Women in Aerospace
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engineering, materials science, career↗
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Advances in vat photopolymerization: early-career researchers shine light on a path forward
Vat photopolymerization (VP) has emerged as a promising additive manufacturing technique to allow rapid light-based fabrication of 3D objects from a liquid resin. Research in the field of vat photopolymerization spans across multiple disciplines from engineering and materials science to applied chemistry and physics. This perspective brings together early-career researchers from various disciplines in academia and national laboratories around the world to summarize the most recent advancements with special emphasis on the research highlighted as part of the Gordon Research Conference (GRC) 2024 meeting on Additive Manufacturing of Soft Materials. We provide an outlook on next-generation polymer processing methods from synthesis of novel materials to multimodality manufacturing and performance engineering. Further, this article combines the ideas of many of these junior researchers to present a vision for the future of the field by highlighting the challenges and opportunities that lie ahead.
37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
MST e-News Fall 2021
The society’s highly competitive Bronze Medal—only two were awarded—recognizes ASM members who are in early-career positions for their significant contributions in the field of materials science and engineering through technical content and service to ASM and the materials science profession.
36 MATERIALS SCIENCE↗
Experiments and Project-Based Enhancements for STEM Learning: Preprint
Motivating k-12 students to pick a career in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent attention. At different points in time, STEM educators need to pivot themselves and update educational materials to consistently motivate the next generation of k-12 students to enter into STEM careers. Once they enter undergraduate education, universities need to motivate their undergraduates students to consider graduate studies to ensure qualified human resources can be developed for research, and teaching. We present in this paper, our work on developing STEM materials for k-12 students targeting grid integration of hydrogen assets. This paper also presents our work on leveraging open source distribution system model, digital real time simulation tool to create projects for undergraduate students and motivate their interest in research topics, and enter into graduate level education.
electro-magnetic transients↗
Critical parameters in the faculty application process: A data-driven analysis
We report the process of applying for science and engineering faculty positions requires a significant time investment for both the applicant and hiring committees. Applicants face the daunting task of sifting through a seemingly endless amount of information related to crafting their application packages in preparation for a review process that is inherently highly subjective. Furthermore, while scientific supervisors are often the most valuable resource during this stage of career development, many years may have passed since they went through this process themselves, and they may not have experience with recent developments in the application process. Because expectations and job responsibilities of new faculty members are rapidly evolving, certain guidelines are often not clearly specified, and it is therefore becoming difficult for applicants to most effectively prepare their application documents. Without access to adequate information and assistance, early-career researchers in particular can be placed at a significant disadvantage in the hiring process. Several recent articles can help prospective applicants in materials science and engineering land a faculty position,1,2,3 but there is nevertheless a need for clarification on expectations for different aspects of the faculty application materials.
36 MATERIALS SCIENCE↗
Experiments and Project-Based Enhancements for STEM Learning
Motivating K-12 students to pursue careers in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent engagement. Throughout the K-12 student timeline, STEM educators need to continuously pivot their teaching and update their educational materials to motivate the next generation of students. Once students begin their undergraduate education, university professors need to encourage them to consider pursuing graduate studies to ensure that a qualified future workforce can be developed for research and teaching. In this paper, we present our work on developing STEM materials for K-12 student engagement. Our K-12 materials target the grid integration of hydrogen assets that are suitable to engage students in the classroom. Our undergraduate materials target hands-on projects and collaboration with industry to connect classroom learning with real-world applications and needs in renewable energy. Our work leverages available open-source models and tools to create projects for undergraduate students and motivate their interest in pursuing research topics in graduate-level education.
ENERGY PLANNING, POLICY, AND ECONOMY↗
Teacher Enhancement Institute
In a team building, team teaching strategy with four faculty, can learning strategies such as educational technology and problem based learning be provided to forty local teachers of primary, elementary, and secondary students? The impetus for the effort is to provide information about science and engineering at NASA and motivate students to pursue careers in science and technology. Teachers, identified and selected through a rigorous application procedure, participated in a two week workshop for a graduate credit. Teachers were exposed to computer applications such as INTERNET, MOSAIC, Power Machintosh word processing, NASA scientists, and laboratory experiments. Teachers were evaluated on level and quality of their participation, design of teacher application materials and relevant lesson plans and presentations. The results show that teachers, regardless of preparation and background, can learn science and engineering applications and develop relevant materials to transfer information to their classroom. Follow-up during the academic year will show that teachers are successfully using materials.
