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The NASA Tournament Laboratory (NTL): Improving Data Access at PDS while Spreading Joy and Engaging Students through 16 Micro-Contests

NASA PDS hosts terabytes of valuable data from hundreds of data sources and spans decades of research. Data is stored on flat-file systems regulated through careful meta dictionaries. PDS's data is available to the public through its website which supports data searches through drill-down navigation. While the system returns data quickly, result sets in response to identical input differ depending on the drill-down path a user follows. To correct this Issue, to allow custom searching, and to improve general accessibility, PDS sought to create a new data structure and API, and to use them to build applications that are a joy to use and showcase the value of the data to students, teachers and citizens. PDS engaged TopCoder and Harvard Business School through the NTL to pursue these objectives in a pilot effort. Scope was limited to Small Bodies Node data. NTL analyzed data, proposed a solution, and implemented it through a series of micro-contests. Contest focused on different segments of the problem; conceptualization, architectural design, implementation, testing, etc. To demonstrate the utility of the completed solution, NTL developed web-based and mobile applications that can compare targets, regardless of mission. To further explore the potential of the solution NTL hosted "Mash-up" challenges that integrated the API with other publically available assets, to produce consumer and teaching applications, including an Augmented Reality iPad tool. Two contests were also posted to middle and high school students via the NoNameSite.com platform, and as a result of these contests, PDS/SBN has initiated a Facebook program. These contests defined and implemented a data warehouse with the necessary migration tools to transform legacy data, produced a public web interface for the new search, developed a public API, and produced four mobile applications that we expect to appeal to users both within and, without the academic community.

LaMora, Andy↗

CUBES Project Support

CUBES stands for Creating Understanding and Broadening Education through Satellites. The goal of the project is to allow high school students to build a small satellite, or CubeSat. Merritt Island High School (MIHS) was selected to partner with NASA, and California Polytechnic State University (Cal-Poly}, to build a CubeSat. The objective of the mission is to collect flight data to better characterize maximum predicted environments inside the CubeSat launcher, Poly-Picosatellite Orbital Deplorer (P-POD), while attached to the launch vehicle. The MIHS CubeSat team will apply to the NASA CubeSat Launch Initiative, which provides opportunities for small satellite development teams to secure launch slots on upcoming expendable launch vehicle missions. The MIHS team is working to achieve a test launch, or proof of concept flight aboard a suborbital launch vehicle in early 2013.

Jenkins, Kenneth T., Jr.↗

Team LunaCY Outreach Paper

Iowa State University's Lunabotics Club, Team LunaCY, has worked hard to generate enthusiasm for robotics, engineering, and lunar activities. Team LunaCY participated in a variety of different outreach events making a strong impression on Iowa youth. These events led the chair of the mechanical engineering department, Dr. Ted Heindel, to refer to the club's outreach program as "the model that all other engineering clubs should follow." Team LunaCY's outreach activities totaled over 200 hours and captivated over 3000 students and adults throughout the course of this acaden1ic year, reaching out to people all over Iowa and to several special guests. These guests included Vice-President Joe Biden, during a visit to Iowa State University in March 2012, and astronaut Clayton Anderson, during a visit to Iowa State's campus in the fall 2011. Team LunaCY's outreach events created hands on learning opportunities for local youth ranging in age from elementary school children to high school students. The team strove to make a positive impression on Iowa youth and to encourage interest and involvement in scientific fields. The full list of events is shown in Table 1. Three of the major outreach events the team participated in were the FIRST LEGO League, Science Bound, and iExplore STEM Festival.

Heise, James↗

The Forgetful Professor and the Space Biology Adventure

This video was created as one of the products of the 2013 ISS Faculty Fellows Summer Program. Our High School science teacher faculty fellows developed this video as an elementary/middle school education component. The video shows a forgetful professor who is trying to remember something, and along the journey she learns more about the space station, space station related plant science, and the Kennedy Space Center. She learns about the Veggie hardware, LED lighting for plant growth, the rotating garden concept, and generally about space exploration and the space station. Lastly she learns about the space shuttle Atlantis.

Massa, Gioia D.↗

Portable Planetariums Teach Science

With the Internet proving to be the wave of the future, in the 1990s Johnson Space Center awarded grants to Rice University in Houston for developing the world's first Internet-accessible museum kiosk. Further grants were awarded to the school for creating educational software for use in homes and schools, leading to the creation of Museums Teaching Planet Earth Inc. The company has gone on to develop and sell portable planetariums and accompanying educational shows.

