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At least 361 records · Page 20

Sound For Animation And Virtual Reality

Sound is an integral part of the experience in computer animation and virtual reality. In this course, we will present some of the important technical issues in sound modeling, rendering, and synchronization as well as the "art" and business of sound that are being applied in animations, feature films, and virtual reality. The central theme is to bring leading researchers and practitioners from various disciplines to share their experiences in this interdisciplinary field. The course will give the participants an understanding of the problems and techniques involved in producing and synchronizing sounds, sound effects, dialogue, and music. The problem spans a number of domains including computer animation and virtual reality. Since sound has been an integral part of animations and films much longer than for computer-related domains, we have much to learn from traditional animation and film production. By bringing leading researchers and practitioners from a wide variety of disciplines, the course seeks to give the audience a rich mixture of experiences. It is expected that the audience will be able to apply what they have learned from this course in their research or production.

Hahn, James K.↗

Activation Energy

Teaming is so common in today's project management environment that most of us assume it comes naturally. We further assume that when presented with meaningful and challenging work, project teams will naturally engage in productive activity to complete their tasks. This assumption is expressed in the simple (but false) equation: Team + Work = Teamwork. Although this equation appears simple and straightforward, it is far from true for most project organizations whose reality is a complex web of institutional norms based on individual achievement and rewards. This is illustrated by the very first successful team experience from my early Air Force career. As a young lieutenant, I was sent to Squadron Officer School, which was the first in the series of Air Force professional military education courses I was required to complete during my career. We were immediately formed into teams of twelve officers. Much of the course featured competition between these teams. As the most junior member of my team, I quickly observed the tremendous pressure to show individual leadership capability. At one point early in the course, almost everyone in our group was vying to become the team leader. This conflict was so intense that it caused us to fail miserably in our first outdoor team building exercise. We spent so much time fighting over leadership that we were unable to complete any of the events on the outdoor obstacle course. This complete lack of success was so disheartening to me that I gave our team little hope for future success. What followed was a very intense period of bickering, conflict, and even shouting matches as our dysfunctional team tried to cope with our early failures and find some way to succeed. British physician and researcher Wilfred Bion (Experiences in Groups, 1961) discovered that there are powerful psychological forces inherent in all groups that divert from accomplishing their primary tasks. To overcome these restraining forces and use the potential power of the team, greater emphasis must be placed on establishing and maintaining group cohesiveness. This relationship is expressed in the revised (true) mathematical equation: Team + Work (on the Team) = Teamwork.

Gadeken, Owen↗

Space Engineering Projects in Design Methodology

NASA/USRA is an ongoing sponsor of space design projects in the senior design courses of the Mechanical Engineering Department at The University of Texas at Austin. This paper describes the UT senior design sequence, focusing on the first-semester design methodology course. The philosophical basis and pedagogical structure of this course is summarized. A history of the Department's activities in the Advanced Design Program is then presented. The paper includes a summary of the projects completed during the 1992-93 Academic Year in the methodology course, and concludes with an example of two projects completed by student design teams.

R Crawford↗

Integration of NASA Research into Undergraduate Education in Math, Science, Engineering and Technology at North Carolina A&T State University

The NASA PAIR program incorporated the NASA-Sponsored research into the undergraduate environment at North Carolina Agricultural and Technical State University. This program is designed to significantly improve undergraduate education in the areas of mathematics, science, engineering, and technology (MSET) by directly benefiting from the experiences of NASA field centers, affiliated industrial partners and academic institutions. The three basic goals of the program were enhancing core courses in MSET curriculum, upgrading core-engineering laboratories to compliment upgraded MSET curriculum, and conduct research training for undergraduates in MSET disciplines through a sophomore shadow program and through Research Experience for Undergraduates (REU) programs. Since the inception of the program nine courses have been modified to include NASA related topics and research. These courses have impacted over 900 students in the first three years of the program. The Electrical Engineering circuit's lab is completely re-equipped to include Computer controlled and data acquisition equipment. The Physics lab is upgraded to implement better sensory data acquisition to enhance students understanding of course concepts. In addition a new instrumentation laboratory in the department of Mechanical Engineering is developed. Research training for A&T students was conducted through four different programs: Apprentice program, Developers program, Sophomore Shadow program and Independent Research program. These programs provided opportunities for an average of forty students per semester.

