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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 NTRS1999

KidSat: Image User's Manual

The goal of KidSat was to provide young students with the opportunity to participate directly in the NASA space program and to enhance learning in the process. The KidSat pilot project was focused on using a color digital camera, mounted on the space shuttle, to take pictures of the Earth. These could be used to enhance middle school curricula. The project not only benefited middle school students, who were essentially the Science Team, responsible for deciding where to take pictures, but it also benefited high school students and undergraduates, who were essentially the Project Team, responsible for the development and implementation of the project. KidSat flew on three missions as part of the pilot project: STS-76, STS-81, and STS-86. This document describes the goals, project elements, results, and data for the three KidSat missions that made up the pilot program. It serves as a record for this pilot project and may be used as a reference for similar projects. It can also be a too] in using the data to its fullest extent. The KidSat Web page remains on-line at http://kidsat.jpl.nasa.gov/kidsat, and the images may be downloaded in their full resolution.

Way, JoBea↗
NASA NTRS1998

Aeronautics Learning Laboratory for Science, Technology, and Research (ALLSTAR)

We finished the material development of Level 1, Level 2 and most of Level 3. We created three new galleries, one of streaming videos enabling the user to select his/her appropriate speed of Internet connectivity for better performance. The second gallery on NASA's X-series aircraft and the third is on F-series aircraft. We also completed the placement and activation of all thirteen kiosks. We added one more kiosk over the number suggested in the proposal at Baker Aviation High School - a Dade County Public School for special aviation programs. We felt that the goals of this school matched ALLSTAR's goals and that the placement of the kiosk would better help the local students become interested in the Aviation and Aeronautics field. We continue to work on the development of our "Teacher Resource Guide to ALLSTAR material" in which we tied our material into the national and Florida State standards. We finished the Florida Sunshine State standards, getting positive feedback from local and other educators who use the material on a regular basis. We had another successful workshop on October 29 th, 1997. We introduced the ALLSTAR website and kiosk to about twenty science and history teachers from Dade County Public Schools (DCPS). Most teachers were from middle schools, although we had some from elementary schools also. We provided several demonstrations of the ALLSTAR material to local schools in the Dade County Public Schools (DCPS) system. We used the ALLSTAR material with FIU's summer immersion program for FLAME students. This program includes a high number of minority students interested in science and engineering. We also presented the material at National Science Teachers Association (NSTA) and National Congress on Aviation and Space Education (NCASE) conferences and will be presenting the material at the Southeast Florida Aviation Consortium (SEFAC). We provided two on-site workshops in the NSTA conference with total attended of about 70 teachers. The BBS was converted to an on-line discussion forum with a unique section on Blacks in Aviation, Prime Technologies coordinated with NASA LaRC and the Teacher Resource Centers (TRCs) for scale-up of ALLSTAR and performed live demonstrations of the software in schools and at conventions.

Levy, Cesar↗
NASA NTRS1998

NASA ALLSTAR Project

We finished the material development of Level 1, Level 2 and most of Level 3. We created three new galleries, one of streaming videos enabling the user to select his/her appropriate speed of Internet connectivity for better performance. The second gallery on NASA's X-series aircraft and the third is on F-series aircraft, We also completed the placement and activation of all thirteen kiosks. We added one more kiosk over the number suggested in the proposal at Baker Aviation High School - a Dade County Public School for special aviation programs. We felt that the goals of this school matched ALLSTAR's goals and that the placement of the kiosk would better help the local students become interested in the Aviation and Aeronautics field. We continue to work on the development of our "Teacher Resource Guide to ALLSTAR material" in which we tied our material into the national and Florida State standards. We finished the Florida Sunshine State standards, getting positive feedback from local and other educators who use the material on a regular basis. We had another successful workshop on October 29th, 1997. We introduced the ALLSTAR website and kiosk to about twenty science and history teachers from Dade County Public Schools (DCPS). Most teachers were from middle schools, although we had some from elementary schools also. We provided several demonstrations of the ALLSTAR material to local schools in the Dade County Public Schools (DCPS) system. We used the ALLSTAR material with FIU's summer immersion program for FLAME students. This program includes a high number of minority students interested in science and engineering. We also presented the material at National Science Teachers Association (NSTA) and National Congress on Aviation and Space Education (NCASE) conferences and will be presenting the material at the Southeast Florida Aviation Consortium (SEFAC). We provided two on-site workshops in the NSTA conference with total attended of about 70 teachers. The BBS was converted to an on-line discussion forum with a unique section on Blacks in Aviation, Prime Technologies coordinated with NASA LaRC and the Teacher Resource Centers (TRCS) for scale-up of ALLSTAR and performed live demonstrations of the software in schools and at conventions.

