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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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All sourcesNASA NTRSDOE OSTI
NASA NTRSDate not supplied

Small Satellite Reliability Initiative (SSRI) Knowledge Base Tool: Use Case Review and Future Functionality and Content Direction

NASA’s Small Satellite Reliability Initiative (SSRI), in conjunction with NASA’s Small Spacecraft Systems Virtual Institute (S3VI), has developed the SSRI Knowledge Base to improve mission confidence for small spacecraft. The SSRI is a collaborative activity with broad participation from civil, Department of Defense, and both national and international commercial space systems providers and stakeholders. The S3VI is jointly sponsored by NASA’s Space Technology Mission Directorate and Science Mission Directorate. The SSRI Knowledge Base is a comprehensive and searchable online tool that consolidates and organizes resources, best practices, and lessons learned from previous small satellite missions sponsored by NASA, other government agencies, and academia. This free, publicly available tool is available to the entire SmallSat community at https://s3vi.ndc.nasa.gov/ssri-kb/. The SSRI Knowledge Base provides vetted, high-quality sources of information on elements that are key to successful small satellite missions. These resources include SSRI working group generated documents and presentations in addition to existing guides, publications, standards, software tools, websites, and books. The Knowledge Base is fully searchable, offers downloadable content when possible, and otherwise links to or references content directly from within the tool. All 58 of the planned topic pages that comprise the SSRI Knowledge Base have been recently completed and include over 450 unique resources that are now available for review. Over the past several months, significant enhancements to the tool’s capabilities have been developed and implemented. These enhancements consist of the completed baseline content, an Application Programming Interface (API), improved user interfaces, new interfaces for crowdsourcing of content and user ratings, and custom website analytics to inform future development. This presentation and paper will discuss the motivation for the SSRI Knowledge Base, review educational use case(s), and outline plans for further development. The 2022 session topic that best fits the abstract (select only one): Coordinating Successful Educational Programs

Small Spacecraft↗
NASA NTRS2004

Earth Science Education Plan: Inspire the Next Generation of Earth Explorers

The Education Enterprise Strategy, the expanding knowledge of how people learn, and the community-wide interest in revolutionizing Earth and space science education have guided us in developing this plan for Earth science education. This document builds on the success of the first plan for Earth science education published in 1996; it aligns with the new framework set forth in the NASA Education Enterprise Strategy; it recognizes the new educational opportunities resulting from research programs and flight missions; and it builds on the accomplishments th'at the Earth Science Enterprise has made over the last decade in studying Earth as a system. This document embodies comprehensive, practicable plans for inspiring our children; providing educators with the tools they need to teach science, technology, engineering, and mathematics (STEM); and improving our citizens' scientific literacy. This plan describes an approach to systematically sharing knowledge; developing the most effective mechanisms to achieve tangible, lasting results; and working collaboratively to catalyze action at a scale great enough to ensure impact nationally and internationally. This document will evolve and be periodically reviewed in partnership with the Earth science education community.

Source record↗
NASA NTRS1992

Development and integration of modern laboratories in aerospace education

This paper describes the development and integration of a suite of laboratories in an aerospace engineering program. The program's approach to undergraduate education is described as the source for the development of the supporting laboratories. Nine laboratories supporting instruction were developed and installed. The nine laboratories include most major flight-vehicle disciplines. The purpose and major equipments/experiments of each laboratory are briefly described, as is the integration of the laboratory with coursework. The laboratory education provided by this program successfully achieves its purpose of producing competitive aerospace engineering graduates and advancing the level of undergraduate education.

Desautel, D.↗
DOE OSTI2020

Mind the Gap: Building Simulation in the Architectural Design Studio

Building modelling and simulation approaches are increasingly being utilized in architectural design studios to guide and inform the design process and offer evidence-based feedback on proposed building performance. The development of intuitive and simplified simulation interfaces has greatly contributed to achieving this integration. One aspect that is often overlooked is the workflow that governs and regulates integrated design, which can have significant impacts on final design outcomes. Currently there are numerous software packages available for building performance simulations. This makes it challenging to select an appropriate tool that provides accurate results yet allows a designer to make informed architectural decisions with a designer-friendly interface. Furthermore, workflows to incorporate simulations into the design process proved to highly impact student’s project design integration. Yet, it is not clear what type of workflows are successful to achieve this goal, under what conditions, and/or for which building and site typologies. This paper addresses these issues by first reviewing three different workflows for integrating building performance simulation processes and highlighting their strengths and weaknesses. Second, a comparative case study approach was employed to test three of the most common workflows in three different integrated design architectural studios at the senior and vertical studio levels as well as in two courses that run parallel and complementary to the design studios. The workflows, processes, and the resultant student projects were further analyzed based on criteria for better integrated design and architectural excellence as outlined in the American Institute of Architects Committee on the Environment (AIA COTE) Top 10 Student’s Competition. Third, to situate the pedagogical case studies’ results within a larger context, a survey of the AIA COTE Top 10 student competition award recipients over the last five years was conducted. The results are summarized in a pedagogical framework that outlines best strategies of the type of workflows, software, design process used, methods to achieve desired interaction between design process and analytical feedback, and metrics for educators to evaluate the success of this integration and their learning outcomes in the design studio. The goal is to help bridge the gap between the building design and simulation within the design studio’s creative process for more integrated design outcomes.