Simmons, Ron W.↗
Fall 2015 NASA Internship, and Space Radiation Health Project
This fall, I was fortunate enough to have been able to participate in an internship at NASA's Lyndon B. Johnson Space Center. I was placed into the Human Health & Performance Directorate, where I was specifically tasked to work with Dr. Zarana Patel, researching the impacts of cosmic level radiation on human cells. Using different laboratory techniques, we were able to examine the cells to see if any damage had been done due to radiation exposure, and if so, how much damage was done. Cell culture samples were exposed at different doses, and fixed at different time points so that we could accumulate a large pool of quantifiable data. After examining quantifiable results relative to the impacts of space radiation on the human body at the cellular and chromosomal level, researchers can defer to different areas of the space program that have to do with astronaut safety, and research and development (extravehicular mobility unit construction, vehicle design and construction, etc.). This experience has been very eye-opening, and I was able to learn quite a bit. I learned some new laboratory techniques, and I did my best to try and learn new ways to balance such a hectic work and school schedule. I also learned some very intimate thing about working at NASA; I learned that far more people want to watch you succeed, rather than watch you fail, and I also learned that this is a place that is alive with innovators and explorers - people who have a sole purpose of exploring space for the betterment of humanity, and not for any other reason. It's truly inspiring. All of these experiences during my internship have impacted me in a really profound way, so much that my educational and career goals are completely different than when I started. I started out as a biotechnology major, and I discovered recently toward the end of the internship, that I don't want to work in a lab, nor was I as enthralled by biological life sciences as a believed myself to be. Taking that all into consideration, I've actually changed my major to mechanical engineering. I discovered that I enjoy building things, and I enjoy learning about materials and interactions between different things. And I quickly became obsessed with rocket and aerospace engineering, so I've decided that after a mechanical engineering degree, I will be pursuing an advanced degree in aerospace engineering. One final way that I was effected by this internship, is that I discovered that I don't want to have a career at NASA. I love this agency with all of my heart, but I refuse to allow my innovation to be bound by a scientifically illiterate congress. As such, I have decided to pursue commercial aerospace companies, such as Space, XCOR, Masten Space Systems, Orbital ATK, and many, many, more. Maybe one day I'll end up back here. I believe in what this agency is doing with my whole heart, and it's unfortunate to see them curtailed in some capacities as a result of budgetary constraints, brought on by people who don't fully understand the effort behind putting people in to space. All in all, this experience has been the best experience of my life - literally a childhood dream came true during this experience - and I cannot adequately explain how grateful I am to have been here for the past sixteen weeks.
Patience, Luke↗
The 2022 applied physics by pioneering women: a roadmap
Abstract Women have made significant contributions to applied physics research and development, and their participation is vital to continued progress. Recognizing these contributions is important for encouraging increased involvement and creating an equitable environment in which women can thrive. This Roadmap on Women in Applied Physics, written by women scientists and engineers, is intended to celebrate women’s accomplishments, highlight established and early career researchers enlarging the boundaries in their respective fields, and promote increased visibility for the impact women have on applied physics research. Perspectives cover the topics of plasma materials processing and propulsion, super-resolution microscopy, bioelectronics, spintronics, superconducting quantum interference device technology, quantum materials, 2D materials, catalysis and surface science, fuel cells, batteries, photovoltaics, neuromorphic computing and devices, nanophotonics and nanophononics, and nanomagnetism. Our intent is to inspire more women to enter these fields and encourage an atmosphere of inclusion within the scientific community.
