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NASA NTRS1984

Overview of the NASA/RECON educational, research, and development activities of the Computer Science Departments of the University of Southwestern Louisiana and Southern University

This document presents a brief overview of the scope of activities undertaken by the Computer Science Departments of the University of Southern Louisiana (USL) and Southern University (SU) pursuant to a contract with NASA. Presented are only basic identification data concerning the contract activities since subsequent entries within the Working Paper Series will be oriented specifically toward a detailed development and presentation of plans, methodologies, and results of each contract activity. Also included is a table of contents of the entire USL/DBMS NASA/RECON Working Paper Series.

Dominick, Wayne D.↗
NASA NTRS2010

Community-Based Services that Facilitate Interoperability and Intercomparison of Precipitation Datasets from Multiple Sources

Over the past 12 years, large volumes of precipitation data have been generated from space-based observatories (e.g., TRMM), merging of data products (e.g., gridded 3B42), models (e.g., GMAO), climatologies (e.g., Chang SSM/I derived rain indices), field campaigns, and ground-based measuring stations. The science research, applications, and education communities have greatly benefited from the unrestricted availability of these data from the Goddard Earth Sciences Data and Information Services Center (GES DISC) and, in particular, the services tailored toward precipitation data access and usability. In addition, tools and services that are responsive to the expressed evolving needs of the precipitation data user communities have been developed at the Precipitation Data and Information Services Center (PDISC) (http://disc.gsfc.nasa.gov/precipitation or google NASA PDISC), located at the GES DISC, to provide users with quick data exploration and access capabilities. In recent years, data management and access services have become increasingly sophisticated, such that they now afford researchers, particularly those interested in multi-data set science analysis and/or data validation, the ability to homogenize data sets, in order to apply multi-variant, comparison, and evaluation functions. Included in these services is the ability to capture data quality and data provenance. These interoperability services can be directly applied to future data sets, such as those from the Global Precipitation Measurement (GPM) mission. This presentation describes the data sets and services at the PDISC that are currently used by precipitation science and applications researchers, and which will be enhanced in preparation for GPM and associated multi-sensor data research. Specifically, the GES-DISC Interactive Online Visualization ANd aNalysis Infrastructure (Giovanni) will be illustrated. Giovanni enables scientific exploration of Earth science data without researchers having to perform the complicated data access and match-up processes. In addition, PDISC tool and service capabilities being adapted for GPM data will be described, including the Google-like Mirador data search and access engine; semantic technology to help manage large amounts of multi-sensor data and their relationships; data access through various Web services (e.g., OPeNDAP, GDS, WMS, WCS); conversion to various formats (e.g., netCDF, HDF, KML (for Google Earth)); visualization and analysis of Level 2 data profiles and maps; parameter and spatial subsetting; time and temporal aggregation; regridding; data version control and provenance; continuous archive verification; and expertise in data-related standards and interoperability. The goal of providing these services is to further the progress towards a common framework by which data analysis/validation can be more easily accomplished.

Liu, Zhong↗
NASA NTRS2007

Bridging the Gap between Earth Science and Students: An Integrated Approach using NASA Earth Science Climate Data

Under the auspices of the Department of Education's No Child Left Behind (NCLB) Act, beginning in 2007 students will be tested in the science area. There are many techniques that educators can employ to teach students science. The use of authentic materials or in this case authentic data can be an engaging alternative to more traditional methods. An Earth science classroom is a great place for the integration of authentic data and science concepts. The National Aeronautics and Space Administration (NASA) has a wealth of high quality Earth science data available to the general public. For instance, the Atmospheric Science Data Center (ASDC) at NASA s Langley Research Center houses over 800 Earth science data sets related to Earth's radiation budget, clouds, aerosols and tropospheric chemistry. These data sets were produced to increase academic understanding of the natural and anthropogenic factors that influence global climate; however, a major hurdle in using authentic data is the size of the data and data documentation. To facilitate the use of these data sets for educational purposes, the Mentoring and inquirY using NASA Data on Atmospheric and Earth science for Teachers and Amateurs (MY NASA DATA) project has been established to systematically support educational activities at all levels of formal and informal education. The MY NASA DATA project accomplishes this by reducing these large data holdings to microsets that are easily accessible and explored by K-12 educators and students though the project's Web page. MY NASA DATA seeks to ease the difficulty in understanding the jargon-heavy language of Earth science. This manuscript will show how MY NASA DATA provides resources for NCLB implementation in the science area through an overview of the Web site, the different microsets available, the lesson plans and computer tools, and an overview of educational support mechanisms.