Monroe, Joseph↗

Hypergol Systems: Design, Buildup, and Operation

This course was developed by personnel at the NASA JSC White Sands Test Facility in conjunction with the NASA Safety Training Center (NSTC). The NSTC was established in May 1991 by the NASA Headquarters Safety Directorate to provide up-to-date, high-quality, NASA specific safety training on location at NASA centers, or simultaneously to multiple centers over the Video Teleconferencing System (ViTS). Our desire is to establish and maintain a strong, long-lasting relationship with all NASA centers in order to fulfill your safety training needs on a cost-effective basis. Our ultimate goal is to provide a positive contribution to safe operations at NASA. NSTC Course 055 is a 2-day course discussing the safe usage of hypergols (hydrazine fuels and nitrogen tetroxide). During the course we will identify the hazards associated with hypergols including toxicity, reactivity, fire, and explosion. Management of risk is discussed in terms of the primary engineering controls design, buildup, and operation; and secondary controls personal protective equipment and detectors/monitors. The emphasis is on the design and buildup of compatible systems and the safe operation of these systems by technicians and engineers.

Baker, David↗

Functional Mobility Performance and Balance Confidence in Older Adults after Sensorimotor Adaptation Training

Research indicates a main contributor of injury in older adults is from falling. The decline in sensory systems limits information needed to successfully maneuver through the environment. The objective of this study was to determine if prolonged exposure to the realignment of perceptual-motor systems increases adaptability of balance, and if balance confidence improves after training. A total of 16 older adults between ages 65-85 were randomized to a control group (walking on a treadmill while viewing a static visual scene) and an experimental group (walking on a treadmill while viewing a rotating visual scene). Prior to visual exposure, participants completed six trials of walking through a soft foamed obstacle course. Participants came in twice a week for 4 weeks to complete training of walking on a treadmill and viewing the visual scene for 20 minutes each session. Participants completed the obstacle course after training and four weeks later. Average time, penalty, and Activity Balance Confidence Scale scores were computed for both groups across testing times. The older adults who trained, significantly improved their time through the obstacle course F (2, 28) = 9.41, p < 0.05, as well as reduced their penalty scores F (2, 28) = 21.03, p < 0.05, compared to those who did not train. There was no difference in balance confidence scores between groups across testing times F (2, 28) = 0.503, p > 0.05. Although the training group improved mobility through the obstacle course, there were no differences between the groups in balance confidence.

Buccello-Stout, Regina R.↗

Software Template for Instruction in Mathematics

Intelligent Math Tutor (IMT) is a software system that serves as a template for creating software for teaching mathematics. IMT can be easily connected to artificial-intelligence software and other analysis software through input and output of files. IMT provides an easy-to-use interface for generating courses that include tests that contain both multiple-choice and fill-in-the-blank questions, and enables tracking of test scores. IMT makes it easy to generate software for Web-based courses or to manufacture compact disks containing executable course software. IMT also can function as a Web-based application program, with features that run quickly on the Web, while retaining the intelligence of a high-level language application program with many graphics. IMT can be used to write application programs in text, graphics, and/or sound, so that the programs can be tailored to the needs of most handicapped persons. The course software generated by IMT follows a "back to basics" approach of teaching mathematics by inducing the student to apply creative mathematical techniques in the process of learning. Students are thereby made to discover mathematical fundamentals and thereby come to understand mathematics more deeply than they could through simple memorization.

