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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
DOE OSTI2026

An Infrared Database of n/k Optical Constants for Calculating Aerosol Spectra for the PICARD Program

The objective of the PICARD Program is to develop fieldable sensing platforms for the rapid chemical identification of aerosol particles in plumes. Standoff detection involves interrogating the aerosol cloud from a distance using optical methods and probing the signal returned from direct backscattering from the aerosol particles or transmitted through the plume after reflection from a retroreflector or surface of opportunity (SOO). The identification of chemical species, however, in aerosols is complicated by their complex compositions and morphologies, chemical interferants, and non-uniform particle sizes. To advance standoff detection of aerosols, modelling the infrared transmittance, reflectance and scattering spectra of aerosolized liquid and solid chemical compounds is required, and then testing that model experimentally via laboratory and field experiments. To perform accurate modeling, the infrared optical constants (n/k), i.e., the complex refractive index, of the compounds of interest are required. Thus, PNNL was tasked to provide the optical constants for a set of analytes relevant to the PICARD program. This report describes the experimental techniques used to derive the optical constants of both liquid and solid compounds using established “gold-standard” protocols, how the experimental data are processed to produce the wavenumber dependent optical constant vectors, and how the data are used in the aerosol absorption spectra modeling.

complex refractive index↗
NASA NTRS1993

Human computer interface guide, revision A

The Human Computer Interface Guide, SSP 30540, is a reference document for the information systems within the Space Station Freedom Program (SSFP). The Human Computer Interface Guide (HCIG) provides guidelines for the design of computer software that affects human performance, specifically, the human-computer interface. This document contains an introduction and subparagraphs on SSFP computer systems, users, and tasks; guidelines for interactions between users and the SSFP computer systems; human factors evaluation and testing of the user interface system; and example specifications. The contents of this document are intended to be consistent with the tasks and products to be prepared by NASA Work Package Centers and SSFP participants as defined in SSP 30000, Space Station Program Definition and Requirements Document. The Human Computer Interface Guide shall be implemented on all new SSFP contractual and internal activities and shall be included in any existing contracts through contract changes. This document is under the control of the Space Station Control Board, and any changes or revisions will be approved by the deputy director.

Source record↗
NASA NTRS2014

Aeroflex Technology as Class-Y Demonstrator

Modern space field programmable gate array (FPGA) devices with increased functional density and operational frequency, such as Xilinx Virtex 4 (V4) and S (V5), are packaged in non-hermetic ceramic flip chip forms. These next generation space parts were not qualified to the MIL-PRF-38535 Qualified Manufacturer Listing (QML) class-V when they were released because class-V was only intended for hermetic parts. In order to bring Xilinx V5 type packages into the QML system, it was suggested that class-Y be set up as a new category. From 2010 through 2014, a JEDEC G12 task group developed screening and qualification requirements for Class-Y products. The Document Standardization Division of the Defense Logistics Agency (DLA) has completed an engineering practice study. In parallel with the class-Y efforts, the NASA Electronic Parts and Packaging (NEPP) program has funded JPL to study potential reliability issues of the class-Y products. The major hurdle of this task was the absence of adequate research samples. Figure 1-1 shows schematic diagrams of typical structures of class-Y type products. Typically, class-Y products are either in ceramic flip chip column grid array (CGA) or land grid array (LGA) form. In class-Y packages, underfill and heat spread adhesive materials are directly exposed to the spacecraft environment due to their non-hermeticity. One of the concerns originally raised was that the underfill material could degrade due to the spacecraft environment and negatively impact the reliability of the package. In order to study such issues, it was necessary to use ceramic daisy chain flip chip package samples so that continuity of flip chip solder bumps could be monitored during the reliability tests. However, none of the commercially available class-Y daisy chain parts had electrical connections through flip chip solder bumps; only solder columns were daisy chained, which made it impossible to test continuity of flip chip solder bumps without using extremely costly functional parts. Among space parts manufacturers who were interested in producing class-Y products, Aeroflex Microelectronic Solutions-HiRel had been developing assembly processes using their internal R&D classy type samples. In early 2012, JPL and Aeroflex initiated a collaboration to study reliability of the Aeroflex technology as a class-Y demonstrator.

