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NASA NTRS2015

NASA, Engineering, and Swarming Robots

This presentation is an introduction to NASA, to science and engineering, to biologically inspired robotics, and to the Swarmie ant-inspired robot project at KSC. This presentation is geared towards elementary school students, middle school students, and also high school students. This presentation is suitable for use in STEM (science, technology, engineering, and math) outreach events. The first use of this presentation will be on Oct 28, 2015 at Madison Middle School in Titusville, Florida where the author has been asked by the NASA-KSC Speakers Bureau to speak to the students about the Swarmie robots.

robotic exploration↗

NASA NTRSDate not supplied

Conjunction Assessment at NASA

The number of objects in orbit is growing exponentially The space environment today is very different from a decade ago and continues to evolve very rapidly - Historically, space operations were domain of large governmental entities. - Commercial space operators are becoming commonplace and have different business models than government actors - CubeSats are cost effective and accessible for everyone, even down to elementary schools - Challenge in educating new space actors on best practices and availability of data and tools Technology enabling this access has rapidly evolved, while no regulatory framework has been established to ensure that space can be used safely by all.

Conjunction Assessment↗

DOE OSTI2024

Star Truck : Interplanetary Bussing system

CubeSats are a standardized size of satellite. Used by elementary schools, universities, and hobbyists alike. CubeSats have made space exploration and research accessible to the general population. Utilizing CubeSats it is possible to make deep space exploration accessible as well. Using a flight path that takes advantage of gravitational assists and flybys we can use many forms of propulsion to get to Jupiter. However, to get farther nuclear power and propulsion can be utilized to bus hundreds of CubeSats at a time to interplanetary space. This craft is known as a Star Truck. The Star Truck will make interplanetary space assessable to the common man.

Belian, Olivia↗

DOE OSTI2024

Effectiveness and Long-Term Effects of SER+ FELIZ(mente): A School-Based Mindfulness Program for Portuguese Elementary Students

School-based mindfulness programs (SBMPs) have gained global popularity. Yet, there is a need for more rigorous procedures to develop and assess them. This study aimed to address these limitations by examining the effectiveness of a Portuguese SBMP, called SER + FELIZ(mente). The final sample included 190 third and fourth-graders: 99 in the SBMP group and 91 in a wait-list group. Effects on attentional control, emotional regulation and wellbeing were examined in the short term (T2) and 6 months later (T3). We also tested the moderating role of age, gender, and baseline scores. Using a multilevel modeling approach, results showed a clear benefit of SBMP on emotional wellbeing at T2 but not T3. Despite SBMP students surpassing wait-list students in attentional control, cognitive reappraisal, and social wellbeing at T2, these effects were due to a levelling off among SBMP students, coupled with a decline among wait-list students from T1 to T2. These effects were moderated by age at T3. While universal improvements were limited, our SBMP seemed to have acted as a shield against school stressors (i.e., likely, test anxiety at T2). This opens a new avenue for research concerning the role of SBMPs in preventing (rather than repairing) mental-health issues in elementary students.

Magalhães, Sofia↗

DOE OSTI2024

Modeled Retrofit Package Performance for Schools

This report details modeled energy performance and savings from retrofit packages in prototypical school buildings in climate zones throughout the U.S. The information herein serves as a reference for elementary and secondary schools interested in implementing retrofit packages in their facilities for energy savings as well as health and safety benefits. School models developed for simulating package performance differentiated between rural and urban environments. Simulations were run for 10 distinct climate zones covering a range of climate conditions throughout the U.S. Results include savings estimates for electricity, natural gas, CO 2 emissions, and annual utility costs for nine different retrofit packages that combine energy conservation measures, including HVAC controls and equipment upgrades, lighting efficiency upgrades, and electrification technologies such as heat pumps for space conditioning and domestic hot water. Nine additional retrofit packages were also developed for elementary schools and modeled in two climate zones. Appendix B describes the additional retrofit packages and presents savings estimates.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

DOE OSTI2021

Low Carbon Technology Strategies: Primary School

This document includes steps that building owners and operators can implement to achieve smart, healthy, and low-carbon primary schools within their existing building portfolios. Primary schools often use packaged rooftop units for heating, cooling, and ventilation.

analytics↗

DOE OSTI2026

Integrated Hydrogen Energy System Testing/Validation: Cooperative Research and Development Final Report, CRADA Number CRD-21-18272

Through the ARIES platform, this proposed project aims to bridge a gap and utilize the power hardware-in-the-loop (PHIL) and controller hardware-in-the-loop (CHIL) experiments and create open-source interconnection and interoperability information that can aid in faster and cheaper installation and operation of grid forming fuel cell inverters.

08 HYDROGEN↗

NASA NTRS1993

From the Moons of Jupiter to the Milky Way

In this report we will describe the successes and problems encountered in carrying out the above project. Due to funding delays, we were unable to begin the project until February, 1993. The telescopes were ordered in September, 1992. We arranged with the principals of the participating schools, Fruitvale Elementary and Allendale year-Round, to conduct the building and lecture phases of the project during the second and third weeks of February. The principals chose to employ totally different methods of selecting children to participate.

