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At least 343 records · Page 19
All sourcesNASA NTRSDOE OSTI
NASA NTRS2014

Data-Intensive Science meets Inquiry-Driven Pedagogy: Interactive Big Data Exploration, Threshold Concepts, and Liminality

Threshold concepts in any discipline are the core concepts an individual must understand in order to master a discipline. By their very nature, these concepts are troublesome, irreversible, integrative, bounded, discursive, and reconstitutive. Although grasping threshold concepts can be extremely challenging for each learner as s/he moves through stages of cognitive development relative to a given discipline, the learner's grasp of these concepts determines the extent to which s/he is prepared to work competently and creatively within the field itself. The movement of individuals from a state of ignorance of these core concepts to one of mastery occurs not along a linear path but in iterative cycles of knowledge creation and adjustment in liminal spaces - conceptual spaces through which learners move from the vaguest awareness of concepts to mastery, accompanied by understanding of their relevance, connectivity, and usefulness relative to questions and constructs in a given discipline. For example, challenges in the teaching and learning of atmospheric science can be traced to threshold concepts in fluid dynamics. In particular, Dynamic Meteorology is one of the most challenging courses for graduate students and undergraduates majoring in Atmospheric Science. Dynamic Meteorology introduces threshold concepts - those that prove troublesome for the majority of students but that are essential, associated with fundamental relationships between forces and motion in the atmosphere and requiring the application of basic classical statics, dynamics, and thermodynamic principles to the three dimensionally varying atmospheric structure. With the explosive growth of data available in atmospheric science, driven largely by satellite Earth observations and high-resolution numerical simulations, paradigms such as that of dataintensive science have emerged. These paradigm shifts are based on the growing realization that current infrastructure, tools and processes will not allow us to analyze and fully utilize the complex and voluminous data that is being gathered. In this emerging paradigm, the scientific discovery process is driven by knowledge extracted from large volumes of data. In this presentation, we contend that this paradigm naturally lends to inquiry-driven pedagogy where knowledge is discovered through inductive engagement with large volumes of data rather than reached through traditional, deductive, hypothesis-driven analyses. In particular, data-intensive techniques married with an inductive methodology allow for exploration on a scale that is not possible in the traditional classroom with its typical problem sets and static, limited data samples. In addition, we identify existing gaps and possible solutions for addressing the infrastructure and tools as well as a pedagogical framework through which to implement this inductive approach.

Ramachandran, Rahul↗
NASA NTRS2015

A Model for Effective Professional Development of Formal Science Educators

The Lunar Workshops for Educators (LWE) series was developed by the Lunar Reconnaissance Orbiter (LRO) education team in 2010 to provide professional development on lunar science and exploration concepts for grades 6-9 science teachers. Over 300 educators have been trained to date. The LWE model incorporates best practices from pedagogical research of science education, thoughtful integration of scientists and engineer subject matter experts for both content presentations and informal networking with educators, access to NASA-unique facilities, hands-on and data-rich activities aligned with education standards, exposure to the practice of science, tools for addressing common misconceptions, follow-up with participants, and extensive evaluation. Evaluation of the LWE model via pre- and post-assessments, daily workshop surveys, and follow-up surveys at 6-month and 1-year intervals indicate that the LWE are extremely effective in increasing educators' content knowledge, confidence in incorporating content into the classroom, understanding of the practice of science, and ability to address common student misconceptions. In order to address the efficacy of the LWE model for other science content areas, the Dynamic Response of Environments at Asteroids, the Moon, and moons of Mars (DREAM2) education team, funded by NASA's Solar System Exploration Research Virtual Institute, developed and ran a pilot workshop called Dream2Explore at NASA's Goddard Space Flight Center in June, 2015. Dream2Explore utilized the LWE model, but incorporated content related to the science and exploration of asteroids and the moons of Mars. Evaluation results indicate that the LWE model was effectively used for educator professional development on non-lunar content. We will present more detail on the LWE model, evaluation results from the Dream2Explore pilot workshop, and suggestions for the application of the model with other science content for robust educator professional development.

