SEARCH · Engineering Papers
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.
Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.
This paper presents a new theory of the initial stages of skill acquisition and then employs the theory to model current and future training programs for fight management systems (FMSs) in modern commercial airliners like the Boeing 777 and the Airbus A320. The theoretical foundations for the theory are a new synthesis of the literature on human memory and the latest version of the ACT-R theory of skill acquisition.
Jobs that require complex skills that are too expensive or dangerous to develop often use simulators in training. The strength of a simulator is its ability to mimic the 'real world', allowing students to explore and experiment. A good simulation helps the student develop a 'mental model' of the real world. The closer the simulation is to 'real life', the less difficulties there are transferring skills and mental models developed on the simulator to the real job. As graphics workstations increase in power and become more affordable they become attractive candidates for developing computer-based simulations for use in training. Computer based simulations can make training more interesting and accessible to the student.
The present study explored eye scan behavior as a function of level of subject training. Oculometric (eye scan) measures were recorded from each of ten subjects during training trials on a CRT based flight simulation task. The task developed for the study incorporated subtasks representative of specific activities performed by pilots, but which could be performed at asymptotic levels within relatively short periods of training. Changes in eye scan behavior were examined as initially untrained subjects developed skill in the task. Eye scan predictors of performance on the task were found. Examination of eye scan in proximity to selected task events revealed differences in the distribution of looks at the instruments as a function of level of training.
Astronauts returning from space flight experience locomotor dysfunction following their return to Earth. Our laboratory is currently developing a gait adaptability training program that is designed to facilitate recovery of locomotor function following a return to a gravitational environment. The training program exploits the ability of the sensorimotor system to generalize from exposure to multiple adaptive challenges during training so that the gait control system essentially learns to learn and therefore can reorganize more rapidly when faced with a novel adaptive challenge. Evidence for the potential efficacy of an adaptive generalization gait training program can be obtained from numerous studies in the motor learning literature which have demonstrated that systematically varying the conditions of training enhances the ability of the performer to learn and retain a novel motor task. These variable practice training approaches have been used in applied contexts to improve motor skills required in a number of different sports. The central nervous system (CNS) can produce voluntary movement in an almost infinite number of ways. For example, locomotion can be achieved with many different combinations of joint angles, muscle activation patterns and forces. The CNS can exploit these degrees of freedom to enhance motor response adaptability during periods of adaptive flux like that encountered during a change in gravitational environment. Ultimately, the functional goal of an adaptive generalization countermeasure is not necessarily to immediately return movement patterns back to normal. Rather the training regimen should facilitate the reorganization of available sensory and motor subsystems to achieve safe and effective locomotion as soon as possible after long duration space flight. Indeed, this approach has been proposed as a basic feature underlying effective neurological rehabilitation. We have previously confirmed that subjects participating in an adaptive generalization training program using a variety of visuomotor distortions and throwing as the dependent measure can learn to enhance their ability to adapt to a novel sensorimotor environment (Roller et al., 2001). Importantly, this increased adaptability was retained even one month after completion of the training period. Adaptive generalization has been observed in a variety of other tasks requiring sensorimotor transformations including manual control tasks and reaching (Bock et al., 2001, Seidler, 2003) and obstacle avoidance during walking (Lam and Dietz, 2004). Taken together, the evidence suggests that a training regimen exposing crewmembers to variation in locomotor conditions, with repeated transitions among states, may enhance their ability to learn how to reassemble appropriate locomotor patterns upon return from microgravity. We believe exposure to this type of training will extend crewmembers locomotor behavioral repertoires, facilitating the return of functional mobility after long duration space flight. In other words, our proposed training protocol will compel subjects to develop new behavioral solutions under varying sensorimotor demands. Over time subjects will learn to create appropriate locomotor solution more rapidly enabling acquisition of mobility sooner after long-duration space flight. A gait adaptability training program can be superimposed on nominal treadmill exercise activities thus ensuring that no additional crew time is required to perform this type of training regimen and that it can be implemented with current in-flight exercise systems available on the International Space Station.