Cohen, Martin↗

NASA NTRS1994

Formative and summative evaluation efforts for the Teacher Enhancement Institute conducted at the NASA Langley Research Center, summer 1994

The Teacher Enhancement Institute (TEI) at NASA Langley Research Center was developed in response to Executive Order 12821 which mandates national laboratories to 'assist in the mathematics and science education of our Nation's students, teachers, parents, and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science. Such programs, to the maximum extent possible, shall involve partnerships with universities, state and local elementary and secondary school authorities, corporations and community based organizations'. The faculty worked closely with one another and the invited speakers to insure that the sessions supported the objectives. Speakers were informed of the objectives and given guidance concerning form and function for the session. Faculty members monitored sessions to assist speakers and to provide a quality control function. Faculty provided feedback to speakers concerning general objective accomplishment. Participant comments were also provided when applicable. Post TEI surveys asked for specific comments about each TEI session. During the second of the two, two week institutes, daily critiques were provided to the participants for their reflection. This seemed to provide much improved feedback to speakers and faculty because the sessions were fresh in each participant's mind. Between sessions one and two, some changes were made to the program as a result of the formative evaluation process. Those changes, though, were minor in nature and comprised what may be called 'fine tuning' a well conceived and implemented program. After the objectives were written, an assessment instrument was developed to test the accomplishment of the objectives. This instrument was actually two surveys, one given before the TEI and one given after the TEI. In using such a series, it was expected that changes in the participants induced by attendance at TEI may be discovered. Because the institute was limited in time and depth of exposure, attitudinal changes (self-assessment of ability and confidence) were chosen to be surveyed. On the pre-survey, seven general categories of questions were asked. The post-survey repeated three of these categories, providing a pre and post evaluation of the same questions and added a fourth category which asked the participant to self-assess objective accomplishment. The assessment process for TEI was valuable when one looks at the final accomplishments of the TEI. A number of aspects stand out: (1) formative evaluation during project development allowed the goals and objectives to guide the development of the institute; (2) formative evaluation provided positive guidance to presenters in developing and implementing their session; (3) formative evaluation helped presenters to improve or focus their sessions; (4) summative evaluation provided managers a way to gauge the success of the institute; (5) summative evaluation provided a benchmark for future programs to be measured against.

Carlson, Randal D.↗

NASA NTRS1992

Dryden Overview for Schools

This video provides educators an overview of Dryden for students from late elementary through high school.

Source record↗

NASA NTRS1999

Project VISION (Very Intensive Scientific Intercurricular On-Site Education

Project VISION (Very Intensive Scientific Intercurricular On-Site Education) is a joint effort among NASA/John F. Kennedy Space Center, Florida International University, Universidad del Turabo, Miami-Dade County Public Schools and the Caguas/Gurabo Public Schools in Puerto Rico. The project's main mission is to institutionalize change among the elementary and middle school science and math teachers at participating schools so that their students receive continuously enriched instruction in the principles of science and math through the use of hands-on and minds-on experiments called learning modules. These leaming modules incorporate the national science and math education standards provided by the National Committee on Science Education Standards and Assessments and the National Council of Teachers of Mathematics, respectively. The use of learning modules that require hands-on and minds-on activities in a classroom setting garners great enthusiasm and motivation on the part of the target students for the understanding of the lesson's underlying math and science principles. With this enthusiasm and motivation, comes acceptance, attention, participation, discipline, acquiescence, and collaboration. Additionally, the use of hands-on activities may also require learning through a gamut of senses. Not only can the student use his/her eyes and ears during these activities, but most times, they can also use their senses of touch, smell, and taste, as well as intuition. Learning is, therefore, achieved using most or all the human senses. The combination of motivation/enthusiasm and the use of multiple senses creates an ideal environment conducive to leaming at a profound level.

Roig, Gustavo A.↗

NASA NTRS2008

A Wide Spectrum of Solar Science for After School Astronomy Club

After School Astronomy clubs are an important method of exposing students to astronomy at the critical middle school age when sparking an interest can inspire a lifelong career or hobby. We know that teachers complain that they can spend little time on astronomy in the classroom since they must teach to the test and the curriculum requirements do not have very extensive astronomy coverage. We also know that space is a very popular subject with students that can motivate them to join an after school club. One of the problems with after school astronomy clubs is that they don't often have a chance to observe the night sky. We propose to train club mentors on how to do daytime solar observing so students fulfill the IYA goal of looking through a telescope. We propose to provide a half day workshop for elementary and middle school teachers on starting and maintaining After School Astronomy clubs with special emphasis on observing the Sun not only in the visible spectrum but with radio waves and other parts of the spectrum as well. We will use NASA-oriented or NASA-funded educational materials and websites to bring a variety of ideas to the mentors and a broad knowledge of astronomy to the students. Attendees will be given an overview of the science of the Sun and how it can affect us on the Earth. They will be shown the dynamic nature of the Sun and what to look for to track the events happening there. The educators will be shown simple approaches to directly observing the Sun such as pinhole cameras, use of projection techniques with telescopes or binoculars, etc. They will be acquainted with sunspotter scopes and the advantages and disadvantages (such as expense) they pose for getting students involved. We will also point out the possibilities of using regular telescopes with solar filters and the specialized solar viewing telescopes such as the Coronado. Once the educators are comfortable with the simple approaches to viewing the Sun we will expose them to advanced topics such as remotely viewing the Sun using telescopes available on the web. Resources such as the Sun-Earth Viewer will allow them to study near real-time images of the Sun in multiple wavelengths. They will also be shown how they can monitor the Sun at radio wavelengths via remote telescopes or even how to purchase and build their own radio telescopes for hands-on monitoring of the Sun and other radio sources. We will conduct a brief evaluation of the participants knowledge of the Sun as they come into the workshop. We will also ask them to complete a brief knowledge survey at the end to determine if their knowledge and comfort level with solar science has improved significantly.

