Search NASA⌕ Search

SEARCH · Search NASA

Results for “school”

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 271 records · Page 15
All sourcesNASA NTRSDOE OSTI
NASA NTRS1992

Experiments with the low melting indium-bismuth alloy system

The following is a laboratory experiment designed to create an interest in and to further understanding of materials science. The primary audience for this material is the junior high school or middle school science student having no previous familiarity with the material, other than some knowledge of temperature and the concepts of atoms, elements, compounds, and chemical reactions. The objective of the experiment is to investigate the indium-bismuth alloy system. Near the eutectic composition, the liquidus is well below the boiling point of water, allowing simple, minimal hazard casting experiments. Such phenomena as metal oxidation, formation of intermetallic compound crystals, and an unusual volume increase during solidification could all be directly observed. A key concept for students to absorb is that properties of an alloy (melting point, mechanical behavior) may not correlate with simple interpolation of properties of the pure components. Discussion of other low melting metals and alloys leads to consideration of environmental and toxicity issues, as well as providing some historical context. Wetting behavior can also be explored.

Krepski, Richard P.↗
NASA NTRS1992

Determining significant material properties: A discovery approach

The following is a laboratory experiment designed to further understanding of materials science. The experiment itself can be informative for persons of any age past elementary school, and even for some in elementary school. The preparation of the plastic samples is readily accomplished by persons with resonable dexterity in the cutting of paper designs. The completion of the statistical Design of Experiments, which uses Yates' Method, requires basic math (addition and subtraction). Interpretive work requires plotting of data and making observations. Knowledge of statistical methods would be helpful. The purpose of this experiment is to acquaint students with the seven classes of recyclable plastics, and provide hands-on learning about the response of these plastics to mechanical tensile loading.

Karplus, Alan K.↗
NASA NTRS1992

Future Assets, Student Talent (FAST)

Future Assets, Student Talent (FAST) motivates and prepares talented students with disabilities to further their education and achieve High Tech and professional employment. The FAST program is managed by local professionals, business, and industry leaders; it is modeled after High School High Tech project TAKE CHARGE started in Los Angeles in 1983. Through cooperative efforts of Alabama Department of Education, Vocational Rehabilitation, Adult and Children Services, and the President's Committee on Employment of People with Disabilities, north central Alabama was chosen as the second site for a High School High Tech project. In 1986 local business, industry, education, government agencies, and rehabilitation representatives started FAST. The program objectives and goals, results and accomplishments, and survey results are included.

Source record↗
NASA NTRS1992

NASA/USRA advanced design program activity, 1991-1992

The School of Textile and Fiber Engineering continued to pursue design projects with the Mechanical Engineering School giving the students an outstanding opportunity to interact with students from another discipline. Four problems were defined which had aspects which would be reasonably assigned to an interdisciplinary team. The design problems are described. The projects included lunar preform manufacturing, dust control for Enabler, an industrial sewing machine variable speed controllor, Enabler operation station, and design for producing fiberglass fabric in a lunar environment.

Dorrity, J. Lewis↗
NASA NTRS1992

The 1992 NASA/ASEE Summer Faculty Fellowship Program

This is the administrative report for the 1992 NASA/ASEE Summer Faculty Fellowship Program which was held at the George C. Marshall Space Flight Center (MSFC) for the 28th consecutive year. The nominal starting and finishing dates for the ten week program were June 1, 1992 through August 7, 1992. The program was sponsored by NASA Headquarters, Washington, D.C., and operated under the auspices of the American Society for Engineering Education (ASEE). The program was one of eight such programs at eight NASA centers sponsored and funded by NASA Headquarters. The basic objectives of the program are the following: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities at the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The major activities of the 1992 program were the following: (1) recruitment, selection, and assignment of faculty fellows; (2) research performed by the participants in collaboration with the MSFC colleague; (3) a seminar and tour program aimed at providing information concerning activities at MSFC; (4) an activities program of a social/non-technical nature aimed at providing the fellows and their families a means of learning about the MSFC/Huntsville area; and (5) preparation of a volume containing the written reports of the details of the research performed by each of the summer faculty. The success of the 1992 program activities in meeting the stated objectives was measured through questionnaires, which were filled out by participants and their MSFC colleagues. The following sections describe the major activities in more detail and the results of the questionnaires are summarized showing that the 1992 program was highly successful. This year's program also included 19 participants in the Summer Teacher Enrichment Program (STEP) which is comprised of middle school and high school math and science teachers.

