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All sourcesNASA NTRSDOE OSTI
NASA NTRS2010

NASA Education: Yesterday's Dream...Today's Vision...Tomorrow's Hope

For 50 years, NASA's journeys into air and space have developed humankind's understanding of the universe, advanced technology breakthroughs, enhanced air travel safety and security, and expanded the frontiers of scientific research. These accomplishments share a common genesis: education. Education is a fundamental element of NASA's activities, reflecting a balanced and diverse portfolio of: Elementary and Secondary Education, Higher Education, e-Education, Informal Education, and Minority University Research and Education Programs (MUREP). Previous experience has shown that implementing exciting and compelling NASA missions are critical to inspiring the next generation of explorers, innovators, and leaders. Through partnerships with the Agency's Mission Directorates, other federal agencies, private industries, scientific research, and education/academic organizations, NASA's unique mission and education initiatives (content, people, and facilities) are helping to spark student interest and to guide them toward careers in science, technology, engineering, and mathematics (STEM). NASA continues to inspire the next generation of explorers, innovators, and future leaders through its educational investments, which are designed to: (1) Strengthen NASA and the Nation's future workforce -- NASA will identify and develop the critical skills and capabilities needed to ensure achievement of exploration, science, and aeronautics. (2) Attract and retain students in STEM disciplines through a progression of educational opportunities for students, teachers, and faculty -- To compete effectively for the minds, imaginations, and career ambitions of America's young people, NASA will focus on engaging and retaining students in STEM education programs to encourage their pursuit of educational disciplines critical to NASA's future engineering, scientific, and technical missions. 3. Engage Americans in NASA's mission -- NASA will build strategic partnerships and links between formal and informal STEM education providers. Through hands-on, interactive, educational activities, NASA will engage students, educators, families, the general public, and all agency stakeholders in increasing America's science and technology literacy. NASA Education uses multiple methods to assess and evaluate the success of its programs and projects. Methods include strategic planning, management and control, expert evaluations and assessments, competitive acquisition, and analysis of performance measurement data and metrics. Additional control measures are in development. These measures will further improve data collection, assist in assessing return on investments, and provide information for accountability in project and program management. In 2009, NASA directly reached over one million students and over 115,000 educators.

Winterton, Joyce L.↗
DOE OSTI2025

Global lessons: a comparative analysis of nuclear gamification's impact in American and British students

The global nuclear skills shortage demands urgent educational investment, particularly for students aged 11–18. To help address this, we have introduced RAD Ratings, an interactive card game designed to improve the teaching of nuclear concepts to students, which includes subjects such as half-lives, types of radiation, and radionuclide applications. RAD Ratings has already been successfully piloted in the United Kingdom and in this paper, we present a comparison in selected American schools for the first time. Snapshot survey results show RAD Ratings improve interest in nuclear science and careers, offering insights into gamification’s potential to improve engagement across different geographic locations.

38 RADIATION CHEMISTRY, RADIOCHEMISTRY, AND NUCLEA↗
DOE OSTI2023

Improving Fission Products at CARIBU: Near Field Detection (Q3/FY23 Quarterly Progress Report)

We have worked on addressing the referees’ comments and are about to resubmit the article describing the results of our mass (of the isomer and ground state) measurement of 128 Sb to Phys. Rev. Letters. We have also been working with our summer student Asha (Seaborg Institute student from Notre Dame University) on setting her up to rerun all beta detector simulations for 111 Ag. With her successful contribution of the simulation work we expect to have the simulated efficiency results by the end of the summer.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
DOE OSTI2024

Support of the Third Summer School and Workshop Focused on Theory and Applications of Time-Dependent Density Functional Theory, Electronic Excited States, and Excited State Dynamics

