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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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All sourcesNASA NTRSDOE OSTI
NASA NTRS2017

Design, Manufacture and Test of Cryotank Components

On the composite cryotank technology development (CCTD) project, the Boeing Company built two cryotanks as a means of advancing technology and manufacturing readiness levels (TRL and MRL) and lowering the risk of fabricating full-scale fuel containment vessels.1 CCTD focused on upper stage extended duration applications where long term storage of propellants is required. The project involved the design, analysis, fabrication, and test of manufacturing demonstration units (MDU), a 2.4 m (precursor) and a 5.5 m composite cryotank. Key design features included one-piece wall construction to minimize overall weight (eliminating the need for a bellyband joint), 3-dimensionally (3D) reinforced y-joint material to alleviate stress concentrations at the tank to skirt interface and a purge-able fluted core skirt to carry high axial launch loads. The tanks were made with OoA curing pre-impregnated (prepreg) carbon/epoxy (C/E) slit-tape tow (STT) that contained thin micro-crack resistant plies in the tank wall center to impede permeation. The tanks were fabricated at Boeing's Seattle-based Advanced Development Center (ADC) using RAFP and multipiece break-down tooling. The tooling was designed and built by Janicki Industries (JI) at Sedro Woolley, Washington. Tank assemblage consisted of co-bonded dome covers, one-piece fluted core skirts and mechanical fastened cover/sump. Ultrasonic inspection was performed after every cure or bond and a structural health monitoring system (SHMS) was installed to identify potential impact damage events (in-process and/or during transportation). The tanks were low temperature tested at NASA's George C. Marshall Space Flight Center (MSFC) in Huntsville, Alabama. The testing, which consisted of a sequence of fill/drain pressure and thermal cycles using LH2, was successfully concluded in 2012 on the 2.4 m tank and in 2014 on the 5.5 m tank. Structural, thermal, and permeation performance data was obtained. 2 Critical design features and manufacturing advancements, which helped to validate 25% weight and 30% cost reduction projections, were matured. These advancements will help to guide future composite tank integration activities on next generation long duration aircraft and space launch vehicles. Because CCTD addressed innovative design features, heavy lift size scale-up, multipiece captured tooling, new generation automated material placement (AMP) equipment and OoA materials, this chapter should be of interest to educators, students and manufacturers of composite hardware and flight vehicles.

McCarville, Douglas A.↗
NASA NTRS2019

Generating Excitement and Increasing Awaressness of NASA Planetary Science and Astromaterials Assets

Students, educators, the public, and the scientific community are so often inspired by NASA science and exploration. Millions have joined NASA during live mission event broadcasts and also follow NASA on social media. Exploration of worlds in our solar system enable the scientific community to obtain and analyze data that provide clues to better understand the history and evolution of our solar system. Missions that collect and return samples to Earth from a target solar system body provide scientists with samples they can research and analyze in their laboratories. For those who are not planetary scientists, they may not understand the significance of these samples and/or the importance of sample return missions. The Astromaterials Research and Exploration Science (ARES) Science Engagement team, through work supported by NASA’s Science Mission Directorate (SMD) Science Education Cooperative Agreement Notice NNH15ZDA004C, provides access to samples from NASA’s Astromaterials Collections through NASA sponsored exhibits at educator and scientific conferences, NASA relevant public outreach events, and collaborations with other Science Activation Teams supported by the SMD Cooperative Agreement Notice. The goal of this work is to generate excitement while enhancing knowledge and awareness of NASA’s unique assets, thus highlighting NASA planetary science and exploration.

Graff, P. V.↗
NASA NTRS2019

The Role of SmallSats in Scientific Exploration and Commercialization of Space

Over the past decade, SmallSats have been established as having great potential for science exploration and commercialization of space. The SmallSat revolution aims to decrease the cost of space development, making space exploration accessible to students, educators, and public citizens. These efforts have focused on miniaturization of instruments and space platforms, as well as reducing their cost, mass, and needed power. In addition to enabling scientific exploration, SmallSats provide affordable means for the public to purchase remote sensing and communication products on a global scale. SmallSat mission concepts are particularly powerful when they are deployed in distributed architecture or constellations. For example, the most promising observation techniques for global science measurements of the Earth system and space weather require multi-point distributed observations of the Earth system at a feasible cost. The high cost of access to space has long been a barrier, especially with the prohibitive cost of large satellites. Affordable SmallSat constellations can be game-changers, enabling scientific exploration as well as commercial global data products. In this paper, we highlight investments made by NASA to date (specifically a study in developing and prototyping a SmallSat platform with standard interfaces), along with several example mission concept scenarios in Earth and space science (astrophysics, heliophysics, and planetary) applications that can be achieved using this platform.

