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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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NASA NTRS1976

Approximation concepts for efficient structural synthesis

It is shown that efficient structural synthesis capabilities can be created by using approximation concepts to mesh finite element structural analysis methods with nonlinear mathematical programming techniques. The history of the application of mathematical programming techniques to structural design optimization problems is reviewed. Several rather general approximation concepts are described along with the technical foundations of the ACCESS 1 computer program, which implements several approximation concepts. A substantial collection of structural design problems involving truss and idealized wing structures is presented. It is concluded that since the basic ideas employed in creating the ACCESS 1 program are rather general, its successful development supports the contention that the introduction of approximation concepts will lead to the emergence of a new generation of practical and efficient, large scale, structural synthesis capabilities in which finite element analysis methods and mathematical programming algorithms will play a central role.

Schmit, L. A., Jr.↗
NASA NTRS1969

Introduction to abstract analysis

This book, which grew out of lectures given at the NASA Lewis Research Center, introduces the scientist and engineer with the usual background in applied mathematics to the concepts of abstract analysis. The emphasis is not on preparing the reader to do research in the field but on giving him some of the background necessary for reading the literature of pure mathematics. Although the material here is by no means original, the presentation differs in some respects from texts on material of this nature. The proofs are more detailed herein and quite easy to follow. We have attempted to indicate how the material relates to and serves as a foundation for more advanced sub- jects. We have also attempted at several places to show how the material covered here relates to the more familiar “real mathematics.” Enough examples are included to illustrate the concepts. No attempt is made to indicate the original sources of the material or even to point out the originators of all the concepts. Contrary to the usual practice, the relation between convergence and continuity on the one hand and algebraic operations on the other is dis- cussed in the abstract setting of linear spaces. This is done principally to familiarize the reader with these very important concepts in a reasonably simple way.

Marvin E Goldstein↗
NASA NTRS2001

The CE/SE Method: a CFD Framework for the Challenges of the New Millennium

The space-time conservation element and solution element (CE/SE) method, which was originated and is continuously being developed at NASA Glenn Research Center, is a high-resolution, genuinely multidimensional and unstructured-mesh compatible numerical method for solving conservation laws. Since its inception in 1991, the CE/SE method has been used to obtain highly accurate numerical solutions for 1D, 2D and 3D flow problems involving shocks, contact discontinuities, acoustic waves, vortices, shock/acoustic waves/vortices interactions, shock/boundary layers interactions and chemical reactions. Without the aid of preconditioning or other special techniques, it has been applied to both steady and unsteady flows with speeds ranging from Mach number = 0.00288 to 10. In addition, the method has unique features that allow for (i) the use of very simple non-reflecting boundary conditions, and (ii) a unified wall boundary treatment for viscous and inviscid flows. The CE/SE method was developed with the conviction that, with a solid foundation in physics, a robust, coherent and accurate numerical framework can be built without involving overly complex mathematics. As a result, the method was constructed using a set of design principles that facilitate simplicity, robustness and accuracy. The most important among them are: (i) enforcing both local and global flux conservation in space and time, with flux evaluation at an interface being an integral part of the solution procedure and requiring no interpolation or extrapolation; (ii) unifying space and time and treating them as a single entity; and (iii) requiring that a numerical scheme be built from a nondissipative core scheme such that the numerical dissipation can be effectively controlled and, as a result, will not overwhelm the physical dissipation. Part I of the workshop will be devoted to a discussion of these principles along with a description of how the ID, 2D and 3D CE/SE schemes are constructed. In Part II, various applications of the CE/SE method, particularly those involving chemical reactions and acoustics, will be presented. The workshop will be concluded with a sketch of the future research directions.