My tour in the Engineering Robotics directorate exceeded my expectations. I learned lessons about Creo, manufacturing and assembly, collaboration, and troubleshooting. During my first tour, last spring, I used Creo on a smaller project, but had limited experience with it before starting in the Dynamic Systems Test branch this spring. I gained valuable experience learning assembly design, sheet metal design and designing with intent for manufacturing and assembly. These skills came from working both on the hatch and the floor. I also learned to understand the intent of other designers on models I worked with. While redesigning the floor, I was modifying an existing part and worked to understand what the previous designer had done to make it fit with the new model. Through working with the machine shop and in the mock-up, I learned much more about manufacturing and assembly. I used a Dremel, rivet gun, belt sander, and countersink for the first time. Through taking multiple safety training for different machine shops, I learned new machine shop safety skills specific to each one. This semester also gave me new collaborative opportunities. I collaborated with engineers within my branch as well as with Human Factors and the building 10 machine shop. This experience helped me learn how to design for functionality and assembly, not only for what would be easiest in my designs. In addition to these experiences, I learned many lessons in troubleshooting. I was the first person in my office to use a Windows 10 computer. This caused unexpected issues with NASA services and programs, such as the Digital Data Management Server (DDMS). Because of this, I gained experience finding solutions to lockout and freeze issues as well as Creo specific settings. These will be useful skills to have in the future and will be implemented in future rotations. This co-op tour has motivated me more to finish my degree and pursue my academic goals. I intend to take a machining Career Gateway Elective in the Fall to improve my skills in building as well as designing with manufacturing intent. I am also inspired to take more mechatronics CGE courses before I graduate to learn more about the crossover between mechanical and electrical engineering. This semester, I worked on multiple projects and had the opportunity to learn from engineers of different disciplines. I became proficient in Creo 2.0, a program I had not used significantly before. I finished modifying the hatch for 3D print and made sizeable modifications to the nose floor support design. I also gained hands-on experience that will be useful in my engineering career in the future. I would consider all of these major achievements from this spring semester. Lastly, I learned to ask more questions and to search for the right people to find answers which I know will be a valuable skill in the future. This summer, I will be completing my last rotation in the Flight Operations Directorate at Ellington Air Field. After this last tour, I will be returning to school for the Fall, Spring and Summer. I will graduate in August of 2018. I am looking forward to learning more about the different jobs available to engineers. This division works directly with many different types of aircrafts and I am excited to learn more about this focus of engineering. The Aircraft Operations Division values team work greatly and I intend to improve my interpersonal skills by working with them this summer.
With assistance from NASA s Marshall Space Flight Center, a new breed of ITS for technical training and complex problem-solving has hit the market to provide students and trainees with the decision-making skills necessary to succeed to the next level. The Task Tutor Toolkit (T3), developed by Stottler Henke Associates, Inc., of San Mateo, California, is a generic tutoring system shell and scenario authoring tool that emulates expert instructors and lowers the cost and difficulty of creating scenario-based ITS for technical training. The functionality of Stottler Henke Associates T3 far exceeds that of traditional computer-based training systems, which test factual recall and narrow skills by prompting students to answer multiple-choice or fill-inthe- blank questions. The T3, on the contrary, lets students assess situations, generate solutions, make decisions, and carry out actions in realistically complex scenarios.At the beginning of each scenario, the T3 tutoring system presents a briefing that describes the situation and the goals the students should pursue. Each scenario contains a solution template that specifies a partially-ordered sequence of action patterns that match correct sequences of student actions. During each scenario, the built-in simulator notifies the tutoring system of each student action. The T3 uses this information to evaluate the student action by comparing it with the scenario s solution template and with error rules that detect incorrect actions.
Traditional methods of developing training do not effectively support the changing needs of operational users in a multimission environment. The Automated Training Development System (ATDS) provides advantages over conventional methods in quality, quantity, turnaround, database maintenance, and focus on individualized instruction. The Operations System Training Group at the JPL performed a six-month study to assess the potential of ATDS to automate curriculum development and to generate and maintain course materials. To begin the study, the group acquired readily available hardware and participated in a two-week training session to introduce the process. ATDS is a building activity that combines training's traditional information-gathering with a hierarchical method for interleaving the elements. The program can be described fairly simply. A comprehensive list of candidate tasks determines the content of the database; from that database, selected critical tasks dictate which competencies of skill and knowledge to include in course material for the target audience. The training developer adds pertinent planning information about each task to the database, then ATDS generates a tailored set of instructional material, based on the specific set of selection criteria. Course material consistently leads students to a prescribed level of competency.