Suh, Jong-ook↗
DOE OSTI2017

Agile Task Tracking Tool

The work was created to provide a tool for the purpose of improving the management of tasks associated with Agile projects. Agile projects are typically completed in an iterative manner with many short duration tasks being performed as part of iterations. These iterations are generally referred to as sprints. The objective of this work is to create a single tool that enables sprint teams to manage all of their tasks in multiple sprints and automatically produce all standard sprint performance charts with minimum effort. The format of the printed work is designed to mimic a standard Kanban board. The work is developed as a single Excel file with worksheets capable of managing up to five concurrent sprints and up to one hundred tasks. It also includes a summary worksheet providing performance information from all active sprints. There are many commercial project management systems typically designed with features desired by larger organizations with many resources managing multiple programs and projects. The audience for this work is the small organizations and Agile project teams desiring an inexpensive, simple, user-friendly, task management tool. This work uses standard readily available software, Excel, requiring minimum data entry and automatically creating summary charts and performance data. It is formatted to print out and resemble standard flip charts and provide the visuals associated with this type of work.

Duke, Roger T.↗
NASA NTRS2000

Developing CORBA-Based Distributed Scientific Applications from Legacy Fortran Programs

Recent progress in distributed object technology has enabled software applications to be developed and deployed easily such that objects or components can work together across the boundaries of the network, different operating systems, and different languages. A distributed object is not necessarily a complete application but rather a reusable, self-contained piece of software that co-operates with other objects in a plug-and-play fashion via a well-defined interface. The Common Object Request Broker Architecture (CORBA), a middleware standard defined by the Object Management Group (OMG), uses the Interface Definition Language (IDL) to specify such an interface for transparent communication between distributed objects. Since IDL can be mapped to any programming language, such as C++, Java, Smalltalk, etc., existing applications can be integrated into a new application and hence the tasks of code re-writing and software maintenance can be reduced. Many scientific applications in aerodynamics and solid mechanics are written in Fortran. Refitting these legacy Fortran codes with CORBA objects can increase the codes reusability. For example, scientists could link their scientific applications to vintage Fortran programs such as Partial Differential Equation(PDE) solvers in a plug-and-play fashion. Unfortunately, CORBA IDL to Fortran mapping has not been proposed and there seems to be no direct method of generating CORBA objects from Fortran without having to resort to manually writing C/C++ wrappers. In this paper, we present an efficient methodology to integrate Fortran legacy programs into a distributed object framework. Issues and strategies regarding the conversion and decomposition of Fortran codes into CORBA objects are discussed. The following diagram shows the conversion and decomposition mechanism we proposed. Our goal is to keep the Fortran codes unmodified. The conversion- aided tool takes the Fortran application program as input and helps programmers generate C/C++ header file and IDL file for wrapping the Fortran code. Programmers need to determine by themselves how to decompose the legacy application into several reusable components based on the cohesion and coupling factors among the functions and subroutines. However, programming effort still can be greatly reduced because function headings and types have been converted to C++ and IDL styles. Most Fortran applications use the COMMON block to facilitate the transfer of large amount of variables among several functions. The COMMON block plays the similar role of global variables used in C. In the CORBA-compliant programming environment, global variables can not be used to pass values between objects. One approach to dealing with this problem is to put the COMMON variables into the parameter list. We do not adopt this approach because it requires modification of the Fortran source code which violates our design consideration. Our approach is to extract the COMMON blocks and convert them into a structure-typed attribute in C++. Through attributes, each component can initialize the variables and return the computation result back to the client. We have tested successfully the proposed conversion methodology based on the f2c converter. Since f2c only translates Fortran to C, we still needed to edit the converted code to meet the C++ and IDL syntax. For example, C++/IDL requires a tag in the structure type, while C does not. In this paper, we identify the necessary changes to the f2c converter in order to directly generate the C++ header and the IDL file. Our future work is to add GUI interface to ease the decomposition task by simply dragging and dropping icons.