Shelton, Robert O.↗

2009 ESMD Space Grant Faculty Project Final Report

The Constellation Program is the medium by which we will maintain a presence in low Earth orbit, return to the moon for further exploration and develop procedures for Mars exploration. The foundation for its presence and success is built by the many individuals that have given of their time, talent and even lives to help propel the mission and objectives of NASA. The Exploration Systems Mission Directorate (ESMD) Faculty Fellows Program is a direct contributor to the success of directorate and Constellation Program objectives. It is through programs such as the ESMD Space Grant program that students are inspired and challenged to achieve the technological heights that will propel us to meet the goals and objectives of ESMD and the Constellation Program. It is through ESMD Space Grant programs that future NASA scientists, engineers, and mathematicians begin to dream of taking America to newer heights of space exploration. The ESMD Space Grant program is to be commended for taking the initiative to develop and implement programs that help solidify the mission of NASA. With the concerted efforts of the Kennedy Space Center educational staff, the 2009 ESMD Space Grant Summer Faculty Fellows Program allowed faculty to become more involved with NASA personnel relating to exploration topics for the senior design projects. The 2009 Project was specifically directed towards NASA's Strategic Educational Outcome 1. In-situ placement of Faculty Fellows at the NASA field Centers was essential; this allowed personal interactions with NASA scientists and engineers. In particular, this was critical to better understanding the NASA problems and begin developing a senior design effort to solve the problems. The Faculty Fellows are pleased that the ESMD Space Grant program is taking interest in developing the Senior Design courses at the university level. These courses are needed to help develop the NASA engineers and scientists of the very near future. It has been a pleasure to be part of the evaluation process to help ensure that these courses are developed in such a way that the students' educational objectives are maximized. Ultimately, with NASA-related content used as projects in the course, students will be exposed to space exploration concepts and issues while still in college. This will help to produce NASA engineers and scientists that are knowledgeable of space exploration. By the concerted efforts of these five senior design projects, NASA's ESMD Space Grant Project is making great strides at helping to develop talented engineers and scientists that will continue our exploration into space.

Murphy, Gloria↗

Project Assessment Skills Web Application

The purpose of this project is to utilize Ruby on Rails to create a web application that will replace a spreadsheet keeping track of training courses and tasks. The goal is to create a fast and easy to use web application that will allow users to track progress on training courses. This application will allow users to update and keep track of all of the training required of them. The training courses will be organized by group and by user, making readability easier. This will also allow group leads and administrators to get a sense of how everyone is progressing in training. Currently, updating and finding information from this spreadsheet is a long and tedious task. By upgrading to a web application, finding and updating information will be easier than ever as well as adding new training courses and tasks. Accessing this data will be much easier in that users just have to go to a website and log in with NDC credentials rather than request the relevant spreadsheet from the holder. In addition to Ruby on Rails, I will be using JavaScript, CSS, and jQuery to help add functionality and ease of use to my web application. This web application will include a number of features that will help update and track progress on training. For example, one feature will be to track progress of a whole group of users to be able to see how the group as a whole is progressing. Another feature will be to assign tasks to either a user or a group of users. All of these together will create a user friendly and functional web application.

Goff, Samuel J.↗

Developing a Business Intelligence Process for a Training Module in SharePoint 2010

Prior to this project, training information for the employees of the National Center for Critical Processing and Storage (NCCIPS) was stored in an array of unrelated spreadsheets and SharePoint lists that had to be manually updated. By developing a content management system through a web application platform named SharePoint, this training system is now highly automated and provides a much less intensive method of storing training data and scheduling training courses. This system was developed by using SharePoint Designer and laying out the data structure for the interaction between different lists of data about the employees. The automation of data population inside of the lists was accomplished by implementing SharePoint workflows which essentially lay out the logic for how data is connected and calculated between certain lists. The resulting training system is constructed from a combination of five lists of data with a single list acting as the user-friendly interface. This interface is populated with the courses required for each employee and includes past and future information about course requirements. The employees of NCCIPS now have the ability to view, log, and schedule their training information and courses with much more ease. This system will relieve a significant amount of manual input and serve as a powerful informational resource for the employees of NCCIPS in the future.