Source record↗

The Ganymede Interior Structure, and Magnetosphere Observer (GISMO) Mission Concept

The NASA Planetary Science Summer School (PSSS) at JPL offers graduate students and young professionals a unique opportunity to learn about the mission design process. Program participants select and design a mission based on a recent NASA Science Mission Directorate Announcement of Opportunity (AO). Starting with the AO, in this case the 2009 New Frontiers AO, participants generate a set of science goals and develop a early mission concept to accomplish those goals within the constraints provided. As part of the 2010 NASA PSSS, the Ganymede Interior, Surface, and Magnetosphere Observer (GISMO) team developed a preliminary satellite design for a science mission to Jupiter's moon Ganymede. The science goals for this design focused on studying the icy moon's magnetosphere, internal structure, surface composition, geological processes, and atmosphere. By the completion of the summer school an instrument payload was selected and the necessary mission requirements were developed to deliver a spacecraft to Ganymede that would accomplish the defined science goals. This poster will discuss those science goals, the proposed spacecraft and the proposed mission design of this New Frontiers class Ganymede observer.

radar sounder↗

Laboratory for Hydrospheric Processes 1997 Publications

This document is a compilation of publications of the Goddard Space Flight Center Laboratory for Hydrospheric Processes for calendar year 1997. Each two-page entry is a cut-and-pasted extraction from a 1997 published journal article, book chapter, symposium or conference proceedings, or technical memorandum. This provides a quick, inexpensive way to communicate our research. If you wish further information, or a reprint, please contact the author of the article or the publisher. There are two sections, the first consisting of 76 journal articles and book chapters which are arranged according to the science priorities of NASA's Earth Science Enterprise: Land-Cover Change and Global Productivity Seasonal-to-Interannual Climate Prediction Natural Hazards Long-Term Climate Variability Atmospheric Ozone, and an additional category Sensor/Algorithm Development. * Each of these sections is preceded by a foreword. A second section, consisting of 52 other contributions (e.g. conference/symposium proceedings and technical memoranda), provides additional scientific information to the outside community. This document was initiated within the Earth Sciences Directorate at the NASA/Goddard Space Flight Center to provide internal communication. We anticipate it will prove useful to visitors and other people interested in our research. This is our fifth annual document. The Laboratory for Hydrospheric Processes is one of the major elements of the Earth Sciences Directorate at NASA's Goddard Space Flight Center. Scientific investigations within the Division range from theoretical to experimental research dealing with oceanic/physical oceanography, hydrologic, and cryospheric sciences. The Laboratory currently has a staff of 60 civil servants and approximately 138 visiting scientists, postdoctoral fellows, and contractors. At various times throughout the year, the Laboratory hosts additional personnel through NASA and Goddard sponsored enrichment programs for high school, undergraduate and graduate students, and high school and university faculty. For further information see our web site at http://neptune.gsfc.nasa.gov.

