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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 163 records · Page 9
All sourcesNASA NTRSDOE OSTI
NASA NTRSDate not supplied

Leveraging the 2024 Solar Eclipse to Enhance Science Learning through Citizen Science

The solar eclipse on April 8, 2024, provided a rare and compelling opportunity for educators and students to engage in hands-on citizen science. Two NASA Science Activation projects GLOBE Mission Earth (GME) and NASA Earth Science Education Collaborative (NESEC) partnered together to provide a unique professional development experience for educators interested in the eclipse. They invited educators to participate in a specialized 5-week online workshop designed to engage the educators in Global Learning and Observations to Benefit the Environment (GLOBE) citizen science about the eclipse. The workshop was designed to support their certification as GLOBE educators and develop their knowledge, skills, and confidence in conducting a GLOBE investigation. Over 60 educators from across the United States took part in this workshop, which focused on investigating the eclipse by collecting and analyzing atmospheric data. The GLOBE Program promotes environmental and scientific literacy by enabling participants to collect Earth science data and contribute it to a global database accessible for research. The 2024 GLOBE Eclipse workshop trained educators in specific GLOBE protocols—Clouds, Air Temperature, and Surface Temperature—using the GLOBE Eclipse tool integrated into the GLOBE Observer app. This training was supplemented with guidance on engaging students in authentic scientific research and creating research posters to present their findings. The workshop aimed to enhance educators’ skills and confidence in integrating GLOBE protocols into their teaching practices. It addressed several key areas outlined in the National Academies' report on Learning through Citizen Science, including scientific context, nature of participation, and project infrastructure. Educators learned about the atmospheric effects of solar eclipses and were trained to use scientific tools and data analysis methods relevant to their research. They also engaged in live sessions and asynchronous activities, practicing data collection and analysis with real-time feedback. Survey results from the workshop highlighted that participants were primarily motivated by the desire to better use data in their classrooms and improve their proficiency with the GLOBE Observer app. Post-workshop evaluations showed significant increases in educators' confidence regarding their ability to conduct and guide scientific research. Participants reported feeling well-prepared to use the GLOBE Observer app for data collection and were successful in integrating their eclipse observations into classroom activities. Participants also valued the opportunity to contribute to authentic science through GLOBE, which involved observing atmospheric changes such as air temperature fluctuations and cloud cover alterations during the eclipse. The success of the workshop is evident in the increased confidence and skill levels of educators, as well as the publication of research posters on the GLOBE Mission Earth Student Research webpage.This session will discuss how the GLOBE Eclipse workshop series effectively utilized the unique context of the solar eclipse to enhance science education through citizen science. By adhering to the principles outlined in the Learning through Citizen Science framework, the workshop successfully engaged educators and students in meaningful scientific practices, demonstrating the potential of citizen science to enrich science education and foster a deeper understanding of Earth systems.

Jessica Taylor↗
NASA NTRSDate not supplied

Visualizing Geospatial Data through ESRI Story Maps for Earth Science Education: Lessons Learned from My NASA Data

For 20 years My NASA Data (MND) has curated NASA Earth science data and provided the data to educators in engaging learner-centered resources. MND has recently featured story maps as an innovative way to engage students in NASA Earth data. A story map is a cloud-based lesson that engages the learner in interactive geospatial maps using NASA data, and other multimedia content, text, and tasks that can be seamlessly incorporated in classroom instruction. This immersive technology eliminates the need for the user to move among tricky interfaces to access and visualize Earth science data, and no special software is required to be downloaded. Each story map integrates data from different NASA satellite missions, retrieved from Distributed Active Archive Centers (DAACs). Story maps also employ data analysis tools, such as time series options and swipe tools that allow learners to view and analyze relationships between scientific variables. MND has produced 25 story map lesson plans on the topics of air quality, the urban heat island effect, Earth’s energy budget, phytoplankton distribution, hurricane formation, solar eclipses, ocean circulation patterns, sea ice extent, and volcanic eruptions. Nine of them are extended story maps and written in the 5E format, which is internationally recognized as best practice based on how children learn science. Each story map resource is developed by the MND team featuring a GIS programming specialist, a lead scientist, and educational specialist/s to ensure the context, content, and methods are scientifically and educationally sound. The MND story maps are written for middle and high school science teachers and students as they connect with the Earth Systems Science phenomena featured in the Next Generation Science Standards. Each story map includes supporting resources for smooth integration in the classroom. During Fiscal Year 2023, The My NASA Data website received over 100,000 story map engagements during. These metrics highlight the interest in story maps as an Earth Science educational resource.

