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Assessment of our educational outreach program shows that students and their parents are excited about space science, but stereotypes about science and scientists drastically effect student attitudes about science and pursuing a technical career.
NASA's 2003-2004 Mars Exploration Rovers and associated Athena Science Payload will provide an exciting opportunity to get students and the public involved in Mars exploration. One outreach component, the Athena Student Interns Program, will directly engage high school students in scientific discovery on Mars by incorporating the students into the mission s science team. The Athena Student Interns Program, based on the successful LAPIS program, was prototyped during the FIDO rover field trials that took place in the Arizona desert and at the Jet Propulsion Laboratory (JPL) in August 2002 (http://mars.jpl.nasa.gov/mer/fido). Use of a participatory evaluation process allowed mid-course corrections to be made to the program and provided the model for mission-related outreach.
The outreach and education components of the International Space Station Program are creating a number of materials, programs, and activities that educate and inform various groups as to the implementation and purposes of the International Space Station. One of the strategies for disseminating this information to K-12 students involves an electronic class room using state of the art video conferencing technology. K-12 classrooms are able to visit the JSC, via an electronic field trip. Students interact with outreach personnel as they are taken on a tour of ISS mockups. Currently these events can be generally characterized as: Being limited to a one shot events, providing only one opportunity for students to view the ISS mockups; Using a "one to many" mode of communications; Using a transmissive, lecture based method of presenting information; Having student interactions limited to Q&A during the live event; Making limited use of media; and Lacking any formal, performance based, demonstration of learning on the part of students. My project involved developing interactive lessons for K-12 students (specifically 7th grade) that will reflect a 2nd generation design for electronic field trips. The goal of this design will be to create electronic field trips that will: Conform to national education standards; More fully utilize existing information resources; Integrate media into field trip presentations; Make support media accessible to both presenters and students; Challenge students to actively participate in field trip related activities; and Provide students with opportunities to demonstrate learning
Since 2016, the Virginia Earth System Science Scholars (VESSS) program offered by the Virginia Space Grant Consortium (VSGC) has provided an interactive science, technology, engineering, and mathematics learning experience for Virginia high school juniors and seniors. The VESSS program was created through a partnership with VSGC, NASA Langley Research Center (LaRC), and Hampton University to engage students in learning about Earth’s climate change and its global impacts. High school students from all areas of Virginia learn about Earth science and climate change in a 16 week online course focused on the Earth’s surface and interior, atmospheric composition, weather, water energy cycles, and climate variability. Students that complete the online course are invited to a no-cost seven-day residential summer academy at NASA LaRC where students are divided into teams based on four of the major spheres of study for Earth: atmosphere, biosphere, hydrosphere, and lithosphere. Each team is guided by a Master Teacher and teams of undergraduate student interns who were also previous VESSS scholars. Students interview for team positions and are given a role reflecting an actual satellite design team position such as project scientist, research scientist, budget analyst, launch and orbit analyst, contamination analyst, and education and public outreach specialist. The students spend a week mentored by NASA and industry scientists and engineers as they learn how to select science goals and objectives, select science instruments, balance a mission budget, determine the mission launch location and orbit, and communicate the importance of the mission to the public. Each team produces a mission proposal, and at the end of the week, each team presents their portion of the mission to a panel of experts, followed by a question and answer period. Through this week students learn teamwork, communication, time management, meeting management, and research skills. Project work is supplemented by team-building activities, NASA facility tours, and lectures by acclaimed guest speakers such as Dr. Christine Darden, a NASA “Hidden Figure.” Students have conveyed through course evaluations and testimonials not only the vast personal learning and growth they achieved, but also the new perspectives they gained on future STEM career fields and opportunities to explore.
This educational outreach activity provided students with information about ARC's role in conducting life sciences research in space. Students were introduced to the scientific method while conducting a plant experiment that was correlated to the flight animal experiment. Students made daily observations, collected data and reported on their findings. This classroom experiment providing a hands-on learning opportunity about terrestrial and space biology in which exposed the students to new fields of study for future endeavors.
The present work calibrates the Student Nanoexperiments for Outreach and Observational Planetary Inquiry (SNOOPY) Angle of Repose experiment. Using particulate collection on small marbles, the measured angles of repose compare well to experimental data and theoretical predictions. Additional information is contained in the original extended abstract.