Busalacchi, Antonio J.↗

Virtual Microscope Views of the Apollo 11 and 12 Lunar Samples

The Apollo virtual microscope is a means of viewing, over the Internet, polished thin sections of every rock in the Apollo lunar sample collections via software, duplicating many of the functions of a petrological microscope, is described. Images from the Apollo 11 and 12 missions may be viewed at: www.virtualmicroscope.org/content/apollo. Introduction: During the six NASA missions to the Moon from 1969-72 a total of 382 kilograms of rocks and soils, often referred to as "the legacy of Apollo", were collected and returned to Earth. A unique collection of polished thin sections (PTSs) was made from over 400 rocks by the Lunar Sample Curatorial Facility at the Johnson Spacecraft Center (JSC), Houston. These materials have been available for loan to approved PIs but of course they can't be simultaneously investigated by several researchers unless they are co-located or the sample is passed back and forward between them by mail/hand carrying which is inefficient and very risky for irreplaceable material. When The Open University (OU), the world's largest Distance Learning Higher Education Establishment found itself facing a comparable problem (how to supply thousands of undergraduate students with an interactive petrological microscope and a personal set of thin sections), it decided to develop a software tool called the Virtual Microscope (VM). As a result it is now able to make the unique and precious collection of Apollo specimens universally available as a resource for concurrent study by anybody in the world's Earth and Planetary Sciences community. Herein, we describe the first steps of a collaborative project between OU and the Johnson Space Center (JSC) Curatorial Facility to record a PTS for every lunar rock, beginning with those collected by the Apollo 11 and 12 missions. Method: Production of a virtual microscope dedicated to a particular theme divides into four main parts - photography, image processing, building and assembly of virtual microscope components, and publication on a website. Two large research quality microscopes are used to collect all the images required for a virtual microscope. The first is part of an integrated package that utilizes Leica PowerMosaic software and a motorised XYZ stage to generate large area mosaics. It includes a fast acquisition camera and depending on the PTS size normally is used to produce seamless mosaic images consisting of 100-500 individual photographs. If the sample is suitable, three mosaics of each sample are recorded - plane polarised light, between crossed polars and reflected light. In order for the VM to be a true petrological microscope it is necessary to recreate the features of a rotating stage and perform observations using filters to produce polarised light. Thus the petrological VM includes the capability of seeing changes in optical properties (pleochroism and birefringence) during rotation allowing mineral identification. The second microscope in the system provides the functions of the rotating stage. To this microscope we have added a robotically controlled motor to acquire seventy-two images (5 degree intervals) in plane polarised light and between crossed polars. To process the images acquired from the two microscopes involves a combination of proprietary software (Photoshop) and our own in-house code. The final stage involves assembling all the components in an HTML5 environment. Pathfinder investigations: We have undertaken a number of pilot studies to demonstrate the efficacy of the petrological microscope with lunar samples. The first was to make available on-line images collected from the Educational Package of Apollo samples provided by NASA to the UK STFC (Science and Technical Facilities Council) for loan as educational material e.g. for schools. The real PTSs of the samples are now no longer sent out to schools removing the risks associated with transport, accidental breakage and eliminating the possibility of loss. The availability of lunar sample VM-related material was further extended to include twenty-eight specimens from all of the Apollo missions. Some of these samples were made more generally available through an ibook entitled "Moon Rocks: an introduction to the Geology of the Moon," free from the Apple Bookstore. Research possibilities: Although the Virtual Microscope was originally conceived as a teaching aid and was later recognised as a means of public outreach and engagement, we now realize that it also has enormous potential as a high level research tool. Following discussions with the JSC Curators we have received Curation and Analysis Planning Team for Extraterrestrial Materials (CAPTEM) permission to embark on a programme of digitizing the entire lunar sample PTS collection for all three of the above purposes. By the time of the 47th Lunar and Planetary Science Conference (LPSC) we will have completed 81 rocks collected during the Apollo 11 and 12 missions and the data, with cross-links to the Lunar Sample Compendium will go live on the Web at the 47th LPSC. The VM images of the Apollo 11 (41 VM images) and 12 (40 VM images) missions can be viewed at: http:/www.virtualmicroscope.org/content/apollo. The lunar sample VM will enable large numbers of skilled/unskilled microscopists (professional and amateur researchers, educators and students, enthusiasts and the simply curious non-scientists) to share the information from a single sample. It will mean that all the PTSs already cut, even historical ones, could be available for new joint investigations or private study. The scientific return from the collection will increase exponentially as a result of further debate and discussion. Simultaneously the VM will remove the need for making unnecessary multiple samplings, avoid consignment of delicate/breakable specimens (all of which are priceless) to insecure mail/courier services and reduce direct labour and indirect costs, travel budgets and unproductive travelling time necessary for co-location of collaborating researchers. For the future we have already recognized further potential for virtual technology. There is nothing that a petrologist likes more than to see the original rock as a hand specimen. It is entirely possible to recreate virtual hand specimens with 3-D hard and software, already developed for viewing fossils, located within the Curatorial Facility, http://curator.jsc.nasa.gov/lunar/lsc/index.cfm.

Gibson, E. K.↗

Ozone Gardens for the Citizen Scientist

NASA Langley partnered with the Virginia Living Museum and two schools to create ozone bio-indicator gardens for citizen scientists of all ages. The garden at the Marshall Learning Center is part of a community vegetable garden designed to teach young children where food comes from and pollution in their area, since most of the children have asthma. The Mt. Carmel garden is located at a K-8 school. Different ozone sensitive and ozone tolerant species are growing and being monitored for leaf injury. In addition, CairClip ozone monitors were placed in the gardens and data are compared to ozone levels at the NASA Langley Chemistry and Physics Atmospheric Boundary Layer Experiment (CAPABLE) site in Hampton, VA. Leaf observations and plant measurements are made two to three times a week throughout the growing season.

