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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 NTRS2000

University-Level Research Projects for High School Students

The goal of this project was to provide an opportunity for high school students to participate in university-level research projects. In this case, students from Pinkerton Academy (Derry, New Hampshire) were invited to participate in efforts to catalog data from the COMPTEL experiment on NASA's Compton Gamma-Ray Observatory (CGRO). These activities were part of a senior level honors course at Pinkerton. Although the success of this particular program was rather limited, we feel that the general concept is a sound one. In principle, the concept of partnerships between local schools and university researchers is one that could be especially attractive to soft money researchers. Programs can be carefully designed to benefit both the students and the research program.

McConnell, Mark L.↗
NASA NTRS2001

SNOOPY: Student Nanoexperiments for Outreach and Observational Planetary Inquiry

As scientists and engineers primarily employed by the public, we have a responsibility to "communicate the results of our research so that the average American could understand that NASA is an investment in our future...". Not only are we employed by the public, but they are also the source of future generations of scientists and engineers. Teachers typically don't have the time or expertise to research recent advances in space science and reduce them to a form that students can absorb. Teachers are also often intimidated by both the subject and the researchers themselves. Therefore, the burden falls on us - the space scientists and engineers of the world - to communicate our findings in ways both teachers and students can understand. Student Nanoexperiments for Outreach and Observational Planetary InquirY (SNOOPY) provides just such an opportunity to directly involve our customers in planetary science missions.

Kuhlma, K. R.↗
NASA NTRS2002

An Introduction to Tensors for Students of Physics and Engineering

Tensor analysis is the type of subject that can make even the best of students shudder. My own post-graduate instructor in the subject took away much of the fear by speaking of an implicit rhythm in the peculiar notation traditionally used, and helped us to see how this rhythm plays its way throughout the various formalisms. Prior to taking that class, I had spent many years "playing" on my own with tensors. I found the going to be tremendously difficult but was able, over time, to back out some physical and geometrical considerations that helped to make the subject a little more transparent. Today, it is sometimes hard not to think in terms of tensors and their associated concepts. This article, prompted and greatly enhanced by Marlos Jacob, whom I've met only by e-mail, is an attempt to record those early notions concerning tensors. It is intended to serve as a bridge from the point where most undergraduate students "leave off" in their studies of mathematics to the place where most texts on tensor analysis begin. A basic knowledge of vectors, matrices, and physics is assumed. A semi-intuitive approach to those notions underlying tensor analysis is given via scalars, vectors, dyads, triads, and higher vector products. The reader must be prepared to do some mathematics and to think. For those students who wish to go beyond this humble start, I can only recommend my professor's wisdom: find the rhythm in the mathematics and you will fare pretty well.

Kolecki, Joseph C.↗
NASA NTRS2002

NASA Microgravity Science Competition for High-school-aged Student Teams

NASA participates in a wide variety of educational activities including competitive events. There are competitive events sponsored by NASA and student teams which are mentored by NASA centers. This participation by NASA in public forums serves to bring the excitement of aerospace science to students and educators. A new competition for highschool-aged student teams involving projects in microgravity has completed two pilot years and will have national eligibility for teams during the 2002-2003 school year. A team participating in the Dropping In a Microgravity Environment will research the field of microgravity, develop a hypothesis, and prepare a proposal for an experiment to be conducted in a microgravity drop tower facility. A team of NASA scientists and engineers will select the top proposals and those teams will then design and build their experiment apparatus. When the experiment apparatus are completed, team representatives will visit NASA Glenn in Cleveland, Ohio for operation of their facility and participate in workshops and center tours. Presented in this paper will be a description of DIME, an overview of the planning and execution of such a program, results from the first two pilot years, and a status of the first national competition.

DeLombard, Richard↗
NASA NTRS2007

Bridging the Gap between Earth Science and Students: An Integrated Approach using NASA Earth Science Climate Data

