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All sourcesNASA NTRSDOE OSTI
NASA NTRS2022

An Astro-Animation Class: Optimizing Artistic, Educational and Outreach Outcomes

The authors investigate how teaching art and astronomy together has the potential to inspire new art forms, enhance scientific public outreach, and promote art and science education. The authors teach an astro-animation class at the Maryland Institute College of Art in partnership with NASA scientists. The animations explore science in creative ways. Astrophysicists, educators, students, and the general public were surveyed to evaluate the experiences, and benefits from this project. The responses were very positive -the program is an effective way to stimulate art students to learn science, share an artist’s viewpoint beyond the classroom, and engage with the public.

Animation↗
NASA NTRSDate not supplied

Thinking Inside the Box: A Hands-On Student Activity for Building a Contamination Containment Glovebox to Encourage Problem Solving in a Collaborative Environment

Contamination containment gloveboxes are sealed containers where operators outside the glovebox can safely manipulate hazardous or contamination-sensitive materials inside the glovebox through glove ports on the container. Containment gloveboxes are used in the space industry to study sample materials returned from space such as lunar, asteroid, and comet materials, to manufacture sensitive instruments and space ight hardware, and to perform contamination-sensitive experiments. A hands-on activity has been developed by contamination control engineer and STEM education experts as part of the Virginia Earth System Science Scholars (VESSS) summer academy program to teach high school students about gloveboxes and about problem solving in a collaborative environment. In this activity, student teams are given a list of common household materials (e.g. plastic bags, plastic straws, aluminum foil, tape, disposable gloves, etc.) for building their own glovebox. Students work together to sketch and design their glovebox before being provided a kit of materials, which they must purchase along with any extra materials with a mock team budget. They are given 30 minutes to build their glovebox, however, they do not know what will be placed inside the glovebox or what operations they will need to perform within the glovebox. At the end of the build time, teams are given a small, sealed paper envelope which they place in the glovebox. Each team selects a team member to be designated as the operator, and the operator places their hands in the gloves of the glovebox. The operator uses their gloves to open the envelope in the glovebox, and they discover they have 20 minutes to assemble a jigsaw puzzle. However, the puzzle is \contaminated" with talcum powder. After the 20 minute time period, teams are judged on how well they completed and cleaned the contaminated puzzle. In a post-activity debrief, teams discuss lessons learned such as how the actual built box di ered from the sketched design, the challenge of managing a budget for materials, how the team dealt with surprises, and if their glovebox allowed enough room for the operator to perform the task. This activity has been part of the VESSS summer academy since 2016, and teaches students teamwork, creativity, hands-on experimentation, communication, and reasoning skills. In a demonstration at IAC, a volunteer from the audience will be chosen to assemble a glovebox during the presentation using the same kit of materials and will demonstrate handling puzzle pieces in the completed glovebox.

Elaine Seasly↗
DOE OSTI2016

E-Labs - Learning with Authentic Data

the success teachers have had providing an opportunity for students to: • Organize and conduct authentic research. • Experience the environment of scientific collaborations. • Possibly make real contributions to a burgeoning scientific field. We've created projects that are problem-based, student driven and technology dependent. Students reach beyond classroom walls to explore data with other students and experts and share results, publishing original work to a worldwide audience. Students can discover and extend the research of other students, modeling the processes of modern, large-scale research projects. From start to finish e-Labs are student-led, teacher-guided projects. Students need only a Web browser to access computing techniques employed by professional researchers. A Project Map with milestones allows students to set the research plan rather than follow a step-by-step process common in other online projects. Most importantly, e-Labs build the learning experience around the students' own questions and let them use the very tools that scientists use. Students contribute to and access shared data, most derived from professional research databases. They use common analysis tools, store their work and use metadata to discover, replicate and confirm the research of others. This is where real scientific collaboration begins. Using online tools, students correspond with other research groups, post comments and questions, prepare summary reports, and in general participate in the part of scientific research that is often left out of classroom experiments. Teaching tools such as student and teacher logbooks, pre- and post-tests and an assessment rubric aligned with learner outcomes help teachers guide student work. Constraints on interface designs and administrative tools such as registration databases give teachers the "one-stop-shopping" they seek for multiple e-Labs. Teaching and administrative tools also allow us to track usage and assess the impact on student learning.