Mayo, Lou↗

NASA NTRS2002

Promoting Real-Time Science in the Classroom using Wireless PDA Technology

The year is 2004, NASA has landed and deployed a fleet of rovers on the surface of Mars to continue the exploration of that planet and prepare the way for human visitors. Middle school students at Milton Elementary have been following the mission through the media and Internet as part of Mr. Johnson's Earth and space sciences class. The kids have been working in teams to track the rovers as they move across the surface of Mars on a scale model of the landing site they built from sand and rocks using pictures and video downloaded from the Internet. They also built their own version of a rover that can be driven around the model. The time is 3:36pm. Jim and a couple of his fellow students from class are sitting in the cafeteria waiting for a student council meeting to begin. Mary and several others are on the bus riding home. Kathy is in her father's car waiting to leave the parking lot. On Mars, Rover-3 has just stopped and issued an alert to ground control at NASA's Jet Propulsion Laboratory (JPL). Back at Milton Elementary chimes can be heard going off in the cafeteria, on the school bus, and in Kathy's car. The students are familiar with the drill and each brings up the Mars mission status display on their hand-held PDA device. They've been using their PDAs (those Palm devices that seem to be everywhere today) to obtain real-time position information for each of the rovers throughout the mission. The mission status display tells them that Rover-3 has stopped on the edge of a small gully and isn't quite sure what to do. The students begin considering the options amongst themselves. Should the rover just drive through the gully? If it does, what happens if it gets stuck? Maybe it should turnaround and look for away around the gully? Trough questions. Real questions. Real problems. The students know they will need to be prepared to discuss the options and conduct their own simulations using the models they built in Mr. Johnson's class tomorrow. Much the same way engineers and scientists will be working to solve the problem at NASA. It's a couple of days later, NASA has made a decision on what to do and has issued new commands for Rover-3 to execute at 9:15am Milton Elementary time. Interestingly, NASA's solution to the problem differs from the one favored by the students. 9:16am, chimes can be heard going off throughout Milton Elementary.

Matusow, David↗

NASA NTRS1985

Comet Halley returns: A teachers' guide 1985-1986

This booklet has been put together as an aid for teachers in elementary and secondary schools. It is divided into two distinct parts. The first part is a brief tutorial which introduces some of the most important concepts about comets, including their historical significance. A list of selected readings is provided at the end of the booklet. The second part of the booklet contains a number of suggested activities, built around the comet. These include both classroom exercises and carefully described field work to observe the comet. Guidance is provided on where to look for the comet, how to observe it, and to photograph it.

Chapman, R. D.↗

NASA NTRS1986

Using space photography of the Earth in the classroom: Drought in Africa

A script of a classroom presentation based on space photographs of Africa is presented. The intended audience is elementary and secondary school teachers. Photographs of Lake Chad are used to illustrate climatic developments that exemplify the African drought problem.

Kinsler, Margaret C.↗

NASA NTRS1988

Curriculum in aerospace science and technology in cooperation with NASA Langley Research Center

A curriculum was written to show teachers how to best use the many resources that are available at the Teacher Resource Center (TRC). This curriculum packet was written using teaching units that teachers in both the elementary and middle schools can use to help students better understand some of the research that has been conducted at NASA and will be conducted in the future. The units are written with certain standards. Each unit contains: (1) specific objectives, using the Virginia standards of learning; (2) the materials that are available from the TRC; (3) many activities that teachers can use in a variety of ways; and (4) specific strategies for measuring the objectives to determine if the students mastered the knowledge, concepts or skills that were taught. The curriculum packet contains specific units on several topics. They are: (1) Careers in Aerospece Science and Technology; (2) The History of Flight; (3) The History of Satellites; (4) The History of the Manned Space Projects and the Future of the Future of the Space Program; (5) The Solar System; and (6) The History of Rockets.

Garner-Gilchrist, Cathine↗

NASA NTRS1990

NASA's educational programs

The educational programs of NASA's Educational Affairs Division are examined. The problem of declining numbers of science and engineering students is reviewed. The various NASA educational programs are described, including programs at the elementary and secondary school levels, teacher education programs, and undergraduate, graduate, and university faculty programs. The coordination of aerospace education activities and future plans for increasing NASA educational programs are considered.

Brown, Robert W.↗

NASA NTRS1990

NASA's educational programs

Brown, Robert W.↗