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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 253 records · Page 14
All sourcesNASA NTRSDOE OSTI
NASA NTRS1995

Bringing "Scientific Expeditions" Into the Schools

Two new technologies, the FASTexpedition and Remote FAST, have been developed that provide remote, 3D, high resolution, dynamic, interactive viewing of scientific data (such as simulations or measurements of fluid dynamics). The FASTexpedition permits one to access scientific data from the World Wide Web, take guided expeditions through the data, and continue with self controlled expeditions through the data. Remote FAST permits collaborators at remote sites to simultaneously view an analysis of scientific data being controlled by one of the collaborators. Control can be transferred between sites. These technologies are now being used for remote collaboration in joint university, industry, and NASA projects in computational fluid dynamics (CFD) and wind tunnel testing. Also, NASA Ames Research Center has initiated a project to make scientific data and guided expeditions through the data available as FASTexpeditions on the World Wide Web for educational purposes. Previously, remote visualiZation of dynamic data was done using video format (transmitting pixel information) such as video conferencing or MPEG movies on the Internet. The concept for this new technology is to send the raw data (e.g., grids, vectors, and scalars) along with viewing scripts over the Internet and have the pixels generated by a visualization tool running on the viewer's local workstation. The visualization tool that is currently used is FAST (Flow Analysis Software Toolkit). The advantages of this new technology over using video format are: 1. The visual is much higher in resolution (1280xl024 pixels with 24 bits of color) than typical video format transmitted over the network. 2. The form of the visualization can be controlled interactively (because the viewer is interactively controlling the visualization tool running on his workstation). 3. A rich variety of guided expeditions through the data can be included easily. 4. A capability is provided for other sites to see a visual analysis of one site as the analysis is interactively performed. Control of the analysis can be passed from site to site. 5. The scenes can be viewed in 3D using stereo vision. 6. The network bandwidth used for the visualization using this new technology is much smaller than when using video format. (The measured peak bandwidth used was 1 Kbit/sec whereas the measured bandwidth for a small video picture was 500 Kbits/sec.)

Watson, Val↗
NASA NTRS2002

Stars and Planets: A New Set of Middle School Activities

A set of lesson plans for grades 6-8 which deal with the sizes and distances of stars and planets using a scale factor of 1 to 10 billion, the life cycle of stars, and the search for planets beyond the solar system. Additional information is contained in the original extended abstract.

Urquhart, M. L.↗
NASA NTRS2002

SHARP {Summer High School Apprenticeship Research Program}

The Year 2002 was another successful year for SHARP. Even after 22 years of SHARP, the Program continues to grow. There were 12 NASA Field Installations with a total of 210 apprentices who participated in the summer 2002 Program supported by 215 mentors in the fields of science and engineering. The apprentices were chosen from a pool of 1,379 applicants. This was a record year for applications exceeding the previous year by over 60%. For the second consecutive year, the number of female participants exceeded the number of males with 53% female and 47% male participants in the program. The main thrust of our recruiting efforts is still focused on underrepresented populations; especially African American, Hispanic, and Native American. At the conclusion of the summer program, most SHARP Apprentices indicated on the EDCATS that they would be interested in pursuing careers in Aerospace (56.2%) while the second largest career choice was a job at NASA (45.7%). The smallest number (11.9%) were interested in careers in the government. The table of responses is listed in the Appendix. Once again this year we were fortunate in that the SHARP COTR, Ms. Deborah Glasco, gained the support of MURED funding sources at NASA to fully fund additional apprentices and boost the number of apprentices to 210.

Glasco, Deborah↗
NASA NTRS2003

Report from the School of Experience: Lessons-Learned on NASA's EOS/ICESat Mission

Abstract-NASA s Earth Observing System EOS) Ice, Cloud, and Land Elevation Satellite (ICESat) mission was one of the first missions under Goddard Space Flight Center s (then-) new Rapid Spacecraft Development Office. This paper explores the lessons-learned under the ICESat successful implementation and launch, focusing on four areas: Procurement., Management, Technical, and Launch and Early Operations. Each of these areas is explored in a practical perspective of communication, the viewpoint of the players, and the interactions among the organizations. Conclusions and lessons-learned are summarized in the final section.

Anselm, William↗
NASA NTRS2005

Bridging a High School Science Fair Experience with First Year Undergraduate Research: Using the E-SPART Analyzer to Determine Electrostatic Charge Properties of Compositionally Varied Rock Dust Particles as Terrestrial Analogues to Mars Materials

NASA missions to Mars confirm presence of surficial particles, as well as dramatic periods of aeolian reworking. Dust deposition on, or infiltration into, exploration equipment such as spacecraft, robotic explorers, solar panel power supplies, and even spacesuits, can pose significant problems such as diminished power collection, short circuits / discharges, and added weight. We report results conducted initially as a science fair project and a study now part of a first year University undergraduate research experience.

