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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 271 records · Page 15
All sourcesNASA NTRSDOE OSTI
DOE OSTI2013

Recovery Act - An Interdisciplinary Program for Education and Outreach in Transportation Electrification

1) How the project adds to the education of engineering students in the area of vehicle electrification: This project created and implemented a significant interdisciplinary curriculum in HEV engineering that includes courses focused on the major components (engines, battery cells, e-machines, and power electronics). The new curriculum, rather uniquely, features two new classes and two new labs that emphasize a vehicle level integration of a hybrid electric powertrain that parallels the vehicle development process used by the OEMs - commercial grade software is used to design a hybrid electric vehicle, hardware-in-the-loop testing is performed on each component until the entire powertrain is optimized, the calibration is flashed to a vehicle, ride-and-drives are executed including on board data acquisition. In addition, nine existing courses were modified by adding HEV material to the courses. 2) The educational effectiveness and economic feasibility of the new curriculum: The new courses are offered at both the undergraduate and graduate levels. They are listed across the college in mechanical, chemical, electrical, and materials science and engineering. They are offered both on campus and to distance learning students. Students across the college of engineering and at all degree levels are integrating these courses into their degree programs. Over the three year project the course enrollments on-campus has totaled 1,249. The distance learning enrollments has totaled 315. With such robust enrollments we absolutely expect that these courses will be in the curriculum for the long run. 3) How the project is otherwise of benefit to the public: One outcome of the project is the construction of the Michigan Tech Mobile Lab. Two complete HEV dynamometer test cells, and four work stations are installed in the 16.2 meter Mobile Laboratory and hauled by a class 8 truck. The Mobile Lab is used to teach the university courses. It is also used to deliver short courses to industry, K-12 outreach, and public education. In 2012 the Mobile Lab participated in 22 outreach events, locally, throughout Michigan, and including events in Washington DC, Illinois, and Wisconsin. The Mobile Lab is a hit wherever it goes. In 2013 we will partner with the US Army TARDEC and be featured in their Green Warrior Convoy, a ten city tour starting in Detroit and finishing in Washington DC.

33 ADVANCED PROPULSION SYSTEMS↗
DOE OSTI2013

Recovery Act - Sustainable Transportation: Advanced Electric Drive Vehicle Education Program

The collective goals of this effort include: 1) reach all facets of this society with education regarding electric vehicles (EV) and plug–in hybrid electric vehicles (PHEV), 2) prepare a workforce to service these advanced vehicles, 3) create web–based learning at an unparalleled level, 4) educate secondary school students to prepare for their future and 5) train the next generation of professional engineers regarding electric vehicles. The Team provided an integrated approach combining secondary schools, community colleges, four–year colleges and community outreach to provide a consistent message (Figure 1). Colorado State University Ventures (CSUV), as the prime contractor, plays a key program management and co–ordination role. CSUV is an affiliate of Colorado State University (CSU) and is a separate 501(c)(3) company. The Team consists of CSUV acting as the prime contractor subcontracted to Arapahoe Community College (ACC), CSU, Motion Reality Inc. (MRI), Georgia Institute of Technology (Georgia Tech) and Ricardo. Collaborators are Douglas County Educational Foundation/School District and Gooru (www.goorulearning.org), a nonprofit web–based learning resource and Google spin–off.