technology development↗
NASA NTRSDate not supplied

Putting Universities in Charge Yields Early Success for NASA Aeronautics

The process by which NASA’s Aeronautics Research Mission Directorate (ARMD) interacts with the university community has been augmented with the introduction of the University Leadership Initiative (ULI). ULI represents a new approach that asks universities to propose what they want to work on as long as it is in line with the ARMD’s vision for aviation. In ULI, NASA is seeing academia working with industry to solve important aviation problems. Multi-disciplinary, multi-university teams are researching diverse and relevant topics spanning the various ARMD strategic thrusts. Undergraduate and graduate student involvement in ULI research is already having a significant impact in student education and next generation workforce development. Through ULI, ARMD seeks to develop several novel technologies that will complement the NASA-internal portfolio.

Koushik Datta↗
NASA NTRSDate not supplied

Overview of NASA's RESOURCE (Resource Exploration and Science of OUR Cosmic Environment) Project

The RESOURCE(Resource Exploration and Science of OUR Cosmic Environment) project is supported by NASA’s SSERVI (Solar System Exploration Research Virtual Institute) and is led by Principal Investigator (PI) Dr. Jennifer L. Heldmann and Deputy PIs Dr. Matthew Deans and Dr. Alexander Sehlke at NASA Ames Research Center. RESOURCE is focused on enabling In Situ Resource Utilization (ISRU) near the sites of robotic and/or human missions to enable sustainable and affordable exploration of the Moon and near-Earth objects (NEOs). This year RESOURCE has supported the development of a summary of the current state of knowledge regarding lunar polar volatiles as well as a comprehensive catalog and analysis of NEOs. RESOURCE is developing advanced mission capabilities to enable rapid, collaborative operations for lunar resource exploration missions. Hardware testing has been conducted to evaluate potential contaminants released during lunar polar regolith heating. Volatiles and particulates are the two sources of contamination that will affect the requirements of a water cleanup system, and RESOURCE research has identified the requirement for filtration prior to electrolysis for ISRU. RESOURCE also supports development of next-generation planetary drilling systems with integrated instrumentation within the drill. RESOURCE is also deeply committed to sustained efforts to engage educators, students, and broadening participation among under represented groups, and has partnered with Howard University in Washington, DC to foster minoritized students’ interest in STEAMD (science, technology, engineering, arts, math, design) careers through direct and virtual experiences with NASA Subject Matter Experts.

Jennifer L Heldmann↗
NASA NTRSDate not supplied

NASA Balloon Program Office

Presentation documenting the basic operations of the balloon program in 2023. - The NASA Balloon Program provides low-cost, quick response, near-space access to NASA’s science Community for conducting Cutting Edge Science Investigations - Observatory-class Payloads With Advanced Technologies and Large Aperture/Mass - Serve as a technology development platform for future space missions - Instrument & Subsystem development for NASA Flight Projects - Provide hands-on training for Educators, Students and Young Scientists