Desiray Wilson↗
DOE OSTI2025

Exploring Professor Motivations and Implementations of a Real-World Problem-Solving Project: A Case Study in Preparing Students for the Emerging Building Science Industry: Preprint

Engineering education literature offers a variety of theoretical and conceptual frameworks for project-based learning. This study explores the implementation of real-world problem-solving projects in engineering education. The research team analyzed the motivations and methods behind professors' adoption of such projects through exploratory qualitative interviews with seven professor participants who integrated a nation-wide student competition into their courses. We analyzed the resulting data using a constructivist grounded theory approach to identify key themes of professor practices. Findings reveal that the real-world aspect of the projects and alignment with values and research interests were primary motivators for implementation. While implementation methods varied significantly based on context (i.e., university setting, course type), we found that these projects could be effectively integrated into various classroom settings. The findings support the recommendation for non-academic institutions to develop and manage competitions that can be integrated into classrooms and which offer a point of engagement that is available to professors from a wide range of disciplines.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2026

Influence of overhead HVAC and aerosol control strategies on coarse mode particle dispersion and exposure in a full-scale room experiment

Coarse mode respiratory aerosols can carry viral loads over long distances and have very different dynamics than submicron particles, but experimental studies under realistic conditions remain limited. Here, to study the differential impacts on exposure under different mixing conditions, we co-released 7–10 µm particles and carbon dioxide (CO 2 )—which served as an indicator of gas and submicron particle dynamics—in a 158 m 3 room at LBNL's FLEXLAB facility with an overhead heating, ventilation, and air conditioning (HVAC) system. The room was arranged as a distanced meeting then a classroom with eight heated manikins and a researcher. Spatial variability was measured using 16 particle counters and 22–26 CO 2 sensors throughout the space. Conditions included: HVAC off or supply air at 1000-1060 m 3 h -1 at neutral, cooling, or heating temperatures; with and without 20% outdoor air; and added HVAC filtration, portable air cleaners (PACs), or a physical barrier between the speaker and occupants. We found that good mixing via neutral or cooling supply air or use of PACs under heating lowered coarse particle exposure at some locations, but increased exposure for one-quarter to two-thirds of manikins compared to poor mixing under heating. A physical barrier reduced direct transfer of coarse particles during heating, but less during cooling. High spatial variability shows that a single measurement cannot represent occupant exposure. Instantaneous air mixing assumptions overstate the effectiveness of ventilation, HVAC filtration, and upper-room germicidal ultraviolet disinfection for coarse particles, as relatively few particles reach the return grille or upper room under most conditions.

Air mixing↗
DOE OSTI2024

A frugal CRISPR kit for equitable and accessible education in gene editing and synthetic biology

Equitable and accessible education in life sciences, bioengineering, and synthetic biology is crucial for training the next generation of scientists, fostering transparency in public decision-making, and ensuring biotechnology can benefit a wide-ranging population. As a groundbreaking technology for genome engineering, CRISPR has transformed research and therapeutics. However, hands-on exposure to this technology in educational settings remains limited due to the extensive resources required for CRISPR experiments. Here, we develop CRISPRkit, an affordable kit designed for gene editing and regulation in high school education. CRISPRkit eliminates the need for specialized equipment, prioritizes biosafety, and utilizes cost-effective reagents. By integrating CRISPRi gene regulation, colorful chromoproteins, cell-free transcription-translation systems, smartphone-based quantification, and an in-house automated algorithm (CRISPectra), our kit offers an inexpensive (~$2) and user-friendly approach to performing and analyzing CRISPR experiments, without the need for a traditional laboratory setup. Experiments conducted by high school students in classroom settings highlight the kit’s utility for reliable CRISPRkit experiments. Furthermore, CRISPRkit provides a modular and expandable platform for genome engineering, and we demonstrate its applications for controlling fluorescent proteins and metabolic pathways such as melanin production. We envision CRISPRkit will facilitate biotechnology education for communities of diverse socioeconomic and geographic backgrounds.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2026