Schmidtchen, Bryce↗

NESC GN&C TDT Workshop on 2D Image Motion Optical Transfer Functions, Pointing Performance Analysis, and Requirements

This course was prepared by the author in support of the NASA GN&C Technical Discipline Team (TDT). The purpose of this two-day course is to inform practicing GN&C engineers, and other system and subsystem engineers, including payload engineers and mission analysts, of methodologies to analyze the pointing performance of spacecraft and to write unambiguous pointing requirements that are relevant to optical payload performance. It is hoped that the seminar will contribute to a best-practices manual and contribute to accepted and uniform means of requirements definition, validation, and verification. The course material is designed to address the needs of not only practicing GN&C engineers, but also system and subsystem engineers of other disciplines, payload engineers, mission analysts, and even astronomers who need to understand how they interface to a GN&C subsystem. Much revision is the direct result of active student participation during the presentations and from feedback obtained through course evaluation forms.

2D Image↗

Low Leakage Valves for Long Duration Missions

I.Nomenclaturemtypical_mission=internal mass of propellant lost over the course of a mission with Qtypicalmmission_goal=mass of propellant loss over the course of a mission with Qgoaltmission=theoretical mission durationQtypical=internal leakage rate found in commercially available valvesQgoal=internal leakage rate design goalρH2_STP=density of hydrogen at standard temperature and pressure.1NASA AST, Liquid Propulsion Valve Engineer.Valves, Actuators, and Ducts Design and Development Branch (ER14)2NASA AST, Liquid Propulsion Valve Engineer.Valves, Actuators, and Ducts Design and Development Branch (ER14)3NASA AST, Liquid Propulsion Valve Engineer (Retired).Valves, Actuators, and Ducts Design and Development Branch (ER14)4JSEG ESSCA, Engineering Specialist.Valves Actuators and Ducts Design and Development Branch (ER14)5NASA AST, Liquid Propulsion Valve Engineer.Valves, Actuators, and Ducts Design and Development Branch (ER14)6JSEG ESSCA, Valve Design and Development Engineer.Valves Actuators and Ducts Design and Development Branch (ER14) II.IntroductionCurrent aerospace cryogenic valves present challenges to potential long duration missions that utilize cryogenic propellants. Small interplanetary and long-life communication satellites typically utilize hypergolic propellants that operate at higher temperatures, making it easier to achieve very low internal leakage rates. Larger vehicles for long duration missions will likely need to utilize cryogenic-based chemical and nuclear systems to achieve mission requirements. Some early propulsion concepts are projected to require valves with a nominal size ranging from 3” to 10”.Currently available cryogenic aerospace valves typically have internal leakage rates which can range from 100 to 300 SCIM for 3” valves, or upwards of 2,000 SCIM for 10” valves. With just a few of these valves in a system, internal leakage could account for multiple tons of propellant loss over the course of a potential Mars mission, as shown in Figure 1.Figure 1 - Potential Propellant Loss Over the Course of a Long Duration MissionMost internal leakage rates can be attributed to inherent imperfections and misalignments, which result in imperfect contact between sealing surfaces, as shown in Figure 2.Figure 2 - Imperfections and Misalignments Between Sealing Surfaces The ER14 Branch at Marshall Space Flight Center (MSFC) has created a self-aligning seat and poppet design (shown in Figure 3) that allows a valve to be more tolerant of imperfect contacts. This design utilizes a metallic poppet head with five degrees of freedom that allows the poppet toself-align with the seat, reducing the need for tight tolerances.Figure 3 - Self-Aligning Seat and Poppet DesignIII.Test Valve DescriptionA series of development tasks have been conducted to study potential improvements to internal leakage rates. These tasks include 3 test valves (shown in Figure 4) to demonstrate the potential application to various configurations and sizes:A 3” isolation valve for liquid flows (similar to a fill and drain valve)A 3” relief valve for low temperature gas flows.An 8” pre-valve (similar to the engine isolation valve needed on a Nuclear Thermal Propulsion (NTP) engine).Figure 4 - Low Leakage Development Test ValvesThese valves have been developed and are currently being tested at liquid nitrogen (LN2) temperatures, and are anticipated to undergo testing at liquid hydrogen (LH2) temperatures in late 2022