Source record↗
NASA NTRS1992

Asteroid orbital error analysis: Theory and application

We present a rigorous Bayesian theory for asteroid orbital error estimation in which the probability density of the orbital elements is derived from the noise statistics of the observations. For Gaussian noise in a linearized approximation the probability density is also Gaussian, and the errors of the orbital elements at a given epoch are fully described by the covariance matrix. The law of error propagation can then be applied to calculate past and future positional uncertainty ellipsoids (Cappellari et al. 1976, Yeomans et al. 1987, Whipple et al. 1991). To our knowledge, this is the first time a Bayesian approach has been formulated for orbital element estimation. In contrast to the classical Fisherian school of statistics, the Bayesian school allows a priori information to be formally present in the final estimation. However, Bayesian estimation does give the same results as Fisherian estimation when no priori information is assumed (Lehtinen 1988, and reference therein).

Muinonen, K.↗
NASA NTRS1993

Development of interactive multimedia applications

Multimedia is making an increasingly significant contribution to our informational society. The usefulness of this technology is already evident in education, business presentations, informational kiosks (e.g., in museums), training and the entertainment environment. Institutions, from grade schools to medical schools, are exploring the use of multifaceted electronic text books and teaching aids to enhance course materials. Through multimedia, teachers and students can take full advantage of the cognitive value of animation, audio, video and other types in a seamless application. The Software Technology Branch at NASA Johnson Space Center (NASA/JSC) is taking similar approaches to apply the state-of-the-art technology to space training, mission operations and other applications. This paper discusses the characteristics and development of multimedia applications at the NASA/JSC.

Leigh, Albert↗
NASA NTRS1991

From Ship to Shuttle: NASA Orbiter Naming Program, September 1988 - May 1989

By congressional action in 1987, the National Aeronautics and Space Administration (NASA) was authorized to provide an opportunity for American school students to name the new Space Shuttle orbiter being built to replace the Challenger. The Council of Chief State School Officers (CCSSO), an education organization representing the chief education officials of the nation, was asked by NASA to assist in the development and administration of this exciting and important educational activity. A selection of interdisciplinary activities related to the Space Shuttle that were designed by students for the NASA Orbiter-Naming Program are presented. The national winner's project is first followed by other projects listed in alphabetical order by state, and a bibliography compiled from suggestions by the state-level winning teams.

Source record↗
NASA NTRS1991

The 1990-1991 project summaries

Georgia Tech's School of Textile & Fiber Engineering and School of Mechanical Engineering participated in four cooperative design efforts this year. One group designed a thermal shield for a lunar telescope. The second group designed a selenotextile habitat shielding structure. The third group designed a pneumatically assisted elbow joint for the NASA zero-prebreathe suit (ZPS). The final group designed an electromechanical system to power an astronaut's finger joints. Summaries of these projects are presented.

Source record↗
NASA NTRS1993

Sparking young minds with Moon rocks and meteorites

What could be more exciting than seeing pieces of other worlds? The Apollo program left a legacy of astounding accomplishments and precious samples. Part of the thrill of those lunar missions is brought to schools by the lunar sample educational disks, which contain artifacts of six piloted trips to the Moon. Johnson Space Center (JSC) is preparing 100 new educational disks containing pieces of meteorites collected in Antarctica. These represent chunks of several different asteroids, that were collected in one of the most remote, forbidding environments on Earth. These pieces of the Moon and asteroids represent the products of basic planetary processes (solar nebular processes, initial differentiation, volcanism, and impact), and, in turn, these processes are controlled by basic physical and chemical processes (energy, energy transfer, melting, buoyancy, etc.). Thus, the lunar and meteorite sample disks have enormous educational potential. New educational materials are being developed to accompany the disks. Present materials are not as effective as they could be, especially in relating samples to processes and to other types of data such as spectral studies and photogeology. Furthermore, the materials are out of date. New background materials will be produced for teachers, assembling slide sets with extensive captions, and devising numerous hands-on classroom activities to do while the disks are at a school and before and after they arrive. The classroom activities will be developed by teams of experienced teachers working with lunar and meteorite experts.