Caille, Gary↗
DOE OSTI2013

Low-E Retrofit Demonstration and Educational Program

The objective of this project was to demonstrate the capability of low-emissivity (low-E) storm windows / panels and low-E retrofit glazing systems to significantly and cost effectively improve the energy efficiency of both existing residential and commercial buildings. The key outcomes are listed below: RESIDENTIAL CASE STUDIES: (a) A residential case study in two large multifamily apartment buildings in Philadelphia showed a substantial 18-22% reduction in heating energy use and a 9% reduction in cooling energy use by replacing old clear glass storm windows with modern low-E storm windows. Furthermore, the new low-E storm windows reduced the overall apartment air leakage by an average of 10%. (b) Air leakage testing on interior low-E panels installed in a New York City multifamily building over windows with and without AC units showed that the effective leakage area of the windows was reduced by 77-95%. (c) To study the use of low-E storm windows in a warmer mixed climate with a balance of both heating and cooling, 10 older homes near Atlanta with single pane windows were tested with three types of exterior storm windows: clear glass, low-E glass with high solar heat gain, and low-E glass with lower solar heat gain. The storm windows significantly reduced the overall home air leakage by an average of 17%, or 3.7 ACH50. Considerably high variability in the data made it difficult to draw strong conclusions about the overall energy usage, but for heating periods, the low-E storm windows showed approximately 15% heating energy savings, whereas clear storm windows were neutral in performance. For cooling periods, the low-E storm windows showed a wide range of performance from 2% to over 30% cooling energy savings. Overall, the study showed the potential for significantly more energy savings from using low-E glass versus no storm window or clear glass storm windows in warmer mixed climates, but it is difficult to conclusively say whether one type of low-E performed better than the other. COMMERCIAL CASE STUDIES: (a) A 12-story office building in Philadelphia was retrofitted by adding a double-pane low-E insulating glass unit to the existing single pane windows, to create a triple glazed low-E system. A detailed side-by-side comparison in two pairs of perimeter offices facing north and east showed a 39-60% reduction in heating energy use, a 9-36% reduction in cooling energy use, and a 10% reduction in peak electrical cooling demand. An analysis of utility bills estimated the whole building heating and cooling energy use was reduced by over 25%. Additionally, the retrofit window temperatures were commonly 20 degrees warmer on winter days, and 10-20 degrees cooler on summer days, leading to increased occupant comfort. (b) Two large 4-story office buildings in New Jersey were retrofitted with a similar system, but using two low-E coatings in the retrofit system. The energy savings are being monitored by a separate GPIC project; this work quantified the changes in glass surface temperatures, thermal comfort, and potential glass thermal stress. The low-E retrofit panels greatly reduced daily variations in the interior window surface temperatures, lowering the maximum temperature and raising the minimum temperature by over 20F compared to the original single pane windows with window film. The number of hours of potential thermal discomfort, as measured by deviation between mean radiant temperature and ambient air temperature by more than 3F, were reduced by 93 percent on the south orientation and over two-thirds on the west orientation. Overall, the low-E retrofit led to substantially improved occupant comfort with less periods of both overheating and feeling cold. (c) No significant thermal stress was observed in the New Jersey office building test window when using the low-E retrofit system over a variety of weather conditions. The surface temperature difference only exceeded 10F (500 psi thermal stress) for less than 1.5% of the monitored time, and in all cases, the maximum surface temperature difference never exceeded 35F (1,750 psi thermal stress). LOW-E STORM WINDOW OUTREACH AND EDUCATION PROGRAM: (a) The project team assisted the State of Pennsylvania in adding low-E storm windows as a cost effective weatherization measure on its priority list for the state weatherization assistance program. (b) No technical barriers that could hinder widespread application were identified in the case studies. However, educational barriers have been identified, in that weatherization personnel commonly misunderstand how the application of low-E storm windows is very different than much more expensive full window replacement. (c) A package of educational materials was developed to help communicate the benefits of low-E storm windows and retrofits as a cost effective tool for weatherization personnel. (d) Using detailed thermal simulations, more accurate U-factor and solar heat gain coefficient (SHGC) values were determined for low-E storm windows installed over different primary windows. IN SUMMARY, this work confirmed the potential for low-E storm windows, panels, and retrofit systems to provide significant energy savings, reductions in air leakage, and improvements in thermal comfort in both residential and commercial existing buildings.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2016

Technical Advisor to the American Indian Research and Education Initiatives (AIREI).