Orbiter↗
NASA NTRS2016

CosmoQuest: Better Citizen Science Through Education

In the modern era, NASA SMD missions and facilities are producing data at a rate too great for the science community to maximally utilize. While software can help, what is really needed is additional eyes, hands, and minds - help we can find in the form of citizen scientist volunteers. The CosmoQuest virtual research facility has demonstrated through published research results that classroom students and the public can, with proper training and support from Subject Matter Experts (SMEs), fill roles more traditionally filled by university students. The research question behind CosmoQuest's creation was simple: if students and the public are provided a properly scaffolded experience that mirrors that of researchers, will they come and perform as well as our students? and can they rise up to be research collaborators? In creating CosmoQuest, we started with a core of citizen science portals, educational materials for both students and life-long learners, and collaboration areas. These three primary focuses mirror the research, courses, and collaboration spaces that form the foundation of a university department. We then went on to add the features that make a center stand out - we added seminars in the form of Google Hangouts on Air, planetarium content through our Science on the Half Sphere program, and even the chance to vicariously attend conferences through live blogging by our team members. With this design for a virtual research facility, the answer to our foundational question has been a resounding yes; the public can aid us in doing science provided they are properly trained. To meet the needs of our population we have developed four areas of engagement: research, education, media, and community.

Gay, P. L.↗
NASA NTRS2016

[STEM on Station Education]

The STEM on Station team is part of Education which is part of the External Relations organization (ERO). ERO has traditional goals based around BHAG (Big Hairy Audacious Goal). The BHAG model is simplified to a saying: Everything we do stimulates actions by others to advance human space exploration. The STEM on Station education initiate is a project focused on bringing off the earth research and learning into classrooms. Educational resources such as lesson plans, activities to connect with the space station and STEM related contests are available and hosted by the STEM on Station team along with their partners such as Texas Instruments. These educational activities engage teachers and students in the current happenings aboard the international space station, inspiring the next generation of space explorers.

Lundebjerg, Kristen↗
NASA NTRS2016

We Are The Explorers!

Every year in history classrooms all across the United States, young students are taught about the great westward expansion by the early American pioneers. These visionary pioneers were drawn to the ideas of exploration and adventure along with the promise of a land of opportunity that was open to them. They faced danger and even death in their efforts to conquer this new frontier. These pioneers and explorers could not pack up their entire household and carry enough food, clothing, and other supplies to last their entire journey. They had to be prepared to live off the land and use the local resources in order to survive and thrive. So too, will future explorers have to live off the land as they venture out into new frontiers of space exploration and colonization. This talk will introduce the audience to several in-situ resource utilization (ISRU) technologies that are being investigated for NASA's Journey to Mars. These technologies are needed for missions where astronauts will live, work, and be productive on another planet. After all, pioneers and explorers are not just people we read about in history class. Because we are the explorers of today!

space exploration↗
NASA NTRS2016

Flight Operations

Outline the process that takes new hires with zero knowledge all the way to the point of completing missions in Flight Operations. Audience members should be able to outline the attributes of a flight controller and instructor, outline the training flow for flight controllers and instructors, and identify how the flight controller and instructor attributes are necessary to ensure operational excellence in mission prep and execution. Identify how the simulation environment is used to develop crisis management, communication, teamwork, and leadership skills for SGT employees beyond what can be provided by classroom training.

Forest, Greg↗
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↗
NASA NTRS2016

Student Design Challenges in Capillary Flow

For some grade 8-12 students, capillary flow has bridged the gap between the classroom and research facility, from normal gravity to microgravity. In the past four years, NASA and the Portland State University (PSU) have jointly challenged students to design test cells, using Computer-Aided Design (CAD), to study capillary action in microgravity as PSU has done on the International Space Station (ISS). Using the student-submitted CAD drawings, the test cells were manufactured by PSU and tested in their 2.1-second drop tower. The microgravity results were made available online for student analysis and reporting. Over 100 such experiments have been conducted, where there has been participation from 15 states plus a German school for the children of U.S. military personnel. In 2016, a related NASA challenge was held in partnership with the ASGSR, again, based on the research conducted by PSU. In this challenge, grade 9-12 students designed and built devices using capillary action to launch droplets as far as possible in NASAs 2.2 Second Drop Tower. Example results will be presented by students at this conference. The challenges engage students in ISS science and technology and can inspire them to pursue technical careers.