Taylor, G. Jeffrey↗
NASA NTRS1993

A multimedia adult literacy program: Combining NASA technology, instructional design theory, and authentic literacy concepts

For a number of years, the Software Technology Branch of the Information Systems Directorate has been involved in the application of cutting edge hardware and software technologies to instructional tasks related to NASA projects. The branch has developed intelligent computer aided training shells, instructional applications of virtual reality and multimedia, and computer-based instructional packages that use fuzzy logic for both instructional and diagnostic decision making. One outcome of the work on space-related technology-supported instruction has been the creation of a significant pool of human talent in the branch with current expertise on the cutting edges of instructional technologies. When the human talent is combined with advanced technologies for graphics, sound, video, CD-ROM, and high speed computing, the result is a powerful research and development group that both contributes to the applied foundations of instructional technology and creates effective instructional packages that take advantage of a range of advanced technologies. Several branch projects are currently underway that combine NASA-developed expertise to significant instructional problems in public education. The branch, for example, has developed intelligent computer aided software to help high school students learn physics and staff are currently working on a project to produce educational software for young children with language deficits. This report deals with another project, the adult literacy tutor. Unfortunately, while there are a number of computer-based instructional packages available for adult literacy instruction, most of them are based on the same instructional models that failed these students when they were in school. The teacher-centered, discrete skill and drill-oriented, instructional strategies, even when they are supported by color computer graphics and animation, that form the foundation for most of the computer-based literacy packages currently on the market may not be the most effective or most desirable way to use computer technology in literacy programs. This project is developing a series of instructional packages that are based on a different instructional model - authentic instruction. The instructional development model used to create these packages is also different. Instead of using the traditional five stage linear, sequential model based on behavioral learning theory, the project uses the recursive, reflective design and development model (R2D2) that is based on cognitive learning theory, particularly the social constructivism of Vygotsky, and an epistemology based on critical theory. Using alternative instructional and instructional development theories, the result of the summer faculty fellowship is LiteraCity, a multimedia adult literacy instructional package that is a simulation of finding and applying for a job. The program, which is about 120 megabytes, is distributed on CD-ROM.

Willis, Jerry W.↗
NASA NTRS1993

The Seventh Annual National Conference of Black Physics Students

The National Conference of Black Physics Students began in 1986 when several Black physics graduate students at MIT and Harvard decided to address the 'pipeline problem' of African Americans in physics by organizing a conference for Black physics undergraduates. The goals of the conference were: (1) to develop a network within the Black physics community, (2) to make Black students in physics, particularly at graduate level, aware of academic and professional opportunities and (3) to bring important issues and developments in the field to the attention of these students. We are pleased to announce the Seventh Annual National Conference of Black Physics Students held February 12 and 13, 1993 served the largest population of students so far. The largest conference previous to this one hosted 150 students. We registered and prepared for 240 students with 210 actually attenting. We received so many qualified abstracts for technical talks by students that instead of NCBPS's tradition of 3-4 student presentations, we ran 4 parallel sessions in different rooms with 4-5 presentations in each room. In response to comments from previous conferences, the program contained 3 workshop/discussion sessions. The topics for the interactive discussion workshops were: 'Getting Ready for Graduate School,' 'How to Succeed in Graduate School,' and 'Issues Facing Black Scientists.'

