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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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At least 127 records · Page 7
All sourcesNASA NTRSDOE OSTI
NASA NTRS1984

Research in applied mathematics, numerical analysis, and computer science

Research conducted at the Institute for Computer Applications in Science and Engineering (ICASE) in applied mathematics, numerical analysis, and computer science is summarized and abstracts of published reports are presented. The major categories of the ICASE research program are: (1) numerical methods, with particular emphasis on the development and analysis of basic numerical algorithms; (2) control and parameter identification; (3) computational problems in engineering and the physical sciences, particularly fluid dynamics, acoustics, and structural analysis; and (4) computer systems and software, especially vector and parallel computers.

Source record↗
NASA NTRS2002

CaTs Lab (CHAOS and Thermal Sciences Laboratory)

The CHAOS and Thermal Sciences Laboratory (CaTs) at James Madison University evolved into a noteworthy effort to increase minority representation in the sciences and mathematics. Serving ten students and faculty directly, and nearly 50 students indirectly, CaTs, through recruitment efforts, workshops, mentoring programs, tutorial services and research and computational laboratories, fulfilled its intent to initiate an academically enriched research program aimed at strengthening the academic and self-actualization skills of undergraduate students with potential to pursue doctoral study in the sciences. The stated goal of the program was to increase by 5% the number of enrolled mathematics and science students into the program. Success far exceeded the program goals by producing 100% graduation rate of all supported recipients during its tenure, with 30% of the students subsequently in pursuit of graduate degrees. Student retention in the program exceeded 90% and faculty participation exceeded the three members involved in mentoring and tutoring, gaining multi-disciplinary support. Aggressive marketing of the program resulted in several paid summer internships and commitments from NASA and an ongoing relationship with CHROME, a nationally recognized organization which focuses on developing minority students in the sciences and mathematics. Success of the program was only limited by the limited fiscal resources at NASA which resulted in phasing out of the program.

Teate, Anthony A.↗
NASA NTRS1997

Thermal-Structures and Materials Testing Laboratory

Since its inception and successful implementation in 1997 at James Madison University, the Thermal Structures and Materials Testing Laboratory (T-SaMTL) funded by the NASA Langley Research Center is evolving into one of the University's premier and exemplary efforts to increase minority representation in the sciences and mathematics. Serving ten (10) students and faculty directly and almost fifty (50) students indirectly, T-SAMTL, through its recruitment efforts, workshops, mentoring program, tutorial services and its research and computational laboratories has marked the completion of the first year with support from NASA totaling $ 100,000. Beginning as an innovative academic research and mentoring program for underrepresented minority science and mathematics students, the program now boasts a constituency which consists of 50% graduating seniors in the spring of 1998 with 50% planning to go to graduate school. The program's intent is to increase the number of underrepresented minorities who receive doctoral degrees in the sciences by initiating an academically enriched research program aimed at strengthening the academic and self actualization skills of undergraduate students with the potential to pursue doctoral study in the sciences. The program provides financial assistance, academic enrichment, and professional and personal development support for minority students who demonstrate the potential and strong desire to pursue careers in the sciences and mathematics. James Madison University was awarded the first $100,000, in April 1997, by The NASA Langley Research Center for establishment and support of its Thermal Structures and Materials Testing

Teate, Anthony A.↗
NASA NTRS2008

Sense and Sensibility: The Case for the Nationwide Inclusion of Engineering in the K-12 Curriculum