capillary flow↗
NASA NTRS2017

NASA Lunar and Meteorite Sample Disk Program

The Lunar and Meteorite Sample Disk Program is designed for K-12 classroom educators who work in K-12 schools, museums, libraries, or planetariums. Educators have to be certified to borrow the Lunar and Meteorite Sample Disks by attending a NASA Certification Workshop provided by a NASA Authorized Sample Disk Certifier.

Foxworth, Suzanne↗
NASA NTRS2017

Public Outreach with NASA Lunar and Planetary Mapping and Modeling

NASA's Trek family of online portals is an exceptional collection of resources making it easy for students and the public to explore surfaces of planetary bodies using real data from real missions. Exotic landforms on other worlds and our plans to explore them provide inspiring context for science and technology lessons in classrooms, museums, and at home. These portals can be of great value to formal and informal educators, as well as to scientists working to share the excitement of the latest developments in planetary science, and can significantly enhance visibility and public engagement in missions of exploration.

LPMM↗
NASA NTRS2018

Addressing Human Error in International Space Station Flight Control Teams: Advances in Ground Training for Science Operators

In flight control, as with any human in the loop system, operator error is an inevitable reality. On the International Space Station (ISS) where crew time and physical resources are precious and often irreplaceable, operator errors can result in significant, irreversible consequences. Flight controllers at the Payload Operations Integration Center (POIC) located at NASA's Marshall Space Flight Center (MSFC) in Huntsville, Alabama know this reality well. At the POIC, operator errors can be caused by a variety of factors, from poor hardware or software design to environmental factors such as time pressure or fatigue. The most difficult errors to address, however, are those which result from ineffective teamwork. To address these teamwork errors, trainers at the POIC have drawn best practices from high reliability industries as well as from our sister ISS control center at the Johnson Space Center (JSC) in Houston, Texas, to develop and implement a new training program focused specifically on teamwork skills. This training program, called Team Skills Training, is inspired by modern and historical training programs developed by NASA and is specifically tailored to the needs of the payload operations flight control team at the POIC. The program consists of training for both certified and trainee flight controllers, and covers team skills topics such as situational awareness, leadership, and communication skills. To maximize effectiveness, the program uses novel instructional techniques which extend beyond the classroom to encourage students to apply what they have learned to their day to day work. Minimizing operator errors in flight control is an endeavor which requires constant vigilance and continuous improvement. At the POIC, Team Skills Training is an important step in this journey.

Harris, Samantha S.↗
NASA NTRS2018

Demonstration of the Space Launch System Augmenting Adaptive Control Algorithm on Pole-Cart Platform

NASA's baseline Space Launch System (SLS) ight control system (FCS) includes an adaptive augmenting control (AAC) portion in addition to the ight-heritage nominal classical controller. The AAC algorithm is intended to improve the robustness and performance of the classical controller. Over the past several years, the AAC algorithm developed at NASA Marshall Space Flight Center (MSFC) has matured significantly through extensive simulation, rigorous analytical proofs, and a series of successful ight tests on a F18 aircraft. This study was part of a SLS program and NASA Engineering and Safety Center (NESC) joint e ort to further increase the confidence level of the AAC algorithm by demonstrating its key functionalities on a classroom type of example, the pole-cart sys- tem, at the NASA Langley Research Center (LaRC) dynamics and control laboratory. The fundamental dynamics behind balancing an inverted pendulum is similar to controlling an aerodynamically unstable rocket. Both systems are inherently open-loop unstable and requires feedback control for attitude stabilization. The principles behind the AAC algorithm is applicable to a wide range of conditionally stable dynamical systems. Hence, the outcomes from this simple and inexpensive exercise has provided the SLS program with additional confidence into the AAC design, operation, robustness, and application.