Pippin, Margaret↗

Skylab Student Project: Summary Description

In 1971 the NASA conceived the Skylab student project in an effort to involve the general public in the Skylab program. The primary aim of this project was to stimulate national interest in science and technology. NASA decided to direct the Skylab student project to those young people who have indicated an interest in science and technology and to foster this interest through direct participation in an ongoing program emphasizing as wide a spectrum of science and technology as possible. Skylab, with the opportunity it gives to provide experiments in areas of science and technology provided the ideal opportunity for such participation. In implementing this project, the National Science Teachers Association (NSTA), having an existing, closely associated contact with students, grades 9 through 12, in United States schools, was asked to sponsor, organize, and administer a national competition for high school students. This competition called for individual students (or groups of students) to develop meaningful experiments to be flown on Skylab. To facilitate the organization and administration of this program, the NSTA divided the participating students into their 12 geographical regions with a regional chairmen appointed to receive all proposals for his region. The regional chairmen then appointed a committee of eminent scientists, engineers, and science educators to evaluate each proposal. Some 80,000 applications were requested by teachers and 3409 proposals were submitted. Moreover, because of team proposals, over 4000 students participated and approximately 300 regional winners selected. Each participant received a certification of merit. The 300 winning regional proposals were transmitted to the NSTA headquarters where they were further screened. In March of 1972 twenty-five national winners and 22 special mentions were announced. The 25 winning students were then assigned science advisers at the George C. Marshall Space Flight center (MSFC), the center selected by NASA to be responsible for development of the student project. The Johnson Space Center (JSC) also provided science advisors and valuable support.

Floyd, Henry B.↗

An Educational Platform for Small Satellite Development with Proximity Operation Capabilities

An alternative to ground testing of small satellites is presented here, where the kinematics of a 3U underactuated CubeSat operating in 3 degrees-of-freedom (DOF) is reproduced by an omnidirectional wheeled platform, while satellite dynamics are simulated in real-time. The system is equipped with a relative navigation sensor in the form factor of a smartphone, the Smartphone Video Guidance Sensor (SVGS), allowing the platform to reproduce proximity operation maneuvers. The wheeled platform is used as an educational tool for students over a large range of academic levels, from high school to graduate school. A derivation of the kinematic relationship from satellite dynamics to rotacaster wheel velocities is presented, along with the guidance and control laws of the system. Simulation and experimental results demonstrate that the wheeled platform was able to successfully replicate detumble, slew, and attitude hold maneuvers of a 3U CubeSat.

Bertaska, Ivan R.↗

Peat Archives in the Hudson Estuary - Marsh Formation, Carbon Storage and Release, and Resilience

We target deep peat stores (at least 8 meters) of carbon in the lower Hudson Estuary, which formed as the glacial fjord became an estuary with mid-Holocene sea level rise. These deep marshes play an extremely important role in the estuary health and stability in a changing climate. Never before have we faced the threats to coastal marshes that we are facing today, and the resulting sedimentation rates, inorganic/organic component histories, pollen, macrofossil, isotopic, and XRF data reveal critical information about past vegetation and climate change. Long-term shifts in organic/inorganic storage appear to be linked to drought, as watershed erosion results in more sand, silt and clay in the marshes. Climatic shifts often result in regional watershed shifts in vegetation, both locally and regionally. Understanding how these marshes are linked to human impact (disturbance, invasive species, higher nitrogen, heavy metal pollution, dams) over the last four centuries is critical to providing management of these key ecosystems, and their preservation as sea level rises. Quantification of processes that cause carbon degradation and release from these wetlands to the estuary is also key to this investigation. Peat loss would contribute to heavy metal pollution in the estuary as well as carbon loss. Young investigators from secondary schools in New York City participated in much of the fieldwork as part of the NASA/GISS NYC Research Initiative and the LDEO Secondary School Field Research Carbon Team.

Peteet, Dorothy M.↗

Citizen Science Data Quality: The GLOBE Program

The Global Learning and Observations to Benefit the Environment (GLOBE) Program is an international program that provides a way for students and the public to contribute Earth system observations. Currently 122 countries, more than 40,000 schools, and 200,000 citizen scientists are participating in GLOBE. Since 1995, participants have contributed 195 million observations. Modes of data collection and data entry have evolved with technology over the lifetime of the program, including the launch of the GLOBE Observer mobile app in 2016 to broaden access and public participation in data collection. GLOBE must meet the data needs of a diverse range of stakeholders, from elementary school classrooms to scientists across the globe, including NASA scientists. Operational quality assurance measures include participant training, adherence to standardized data collection protocols, range and logic checks, and an approval process for photos submitted with an observation. In this presentation, we will discuss the current state of operational data QA/QC, as well as additional QA/QC processes recently explored and future directions.