Balloons↗
DOE OSTI2025

University Data Management Pilot Utilizing the Nuclear Research Data System

Background In 2022, the Office of Science and Technology Policy (OSTP) issued a memo that significantly reshaped the landscape of access to federally funded research. The memo mandated that all taxpayer-funded research be made available to the public without delay upon publication, without an embargo period, superseding the 2013 OSTP public access policy. This public access policy promotes transparency and the democratization of knowledge, ensuring that the fruits of scientific endeavors funded by federal agencies could be immediately accessed and built upon by scientists, educators, students, and the public at large. To implement the requirements of the OSTP guidance and DOE Public Access Plan, the Office of Nuclear Energy (NE) has implemented public access plan guidance and has identified several areas where better data management practices would further expand public access to important nuclear energy related scientific data, reports, and other technical products. Significant NE supported efforts are already underway for data management and public access to important nuclear energy related data.1 2 To address gaps in data management practices, and improve retention and accessibility of data, NE is actively exploring enhanced data management options utilizing its high-performance computing resources administered by its Nuclear Scientific User Facility Program. A newly piloted system, the Nuclear Research Data System (NRDS) acts as a portal for data collection and dissemination. Nuclear Energy University Program Research and Development Portfolio According to Web of Science, NEUP has produced 2,345 journal publication that have been cited more than 61,000 times3 and countless conference proceedings. These publications are publicly available through OSTI.gov and in the open literature. Additional scientific and technical products including project milestones that are not publications and NEUP project final reports are vetted through OSTI.gov and released once reviewed and approved by DOE. Since 2009, NEUP has awarded close to 1,000 different R&D projects in technical areas across the NE research programs. As of June 2023, 512 NEUP reports are publicly available on OSTI. The underlying data for projects is still held at universities, and data transfer, co-location, and dissemination has not occurred in a systematic way. NEUP data is currently accessible through myriad university-based data repositories, or through direct requests to PIs. The program identified this patchwork of repositories, or often lack of publicly available data, as a significant barrier to an organized, accessible, and comprehensive solution to sharing data with the larger nuclear energy community. Approach The goal of this pilot project is to establish a pathway to a consolidated long-term repository for NEUP project data. To accomplish this goal, the pilot strives to accomplish the following objectives: Establish data collection standards, including a standard set of required supplementary information to contextualize and support raw data files. Work with the HPC group collect and upload information and to modify the NRDS system, as needed, to support a standardized approach. Resolve potential barriers to successful roll out of an expanded data collection strategy, including modifying data management plan guidelines and establishing a document and data release process that accounts for potential intellectual property and/or export control concerns. Results Overall, the pilot was successful in collecting 8,982 raw and processes data files, 220 reports, 56 calibration files, and 5,931 other supplementary documents. Supplementary documents included experimental plans, methods, journal publications and conference proceedings, milestone reports, and final reports. Figure 2 shows the number of data sets and supplementary project information provided by each project. Projects has significantly different input, depending on experimental data produced and completeness of the datasets provided.

Data collection↗
DOE OSTI2025

Building Cybersecurity Educational Materials for Students: The Windfarm Capture-The-Flag Exercise

Securing and protecting critical infrastructure in an increasingly digital world is vital but it is all too often an afterthought. It is especially important that students become aware of internet safety and security at an early age. However, the availability of interactive and educational cybersecurity material targeted toward students is minimal in the United States. Here we show an example of interactive cyber security educational material that an educator can use in their classroom to encourage students to think about the interaction between real-world physical objects, cyber security, and information security. By putting together a “capture-the-flag” exercise, students can see in real time how hackers and cybercriminals exploit vulnerabilities and gain access information. The students try to “capture” the “flag” (i.e., information) in the wind farm by looking for oddities in the code or by taking advantage of weaknesses in everyday protocols. Students can also see how cybersecurity interacts with the power grid through the wind farm project scenario and how a hacker could cause serious problems to a critical infrastructure sector. Our goal for the project is getting students interested in cybersecurity and help them develop an awareness of how important having robust security systems is. We also hope that this project demonstrates the importance of introducing these concepts early and inspires others to create similar projects geared toward students.

97 MATHEMATICS AND COMPUTING↗
NASA NTRS2005

Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science education, and science literacy in the midst of science learning by bringing together graduate student scientists and science teachers to engage students in the two world s dialogue in the midst of the school science classroom. The graduate student scientists and the science teachers worked as a team throughout the school year and became effective science Communicators as they narrowed the gulf between the two worlds. 1

communications↗
NASA NTRS2006

Inspiring the Next Generation: Student Experiments and Educational Activities on the International Space Station, 2000-2006

One important objective of NASA has always been to inspire the next generation. NASA and human space flight have a unique ability to capture the imaginations of both students and teachers. The presence of humans onboard the International Space Station (ISS) for more than five years now has provided a foundation for numerous educational activities aimed at capturing the interest and motivating study in the sciences, technology, engineering, and mathematics. Yet even before the Expedition 1 crew arrived at station in November 2000, experiments with student participation were being conducted onboard ISS in support of NASA missions. One of NASA's protein crystal growth experiments had been delivered to station by the shuttle Atlantis during STS-106 in September 2000 and was returned to Earth six weeks later aboard the shuttle Discovery during the STS-92 mission. From very early on it was recognized that students would have a strong interest in the ISS, and that this would provide a unique opportunity for them to get involved and participate in science and engineering projects on ISS. It should be noted that participation is not limited to U.S. students but involves the 16 International Partner countries and various other countries under special commercial agree

Thomas, Donald A.↗
DOE OSTI2023

Toward a Diverse Next-Generation Energy Workforce: Teaching Artificial Photosynthesis and Electrochemistry in Elementary Schools through Active Learning