The American Indian Research & Education Initiative (AIREI) is a pilot program that started in 2011 and is funded by the US Department of Energy (DOE) Economic Impact & Diversity and National Nuclear Security Administration in partnership with the American Indian Higher Education Consortium (AIHEC) and the American Indian Science and Engineering Society. AIREI brings science, technology, engineering, and mathematics (STEM) research and education funding to Tribal Colleges and Universities (TCU) and other US universities. AIREI has funded eight schools, including four pairs of tribal colleges and mainstream universities, in order for student and faculty research teams to bring energy projects to tribal lands. The research team from Southwest Indian Polytechnic Institute (SIPI) and Northern Arizona University (NAU) has performed a student-centric research and analysis feasibility study of a potential utility-scale solar power plant on the Jemez Pueblo reservation trust land. The research team from Navajo Technical University (NTU) and Arizona State University (ASU) has assessed the effectiveness of solar photovoltaic (PV) system designs in meeting the electricity demands of Navajo Tribal homes and public buildings in addition to the development of a solar technology curriculum that incorporates the outcomes of this study, helping to advance PV system design and installations on local Tribal lands. The Little Big Horn College (LBHC) and Montana State University-Bozeman (MSUB) team has developed fast growing strains of nitrogen-fixing cyanobacteria to help advance carbon capture and sequestration (CCS) technologies. The research supported the Crow Nation reservation as it evaluates opportunities for coal-to-liquid fuel and CCS projects. The Sinte Gleska University (SGU) and South Dakota School of Mines (SDSM) team developed computer modeling and simulation technologies to evaluate the feasibility of oil and gas development from the Niobrara Formation on the Rosebud Sioux reservation. Through this project, the students developed skills in applied energy-related research involving computer simulation, chemistry, geology, and petroleum engineering. AIREI supports collaboration between these universities and connects the teams with the technological expertise and mentorship opportunities provided through Sandia National Laboratories (Sandia). AIHEC consists of 37 American Indian tribally controlled colleges around the nation and provides technical assistance through professional development workshops, strategic planning meetings, and information sharing strategies.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2021

Plutonium workers get a new level of education in the actinide mission

The Associate Laboratory Directorate for Weapons Production (ALDWP) and the National Security Education Center (NSEC) have teamed to develop a new Nuclear Enterprise Science and Technology (NEST) Academic Certificate program offered through the University of New Mexico – Los Alamos (UNM-LA). The pilot program, which virtually kicked off on January 19 even amidst snow closures, received accreditation by the State Higher Education Department (HED) in FY20 and is designed for LANL’s existing fissile material handler technician and technologist employee workforce. It will provide essential science, operations, and business education on all aspects of working in modern nuclear materials handling and processing facilities. The first course for the certificate program is called “Nuclear Facility Fundamentals.” A call for nominations went out to the directorate and a cohort of 15 individuals has been established to start the program.

61 RADIATION PROTECTION AND DOSIMETRY↗
DOE OSTI2021

INS–Support for Formal Cyber Security Education in Brazil–After Action Report

The adoption of digital technology into Instrumentation and Control (I&C) systems in nuclear facilities fundamentally changes the nature of these systems. Greater interconnectivity of reprogrammable, and functionally interdependent control systems has given rise to the need for computer security consideration in digital I&C Systems. The cyber security of I&C systems presents a growing risk to nuclear facilities and requires the development of educational and research tools to ensure the safety of these facilities. Currently there is a major gap in formal educational offerings on cyber security for these Operational Technology (OT) systems. To provide formal cyber security education resources, DOE’s office of International Nuclear Security (INS) partnered with the University of São Paulo (USP) to develop a training course on the cyber security of nuclear facility I&C systems using the hypothetical Nuclear Power Plant, Asherah.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗
DOE OSTI2022

Examining United States Nuclear Weapon Educational Initiatives: A Quantitative Research Study on the Satisfaction of Participants Within the Nuclear Weapons Community [Slides]

This study focused on United States nuclear weapons educational programs exploring six classroom environment factors that may or may not influence Satisfaction in a virtual/live classroom environment within the nuclear weapons community. The research explored Personalization, Involvement, Student Cohesiveness, Task Orientation, Innovation, and Individualization, controlling for Gender, Age, and Education. This study added to the nuclear weapons community by researching factors that may aid academic instructors and curriculum developers create new and inventive ways of incorporating these factors into existing or new nuclear weapons educational courses.

