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This presentation is a series of lecture notes for a lecture on Robotics. It describes the concept of robots and differentiates between robotic devices and "true robots". It also reviews the reasons for why we use robots, generally, and specificaly.why NASA uses robots. It also explains what an end effector is and explores some of the careers available in the field of robotics.
Mission X: Train Like an Astronaut is an international educational challenge focusing on fitness and nutrition as we encourage students to "train like an astronaut." Teams of students (aged 8-12) learn principles of healthy eating and exercise, compete for points by finishing training modules, and get excited about their future as "fit explorers." The 18 core exercises (targeting strength, endurance, coordination, balance, spatial awareness, and more) involve the same types of skills that astronauts learn in their training and use in spaceflight. This first-of-its-kind cooperative outreach program has allowed 14 space agencies and various partner institutions to work together to address quality health/fitness education, challenge students to be more physically active, increase awareness of the importance of lifelong health and fitness, teach students how fitness plays a vital role in human performance for exploration, and inspire and motivate students to pursue careers in STEM fields. The project was initiated in 2009 in response to a request by the International Space Life Sciences Working Group. USA, Netherlands, Italy, France, Germany, Austria, Colombia, Spain, and United Kingdom hosted teams for the pilot this past spring, and Japan held a modified version of the challenge. Several more agencies provided input into the preparations. Competing on 131 teams, more than 3700 students from 40 cities worldwide participated in the first round of Mission X. OUTCOMES AND BEST PRACTICES Members of the Mission X core team will highlight the outcomes of this international educational outreach pilot project, show video highlights of the challenge, provide the working group s initial assessment of the project and discuss the future potential of the effort. The team will also discuss ideas and best practices for international partnership in education outreach efforts from various agency perspectives and experiences
Three heliophysics missions -- the Advanced Composition Explorer (ACE), Solar Heliospheric Observatory (SOHO), and the Global Geoscience WIND -- have been orbiting the Sun-Earth interior libration point L1 continuously since 1997, 1996, and 2004, respectively. ACE and WIND (both NASA missions) and SOHO (an ESA-NASA joint mission) are all operated from the NASA Goddard Space Flight Center (GSFC). While ACE and SOHO have been dedicated libration point orbiters since their launches, WIND has had also a remarkable 10-year career flying a deep-space, multiple lunar-flyby trajectory prior to 2004. That era featured 36 targeted lunar flybys with excursions to both L1 and L2 before its final insertion in L1 orbit. A figure depicts the orbits of the three spacecraft, showing projections of the orbits onto the orthographic planes of a solar rotating ecliptic frame of reference. The SOHO orbit is a quasi-periodic halo orbit, where the frequencies of the in-plane and out-of-plane motions are practically equal. Such an orbit is seen to repeat itself with a period of approximately 178 days. For ACE and WIND, the frequencies of the in-plane and out-of-plane motions are unequal, giving rise to the characteristic Lissajous motion. ACE's orbit is of moderately small amplitude, whereas WIND's orbit is a large-amplitude Lissajous of dimensions close to those of the SOHO halo orbit. As motion about the collinear points is inherently unstable, stationkeeping maneuvers are necessary to prevent orbital decay and eventual escape from the L1 region. Though the three spacecraft are dissimilar (SOHO is a 3-axis stabilized Sun pointer, WIND is a spin-stabilized ecliptic pole pointer, and ACE is also spin-stabilized with its spin axis maintained between 4 and 20 degrees of the Sun), the stationkeeping technique for the three is fundamentally the same. The technique consists of correcting the energy of the orbit via a delta-V directed parallel or anti-parallel to the Spacecraft-to-Sun line. SOHO achieves this using thrusters oriented in line with the solar direction. WIND achieves the delta-V via pulsing radial thrusters when aligned with the Sun. ACE uses axial thrusters to apply delta-V with a component that is 94% or more aligned with the ACE-Sun line. Sunward thrust adds energy to the orbit preventing decay back toward Earth. Thrust directed anti-Sunward takes energy out of the L1 orbit, thereby preventing escape from the Earth-Moon system into independent heliocentric orbit. Libration point orbit stationkeeping delta-V costs grow exponentially with time elapsed from the last maneuver performed. The doubling time constant is approximately 16 days. For the sake of fuel conservation, and for limiting the absolute magnitude of propulsion performance errors, stationkeeping maneuvers should be performed before the delta-V grows too large; for our purposes 'too large' is considered to be greater than 0.5 m/sec. In practice, the typical interval between burns for this trio is about three months, and the typical delta-V is much smaller than 0.5 m/sec. Typical annual stationkeeping costs have been around 1.0 m/sec for ACE and WIND, and much less than that for SOHO. All three spacecraft have ample fuel remaining; barring contingencies all three could, in principle, be maintained at L1 for decades to come. This paper will review the L1 orbits and the mission history of ACE, WIND, and SOHO, and describe the stationkeeping techniques and orbit maneuver experience. The Lissajous phase control that was practiced for ACE during the period from 1999 to 2001 will also be briefly discussed. The final section will consider the future of these ongoing missions.