Elzeyadi, Ihab↗
DOE OSTI2022

“Did you eat a MOLEcule today?” An Interactive Demonstration of Molecular Weight with Real-Time Breath Analysis Using Mass Spectrometry for All Ages

Although mass spectrometry is a widely used analytical tool, age-appropriate, interactive outreach activities for laboratory visitors, especially children, are lacking. Furthermore, the presented interactive demonstration, “Did you eat a MOLEcule today?”, introduces all ages to molecular weight concepts and mass spectrometry in a research laboratory, while connecting the concepts to real-world applications. Through real-time breath analysis, participants explore the concepts of molecular weight, electrostatic field manipulation of charged molecules, and analyte identification by mass analysis. This module is rapid and highly adaptable for outreach activities but also includes age- or classroom-appropriate variations to decrease or increase difficulty levels. The presented interactive demonstration has repeatedly been implemented, with over 2300 participants during six annual “Take Our Daughters & Sons to Work Day” and two corporate “Family Day” outreach activities, successfully engaging, exciting, and educating both kids and parents.

36 MATERIALS SCIENCE↗
NASA NTRSDate not supplied

Leveraging the 2024 Solar Eclipse to Enhance Science Learning through Citizen Science

The solar eclipse on April 8, 2024, provided a rare and compelling opportunity for educators and students to engage in hands-on citizen science. Two NASA Science Activation projects GLOBE Mission Earth (GME) and NASA Earth Science Education Collaborative (NESEC) partnered together to provide a unique professional development experience for educators interested in the eclipse. They invited educators to participate in a specialized 5-week online workshop designed to engage the educators in Global Learning and Observations to Benefit the Environment (GLOBE) citizen science about the eclipse. The workshop was designed to support their certification as GLOBE educators and develop their knowledge, skills, and confidence in conducting a GLOBE investigation. Over 60 educators from across the United States took part in this workshop, which focused on investigating the eclipse by collecting and analyzing atmospheric data. The GLOBE Program promotes environmental and scientific literacy by enabling participants to collect Earth science data and contribute it to a global database accessible for research. The 2024 GLOBE Eclipse workshop trained educators in specific GLOBE protocols—Clouds, Air Temperature, and Surface Temperature—using the GLOBE Eclipse tool integrated into the GLOBE Observer app. This training was supplemented with guidance on engaging students in authentic scientific research and creating research posters to present their findings. The workshop aimed to enhance educators’ skills and confidence in integrating GLOBE protocols into their teaching practices. It addressed several key areas outlined in the National Academies' report on Learning through Citizen Science, including scientific context, nature of participation, and project infrastructure. Educators learned about the atmospheric effects of solar eclipses and were trained to use scientific tools and data analysis methods relevant to their research. They also engaged in live sessions and asynchronous activities, practicing data collection and analysis with real-time feedback. Survey results from the workshop highlighted that participants were primarily motivated by the desire to better use data in their classrooms and improve their proficiency with the GLOBE Observer app. Post-workshop evaluations showed significant increases in educators' confidence regarding their ability to conduct and guide scientific research. Participants reported feeling well-prepared to use the GLOBE Observer app for data collection and were successful in integrating their eclipse observations into classroom activities. Participants also valued the opportunity to contribute to authentic science through GLOBE, which involved observing atmospheric changes such as air temperature fluctuations and cloud cover alterations during the eclipse. The success of the workshop is evident in the increased confidence and skill levels of educators, as well as the publication of research posters on the GLOBE Mission Earth Student Research webpage.This session will discuss how the GLOBE Eclipse workshop series effectively utilized the unique context of the solar eclipse to enhance science education through citizen science. By adhering to the principles outlined in the Learning through Citizen Science framework, the workshop successfully engaged educators and students in meaningful scientific practices, demonstrating the potential of citizen science to enrich science education and foster a deeper understanding of Earth systems.