Pei, Jing↗
NASA NTRS2019

Citizen Science Data Quality: The GLOBE Program

The Global Learning and Observations to Benefit the Environment (GLOBE) Program is an international program that provides a way for students and the public to contribute Earth system observations. Currently 122 countries, more than 40,000 schools, and 200,000 citizen scientists are participating in GLOBE. Since 1995, participants have contributed 195 million observations. Modes of data collection and data entry have evolved with technology over the lifetime of the program, including the launch of the GLOBE Observer mobile app in 2016 to broaden access and public participation in data collection. GLOBE must meet the data needs of a diverse range of stakeholders, from elementary school classrooms to scientists across the globe, including NASA scientists. Operational quality assurance measures include participant training, adherence to standardized data collection protocols, range and logic checks, and an approval process for photos submitted with an observation. In this presentation, we will discuss the current state of operational data QA/QC, as well as additional QA/QC processes recently explored and future directions.

Amos, Helen↗
NASA NTRSDate not supplied

TPSAS-NF1676L-18153-DND

During this session, NASA scientists and educators will discuss the importance of sky observations to better understand our atmosphere. Through participation in NASA education projects (S?COOL, GLOBE, and MY NASA DATA) K-12 students get practice in being scientists by collecting data and conducting their own inquiry investigations. Workshop participants will engage in hands-on activities showcasing how aerosols can impact the color and clarity of the sky. Teachers will explore NASA satellite imagery and data to predict global patterns of aerosols and observe interactions within Earth atmosphere. The workshop will be structured following the 5E Learning Model. Workshop activities are classroom ready, aligned to the Next Generation Science Standards, and align well with Georgia science standards for Habits of Mind and Nature of Science, as well as the following content standards: S4E3, S4E4, S6E4, S8SR1, S8SR2, S8SR4, SES3, SES5 and SES6.

Sarah Crecelius↗
NASA NTRSDate not supplied

The Residuum-Those Who Technology Leaves Behind

The introduction of new technologies has direct and indirect advantages and disadvantages on societies. As the relentless pace of technology increases, societies have to adjust, accommodate, integrate or reject the latest invention or innovation. Many people even experience the unintended consequences associated with these technologies. Some technologies appear to have a stabilizing effect on society (where the technology lifts all of society) while other technologies appear disruptive with unsettling effects(benefits are shared by a few with previously established firms being displaced). In this latter case, companies with the most disruptive technologies provide benefits but also gain market share by decimating their competitors. Those in society who have the means or the opportunity to seize the benefits of advanced technologies undoubtedly gain efficiencies of time and effectiveness while those who cannot afford or those who chose not to adopt these same technologies unfortunately fall behind. During the present worldwide pandemic, schools have physically closed their doors causing the mto pursue virtual classrooms. How will the teachers and children without internet access in their homes compare to those who do? In the near future, increased automation will lead to some reduction in the full-time workforce. A co-worker recently improved her skills in a fortuitous technical discipline. Others did not. Who should be held responsible for reskilling? Stated another way, who should be held responsible for finding new employment opportunities?In the distant future, parents who incorporated genetically enhanced benefits during childbirth will have offspring who will probably advance beyond those who cannot afford the technology. In these various ways, who should be held responsible for those who technology leaves behind?Are those left behind simply those who suffer inequality or is there something more?Should the semi-transparent hand of technology be allowed to roam freely through society selecting the survival of the fittest as it chooses? Should the invisible hand of the financial market make the decisions? Or, should governments and companies bear some responsibility by crafting policies to mitigate the consequences to those cast aside by the technology? This paper will endeavor to address some of the underlying issues of this question while attempting to find a set of sensible solutions to this problem.