71 CLASSICAL AND QUANTUM MECHANICS, GENERAL PHYSIC↗
Finding ways to reduce nuclear waste: searching for the unknown one step at a time
In my home country, Venezuela, research has been stagnant. Due to the political turmoil and the crisis, many educated people have left the country in search for a better life. This has caused a deficit in any technological and scientific advances, making Venezuela one of the first South American countries to have its rate of publications decline by 29% in 2013. Currently, Venezuela lacks the infrastructure and the means to keep up with the research progress as compared to other countries in South America, such as Brazil. Since coming to the United States (US), and currently working for a national laboratory, the active research environment endorses a wide range of careers and engineering programs that allow researchers to thrive at any given field. Researchers have access to funds and tools to succeed in developing materials for the future. There are 17 national laboratories in the US, and all of these have a different research focus/objective. As examples, Los Alamos National Laboratory and Sandia National Laboratory focus is on national homeland security, weapon science, radiation effects, among others. Argonne National Laboratory focuses on nuclear energy, energy storage, high performance computing, etc. At Idaho National Laboratory (INL) the research focuses on innovating nuclear energy and clean energy resources, critical infrastructure materials, along with fuel cycle solutions to manage, dispose and find ways to recycle current and future radiological waste. Compared to other national laboratories, INL focuses slightly more on applied processes and how nuclear energy can be innovated to next reactor design and technologies. The research being conducted at INL made me apply for a Seaborg distinguished postdoctoral position. For the position itself, the researcher must submit a proposal related to actinide chemistry on a research field area. In this position, 50% of my time will be focused on my own proposal. The proposal that I am working on is focused on the innovation of nuclear energy and fuel cycle recycling, which is why I was mainly interested on working at this national laboratory. To give a bit more context of what my proposal is about, a little bit of background is necessary: After the nuclear fuel (UO2) is used in a reactor, the fuel matrix is then characterized by various fission products (FP). Among these FP (including rare earth elements, alkali/alkaline earths, and actinides), many can potentially be recovered through nuclear reprocessing technologies. In pyroprocessing, the used nuclear fuel undergoes electrochemical dissolution into a molten chloride salt mixture in an electrorefiner. Initially, uranium is reduced onto an inert cathode by applied potentials. However, numerous remaining FPs accumulate in the melt and pose challenges for recovery by an inert electrode, particularly the rare earth elements (e.g., Nd, Gd, Pr, Sm) due to their multivalent oxidation states and tendencies toward side reactions, leading to their dissolution in the electrolyte. These recovery challenges result in inefficiencies and necessitate the continual discarding of the molten chloride salt, thereby generating additional waste. Furthermore, the presence of rare earth elements and other fission products in the molten salt electrolyte alters its physical and chemical properties, affecting both uranium recovery efficiency and the longevity of the molten chloride salt. To improve the recovery efficiency of the FP, specifically rare earth elements, I am investigating the fundamental interactions between rare earth elements in the molten chloride salt and their metallic form. The kinetic pathways and the chemical reactions of these elements will give insights on how the recovery efficiency can be improved. The interactions and speciation of these elements are being studied by spectro-electrochemistry at high temperature environments in quartz and other ceramic materials (e.g., alumina crucibles). Some of the challenges I am facing specifically relates the reactivity of some of these elements with different glass and crucible materials. Although my research focuses on fundamental science, it will benefit the applied process by generating new scientific knowledge and closing the gap for an efficient recycling of the waste: one step at a time.
11 - NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗
Wilberforce Power Technology in Education Program
The Wilberforce Power Technology in Education Program is a multipart program. Three key parts of this program will be described. They are: (1) WISE-The Wilberforce Summer Intensive Experience. This annual offering is an educational program which is designed to provide both background reinforcement and a focus on study skills to give the participants a boost in their academic performance throughout their academic careers. It is offered to entering Wilberforce students. Those students who take advantage of WISE learn to improve important skills which enable them to work at higher levels in mathematics, science and engineering courses throughout their college careers, but most notably in the first year of college study. (2) Apply technology to reaming. This is being done in several ways including creating an electronic chemistry text with hypertext links to a glossary to help the students deal with the large new vocabulary required to describe and understand chemistry. It is also being done by converting lecture materials for the Biochemistry class to PowerPoint format. Technology is also being applied to learning by exploring simulation software of scientific instrumentation. (3) Wilberforce participation in collaborative research with NASA's John H. Glenn Research Center at Lewis Field. This research has focused on two areas in the past year. The first of these is the deposition of solar cell materials. A second area involves the development of polymeric materials for incorporation into thin film batteries.