AI-supported mini-labs: combining smartphone-based experiments and multimodal AI

Multimedia learning has always been a topic in physics education—whether through specialized digital data acquisition systems, simulations, or animations. Due to increasing digitalization, more and more media from our everyday lives have also found their way into education in recent decades. This contribution introduces a conceptual framework and illustrative examples for AI-supported experimentation in physics education. It does not yet present empirical data but outlines directions for forthcoming classroom studies evaluating learning outcomes and engagement.

generative AI↗
DOE OSTI2026

Expanding Access to Science Participation: A FAIR Framework for Petascale Data Visualization and Analytics

The massive data generated by scientists daily serve as both a major catalyst for new discoveries and innovations, as well as a significant roadblock that restricts access to the data. Here, our paper introduces a new approach to removing Big Data barriers and democratizing access to petascale data for the broader scientific community. Our novel data fabric abstraction layer allows user-friendly querying of scientific information while hiding the complexities of dealing with file systems or cloud services. We enable FAIR (Findable, Accessible, Interoperable, and Reusable) access to datasets such as NASA’s petascale climate datasets. Our paper presents an approach to managing, visualizing, and analyzing petabytes of data within a browser on equipment ranging from the top NASA supercomputer to commodity hardware like a laptop. Our novel data fabric abstraction utilizes state-of-the art progressive compression algorithms and machine-learning insights to power scalable visualization dashboards for petascale data. The result provides users with the ability to identify extreme events or trends dynamically, expanding access to scientific data and further enabling discoveries. We validate our approach by improving the ability of climate scientists to visually explore their data via three fully interactive dashboards. We further validate our approach by deploying the dashboards and simplified training materials in the classroom at a minority-serving institution. These dashboards, released in simplified form to the general public, contribute significantly to a broader push to democratize the access and use of climate data.

Computer science↗
DOE OSTI2026

Does Antimatter Fall Up?

Antimatter is one of those things that sound like science fiction, rather than science fact. Yet it is a very real substance, predicted in 19281 and discovered in 19322. While the story of antimatter is rich and complex3, there is a common question often asked by introductory students, which is “Does antimatter fall up?” This question is far more subtle than appears at first blush, with unexpected facets that can lead to interesting classroom discussion involving the nature and definition of matter. Furthermore, while the theory of general relativity weighs in on the topic, as with all serious physics questions, the definitive answer requires an empirical test. In this article, I will briefly introduce what antimatter is, describe some of the interesting intellectual exercises that can arise from considering the effect of gravity on antimatter, and finally conclude with the results of a recent experiment that definitively answer the question.

Lincoln, Don [Fermilab] (ORCID:0000000205997407)↗
DOE OSTI2024

A core lighting curriculum for university students and lighting professionals

Here, in collaboration with a group of lighting professionals, learning outcomes were defined, prioritized, organized and mapped to a three-course sequence of lighting courses within a Bachelor of Science in Architectural Engineering degree programme. Syllabi and educational exercises were developed to support the learning outcomes – including classroom activities, homework assignments and design projects. The learning exercises balance the technical foundations of applied illuminating engineering with the artistic aspects of applied lighting design and are intended to promote significant and lasting learning by providing students with education that is useful and relevant to current lighting practice. The process for identifying and prioritizing lighting content is described, a process that could be adapted by other lighting educators to other pedagogical contexts. The syllabi and learning exercises are disseminated for reuse or adaptation, or for self-study by independent learners.

42 ENGINEERING↗
DOE OSTI2025

Myco-Ed: Mycological curriculum for education and discovery

Fungi are important and hyperdiverse organisms, yet chronically understudied. Most fungal clades have no reference genomes, impeding our understanding of their ecosystem functions and use as solutions in health and biotechnology. Also, opportunities for training in fungal biology and genomics are lacking, creating a bottleneck that hinders the recruitment and cultivation of a talented future mycological workforce. To address these issues, we developed Myco-Ed, an educational program offering training and scientific contributions through genome sequencing and analysis. Myco-Ed empowers students to pursue careers in fungal biology while improving fungal resources. Myco-Ed has been piloted at 12 institutions (15 classrooms) ranging from online e-Campuses to R1 universities, resulting in hundreds of fungal observations and many new high-quality reference genomes.