To create a community of scholars with a deep understanding of TDDFT and excited state methods, both their capabilities and limitations, and how they can be used to model the excited state properties and charge transfer in materials and molecules, we are planning the third iteration of a summer school and workshop focusing on theory and applications of TDDFT, Excited States, and Excited State Dynamics to be offered in the summer of 2023. The two iterations of the US-based school that we previously organized have been very successful with overwhelmingly positive feedback. There is a high level of engagement, enthusiasm, and active participation and networking amongst the students of the school and the scientists of the workshop.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
NASA NTRS2005

The Vision of Human Spaceflight

First, we live in a world where change is the norm, not the exception. The scientific revolution springing from quantum mechanics yielded new understanding of solid state physics leading to stunning advances in computation, communication, and transportation. Two World Wars and one Cold War introduced massive governmental investment in research and development. The unusual pragmatic and classless entrepreneurship of U.S. society promoted commercialization and innovative marketing of new technology. As a result, the 20th Century experienced a constantly accelerating culture of change. Those societies that accepted and embraced the new capabilities dominated commercially and militarily; those that did not fell behind. I remember when there was no color television, when there were no personal computers, when there was no email, when there was no World Wide Web, when there were no cell phones. Now many of us cannot live without these things. Change has become the measure of success. Our children anticipate the future and do not expect it to look like the past. Secondly, our elementary school students are fascinated by dinosaurs, ghosts, and space. Astronauts create excitement. None question that humans will be in space in their future. They see it every week, even every day, in stories on television. To be an astronaut is considered a legitimate ambition. They see space travel to be an adventure just as our grandparents saw exploring Africa or the polar regions to be an adventure into the unknown. Third, we live in a time when our understanding of the space environment makes us realize that the existence of our species is one large impact away from extinction. We understand that our population explosion is changing our home planet in fundamental ways and that wars over terrestrial resources may be less than two generations away. We feel more connected to our space neighborhood than ever before. Many nations of the world are looking outward toward our Moon in an unprecedented way. A lunar space mission will be launched from somewhere every year for the next decade, at least.

Mendell, Wendell↗
DOE OSTI2023

Cybersecurity Center for Secure Evolvable Energy Delivery Systems (SEEDS)

The SEEDS Center has successfully completed its mission to research and develop a plethora of technologies during its six-year timeframe. The Center institutions of the University of Arkansas, the University of Arkansas at Little Rock, Carnegie-Mellon University, Florida International University, Lehigh University, and MIT all worked together with industry partners to define relevant energy sector cybersecurity issues, create projects to address those issues, and execute those projects in roughly two and three-year increments. The short project descriptions below indicate some really keystone areas of research. The teams generally met all of their objectives with only a few exceptions, which is tremendous in an R&D center. In fact, the success of one project led to the creation of a startup company, Bastazo, Inc. that is commercializing the SPARTAN project. In addition to creating new technologies, the Center helped to educate a desperately needed workforce. Lastly, a big success is that the UA seriously followed the mandate of the original program manager to try to become self-sustaining. This effort has resulted in a combined NSF center with the CREDC Center at the University of Illinois, Urbana-Champaign. To summarize the SEEDS effort, great research was funded, students were educated and put into the workforce, technology is being commercialized and offered to the electric sector, and the research efforts are being sustained through additional funding. The effort was an unqualified success.

03 NATURAL GAS↗
DOE OSTI2024

Wide Bandgap Generation (WBGen): Developing the Future Wide Bandgap Power Electronics Engineering Workforce