Since its launch in 2019, NASA has been operating three Astrobee free-flying robots providing an autonomous and adaptable research platform aboard the International Space Station (ISS). These robots have not only facilitated a myriad of national and international research endeavors in microgravity but have also served as a STEM outreach platform for student competitions aboard the ISS. Amidst its extensive operational tenure, spanning over five years and exceeding 1200 hours of cumulative free-flyer operation as of April 2024, the Astrobee robots have encountered software and hardware anomalies. Despite its inherent design for on-orbit repair or replacement, certain anomalies have proven to be complex, necessitating remote resolution via software and firmware updates or, in extreme cases, hardware replacements or the return of faulty units to NASA's ground facilities for repair. Such challenges underscore the delicate balance between the autonomous functionality of Astrobee and the occasional need for human intervention to maintain optimal performance. One recurring point of failure identified during Astrobee's operational lifespan has been the SD card, a critical component utilized by the different Astrobee processors and the Dock Station. The occurrence of SD card anomalies, both on orbit and within ground units, has provided invaluable insights into the improvement of Astrobee's systems and mitigation to future faults. This presentation will focus on four key areas: 1. Overview of Faults and Anomalies: A comprehensive examination of the diverse array of faults and anomalies encountered by Astrobee and its associated systems both in orbit and on the ground. From software glitches to hardware malfunctions, this section provides insights into the challenges faced during Astrobee's operational tenure. 2. Resolution Processes and Procedures: An in-depth discussion of the methodologies and procedures implemented to resolve the encountered anomalies. This includes remote troubleshooting, software patches, firmware updates, and, when necessary, the logistics involved in hardware replacements or down-massing for repair. 3. Implementation of Software Updates and Hardware Upgrades: A detailed exploration of the strategies employed to mitigate the risk of recurring anomalies through the implementation of software updates and hardware upgrades. This section highlights the iterative nature of Astrobee's development, emphasizing the continuous pursuit of robustness and reliability. 4. Lessons Learned and Future Directions: Reflecting on the insights gained from addressing anomalies, this section examines the lessons learned and outlines future directions for enhancing Astrobee's robustness and resilience. It underscores the iterative nature of space exploration and the importance of adaptability and continuous improvement in the pursuit of scientific discovery. Through a nuanced examination of Astrobee's operational challenges and the strategies employed to overcome them, this presentation sheds light on the complexities of operating autonomous robotic systems in the ISS environment. It underscores NASA's commitment to pushing the boundaries of exploration and innovation while navigating the inherent challenges of space exploration.
Since its launch in 2019, NASA has been operating three Astrobee free-flying robots providing an autonomous and adaptable research platform aboard the International Space Station (ISS). These robots have not only facilitated a myriad of national and international research endeavors in microgravity but have also served as a STEM outreach platform for student competitions aboard the ISS. Amidst its extensive operational tenure, spanning over five years and exceeding 1200 hours of cumulative free-flyer operation as of April 2024, the Astrobee robots have encountered software and hardware anomalies. Despite its inherent design for on-orbit repair or replacement, certain anomalies have proven to be complex, necessitating remote resolution via software and firmware updates or, in extreme cases, hardware replacements or the return of faulty units to NASA's ground facilities for repair. Such challenges underscore the delicate balance between the autonomous functionality of Astrobee and the occasional need for human intervention to maintain optimal performance. One recurring point of failure identified during Astrobee's operational lifespan has been the SD card, a critical component utilized by the different Astrobee processors and the Dock Station. The occurrence of SD card anomalies, both on orbit and within ground units, has provided invaluable insights into the improvement of Astrobee's systems and mitigation to future faults. This presentation will focus on four key areas: 1. Overview of Faults and Anomalies: A comprehensive examination of the diverse array of faults and anomalies encountered by Astrobee and its associated systems both in orbit and on the ground. From software glitches to hardware malfunctions, this section provides insights into the challenges faced during Astrobee's operational tenure. 2. Resolution Processes and Procedures: An in-depth discussion of the methodologies and procedures implemented to resolve the encountered anomalies. This includes remote troubleshooting, software patches, firmware updates, and, when necessary, the logistics involved in hardware replacements or down-massing for repair. 3. Implementation of Software Updates and Hardware Upgrades: A detailed exploration of the strategies employed to mitigate the risk of recurring anomalies through the implementation of software updates and hardware upgrades. This section highlights the iterative nature of Astrobee's development, emphasizing the continuous pursuit of robustness and reliability. 4. Lessons Learned and Future Directions: Reflecting on the insights gained from addressing anomalies, this section examines the lessons learned and outlines future directions for enhancing Astrobee's robustness and resilience. It underscores the iterative nature of space exploration and the importance of adaptability and continuous improvement in the pursuit of scientific discovery. Through a nuanced examination of Astrobee's operational challenges and the strategies employed to overcome them, this presentation sheds light on the complexities of operating autonomous robotic systems in the ISS environment. It underscores NASA's commitment to pushing the boundaries of exploration and innovation while navigating the inherent challenges of space exploration.