Bardeen, Marjorie G.↗
DOE OSTI2017

U.S. DOE’s Energy Treasure Hunt Exchange In-Plant Trainings – DOE Resources, Early Results and Lessons Learned

The primary objective of the Department of Energy’s (DOE) Energy Treasure Hunt In-Plant Training (INPLT) is to train Better Plants partner employees to lead and conduct future energy efficiency Treasure Hunts within their facilities without DOE assistance. By taking a “learning-by-doing” approach, this INPLT, like other DOE INPLT trainings, has the added benefit of uncovering real energy and cost-saving opportunities. This INPLT leverages DOE and Better Plants technical staff, resources and tools and the EPA “Energy Treasure Hunt Guide: Simple Steps to Finding Energy Savings” process. While Treasure Hunts are a relatively well-known approach to identifying energy-savings in manufacturing plants, DOE is adding several additional elements in its Treasure Hunt Exchanges. The first element is technical assistance and methodology. DOE provides high-quality technical resources, such as energy efficiency calculators, fact sheets, source books etc., to facilitate the Treasure Hunt process and teaches four fundamentals: 1) how to profile equipment, 2) how to collect data, and 3), data & ROI calculation methodologies. Another element is the “train the trainer” approach wherein the training facilitator will train at least one partner employee to facilitate future treasure hunts. Another element is that DOE provides energy diagnostic equipment and teaches the participants how to use them. Finally, DOE also offers partners the opportunity to exchange teams of employees either within a partners’ enterprise or with other partners to conduct the treasure hunt in each other’s facilities. This exchange of teams is important because each team can bring different insights and uncover energy-saving opportunities that would otherwise be missed. This paper will discuss DOE methodology and the early results and lessons learned from DOE’S Energy Treasure Hunt In-Plant Trainings at Better Plants Partner facilities.

Nimbalkar, Sachin U.↗
DOE OSTI2015

Education and training in the field of nuclear instrumentation and measurement: CEA/INSTN (National Institute for Nuclear Sciences and Technologies) strategy to improve and develop new pedagogical tools and methods

Part of the French Alternative Energies and Atomic Energy Commission (CEA), the National Institute for Nuclear Science and Technology (INSTN) is a higher education institution whose mission is to provide students and professionals a high level of scientific and technological qualification in all disciplines related to nuclear energy applications. In this frame, INSTN carries out education and training (E and T) programs in nuclear instrumentation and radioprotection. Its strategy has always been to complete theoretical courses by training courses and laboratory works carried out on an extensive range of training tools that includes a large panel of nuclear instrumentation as well as software applications. Since its creation in 1956, the INSTN has conducted both education and vocational programs on ionizing radiation detection. An extensive range of techniques have commonly been used during practical works with students and employees of companies who need to get the knowledge and specialization in this field. Today, the INSTN is mainly equipped with usual detectors and electronics in large numbers in order to be able to accommodate up to 48 trainees at the same time in two classrooms, with only two trainees for one workstation in order to optimize their learning. In the field of the neutron detection systems, the INSTN has strongly developed its offer taking advantage of the use of research reactors, such as ISIS reactor (700 kW) at Saclay. The implementation of neutron detection systems specific to the courses offers a unique way of observing and analysing the signal coming from neutron detectors, as well as learning how to set the parameters of the detection system in real conditions. Providing the trainees with an extensive overview of each part of the neutron monitoring instrumentation apply to a nuclear reactor, hands-on measurements on the ISIS reactor play a major role in ensuring a practical and comprehensive understanding of the neutron detection system and their integration in the safety system of nuclear reactors. It also gives a solid background for the follow up and the development of the neutron detection systems. Another field of activity of the INSTN is the development of new teaching tools using software applications. We describe hereafter two applications that have recently been developed by the institute, O.S.I.R.I.S and DOSIMEX. The INSTN and the company OREKA have developed an innovative teaching tool named O.S.I.R.I.S. The tool is built on a virtual 3D environment in which users operate in a totally free way. The action is located in a pressurised water reactor in the environment of a steam generator building. The users are students or professionals who want to learn and train on concrete situations on how to protect the workers against radiation. Through the use of this serious game, users must: establish a predictive dose evaluation, implement the principles of radiation protection, perform the dose result of the operation, analyse the gap between the predictive collective dose and the collective dose achieved, and decide about the lessons to provide feedback. Taking into account the increasing constraints related to radiation protection, it is essential to use computer codes to evaluate the dose rates generated by sources of ionizing radiation. Many powerful codes exist but are often relatively complex to implement and are dedicated to experts. In addition, these codes are often 'black boxes' that does not allow the user to understand the underlying physics. The objective of DOSIMEX codes developed by the INSTN is to give, by the means of a VBA code with a simple interface, the ability to easily conduct a wide range of radiological exposure situations: calculation of gamma, beta, neutron equivalent dose rate, calculation of internal contamination and atmospheric transfer.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗
DOE OSTI2016