Artificial photosynthesis is a promising approach to generate commodity chemicals using abundant chemical feedstocks and renewable energy sources. Despite its importance, affordable and effective hands-on classroom activities that demonstrate artificial photosynthesis and teach key concepts, especially for primary school students, are lacking. Educating young students on this topic is a critical step in the development of the next-generation energy workforce, especially one that is diverse in race and gender. Here, we hypothesize that an effective approach to educate a broad range of young students on the topic of artificial photosynthesis is through the use of an active learning-based lesson plan that employs cheap and accessible materials. This hypothesis is confirmed by evaluating the understanding of fifth grade students with a survey before and after a lesson plan on artificial photosynthesis that uses active-learning techniques and uses safe and highly accessible materials (baking soda, tap water, plastic jars, Ni coil, alligator clips, and a solar cell) to perform solar-powered water splitting. The lesson plan and survey questions are designed to align with the educational outcomes for fifth grade classrooms in California and to address four general learning objectives: (1) Motivations of Artificial Photosynthesis, (2) Applications of Artificial Photosynthesis, (3) Inputs and Outputs of Artificial Photosynthesis, and (4) Engineering Design for Artificial Photosynthesis. The survey data demonstrate a statistically significant improvement in overall student understanding from the lesson plan. Importantly, the data show that the lesson plan presented here is effective at narrowing the performance gap between minority students and overly represented groups.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
NASA NTRS2000

NASA's Student Glovebox: An Inquiry-Based Technology Educator's Guide

A glovebox is a sealed container with built-in gloves. Astronauts perform small experiments and test hardware inside of them. Gloveboxes have flown on NASA's space shuttles and on the Russian space station Mir. The International Space Station (ISS) will have a permanent glovebox on the U.S. laboratory, Destiny. This document contains cursory technical information on gloveboxes and glovebox experiments and is intended for use by middle school educators and students. Information is provided on constructing a model glovebox as well as realistic cut-outs to be pasted on the model.

Rosenberg, Carla B.↗
NASA NTRS2008

The Chesapeake Bay Impact Crater: An Educational Investigation for Students into the Planetary Impact Process and its Environmental Consequences

Planetary impact craters are a common surface feature of many planetary bodies, including the Earth, the Moon, Mars, Mercury, Venus, and Jupiter s moons, Ganymede and Callisto. The NASA Langley Research Center in Hampton, VA, is located about 5 km inside the outer rim of the Chesapeake Bay Impact Crater. The Chesapeake Bay Impact Crater, with a diameter of 85 km is the sixth largest impact crater on our planet. The U.S. Geological Survey (USGS), in collaboration with the NASA Langley Research Center, the Virginia Department of Environmental Quality (VDEQ), the Hampton Roads Planning District Commission (HRPDC), and the Department of Geology of the College of William and Mary (WM) drilled into and through the crater at the NASA Langley Research Center and obtained a continuous core to a depth of 2075.9 ft (632.73 meters) from the Chesapeake Bay Impact Crater. At the NASA Langley location, the granite basement depth was at 2046 ft (623.87 meters). This collaborative drilling activity provided a unique educational opportunity and ongoing educational partnership between USGS, NASA Langley and the other collaborators. NASA Langley has a decade-long, ongoing educational partnership with the Colonial Coast Council of the Girl Scouts. The core drilling and on site analysis and cataloguing of the core segments provided a unique opportunity for the Girl Scouts to learn how geologists work in the field, their tools for scientific investigation and evaluation, how they perform geological analyses of the cores in an on-site tent and learn about the formation of impact craters and the impact of impacting bodies on the sub-surface, the surface, the oceans and atmosphere of the target body. This was accomplished with a two-part activity. Girl Scout day camps and local Girl Scout troops were invited to Langley Research Center Conference Center, where more than 300 Girl Scouts, their leaders and adult personnel were given briefings by scientists and educators from the USGS, NASA, VDEQ, HRPDC and WM on the principles of geology, the formation of impact craters, the consequences of the impacting body on the atmosphere, ocean, surface and sub-surface, the geological, chemical and biological analyses of the core and the cataloguing and storage of the core segments, etc. After the briefings, the Girl Scouts visited the drilling site where they inspected the core drilling rig, examined the core samples and discussed the drilling procedures, cores and interpretation of the cores with scientists and educators from the organizations conducting the core drilling. Demonstrations at the drilling site included demonstrations of impacting objects hitting multi-colored layered mud targets at different angles of entry. The multi-colored layers of mud were instructive in mapping out the distribution of impact-ejected material around the impact crater. The presentation will include a series of photographs of the Girl Scout participating in activities at the Chesapeake Bay Impact Crater drill site, including retrieving cores from the drilling rig, inspecting the core samples and participating in the impact-crater formation demonstrations.

