, CASEI is a valuable emerging tool for data discovery, giving access to all users and guiding researchers to NASA’s unique airborne data to answer the burning Earth Science questions of our time.

education↗
NASA NTRSDate not supplied

Laboratory Astrophysics in the United States

Laboratory astrophysics is a strong and vibrant field in the US with its primary national representation as a full Division of the American Astronomical Society (AAS). Laboratory Astrophysics is also represented in other major scientific societies such as the Astrochemistry subdivision of the American Chemical Society (ACS), the High Energy Density Laboratory Astrophysics (HEDLA) and the Division of Astrophysics (DAP) of the American Physical Society (APS) to cite a few. Laboratory Astrophysics and Astrochemistry is also well represented in federal agencies such as the National Aeronautics and Space Administration (NASA) and the National Science Foundation (NSF) where research programs are fully dedicated to the support of laboratory astrophysics research. Laboratory Astrophysics is also well represented in the Academic arena where Physics, Astronomy and/or Chemistry Departments in many universities host a laboratory Astrophysics or Astrochemistry curriculum. The increasing recognition of the field of laboratory astrophysics has been recently reinforced by its inclusion into the recommendations of the two most recent Decadal Surveys of the National Academy of Sciences (NAS). I will discuss and present the many aspects and representations of Laboratory Astrophysics in the US and summarize the current efforts in the field.

Laboratory Astrophysics↗
NASA NTRSDate not supplied

Preparing for Lunar Exploration: Geology and Field Training for Astronauts

NASA astronauts will soon return to the Moon, this time to the lunar south pole. Astronauts will perform traverses, make geologic observations, and collect samples to return to Earth. Lessons from Apollo show that science returns were optimized because crews were well-trained in both spacewalk operations and field geology. In that spirit, our team of geologists introduced a revised geologic training program for in-coming NASA astronauts that includes classroom activities and fieldwork and is split over 2 years. Year 1 focuses on an introduction to geologic concepts capped by a field exercise. Year two focuses on climate change, the Moon, other planets, and additional fieldwork. Our geology curriculum supports astronaut observations from the ISS and is the foundation for future Artemis geology training, which will include lunar science and increasingly complex field training in planetary-relevant locations. A final piece of our training program provides geology and field mapping experiences for NASA engineers, flight controllers, and managers, to help them understand the principles of fieldwork and relevance to lunar exploration. The Year 1 geology training must be an effective introduction for astronauts who have little or no background in geology. We focus the training around a narrowly defined field problem and use a week of classroom training to prepare the astronauts with the specific skills and background they need to carry out a field exercise on volcanic features, structures, and landforms of the Taos Plateau, New Mexico. Classroom modules are hands-on, using satellite imagery, maps, analog models, and samples, and provide the astronauts with specific and relevant experience in how to make observations and describe what they see, recognize, and interpret patterns, infer processes from products, and analyze relationships to build a story based on evidence from a variety of data sources. At the end of each classroom day, astronauts work in teams to build a preliminary geologic map of the field area, adding new observations and interpretations as they learn about topics in the classroom. Each team’s bucket list of target areas to visit helps shape their investigations during their week in the field. On the final day in the field, each astronaut team presents a geologic map, cross section, and geologic interpretation

Geology↗
NASA NTRSDate not supplied

Developing Open-Source Training Materials for AI/ML and Space Biological Sciences Using NASA Cloud-Based Data