This Final Technical Report (FTR) summarizes the work conducted at the Center for Power Electronics Systems (CPES) under the Wide-Bandgap Generation (WBGen) fellowship and traineeship program established by the Advanced Manufacturing and Technologies Office (AMMTO) of the U.S. Department of Energy Office of Energy Efficiency and Renewable Energy (EERE) at Virginia Tech, which had as main objective to train the next generation of U.S. citizen power engineers with wide-bandgap (WBG) power semiconductor expertise, with the intent to aid in fulfilling the future workforce needs in this field. The latter was deemed of strategic importance given the fast-paced growth observed—and predicted—in the demand of this technical expertise, whose practitioners have become the enablers and executioners of the electrification transformation process that not just the U.S., but the whole world, is currently undergoing as it seeks for more effective and efficient ways to use energy. As such, the WBGen program set forth to achieve its educational goals, which in addition sought to broaden the range of WBG-based power electronics by conducting research and development on high-efficiency grid apparatus and high-efficiency electrical power systems, and to also enhance the power engineering curriculum by formalizing WBG-oriented design procedures replacing existent yet now obsolete design procedures developed for Silicon (Si) based power electronics. This effort led CPES to spearhead the development of a new major within The Bradley Electrical and Computer Engineering (ECE) Department at Virginia Tech, namely Electronic Power and Energy Systems (EPES), which coalesced power electronics and power systems courses to provide undergraduate students with a strong formation in the power engineering field, while creating a pipeline of graduate students that could pursue the WBG-based curriculum and conduct research at CPES. In all, in what is considered a true success, eight of the twenty WBGen fellows that graduated program were recruited from the ECE department undergraduate cohort. The traineeship emphasized as well, from its beginning, the partnership with industry and national laboratories, which took advantage of the successful industry consortium at CPES that has historically been formed by 80–90 power and energy companies working in close collaboration with the center. This gave WBGen fellows the accessibility and possibility to conduct internships at partner facilities during the summer months, focused solely on the evaluation, testing, and adoption of WBG devices, which were many times tightly related to their respective research work and plans. In addition, WBGen fellows conducted their main research work within the confines of research programs at CPES conducted with these industry partners, providing them with a unique opportunity to develop not just their technical expertise—while advancing their knowledge, but to also learn and practice a slew of skills needed for their professional growth. As such, the fellows tackled a variety of WBG-related research topics, from device reliability and capability aspects as well as packaging and integration, encompassing the use of advanced materials and new structures, current sharing challenges, and insulation systems, to advanced gate-drivers with integrated sensors and protection mechanisms and active current- and voltage-based control, to optimized layouts seeking to maximize the switching and power processing performance of these devices, to power processing solutions adopting Gallium-Nitride (GaN) and Silicon-Carbide (SiC) power semiconductors for a variety of applications; including radiation-hardened converters for space dc distribution systems, direct three-phase ac-to-ac power converters for aerospace systems, dc-ac inverters for automotive traction drives, high-frequency isolated dc-dc battery chargers also for heavy transportation systems, and medium-voltage dc-dc and dc-ac converters for distribution systems and future power grids. The WBGen program ultimately graduated a total of 20 power engineers, all experts on WBG-based power electronics, awarding 18 M.S. and 2 PhD degrees in the process. These fellows, all U.S. citizens, allowed CPES to increase the number of citizens students to 33 % at the peak of the program, as the traineeship made possible the recruitment of talent with more attractive graduate research assistantship (GRA) contracts. Unfortunately, the present U.S. citizen enrollment at CPES has declined back to historic levels—approximately 10 %, as the regular GRA rates are not competitive enough when compared with entry-level industry jobs. In all, WBGen fellows published a total of 7 peer-reviewed journal articles, 44 papers at international technical conferences, made 42 presentations at international technical conferences, and filed 4 invention disclosures and patent applications, which have since then been granted by the U.S. Patent and Trademark Office (USPTO). Their contribution to CPES, Virginia Tech, the United States, and the world, has been significant, and continues to yield results thanks to the exemplary career that the fellows have initiated at many of the partners of the program, which include Wolfspeed, Raytheon Technologies, Infineon, Lockheed Martin, Dominion Energy, Northrop Grumman, Rivian, Aerospace Corporation, Sandia National Laboratory, National Renewable Energy Laboratory, John Hopkins University, and Virginia Tech.