Sang, Janche↗
NASA NTRS1994

SCL: An off-the-shelf system for spacecraft control

In this age of shrinking military, civil, and commercial space budgets, an off-the-shelf solution is needed to provide a multimission approach to spacecraft control. A standard operational interface which can be applied to multiple spacecraft allows a common approach to ground and space operations. A trend for many space programs has been to reduce operational staff by applying autonomy to the spacecraft and to the ground stations. The Spacecraft Command Language (SCL) system developed by Interface and Control Systems, Inc. (ICS) provides an off-the-shelf solution for spacecraft operations. The SCL system is designed to provide a hyper-scripting interface which remains standard from program to program. The spacecraft and ground station hardware specifics are isolated to provide the maximum amount of portability from system to system. Uplink and downlink interfaces are also isolated to allow the system to perform independent of the communications protocols chosen. The SCL system can be used for both the ground stations and the spacecraft, or as a value added package for existing ground station environments. The SCL system provides an expanded stored commanding capability as well as a rule-based expert system on-board. The expert system allows reactive control on-board the spacecraft for functions such as electrical power systems (EPS), thermal control, etc. which have traditionally been performed on the ground. The SCL rule and scripting capability share a common syntax allowing control of scripts from rules and rules from scripts. Rather than telemeter over sampled data to the ground, the SCL system maintains a database on-board which is available for interrogation by the scripts and rules. The SCL knowledge base is constructed on the ground and uploaded to the spacecraft. The SCL system follows an open-systems approach allowing other tasks to communicate with SCL on the ground and in space. The SCL system was used on the Clementine program (launched January 25, 1994) and is required to have bidirectional communications with the guidance, navigation, and control (GNC) algorithms which were written as another task. Sequencing of the spacecraft maneuvers are handled by SCL, but the low-level thruster pulse commands are handled by the GNC software. Attitude information is reported back as telemetry, allowing the SCL expert system to inference on the changing data. The Clementine SCL flight software was largely reused from another Naval Center for Space Technology (NCST) satellite program. This paper details the SCL architecture and how an off-the-shelf solution makes sense for multimission spacecraft programs. The Clementine mission will be used as a case study in the application of the SCL to a 'fast track' program. The benefits of such a system in a 'better, cheaper, faster' climate will be discussed.

Buckley, Brian↗
NASA NTRS1982

Results of the automated power systems management /APSM/ program and future technology implementation

The APSM program was initiated in 1975. The purpose of this program was to develop and demonstrate the technology and benefits of autonomous operation of planetary spacecraft power systems to meet the projected requirements of future missions. Development of the APSM program was based on implementing a selected set of autonomous functions in a state-of-the-art breadboard power system. A distributed microcomputer system was developed to implement the functions. Several critical programmatic elements were identified as necessary to implement autonomous functions. These elements, including proper skill combination, well defined autonomous functions, and management of the software design and development task, were found to be more significant than hardware management. The incorporation of APSM technology in future space programs is also discussed.

Bridgeforth, A. O.↗
NASA NTRS1983

Data flow methods for dynamic system simulation - A CSSL-IV microcomputer network interface

A major problem in employing networks of microcomputers for the real-time simulation of complex systems is to allocate computational tasks to the various microcomputers in such a way that idle time and time lost in interprocess communication is minimized. The research reported in this paper is directed to the development of a software interface between a higher-level simulation language and a network of microcomputers. A CSSL-IV source program is translated to a data flow graph. This graph is then analyzed automatically so as to allocate computing tasks to the various processors.