Amos, Helen↗

Materials and technologies for interstellar flights and intra-galactic spread of life

Small automated spaceships are capable to deliver seeds, frozen ova and gametes to other planetary systems. A spaceship can be equipped with a freezer containing reproductive cells, an artificial uterus, a robotic nursery and school, and a collection of instruments and equipment. The whole spaceship will be frozen during a long interstellar flight. Approaching another star, a spaceship will generate electricity from light, warm up, slow down and land on a suitable planet (if any), give birth to a human, provide care and education. After schooling, the human will vacate the spaceship and either build more space for living (using local materials) or die. A vacant spaceship will supply more people, one at a time. Hopefully, they will collectively create a sustainable colony on a remote planet. Our Milky Way galaxy has hundreds billion stars (i.e., more stars than humans on Earth). Mass production of spacecrafts for intragalactic spread of life will make each spaceship cheaper, will improve employment and purposeful production on Earth, and will spread human life beyond the Solar System. If any spaceship will miss its target stellar system, it will fly to the next one, retaining ability to bring life to another planet. Which materials and technologies are needed for the interstellar life propagation? Materials age during a long interstellar flight, which can last from 10^4 to 10^10 years. We evaluate the computational methods (such as C2NEB, available from https://lib.dr.iastate.edu/ameslab_software/1) that are suitable for addressing materials aging at low temperatures and high radiation levels during the appropriately long-time scales.

Technologies↗

Educational and Scientific Applications of Climate Model Diagnostic Analyzer

Climate Model Diagnostic Analyzer (CMDA) is a web-based information system designed for the climate modeling and model analysis community to analyze climate data from models and observations. CMDA provides tools to diagnostically analyze climate data for model validation and improvement, and to systematically manage analysis provenance for sharing results with other investigators. CMDA utilizes cloud computing resources, multi-threading computing, machine-learning algorithms, web service technologies, and provenance-supporting technologies to address technical challenges that the Earth science modeling and model analysis community faces in evaluating and diagnosing climate models. As CMDA technology and infrastructure have matured, we have developed the educational and scientific applications of CMDA. Educationally, CMDA supported the summer school of the JPL Center for Climate Sciences in 2014, 2015, and 2016. In the summer school, the students work on group research projects where CMDA provide datasets, analysis tools, and provenance support utility tools. Each student is assigned to a virtual machine with CMDA installed in Amazon Web Services. Scientifically, we have developed several science use cases of CMDA covering various topics, datasets, and analysis types. Each of the science use cases is described in terms of a scientific goal, datasets used, the analysis tools used, scientific results discovered, an analysis result such as output plots and data files, and a link to the corresponding analysis service call with all the input arguments filled.

Bao, Qihao↗

Leading University Students to the Edge of Space

For over 16 years, the Louisiana Space Grant Consortium (LaSPACE), the NASA Balloon Program Office (BPO), and the NASA Columbia Scientific Balloon Facility (CSBF) have collaborated in a series of high altitude balloon-based programs involving hands-on authentic learning experiences that expose university students and other participants to technical skills, teamwork dynamics, and effective communication methods. Such programs go beyond what is possible to achieve in a normal classroom and help prepare future engineers and scientists for a successful aerospace workforce career. In our collaborative effort, LaSPACE has focused on the program content and student mentoring while NASA BPO and CSBF provide balloon flight support and operations. The entry-level Louisiana Aerospace Catalyst Experiences for Students (LaACES) builds students’ skills in basic electronics, sensor interfacing, real-time programming, mechanical development, and project management. These skills are then applied to the design, development, fabrication, and flight of a small (∼500 gram) balloon payload. Finally, the payloads are flight-tested to an altitude of ∼30 km using a 2 kg latex sounding balloon. The LaACES program includes a set of lectures, activities, and Arduino Mega based electronic kits that are used for skill building and as a core control system for the student payload. The more advanced High Altitude Student Platform (HASP) is designed to carry ∼twelve 3 to 20 kg student payloads to an altitude of about 36 kilometers with flight durations of 10 to 20 hours using a ∼311,500 cubic meter, zero pressure balloon. HASP provides all student payloads with power, downlink telemetry, uplink commanding, and real-time HD video for instrument control and assessment during the flight. While originally developed for university students, these programs have been adapted to projects focused on high school teachers as well as affecting minorities underrepresented in aerospace related science and engineering fields. We are now in the process of adapting the LaACES materials to a pre-engineering curriculum for high school students as well as for widespread access over the internet. During this presentation, we will provide details of both the LaACES and HASP programs, how these programs have engaged participants from all demographic groups, and our current plans for continuing and expanding upon our success.

