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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 19 records
All sourcesNASA NTRSDOE OSTI
DOE OSTI2025

Teaching sterile neutrinos in an undergrad laboratory: a sterile-neutrino search using data from the MicroBooNE liquid-argon time projection chamber performed in an undergraduate teaching laboratory

Dataset associated with "A sterile-neutrino search using data from the MicroBooNE liquid-argon time projection chamber performed in an undergraduate teaching laboratory" an educational paper to teach data analisys within particle physics for 3-4 yr physics major undergrads. Data format are csv, h5 and pkl

Gramellini, Elena [Manchester U.] (ORCID:000000031↗
NASA NTRS1993

Teaching planetary sciences to elementary school teachers: Programs that work

Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are addressed in detail.

Lebofsky, Larry A.↗
NASA NTRS2000

The University of Nebraska at Omaha Center for Space Data Use in Teaching and Learning

Within the context of innovative coursework and other educational activities, we are proposing the establishment of a University of Nebraska at Omaha (UNO) Center for the Use of Space Data in Teaching and Learning. This Center will provide an exciting and motivating process for educators at all levels to become involved in professional development and training which engages real life applications of mathematics, science, and technology. The Center will facilitate innovative courses (including online and distance education formats), systematic degree programs, classroom research initiatives, new instructional methods and tools, engaging curriculum materials, and various symposiums. It will involve the active participation of several Departments and Colleges on the UNO campus and be well integrated into the campus environment. It will have a direct impact on pre-service and in-service educators, the K12 (kindergarten through 12th grade) students that they teach, and other college students of various science, mathematics, and technology related disciplines, in which they share coursework. It is our belief that there are many exciting opportunities represented by space data and imagery, as a context for engaging mathematics, science, and technology education. The UNO Center for Space Data Use in Teaching and Learning being proposed in this document will encompass a comprehensive training and dissemination strategy that targets the improvement of K-12 education, through changes in the undergraduate and graduate preparation of teachers in science, mathematics and technology education.

Grandgenett, Neal↗
NASA NTRS2010

TEACH (Train to Enable/Achieve Culturally Sensitive Healthcare)

Personnel from diverse ethnic and demographic backgrounds come together in both civilian and military healthcare systems, facing diagnoses that at one level are equalizers: coronary disease is coronary disease, breast cancer is breast cancer. Yet the expression of disease in individuals from different backgrounds, individual patient experience of disease as a particular illness, and interactions between patients and providers occurring in any given disease scenario, all vary enormously depending on the fortuity of the equation of "which patient happens to arrive in whose exam room." Previously, providers' absorption of lessons-learned depended on learning as an apprentice would when exposed over time to multiple populations. As a result, and because providers are often thrown into situations where communications falter through inadequate direct patient experience, diversity in medicine remains a training challenge. The questions then become: Can simulation and virtual training environments (VTEs) be deployed to short-track and standardize this sort of random-walk problem? Can we overcome the unevenness of training caused by some providers obtaining the valuable exposure to diverse populations, whereas others are left to "sink or swim"? This paper summarizes developing a computer-based VTE called TEACH (Training to Enable/Achieve Culturally Sensitive Healthcare). TEACH was developed to enhance healthcare providers' skills in delivering culturally sensitive care to African-American women with breast cancer. With an authoring system under development to ensure extensibility, TEACH allows users to role-play in clinical oncology settings with virtual characters who interact on the basis of different combinations of African American sub-cultural beliefs regarding breast cancer. The paper reports on the roll-out and evaluation of the degree to which these interactions allow providers to acquire, practice, and refine culturally appropriate communication skills and to achieve cultural and individual personalization of healthcare in their clinical practices.

Maulitz, Russell↗
NASA NTRS2017

University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student Inquiry

This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value.

university level↗
DOE OSTI2024

Teaching Nonradiative Transitions with MATLAB and Python

Nonradiative transitions are changes in energy states of atoms, ions, or molecules that do not involve the emission or absorption of photons. Despite their importance in understanding luminescent properties and photochemical reaction mechanisms, nonradiative transitions are rarely given more than a qualitative overview in undergraduate and even graduate physical chemistry curricula. To supplement the coverage of nonradiative transition topics, we provide here a set of active learning exercises to help students develop an intuitive understanding of the factors that determine the rate of nonradiative transitions. Here, we start by outlining the theoretical background through the formulations of the Franck–Condon factor and its relation to the rate of nonradiative transition. We then introduce three teaching modules, with associated MATLAB and Python codes, to explore how (1) the excited state nuclear displacement, (2) the electronic energy gap between excited and ground state and (3) the excited/ground state vibrational mode frequencies affect the magnitude of the Franck–Condon factor and thereby the rate of nonradiative transitions. The wave function overlap plots that accompany all teaching modules provide direct visualization of the effect of input parameters on the magnitude of Franck–Condon overlap integral.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
NASA NTRS1982

"Teaching" an Industrial Robot To Spray

Teaching device, consisting of spacer rod or tube with three-pointed tip and line level, is used during pattern "teach-in" to make sure that robot manipulator holds spray gun perpendicular to surface to be sprayed and at right distance from it. For slanted surfaces angle adapter is added between spacer rod and line-level indicator. Angle is determined by slope of surface to be sprayed, thus allowing a perpendicular spray pattern against even slanted surfaces.