Under the auspices of the Department of Education's No Child Left Behind (NCLB) Act, beginning in 2007 students will be tested in the science area. There are many techniques that educators can employ to teach students science. The use of authentic materials or in this case authentic data can be an engaging alternative to more traditional methods. An Earth science classroom is a great place for the integration of authentic data and science concepts. The National Aeronautics and Space Administration (NASA) has a wealth of high quality Earth science data available to the general public. For instance, the Atmospheric Science Data Center (ASDC) at NASA s Langley Research Center houses over 800 Earth science data sets related to Earth's radiation budget, clouds, aerosols and tropospheric chemistry. These data sets were produced to increase academic understanding of the natural and anthropogenic factors that influence global climate; however, a major hurdle in using authentic data is the size of the data and data documentation. To facilitate the use of these data sets for educational purposes, the Mentoring and inquirY using NASA Data on Atmospheric and Earth science for Teachers and Amateurs (MY NASA DATA) project has been established to systematically support educational activities at all levels of formal and informal education. The MY NASA DATA project accomplishes this by reducing these large data holdings to microsets that are easily accessible and explored by K-12 educators and students though the project's Web page. MY NASA DATA seeks to ease the difficulty in understanding the jargon-heavy language of Earth science. This manuscript will show how MY NASA DATA provides resources for NCLB implementation in the science area through an overview of the Web site, the different microsets available, the lesson plans and computer tools, and an overview of educational support mechanisms.

Alston, Erica J.↗
NASA NTRS2011

Using Game Development to Engage Students in Science and Technology

Game design workshops, camps and activities engage K-12 students In STEM disciplines that use game engine and development tools. Game development will have students create games and simulations that Will inspire them to love technology while learning math, physics, and,logic. By using tools such as Gamemaker, Alice, Unity, Gamesalad and others, students will get a sense of confidence and accomplishment creating games and simulations.

Wiacek, John↗
NASA NTRS2011

Goddard DEVELOP Students: Using NASA Remote Sensing Technology to Study the Chesapeake Bay Watershed

The DEVELOP National Program is an Earth Science research internship, operating under NASA s Applied Sciences Program. Each spring, summer, and fall, DEVELOP interns form teams to investigate Earth Science related issues. Since the Fall of 2003, Goddard Space Flight Center (GSFC) has been home to one of 10 national DEVELOP teams. In past terms, students completed a variety of projects related to the Applied Sciences Applications of National Priority, such as Public Health, Natural Disasters, Water Resources, and Ecological Forecasting. These projects have focused on areas all over the world, including the United States, Africa, and Asia. Recently, Goddard DEVELOP students have turned their attention to a local environment, the Chesapeake Bay Watershed. The Chesapeake Bay Watershed is a complex and diverse ecosystem, spanning approximately 64,000 square miles. The watershed encompasses parts of six states: Delaware, Maryland, New York, Pennsylvania, Virginia, and West Virginia, as well as the District of Columbia. The Bay itself is the biggest estuary in the United States, with over 100,000 tributaries feeding into it. The ratio of fresh water to salt water varies throughout the Bay, allowing for a variety of habitats. The Bay s wetlands, marshes, forests, reefs, and rivers support more than 3,600 plant and animal species, including birds, mammals, reptiles, amphibians, fish, and crabs. The Bay is also commercially significant. It is ranked third in the nation in fishery catch, and supplies approximately 500 million pounds of seafood annually. In addition to its abundant flora and fauna, the Chesapeake Bay watershed is home to approximately 16.6 million people, who live and work throughout the watershed, and who use its diverse resources for recreational purposes. Over the past several decades, the population throughout the watershed has increased rapidly, resulting in land use changes, and ultimately decreasing the health of the Chesapeake Bay Watershed. Over the course of 2009-2010, student teams carried out two independent research projects focused on the Chesapeake Bay Watershed. The first investigated the threat of invasive species to forests in Maryland. The second investigated the detection of winter cover crops throughout the watershed from satellite data.

Moore, Rachel↗
NASA NTRS2012

Expedition Earth and Beyond: Using Crew Earth Observation Imagery from the International Space Station to Facilitate Student-Led Authentic Research

Student-led authentic research in the classroom helps motivate students in science, technology, engineering, and mathematics (STEM) related subjects. Classrooms benefit from activities that provide rigor, relevance, and a connection to the real world. Those real world connections are enhanced when they involve meaningful connections with NASA resources and scientists. Using the unique platform of the International Space Station (ISS) and Crew Earth Observation (CEO) imagery, the Expedition Earth and Beyond (EEAB) program provides an exciting way to enable classrooms in grades 5-12 to be active participants in NASA exploration, discovery, and the process of science. EEAB was created by the Astromaterials Research and Exploration Science (ARES) Education Program, at the NASA Johnson Space Center. This Earth and planetary science education program has created a framework enabling students to conduct authentic research about Earth and/or planetary comparisons using the captivating CEO images being taken by astronauts onboard the ISS. The CEO payload has been a science payload onboard the ISS since November 2000. ISS crews are trained in scientific observation of geological, oceanographic, environmental, and meteorological phenomena. Scientists on the ground select and periodically update a series of areas to be photographed as part of the CEO science payload.