University↗

My Journey to NASA and role as a (Molecular) Biologist…

My journey to NASA started in undergrad, where I performed microbiology research and became hooked in the STEM fields. From there I earned a Ph.D. in Biochemistry and Molecular Biology from Mayo Graduate school where I performed Pancreatic Cancer research and then went on to perform postdoctoral research in Developmental Biology at the University of Miami. Trained as a biologist, I landed my first job at NASA as a mission scientist on the Rodent Research project. As a mission scientist, I led science activities associated with development, flight, and post-flight analysis of rodent research missions on the ISS in consultation with project engineers, operational specialists, mission PI(s), and mission Implementation Partner(s). I also assessed the feasibility of scientific experiments as a technical and scientific expert in rodent research on the ISS. Eager to learn more about the molecular changes that occur as a result of spaceflight exposure, I transitioned to the NASA GeneLab project where I eventually became the data processing lead. NASA’s GeneLab helps scientists understand how the fundamental building blocks of life – DNA, RNA, proteins, and metabolites – change from exposure to the space environment including microgravity and cosmic radiation exposure. GeneLab does so by providing fully coordinated epigenomics, genomics, transcriptomics, proteomics, and metabolomics data (collectively known as omics data) alongside essential metadata describing each spaceflight and space-relevant experiment. To maximize the intelligibility of these data, particularly for users with limited bioinformatics knowledge, GeneLab has started processing and analyzing these datasets to generate differential gene expression data and identify biological and physiological pathways that are dysregulated as a result of spaceflight. The user interface was designed to be accessible to a broad variety of users, including high school and college students who can use it to learn about omics data analysis and space biology. During the CA Space Grant Women in STEM Panel event, I will provide an overview of my journey to NASA including my work at NASA on both the Rodent Research and GeneLab projects. I will conclude by providing resources for opportunities to work with GeneLab and NASA at large followed by links to programs designed specifically to engage women in STEM fields.

Amanda M Saravia-Butler↗

My Journey to NASA and Role as a (Molecular) Biologist…

My journey to NASA started in undergrad, where I performed microbiology research and became hooked in the STEM fields. From there I earned a Ph.D. in Biochemistry and Molecular Biology from Mayo Graduate school where I performed Pancreatic Cancer research and then went on to perform postdoctoral research in Developmental Biology at the University of Miami. Trained as a biologist, I landed my first job at NASA as a mission scientist on the Rodent Research project. As a mission scientist, I led science activities associated with development, flight, and post-flight analysis of rodent research missions on the ISS in consultation with project engineers, operational specialists, mission PI(s), and mission Implementation Partner(s). I also assessed the feasibility of scientific experiments as a technical and scientific expert in rodent research on the ISS. Eager to learn more about the molecular changes that occur as a result of spaceflight exposure, I transitioned to the NASA GeneLab project where I eventually became the data processing lead. NASA’s GeneLab helps scientists understand how the fundamental building blocks of life – DNA, RNA, proteins, and metabolites – change from exposure to the space environment including microgravity and cosmic radiation exposure. GeneLab does so by providing fully coordinated epigenomics, genomics, transcriptomics, proteomics, and metabolomics data (collectively known as omics data) alongside essential metadata describing each spaceflight and space-relevant experiment. To maximize the intelligibility of these data, particularly for users with limited bioinformatics knowledge, GeneLab has started processing and analyzing these datasets to generate differential gene expression data and identify biological and physiological pathways that are dysregulated as a result of spaceflight. The user interface was designed to be accessible to a broad variety of users, including high school and college students who can use it to learn about omics data analysis and space biology. During the NASA Ames ECN at Lincoln HS Virtual Panel event, I will provide an overview of my journey to NASA including my work at NASA on both the Rodent Research and GeneLab projects. I will conclude by providing resources for opportunities to work with GeneLab and NASA at large followed by links to programs designed specifically to engage women in STEM fields.

Amanda M Saravia-Butler↗