Cody L Gilliland↗

Temporal Changes in Astronauts’ Muscle and Cardiorespiratory Physiology Before, During and After Spaceflight

Background: NASA’s planned space exploration missions will require astronauts to safely perform extravehicular activity (EVA) and to safely egress vehicles in a variety of landing scenarios. Prolonged exposure to spaceflight can diminish tolerance for physical activity, decrease cardiovascular and sensorimotor function, and cause loss of bone mineral density, and reduced muscle mass and strength. Although exercise can mitigate these spaceflight-induced physiological decrements, little is known regarding the time-course of changes in muscle and aerobic performance during spaceflight. Furthermore, these exercise countermeasures are not fully protective. For example, maximal aerobic capacity (VO2pk), lower body muscle cross-sectional area, and strength decrease by about 10% to 15% after short- (~ 14 days) and long-duration (~ 6 months) missions on the International Space Station (ISS). Future space missions that are longer in duration and further from Earth will employ exploration vehicles that will have exercise hardware with less robust and more constrained exercise capabilities than of those available on the ISS. Thus, countermeasures will need to be optimized to protect crew health and performance on exploration-class missions that will last up to 3 years. This will require a more detailed understanding of the dynamic effects of spaceflight on human health and performance, and the ability of exercise to protect against this deconditioning, and the interaction of exercise with interrelated factors like nutrition, sleep, and environmental conditions. Methods: We will use standardized research and medical testing protocols previously validated in 1-G and 0-G to quantify the time course and the inter-individual variability of changes in physical performance, including cardiorespiratory fitness, and muscle strength, and endurance, before, during and after spaceflight missions lasting 2 months, 6 months, and 1 year. Additionally, we will use an extrapolation model to predict changes associated with 2–3-year exploration missions. Additionally, we will monitor in-flight exercise, nutrition, and sleep using in-flight assessment tools. Significance: Our testing protocols will provide valuable information for determining time course of change and the interindividual variability of spaceflight-induced deconditioning of aerobic capacity and muscle strength and endurance over the course of spaceflight missions up to and beyond 1 year. This information will be vital to assess whether humans can be physically ready for deep space exploration, such as on a mission to Mars, using current technology, or if additional mitigation strategies are necessary.

countermeasures↗

Temporal Changes in Astronauts’ Muscle and Cardiorespiratory Physiology Before, During, and After Spaceflight

Background: NASA’s planned space exploration missions will require astronauts to safely perform extravehicular activity (EVA) and to safely egress vehicles in a variety of landing scenarios. Prolonged exposure to spaceflight can diminish tolerance for physical activity, decrease cardiovascular and sensorimotor function, cause loss of bone mineral density, as well as reduced muscle mass and strength. Although exercise can mitigate these spaceflight-induced physiological decrements, little is known regarding the time-course of changes in muscle and aerobic performance during spaceflight. Furthermore, these exercise countermeasures are not fully protective. For example, maximal aerobic capacity (VO2pk), lower body muscle cross-sectional area, and strength decrease by about 10% to 15% after short- (≈14 days) and long-duration (≈6 months) missions on the International Space Station (ISS). Future space missions longer in duration and further from Earth will employ exploration vehicles that will have exercise hardware with less robust and more constrained exercise capabilities than of those available on the ISS. Thus, countermeasures will need to be optimized to protect crew health and performance on exploration-class missions lasting up to 3 years. This requires a more detailed understanding of the dynamic effects of spaceflight on human health and performance, the ability of exercise to protect against this deconditioning, and the interaction of exercise with interrelated factors like nutrition, sleep, and environmental conditions. Methods: We will use standardized research and medical testing protocols previously validated in 1g and microgravity to quantify the time course and the inter-individual variability of changes in physical performance, including cardiorespiratory fitness and muscle strength and endurance, before, during, and after spaceflight missions lasting 2 months, 6 months, and 1 year. Additionally, we will use an extrapolation model to predict changes associated with multi-year exploration missions. Additionally, we will monitor in-flight exercise, nutrition, and sleep using in-flight assessment tools. Significance: Our testing protocols will provide valuable information for determining time course of change and the interindividual variability of spaceflight-induced deconditioning of aerobic capacity and muscle strength and endurance over the course of spaceflight missions up to and beyond 1 year. This information will be vital to assess whether humans can be physically ready for deep space exploration, such as on a mission to Mars, using current technology, or if additional mitigation strategies are necessary.