Expert systems techniques are being applied in operation and control of the Defense Communications System (DCS), which has the mission of providing reliable worldwide voice, data and message services for U.S. forces and commands. Thousands of personnel operate DCS facilities, and many of their functions match the classical expert system scenario: complex, skill-intensive environments with a full spectrum of problems in training and retention, cost containment, modernization, and so on. Two of these functions are: (1) fault isolation and restoral of dedicated circuits at Tech Control Centers, and (2) network management for the Defense Switched Network (the modernized dial-up voice system currently replacing AUTOVON). An expert system for the first of these is deployed for evaluation purposes at Andrews Air Force Base, and plans are being made for procurement of operational systems. In the second area, knowledge obtained with a sophisticated simulator is being embedded in an expert system. The background, design and status of both projects are described.
Overview: Vast majority of US EVA (ExtraVehicular Activity) training and EVA hardware development occurs at JSC; EVA training facilities used to develop and refine procedures and improve skills; EVA hardware development facilities test hardware to evaluate performance and certify requirement compliance; Environmental chambers enable testing of hardware from as large as suits to as small as individual components in thermal vacuum conditions.
Fifty years ago Apollo astronauts walked on the Moon to explore the geology and collect samples for Earth return. Several authors have discussed the strategic planning and training that enabled the Apollo successes, and assembled recommendations regarding today’s lunar science objectives and astronaut training required to achieve those science goals. Since the 1980s, geoscience training for astronauts focused on observing the Earth from orbit. Today, we are building a geoscience training program to support informed Earth observations as well as the exploration culture for future human missions to the Moon and Mars. Our team partnered with JSC’s crew training and astronaut offices to develop our 4-week geoscience program for the 2017 astronaut class. Because the astronauts have a variety of professional backgrounds, we provide a broad introduction to Earth and planetary sciences. But our prime focus is 2 weeks of intensive field work, a methodology introduced with the 2013 astronaut class. We completed the first half of the training – a field trip to observe hurricane deposits along Galveston Bay; keynotes by Apollo colleagues highlighting Apollo experiences; a tightly-integrated week of introductory geology in the classroom followed by a week of fieldwork in the Rio Grande del Norte National Monument. The classroom included interactive map exercises that allowed the students to progressively build a base map of the field area that they used as a starting point for their week-long mapping exercise. We divided the class into small mapping groups to conduct their observations, mapping and interpretation of the geology. In addition to learning geological field work, our field training provided the platform for practicing expeditionary leadership, a key skill set valued by NASA for astronaut crews. Next summer the capstone fieldwork for the 2017 astronauts will include both mapping and rock sampling. Throughout the mapping, the class will collect additional data to help inform field and sampling decisions using diagnostic field instruments that are being tested in analog settings for their operational efficacy for future planetary exploration.
Accident and incident analyses as well as industry group concerns and recommendations have justified taking a second look at proficiency standards related to upset recovery training and performance. Quite a number of factors and theories have been suggested-- leading the NASA Aviation Safety Program to reconsider manual handling skills in highly automated aircraft particularly in conditions that can potentially lead to Loss of Control events. Our team of Subject Matter Experts (SMEs) first identified 76 Basic Recovery Skills that were important for effective crew response under five different anomaly conditions. In addition to manual handling skills, the skill set included knowledge and cognitive skills, as well as decision making and management skills. Advanced Recovery Skills were identified by combining skills, integrating with crew resource management skills, and developing heuristics for decision making.Using the Advanced Recovery Skill set, the SMEs then developed a generic process flow starting from the problem discovery phase (e.g., identifying an anomaly) through the decision making and management phase (e.g., assessing response options), through the recovery phase (e.g., controlling the aircraft). The generic process flow was refined by testing it against six additional scenarios. The next part of the project was to develop an approach for assessing and revising a generic training curriculum (we used an operators Advanced Qualification Program (AQP) as a framework). Although many of the Basic and Advanced Recovery Skills could be found in the Job Task Listing, they were not always structured or combined in the most effective way. Recommendations were developed for assessing relevant aspects of the Job Task Listing and Continuing Qualification curriculum so that the more comprehensive set of Upset Recovery skillsincluding Human Factors--could be trained and assessed in the most appropriate and effective context. The existing AQP methodology provides a natural way to insert targeted Upset Recovery skills into its system of proficiency objectives, training devices, training activities, and ultimately, into the event sets of a simulator training scenario.
The purpose of this course is to help you develop the skills necessary to create qualifications standards, using the approved LANL template following guidelines and requirements established in appropriate drivers.
The present study explored eye-scan behavior as a function of level of subject training. Oculometric (eye-scan) measures were recorded from each of ten subjects during training trials on a CRT-based flight simulation task. The task developed for the study incorporated subtasks representative of specific activities performed by pilots, but which could be performed at asymptotic levels within relatively short periods of training. Changes in eye-scan behavior were examined as initially untrained subjects developed skill in the task. Eye-scan predictors of performance on the task were found. Examination of eye-scan in proximity to selected task events revealed differences in the distribution of looks at the instruments as a function of level of training.