98 NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL P↗
DOE OSTI2022

Examining United States Nuclear Weapon Educational Initiatives_A Quantitative Research Study on the Satisfaction of Participants Within the Nuclear Weapons Community

This study focused on a few United States nuclear weapons educational initiatives exploring six classroom environment factors that may or may not influence Satisfaction in a virtual or live classroom environment within the nuclear weapons community. The research explored Personalization, Involvement, Student Cohesiveness, Task Orientation, Innovation, and Individualization. The United States nuclear weapons community needed to attract new and talented individuals to the nuclear weapons profession. This study added to the nuclear weapons community by researching factors that may aid academic instructors, and curriculum developers create new and inventive ways of incorporating these factors into existing or new nuclear weapons educational courses. Convenience sampling was the data collection method used to gather quantitative research data. One hundred and seven voluntary participants utilized the College and University Classroom Environment Inventory with the Los Alamos National Laboratory's consent. There is not much concurrent research on Satisfaction within the live and virtual classroom environment. This research was vital for future research into how to increase participant satisfaction. The study provided the nuclear weapons community with grounded analysis to help create and guide new classes and course creation, possibly increasing Satisfaction in a live and virtual classroom environment. According to binary logistic regression, there was a statistically significant relationship among the dependent variable, Satisfaction, and two independent variables, Involvement, and Task Orientation in the classroom environment within the nuclear weapons community. Future nuclear educational programs may increase Satisfaction in the classroom environment by increasing participant Involvement and Task Orientation within a class using the CUCEI as a reference.

45 MILITARY TECHNOLOGY, WEAPONRY, AND NATIONAL DEF↗
DOE OSTI2023

Solar Decathlon Education Partner: Cooperative Research and Development Final Report

The U.S. Department of Energy Solar Decathlon (DOE/SD) is a collegiate competition, comprising 10 contests, that challenges student teams to design and build highly efficient and innovative buildings powered by renewable energy. The winners will be those teams that best blend architectural and engineering excellence with innovation, market potential, building efficiency, and smart energy production. Solar Decathlon is comprised of two Challenges - Design Challenge (annual) and Build Challenge (biennial). The National Renewable Energy Laboratory (NREL) provides competition management for Solar Decathlon. NREL and Participant establish this CRADA to enable the success of the Solar Decathlon program in managing sponsorship funds and creating a K12 education program. Participant is to act as an Education Partner to Solar Decathlon, which includes: 1) accepting and dispersing sponsorship funds for DOE/SD; and 2) providing K12 education program to support Solar Decathlon Competition Events in April each year.

14 SOLAR ENERGY↗
DOE OSTI2023

Connective Actions for Educational Institutions and Wind Industry Firms [Slides]

As a part of the National Wind Workforce Assessment, four presentations have been created in conjunction with the technical report to provide more insight into key findings. The four presentations are catered towards specific stakeholder groups that include: educators, wind industry firms, students, and current wind industry employees. This presentation is intended for use by wind industry firms and educational institutions looking to gain insight into key levers and actionable steps that can be taken to help narrow the wind workforce gap. Data and guidance on how wind industry firms and education institutions can collaborate to 1) grow the number of graduates applying into wind occupational roles through increasing awareness of opportunities in the industry and 2) increase the quality of applicants applying into wind through relevant experience gaining opportunities like internships and apprenticeships is included in the presentation.

17 WIND ENERGY↗
DOE OSTI2023

San Xavier District Solar Energy Project for Administration Building and Education Center

The San Xavier District of the Tohono O’odham Nation (District) developed grid-tied solar photovoltaic (PV) systems for two tribal buildings: the San Xavier District Administration Building and Education Center. For the Administration Building, an approximately 182-kilowatt (kW) solar PV system is projected to produce roughly 310,000 kilowatt-hours (kWh) per year and displace about 80% of the energy use of the building. For the Education Center, an approximately 73.5-kw system is projected to produce roughly 130,000 kWh per year and displace about 95% of the building’s energy use. The anticipated 25-year cost savings from the combined 255-kW systems are estimated to be approximately $1,750,000 and $820,000 for the Administration Building and the Education Center, respectively.

14 SOLAR ENERGY↗
DOE OSTI2025

Education for PV Modeling Professionals: Observations from the 2025 PVPMC Workshop

We surveyed professionals in the photovoltaic industry to understand interests in education and training for performance modeling of solar power systems. We found that most professionals are self-taught and rely on a variety of public sources of technical materials. Available formal education, such as courses or certification programs, either lacks detail or is focused on software user training. Responses indicate several opportunities to create public resources that would benefit professional learning for solar power system modeling: • Create a glossary of terms and common variable names. • Develop guidance on uncertainty analysis in the context of solar power systems modeling. • Assemble a catalog of available educational materials and data sources.