N Strock↗

Nuclear Science Training for Secondary School Teachers at Argonne National Laboratory - 2019

In continued support of International Atomic Energy Agency (IAEA) project RAS/0/079, with its stated goal to educate 1 million students on the topic of nuclear science by 2021, Argonne National Laboratory (Argonne) hosted its second two-week nuclear science and technology training course for secondary school teachers in October 2019. A modified course format was adopted based on experience from the first course held at Argonne in 2018, along with similar project workshops held across the world. The results of the course, in terms of both technical knowledge retention and teaching capabilities, demonstrated the benefits of the revised approach.

Grabaskas, David↗

Oak Ridge Computing Academy: An HPC cluster deployment and management pilot

The High Performance Computing Technologies (HPCT) course is a hands-on High Performance Computing (HPC) cluster deployment and management training program offered as part of the International School for Advanced Studies (SISSA) and the International Center for Theoretical Physics (ICTP) Master in High Performance Computing (MHPC) specialization. Here, this training program introduces students to key concepts in cluster configuration. which include networking, software stack provisioning, job scheduling, and monitoring. The publicly available course materials feature several examples and underlying methods that are broadly applicable to cluster deployment and management. This paper discusses the design of a new workforce development program at the Oak Ridge National Laboratory that is based on HPCT, the Oak Ridge Computing Academy (ORCA). The ORCA pilot program was hosted by the Oak Ridge Leadership Computing Facility (OLCF) in Summer 2025. As a part of this discussion, HPCT and ORCA course contents and infrastructure are outlined, ORCA participant experiences are detailed, and potential opportunities for improvement are discussed.

Education↗

The Algae Foundation® and Algae Technology Educational Consortium

Abstract The Algae Foundation established in February 2013 has developed a diverse portfolio of algal‐based education and workforce development programs covering education levels from kindergarten through college, aquaculture extension, and free online courses. The Algae Foundation created the Algae Technology Educational Consortium (ATEC) with five major foci including community college certificate program in algae cultivation; community college curriculum adopted for algal biotechnology degree programs; Algal Massive Open Online Courses (Algal MOOCs); Algae Academy, a kindergarten to 12th grade STEM curriculum initiative; and aquaculture extension education through the Algae Cultivation Extension Short courses (ACES). The results include the education and training of over 102,000 students, aquaculturists, entrepreneurs, and bioeconomy‐based professionals aged 8–75 years in all 50 U.S. states and 66 countries. ATEC has completed agreements with 21 community colleges and universities located in Arizona, California, Connecticut, Hawaii, Louisiana, Maine, New Mexico, North Carolina, Oregon, Texas, and Washington. The first ATEC‐sponsored certificate degree program graduation was in May 2018. The Algae MOOC #1 has had over 15,752 students enrolled. ATEC initiated the Algae Academy in spring 2016 in Carlsbad, CA, and expanded to serving over 34,000 students in 46 states during the academic year 2019–2020. ACES has enrolled over 1,550 students from 66 countries.

59 BASIC BIOLOGICAL SCIENCES↗

Teaching Quantum Computing to High School Students

Quantum computing is a growing field at the intersection of physics and computer science. The goal of this article is to highlight a successfully trialled quantum computing course for high school students between the ages of 15 and 18 years old. This course was designed to bridge the gap between popular science articles and advanced undergraduate textbooks. Conceptual ideas in the text are reinforced with active learning techniques, such as interactive problem sets and simulation-based labs at various levels. The course is freely available for use and download under the Creative Commons “Attribution-NonCommercial-ShareAlike 4.0 International” license.

97 MATHEMATICS AND COMPUTING↗