Artificial Intelligence (AI) and Machine Learning (ML) has gained significant traction in the biological and biomedical research fields in the last two decades, in part thanks to an increasing culture of open data sharing and reuse. Due to its capability for identifying complex relationships and patterns, AI/ML methodology is particularly well suited to recognize and predict biological patterns from high-dimensional next-generation sequencing data (e.g. whole genome sequencing, transcriptomic sequencing), as well as from biological or medical imaging data (e.g. microscopy, computed tomography, ultrasound, magnetic resonance imaging, radiography). These methodologies hold particular promise for space biosciences research and automated space health monitoring systems. However, there are many key considerations for properly training, validating, and testing a machine learning model in biological research or clinical application. Even with the positive culture of Open Science and data sharing, inexperienced researchers working quickly without proper checks can produce models that perform poorly outside of the immediate training dataset. Lessons learned from biological AI/ML research indicate that Open Science principles such as data sharing and open-source code must go hand-in-hand with publicly available, high-quality training curricula in best practices, with modules centered on real-life scientific use cases and data so future AI/ML practitioners gain experience on real problems. Here we present the development of open-source training materials for AI/ML and space biosciences, as part of the NASA Transform to Open Science Training (TOPST) initiative. We develop 4 independent training programs, focused on the following topics: 1) Fundamentals of Machine Learning and Space Biosciences Domain, 2) Open Science, Artificial Intelligence, and Ethical Best Practices for Data Sharing and Analysis, 3) Using AI/ML Classification to Identify Gene Networks Affected By Space Exposure in Mouse Liver, and 4) Using Neural Networks to Find DNA Damage Patterns in Immune Cells after Radiation. All programs leverage cloud-based NASA biological datasets. The curriculum we present will enable worldwide access to training in AI/ML and scientific analysis.

James Andrew Casaletto↗
NASA NTRSDate not supplied

Exploring the Moon: Training Astronauts for Artemis Missions

For the first time in over 50 years, NASA scientists are training astronauts assigned to lunar missions. The successful Artemis 1 test flight in 2022 set the stage for future human missions to the Moon. The Artemis II mission will send astronauts to fly by the Moon, providing the first opportunity since Apollo for humans to directly observe and document the lunar surface from a few thousand kilometers, including the lunar far side. Artemis III will be the first human mission to land and explore the Moon’s surface near the lunar South Pole. To prepare for Artemis exploration, geology training for the Artemis II crew and detailed training plans for Artemis III and beyond are in full swing. NASA scientists have been working for several years with the Flight Operations Directorate (FOD) at the Johnson Space Center on a progressive geology training program that starts with incoming astronaut classes, offers opportunities to maintain the geology proficiency between flight assignments, and trains the broader engineering-operations-management community in geology and field operations. In the spring of 2023, our team developed an introductory week-long class called Lunar Fundamentals and delivered this content to the Artemis II crew, as well as key NASA Flight Control Team members. The Lunar Fundamentals curriculum combines basic geographic and geologic information about the Moon; includes detailed content on major geologic processes, the lunar environment, lunar volatiles, and sample science; provides historical context of our growing knowledge about the Moon; and introduces new lunar data sets and tools for exploring the lunar surface. With the Lunar Fundamentals foundation, we continue development of the advanced planetary science classroom content for the Artemis III crew, together with field training science objectives and plans. Partnering with our FOD colleagues, we are building an integrated training plan for lunar science, exploration field methods, and operational skills to ensure that the Artemis astronauts exploring the Moon will have the necessary foundation in geology and lunar science to achieve mission success.

Astronauts training↗
NASA NTRSDate not supplied

Developing a Motion-Based System for Lunar Vehicle Handling Qualities Testing

— Motion and visual cue influences are critical in any simulator system, as they impact multiple aspects of the human’s neurovestibular and visual systems. Cues of real motion proceeds to the brain before cues of visual change. It is important therefore for simulator motion cues to exist and to match those realistically with those of the real vehicle to provide transferable training of the activity for operations. The United Kingdom’s Royal Air Force Institute of Aviation Medicine (1989)[1] stated that motion platforms are the only simulation devices capable of fully stimulating the body motion sensors. They confirmed that motion platforms can impart accelerations to the whole body and therefore exercise the automatic motion feedback-loop that operators are used to. With both visual and motion cues handling the vehicle becomes more realistic. Strachan (2019)[1] confirms motion cueing from a well set-up motion platform has been found to be important especially in conditions such as night or reduced visibility where motion cues may be more relied upon. As of this writing, the only lunar rover motion simulator is housed at the General Motors (GM) Milford Proving Ground, which only simulates the motions of a traditional car. A NASA Test Team proposed to complete a motion-based simulation system for NASA’s Lunar Terrain Vehicle (LTV) which resides at Johnson Space Center’s Systems Engineering Simulator facility. This activity integrated existing fixed base simulation capabilities with a newly procured six-degree of freedom motion base platform for the design, development, evaluation, and training associated with the LTV project. This would incorporate a South Pole Lunar virtual reality simulation using Lunar Reconnaissance Orbiter 5m/pixel high-resolution imagery and Unreal 5.2 Virtual Shadow Maps, combined with a virtual reality (VR) headset, integrated within a rover cockpit on a Mikrolar Motion Platform for evaluating human performance and vehicle handling qualities for concept roving vehicle designs. The motion-based system received its Human Rating Certification on March 2023. To begin testing the new facility, a preliminary handling qualities study was conducted. The objectives were to determine if there is a correlation amongst three handling quality methods of performance for a lunar vehicle and to understand the effects of a simulated 1/6-g loads and visuals with a motion platform on the operator while in a 1-g physical environment. The capability this system provides directly benefits the NASA’s Extravehicular Activity and Human Surface Mobility Program and NASA’s Flight Operations Directorate in evaluating the driving qualities of vehicle concepts, human performance related to the operating of a lunar surface vehicle, and assessment of suit related driving impacts. It would also provide direct operational benefit by providing a first-in class and unique simulation platform for the lunar astronaut training curriculum. The empirical knowledge of rover and human performance on this scale is paramount as there is currently no other lunar surface simulator with these capabilities. The result of this study ensures a broadly applicable method of testing for shirtsleeve, unpressurized and pressurized suited rover handling qualities.