Alston, Erica J.↗
NASA NTRS2010

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

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

Melvin, Leland↗
NASA NTRS2011

Kennedy Space Center ITC-1 Internship Overview

As an intern for Priscilla Elfrey in the ITC-1 department, I was involved in many activities that have helped me to develop many new skills. I supported four different projects during my internship, which included the Center for Life Cycle Design (CfLCD), SISO Space Interoperability Smackdown, RTI Teacher Mentor Program, and the Discrete Event Simulation Integrated Visualization Environment Team (DIVE). I provided the CfLCD with web based research on cyber security initiatives involving simulation, education for young children, cloud computing, Otronicon, and Science, Technology, Engineering, and Mathematics (STEM) education initiatives. I also attended STEM meetings regarding simulation courses, and educational course enhancements. To further improve the SISO Simulation event, I provided observation feedback to the technical advisory board. I also helped to set up a chat federation for HLA. The third project involved the RTI Teacher Mentor program, which I helped to organize. Last, but not least, I worked with the DIVE team to develop new software to help visualize discrete event simulations. All of these projects have provided experience on an interdisciplinary level ranging from speech and communication to solving complex problems using math and science.

Ni, Marcus↗
NASA NTRS2005

Project LAUNCH: Bringing Space into Math and Science Classrooms

Project LAUNCH is a K-12 teacher professional development program, which has been created in collaboration between the Whitaker Center for Science, Mathematics and Technology Education at Florida Gulf Coast University (FGCU), and the Florida Space Research Institute (FSRI). Utilizing Space as the overarching theme it is designed to improve mathematics and science teaching, using inquiry based, hands-on teaching practices, which are aligned with Florida s Sunshine State Standards. Many students are excited about space exploration and it provides a great venue to get them involved in science and mathematics. The scope of Project LAUNCH however goes beyond just providing competency in the subject area, as pedagogy is also an intricate part of the project. Participants were introduced to the Conceptual Change Model (CCM) [1] as a framework to model good teaching practices. As the CCM closely follows what scientists call the scientific process, this teaching method is also useful to actively engage institute participants ,as well as their students, in real science. Project LAUNCH specifically targets teachers in low performing, high socioeconomic schools, where the need for skilled teachers is most critical.

Fauerbach, M.↗
NASA NTRS1991

AIAA/IKI Microgravity Science Symposium, 1st, Moscow, USSR, May 13-17, 1991, Proceedings

The state of the art of microgravity science is examined in reviews and reports. Consideration is given to fluid physics; modeling and numerical analysis; crystal growth of electronic materials, proteins, metals, alloys, glasses, and ceramics; biotechnology, combustion science, microgravity hardware, and fundamental phenomena; and education. Particular attention is given to containerless science and technology, a low-gravity two-phase flow with heat transfer, numerical investigation on Benard instability in a finite liquid layer, synthesis and crystallization of refractory compounds from solutions in metallic melts under microgravitation conditions, the long duration protein crystallization experiment aboard the Mir Space Station, directional solidification in immiscible systems, formation of periodic layer structure in oxide melts under different gravity values, opposed flow flame spread in normal, enhanced, and reduced gravity, automatic equipment for semiconductor production in space, and consort and joust sounding rocket missions.