Jessica Taylor↗
NASA NTRS2000

MU-SPIN Update

Current goals are to: (1) Strengthen the science and engineering capabilities of MU-SPIN institutions in research and education via computer networks; (2) Involve and prepare minority institutions and principal investigators to successfully participate in competitive research and education processes via computer networks; and (3) Develop training and education mechanisms to support, sustain and evolve the institutional network infrastructure, thereby generating a better, prepared pool of candidates to contribute to NASA's missions.

Harrington, James, Jr.↗
NASA NTRS2003

Thin-film Solar Cells for Space Applications

The proposed work supports MURED goals by fostering research and development activities at Fisk and UTEP which contribute substantially to NASA's mission, preparing faculty and students at Fisk and UTEP to successfully participate in the conventional, competitive research and education process, and increasing the number of students to successfully complete degrees in NASA related fields. The project also addresses directly a core need of NASA for space power and is consistent with the Core Responsibilities of the John Glenn Space Center. Current orbital missions are limited by radiation from high energy particles trapped in the Van Allen Belt because that solar radiation degrades cell performance by damaging the crystalline lattice. Some potential orbits have been inaccessible because the radiation is too severe. Thin-film solar cells, if they can be adapted for use in the unfriendly space environment, could open new orbits to satellites by providing a radiation hard source of power. The manned mission to Mars requires photovoltaic devices for both the trip there and as a power supply on the surface. Solar arrays using thin films offer a low power/weight ratio solution that provides reliable photovoltaic power.

Lush, Gregory B.↗
NASA NTRS2001

Strategies for Engaging NASA Earth Scientists in K-12 Education and Public Outreach

Engagement of the Earth Science research community in formal education at the kindergarten through high school level and in various aspects of informal education and in professional development of practitioners in related fields has been and continues to be a challenge. A range of approaches is being used and new ones are constantly being tried. Fundamental to our strategies is an understanding of the priorities, skills, academic experiences, motivation, rewards and work experiences of most scientists. It is within this context that efforts to engage a scientist in education efforts are attempted. A key strategy is to limit our requests to activities where the scientist's contribution of time and expertise can have the most impact. Don't waste the scientist's time! Time is one of their most prized resources, it is extremely valuable to you, and to them, we treat their time like a treasured resource. The clearer a scientist's role, their unique contribution and the finite nature of their effort, the more likely they are to participate. It is critical that commitments made to scientists are kept. If they want and can do more, great! Don't expect or assume more will be forthcoming. Another approach that we use is to create periodic venues that, among other things, serve to identify individuals who have an interest or inclination to con , tribute to education efforts. Once identified we strive to determine their interests so that we can make the best match between their interests and the needs of the education program or efforts. In this way, we try to make the best use of their time while engaging them in efforts which will be personally rewarding, and will further the overall education objectives. In addition, we try to make it easier for scientists to participate by providing focused training, such as development of their interviewing skills, and exposure to key concepts, knowledge and skills which are well known among educators but are not common knowledge among scientists. Another strategy with which we are still struggling is how to create and provide career meaningful rewards for individuals who demonstrate excellence in education equivalent to excellence in science. We do not yet have a yardstick to measure excellence in education nor is there a consensus among scientific peers that these two can be equivalent. None-the-less, methods to identify excellence in education, such as the peer review process, are being tried with some success. Use of solicitation and selection of educational efforts via a peer review process that is the same as for scientific research to identify unique, interesting and creative ideas has been somewhat effective. Furthermore, the application of the same peer review process to the output of an educational effort is used to validate and ensure the quality of this output. An example will be used to illustrate the application of some of these strategies to the development of a high school Earth and Space System Science curriculum created in partnership with a local county school system (Anne Arundel County, MD).

Meeson, Blanche W.↗
DOE OSTI2025

Advancing ocean monitoring and knowledge for societal benefit: the urgency to expand Argo to OneArgo by 2030