Residuum↗
NASA NTRSDate not supplied

We Are All Potential Role Models: How We Can Support Scientist Engagement with Youth and the General Public

We all have the opportunity to be positive STEM role models. Yet scientists rarely identify themselves as a possible role model. In the training, “Empowering Effective STEM Role Models,” scientists practice research based strategies for engaging youth, particularly girls. This type of training is complementary to science communication, but is focused on equipping scientists with the skills needed to successfully encourage youth to pursue STEM careers. This training has been provided to over 150 STEM professionals at NASA and 14 federal agencies participated in a Train-the-Trainer version, organized by the White House Council for Women and Girls in STEM Working Group. Participants in this training reported that learning and practicing how to connect with and inspire children in STEM made them more confident stepping into further engagement opportunities. Confident, inspiring scientists are a highlight of a successful engagement event, but other factors make a positive experience possible.It’s important that all partners are thoughtful and intentional in preparing for public engagement events. The logistics are crucial, especially now while many engagements have moved to virtual platforms. Additional technology considerations make preparation essential. Two examples of virtual engagement highlight the support provided that led to successful engagements. The GLOBE Mission Earth project engages scientists in virtual classroom visits. To ensure both teacher and scientist expectations are met, a coordinator facilitates up front preparation by providing slide templates for the scientist to customize and providing video and other resources to the teacher and students to prompt student questions. Another example leverages the power of social media, particularly NASA Facebook. The NASA Earth Science Education Collaborative organizes citizen science challenges and engages the public on social. For one event, scientists were asked to share their connection to the investigation, but without access to NASA’s video production studio, the plans shifted. Scientists prepared audio files instead of videos and collaborated with communications leads to help craft their message. This weekly series has been flexible, adjusting to scientist's comfort levels, and has resulted in fresh and creative engagement.

Jessica Elaine Taylor↗
NASA NTRSDate not supplied

NASA GLOBE Clouds: Matching your sky observations to multiple satellite data

Have you ever wondered how your view of the sky compares to satellite data? The NASA GLOBE Clouds team at NASA Langley Research Center in Hampton, VA, matches ground-cloud observations taken by citizen scientists through the GLOBE Program to geostationary satellites as well as to Terra, Aqua, and CALIPSO satellites. The result is the NASA GLOBE Clouds satellite match table sent in a NASA personalized email summarizing both ground-cloud and satellite observations. The table contains ground-cloud and satellite values of total cloud cover and cloud cover by height (low, mid, high), cloud opacity and cloud phase. The satellite match table also includes images from the respective satellites centered on the latitude and longitude of the ground-cloud report entered through the GLOBE Program. Participants can receive satellite flyover notifications for their location through the GLOBE Observer app or through the satellite flyover schedule. This presentation will engage the audience through a live demonstration showing how to access GLOBE Clouds data visualization tools and view corresponding satellite imagery and data. We will also discuss best practices suggested by classroom teachers and undergraduate professors in incorporating active learning and satellite data analysis.

Marilé Colón Robles↗
NASA NTRSDate not supplied

CELA NextGen 2020 Abstract

Creating a new technology development is hard! But, experience canbe the best teacher. Through our journey in maturing CELA, africtionless, direct-drive Reaction Sphere (RS) (Figure 1), lessonsour team learned have given us valuable insights that can help youon your own technology development journey. CELA (CorrelatedElectromagnetic Levitation Actuator), like all state-of-the-art starts, is a technology development project. This idea started by addressing a problem posed in a classroom setting, and has morphed into its current state today. At first, the problem was to create a novel separation system. Then, as oftenhappens with new ideas, there was a bump in the road: CELA did not align with stakeholder priorities. So, we had to pivot. The team learned that the funding organization was more excited about an Attitude Control System solution than a Separation System solution. CELA then became a Reaction Wheel. Through more pivots, the technology development advanced into a RS. This example shows that the process for maturing an idea is just as important as the technology itself. Other aspects of the process include finding funding sources, conducting research, obtaining patents, engaging partners, and finally creating systems to keep you on track and pointed in the right direction. Going through this process will teach you many valuable lessons: you never know when an idea will arrive, you will experience rejection, and you will learn a lot about your own strengths and weaknesses.The importance of this is not to teach you to give up, but to teach you to keep going, and to learn what works and what does not work in order to set yourself up for success.

technology↗