Project SUN is part of NASA's 'Mission to Planet Earth' education outreach effort. It is based on development of low cost, scientifi- cally accurate instrumentation and computer interfacing, coupled with Apple II computers as dedicated data loggers. The project is com- prised of: instruments, interfacing, software, curriculum, a detailed operating manual, and a system of training at the school sites.
This NASA-sponsored educational outreach activity provided local students with information about Ames Research Center's (ARC) role in conducting life sciences research in space. Students were introduced to the scientific method while conducting a plant experiment that correlated with the Spacelab Life Sciences-2 (SLS-2) flight animal experiment of Dr. Emily Morey-Holton entitled "Bone, Calcium and Spaceflight". Students made daily observations, collected data and reported on their findings. Students also had the opportunity to witness the STS-58 landing at Edwards Air Force Base in southern California and attended a briefing given by the Payload Commander, Dr. Rhea Seddon at ARC last month. This classroom experiment providing a hands-on learning opportunity about terrestrial and space biology and, hopefully, introduced the students to new fields of study for future endeavors.
The Radio love Project is a hands-on education and outreach project in which students, or any other interested individuals or groups build a radio telescope from a kit, operate the radio telescope, transmit the resulting signals through the internet if desired, analyze the results, and share the results with others through archives or general discussions among the observers. Radio love is intended to provide an introduction to radio astronomy for the observer. The equipment allows the user to observe radio signals from Jupiter, the Sun, the galaxy, and Earth-based radiation both natural and man-made. The project was started through a NASA Director's Discretionary Fund grant more than ten years ago. it has continued to be carried out through the dedicated efforts of a group of mainly volunteers. Dearly 1500 kits have been distributed throughout the world. Participation can also be done without building a kit. Pre-built kits are available. Users can also monitor remote radio telescopes through the internet using free downloadable software available through the radiosky.com website. There have been many stories of prize-winning projects, inspirational results, collaborative efforts, etc. We continue to build the community of observers and are always open to new thoughts about how to inspire the observers to still greater involvement in the science and technology associated with Radio Jove.
Outreach presentation featuring ISS, Artemis, and content tailored for discussion with modeling and simulation students.
The JOVE (NASA/university Joint Venture in space science) initiative is a point program between NASA and institutions of higher education whose aim is to bring about an extensive merger between these two communities. The project is discussed with emphasis on suggested contributions of partnership members, JOVE process timeline, and project schedules and costs. It is suggested that NASA provide a summer resident research associateship (one ten week stipend); scientific on-line data from space missions; an electronic network and work station, providing a link to the data base and to other scientists; matching student support, both undergraduate and graduate; matching summer salary for up to three faculty participants; and travel funds. The universities will be asked to provide research time for faculty participants, matching student support, matching summer salary for faculty participants, an instructional unit in space science, and an outreach program to pre-college students.