Makoui, A.↗
NASA NTRS2014

Modeling and Prediction of the Noise from Non-Axisymmetric Jets

The new source model was combined with the original sound propagation model developed for rectangular jets to produce a new version of the rectangular jet noise prediction code. This code was validated using a set of rectangular nozzles whose geometries were specified by NASA. Nozzles of aspect ratios two, four and eight were studied at jet exit Mach numbers of 0.5, 0.7 and 0.9, for a total of nine cases. Reynolds-averaged Navier-Stokes solutions for these jets were provided to the contactor for use as input to the code. Quantitative comparisons of the predicted azimuthal and polar directivity of the acoustic spectrum were made with experimental data provided by NASA. The results of these comparisons, along with a documentation of the propagation and source models, were reported in a journal article publication (Ref. 4). The complete set of computer codes and computational modules that make up the prediction scheme, along with a user's guide describing their use and example test cases, was provided to NASA as a deliverable of this task. The use of conformal mapping, along with simplified modeling of the mean flow field, for noise propagation modeling was explored for other nozzle geometries, to support the task milestone of developing methods which are applicable to other geometries and flow conditions of interest to NASA. A model to represent twin round jets using this approach was formulated and implemented. A general approach to solving the equations governing sound propagation in a locally parallel nonaxisymmetric jet was developed and implemented, in aid of the tasks and milestones charged with selecting more exact numerical methods for modeling sound propagation, and developing methods that have application to other nozzle geometries. The method is based on expansion of both the mean-flowdependent coefficients in the governing equation and the Green's function in series of orthogonal functions. The method was coded and tested on two analytically prescribed mean flows which were meant to represent noise reduction concepts being considered by NASA. Testing (Ref. 5) showed that the method was feasible for the types of mean flows of interest in jet noise applications. Subsequently, this method was further developed to allow use of mean flow profiles obtained from a Reynolds-averaged Navier-Stokes (RANS) solution of the flow. Preliminary testing of the generalized code was among the last tasks completed under this contract. The stringent noise-reduction goals of NASA's Fundamental Aeronautics Program suggest that, in addition to potentially complex exhaust nozzle geometries, next generation aircraft will also involve tighter integration of the engine with the airframe. Therefore, noise generated and propagated by jet flows in the vicinity of solid surfaces is expected to be quite significant, and reduced-order noise prediction tools will be needed that can deal with such geometries. One important source of noise is that generated by the interaction of a turbulent jet with the edge of a solid surface (edge noise). Such noise is generated, for example, by the passing of the engine exhaust over a shielding surface, such as a wing. Work under this task supported an effort to develop a RANS-based prediction code for edge noise based on an extension of the classical Rapid Distortion Theory (RDT) to transversely sheared base flows (Refs. 6 and 7). The RDT-based theoretical analysis was applied to the generic problem of a turbulent jet interacting with the trailing edge of a flat plate. A code was written to evaluate the formula derived for the spectrum of the noise produced by this interaction and results were compared with data taken at NASA Glenn for a variety of jet/plate configurations and flow conditions (Ref. 8). A longer-term goal of this task was to work toward the development of a high-fidelity model of sound propagation in spatially developing non-axisymmetric jets using direct numerical methods for solving the relevant equations. Working with NASA Glenn Acoustics Branch personnel, numerical methods and boundary conditions appropriate for use in a high-resolution calculation of the full equations governing sound propagation in a steady base flow were identified. Computer codes were then written (by NASA) and tested (by OAI) for an increasingly complex set of flow conditions to validate the methods. The NASA-supplied codes were ported to the High-End Computing resources of the NASA Advanced Supercomputing facility for testing and validation against analytical (where possible) and independent numerical solutions. The cases which were completed during the course of this contract were solutions of the two-dimensional linearized Euler equations with no mean flow, a uniform mean flow and a nonuniform mean flow representative of a parallel flow jet.

Leib, Stewart J.↗
DOE OSTI2021

A review of machine learning in building load prediction

The surge of machine learning in recent years has been empowering engineer modeling in various fields. The decreasing hardware cost, increasing data accessibility, and advances of building automation system (BAS) allow the collection and storage of a significant amount of building operation data. The two facts provide great opportunities of applying machine learning to building energy systems modeling and analysis. There are a great number of research papers on this topic but there lacks a comprehensive and general review to summarize the current development, limitations, gaps and future trend. In this review paper series, machine learning techniques in building energy system modeling and analysis are reviewed under the organization and logic of the machine learning definition by Tom M. Mitchell: a computer program is said to learn from experience E with respect to some class of tasks T and performance measure P if its performance at tasks in T, as measured by P, improves with experience E. This paper is the first part of the review paper series, which focuses on building load prediction. First, the applications of building load prediction model (task T) are reviewed. Then, the modeling algorithms improving machine learning performance and accuracy (performance P) are reviewed. At the same time, the literature on the data perspective for modeling (experience E), including data engineering from sensors level to data level, pre-processing, feature extraction and selection, is reviewed. Finally, what is well-studied and what is lacking but with great potential are concluded; the gaps between present and future utilization of machine learning techniques are identified; the future trend and development are also predicted. The target readers of this paper are not only researchers from the building side who can get exposed to cutting edge machine learning tools, but also those from machine learning side who can understand the potential and challenge to apply machine learning in buildings.

Liang, Zhang↗
DOE OSTI2015

SU-B-213-01: Introduction

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

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DOE OSTI2015

SU-B-213-00: Education Council Symposium: Accreditation and Certification: Establishing Educational Standards and Evaluating Candidates Based on these Standards

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

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DOE OSTI2015

SU-B-213-02: Development of CAMPEP Standards

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

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DOE OSTI2015

SU-B-213-03: Evaluation of Graduate Programs

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

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DOE OSTI2015

SU-B-213-04: Evaluation of Residency Programs

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

61 RADIATION PROTECTION AND DOSIMETRY↗
DOE OSTI2015

SU-B-213-05: Development of ABR Certification Standards

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

61 RADIATION PROTECTION AND DOSIMETRY↗
DOE OSTI2015

SU-B-213-06: Development of ABR Examination Questions

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

61 RADIATION PROTECTION AND DOSIMETRY↗
DOE OSTI2015

SU-B-213-07: Panel Discussion

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization. In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.

61 RADIATION PROTECTION AND DOSIMETRY↗