Levy, Cesar↗
NASA NTRS1998

NASA Allstar Project Aeronautics Learning Laboratory for Science,Technology, and Research (Allstar)

We finished the material development of Level 1, Level 2 and most of Level 3. We created three new galleries, one of streaming videos enabling the user to select his/her appropriate speed of Internet connectivity for better performance. The second gallery on NASA's X-series aircraft and the third is on F-series aircraft. We also completed the placement and activation of all thirteen kiosks. We added one more kiosk over the number suggested in the proposal at Baker Aviation High School - a Dade County Public School for special aviation programs. We felt that the goals of this school matched ALLSTAR's goals and that the placement of the kiosk would better help the local students become interested in the Aviation and Aeronautics field. We continue to work on the development of our "Teacher Resource Guide to ALLSTAR material" in which we tied our material into the national and Florida State standards. We finished the Florida Sunshine State standards, getting positive feedback from local and other educators who use the material on a regular basis. We had another successful workshop on October 29', 1997. We introduced the ALLSTAR website and kiosk to about twenty science and history teachers from Dade County Public Schools (DCPS). Most teachers were from middle schools, although we had some from elementary schools also. We provided several demonstrations of the ALLSTAR material to local schools in the Dade County Public Schools (DCPS) system. We used the ALLSTAR material with FIU's summer immersion program for FLAME students. This program includes a high number of minority students interested in science and engineering. We also presented the material at National Science Teachers Association (NSTA) and National Congress on Aviation and Space Education (NCASE) conferences and will be presenting the material at the Southeast Florida Aviation Consortium (SEFAC). We provided two on-site workshops in the NSTA conference with total attended of about 70 teachers. The BBS was converted to an on-line discussion forum with a unique section on Blacks in Aviation. Prime Technologies coordinated with NASA LARC and the Teacher Resource Centers (TRCs) for scale-up of ALLSTAR and performed live demonstrations of the software in schools and at conventions.

Levy, Cesar↗
NASA NTRS1971

Computer program for the automated attendance accounting system

The automated attendance accounting system (AAAS) was developed under the auspices of the Space Technology Applications Program. The task is basically the adaptation of a small digital computer, coupled with specially developed pushbutton terminals located in school classrooms and offices for the purpose of taking daily attendance, maintaining complete attendance records, and producing partial and summary reports. Especially developed for high schools, the system is intended to relieve both teachers and office personnel from the time-consuming and dreary task of recording and analyzing the myriad classroom attendance data collected throughout the semester. In addition, since many school district budgets are related to student attendance, the increase in accounting accuracy is expected to augment district income. A major component of this system is the real-time AAAS software system, which is described.

Poulson, P.↗
NASA NTRS2002

The Summer Robotic Autonomy Course

We offered a first Robotic Autonomy course this summer, located at NASA/Ames' new NASA Research Park, for approximately 30 high school students. In this 7-week course, students worked in ten teams to build then program advanced autonomous robots capable of visual processing and high-speed wireless communication. The course made use of challenge-based curricula, culminating each week with a Wednesday Challenge Day and a Friday Exhibition and Contest Day. Robotic Autonomy provided a comprehensive grounding in elementary robotics, including basic electronics, electronics evaluation, microprocessor programming, real-time control, and robot mechanics and kinematics. Our course then continued the educational process by introducing higher-level perception, action and autonomy topics, including teleoperation, visual servoing, intelligent scheduling and planning and cooperative problem-solving. We were able to deliver such a comprehensive, high-level education in robotic autonomy for two reasons. First, the content resulted from close collaboration between the CMU Robotics Institute and researchers in the Information Sciences and Technology Directorate and various education program/project managers at NASA/Ames. This collaboration produced not only educational content, but will also be focal to the conduct of formative and summative evaluations of the course for further refinement. Second, CMU rapid prototyping skills as well as the PI's low-overhead perception and locomotion research projects enabled design and delivery of affordable robot kits with unprecedented sensory- locomotory capability. Each Trikebot robot was capable of both indoor locomotion and high-speed outdoor motion and was equipped with a high-speed vision system coupled to a low-cost pan/tilt head. As planned, follow the completion of Robotic Autonomy, each student took home an autonomous, competent robot. This robot is the student's to keep, as she explores robotics with an extremely capable tool in the midst of a new community for roboticists. CMU provided undergraduate course credit for this official course, 16-162U, for 13 students, with all other students receiving course credit from National Hispanic University.