Levine, Arlene S.↗
NASA NTRS1986

Physics through the 1990s: An overview

The volume details the interaction of physics and society, and presents a short summary of the progress in the major fields of physics and a summary of the other seven volumes of the Physics through the 1990s series, issues and recommended policy changes are described regarding funding, education, industry participation, small-group university research and large facility programs, government agency programs, and computer database needs. Three supplements report in detail on international issues in physics (the US position in the field, international cooperation and competition-especially on large projects, freedom for scientists, free flow of information, and education of foreign students), the education and supply of physicists (the changes in US physics education, employment and manpower, and demographics of the field), and the organization and support of physics (government, university, and industry research; facilities; national laboratories; and decision making). An executive summary contains recommendations for maintaining excellence in physics. A glossary of scientific terms is appended.

Source record↗
NASA NTRS2009

NASA's Student Launch Projects: A Government Education Program for Science and Engineering

Among the many NASA education activities, the Student Launch projects are examples of how one agency has been working with students to inspire math, science and engineering interest. There are two Student Launch projects: Student Launch Initiative (SLI) for middle and high school students and the University Student Launch Initiative (USLI) for college students. The programs are described and website links are provided for further information. This document presents an example of how an agency can work with its unique resources in partnership with schools and communities to bring excitement to the classroom.

Shepherd, Christena C.↗
NASA NTRS2006

Educational Experiences of Embry-Riddle Students through NASA Research Collaboration

NASA's educational. programs benefit students and faculty while increasing the overall productivity of the organization. The NASA Graduate Student Research Program (GSRP) awards fellowships for graduate study leading to both masters and doctoral degrees in several technical fields. GSRP participants have the option to utilize NASA Centers andlor university research facilities. In addition, GSRP students can serve as mentors for undergrad students to provide a truly unique learning experience. NASA's Cooperative Education Program allows undergraduate students the chance to gain "real-world" work experience in the field. It also gives NASA a no risk capability to evaluate the true performance of a prospective new hire without relying solely on a "paper resume" while providing the students with a greater hiring potential upon graduation, at NASA or elsewhere. University faculty can also benefit by participating in the NASA Faculty Fellowship Program (NFFP). This program gives the faculty an opportunity to work with NASA peers. The Mission Analysis Branch of the Expendable Launch Vehicles Division at NASA Kennedy Space Center has utilized these two programs with students from Embry-Riddle Aeronautical University (ERAU) to conduct research in modeling and developing a parameter estimation method for spacecraft fuel slosh using simple pendulum analogs. Simple pendulum models are used to understand complicated spacecraft fuel slosh behavior. A robust parameter estimation process will help to identif' the parameters that will predict the response fairly accurately during the initial stages of design. These programs provide students with a unique opportunity to work on "real-world" aerospace problems, like spacecraft fuel slosh,. This in turn reinforces their problem solving abilities and their communication skills such as interviewing, resume writing, technical writing, and presentation. Faculty benefits by applying what they have learned to the classroom. Through university collaborations with NASA and industry help students to acquire skills that are vital for their success upon entering the workforce.

Schlee, Keith↗
NASA NTRS2007

Educational Experiences of Embry-Riddle Students through NASA Research Collaboration

NASA's educational programs benefit students while increasing the overall productivity of the organization. The NASA Graduate Student Research Program (GSRP) awards fellowships for graduate study leading to both masters and doctoral degrees in several technical fields, while the Cooperative Education program allows undergraduate and graduate students the chance to gain work experience in the field. The Mission Analysis Branch of the Expendable Launch Vehicles Division at NASA Kennedy Space Center has utilized these two programs with students from Embry-Riddle Aeronautical University to conduct research in modeling and developing a parameter estimation method for spacecraft fuel slosh using simple pendulum analogs. Simple pendulum models are used to understand complicated spacecraft fuel slosh behavior. A robust parameter estimation process will help to identiFy the parameters that will predict the response fairly accurately during the initial stages of design. NASA's Cooperative Education Program trains the next wave of new hires while allowing graduate and undergraduate college students to gain valuable "real-world" work experience. It gives NASA a no risk capability to evaluate the true performance of a prospective new hire without relying solely on a paper resume, while providing the students with a greater hiring potential upon graduation, at NASA or elsewhere. In addition, graduate students serve as mentors for undergrad students and provide a unique learning environment. Providing students with a unique opportunity to work on "real-world" aerospace problems ultimately reinforces their problem solving abilities and their communication skills (in terms of interviewing, resume writing, technical writing, presentation, and peer review) that are vital for the workforce to succeed.

Schlee, Keith↗