Crawley, Gerard M.↗
NASA NTRS1991

NASA Report to Education, Volume 9

This is an edition of 'NASA Report to Education' covering NASA's Educational Workshop, Lewis Research Center's T-34 and the Space Exploration Initiative. The first segment shows NASA Education Workshop program (NEWEST - NASA Educational Workshops for Elementary School Teachers). Highlights of the 14 days of intense training, lectures, fieldtrips and simple projects that the educators went through to teach the program are included. Participants are shown working on various projects such as the electromagnetic spectrum, living in Space Station Freedom, experience in T-34, tour of tower at the Federal Aviation Administrative Facilities, conducting an egg survival system and an interactive video conference with astronaut Story Musgrave. Participants share impressions of the workshop. The second segment tells how Lewis Research Center's T-34 aircraft is used to promote aerospace education in several Cleveland schools and excite students.

Source record↗
NASA NTRS1994

Mentoring for 2000 and beyond

Today, more than 40 percent of the United States workforce are women. However, only a small percentage of working women are employed in science or engineering fields. The numbers of women in engineering and math professions have actually decreased since 1984. Last year, a mentoring program was created at NASA Ames Research Center aimed at encouraging young girls to stay in school, increasing their self confidence and helping them perform better academically. Teachers at the Ronald McNair Intermediate School matched fifth through eighth grade students with women engineers at NASA Ames. Results from a year-end survey submitted by the mentees indicated that the program was successful in achieving its first-year goals; more than one student reported that she felt 'really special' because of her mentor's efforts. The NASA Ames Mentor program has continued into the 1992-93 academic year with both returning mentor/mentee pairs and new participants.

Guerra, K. M.↗
NASA NTRS1992

Hey! What's Space Station Freedom?

This video, 'Hey! What's Space Station Freedom?', has been produced as a classroom tool geared toward middle school children. There are three segments to this video. Segment One is a message to teachers presented by Dr. Jeannine Duane, New Jersey, 'Teacher in Space'. Segment Two is a brief Social Studies section and features a series of Presidential Announcements by President John F. Kennedy (May 1961), President Ronald Reagan (July 1982), and President George Bush (July 1989). These historical announcements are speeches concerning the present and future objectives of the United States' space programs. In the last segment, Charlie Walker, former Space Shuttle astronaut, teaches a group of middle school children, through models, computer animation, and actual footage, what Space Station Freedom is, who is involved in its construction, how it is to be built, what each of the modules on the station is for, and how long and in what sequence this construction will occur. There is a brief animation segment where, through the use of cartoons, the children fly up to Space Station Freedom as astronauts, perform several experiments and are given a tour of the station, and fly back to Earth. Space Station Freedom will take four years to build and will have three lab modules, one from ESA and another from Japan, and one habitation module for the astronauts to live in.

Vonehrenfried, Dutch↗
NASA NTRS1994

Formative and summative evaluation efforts for the Teacher Enhancement Institute conducted at the NASA Langley Research Center, summer 1994

The Teacher Enhancement Institute (TEI) at NASA Langley Research Center was developed in response to Executive Order 12821 which mandates national laboratories to 'assist in the mathematics and science education of our Nation's students, teachers, parents, and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science. Such programs, to the maximum extent possible, shall involve partnerships with universities, state and local elementary and secondary school authorities, corporations and community based organizations'. The faculty worked closely with one another and the invited speakers to insure that the sessions supported the objectives. Speakers were informed of the objectives and given guidance concerning form and function for the session. Faculty members monitored sessions to assist speakers and to provide a quality control function. Faculty provided feedback to speakers concerning general objective accomplishment. Participant comments were also provided when applicable. Post TEI surveys asked for specific comments about each TEI session. During the second of the two, two week institutes, daily critiques were provided to the participants for their reflection. This seemed to provide much improved feedback to speakers and faculty because the sessions were fresh in each participant's mind. Between sessions one and two, some changes were made to the program as a result of the formative evaluation process. Those changes, though, were minor in nature and comprised what may be called 'fine tuning' a well conceived and implemented program. After the objectives were written, an assessment instrument was developed to test the accomplishment of the objectives. This instrument was actually two surveys, one given before the TEI and one given after the TEI. In using such a series, it was expected that changes in the participants induced by attendance at TEI may be discovered. Because the institute was limited in time and depth of exposure, attitudinal changes (self-assessment of ability and confidence) were chosen to be surveyed. On the pre-survey, seven general categories of questions were asked. The post-survey repeated three of these categories, providing a pre and post evaluation of the same questions and added a fourth category which asked the participant to self-assess objective accomplishment. The assessment process for TEI was valuable when one looks at the final accomplishments of the TEI. A number of aspects stand out: (1) formative evaluation during project development allowed the goals and objectives to guide the development of the institute; (2) formative evaluation provided positive guidance to presenters in developing and implementing their session; (3) formative evaluation helped presenters to improve or focus their sessions; (4) summative evaluation provided managers a way to gauge the success of the institute; (5) summative evaluation provided a benchmark for future programs to be measured against.