Chang, Sin-Chung↗
NASA NTRS2001

Active Shielding and Control of Environmental Noise

In the framework of the research project supported by NASA under grant # NAG-1-01064, we have studied the mathematical aspects of the problem of active control of sound, i.e., time-harmonic acoustic disturbances. The foundations of the methodology are described in our paper [1]. Unlike. many other existing techniques, the approach of [1] provides for the exact volumetric cancellation of the unwanted noise on a given predetermined region airspace, while leaving unaltered those components of the total acoustic field that are deemed as friendly. The key finding of the work is that for eliminating the unwanted component of the acoustic field in a given area, one needs to know relatively little; in particular, neither the locations nor structure nor strength of the exterior noise sources need to be known. Likewise, there is no need to know the volumetric properties of the supporting medium across which the acoustic signals propagate, except, maybe, in a narrow area of space near the perimeter of the protected region. The controls are built based solely on the measurements performed on the perimeter of the domain to be shielded; moreover, the controls themselves (i.e., additional sources) are concentrated also only on or near this perimeter. Perhaps as important, the measured quantities can refer to the total acoustic field rather than to its unwanted component only, and the methodology can automatically distinguish between the two. In [1], we have constructed the general solution for controls. The apparatus used for deriving this general solution is closely connected to the concepts of generalized potentials and boundary projections of Calderon's type. For a given total wave field, the application of a Calderon's projection allows one to definitively tell between its incoming and outgoing components with respect to a particular domain of interest, which may have arbitrary shape. Then, the controls are designed so that they suppress the incoming component for the domain to be shielded or alternatively, the outgoing component for the domain, which is complementary to the one to be shielded.

Tsynkov, S. V.↗
NASA NTRS1999

The Chancellor's Model School Project (CMSP)

What does it take to create and implement a 7th to 8th grade middle school program where the great majority of students achieve at high academic levels regardless of their previous elementary school backgrounds? This was the major question that guided the research and development of a 7-year long project effort entitled the Chancellor's Model School Project (CMSP) from September 1991 to August 1998. The CMSP effort conducted largely in two New York City public schools was aimed at creating and testing a prototype 7th and 8th grade model program that was organized and test-implemented in two distinct project phases: Phase I of the CMSP effort was conducted from 1991 to 1995 as a 7th to 8th grade extension of an existing K-6 elementary school, and Phase II was conducted from 1995 to 1998 as a 7th to 8th grade middle school program that became an integral part of a newly established 7-12th grade high school. In Phase I, the CMSP demonstrated that with a highly structured curriculum coupled with strong academic support and increased learning time, students participating in the CMSP were able to develop a strong foundation for rigorous high school coursework within the space of 2 years (at the 7th and 8th grades). Mathematics and Reading test score data during Phase I of the project, clearly indicated that significant academic gains were obtained by almost all students -- at both the high and low ends of the spectrum -- regardless of their previous academic performance in the K-6 elementary school experience. The CMSP effort expanded in Phase II to include a fully operating 7-12 high school model. Achievement gains at the 7th and 8th grade levels in Phase II were tempered by the fact that incoming 7th grade students' academic background at the CMSP High School was significantly lower than students participating in Phase 1. Student performance in Phase II was also affected by the broadening of the CMSP effort from a 7-8th grade program to a fully functioning 7-12 high school which as a consequence lessened the focus and structure available to the 7-8th grade students and teachers -- as compared to Phase I. Nevertheless, the CMSP does represent a unique curriculum model for 7th and 8th grade students in urban middle schools. Experience in both Phase I and Phase II of the project allowed the CMSP to be developed and tested along the broad range of parameters and characteristics that embody an operating public school in an urban environment.

Lopez, Gil↗
NASA NTRS2009

Characteristics of Whipple Shield Performance in the Shatter Regime

Between the onset of projectile fragmentation and the assumption of rear wall failure due to an impulsive load, multi-wall ballistic limit equations are linearly interpolated to provide reasonable yet conservative predictions of perforation thresholds with conveniently simple mathematics. Although low velocity and hypervelocity regime predictions are based on analytical expressions, there is no such scientific foundation for predictions in the intermediate (or shatter) regime. As the debris flux in low earth orbit (LEO) becomes increasingly dominated by manmade pollution, the profile of micrometeoroid and orbital debris (MMOD) risk shifts continually towards lower velocities. For the International Space Station (ISS), encounter velocities below 7 km/s now constitute approximately 50% of the penetration risk. Considering that the transition velocity from shatter to hypervelocity impact regimes described by common ballistic limit equations (e.g. new non-optimum Whipple shield equation [1]) occurs at 7 km/s, 50% of station risk is now calculated based on failure limit equations with little analytical foundation. To investigate projectile and shield behavior for impact conditions leading to projectile fragmentation and melt, a series of hypervelocity impact tests have been performed on aluminum Whipple shields. In the experiments projectile diameter, bumper thickness, and shield spacing were kept constant, while rear wall thickness was adjusted to determine spallation and perforation limits at various impact velocities and angles. The results, shown in Figure 1 for normal and 45 impacts, demonstrated behavior that was not sufficiently described by the simplified linear interpolation of the NNO equation (also shown in Figure 1). Hopkins et al. [2] investigated the performance of a nominally-identical aluminum Whipple shield, identifying the effects of phase change in the shatter regime. The results (conceptually represented in Figure 2) were found to agree well with those obtained in this study at normal incidence, suggesting that shielding performance in the shatter regime could be well described by considering more complex phase conditions than currently implemented in most BLEs. Furthermore, evidence of these phase effects were found in the oblique test results, providing the basis for an empirical description of these effects that can be applied in MMOD risk assessment software. In this paper, results of the impact experiments are presented, and characteristics of target damage are evaluated. A comparison of intermediate velocity impact failure mechanisms in current BLEs are discussed and compared to the findings of the experimental study. Risk assessment calculations have been made on a simplified structure using currently implemented penetration equations and predicted limits from the experimental program, and the variation in perceived mission risk is discussed. It was found that ballistic limit curves that explicitly incorporated phase change effects within the intermediate regime lead to a decrease in predicted MMOD risk for ISS-representative orbits. When considered for all Whipple-based shielding configurations onboard the ISS, intermediate phase change effects could lead to significant variations in predicted mission risk.