Gordon, Edward M.↗
Properties, Theory, and Measurements for Understanding the Function of Heavy Elements (Project 20180474CR, Final Technical Report)
The FY18-20 Laboratory Directed Research and Development (LDRD) funded Properties, Theory, and Measurements for Understanding the Function of Heavy Elements Project aim has been to advance heavy element science in a comprehensive project connecting targeted research with Los Alamos mission imperatives. The mechanisms for project implementation were (1) support of a multi-year broad-based postdoctoral fellows project, (2) a summer student fellows research project and two seminar series, and (3) organization of structured workshops and integrated educational and career development opportunities. The project was successfully administered by the Glenn T. Seaborg Institute (GTSI) for Transactinium Science and has shown to be an exceptional investment in supporting the Los Alamos National Laboratory (LANL) mission areas requiring heavy element and actinide science by attracting and funding the future generation of scientists and engineers. This project exhibited its value across the laboratory in heavy element and actinide science areas include materials, material properties, signatures, modeling, predictions, fabrication, detection, disposal, global security implications, forensics, and the specialized science surrounding plutonium, uranium, and their surrogates as fuels for energy and nuclear weapons. In this report, the GTSI project staff documents the “high return on investment” implementation as measured against the successes of previous actinide research and science-based projects and as evidenced by the retention of 30% of G.T. Seaborg Postdoctoral Fellows as permanent employees. With additional funding through LDRD Reserve funding during this project period, the GTSI expanded its support for heavy element and actinide science research with a Visiting Research Seaborg Scholar and a Rapid Response Small Projects call. These innovations have served to advance GTSI pursuits as communicated in our FY21-23 LDRD Proposal Project#: 20210527CR Seaborg Institute: Center for Advancing Actinide Science and Technology at LANL
36 MATERIALS SCIENCE↗
Kennedy Space Center: Swamp Works
When I began my internship with the Granular Mechanics and Regolith Operations laboratory (GMRO), also known as Swamp Works, I was given the unique opportunity to shadow many teams working on various projects, and decide what projects I wanted to take part in. Before I go into details of my experiences at Swamp Works, I would like to take a moment to explain what I discovered Swamp Works to be. Swamp Works is a family of hardworking, dedicated, and driven people from various backgrounds and skill sets. These people all work to advance technologies and make science fiction science fact through means of rapid prototyping. They support and encourage failure as an option when learning new things, as long as lesson learned from said failure. In fact, their motto states "Fail, Fast, Forward." What this means is, not if but when one fails he or she must do so quickly and spring forward from the failure so that his or her progress is not delayed. With this acceptance, it provided me the confidence to dive into a multitude of projects working in various fields and with a wide range of skill sets. The first project I joined was Badger. My motivation for taking on this project was the opportunity I would have to obtain valuable experience working with 3D modeling and 3D printing technologies. Badger was a digging apparatus to be used in a highly dusty environment in a material known as Regolith. Regolith is a scientific term for the dirt or top soil found on planetary bodies. Regolith contains a large quantity of sediments less than lOppm and as a result poses a challenge of keeping it out of any cracks and crevices. Furthermore, regolith can create high levels of electrostatic energy, which can prove damaging to sensitive electrical hardware. With these characteristics in mind, I decided to take on the task of designing and manufacturing a dust proof cover for the sensitive electrical hardware. When I began this project, I did not have the slightest idea as to how to use 3D modeling software or a means of manufacturing a viable product. As I went along with variants of the design, I became very proficient with a 3D modeling program known as CREO 2.0. Upon completion of my 3D design, I then had the task of manufacturing and having, in my hands, a usable model. To do this I had to work with additive printing technologies also known as 3D printing. Through my experiences working with Badger, I realized that 3D modeling is the focal point in much of engineering. With this in mind, I have embraced this fact and decided to further my experience with this software so that I may become a more valuable asset to any firm later in my career. Mid-way through work with Badger, I picked up another project in which I found much interest. I ha~ the opportunity to work side by side with a materials and composites guru in manufacturing carbon composite coupons (test strips) for performing stress, strain, and sheer analysis on. Being from a surfing, kiteboarding, and other water sport background I have always been interested