Source record↗
NASA NTRS1995

Microgravity: Teacher's guide with activities for physical science

This guide is an educational tool for teachers of grades 5 through 12. It is an introduction to microgravity and its application to spaceborne laboratory experiments. Specific payloads and missions are mentioned with limited detail, including Spacelab, the International Microgravity Laboratory, and the United States Microgravity Laboratory. Activities for students demonstrate chemistry, mathematics, and physics applications of microgravity. Activity objectives include: modeling how satellites orbit Earth; demonstrating that free fall eliminates the local effects of gravity; measuring the acceleration environments created by different motions; using a plasma sheet to observe acceleration forces that are experienced on board a space vehicle; demonstrating how mass can be measured in microgravity; feeling how inertia affects acceleration; observing the gravity-driven fluid flow that is caused by differences in solution density; studying surface tension and the fluid flows caused by differences in surface tension; illustrating the effects of gravity on the burning rate of candles; observing candle flame properties in free fall; measuring the contact angle of a fluid; illustrating the effects of gravity and surface tension on fiber pulling; observing crystal growth phenomena in a 1-g environment; investigating temperature effects on crystal growth; and observing crystal nucleation and growth rate during directional solidification. Each activity includes a background section, procedure, and follow-up questions.

Vogt, Gregory L.↗
NASA NTRS2003

Educator Resource Center for NASA Langley Research Center

The goal of the ERCN is to provide expertise and facilities to help educators access and utilize science, mathematics, and technology instructional products aligned with national standards and appropriate state frameworks and based on NASA s unique mission and results. The NASA Langley s Office of Education has established the service area for this ERC to be the five states of Kentucky, North Carolina, South Carolina, Virginia and West Virginia. This educational grant activity is associated with NASA s Mission to inspire the next generation of explorers.. .as only NASA can. The communication of NASA s knowledge is the prime role of this ERC. Functioning as a dissemination system of instructional materials and support for pre-college education programs we have met the NASA Education ERCN Program's goal. The following ERCN objectives have been accomplished: Demonstrate and facilitate the use of NASA educational products and technologies in print, video and web based formats. Examples include but are not limited to NASA approved Educator s Guides with Activities based on national standards for appropriate subjects and grade levels. We have demonstrated the use videotape series in analogue format and the new digital video instructional systems along with the use of NASA TV. The promotion of web page based resources such as the new NASA Portal web and the ability to download print resources is continuously facilitated in workshops. This objective has been completed by educator contacts that include on-site visits, phone requests, postal mail requests, e-mail requests, fax requests and workshops offered.

Bridgford, Todd↗
NASA NTRS2019

Online Visualization and Analysis of NASA Satellite-Based Global and Regional Precipitation Products Through Giovanni

Observational data are essential for Earth science research and applications. Traditional ground-based observations suffer from many limitations (e.g. costly deployment). As a result, data are often sparse and inconsistent, especially over vast oceans that cover nearly 71% of the Earth's surface, and for remote continents. Precipitation is one of the important physical parameters in the global hydrological cycle and other disciplines. Each year, severe floods and droughts happen in different parts of the world and cause significant damage to the economy, as well as human casualties (e.g. Hurricane Katrina, the Dust Bowl). Accurate and timely precipitation observations and predictions are important for research and applications. However, ground-based precipitation observations are quite limited, especially in remote and mountainous regions. Since the satellite era began, satellite-based precipitation products have gained popularity in Earth science research, applications, and education. Accessing satellite products can be a daunting task to many users, especially those who do not have prior experience or knowledge with satellite data. Recognizing this obstacle, the NASA Goddard Earth Sciences and Data and Information Services Center (GES DISC), home to data archives for the NASA-JAXA Tropical Rainfall Measuring Mission (TRMM) and Global Precipitation Measurement (GPM), has developed data services including an online visualization and analysis tool, Giovanni (the Geospatial Interactive Online Visualization ANd aNalysis Infrastructure), enabling users at different levels to access, explore, and evaluate NASA satellite-based data products without downloading either data and software, or requiring coding. Currently, global and regional precipitation products from different satellite missions (TRMM, GPM) and projects (e.g. the Modern Era Retrospective-analysis for Research and Applications Version 2 (MERRA-2), and the North American Land Data Assimilation System (NLDAS)), ranging from half-hourly to monthly temporal resolution, are available in Giovanni. There are over 1900 variables in Giovanni, covering measurements in precipitation, hydrology, atmospheric dynamics, atmospheric chemistry, etc. In this poster presentation, we will provide a live demonstration of Giovanni and its latest development, including precipitation-related variables, and new basic features such as polar projections. The session will also provide a Q&A opportunity for attendees.