The competitive status of the United States is inextricably linked to innovation just as innovation is inseparable from science, technology, engineering, and mathematics. To stay competitive in innovation requires that the United States produce a 21st century workforce complete with requisite education, training, skills, and motivation. If we accept a priori that science, technology, engineering, and mathematics education are crucial to competitiveness and innovation and that, in terms of innovation, mathematics, science, and engineering are interdependent, why are mathematics and science uniformly ubiquitous in the K-12 curriculum while engineering is conspicuously absent? We are passionate in our belief that the uniform addition of engineering to the K-12 curriculum will help ensure that the nation has "the right" 21st Century workforce. Furthermore, we believe that a nationwide effort, led by a coalition of engineering academics, practitioners, and societies is required to turn this goal into reality. However, accomplishing this goal necessitates, as we are reminded by the title of Jane Austen's timeless novel, "Sense and Sensibility", a workable solution that seeks the "middle ground" between passion and reason. We begin our paper by making two essential points: Engineers are not scientists. Engineering exists separate from science, has its own specialized knowledge community apart from science, and it is largely responsible for many of the most significant advancements and improvements in the quality of our life. Our workable solution requires that K-12 education, nationwide, accommodate the inclusion of engineering as a stand alone curriculum and we offer three reasons to support our position: (1) workforce development, (2) stimulating interest in STEM (science, technology, engineering, and mathematics) courses and careers, and (3) creating a technologically literate society. We conclude with some thoughts on how this important goal can be accomplished.

Lindberg, Robert E.↗
NASA NTRS1992

Applied aerodynamics experience for secondary science teachers and students

The Department of Aerospace Engineering, Mechanics & Engineering Science at the University of Florida in conjunction with the Alachua County, Florida School Board has embarked on a four-year project of university-secondary school collaboration designed to enhance mathematics and science instruction in secondary school classrooms. The goals are to provide teachers with a fundamental knowledge of flight sciences, and to stimulate interest among students, particularly women and minorities, toward careers in engineering, mathematics, and science. In the first year of the project, all thirteen of the eighth grade physical science teachers and all 1200 of the eighth grade physical science students in the county participated. The activities consisted of a three-day seminar taught at the college level for the teachers, several weeks of classroom instruction for all the students, and an airport field trip for a subgroup of about 430 students that included an orientation flight in a Cessna 172 aircraft. The project brought together large numbers of middle school students, teachers, undergraduate and graduate engineering students, school board administrators, and university engineering faculty.

Abbitt, John D., III↗
DOE OSTI2024

Toward Accurate Spin–Orbit Splittings from Relativistic Multireference Electronic Structure Theory

Most nonrelativistic electron correlation methods can be adapted to account for relativistic effects, as long as the relativistic molecular spinor integrals are available, from either a four-, two-, or one-component mean-field calculation. Furthermore, relativistic multireference correlation methods remain a relatively unexplored area, with mixed evidence regarding the improvements brought by perturbative treatments. We report, for the first time, the implementation of state-averaged four-component relativistic multireference perturbation theories to second and third order based on the driven similarity renormalization group (DSRG). With our methods, named 4c-SA-DSRG-MRPT2 and 3, we find that the dynamical correlation included on top of 4c-CASSCF references can significantly improve the spin-orbit splittings in p-block elements and potential energy surfaces when compared to 4c-CASSCF and 4c-CASPT2 results. We further show that 4c-DSRG-MRPT2 and 3 are applicable to these systems over a wide range of the flow parameter, with systematic improvement from second to third order in terms of both improved error statistics and reduced sensitivity with respect to the flow parameter.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
NASA NTRS1990

Pipeline issues

The declining pool of graduates, the lack of rigorous preparation in science and mathematics, and the declining interest in science and engineering careers at the precollege level promises a shortage of technically educated personnel at the college level for industry, government, and the universities in the next several decades. The educational process, which starts out with a large number of students at the elementary level, but with an ever smaller number preparing for science and engineering at each more advanced educational level, is in a state of crisis. These pipeline issues, so called because the educational process is likened to a series of ever smaller constrictions in a pipe, were examined in a workshop at the Space Grant Conference and a summary of the presentations and the results of the discussion, and the conclusions of the workshop participants are reported.

Eisley, Joe T.↗
NASA NTRS1996

Graphing Calculator Mini Course

The "Graphing Calculator Mini Course" project provided a mathematically-intensive technologically-based summer enrichment workshop for teachers of American Indian students on the Turtle Mountain Indian Reservation. Eleven such teachers participated in the six-day workshop in summer of 1996 and three Sunday workshops in the academic year. The project aimed to improve science and mathematics education on the reservation by showing teachers effective ways to use high-end graphing calculators as teaching and learning tools in science and mathematics courses at all levels. In particular, the workshop concentrated on applying TI-82's user-friendly features to understand the various mathematical and scientific concepts.