Science methods used to study air pressure are presented to interested school students in careers in STEM (science, technology, engineering, and mathematics) in fields related to air pressure.
The presentation describes the Hubble Space Telescope and it's contributions to astronomy. Also discussed are the James Webb Space Telescope and the kinds of careers that relate to STEM (science, technology, engineering, and mathematics) that students can pursue in fields related to space telescopes.
An overview of the science related to the development of production of space food is presented for school students. Students are acquainted with careers in food science, nutrition, dietetics, microbiology, and astrobiology.
The 10 science articles selected for this years annual science report exemplify the range of Hubble research from the Solar System, across our Milky Way, and on to distant galaxies. The objects of study include a new feature on Jupiter, binaries in the Kuiper Belt, Cepheid variable stars, the Orion Nebula, distant transiting planets, lensing galaxies, active galactic nuclei, red-and-dead galaxies, and galactic outflows and jets. Each narrative strives to construct the readers understanding of the topics and issues, and to place the latest research in historical, as well as scientific, context. These essays reveal trends in the practice of astronomy. More powerful computers are permitting astronomers to study ever larger data sets, enabling the discovery of subtle effects and rare objects. (Two investigations created mosaic images that are among the largest produced to date.) Multiwavelength data sets from ground-based telescopes, as well as other great observatories Spitzer and Chandraare increasingly important for holistic interpretations of Hubble results. This yearbook also presents profiles of 12 individuals who work with Hubble, or Hubble data, on a daily basis. They are representative of the many students, scientists, engineers, and other professions who are proudly associated with Hubble. Their stories collectively communicate the excitement and reward of careers related to space science and technology.
Medical Simulation Centers are an essential component of our learning infrastructure to prepare doctors and nurses for their careers. Unlike the military and aerospace simulation industry, very little has been published regarding the best practices currently in use within medical simulation centers. This survey attempts to provide insight into the current simulation practices at medical schools, hospitals, university nursing programs and community college nursing programs. Students within the MBA program at Saint Joseph's University conducted a survey of medical simulation practices during the summer 2010 semester. A total of 115 institutions responded to the survey. The survey resu~s discuss overall effectiveness of current simulation centers as well as the tools and techniques used to conduct the simulation activity
To perform dosimetry and risk assessment, NASA collects astronaut ionizing radiation exposure data from space flight, medical imaging and therapy, aviation training activities and prior occupational exposure histories. Career risk of exposure induced death (REID) from radiation is limited to 3 percent at a 95 percent confidence level. The Radiation Health Office at Johnson Space Center (JSC) is implementing a program to integrate the gathering, storage, analysis and reporting of astronaut ionizing radiation dose and risk data and records. This work has several motivations, including more efficient analyses and greater flexibility in testing and adopting new methods for evaluating risks. The foundation for these improvements is a set of software tools called the Astronaut Radiation Exposure Analysis System (AREAS). AREAS is a series of MATLAB(Registered TradeMark)-based dose and risk analysis modules that interface with an enterprise level SQL Server database by means of a secure web service. It communicates with other JSC medical and space weather databases to maintain data integrity and consistency across systems. AREAS is part of a larger NASA Space Medicine effort, the Mission Medical Integration Strategy, with the goal of collecting accurate, high-quality and detailed astronaut health data, and then securely, timely and reliably presenting it to medical support personnel. The modular approach to the AREAS design accommodates past, current, and future sources of data from active and passive detectors, space radiation transport algorithms, computational phantoms and cancer risk models. Revisions of the cancer risk model, new radiation detection equipment and improved anthropomorphic computational phantoms can be incorporated. Notable hardware updates include the Radiation Environment Monitor (which uses Medipix technology to report real-time, on-board dosimetry measurements), an updated Tissue-Equivalent Proportional Counter, and the Southwest Research Institute Radiation Assessment Detector. Also, the University of Florida hybrid phantoms, which are flexible in morphometry and positioning, are being explored as alternatives to the current NASA computational phantoms.