Branco, Sara↗
DOE OSTI2026

Project Report: School Retrofit Demonstration of Lighting and Outlet Controls with LED Upgrades

A technology demonstration project funded by the U.S. Department of Energy (DOE) was hosted by Boston Public Schools (BPS). This project evaluated wireless controls technology for lighting systems and plug loads (energy consumed by devices plugged into electrical outlets), implemented along with LED lighting retrofits in two classrooms. This study assesses technology readiness and effectiveness to determine the deployment potential of the technology in schools.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2025

CRCNS US-France Research Proposal: Collaborative Research: Encoding reward expectation in Drosophilia

The fruit fly Drosophila melanogaster has been a valuable model for investigating the genetic and neural bases that underlie learning and memory. Early and most current studies use basic behavior conditioning protocols to study learning in controlled laboratory settings. More recently, the ability to transgenically manipulate many of the brain neurons in the fruit fly with exquisite specificity, and the recent knowledge of the synaptic ‘connectome’ of the fruit fly brain, makes these animals almost unique as a comprehensive model for studies of learning, memory and motivated behavior. In fact, the connectome has revealed many types of new connections that had until now been overlooked. Within this context, the thesis of this proposal is that studies of learning and memory will be greatly enhanced by using more sophisticated means for evaluating memory representations, such as have been developed in vertebrates, and combining those studies with information from the connectome guided by computational modelling. We propose to push beyond the boundaries of existing conditioning protocols for fruit flies to investigate more complex memory representations. In particular, we will investigate the function of reinforcement pathways in relation to the absence of expected reinforcement. More specifically, we propose a series of experiments designed to investigate the memory representations in fruit flies when an expected consequence of a Conditioned Stimulus (CS) fails to occur. Although studies have evaluated how this failure can establish extinction memory for the CS, our studies will go beyond studying extinction. Specifically, we predict that in Drosophila when a CS is associated with a failed expectation of an appetitive food reinforcement it will acquire aversive value, and vice versa for a failed expectation of an aversive reinforcer. We combine these studies with manipulations of reinforcement pathways in the CNS inspired from the connectome, iteratively knitted in with established computational models. Intellectual Merit: The concept of reinforcement expectation and incentive contrast have been influential in the development of studies of associative learning in mammals. These questions are particularly challenging to answer in vertebrates because they require exquisite cellular, temporal, and genetic specificity of experimental manipulations. The recent development of work with identified neurons and their connectomes makes the larval and adult fly brains ripe as models for pushing our understanding of neural bases for these higher- order conditioning phenomena. Broader Impacts: Public health: These analyses and the conceptual framework of prediction error processing underlying them have a profound impact on our understanding of reinforcement-related behavior in humans, including monetary rewards and the mnemonic consequences of traumatic experiences, and for pathologies of the dopamine reinforcement system. Educational: This project will provide interdisciplinary training for postdoctoral researchers, Ph.D. and undergraduate students. The PIs will act as co-supervisors or mentors of students working in the different labs via face-to-face and internet-based technologies. We will also work with ASU’s award-winning Ask- A-Biologist program. This is an online science program designed to enrich the learning experiences of students of all ages and to provide classroom material for use by K-12 teachers. We will develop an extension of a game developed under a prior NSF award, and the new game will include modules to teach K-12 students about how insects learn. We will also integrate into the AAB site a program developed by a collaborator (B Gerber) at the Leibniz Institut für Neurobiologie, Magdeburg, and now in use in schools in Germany, to teach K-12 students how to train animals using the fruit fly larval learning paradigm. Underrepresented groups: All PIs will work with their university offices of Academic Diversity and Equal Opportunity for reaching underrepresented students.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2025

NFPA Distributed Energy Resources Safety Training (DERST) For Emergency Responders