Karnawat, Sunil R.↗
DOE OSTI2025

Foams and KZ-equations in Rozansky-Witten theories

In this paper, we present a geometric description of foams, which are prevalent in topological quantum field theories (TQFTs) based on quantum algebra, and reciprocally explore the geometry of Rozansky-Witten (RW) theory from an algebraic perspective. This approach illuminates various aspects of decorated TQFTs via geometry of the target space X of RW theory. Through the formulation of the Knizhnik-Zamolodchikov (KZ) equation within this geometric framework, we derive the corresponding braiding and associator morphisms. We discuss applications where the target space of RW theory emerges as the Coulomb branch of a compactified 6d SCFT or Little String Theory, with the latter being particularly intriguing as it results in a compact X.

Gukov, Sergei [California Institute of Technology,↗
DOE OSTI2024

Viability of Additively Manufactured Electrodes for Lithium-Ion Batteries

As the global economy becomes increasingly electrified, the demand for batteries and energy storage is expected to rise significantly, particularly in the transportation and electricity sectors. Lithium-ion batteries (LIBs) are currently the most advanced and widely used technology in this field. Traditionally, LIBs are manufactured using simple 2D planar geometries to maximize production efficiency and minimize costs. However, this approach limits energy density due to the restricted design flexibility of the electrodes. Additive manufacturing (AM) offers a promising solution to enhance the energy density and efficiency of LIBs by enabling the design of architectures that reduce diffusive losses and allow for a greater amount of active material to be incorporated within the same device footprint, thereby minimizing the use of inactive materials. Different AM techniques come with their own set of limitations, including printing speed, material compatibility, and scale, which must be considered when designing electrodes. Scalable and cost-effective methods are particularly important for electric vehicle batteries, while achieving higher energy densities in microbatteries is crucial for the miniaturization of wearable electronics and medical devices. Here, in this study, we simulate various 3D porous electrode designs for LIBs using graphite and nickel manganese cobalt oxide (NMC) electrodes. These designs are selected to represent structures that could be produced using different AM techniques, such as direct ink writing, fused deposition modeling, and stereolithography. Our results indicate that at higher charging rates and increased areal mass loading, 3D structures can outperform traditional 2D electrodes, although the benefits may diminish with more complex designs that are harder to manufacture. The observed gains in energy density are attributed to improved electrode utilization and reduced diffusive energy losses. This comprehensive analysis of structure–performance relationships will provide valuable insights to guide future research on 3D designs, material selection, and AM techniques for additively manufactured battery electrodes.

25 ENERGY STORAGE↗
NASA NTRS1994

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

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

Carlson, Randal D.↗
NASA NTRS2004

The New Approach to Self-Achievement (N.A.S.A.) Project 2004

The New Approach to Self-Achievement Program is designed to target rising seventh, eighth, and ninth grade students who require assistance in refining their mathematical skills, science awareness and knowledge, and test taking strategies. During the six week duration of the program, students are challenged in these areas through the application of robotic and aeronautic projects which encourage the students to practically apply their mathematical and science awareness accordingly. The first three weeks of my tenure were designated to assisting Mrs. Tammy Allen in the preparation of the 2004 NASA Project. As her assistant, I was held accountable for organizing, filing, preparing, analyzing, and completing the applications for the NASA Project. Additionally, I constructed the apposite databases which contained imperative information which aided in the selection of our participants. During the latter portion of those three weeks, Mrs. Allen, various staff members, and I, interviewed the numerous first-time applicants of the NASA Project. Furthermore, I was assigned to contact the accepted applicants of the program and provide all necessary information for the initiation of the child into the NASA Project. During the six week duration of the program, I will be working as a Project Leader at the Lorain Middle School site located in Lorain, Oh, with Mr. Fondriest Fountain. Mr. Fountain and I Will work with the eighth and ninth grade students in constructing robots, in which the students are told are made for NASA research which is being conducted on the surface of planet Mars. The robots, which are built from LEGOS and programmed through RoboLab computer software, are prepared to complete assigned Missions such as running obstacle courses; plowing and retrieving LEGOS; and scanning surfaces for intense regions of light.