Decommissioning Experience at Rokkasho; Standing Type Manipulator: A1000S for Dismantling Tasks - 16434

Decommissioning is a technical process which includes various steps and processes from the clean-up of radioactive materials to the progressive demolition of the plant. One of these steps is the cutting of subassemblies, like tanks, pipes or walls in small pieces suitable for the sorting and disposal. Different solutions are offered for this cutting work and can be grouped as following: - Chip forming - sawing, drilling, milling, turning etc. - Shearing - punching, stamping, scissoring. - Abrading - Grinding, lapping, polishing; water-jet. - Heat - flame cutting, plasma cutting, laser cutting. - Electro-Chemical - Etching, Electrical discharge machining (EDM). Each method has its limitations in accuracy, cost, and effect on the material. In 2013, Waelischmiller Engineering won a contract for two remote handling systems dedicated to the dismantling cell at Rokkasho Nuclear Fuel Reprocessing Facility in Japan. For this project, Inconel and other metals needed to be cut. One of the main cutting methods was decided to use of an angle grinder handled by a robotic arm. Because the use of the overhead systems (bridges and cranes) was difficult for this installation, it was determined, that the best alternative was a power manipulator A1000 installed on the floor with a pre-positioning system. The project proceeded to go forward with the adaptation of the standard A1000 with integration of a control system in a Cartesian coordinate frame; resulting in a heavy duty arm; A1000S with 6 degrees of freedom. The heavy duty power arm A1000S was developed and designed for mechanical cutting with an angle grinder, especially for thick and hard material for example stainless steel and Inconel. Cutting a thick material with an angle grinder requires repeatable precise linear motion, in order not to damage the disc. The angle grinder should be handled with a manipulator which can cut in all directions in a linear motion, since the objects which should be cut are usually very large and fixed in any direction For these requirements, the Cartesian control function was added to our standard power manipulator type A1000. In some cases, the decommissioning work includes repeated access routes or fixed access points that the manipulator arm has to pass repeatedly. For example a fixed point where the waste materials are collected, or repeated transport route that the arm has to go along for each step. For this requirement, the A1000S has been equipped with the 'Go To-Mode'. It is a 'teach and playback mode' which has been developed especially for remote operating manipulators. Quick direct teach, quick play function and an intuitive touch-panel layout are some of the features. With the Go To-Mode high working efficiency was achieved. After rigorous testing at Waelischmiller premises; the manipulator was delivered to JNFL in Rokkasho. It was found that the obtained functionality and precision can be applicable not only for the cutting with a disc grinder, but also the laser cutting method, which requires precise trajectory control. This paper will provide: - A project description, - Presentation of solution process, - Technical description of the A1000S, - Future Applications of the robotic Arm A1000S. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗
DOE OSTI2016