Ryan, Shannon↗
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.↗
NASA NTRS2012

The International Space Station (ISS) Education Accomplishments and Opportunities

The International Space Station (ISS) has the unique ability to capture the imaginations of both students and teachers worldwide and thus stands as an invaluable learning platform for the advancement of proficiency in research and development and education. The presence of humans on board ISS for the past ten years has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM) disciplines which will lead to an increase in quality of teachers, advancements in research and development, an increase in the global reputation for intellectual achievement, and an expanded ability to pursue unchartered avenues towards a brighter future. Over 41 million students around the world have participated in ISS-related activities since the year 2000. Projects such as the Amateur Radio on International Space Station (ARISS) and Earth Knowledge Acquired by Middle School Students (EarthKAM), among others, have allowed for global student, teacher, and public access to space through radio contacts with crewmembers and student image acquisition respectively. . With planned ISS operations at least until 2020, projects like the aforementioned and their accompanying educational materials will be available to enable increased STEM literacy around the world. Since the launch of the first ISS element, a wide range of student experiments and educational activities have been performed by each of the international partner agencies: National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos). Additionally, a number of non-participating countries, some under commercial agreements, have also participated in Station-related activities. Many of these programs still continue while others are being developed and added to the station crewmembers tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; students participating in ISS engineering education; education demonstrations and cultural activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the ISS. It also highlights some upcoming projects.

Alleyne, Camille W.↗
NASA NTRS2014

Inspiring the Next Generation: The International Space Station Education Accomplishments

The International Space Station (ISS) has a unique ability to capture the imagination of both students and teachers worldwide. Since 2000, the presence of humans onboard ISS has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM). Over 43 million students around the world have participated in ISS-related educational activities. Projects such as YouTube Space Lab, Sally Ride Earth Knowledge-based Acquired by Middle Schools (EarthKAM), SPHERES (Synchronized Position Hold Engage and Reorient Experimental Satellites) Zero-Robotics, Tomatosphere, and MAI-75 events among others have allowed for global student, teacher and public access to space through student classroom investigations and real-time audio and video contacts with crewmembers. Educational activities are not limited to STEM but encompass all aspects of the human condition. This is well illustrated in the Uchu Renshi project, a chain poem initiated by an astronaut while in space and continued and completed by people on Earth. With ISS operations now extended to 2024, projects like these and their accompanying educational materials are available to more students around the world. From very early on in the program's history, students have been provided with a unique opportunity to get involved and participate in science and engineering projects. Many of these projects support inquiry-based learning that allows students to ask questions, develop hypothesis-derived experiments, obtain supporting evidence and identify solutions or explanations. This approach to learning is well-published as one of the most effective ways to inspire students to pursue careers in scientific and technology fields. Ever since the first space station element was launched, a wide range of student experiments and educational activities have been performed, both individually and collaboratively, by all the international partner agencies, National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency, (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos), and a number of non-participating countries, some under commercial agreements. Many of these programs still continue, and others are being developed and added to the stations tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; education competitions; students participating in ISS Engineering Education; Education Demonstrations and Cultural Activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the space station.