14 SOLAR ENERGY↗
DOE OSTI2022

Protein Data Bank: A Comprehensive Review of 3D Structure Holdings and Worldwide Utilization by Researchers, Educators, and Students

The Research Collaboratory for Structural Bioinformatics Protein Data Bank (RCSB PDB), funded by the United States National Science Foundation, National Institutes of Health, and Department of Energy, supports structural biologists and Protein Data Bank (PDB) data users around the world. The RCSB PDB, a founding member of the Worldwide Protein Data Bank (wwPDB) partnership, serves as the US data center for the global PDB archive housing experimentally-determined three-dimensional (3D) structure data for biological macromolecules. As the wwPDB-designated Archive Keeper, RCSB PDB is also responsible for the security of PDB data and weekly update of the archive. RCSB PDB serves tens of thousands of data depositors (using macromolecular crystallography, nuclear magnetic resonance spectroscopy, electron microscopy, and micro-electron diffraction) annually working on all permanently inhabited continents. RCSB PDB makes PDB data available from its research-focused web portal at no charge and without usage restrictions to many millions of PDB data consumers around the globe. It also provides educators, students, and the general public with an introduction to the PDB and related training materials through its outreach and education-focused web portal. This review article describes growth of the PDB, examines evolution of experimental methods for structure determination viewed through the lens of the PDB archive, and provides a detailed accounting of PDB archival holdings and their utilization by researchers, educators, and students worldwide.

59 BASIC BIOLOGICAL SCIENCES↗
NASA NTRS1971

Program on application of communications satellites to educational development

Interdisciplinary research in needs analysis, communications technology studies, and systems synthesis is reported. Existing and planned educational telecommunications services are studied and library utilization of telecommunications is described. Preliminary estimates are presented of ranges of utilization of educational telecommunications services for 1975 and 1985; instructional and public television, computer-aided instruction, computing resources, and information resource sharing for various educational levels and purposes. Communications technology studies include transmission schemes for still-picture television, use of Gunn effect devices, and TV receiver front ends for direct satellite reception at 12 GHz. Two major studies in the systems synthesis project concern (1) organizational and administrative aspects of a large-scale instructional satellite system to be used with schools and (2) an analysis of future development of instructional television, with emphasis on the use of video tape recorders and cable television. A communications satellite system synthesis program developed for NASA is now operational on the university IBM 360-50 computer.

Morgan, R. P.↗
NASA NTRS1981

Sources of support for remote sensing education

Past financial support for educational programs in remote sensing came largely in the form of short courses funded by the National Science Foundation. Later NASA began to fund such courses for local and state government and for some university participants in its regional programs. The greater impact came from the funding by a variety of federal agencies for remote sensing research projects at educational institutions throughout the country. Probably the best and most significant example of these programs, from the university standpoint is, and should continue to be, the NASA university affairs programs, which with its long term step funding of a number of institutions has probably done more for remote sensing education than any other federal program in this country. An incomplete listing of federal agencies that support remote sensing research at the university level is presented.

Estes, J. E.↗
NASA NTRS1982

NASA educational briefs

In response to a large public demand for information, the Educational Services Branch of NASA has undertaken a series of publications designed for use by teachers, titled 'Educational Briefs for the Classroom', which has resulted in six to eight issues each year for the last three years. Typical of the topics to which the series is dedicated have been space suits, manned spaceflight mission summaries, solar cells, planetary encounter data, orbits, and rocketry. The planning committee for Educational Briefs is aided in its selection of topics by the many letters received by NASA. Following the Voyager Saturn flybys, NASA received more than 175,000 letters from both children and adults.

Vogt, G. L.↗
NASA NTRS1985

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1985

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives of this program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to simulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants institutions; and (4) to contribute to the research objectives of the NASA center. College or university faculty members will be appointed as research fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The fellows will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the fellows' research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, the educational community, or industry.

Goglia, G.↗