Carlson, Randal D.↗
NASA NTRS1994

Live from Antarctica: the Coldest, Windiest Place on Earth

In this first part of a four part 'Passport to Knowledge Special', hosted by Camille Jennings from Maryland Public Television, children from Maryland and Texas schools had the opportunity to directly interact with and ask questions of scientists and researchers in Antarctica live. The physical characteristics of Antarctica are featured, along with their effects on the human and microbiological organisms living in the region. The reasons behind the clothing worn in the Antarctic and the importance of the meteorological station are featured. Interviews with Professor Ian Dolziel (U of Texas) and Lt. commander John Joseph, NSFA (the head of the Navy Meteorology Center) occur with the school children, along with actual video footage of the surrounding geological features and geography. The 'Weatherops' is located at McMurdo Station, Antarctica.

Source record↗
NASA NTRS1995

Research project for increasing pool of minority engineers

The Tennessee State University (TSU) Research Project for Increasing the Pool of Minority Engineers is designed to develop engineers who have academic and research experiences in technical areas of interest to NASA. These engineers will also have some degree of familiarity with NASA Lewis Research Center as a result of interaction with Lewis engineers, field trips and internships at Lewis. The Research Project has four components, which are: (1) Minority Introduction to Engineering (MITE), a high school precollege program, (2) engineering and technology previews, (3) the NASA LeRC Scholars program which includes scholarships and summer internships, and (4) undergraduate research experiences on NASA sponsored research. MITE is a two-week summer engineering camp designed to introduce minority high school students to engineering by exposing them to: (1) engineering role models (engineering students and NASA engineer), (2) field trips to engineering firms, (3) in addition to introducing youth to the language of the engineer (i.e., science, mathematics, technical writing, computers, and the engineering laboratory). Three MITE camps are held on the campus of TSU with an average of 40 participants. MITE has grown from 25 participants at its inception in 1990 to 118 participants in 1994 with participants from 17 states, including the District of Columbia, and 51 percent of the participants were female. Over the four-year period, 77 percent of the seniors who participated in MITE have gone to college, while 53 percent of those seniors in college are majoring in science, engineering or mathematics (SEM). This first Engineering and Technology Previews held in 1993 brought 23 youths from Cleveland, Ohio to TSU for a two-day preview of engineering and college life. Two previews are scheduled for 1994-1995. The NASA LeRC Scholars program provides scholarships and summer internships for minority engineering students majoring in electrical or mechanical engineering. Presently six (6) engineering students are in the Scholars program. The average GPA for the scholars is 3.239. Each scholar must maintain a minimum GPA of 3.000/4.000. NASA LeRC Fred Higgs has been awarded a GEM Fellowship. In addition, he will be presenting a paper entitled 'Design of Helical Spring Using Probabilistic Design Methodology' at the Middle Tennessee Section ASME Student Design Presentations in Nashville on March 23rd and at the National Conference on Undergraduate Research to be held at Union College, Schenectady, New York on April 20-22, 1995. Each of the scholars is working on one of the three NASA sponsored research projects in the college.

Rogers, Decatur B.↗