Alleyne, Camille W.↗
NASA NTRS2018

Educación Global

The International Space Station has a unique ability to capture the imaginations of both students and teachers worldwide. The presence of humans aboard the station provides a foundation for numerous educational activities aimed at capturing interest and motivating children towards the study of science, technology, engineering and mathematics (STEM). Projects such as the Amateur Radio on International Space Station (ARISS); Earth Knowledge Acquired by Middle School Students (EarthKAM); and Synchronized Position Hold, Engage, Reorient Experimental Satellites (SPHERES) Zero Robotics competition, among others, have allowed for global student, teacher and public access to space through student image acquisition and radio contacts with crew members. Projects like these and their accompanying educational materials are distributed to students around the world. Through the continued use of the station, we will challenge and inspire the next generation of scientists, engineers, writers, artists, politicians and explorers.

Lopez, Erik↗
NASA NTRS1996

Fluid Creep Effects on Near-Wall Solute Transport for Non-Isothermal Ampoules

There is a growing practical and theoretical interest in developing accurate macroscopic modelling for flows arising in chemical or physical vapor transport (VT) crystal growth experiments, including those conducted in reduced gravity environments. Rosner was the first person to point out that previously neglected rarefield gas dynamics phenomena (Stefan and bouyancy-driven flows) become rather important sources of convection. In particular, the combination of rarefaction and strong gradients of temperature (and/or concentration) tangential to the side-walls of the ampoule induces convective flows known as thermal (and concentration) 'creep' respectively. His order-of-magnitude estimates revealed that thermal creep effects can be non-negligible even at normal gravitational levels. On the macroscopic level, the bulk fluid mechanics can be adequately described by the familiar macroscopic equations as long as the boundary conditions are modified to account for the integrated effect of kinetic boundary layers adjacent to solid boundaries. Motivated by the growing importance of these phenomena, we have embarked on a series of computational studies to elucidate these fundamental creep-induced effects for a rarefied gas in simple, two-dimensional confined geometries. However, unlike previous related studies, we resort to a microscopic description of the gas, mathematically expressed by the Boltzmann integro-differential equation. We employ the direct simulation Monte Carlo (DSMC) method of Bird, the theoretical foundations and several practical applications. In the case of thermally induced flows, the no-time counter method of Bird is used, as implemented for a hard-sphere gas. The scheme has been also extended to account for realistic molecular interaction models, an extension necessary if the diffusion physics underlying concentration creep are to be captured.

Papadopoulos, Dimitrios↗
NASA NTRS1994

A lattice model for data display

In order to develop a foundation for visualization, we develop lattice models for data objects and displays that focus on the fact that data objects are approximations to mathematical objects and real displays are approximations to ideal displays. These lattice models give us a way to quantize the information content of data and displays and to define conditions on the visualization mappings from data to displays. Mappings satisfy these conditions if and only if they are lattice isomorphisms. We show how to apply this result to scientific data and display models, and discuss how it might be applied to recursively defined data types appropriate for complex information processing.

Hibbard, William L.↗
NASA NTRS2002

Stochastic Models of Human Errors

Humans play an important role in the overall reliability of engineering systems. More often accidents and systems failure are traced to human errors. Therefore, in order to have meaningful system risk analysis, the reliability of the human element must be taken into consideration. Describing the human error process by mathematical models is a key to analyzing contributing factors. Therefore, the objective of this research effort is to establish stochastic models substantiated by sound theoretic foundation to address the occurrence of human errors in the processing of the space shuttle.

Elshamy, Maged↗
NASA NTRS1986

Introduction to Time Series Analysis

The field of time series analysis is explored from its logical foundations to the most modern data analysis techniques. The presentation is developed, as far as possible, for continuous data, so that the inevitable use of discrete mathematics is postponed until the reader has gained some familiarity with the concepts. The monograph seeks to provide the reader with both the theoretical overview and the practical details necessary to correctly apply the full range of these powerful techniques. In addition, the last chapter introduces many specialized areas where research is currently in progress.