Test Track↗
NASA NTRSDate not supplied

Developing Open-Source Training Materials for AI/ML and Space Biological Sciences Using NASA Cloud-Based Data

Artificial Intelligence (AI) and Machine Learning (ML) has gained significant traction in the biological and biomedical research fields, in part due to a culture of open data sharing and reuse. AI/ML methodology is well-suited to recognize and predict biological patterns from high-dimensional next-generation sequencing data (e.g. whole genome sequencing, transcriptomic sequencing), as well as from biological or medical imaging data (e.g. microscopy, computed tomography, ultrasound, magnetic resonance imaging, radiography). These methodologies hold particular promise for space biosciences research and automated space health monitoring systems. However, there are key considerations for properly training, validating, and testing a machine learning model in biological research or clinical application. Inexperienced researchers can produce models that perform poorly outside of the training dataset. Open Science principles such as data sharing and open-source code must go hand-in-hand with publicly available, high-quality training curricula in best practices, with modules centered on real-life scientific use cases and data so future AI/ML practitioners gain experience on real problems. Here we present the development of open-source training materials for AI/ML and space biosciences, as part of the NASA Transform to Open Science Training (TOPST) initiative. We develop 4 independent training programs, focused on the following topics: 1) Fundamentals of Machine Learning and Space Biosciences Domain, 2) Open Science, Artificial Intelligence, and Ethical Best Practices for Data Sharing and Analysis, 3) Using AI/ML Classification to Identify Gene Networks Affected By Space Exposure in Mouse Liver, and 4) Using Neural Networks to Find DNA Damage Patterns in Immune Cells after Radiation. All programs leverage cloud-based NASA biological datasets. The curriculum we present will enable worldwide access to training in AI/ML and scientific analysis.

James Casaletto↗
NASA NTRS2023

Earth Independent Medical Operations (EIMO) Training Technical Interchange Meeting, 26th October 2023: Background and Summary of Discussion

On 26th October 2023, ExMC convened a panel of Subject Matter Experts (SMEs) from NASA, broadly representing Headquarters, the Human Research Program, Medical Operations, the Human Health and Performance Directorate at JSC, the Health and Medical Technical Authority, the Flight Operations Directorate, and representation from other Centers including: Ames Research Center (ARC), and Glenn Research Center (GRC). Representatives from the Canadian Space Agency also participated in this TIM. In addition, SMEs from industry included representation from the following entities: Axiom Space, Space Exploration Technologies Corporation, Level Ex, Shiny Box Interactive. Additional SMEs from academia included: University of Houston, Touro University, Weill Cornell Medical College and the Translational Research Institute for Space Health at Baylor College of Medicine. This group of stakeholders discussed the training issues related to facilitating EIMO. Sub-topics for this discussion included the following: - Pre-launch medical curriculum development - Ground-based training on medical hardware - Dental health - Behavioral health - Telemedicine - Just-in-time training - Simulation-based training (extended reality)

CMO Training↗