in board design. With this in mind, it is no wonder why I found interest in such a project. I had the opportunity to refine Mold preparatory, composite layup, and composite curing techniques. Following manufacturing of these composite strips, I then performed various stress tests and logged my results. With these results, future teams could create lighter, stronger, and more cost effective composite structures for use in varieties of applications. After my experiences with materials and composites testing, I have obtained crucial appreciation for detailed documentation and analysis that material sciences involve. However, as interesting as composite materials testing has been, I do not feel this is where my future career lies. Another, more on the side, project I have been involved in is building a 626 cubic foot regolith containment chamber for doing full scale testing of robotic systems. This chamber is built of high strength aluminum scaffold materials, 80/20, and massive panels of Lexan. Once the chamber is completed, it is be filled with 120 tons of regolith and dubbed the largest regolith test chamber in the world. Through my experiences with building "Big Bin" as we called it, I discovered my demand for engaging and hands on activities. Through all of my incredible experiences working with the Swamp Works at Kennedy Space Center; I have obtained crucial knowledge, insights, and experiences that have fuelled, shaped, and will continue to drive me toward my ultimate goal of obtaining not only a degree in Engineering, but obtaining a job that I can call a career. I want to give much thanks to all of those who mentored me along my journey, and to all who made this opportunity a reality.
DeFilippo, Anthony Robert↗
Early Career Researcher Support for Foundations of Molecular Modeling and Simulation Conference
This project enabled 14 early career researchers, including graduate students and postdocs, to attend the 8th triennial conference on Foundations of Molecular Modeling and Simulation (FOMMS 2022), which took place in Delavan, WI (Lake Geneva area), from July 17 to 21, 2022. Molecular-level modeling and simulation, which serve as critical tools for advancing science and engineering in a myriad of applications, were at the forefront of discussions. These ranged from the design of new materials for various energy applications to insights into the interaction between drug molecules and protein receptors within the body.
97 MATHEMATICS AND COMPUTING↗
School Science Comes Alive
Phase 3 of the School Science Comes Alive Program (S(sup 2)CAP) created an exciting, science - enrichment experience for third, fourth and fifth graders and their teachers and enhanced the science-teaching skills of teacher teams at each of four participating elementary schools on Virginia's Peninsula. The schools involved enroll a majority of Black students, many of whom are from economically disadvantaged households. Designed to build on the highly successful S(sup 2)CAP program of the preceding two years, this project brought college faculty together with classroom teachers and trained volunteers in a cooperative effort to make a lasting difference in the quality of science education at the four schools. In total, this program touched approximately 1000 the school children, more than half of whom are black, giving them direct and indirect exposure to the spirit of inquiry and adventure of the world-wide science community. In S(sup 2)CAP Phase 3, a large measure of responsibility was placed on the classroom teachers, thus creating a more sustainable partnership between college faculty and grade school teacher. Our college physics professors coached and supported teams of teachers from each school at intensive training workshops. A volunteer program provided each teacher with one or more trained volunteers to assist in class with the hands-on activities that have been central to the S2CAP program. Most of the equipment for these activities was constructed during the workshops by the teachers and volunteers from low cost materials provided by the program. Two types of volunteers were enlisted: science smart black college students and technically trained retirees (many of whom are ex-NASA employees). One goal of this program was to increase the numbers of minority students who see science as an interesting and exciting subject, to make the science period a time which students look forward to in the school day. Such an attitude is expected to translate naturally into a higher interest in science and engineering as a career for these students. A second goal was to create a sustainable improvement in the way science is taught at the elementary level. By the end of the program we expected that our teachers would be significantly more self reliant in using hands-on-activities as a part of their science curricula than they were prior to their involvement with S2CAP. In summary, S2CAP Phase 3 offered intensive training workshops for teachers and supporting volunteers followed by stimulating hands-on activities in the classroom for the children. These components combined to amplify the experience, enthusiasm, and ideas of our scientists in a way that complements the normal elementary school curriculum in each of the two school systems involved.