During the five years since its inception, Research Center for Optical Physics (RCOP) has excelled in the goals stated in the original proposal: 1) training of the scientists and engineers needed for the twenty-first century with special emphasis on underrepresented citizens and 2) research and technological development in areas of relevance to NASA. In the category of research training, there have been 16 Bachelors degrees and 9 Masters degrees awarded to African American students working in RCOP during the last five years. RCOP has also provided research experience to undergraduate and high school students through a number of outreach programs held during the summer and the academic year. RCOP has also been instrumental in the development of the Ph.D. program in physics which is in its fourth year at Hampton. There are currently over 40 graduate students in the program and 9 African American graduate students, working in RCOP, that have satisfied all of the requirements for Ph.D. candidancy and are working on their dissertation research. At least three of these students will be awarded their doctoral degrees during 1997. RCOP has also excelled in research and technological development. During the first five years of existence, RCOP researchers have generated well over $3 M in research funding that directly supports the Center. Close ties with NASA Langley and NASA Lewis have been established, and collaborations with NASA scientists, URC's and other universities as well as with industry have been developed. This success is evidenced by the rate of publishing research results in refereed journals, which now exceeds that of the goals in the original proposal (approx. 2 publications per faculty per year). Also, two patents have been awarded to RCOP scientists.
Educational outreach is an integral part of the International Space Station (ISS) mandate. In a few scant years, the International Space Station has already established a tradition of successful, general outreach activities. However, as the number of outreach events increased and began to reach school classrooms, those events came under greater scrutiny by the education community. Some of the ISS electronic field trips, while informative and helpful, did not meet the generally accepted criteria for education events, especially within the context of the classroom. To make classroom outreach events more acceptable to educators, the ISS outreach program must differentiate between communication events (meant to disseminate information to the general public) and education events (designed to facilitate student learning). In contrast to communication events, education events: are directed toward a relatively homogeneous audience who are gathered together for the purpose of learning, have specific performance objectives which the students are expected to master, include a method of assessing student performance, and include a series of structured activities that will help the students to master the desired skill(s). The core of the ISS education events is an interactive videoconference between students and ISS representatives. This interactive videoconference is to be preceded by and followed by classroom activities which help the students aftain the specified learning objectives. Using the interactive videoconference as the centerpiece of the education event lends a special excitement and allows students to ask questions about what they are learning and about the International Space Station and NASA. Whenever possible, the ISS outreach education events should be congruent with national guidelines for student achievement. ISS outreach staff should recognize that there are a number of different groups that will review the events, and that each group has different criteria for acceptance. For example, school administrators are more likely to be concerned about an event meeting national standards and the cost of the event. In contrast, a teacher's acceptance of an education event may be directly related to the amount of extra work the event imposes upon that teacher. ISS education events must be marketed differently to the different groups of educators, and must never increase the workload of the average teacher.
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Norfolk State University BEST Lab successfully hosted three Summer of Seasons programs from 1998-2001. The Summer of Seasons program combined activities during the summer with additional seminars and workshops to provide broad outreach in the number of students and teachers who participated. Lessons learned from the each of the first two years of this project were incorporated into the design of the final year's activities. The "Summer of Seasons" workshop program provided emerging educators with the familiarity and knowledge to utilize in the classroom curriculum materials developed through NASA sponsorship on Earth System Science. A special emphasis was placed on the use of advanced technologies to dispel the commonly held misconceptions regarding seasonal, climactic and global change phenomena.
During the past eleven years since its inception, RCOP has excelled in its two primary goals: 1) training of the scientists and engineers needed for the twenty-first century with special emphasis on underrepresented citizens and 2) research and technological development in areas of relevance to NASA. In the category of research training, as of May 2003, RCOP produced 36 Bachelors degrees, 25 Masters degrees, and 13 Doctoral degrees. Of these, all 36 Bachelors degrees, 16 of the Masters degrees and 9 of the Doctoral degrees were awarded to African Americans. Four of the Doctoral graduates and one of the Masters graduates are working at NASA Field Centers. RCOP has also provided research experiences to 130 undergraduate students and 22 high school students through a number of outreach programs held during the summer and the academic year. RCOP has also been crucial to the development of the Ph.D. program in physics at Hampton University by providing high quality research training and technical electives required for a Doctoral degree in physics. RCOP has also excelled in research and technological development. Since 1992, RCOP researchers have leveraged over 8 million dollars in additional research funding, published 152 papers in refereed journals and proceedings, and given 125 presentations at refereed international conferences in the United States and eight other countries. RCOP also developed numerous collaborations with other research centers, universities and industries. In recognition of this outstanding work, RCOP is the first research center in the United States invited to join the Joint Open Laboratory for Laser Crystals and Precise Laser Systems headed by Dr. Alexander Kaminiskii of the Russian Academy of Sciences.