Hardin, J. C.↗
NASA NTRS1980

Computer prediction of large reflector antenna radiation properties

A FORTRAN program for calculating reflector antenna radiation patterns was rewritten and extended to include reflectors composed of a number of panels. These individual panels must be analytic surfaces. The theoretical foundation for the program is as follows: Geometrical optics techniques are used to trace rays from a feed antenna to the reflector surface and back to a mathematical plane just in front of the reflector. The resulting tangential electric field distribution, assumed to be the only source of forward radiation, is integrated numerically to calculate the radiation pattern for a desired set of angles. When the reflector is composed of more than one panel, each panel is treated as a separated antenna, the ray-tracing procedure and integration being repeated for each panel. The results of the individual aperture plane integrations are stored and summed to yield the relative electric field strength over the angles of interest. An example and several test cases are included to demonstrate the use of the program and verify the new method of computation.

Botula, A.↗
NASA NTRS1999

A Framework for Dynamic Constraint Reasoning Using Procedural Constraints

Many complex real-world decision and control problems contain an underlying constraint reasoning problem. This is particularly evident in a recently developed approach to planning, where almost all planning decisions are represented by constrained variables. This translates a significant part of the planning problem into a constraint network whose consistency determines the validity of the plan candidate. Since higher-level choices about control actions can add or remove variables and constraints, the underlying constraint network is invariably highly dynamic. Arbitrary domain-dependent constraints may be added to the constraint network and the constraint reasoning mechanism must be able to handle such constraints effectively. Additionally, real problems often require handling constraints over continuous variables. These requirements present a number of significant challenges for a constraint reasoning mechanism. In this paper, we introduce a general framework for handling dynamic constraint networks with real-valued variables, by using procedures to represent and effectively reason about general constraints. The framework is based on a sound theoretical foundation, and can be proven to be sound and complete under well-defined conditions. Furthermore, the framework provides hybrid reasoning capabilities, as alternative solution methods like mathematical programming can be incorporated into the framework, in the form of procedures.

Jonsson, Ari K.↗
NASA NTRS2009

Proceedings of the Third International Workshop on Proof-Carrying Code and Software Certification

This NASA conference publication contains the proceedings of the Third International Workshop on Proof-Carrying Code and Software Certification, held as part of LICS in Los Angeles, CA, USA, on August 15, 2009. Software certification demonstrates the reliability, safety, or security of software systems in such a way that it can be checked by an independent authority with minimal trust in the techniques and tools used in the certification process itself. It can build on existing validation and verification (V&V) techniques but introduces the notion of explicit software certificates, Vvilich contain all the information necessary for an independent assessment of the demonstrated properties. One such example is proof-carrying code (PCC) which is an important and distinctive approach to enhancing trust in programs. It provides a practical framework for independent assurance of program behavior; especially where source code is not available, or the code author and user are unknown to each other. The workshop wiII address theoretical foundations of logic-based software certification as well as practical examples and work on alternative application domains. Here "certificate" is construed broadly, to include not just mathematical derivations and proofs but also safety and assurance cases, or any fonnal evidence that supports the semantic analysis of programs: that is, evidence about an intrinsic property of code and its behaviour that can be independently checked by any user, intermediary, or third party. These guarantees mean that software certificates raise trust in the code itself, distinct from and complementary to any existing trust in the creator of the code, the process used to produce it, or its distributor. In addition to the contributed talks, the workshop featured two invited talks, by Kelly Hayhurst and Andrew Appel. The PCC 2009 website can be found at http://ti.arc.nasa.gov /event/pcc 091.

Ewen, Denney, W.↗
NASA NTRS2009

Exploring Divisibility and Summability of 'Photon' Wave Packets in Nonlinear Optical Phenomena

Formulations for second and higher harmonic frequency up and down conversions, as well as multi photon processes directly assume summability and divisibility of photons. Quantum mechanical (QM) interpretations are completely congruent with these assumptions. However, for linear optical phenomena (interference, diffraction, refraction, material dispersion, spectral dispersion, etc.), we have a profound dichotomy. Most optical engineers innovate and analyze all optical instruments by propagating pure classical electromagnetic (EM) fields using Maxwell s equations and gives only lip-service to the concept "indivisible light quanta". Further, irrespective of linearity or nonlinearity of the phenomena, the final results are always registered through some photo-electric or photo-chemical effects. This is mathematically well modeled by a quadratic action (energy absorption) relation. Since QM does not preclude divisibility or summability of photons in nonlinear & multi-photon effects, it cannot have any foundational reason against these same possibilities in linear optical phenomena. It implies that we must carefully revisit the fundamental roots behind all light-matter interaction processes and understand the common origin of "graininess" and "discreteness" of light energy.

Prasad, Narasimha↗