The ocean plays an essential role in regulating Earth’s climate, influencing weather conditions, providing sustenance for large populations, moderating anthropogenic climate change, encompassing massive biodiversity, and sustaining the global economy. Human activities are changing the oceans, stressing ocean health, threatening the critical services the ocean provides to society, with significant consequences for human well-being and safety, and economic prosperity. Effective and sustainable monitoring of the physical, biogeochemical state and ecosystem structure of the ocean, to enable climate adaptation, carbon management and sustainable marine resource management is urgently needed. The Argo program, a cornerstone of the Global Ocean Observing System (GOOS), has revolutionized ocean observation by providing real-time, freely accessible global temperature and salinity data of the upper 2,000m of the ocean (Core Argo) using cost-effective simple robotics. For the past 25 years, Argo data have underpinned many ocean, climate and weather forecasting services, playing a fundamental role in safeguarding goods and lives. Argo data have enabled clearer assessments of ocean warming, sea level change and underlying driving processes, as well as scientific breakthroughs while supporting public awareness and education. Building on Argo’s success, OneArgo aims to greatly expand Argo’s capabilities by 2030, expanding to full-ocean depth, collecting biogeochemical parameters, and observing the rapidly changing polar regions. Providing a synergistic subsurface and global extension to several key space-based Earth Observation missions and GOOS components, OneArgo will enable biogeochemical and ecosystem forecasting and new long-term climate predictions for which the deep ocean is a key component. Driving forward a revolution in our understanding of marine ecosystems and the poorly-measured polar and deep oceans, OneArgo will be instrumental to assess sea level change, ocean carbon fluxes, acidification and deoxygenation. Emerging OneArgo applications include new views of ocean mixing, ocean bathymetry and sediment transport, and ecosystem resilience assessment. Implementing OneArgo requires about $100 million annually, a significant increase compared to present Argo funding. OneArgo is a strategic and cost-effective investment which will provide decision-makers, in both government and industry, with the critical knowledge needed to navigate the present and future environmental challenges, and safeguard both the ocean and human wellbeing for generations to come.

ARGO↗
NASA NTRS2004

Overview of NASA's Earth Science Data Systems

For over the last 15 years, NASA's Earth Science Enterprise (ESE) has devoted a tremendous effort to design and build the Earth Observing System (EOS) Data and Information System (EOSDIS) to acquire, process, archive and distribute the data of the EOS series of satellites and other ESE missions and field programs. The development of EOSDIS began with an early prototype to support NASA data from heritage missions and progressed through a formal development process to today's system that supports the data from multiple missions including Landsat 7, Terra, Aqua, SORCE and ICESat. The system is deployed at multiple Distributed Active Archive Centers (DAACs) and its current holdings are approximately 4.5 petabytes. The current set of unique users requesting EOS data and information products exceeds 2 million. While EOSDIS has been the centerpiece of NASA's Earth Science Data Systems, other initiatives have augmented the services of EOSDIS and have impacted its evolution and the future directions of data systems within the ESE. ESDIS had an active prototyping effort and has continued to be involved in the activities of the Earth Science Technology Office (ESTO). In response to concerns from the science community that EOSDIS was too large and monolithic, the ESE initiated the Earth Science Information Partners (ESP) Federation Experiment that funded a series of projects to develop specialized products and services to support Earth science research and applications. Last year, the enterprise made 41 awards to successful proposals to the Research, Education and Applications Solutions Network (REASON) Cooperative Agreement Notice to continue and extend the ESP activity. The ESE has also sponsored a formulation activity called the Strategy for the Evolution of ESE Data Systems (SEEDS) to develop approaches and decision support processes for the management of the collection of data system and service providers of the enterprise. Throughout the development of its earth science data systems, NASA has had an active collaboration with a number of interagency and international partners. One of the mechanisms that has been extremely helpful in initiating and promoting this collaboration has been NASA's participation in the Committee on Earth Observation Satellites (CEOS) and its Working Group on Information Systems and Services (WGISS). The CEOS members, working together, have implemented an International Directory Network that enables users to locate collections of earth science data held by the international community and an International Catalog System to search and order specific data products. CEOS WGISS has also promoted the international interest in the Open GIS Consortium s specifications that further advance the access and use of geospatial data and the interoperation of GTS components. These are just a few highlights of the benefits that member agencies gain from CEOS participation.

McDonald, Kenneth↗
NASA NTRS2016

Big Data Analytics and Machine Intelligence Capability Development at NASA Langley Research Center: Strategy, Roadmap, and Progress

In 2014, a team of researchers, engineers and information technology specialists at NASA Langley Research Center developed a Big Data Analytics and Machine Intelligence Strategy and Roadmap as part of Langley's Comprehensive Digital Transformation Initiative, with the goal of identifying the goals, objectives, initiatives, and recommendations need to develop near-, mid- and long-term capabilities for data analytics and machine intelligence in aerospace domains. Since that time, significant progress has been made in developing pilots and projects in several research, engineering, and scientific domains by following the original strategy of collaboration between mission support organizations, mission organizations, and external partners from universities and industry. This report summarizes the work to date in Data Intensive Scientific Discovery, Deep Content Analytics, and Deep Q&A projects, as well as the progress made in collaboration, outreach, and education. Recommendations for continuing this success into future phases of the initiative are also made.