14 SOLAR ENERGY↗
NASA NTRS2010

CASTOR: Cathode/Anode Satellite Thruster for Orbital Repositioning

The purpose of CASTOR (Cathode/Anode Satellite Thruster for Orbital Repositioning) satellite is to demonstrate in Low Earth Orbit (LEO) a nanosatellite that uses a Divergent Cusped Field Thruster (DCFT) to perform orbital maneuvers representative of an orbital transfer vehicle. Powered by semi-deployable solar arrays generating 165W of power, CASTOR will achieve nearly 1 km/s of velocity increment over one year. As a technology demonstration mission, success of CASTOR in LEO will pave the way for a low cost, high delta-V orbital transfer capability for small military and civilian payloads in support of Air Force and NASA missions. The educational objective is to engage graduate and undergraduate students in critical roles in the design, development, test, carrier integration and on-orbit operations of CASTOR as a supplement to their curricular activities. This program is laying the foundation for a long-term satellite construction program at MIT. The satellite is being designed as a part of AFRL's University Nanosatellite Program, which provides the funding and a framework in which student satellite teams compete for a launch to orbit. To this end, the satellite must fit within an envelope of 50cmx50cmx60cm, have a mass of less than 50kg, and meet stringent structural and other requirements. In this framework, the CASTOR team successfully completed PDR in August 2009 and CDR in April 2010 and will compete at FCR (Flight Competition Review) in January 2011. The complexity of the project requires implementation of many systems engineering techniques which allow for development of CASTOR from conception through FCR and encompass the full design, fabrication, and testing process.

Mruphy, Gloria A.↗
DOE OSTI2025

PSEC5 Physical Verification

Ultra-Fast timing detectors, having a time resolution of 10pSec or less, are becoming increasingly important for many scientific disciplines, including High Energy Physics, Nuclear Physics, Medical Imaging and more. When developing ultra-fast detectors such as MCPs, LAPPDs, LGADs, SNSPDs, it is necessary to have access to a readout system that is low power, can support many channels and is cost effective. The PSEC5 chip was an application specific integrated circuit (ASIC) developed by the pioneering group of Prof. Henry Frisch at University of Chicago and micro electronic engineers at Fermi National Accelerator Laboratory. Three boards were designed, two to implement the readout system for an LAPPD and one to only characterize the PSEC1 chip. The main goal of the project shifted to setting up a testing environment to focus on the characterization of the chip. My student and I tested and characterized this ASIC using the third chip-on-board printed circuit board. Results show the successful fabrication and operation of some of the key building blocks and lead to the suggestions on modification for the second iteration of the chip.

Rico Aniles, H. D. [Unlisted]↗
NASA NTRS1971

Fasp - A student developed application program.

The ability of freshman and sophomore engineering students to develop realistic scientific applications programs, based solely on their background in first-semester freshman courses is demonstrated by successful completion of a large-scale computer program. The design group and its accomplishments are discussed, and the specifications of the task assigned to the group are described.

Shelton, R. D.↗
NASA NTRS1995

Evaluative Assessment for NASA/GSFC Equal Opportunity Programs Office Sponsored Programs

The purpose of PREP (Pre-College Minority Engineering Program) is to upgrade skills of minority students who have shown an interest in pursuing academic degrees in electrical engineering. The goal is to upgrade skills needed for successful completion of the rigorous curriculum leading to a Bachelor of Science degree in engineering through a comprehensive upgrade of academic, study and interpersonal skills.