Hartline, Frederick F.↗
Enhancing the Performance of Plasma-facing Materials Through Solute-stabilized Nanostructured Tungsten Alloys
This report is a summary of the work completed under the auspices of the Department of Energy Early Career Award DE-SC0017899 entitled “Enhancing the Performance of Plasma-facing Materials Through Solute-stabilized Nanostructured Tungsten Alloys”. Summaries of initiatives on computational thermodynamics modeling, experimental alloy synthesis including traditional and additive manufacturing routes, several ion irradiation studies, and plasma exposures are reported.
36 MATERIALS SCIENCE↗
Inspiring the Next Generation: The International Space Station Education Accomplishments
The International Space Station (ISS) has a unique ability to capture the imagination of both students and teachers worldwide. Since 2000, the presence of humans onboard ISS has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM). Over 43 million students around the world have participated in ISS-related educational activities. Projects such as YouTube Space Lab, Sally Ride Earth Knowledge-based Acquired by Middle Schools (EarthKAM), SPHERES (Synchronized Position Hold Engage and Reorient Experimental Satellites) Zero-Robotics, Tomatosphere, and MAI-75 events among others have allowed for global student, teacher and public access to space through student classroom investigations and real-time audio and video contacts with crewmembers. Educational activities are not limited to STEM but encompass all aspects of the human condition. This is well illustrated in the Uchu Renshi project, a chain poem initiated by an astronaut while in space and continued and completed by people on Earth. With ISS operations now extended to 2024, projects like these and their accompanying educational materials are available to more students around the world. From very early on in the program's history, students have been provided with a unique opportunity to get involved and participate in science and engineering projects. Many of these projects support inquiry-based learning that allows students to ask questions, develop hypothesis-derived experiments, obtain supporting evidence and identify solutions or explanations. This approach to learning is well-published as one of the most effective ways to inspire students to pursue careers in scientific and technology fields. Ever since the first space station element was launched, a wide range of student experiments and educational activities have been performed, both individually and collaboratively, by all the international partner agencies, National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency, (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos), and a number of non-participating countries, some under commercial agreements. Many of these programs still continue, and others are being developed and added to the stations tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; education competitions; students participating in ISS Engineering Education; Education Demonstrations and Cultural Activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the space station.
Alleyne, Camille W.↗
Portsmouth Atmospheric Science School (PASS) Project
The Portsmouth Atmospheric Science School Project (PASS) Project was granted a one-year no cost extension for 2001-2002. In year three of the project, objectives and strategies were modified based on the previous year-end evaluation. The recommendations were incorporated and the program was replicated within most of the remaining elementary schools in Portsmouth, Virginia and continued in the four middle schools. The Portsmouth Atmospheric Science School Project is a partnership, which includes Norfolk State University, Cooperating Hampton Roads Organizations for Minorities in Engineering (CHROME), NASA Langley Research Center, and the City of Portsmouth, Virginia Public Schools. The project seeks to strengthen the knowledge of Portsmouth Public Schools students in the field of atmospheric sciences and enhance teacher awareness of hands on activities in the atmospheric sciences. The project specifically seeks to: 1) increase the interest and participation of elementary and middle school students in science and mathematics; 2) strengthen existing science programs; and 3) facilitate greater achievement in core subjects, which are necessary for math, science, and technical careers. Emphasis was placed on providing training activities, materials and resources for elementary students (grades 3 - 5) and middle school students (grades 6 - 8), and teachers through a CHROME club structure. The first year of the project focused on introducing elementary students to concepts and activities in atmospheric science. Year two of the project built on the first year's activities and utilizes advanced topics and activities appropriate for middle school students. During the third year of the project, in addition to the approaches used in years one and two, emphasis was placed on activities that enhanced the Virginia Standards of Learning (SOL).
Coleman, Clarence D.↗