Graff, P. V.↗
NASA NTRS2012

Mission to Mars: Connecting Diverse Student Groups with NASA Experts

The Museum of Science and Industry in Chicago has formulated an innovative approach to inspiring the next generation to pursue STEM education. Middle school students in Chicago and at nearby Challenger Learning Centers work in teams to design a mission to Mars. Each mission includes real time access to NASA experts through partnerships with Marshall Space Flight Center, Johnson Space Center, and the Jet Propulsion Laboratory. Interactive videoconferencing connects students at the museum with students at a Challenger Learning Center and with NASA experts. This paper describes the approach, the results from the program s first year, and future opportunities for nationwide expansion.

Polsgrove, Tara↗
NASA NTRS2012

Overcoming the Critical Shortage of STEM - Prepared Secondary Students Through Modeling and Simulation

In developing understanding of technological systems - modeling and simulation tools aid significantly in the learning and visualization processes. In design courses we sketch , extrude, shape, refine and animate with virtual tools in 3D. Final designs are built using a 3D printer. Aspiring architects create spaces with realistic materials and lighting schemes rendered on model surfaces to create breathtaking walk-throughs of virtual spaces. Digital Electronics students design systems that address real-world needs. Designs are simulated in virtual circuits to provide proof of concept before physical construction. This vastly increases students' ability to design and build complex systems. We find students using modeling and simulation in the learning process, assimilate information at a much faster pace and engage more deeply in learning. As Pre-Engineering educators within the Career and Technical Education program at our school division's Technology Academy our task is to help learners in their quest to develop deep understanding of complex technological systems in a variety of engineering disciplines. Today's young learners have vast opportunities to learn with tools that many of us only dreamed about a decade or so ago when we were engaged in engineering and other technical studies. Today's learner paints with a virtual brush - scenes that can aid significantly in the learning and visualization processes. Modeling and simulation systems have become the new standard tool set in the technical classroom [1-5]. Modeling and simulation systems are now applied as feedback loops in the learning environment. Much of the study of behavior change through the use of feedback loops can be attributed to Stanford Psychologist Alfred Bandura. "Drawing on several education experiments involving children, Bandura observed that giving individuals a clear goal and a means to evaluate their progress toward that goal greatly increased the likelihood that they would achieve it."

Spencer, Thomas↗
NASA NTRS2008

Opportunities within NASA's Exploration Systems Mission Directorate for Engineering Students and Faculty

In 2006, NASA's Exploration Systems Mission Directorate (ESMD) launched two new Educational Projects: (1) The ESMID Space Grant Student Project ; and (2) The ESM1D Space Grant Faculty Project. The Student Project consists of three student opportunities: exploration-related internships at NASA Centers or with space-related industry, senior design projects, and system engineering paper competitions. The ESMID Space Grant Faculty Project consists of two faculty opportunities: (1) a summer faculty fellowship; and (2) funding to develop a senior design course.

Garner, Lesley↗
NASA NTRSDate not supplied

Adapting the NASA Student Airborne Research Program (SARP) to a Virtual Experience in Summer 2020

The NASA Student Airborne Research Program is a summer internship for undergraduate seniors majoring in any of the STEM disciplines. Outstanding students are selected from colleges and universities across the United States. Students fly onboard a NASA research aircraft where they assist in the operation of remote sensing and atmospheric chemistry instrumentation to study the Earth, ocean and atmosphere. This presentation discusses the results of the program over the past decade.

STEM discipline↗
NASA NTRSDate not supplied

GL4U: Using Space Omics Data to Provide Bioinformatics Training for Students and Educators

NASA’s GeneLab project provides researchers open access to space-relevant experiment multi-omics data that can be mined to understand the effects of spaceflight on biological systems. To maximize the number of scientists who understand and utilize GeneLab data and data processing pipelines, GeneLab has created GeneLab for Colleges and Universities (GL4U). GL4U provides space biology-relevant training in bioinformatics to the next generation of scientists through direct and indirect approaches. The GeneLab team plans to host two annual data processing bootcamps, one for college-level students (direct) and one for college educators (indirect – training of trainers), in which participants learn to analyze GeneLab’s space-relevant omics data. The GL4U direct training pilot program was conducted in June 2021. During the pilot, students participated in a week-long bootcamp consisting of space biology-specific lectures and hands-on instruction using Jupyter Notebooks to analyze RNA sequence data. This pilot demonstrated the capacity of GL4U for training young scientists and encouraging data re-use. In June 2022, GL4U partnered with Jet Propulsion Laboratory’s (JPL) Planetary Protection Center of Excellence to conduct the indirect training pilot program by training educators at historically black colleges and universities (HBCUs) and minority serving institutions (MSIs). During the educator pilot, participants received materials, training, and will be provided the necessary compute resources to enable them to run the bootcamp at their home institutions or alternatively to adapt the content to implement within existing courses, thereby extending the reach of this initiative. The GL4U training program provides undergraduate students from underrepresented groups the opportunity to learn about NASA and Space Biology, and to enhance their career prospects by gaining hands-on experience analyzing omics data, a skillset that is highly applicable and marketable in the life sciences. Pre- and post-bootcamp surveys were completed by all participants and show the overwhelming success of the bootcamps.