Jarrell, H. Judith↗
NASA NTRS1999

COMPTEL Studies of Gamma-Ray Bursts at MeV Energies

The purpose of this program was to analyse and interpret gamma-ray burst (GRB) data using both telescope mode data and single detector burst mode data from COMPTEL. Collectively, these data span the energy range from 300 keV up to 30 MeV. The initial goal of our proposal was to perform a standard analysis for each significant GRB event seen by COMPTEL. This includes GRBs that are registered by the telescope mode data as well as GRBs that are registered only in the burst mode data. (The latter category includes both GRBs that he outside of the FoV as well as GRBs within the FoV that are too weak to be seen in the telescope mode.) A second goal of our proposal was to define a set of data products (including deconvolved photon spectra) that, for each detected GRB event, would be made available via the COMPTEL GRB Web Page. The third goal of our program was to perform more detailed studies of selected GRB events. This represented a continuation of past GRB studies by the COMPTEL team. In general, we have met with only limited success in achieving these goals, in part due to the limited resources provided and our philosophy of utilizing local high school students to participate in this effort. Using local high school student support, however, we expect that considerable progress will be made in our efforts to catalog the COMPTEL gamma-ray burst data between now and the end of the current academic year. In addition, observations with COMPTEL contributed to an analysis of GRB 990123, the first gamma-ray burst with simultaneous optical observations.

McConnell, Mark L.↗
NASA NTRS2012

Refinement of a Method for Identifying Probable Archaeological Sites from Remotely Sensed Data

To facilitate locating archaeological sites before they are compromised or destroyed, we are developing approaches for generating maps of probable archaeological sites, through detecting subtle anomalies in vegetative cover, soil chemistry, and soil moisture by analyzing remotely sensed data from multiple sources. We previously reported some success in this effort with a statistical analysis of slope, radar, and Ikonos data (including tasseled cap and NDVI transforms) with Student's t-test. We report here on new developments in our work, performing an analysis of 8-band multispectral Worldview-2 data. The Worldview-2 analysis begins by computing medians and median absolute deviations for the pixels in various annuli around each site of interest on the 28 band difference ratios. We then use principle components analysis followed by linear discriminant analysis to train a classifier which assigns a posterior probability that a location is an archaeological site. We tested the procedure using leave-one-out cross validation with a second leave-one-out step to choose parameters on a 9,859x23,000 subset of the WorldView-2 data over the western portion of Ft. Irwin, CA, USA. We used 100 known non-sites and trained one classifier for lithic sites (n=33) and one classifier for habitation sites (n=16). We then analyzed convex combinations of scores from the Archaeological Predictive Model (APM) and our scores. We found that that the combined scores had a higher area under the ROC curve than either individual method, indicating that including WorldView-2 data in analysis improved the predictive power of the provided APM.

Tilton, James C.↗
NASA NTRSDate not supplied

Summer 2021 Student Showcase

NASA’s Launch Services Program (LSP) is responsible for launching uncrewed commercial rockets carrying NASA missions. LSP’s Flight Analysis Division independently verifies launch vehicle analysis to ensure successful missions. The Strength & Fatigue/Fracture Mechanics Group focuses specifically on structural, fatigue, & fracture analyses.

Libby Carso↗
DOE OSTI2024

Best practices: Organizational execution

This article, the fourth and final installment in the DOE–IDEA series, focuses on organizational execution and how strong management practices, teamwork, and preparedness contribute to successful district energy systems. It highlights case studies from Ashley Energy and Cornell University to illustrate effective operational strategies. Ashley Energy demonstrates the importance of emergency preparedness and rapid response. After a major flood disrupted its plant, the organization restored service in under 72 hours by relying on pre-established plans, vendor relationships, and trained staff. The case emphasizes proactive contingency planning, understanding insurance processes, and empowering skilled personnel to improvise during crises. Cornell University’s example highlights the role of collaboration and transparency in long-term success. Its district energy system benefits from strong data sharing, real-time energy monitoring, and active involvement of faculty and students in system planning and innovation. This culture of teamwork and data-driven decision-making supports sustainability goals and continuous system improvement. Overall, the article shows that effective organizational execution—through preparedness, collaboration, and data transparency—is essential for maintaining reliable, efficient, and sustainable district energy systems.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
NASA NTRSDate not supplied

Astrobee's Multi-year Activities at the International Space Station's Japanese Experimental Module