Scott, A. G.↗
NASA NTRS2005

Aura Satellite Mission: Oxford/RAL Spring School in Quantitative Earth Observation

The four instruments on Aura are providing new and exciting measurements of stratospheric and tropospheric ozone, species that contribute to ozone production and loss, and long-lived gases such as nitrous oxide and methane that provide information about atmospheric transport. These discussions of atmospheric chemistry will start with the basic principles of ozone production and loss. Aura data will be used where possible to illustrate the pertinent atmospheric processes. Three-dimensional model simulations will be used both to illustrate present capabilities in constituent modeling and to demonstrate how observations are used to evaluate and improve models and our ability to predict future ozone evolution.

Douglass, Anne↗
NASA NTRS2005

[School-Based UV-B Monitoring Project in Support of EOS-CHEM]

This grant is an extension of Grant NAG5-8929 (Drexel Project Number 230026), resulting from extensions necessary to meet changing science objectives as described in the final report for NAG5-8929, a copy of which is attached. The instrument configuration resulting from NAG54929 has remained basically intact. Cosine response measurements conducted by James Slusser s group at Fort Collins, Colorado, in support of the proposal for Aura ground validation mentioned in the final report for NAG5-8929, indicated that there was significant light leakage to the detector through the sides of the nylon housing. This was easily remedied by machining a removable opaque collar (made from the dark same grey rigid plastic plumbing tubing as the collimating tube) that fits around the detector collar. Also during this grant period, data logging procedures were established for the UV-A instrument, to record irradiance before, during, and after an Aura overflight. This is required in order to compare spatial and temporal variability as required for ground validation of data products derived from the Ozone Monitoring Instrument (OMI). Standalone 12-bit loggers from Onset Computer Corporation (the U12 series), which were not available at the start of these projects, makes possible relatively inexpensive logging for these instruments at a usable resolution. configuration and disposition of these instruments, including the final version of a GLOBE protocol for using the instruments, currently depend on action taken on the Aura ground validation proposal submitted in 2004. A copy of that proposal is attached.

Brooks, David R.↗
NASA NTRS2001

EngineSim: Turbojet Engine Simulator Adapted for High School Classroom Use

EngineSim is an interactive educational computer program that allows users to explore the effect of engine operation on total aircraft performance. The software is supported by a basic propulsion web site called the Beginner's Guide to Propulsion, which includes educator-created, web-based activities for the classroom use of EngineSim. In addition, educators can schedule videoconferencing workshops in which EngineSim's creator demonstrates the software and discusses its use in the educational setting. This software is a product of NASA Glenn Research Center's Learning Technologies Project, an educational outreach initiative within the High Performance Computing and Communications Program.

Petersen, Ruth A.↗
NASA NTRS2008

The School of Virtual Knocks: Learning from Doing--Without Pain of Mistakes

The present day educational process, as currently practiced, is no longer necessarily synonymous with learning, and the concept of learning is becoming disassociated with knowledge acquisition. True, learning is not accidental, nor is the absence of learning normally by choice. It is the result, intended or otherwise, of decisions made by government, researchers, educators, students, parents, and the wider community. It is underpinned by the quality of teaching, the relevancy of the instruction to the student's world, and the perseverance of the student's desire to learn. It is these choices that are driving the wedge between teaching and learning. The learning outcomes are derived by curriculum developers, educational psychologists, government and industry.Yet as advances in understanding how students learn have been made, the advances in technology, specifically models and simulation, which are able to underpin complex knowledge domains, have been left behind if not ignored. While a majority of stakeholders in education agree that the current educational environment is missing the mark, it is important to underpin those impressions with a basis of knowledge. This paper reviews education in order to foster the conclusion that education must change and that the enabling methodologies and technologies already exist in the form of models and simulation.

Darby, Michael↗
NASA NTRS2010

Stennis Space Center Salinity Drifter Project. A Collaborative Project with Hancock High School, Kiln, MS

Presentation topics include: importance of salinity of coastal waters, habitat switching algorithm, habitat switching module, salinity estimates from Landsat for Sabine Calcasieu Basin, percent of time inundated in 2006, salinity data, prototyping the system, system as packaged for field tests, salinity probe and casing, opening for water flow, cellular antenna used to transmit data, preparing to launch, system is launched in the Pearl River at Stennis Space Center, data are transmitted to Twitter by cell phone modem every 15 minutes, Google spreadsheet I used to import the data from the Twitter feed and to compute salinity (from conductivity) and display charts of salinity and temperature, results are uploaded to NASA's Applied Science and Technology Project Office Webpage.

Kalcic, Maria↗
NASA NTRS2016

Bringing Exoplanet Habitability Investigations to High School

Habitability, a.k.a. habitat suitability, is a topic typically discussed in Biology class. We present here a curriculum unit that introduces the topic of global-scale planetary habitability in a Physics classroom, allowing students to emulate the process of doing cutting-edge science and re-framing an otherwise "typical" physics unit in a more engaging and interactive way.

termperature↗