Amanda M. Saravia-Butler↗
NASA NTRS2006

Tools for Tomorrow's Science and Technology Workforce: MATE's 2006 ROV Competition Sets Students' Sights on Ocean Observing Systems

Teams participating in the 2006 ROV competition organized by the Marine Advanced Technology Education (MATE) Center and the Marine Technology Society's (MTS) ROV Committee experienced first-hand the scientific and technical challenges that many ocean scientists, technicians, and engineers face every day. The competition tasked more than 1,000 middle and high school, college, and university students from Newfoundland to Hong Kong with designing and building ROVs to support the next generation of ocean observing systems. Teaming up with the National Office for Integrated and Sustained Ocean Observations, Ocean. US, and the Ocean Research Interactive Observatory Networks (ORION) Program, the competition highlighted ocean observing systems and the careers, organizations, and technologies associated with ocean observatories. The student teams were challenged to develop vehicles that can deploy, install, and maintain networks of instruments as well as to explore the practical applications and the research questions made possible by observing systems.

OCEANOGRAPHERS↗
NASA NTRSDate not supplied

Unbounded Learning Environments as an Approach to Preserving Design Flexibility Demonstrated With Nasa Stem Enhancement in Earth Science (SEES) Students

The Artemis Lunar program is providing opportunity for young scientists and engineers to contribute towards leading edge design concepts regarding early on-surface work areas that are aligned with major national initiatives. Therefore, it is imperative in any discovery process that those young scientists and engineers be provided the bandwidth or operating in a ‘greenfield’ technology environment that encourages new ideas, and perhaps the discovery of ideas that would not be realized within typical structured engineering constraints. To facilitate this concept, the use of unbounded teaching methods was utilized to provide a low-constraint environment from which students can design and discover the requirements that are bounded by the natural environment of the lunar surface, and then build up design requirements un-hindered by budgetary and/or logistics realizations of the moment funding capabilities. Specifically, this design exercise provided the students to operate with unlimited budgets, and unlimited up-mass lifts to the lunar surface to develop a preliminary feasible process for establishing a working lunar research based upon the near-area permanently shadowed regions within the lunar surface. In concept, working near PSRs will be advantageous as they receive near eternal shielding from solar radiation and may potentially host numerous volatile substances such as water ice, methane, hydrogen sulfide and helium-3 that will be the target of scientific investigation and in-situ resource utilization ISRU. The advantage of an upstream working area is that the quality of return materials could potentially be exponential when including an upstream analysis prior to earth-return missions. Furthermore, it’s well known within the scientific and engineering community that working with the base materials in front of human eyes elucidates new features and observations that may not survive when stored and shipped to Earth. Finally, it is theorized that these methods and techniques developing on the lunar surface would be applicable to other planets or cometary surfaces.

Education↗
NASA NTRS1974

MSFC Skylab student project report

The Skylab Student Project some 4000 students submitted experiments from which twenty-five national winners were selected. Of these, eleven required special flight hardware, eight were allowed to obtain data using hardware available for professional investigations, and the remaining six were affiliated with researchers in alternate fields, since their proposals could not be accommodated due to complexity or similar incompatibility. The background of the project is elaborated and experiment performance results and evaluations are touched upon.

Source record↗
NASA NTRS1974

Development innovations for Skylab student experiments

The Skylab Student Science Program was an effort on the part of NASA and the National Science Teachers Association (NSTA) to provide the youth of America an opportunity to directly participate in space research. Students across the nation submitted proposed experiments which were scientifically evaluated by the NSTA. From the more than three thousand experiments submitted, twenty-five of the most innovative and novel experiments were selected for flight. Many of these required the development of flight hardware in order to perform the experiments aboard Skylab. The requirements placed on the hardware in terms of cost, development time, weight, volume, and crew training represented a unique challenge to the NASA engineers and scientists involved in the design, development, fabrication and testing of this hardware. To meet these stringent requirements required innovative changes in the classic Skylab approach to experiment development.

Gause, R. L.↗