The Astrobee free-flying robots recently completed their third successful year of operations, housed in the Japanese Experimental Module (JEM) on the International Space Station. We summarize the three years of operation, giving special attention to JAXA's 1st and 2nd Kibo Robot Programming Challenge (RPC) and the mapping processes and tools that make Astrobees' autonomous operation possible. The JEM is an ever changing, dynamic environment where light settings, cargo, payloads, and crew members constantly move and interact with one another. The 1st JAXA Kibo RPC event, a collaboration between JAXA and NASA, was held in 2020. Students from several countries in the Asia-Pacific region competed in programming challenges with a simulated Astrobee. The finalists were then invited to run their code on an actual Astrobee in the JEM. For the final round, students programmed Astrobee to visit three different locations to obtain data that would instruct the robot to complete a final task with the participation of ISS crew. The first competition was a tremendous success, leading to an equally successful 2nd JAXA Kibo RPC in 2021 with even larger participation. The 3rd JAXA Kibo RPC will occur in 2022 expanding further to incorporate US participants. These activities led to several firsts in Astrobee’s history: operation of an Astrobee free-flying robot without crew supervision in preparation for on-orbit operations, autonomous image acquisition towards updates of the navigation map, non-NASA code running on the robot (both from JAXA and participating students), two heterogeneous free-flying robots from two different space agencies working together (Int-Ball and Astrobee) during the final event in 2020, the first payload using Astrobee, and having Astrobee controlled from a non-NASA location (Tsukuba Space Center). The preparation towards these activities involved constant evaluation of the different components of Astrobee's systems, specially mapping and localization. The paper describes the evolution of these systems such as the improvements made in localization to reduce localization drift by using graph-based optimization instead of the extended Kalman Filter localizer. Additionally, it reports on the mapping process and analysis tools created to validate map consistency across different activities in the constantly changing JEM environment. These enhancements have enabled the Astrobee facility to successfully execute over 100 ISS activities supporting over a dozen researchers and partners around the world.

Astrobee↗
DOE OSTI2022

West Virginia University Industrial Assessment Center (Final Progress Report)

The Industrial Assessment Center at West Virginia University has been successful in workforce development, and in generation of energy savings for manufacturing facilities during the period 2016 to 2021. Graduate and undergraduate students have benefited from energy assessment experience and most of them have found good positions as energy engineers and analysts in the industrial sector. Several peer reviewed research papers in archival journals as well as conference papers on the topic of energy engineering and assessment have been published. The implemented energy savings for manufacturing facilities have been significant in the areas of lighting, compressed air, process heating, steam, HVAC, chillers and cooling towers, and motors. In addition, water use reduction, smart manufacturing applications to save energy, cyber security evaluation, energy management, productivity improvements and waste reduction opportunities that lead to energy intensity reductions have been explored. The students have obtained an opportunity to interact with energy efficiency and productivity improvement professionals at various conferences and workshops and their research has generated important results. In summary, the West Virginia University Industrial Assessment Center (WVU-IAC) has fulfilled its mission in regard to workforce development, energy efficiency for manufacturing facilities, and laid a strong platform enhancing sustainability through reductions in carbon emissions achieved through energy efficiency and energy management initiatives and reductions in water usage and waste reduction. During the project period (2016-2021) the WVU-IAC has made numerous energy efficiency, water use reduction, waste reduction, and productivity improvement recommendations, a significant number of them having been implemented by the manufacturing facilities. The research adds significant understanding to the area of energy efficiency, water and waste reduction, and productivity improvement. The technical effectiveness and economic feasibility of the methods and techniques investigated and demonstrated through this project have been exemplary, resulting in significant recommended and implemented resource savings and reductions in carbon emissions. The project has been of significant benefit to the public owing to replication of results within the industrial sector, thus reducing operating costs for businesses that result in increase of growth and employment, as well as community benefits in terms of reductions in carbon emissions.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
NASA NTRS2005

Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science education, and science literacy in the midst of science learning by bringing together graduate student scientists and science teachers to engage students in the two world s dialogue in the midst of the school science classroom. The graduate student scientists and the science teachers worked as a team throughout the school year and became effective science Communicators as they narrowed the gulf between the two worlds. 1

communications↗