Nourbakhsh, Illah R.↗
NASA NTRS2002

Oklahoma Space Industry Development Authority

The purpose of this grant was to increase the awareness of students of space sciences and commerce through experimentation. This objective was carried out through the award and administration, by OSIDA, the Oklahoma Space Industry Development Authority, of eleven smaller grants to fund thirteen projects at schools determined by competitive application. Applications were graded on potential outreach, experimentation objectives and impact on students' awareness of space sciences. We chose projects from elementary, middle and high schools as well as colleges that would encourage students through research and experimentation to consider education and careers in related disciplines. Each organization did not receive an equal share of the grant; instead, OSIDA distributed the money to each project based on the organization's need. A copy of the dispersement record is enclosed with this final grant report. The projects covered topics such as: space colonization, space stations, constellations, model rocketry, and space commerce.

Source record↗
NASA NTRS1990

Space Science Curricula

Johnson High School, Huntsville, Alabama started an international magnet program in 1987. One of the courses in the curriculum was in space science. They appealed to Marshall Space Flight Center (MSFC) when they couldn't find a suitable textbook, nor locate other classes in space science to provide a guideline. MSFC agreed to help and placed the school under an official 'Adopt-A-School' program. MSFC's chief scientist and others at the space center helped prepare a very comprehensive space science program. Examples of the subjects covered include problems of space travel, materials processing in space, technology utilization, robotics, space colonization, etc. MSFC followed up by working with Johnson High to determine if the curriculum is generally usable and workable. If it is, MSFC may make it available to other schools. MSFC not only developed the space science curriculum; they continue to support the program by sponsoring hands- on activities and tours of space research facilities.

Source record↗
NASA NTRS2003

Exploring the Solar System Activities Outline: Hands-On Planetary Science for Formal Education K-14 and Informal Settings

Activities by NASA scientists and teachers focus on integrating Planetary Science activities with existing Earth science, math, and language arts curriculum. The wealth of activities that highlight missions and research pertaining to the exploring the solar system allows educators to choose activities that fit a particular concept or theme within their curriculum. Most of the activities use simple, inexpensive techniques that help students understand the how and why of what scientists are learning about comets, asteroids, meteorites, moons and planets. With these NASA developed activities students experience recent mission information about our solar system such as Mars geology and the search for life using Mars meteorites and robotic data. The Johnson Space Center ARES Education team has compiled a variety of NASA solar system activities to produce an annotated thematic outline useful to classroom educators and informal educators as they teach space science. An important aspect of the outline annotation is that it highlights appropriate science content information and key science and math concepts so educators can easily identify activities that will enhance curriculum development. The outline contains URLs for the activities and NASA educator guides as well as links to NASA mission science and technology. In the informal setting educators can use solar system exploration activities to reinforce learning in association with thematic displays, planetarium programs, youth group gatherings, or community events. Within formal education at the primary level some of the activities are appropriately designed to excite interest and arouse curiosity. Middle school educators will find activities that enhance thematic science and encourage students to think about the scientific process of investigation. Some of the activities offered are appropriate for the upper levels of high school and early college in that they require students to use and analyze data.