After School Matters Program at the Hanford Site - 16569

CH2M HILL Plateau Remediation Company (CH2M), a prime contractor for environmental remediation at the U.S. Department of Energy Hanford Site in southeast Washington State, partnered with the nonprofit After School Matters (ASM) organization to provide outreach to local elementary school students in 2013-2014. The program emphasizes building relationships between youths and adults through academic tutoring, homework assistance, mentoring and physical fitness development. The program assists students from families where adults are often unemployed or underemployed. This project not only gives employees an opportunity to mentor and teach local youths, it also helps them prepare the next generation of leaders and experts. A substantial number of employees will be eligible for retirement within the next ten years, and their extensive institutional knowledge will go with them. Visiting schools and sharing this knowledge and experience gives students insights into career opportunities they might not otherwise consider. This program proved so successful, another Hanford Contractor involved their workers, expanding the program to a second elementary school. Also, the program caught the eye of a nonprofit organization, 21. Century After-School Program, who invited the team to expand to a third elementary school. The ASM program at the Hanford Site: (1) targets an often overlooked group of students and provides an opportunity to mentor and teach the future generation; (2) positively impacts the students, volunteers and community; (3) has expanded its reach to other contractors and schools. Lessons learned from this community education program provide valuable context for other organizations interested in similar outreach efforts. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗
DOE OSTI2020

Multi-Objective PMU Allocation for Resilient Power System Monitoring

Phasor measurement units (PMUs) enable better system monitoring and security enhancement in smart grids. In order to enhance power system resilience against outages and blackouts caused by extreme weather events or man-made attacks, it remains a major challenge to determine the optimal number and location of PMUs. In this paper, a multi-objective resilient PMU placement (MORPP) problem is formulated, and solved by a modified Teaching-Learning-Based optimization (MO-TLBO) algorithm. Three objectives are considered in the MORPP problem, minimizing the number of PMUs, maximizing the system observability, and minimizing the voltage stability index. The effectiveness of the proposed method is validated through testing on IEEE 14-bus, 30-bus, and 118-bus test systems. The advantage of the MO-TLBO-based MORPP is demonstrated through the comparison with other methods in the literature, in terms of iteration number, optimality and time of convergence.

Multi-Objective Optimization↗
DOE OSTI2024

Numerical simulation projects in micromagnetics with Jupyter

We report a case study where an existing materials science course was modified to include numerical simulation projects on the micromagnetic behavior of materials. The Ubermag micromagnetic simulation software package is used in order to solve problems computationally. The simulation software is controlled through the Python code in Jupyter notebooks. Our experience is that the self-paced problem-solving nature of the project work can facilitate a better in-depth exploration of the course contents. We discuss which aspects of the Ubermag and the project Jupyter ecosystem have been beneficial for the students' learning experience and which could be transferred to similar teaching activities in other subject areas.

97 MATHEMATICS AND COMPUTING↗
DOE OSTI2025

Introducing Quantum Entanglement and Superposition to Secondary School Students Using Portable, Hands-on Exhibits

Historically, the teaching of quantum mechanics has been reserved for advanced undergraduate physics courses, mostly due to how far removed from classical intuition the subject is. Extensive mathematical background is usually a prerequisite for college-level introductory quantum mechanics courses. However, several ways to introduce quantum mechanics at the secondary school level have been suggested and developed. Unlike most other topics in physics, it is difficult to find intuitive examples of quantum phenomena outside of a specialized laboratory; additionally, straightforward hands-on demonstrations, activities, and experiments are somewhat limited.

Educational aids↗
NASA NTRS1986

The evolutionary sequence: origin and emergences

The evolutionary sequence is being reexamined experimentally from a "Big Bang"origin to the protocell and from the emergence of protocell and variety of species to Darwin's mental power (mind) and society (The Descent of Man). A most fundamentally revisionary consequence of experiments is an emphasis on endogenous ordering. This principle, seen vividly in ordered copolymerization of amino acids, has had new impact on the theory of Darwinian evolution and has been found to apply to the entire sequence. Herein, I will discuss some problems of dealing with teaching controversial subjects.