Psychological factors which govern interpersonal activities in the cockpit are examined. It is suggested that crew members should be selected based on personality characteristics required for the position and that training does not cause long lasting personality changes, it only teaches and improves task performance skills. The effects of mindlessness as defined by Langer (1978) and the attribution theory of Jones and Nisbett (1971) on flight deck communications and cockpit management are described. The needs for a new system of training crew members, with emphasis on strategies that induce cognitive processes and awareness, and for field investigations of pilots are discussed.
During May of 2015, the southern US Great Plains and adjacent Gulf Coast region experienced more than twice the long-term mean precipitation, making it the wettest May since 1895. We investigate the physical mechanisms associated with this event using a suite of large-ensemble regional replay AGCM simulations from the NASA-GEOS model. In these simulations, certain regions of the globe are constrained to closely follow observations while the remainder of the domain is free running, allowing for the isolation of the remote regions that were important for the event. Preliminary analysis provides evidence that the extreme southern US precipitation was linked in part to positive precipitation anomalies in the central and eastern tropical Pacific via a wave train, which ultimately caused anomalous moisture flux from the Gulf of Mexico. An analysis of Subseasonal Experiment (SubX) model output was conducted to explore the subseasonal prediction skill of the event. Several models are able the predict the presence of positive precipitation anomalies in or near the southern US at lead times exceeding 10 days, albeit with errors in the locations and magnitude of the heaviest precipitation anomalies. A more thorough investigation with version 2 of NASA’s GEOS-S2S model shows that the prediction skill stems from the model’s ability to reasonably predict the positive tropical Pacific precipitation anomalies and the initiation of the Rossby wave train that is believed to be linked to the event. The potential causes for limitations in the prediction skill of this event will be explored.
This study analyzes techniques instructors use to facilitate crew analysis and evaluation of their Line-Oriented Flight Training (LOFT) performance. A rating instrument called the Debriefing Assessment Battery (DAB) was developed which enables raters to reliably assess instructor facilitation techniques and characterize crew participation. Thirty-six debriefing sessions conducted at five U.S. airlines were analyzed to determine the nature of instructor facilitation and crew participation. Ratings obtained using the DAB corresponded closely with descriptive measures of instructor and crew performance. The data provide empirical evidence that facilitation can be an effective tool for increasing the depth of crew participation and self-analysis of CRM performance. Instructor facilitation skill varied dramatically, suggesting a need for more concrete hands-on training in facilitation techniques. Crews were responsive but fell short of actively leading their own debriefings. Ways to improve debriefing effectiveness are suggested.
The Electric Vehicle (EV) Champion Training Series, hosted by the National Renewable Energy Laboratory (NREL), is tailored for fleet managers, facility managers, and other stakeholders involved in the deployment of EVs and charging stations. This series equips participants with the skills and knowledge necessary to become subject matter experts in EV implementation. This is the first training in a four-part series and serves as an introductory training. This training covers fundamental topics such as EV and charging technology, utility basics, and financial considerations for EVs. Additionally, this session introduces the Federal Fleet ZEV Ready Center framework, a one-stop location for federal fleet electrification resources. Participants will gain a solid foundation to support the effective deployment and management of EVs and their infrastructure. Visit the Federal Fleet ZEV Ready Center website to learn more about the ZEV Ready Center process. EV Champion Training Webinar 1: ZEV and EV Charging Fundamentals will enable attendees to: Identify EV and EV charging technology fundamentals; Recognize EV market and GSA Schedule options; Identify utility basics, incentives, and rates as they relate to EV charging; and Identify methods to calculate life cycle costs for EVs and gasoline vehicles.
The Electric Vehicle (EV) Champion Training Series, hosted by the National Renewable Energy Laboratory (NREL), is tailored for fleet managers, facility managers, and other stakeholders involved in the deployment of EVs and charging stations. This series equips participants with the skills and knowledge necessary to become subject matter experts in EV implementation. This is the second training in a four-part series and serves as an intermediate training. This training covers the first four steps in the ZEV Ready Center process, including how to identify and train your zero-emission vehicle (ZEV) team, align headquarters strategy with site-level planning, identify ZEV opportunities, and identify charging needs for your project sites. Participants will gain a solid foundation to support the effective deployment and management of EVs and their infrastructure.