Allen, J. S.↗
NASA NTRS1997

Project Synopsis for High School/High Tech

To help increase the diversity of workers at NASA centers it is necessary to provide students with disabilities the opportunities to explore careers in high technology. HIGH SCHOOL/HIGH TECH, an enrichment program, pioneered at Goddard Space Flight Center, successfully introduces students with disabilities to high tech careers. This community-based partnership serves as a model for three additional NASA sites-Ames Research Center, Johnson Space Flight Center, and Lewis Research Center. For a three year period beginning August 15, 1995, provide financial and technical support to a local agency in each NASA center area which serves persons with disabilities to enable a High School/High Tech program to develop and stand alone. Each project will develop a basis of cooperation with Ames, Johnson, and Lewis as well as a variety of community groups including the public schools, high tech employers, post-secondary education and training programs, rehabilitation agencies, and community economic development organizations. Throughout the startup period and thereafter, local youths with disabilities will have early exposure to professions in mathematics, science, and technology-related fields. This exposure will be multifaceted to insure adequate opportunity for realistic career exploration so these youths have an opportunity to test their interests and abilities. The exposure will be presented in the most supportive environment that is feasible.

Source record↗
NASA NTRS2003

Research Center for Optical Physics: Education and Technology for the 21st Century

During the past eleven years since its inception, RCOP has excelled in its two primary goals: 1) training of the scientists and engineers needed for the twenty-first century with special emphasis on underrepresented citizens and 2) research and technological development in areas of relevance to NASA. In the category of research training, as of May 2003, RCOP produced 36 Bachelors degrees, 25 Masters degrees, and 13 Doctoral degrees. Of these, all 36 Bachelors degrees, 16 of the Masters degrees and 9 of the Doctoral degrees were awarded to African Americans. Four of the Doctoral graduates and one of the Masters graduates are working at NASA Field Centers. RCOP has also provided research experiences to 130 undergraduate students and 22 high school students through a number of outreach programs held during the summer and the academic year. RCOP has also been crucial to the development of the Ph.D. program in physics at Hampton University by providing high quality research training and technical electives required for a Doctoral degree in physics. RCOP has also excelled in research and technological development. Since 1992, RCOP researchers have leveraged over 8 million dollars in additional research funding, published 152 papers in refereed journals and proceedings, and given 125 presentations at refereed international conferences in the United States and eight other countries. RCOP also developed numerous collaborations with other research centers, universities and industries. In recognition of this outstanding work, RCOP is the first research center in the United States invited to join the Joint Open Laboratory for Laser Crystals and Precise Laser Systems headed by Dr. Alexander Kaminiskii of the Russian Academy of Sciences.

Source record↗
NASA NTRS1999

Digitized Educational Technology: A Learning Tool Using Remotely Sensed Data

Digitized Educational software for different levels of instruction were developed and placed on the web (geocities). Students attending the Pre-Engineering Summer 1998 Camp at Dillard University explored the use of the software which included presentations, applications, and special exercises. Student comments were received and considered for adjustments. The second outreach program included students from Colton Junior High School and Natural Science Majors at Dillard University. The Natural Majors completed a second survey concerning reasons why students selected majors in the Sciences and Mathematics. Two student research assistants (DU) and faculty members/parents of Colton Junior High assisted.

Love, Gloria Carter↗
NASA NTRSDate not supplied

Maryland Space Weather UnderGround (SWUG) Educational Outreach Program for Solar Eclipse Study

Space Weather UnderGround (SWUG) is an educational outreach program that provides hands-on experiences in Science, Technology, Engineering, and Mathematics (STEM) to high school and undergraduate students. It has three ultimate goals: 1. Educating the future STEM workforce. 2. Building a cost-effective, research-capable ground 3. magnetometer array across the United States. Collecting geomagnetic field data at high spatial resolution for heliophysics research. SWUG students build, test, and deploy the Simple Aurora Monitor (SAM)-III kit, purchased by Reeve Engineers. The SAM-III kit is a fluxgate magnetometer that measures geomagnetic field changes at a resolution of 1 nT/sec. Dr. Charles Smith initiated the SWUG program at the University of New Hampshire, and it has since expanded to Alaska and Maryland. This presentation introduces the Maryland SWUG activities. The MD-SWUG program was started in the Fall of 2022 with the goal of deploying magnetometers to the solar eclipse sites in 2023 and 2024. Two student-built magnetometers were deployed to the Southwest Research Institute and the Los Alamos National Laboratory for the 2023 annular solar eclipse, with plans to deploy at least four magnetometers to the 2024 total solar eclipse sites, including the University of Texas at Dallas. During a solar eclipse, reduced solar irradiance weakens ionospheric currents and reduces geomagnetic fields by up to 30 nT at the eclipse sites. A recent study suggested that solar eclipses impact geomagnetic fields not only along the eclipse path but also at their magnetic conjugate locations. The SWUG program will help us understand this electrodynamic coupling between the conjugate locations during a solar eclipse by providing better data coverage along the solar eclipse path.