Non-NASA Center↗
NASA NTRS1996

Critical Thinking and the Kinesthetic Connection

Kinesthetic refers to movement, the movement of the body as it senses its suroundings and respons to its urgings to discover and experience the world...Kinesthetic teaching focuses on instructional approaches that engage the body to integrate concepts, information, thoughts, feelings, and ideas into a coherent structure of knowledge.

kinesthetics critical thinking pedagogy teaching↗
NASA NTRS2002

A desktop interferometer for optical synthesis imaging

A simple desktop optical interferometer is described and demonstrated as a teaching tool for concepts of long-baseline stellar interferometry. The invariance of closure phase is introduced and illustrated. The differences between image synthesis with this interferometer and astronomical interferometers are shown and discussed.

interferometry↗
NASA NTRS2024

Teachers’ Use and Adaptation of A Model-Based Climate Curriculum: A Three-Year Longitudinal Study

Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching and learning about Earth’s climate and global climate change (GCC). This longitudinal study aims to establish how secondary science teachers, over time, implement model-based climate curricula in support of students’ climate and GCC education by utilizing EzGCM. The model (EzGCM) is a data-driven, computer-based climate modeling tool use to explore global climate data. Multiple sources of data collection, including teacher interviews, classroom observations, and daily reflections, were employed to address the research question: “How did two teachers’ implementation strategies evolve over the three-year study while utilizing a model-based, climate-focused curriculum?” This study provides insight into how and why these resources [model-based climate education curricula] are utilized in science learning environments, thereby informing ongoing efforts to enhance climate education and, in doing so, preparing the next generation of climate-literate adults prepared to confront this most critical global challenge of our age. The findings showed while both teachers engaged in increasingly model-centric instructional practices, these changes were modest. Furthermore, both teacher’s observed classroom practices were less model-centric than the designed curriculum. Ultimately emphasizing the transition from existing practices to improved ones, rather than seeking the perfect approach, the study offers practical insights that can honestly assist secondary educators in real-world settings by highlighting state of climate education in secondary science classrooms.

Secondary science teaching↗
DOE OSTI2025

A Diazo Linker Ligand Promotes Flexibility and Induced Fit Binding in a Microporous Copper Coordination Network

Abstract Flexible organic linkers represent an intuitive and effective strategy to design flexible metal–organic materials. We report herein a systematic study concerning the effect of varying the central bond of mixed pyridyl‐benzoate linkers, L, upon the flexibility of three isostructuralkddtopology microporous coordination networks (CNs) of formula ML 2 :X‐kdd‐1‐Cu,1= L = (E)‐4‐(pyridin‐4‐yldiazenyl)benzoate;X‐kdd‐2‐Cu,2= L = (E)‐4‐(2‐(pyridin‐4‐yl)vinyl)benzoate; the previously reportedX‐kdd‐3‐Cu,3= L = 4‐(pyridin‐4‐ylethynyl)benzoate. As revealed by single crystal x‐ray diffraction (SCXRD) and gas sorption studies,X‐kdd‐1‐Cu, exhibited gate‐opening during CO 2 and hydrocarbon (C2 and C8) sorption experiments whereas the other two CNs did not. Insight into these phase transformations was gained from in situ variable‐pressure and variable temperature powder X‐ray diffraction (PXRD), SCXRD, and modeling. Rotation of ligand1around the diazo bond, torsion angle changes between phenyl and carboxylate moieties, and deformation of the Cu‐based rod building blocks enabled activatedX‐kdd‐1‐Cuto form new phases with C8 isomers and CH 2 Cl 2 , CH 2 Cl 2 inducing contraction of the activated phase. Computational studies suggest that1enables flexibility thanks to its lower barrier of deformation versus2or3. This study teaches that diazo moieties could offer a general strategy to enhance the flexibility of CNs.