Evans, A. R.↗
NASA NTRS1981

The problems inherent in teaching technical writing and report writing to native Americans

Teaching technical writing to Native Americans contending with a second language and culture is addressed. Learning difficulties arising from differences between native and acquired language and cultural systems are examined. Compartmentalized teaching, which presents the ideals of technical writing in minimal units, and skills development are considered. Rhetorical problems treated include logic of arrangement, selection of support and scope of detail, and time and space. Specific problems selected include the concept of promptness, the contextualization of purpose, interpersonal relationships, wordiness, mixture of registers, and the problem of abstracting. Four inductive procedures for students having writing and perception problems are included. Four sample exercises and a bibliography of 13 references are also included.

Zukowski/faust, J.↗
NASA NTRS1981

Teaching audience analysis to the technical student

Teaching audience analysis, as practiced in a technical writing course for engineering students, is discussed. Audience analysis is described as the task of defining the audience for a particular piece of writing and determining those characteristics of the audience which constrain the writer and effect reception of the message. A mature technical writing style that shows the tension produced when a text is written to be read and understood is considered in terms of audience analysis. Techniques include: (1) conveying to students the concept that a reader with certain expectations exist, (2) team teaching to preserve the context of a given technical discipline, and (3) assigning a technical report that addresses a variety of readers, thus establishing the complexity of audience oriented writing.

Debs, M. B.↗
NASA NTRS1985

Finite difference methods for reducing numerical diffusion in TEACH-type calculations

A methodological evaluation for two-finite differencing schemes for computer-aided gas turbine design is presented. The two computational schemes include; a Bounded Skewed Finite Differencing Scheme (BSUDS); and a Quadratic Upwind Differencing Scheme (QSDS). In the evaluation, the derivations of the schemes were incorporated into two-dimensional and three-dimensional versions of the Teaching Axisymmetric Characteristics Heuristically (TEACH) computer code. Assessments were made according to performance criteria for the solution of problems of turbulent, laminar, and coannular turbulent flow. The specific performance criteria used in the evaluation were simplicity, accuracy, and computational economy. It is found that the BSUDS scheme performed better with respect to the criteria than the QUDS. Some of the reasons for the more successful performance BSUDS are discussed.

Syed, S. A.↗
NASA NTRS1993

Project TIMS (Teaching Integrated Math/Science)

The goal of this project is to increase the scientific knowledge and appreciation bases and skills of pre-service and in-service middle school teachers, so as to impact positively on teaching, learning, and student retention. This report lists the objectives and summarizes the progress thus far. Included is the working draft of the TIMS (Teaching Integrated Math/Science) curriculum outline. Seven of the eight instructional subject-oriented modules are also included. The modules include informative materials and corresponding questions and educational activities in a textbook format. The subjects included here are the universe and stars; the sun and its place in the universe; our solar system; astronomical instruments and scientific measurements; the moon and eclipses; the earth's atmosphere: its nature and composition; and the earth: directions, time, and seasons. The module not included regards winds and circulation.

Edwards, Leo, Jr.↗
NASA NTRS1996

The Effects of Using Space to Teach Standard Elementary School Curriculum

This brief report and recommendation for further research brings to a formal close this effort, the original purpose of which is described in detail in The effects of using space to teach standard elementary school curriculum, Volume 1, included here as the Appendix. Volume 1 describes the project as a 3-year research program to determine the effectiveness of using space to teach. The research design is quasi experimental using standardized test data on students from Aldrin Elementary School and a District-identified 'control' school, which shall be referred to as 'School B.' Students now in fourth through sixth grades will be compared now (after one year at Aldrin) and tracked at least until the present sixth graders are through the eighth grade. Appropriate statistical tests will be applied to standardized test scores to see if Aldrin students are 'better' than School B students in areas such as: Overall academic performance; Performance in math/science; and Enrollments in math/science in middle school.

Ewell, Robert N.↗
NASA NTRS2016

The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education

A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models, globally distributed data sets, and complex laboratory and data collection procedures. Here we examine efforts by the scientific community and educational researchers to design new curricula and technology that close this gap and impart robust AGCC and Earth Science understanding. We find technology-based teaching shows promise in promoting robust AGCC understandings if associated curricula address mitigating factors such as time constraints in incorporating technology and the need to support teachers implementing AGCC and Earth Science inquiry. We recommend the scientific community continue to collaborate with educational researchers to focus on developing those inquiry technologies and curricula that use realistic scientific processes from AGCC research and/or the methods for determining how human society should respond to global change.

technology↗
DOE OSTI2026

Shining Light on Halide Perovskites: Teaching Analytical Chemistry Using Flexible, Inquiry-Based Experiments

Two-dimensional (2D) metal halide perovskites are promising next generation semiconducting materials at the forefront of research in solar cells, LEDs, and other devices. Here, we report on an undergraduate intermediate analytical chemistry laboratory experience where students were taught fundamental chemistry concepts, including solubility, complexation, spectroscopy, and microscopy, through the introduction and study of 2D halide perovskite materials. Students explore multiple facets of perovskite synthesis, structure, and properties through a modular set of experiments that students used to form a holistic picture of this material. Importantly, this inquiry-based lab supports students through a guided research process, and students report high interest and learning gains from an end of the semester survey. We further discuss ways to adapt this lab to course, student, equipment, and budget needs. Overall, this laboratory experience teaches and applies the fundamental concepts and tools of analytical chemistry to the contemporary materials research field.

Analytical Chemistry↗
NASA NTRS1966

Flowgraphs as a teaching aid.

Flowgraph teaching techniques, discussing problem formulation, construction procedures and symbolic and numerical evaluation in network analysis

INTEGRATED CIRCUIT↗