Hyunju Connor↗
NASA NTRS1976

Prefreshman and Cooperative Education Program

Of the 93 students enrolled in the PREFACE program over its four-year history, 70 are still in engineering school. Tables show profiles of student placement and participation from 1973 to 1977 (first semester completed). During the 1977 summer, 10 students were placed at NASA Goddard, 8 at DOE-Brookhaven, and 2 at American Can. Eleven students with less high school math preparation remained on campus for formal precalculus classes. Majors of the students in the program include civil, chemical, electrical, and mechanical engineering. Student satisfaction with their training experiences is summarized.

Source record↗
NASA NTRS1985

Expanding your horizons in science and mathematics

Through the presentation of its Expanding Your Horizons in Science and Mathematics career education conferences for secondary school young women, the Math/Science Network continues its efforts to remove the educational, psychological, and cultural barriers which prevent women from entering math-and science-based careers. The Expanding Your Horizons conferences were presented on 77 college, university and high school campuses across the United States. This year, these unique one day conferences reached 15,500 students, 3,000 parents and educators, and involved 3,000 career women who volunteered their services as conference planners, workshop leaders, speakers, and role models.

Source record↗
NASA NTRS2021

Spatiotemporal Associations Between Social Vulnerability, Environmental Measurements, and COVID-19 in the Conterminous United States

This study summarizes the results from fitting a Bayesian hierarchical spatiotemporal model to coronavirus disease 2019 (COVID-19) cases and deaths at the county level in the United States for the year 2020. Two models were created, one for cases and one for deaths, utilizing a scaled Besag, York, Mollié model with Type I spatial-temporal interaction. Each model accounts for 16 social vulnerability and 7 environmental variables as fixed effects. The spatial pattern between COVID-19 cases and deaths is significantly different in many ways. The spatiotemporal trend of the pandemic in the United States illustrates a shift out of many of the major metropolitan areas into the United States Southeast and Southwest during the summer months and into the upper Midwest beginning in autumn. Analysis of the major social vulnerability predictors of COVID-19 infection and death found that counties with higher percentages of those not having a high school diploma, having non-White status and being Age 65 and over to be significant. Among the environmental variables, above ground level temperature had the strongest effect on relative risk to both cases and deaths. Hot and cold spots, areas of statistically significant high and low COVID-19 cases and deaths respectively, derived from the convolutional spatial effect show that areas with a high probability of above average relative risk have significantly higher Social Vulnerability Index composite scores. The same analysis utilizing the spatiotemporal interaction term exemplifies a more complex relationship between social vulnerability, environmental measurements, COVID-19 cases, and COVID-19 deaths.

spatial epidemiology↗
NASA NTRS1996

NASA Lewis' IITA K-12 Program

The NASA Lewis Research Center's Information Infrastructure Technology and Applications for Kindergarten to 12th Grade (IITA K-12) Program is designed to introduce into school systems computing and communications technology that benefits math and science studies. By incorporating this technology into K-12 curriculums, we hope to increase the proficiency and interest in math and science subjects by K-12 students so that they continue to study technical subjects after their high school careers are over.

Source record↗
NASA NTRS2022

Microbes in Microgravity: Animated Educational Videos

Despite the fact that space sciences and biology are both subjects known to inspire students in STEM, the field at the intersection of those subjects-- space biology-- is rarely covered in school curricula. Space Biology gains importance by the day, as NASA launches deep-space missions and private companies initiate the launch of their own orbital space stations. For these reasons, we wanted to inspire students to consider studying biology in space by creating short, informational videos to introduce the topic. Our videos, designed for high school and college students, are focused on microbiology and include four distinct topics: the importance of studying microbes in space, the conditions they experience, how microbes experience microgravity, and how these conditions are simulated on Earth. We hope that space microbiologists use these videos to share the basics about their research, and we hope that students become inspired by the ideas presented in them.

microbiology↗