While at JSC for the summer of 2011, I was assigned to work on the sensor test for Orion relative-navigation risk mitigation (STORRM) development test objective (DTO). The STORRM DTO was flown on-board Endeavor during STS-134. The objective of the STORRM DTO is to test the visual navigation system (VNS), which will be used as the primary relative navigation sensor for the Orion spacecraft. The VNS is a flash lidar system intended to provide both line of sight and range information during rendezvous and proximity operations. The STORRM DTO also serves as a testbed for the high-resolution docking camera. This docking camera will be used to provide piloting cues for the crew during proximity operations. These instruments were mounted next to the trajectory control sensor (TCS) in Endeavour s payload bay. My principle objective for the summer was to generate a best estimated trajectory (BET) for Endeavor using the flight data collected by the VNS during rendezvous and the unprecedented re-rendezvous with the ISS. I processed the raw images from the VNS to produce range and bearing measurements. I then aggregated these measurements and extracted the measurements corresponding to individual reflectors. I combined the information contained in these measurements with data from the Endeavour's inertial sensors using Kalman smoothing techniques to ultimately produce a BET. This work culminated with a final presentation of the result to division management. Development of this tool required that traditional linear smoothing techniques be modified in a novel fashion to permit for the inclusion of non-linear measurements. This internship has greatly helped me further my career by providing exposure to real engineering projects. I also have benefited immensely from the mentorship of the engineers working on these projects. Many of the lessons I learned and experiences I had are of particular value because then can only be found in a place like JSC.
NASA's Lunabotics Mining Competition is designed to promote the development of interest in space activities and STEM (Science, Technology, Engineering, and Mathematics) fields. The competition uses excavation, a necessary first step towards extracting resources from the regolith and building bases on the moon. The unique physical properties of lunar regolith and the reduced 1/6th gravity, vacuum environment make excavation a difficult technical challenge. Advances in lunar regolith mining have the potential to significantly contribute to our nation's space vision and NASA space exploration operations. The competition is conducted annually by NASA at the Kennedy Space Center Visitor Complex. The teams that can use telerobotic or autonomous operation to excavate a lunar regolith geotechnical simulant, herein after referred to as Black Point-1 (or BP-1) and score the most points (calculated as an average of two separate 10-minute timed competition attempts) will eam points towards the Joe Kosmo Award for Excellence and the scores will reflect ranking in the on-site mining category of the competition. The minimum excavation requirement is 10.0 kg during each competition attempt and the robotic excavator, referred to as the "Lunabot", must meet all specifications. This paper will review the achievements of the Lunabotics Mining Competition in 2010 and 2011, and present the new rules for 2012. By providing a framework for robotic design and fabrication, which culminates in a live competition event, university students have been able to produce sophisticated lunabots which are tele-operated. Multi-disciplinary teams are encouraged and the extreme sense of accomplishment provides a unique source of inspiration to the participating students, which has been shown to translate into increased interest in STEM careers. Our industrial sponsors (Caterpillar, Newmont Mining, Harris, Honeybee Robotics) have all stated that there is a strong need for skills in the workforce related to robotics and automated machines. In 2010, 22 United States (US) universities competed, and in May 2011 the competition was opened to international participation, with 46 Universities attending. There were 12 international teams and 34 US teams. This combined total directly inspired an estimated 544 university students. More students and the public were engaged via internet broadcasting and social networking media. This is expected to be of value for actual future space missions, as knowledge is gained from testing many innovative prototypes in simulated lunar regolith. More information is available at www.nasa.gov/lunabotics/.
In the summer of 2009 I had the privilege of participating in the NASA INSPIRE program and during the summer of 2010 I was hired by ASRC Aerospace, a NASA contractor on the USTDC contract, as an Engineering Aide. These experiences combined inspired me to pursue a career in engineering and a goal to work as a NASA engineer and astronaut.
In 2010, the International Space Station (ISS) construction and assembly was completed to become a world-class scientific research laboratory. We are now in the era of utilization of this unique platform that facilitates ground-breaking research in the microgravity environment. There are opportunities for NASA-funded research; research funded under the auspice of the United States National Laboratory; and research funded by the International Partners - Japan, Europe, Russia and Canada. The ISS facilities offer an opportunity to conduct research in a multitude of disciplines such as biology and biotechnology, physical science, human research, technology demonstration and development; and earth and space science. The ISS is also a unique resource for educational activities that serve to motivate and inspire students to pursue careers in Science, Technology, Engineering and Mathematics. Even though we have just commenced full utilization of the ISS as a science laboratory, early investigations are yielding major results that are leading to such things as vaccine development, improved cancer drug delivery methods and treatment for debilitating diseases, such as Duchenne's Muscular Dystrophy. This paper
Welcome to the Academy of Program and Project Leadership (APPL) and ASK Magazine. APPL helps NASA managers and project teams accomplish today's missions and meet tomorrow's challenges by providing performance enhancement services and tools, supporting career development programs, sponsoring knowledge sharing events and publications, and creating opportunities for project management collaboration with universities, professional associations, industry partners and other government agencies. ASK Magazine grew out of APPL's Knowledge Sharing Initiative. The stories that appear in ASK are written by the 'best of the best' project managers, primarily from NASA, but also from other government agencies and industry. These stories contain genuine nuggets of knowledge and wisdom that are transferable across projects. Who better than a project manager to help another project manager address a critical issue on a project? Big projects, smaLl projects-they're ali here in ASK. Stories in this issue include: Earthly Considerations on Mars, Getting Politically Active, Stumping for the Project, Grins & Giggles: The Launch Pad to High Performance, Transfer Wisdom Workshops: Coming to a NASA Center Near You, Project Management: The Television Show, Lessons Learned Again and Again and Again, Implementation Reviews, ASK Talks with Dr. Michael Hecht, and What Is This Fourth Dimension?.