Ambur, Manjula Y.↗
NASA NTRS2005

International Space Education Outreach: Taking Exploration to the Global Classroom

With the development of the International Space Station and the need for international collaboration for returning to the moon and developing a mission to Mars, NASA has embarked on developing international educational programs related to space exploration. In addition, with the explosion of educational technology, linking students on a global basis is more easily accomplished. This technology is bringing national and international issues into the classroom, including global environmental issues, the global marketplace, and global collaboration in space. We present the successes and lessons learned concerning international educational and public outreach programs that we have been involved in for NASA as well as the importance of sustaining these international peer collaborative programs for the future generations. These programs will undoubtedly be critical in enhancing the classroom environment and will affect the achievements in and attitudes towards science, technology, engineering and mathematics.

Dreschel, T. W.↗
DOE OSTI2023

Cybersecurity Center for Secure Evolvable Energy Delivery Systems (SEEDS)

The SEEDS Center has successfully completed its mission to research and develop a plethora of technologies during its six-year timeframe. The Center institutions of the University of Arkansas, the University of Arkansas at Little Rock, Carnegie-Mellon University, Florida International University, Lehigh University, and MIT all worked together with industry partners to define relevant energy sector cybersecurity issues, create projects to address those issues, and execute those projects in roughly two and three-year increments. The short project descriptions below indicate some really keystone areas of research. The teams generally met all of their objectives with only a few exceptions, which is tremendous in an R&D center. In fact, the success of one project led to the creation of a startup company, Bastazo, Inc. that is commercializing the SPARTAN project. In addition to creating new technologies, the Center helped to educate a desperately needed workforce. Lastly, a big success is that the UA seriously followed the mandate of the original program manager to try to become self-sustaining. This effort has resulted in a combined NSF center with the CREDC Center at the University of Illinois, Urbana-Champaign. To summarize the SEEDS effort, great research was funded, students were educated and put into the workforce, technology is being commercialized and offered to the electric sector, and the research efforts are being sustained through additional funding. The effort was an unqualified success.

03 NATURAL GAS↗
NASA NTRS2004

Scripting Scenarios for the Human Patient Simulator

The Human Patient Simulator (HPS) is particularly useful in providing scenario-based learning which can be tailored to fit specific scenarios and which can be modified in realtime to enhance the teaching environment. Scripting these scenarios so as to maximize learning requires certain skills, in order to ensure that a change in student performance, understanding, critical thinking, and/or communication skills results. Methods: A "good" scenario can be defined in terms of applicability, learning opportunities, student interest, and clearly associated metrics. Obstacles to such a scenario include a lack of understanding of the applicable environment by the scenario author(s), a desire (common among novices) to cover too many topics, failure to define learning objectives, mutually exclusive or confusing learning objectives, unskilled instructors, poor preparation , disorganized approach, or an inappropriate teaching philosophy (such as "trial by fire" or education through humiliation). Results: Descriptions of several successful teaching programs, used in the military, civilian, and NASA medical environments , will be provided, along with sample scenarios. Discussion: Simulator-based lessons have proven to be a time- and cost-efficient manner by which to educate medical personnel. Particularly when training for medical care in austere environments (pre-hospital, aeromedical transport, International Space Station, military operations), the HPS can enhance the learning experience.

Bacal, Kira↗
NASA NTRS1998

Aeronautics. An Educator's Guide with Activities in Science, Mathematics, and Technology Education: What Pilot, Astronaut, or Aeronautical Engineer didn't Start out with a Toy Glider?

Welcome to the exciting world of aeronautics. The term aeronautics originated in France, and was derived from the Greek words for "air" and "to sail." It is the study of flight and the operation of aircraft. This educator guide explains basic aeronautical concepts, provides a background in the history of aviation, and sets them within the context of the flight environment (atmosphere, airports, and navigation). The activities in this guide are designed to be uncomplicated and fun. They have been developed by NASA Aerospace Education Services Program specialists, who have successfully used them in countless workshops and student programs around the United States. The activities encourage students to explore the nature of flight, and experience some real-life applications of mathematics, science, and technology. The subject of flight has a wonderful power to inspire learning.

Biggs, Pat↗
NASA NTRS1997

In Memoriam - Jurgen H. Rahe

A remarkable man left us on June 18, 1997, when Jurgen Rahe was killed in a freak accident, a tree falling on his car in a severe windstomrm. He became in succession a student, a scientist, an educator, and an administrator, and he remined all of these to the day he died.

Memoriam↗
NASA NTRS2002

Summer of Seasons Workshop Program for Emerging Educators in Earth System Science

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.

Chaudhury, S. Raj↗