Thomas, Candace J.↗
NASA NTRS1992

Elementary metallography

Materials and Processes 1 (MET 141) is offered to freshmen by the Mechanical Engineering Department at Purdue University. The goal of MET 141 is to broaden the technical background of students who have not had any college science courses. Hence, applied physics, chemistry, and mathematics are included and quantitative problem solving is involved. In the elementary metallography experiment of this course, the objectives are: (1) introduce the vocabulary and establish outlook; (2) make qualitative observations and quantitative measurements; (3) demonstrate the proper use of equipment; and (4) review basic mathematics and science.

Kazem, Sayyed M.↗
DOE OSTI2024

Anisotropic interactions for continuum modeling of protein–membrane systems

In this work, a model for anisotropic interactions between proteins and cellular membranes is proposed for large-scale continuum simulations. The framework of the model is based on dynamic density functional theory, which provides a formalism to describe the lipid densities within the membrane as continuum fields while still maintaining the fidelity of the underlying molecular interactions. Within this framework, we extend recent results to include the anisotropic effects of protein–lipid interactions. As applications, we consider two membrane proteins of biological interest: a RAS–RAF complex tethered to the membrane and a membrane embedded G protein-coupled receptor. A strong qualitative and quantitative agreement is found between the numerical results and the corresponding molecular dynamics simulations. Combining the scope of continuum level simulations with the details from molecular level particle simulations enables research into protein–membrane behaviors at a more biologically relevant scale, which crucially can also be accessed via experiment.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2026

Simulating plasma wave propagation on a superconducting quantum chip

Quantum computers may one day enable the efficient simulation of strongly coupled plasmas that lie beyond the reach of classical computation in regimes where quantum effects are important and the scale separation is large. Here, in this article, we take a first step toward efficient simulation of quantum plasmas by demonstrating linear plasma wave propagation on a superconducting quantum chip. Using high-fidelity and highly expressive device-native gates, combined with an error-mitigation technique, we simulate the scattering of laser pulses from inhomogeneous plasmas. Our approach is made feasible by the identification of a suitable local spin model whose excitations mimic plasma waves, and whose circuit implementation requires a lower gate count than other proposed approaches that would require a future fault-tolerant quantum computer. This work opens avenues to study more complicated phenomena that cannot be simulated efficiently on classical computers, such as nonlinear quantum dynamics when strongly coupled plasmas are driven out of equilibrium.

general physics↗
DOE OSTI2024

On the compatibility of established methods with emerging artificial intelligence and machine learning methods for disaster risk analysis

Abstract There is growing interest in leveraging advanced analytics, including artificial intelligence (AI) and machine learning (ML), for disaster risk analysis (RA) applications. These emerging methods offer unprecedented abilities to assess risk in settings where threats can emerge and transform quickly by relying on “learning” through datasets. There is a need to understand these emerging methods in comparison to the more established set of risk assessment methods commonly used in practice. These existing methods are generally accepted by the risk community and are grounded in use across various risk application areas. The next frontier in RA with emerging methods is to develop insights for evaluating the compatibility of those risk methods with more recent advancements in AI/ML, particularly with consideration of usefulness, trust, explainability, and other factors. This article leverages inputs from RA and AI experts to investigate the compatibility of various risk assessment methods, including both established methods and an example of a commonly used AI‐based method for disaster RA applications. This article utilizes empirical evidence from expert perspectives to support key insights on those methods and the compatibility of those methods. This article will be of interest to researchers and practitioners in risk‐analytics disciplines who leverage AI/ML methods.

Mathematical Methods In Social Sciences↗