Larry Powers was a man of commitment: to roots, family, science, and large appetites. He grew up in Charleston, South Carolina, during the Great Depression that defined his remarkable work ethic and value for contribution. He graduated from the municipal College of Charleston in 1938 with majors in biology, chemistry, and mathematics. That same year, he married his wife Elly of Charleston, with whom he had seven daughters by the early years of his eras of discovery in 1959. He was awarded an Honorary Doctor of Letters from the College of Charleston in 1974, and retired there with Elly in 1987 as a Professor in Residence. Having obtained his Ph.D. from Johns Hopkins University in genetics and protozoology (1941), and having begun his professional career at the University of Notre Dame (Instructor and Assistant Professor, 1941-1945), Larry was often heard to comment on traditions of excellence in education and football, with adamant priority given to the first but without allowance for failure in the second.
Teachers in today s classrooms need to find creative ways to connect students with science, technology, engineering, mathematics (STEM) experts. These STEM experts can serve as role models and help students think about potential future STEM careers. They can also help reinforce academic knowledge and skills. The cost of transportation restricts teachers ability to take students on field trips exposing them to outside experts and unique learning environments. Additionally, arranging to bring in guest speakers to the classroom seems to happen infrequently, especially in schools in rural areas. The Expedition Earth and Beyond (EEAB) Program [1], facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate Education Program at the NASA Johnson Space Center has created a way to enable teachers to connect their students with STEM experts virtually. These virtual connections not only help engage students with role models, but are also designed to help teachers address concepts and content standards they are required to teach. Through EEAB, scientists are able to actively engage with students across the nation in multiple ways. They can work with student teams as mentors, participate in virtual student team science presentations, or connect with students through Classroom Connection Distance Learning (DL) Events.
My summer research experience at the Kennedy Space Center has been a truly rewarding one. As an electrical engineering student at the University of South Florida, I was blessed with a beneficial opportunity to gain valuable knowledge in my career, and also apply it through working at NASA. One of my inspirations in becoming an engineer is to work at NASA someday, and I was very excited and honored to have this opportunity. My goal in this internship was to strengthen my preparation in becoming an engineer by learning new material, acquiring skills by practicing what I learned, and discovering the expectations of engineering work at NASA. Through this summer research, I was able to learn new computer programs and perform various tasks that gave me experience and skills as an engineer. My primary job was to conduct work on the Constellation Test article, which is a simulation model of the Crew Launch Vehicle (CLV) tanking system. This is a prototype of a launch facility and an Ares I Vehicle, which God willing will transport astronauts to the moon. Construction of the CLV is in progress and a test launch is anticipated for 2010. Moreover, the Test Article serves as a demonstration too, training test bed, and may be expanded for new simulation of launch system elements, which could be applied to real life operations. The test article is operated and run by a Programmable Logic Controller (PLC), which is a digital computer that is used to control all forms of machinery such as those in manufacturing buildings and other industries. PLCs are different than other computers because of the physical protection they have against damaging environmental conditions that would destroy other computers. Also, PLCs are equipped with lots of input and output connections that allow extensive amounts of commands to be executed, which would normally require many computers to do. Therefore, PLCs are small, rugged, and extremely powerful tools that may continue to be employed at NASA. Furthermore, in order to conduct productive work on the Test Article, I needed to learn the computer program called RS Logics 5000.
There are many ways of studying the Asteroid Frontier as a scientist. In my career, I have used large telescopes atop a 14,000 ft mountain top observatory in Hawaii, used the Hubble Space Telescope in orbit around the Earth, traveled to Antarctica to collect meteorites sitting on the ice waiting for them to be recovered by scientists for scientific investigation, walked the desert with 50 students from University of Khartoum searching for fragments of an asteroid that collided with earth, exploded in the upper atmosphere and rained fragments on the desert floor. Most recently, I have looked at one of the largest Main Belt Asteroids named (4) Vesta through the eyes of a robotic spacecraft named Dawn, exploring the asteroid frontier. I will share my adventures, place the thrill of scientific exploration through NASA's solar system exploration program in context and provide opportunities for students to engage in NASA's exciting missions to expand scientific understanding of Earth and the Universe in which we live