Giovanni↗
NASA NTRS2002

NASA Langley/CNU Distance Learning Programs

NASA Langley Research Center and Christopher Newport University (CNU) provide, free to the public, distance learning programs that focus on math, science, and/or technology over a spectrum of education levels from K-adult. The effort started in 1997, and we currently have a suite of five distance-learning programs. We have around 450,000 registered educators and 12.5 million registered students in 60 countries. Partners and affiliates include the American Institute of Aeronautics and Astronautics (AIAA), the Aerospace Education Coordinating Committee (AECC), the Alliance for Community Media, the National Educational Telecommunications Association, Public Broadcasting System (PBS) affiliates, the NASA Learning Technologies Channel, the National Council of Teachers of Mathematics (NCTM), the Council of the Great City Schools, Hampton City Public Schools, Sea World Adventure Parks, Busch Gardens, ePALS.com, and Riverdeep. Our mission is based on the "Horizon of Learning," a vision for inspiring learning across a continuum of educational experiences. The programs form a continuum of educational experiences for elementary youth through adult learners. The strategic plan for the programs will evolve to reflect evolving national educational needs, changes within NASA, and emerging system initiatives. Plans for each program component include goals, objectives, learning outcomes, and rely on sound business models. It is well documented that if technology is used properly it can be a powerful partner in education. Our programs employ both advances in information technology and in effective pedagogy to produce a broad range of materials to complement and enhance other educational efforts. Collectively, the goals of the five programs are to increase educational excellence; enhance and enrich the teaching of mathematics, science, and technology; increase scientific and technological literacy; and communicate the results of NASA discovery, exploration, innovation and research. All pre-college distance learning programs support the national mathematics, science, and technology standards; support K-12 systemic change; involve educators in their development, implementation, and evaluation; and are based on alliances and partnerships. In addition the programs seek to invoke a sense of geographic, ethnic and cultural diversity by featuring schools from all over the U.S.; schools from urban, suburban, and rural areas; public, private, and religious schools; and schools with large populations of African-American, Asian and Hispanic students.

Caton, Randall↗
NASA NTRS2011

ISS National Laboratory Education Project: Enhancing and Innovating the ISS as an Educational Venue

The vision is to develop the ISS National Laboratory Education Project (ISS NLE) as a national resource for Science, Technology, Engineering and Mathematics (STEM) education, utilizing the unique educational venue of the International Space Station per the NASA Congressional Authorization Act of 2005. The ISS NLE will serve as an educational resource which enables educational activities onboard the ISS and in the classroom. The ISS NLE will be accessible to educators and students from kindergarten to post-doctoral studies, at primary and secondary schools, colleges and universities. Additionally, the ISS NLE will provide ISS-related STEM education opportunities and resources for learners of all ages via informal educational institutions and venues Though U.S. Congressional direction emphasized the involvement of U.S. students, many ISS-based educational activities have international student and educator participation Over 31 million students around the world have participated in several ISS-related education activities.

Melvin, Leland D.↗
NASA NTRS1999

The Henry Cecil Ranson McBay Chair in Space Science

The goals and objectives of the Henry Cecil Ransom McBay Chair in Space Sciences were to: (1) provide leadership in developing and expanding Space Science curriculum; (2) contribute to the research and education endeavors of NASA's Mission to Planet Earth program; (3) expand opportunities for education and hands-on research in Space and Earth Sciences; (4) enhance scientific and technological literacy at all educational levels and to increase awareness of opportunities in the Space Sciences; and (5) develop a pipeline, starting with high school, of African American students who will develop into a cadre of well-trained scientists with interest in Space Science Research and Development.

Bota, Kofi B.↗