Chemistry↗
DOE OSTI2015

Conceptualisation of the characteristics of advanced practitioners in the medical radiation professions

Professions grapple with defining advanced practice and the characteristics of advanced practitioners. In nursing and allied health, advanced practice has been defined as ‘a state of professional maturity in which the individual demonstrates a level of integrated knowledge, skill and competence that challenges the accepted boundaries of practice and pioneers new developments in health care’. Evolution of advanced practice in Australia has been slower than in the United Kingdom, mainly due to differences in demography, the health system and industrial relations. This article describes a conceptual model of advanced practitioner characteristics in the medical radiation professions, taking into account experiences in other countries and professions. Using the CanMEDS framework, the model includes foundation characteristics of communication, collaboration and professionalism, which are fundamental to advanced clinical practice. Gateway characteristics are: clinical expertise, with high level competency in a particular area of clinical practice; scholarship and teaching, including a masters qualification and knowledge dissemination through educating others; and evidence-based practice, with judgements made on the basis of research findings, including research by the advanced practitioner. The pinnacle of advanced practice is clinical leadership, where the practitioner has a central role in the health care team, with the capacity to influence decision making and advocate for others, including patients. The proposed conceptual model is robust yet adaptable in defining generic characteristics of advanced practitioners, no matter their clinical specialty. The advanced practice roles that evolve to meet future health service demand must focus on the needs of patients, local populations and communities.

62 RADIOLOGY AND NUCLEAR MEDICINE↗
DOE OSTI2014

The development and evaluation of a medical imaging training immersive environment

A novel realistic 3D virtual reality (VR) application has been developed to allow medical imaging students at Queensland University of Technology to practice radiographic techniques independently outside the usual radiography laboratory. A flexible agile development methodology was used to create the software rapidly and effectively. A 3D gaming environment and realistic models were used to engender presence in the software while tutor-determined gold standards enabled students to compare their performance and learn in a problem-based learning pedagogy. Students reported high levels of satisfaction and perceived value and the software enabled up to 40 concurrent users to prepare for clinical practice. Student feedback also indicated that they found 3D to be of limited value in the desktop version compared to the usual 2D approach. A randomised comparison between groups receiving software-based and traditional practice measured performance in a formative role play with real equipment. The results of this work indicated superior performance with the equipment for the VR trained students (P = 0.0366) and confirmed the value of VR for enhancing 3D equipment-based problem-solving skills. Students practising projection techniques virtually performed better at role play assessments than students practising in a traditional radiography laboratory only. The application particularly helped with 3D equipment configuration, suggesting that teaching 3D problem solving is an ideal use of such medical equipment simulators. Ongoing development work aims to establish the role of VR software in preparing students for clinical practice with a range of medical imaging equipment.

07 ISOTOPE AND RADIATION SOURCES↗
DOE OSTI2016

The Role of National Research and Education Networks Providing Connectivity and Advanced Network Services to Virtual Communities in Collaborative R&E Projects. CUDI: The Mexican Case Part 1, , In: ISUM 2015: High Performance Computer Applications

This paper describes the role of National Research and Education Networks (NRENs) and their aim to provide a seamless, large scale, high-speed, low-latency network to accelerate scientific and education discovery for national, regional or global collaborative projects that are dependent on the use of modern high performance distributed computing systems (HPDCS) to process mathematical models, produce new knowledge and drive innovation when resolving complex problems. NRENs have become the mainstream of communication and collaboration to integrate the efforts of large geographically distributed teams of Virtual Communities (VC) that - train, teach and learn-, -create, use and share- knowledge, data, information and communications technology resources (e.g. computer and information systems, middleware, tools, instruments, data sets, repositories, applications and services) building e-infrastructures necessary to meet the collaborative projects’ goals. The paper focuses on the current status of the Mexican NREN: CUDI, its future organization and political support, necessary to provide seamless, large scale, high-speed, low latency and secure national backbone and international links providing connectivity, advanced network services and technical support to VCs and their e-infrastructures in collaborative R&E projects within the country, the LAC region and worldwide.

Computer Science↗