The National Fire Protection Association, with support from the Department of Energy, executed a multi-year initiative to develop, enhance, and disseminate Distributed Energy Resources Safety Training (DERST) tools for U.S. emergency responders. As Distributed Energy Resources (DER)—such as solar photovoltaics, battery energy storage systems (ESS), electric vehicles (EVs), and associated infrastructure—become increasingly prevalent, the NFPA identified a critical need for up-to-date standardized, accessible, and effective safety training tailored for the fire service and related public safety professionals. The project delivered a comprehensive suite of educational resources to improve responders’ abilities to safely manage DER-related incidents. This included: • Revised Modular Training Courses: Updated classroom-based DER safety courses, now modular and accessible nationwide through fire academies and the North American Fire Training Directors (NAFTD) network. • Live Burn Testing & Research: A full-scale controlled burn of a DER-equipped residential structure provided real-world data and insights, forming the basis for updated best practices. • A Gamified Simulation Tool – Firefighters Incident Response Simulation Tool (FIRST): A first-of-its-kind, multiplayer, scenario-based simulation using the Unreal Engine 5.0 to train responders in a realistic virtual, multi-DER incident environment. • Field Familiarization Software Tools & Prop Guide: Digital DER field familiarization evolutions software guide and a prop development manual to support field-based DER training exercises, enhancing responders' hands-on familiarity with DER infrastructure and collaboration on virtual incident responses. • National Dissemination Strategy: Strategic partnerships with NAFTD, Vector Solutions, and others enabled wide-scale distribution, with over 5,000 departments accessing resources and 1,100+ departments adopting the simulator in the first seven months. Also provided a web portal for easy access to all training and simulation programs developed under this grant for the U.S. responder community. Key findings from the project—particularly from the burn test—led to paradigm shifts in fire response tactics. For example, traditional approaches to garage fires may be hazardous if DERs are present, due to explosive off gassing and thermal runaway risks. The new training emphasizes scene assessment, stand-off approaches, thermal imaging verification, and careful post-incident cooling of DER components to prevent reignition. This initiative has had a significant national impact, raising awareness, enhancing preparedness, and supporting safer DER incident response practices. Significant engagement from the media, public safety organizations, and PBS coverage has further amplified the reach and adoption of NFPA’s DER safety training, tools, and simulations.

14 SOLAR ENERGY↗
DOE OSTI2025

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

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

97 MATHEMATICS AND COMPUTING↗
DOE OSTI2024

Specification Guidance for School Lighting Systems [Slides]

Lighting is a key component to creating a functional and high-quality learning environment for students and staff. LED lighting is a common lighting technology being specified today and many options are available for replacement or integration with existing fluorescent lighting systems. This document intends to help school districts retrofit or replace existing lighting systems in order to improve the classroom and school environment and reduce energy consumption and associated carbon emissions.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2024

Upgrading Linear Fluorescent Fixtures to LED in Schools

Lighting is a key component to creating a functional and high-quality learning environment for students and staff. Light-emitting diode or LED lighting fixtures have gained traction in common commercial building applications and quality replacement options for common fixture types are widely available. Compared to most fluorescent lighting systems, using LEDs can reduce energy consumption and therefore decrease carbon dioxide emissions, reduce maintenance and operation cost, and improve the visual appearance and lighting quality of the classroom and school environments. When additional controls are considered, more energy can be saved and some controls, like dimming, can offer amenities to occupants. As LEDs become an even more prominent lighting technology, fluorescent equipment may become challenging or expensive to replace. Additionally, school buildings are typically in use for many decades; maintaining a long-term view can be important when deciding which upgrade path to take. This fact sheet provides guidance on the various factors to consider when deciding on an LED upgrade for fluorescent lighting systems.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI1991

Pressure Safety Training (Rev. 8)

This is the workbook for the Pressure Safety Training Course. It is intended as a reference manual and guide for all work with pressurized liquids or gases. This workbook contains basic references to make work with pressure safer. It is intended to supplement classroom instruction, rather than serve as a definitive text on pressure. Earlier versions of the manual were intended specifically for training at Lawrence Livermore National Laboratory. This revision is a generic version intended for training at all DOE facilities. The information in the Standards chapter is from the LLNL Health and Safety Manual. It is included here as a convenient reference and guide for developing similar standards at your own facility.

42 ENGINEERING↗
DOE OSTI2024

Higher education institutions can do more to lead society toward resilience and sustainability

Higher education institutions (HEIs) are beginning to recognize their role as leading societal institutions in the movement toward resilience and sustainability by empowering their students as sustainability stakeholders and leaders and recognizing the value of faculty and staff as facilitators in this mobilization toward a more sustainable future. This chapter identifies seven goals derived from academic research that can be used to foster student leadership in sustainability and support faculty and staff in facilitatory roles. To date, however, most research has focused on sustainability in the classroom environment or the establishment of living labs. To illuminate how these seven goals can be achieved, the chapter adopts stakeholder theory and conducts an integrated case study assessment. Overall, the chapter helps to (i) develop a stronger understanding of sustainability and resilience, (ii) identify best practices for empowering student leaders and to better understand the facilitatory role played by faculty and staff in achieving the seven goals, and (ii) offer further insights through a reflective case study.

Sustainability and Resilience, Sustainability Syst↗