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NASA NTRS1989

Determinants of bone density among athletes engaged in weight-bearing and non-weight-bearing activity

The effect of weight bearing activity on the bone density was investigated in athletes by comparing the measures of bone density of athletes engaged in weight-training programs with those of polo players and nonexercising subjects. All subjects had measurements of spinal trabecular and integral bone density by quantitative tomography, as well as determinations of hip bone density by dual photon absorptiometry. Results confirmed previous findings by Block et al. (1987) of significantly greater bone density among highly trained athletes compared with nonexercising subjects of similar age. Results also indicated that athletes engaged in non-weight-bearing forms of rigorous exercise had greater levels of bone density. However, as the participants in this study were exceptional athletes, engaged in a strenuous sport with both aerobic and heavy resistance components, a confirmation of these data is needed, using larger samples of individuals.

Block, Jon E.↗

NASA NTRS2001

Strategies for Engaging NASA Earth Scientists in K-12 Education and Public Outreach

Engagement of the Earth Science research community in formal education at the kindergarten through high school level and in various aspects of informal education and in professional development of practitioners in related fields has been and continues to be a challenge. A range of approaches is being used and new ones are constantly being tried. Fundamental to our strategies is an understanding of the priorities, skills, academic experiences, motivation, rewards and work experiences of most scientists. It is within this context that efforts to engage a scientist in education efforts are attempted. A key strategy is to limit our requests to activities where the scientist's contribution of time and expertise can have the most impact. Don't waste the scientist's time! Time is one of their most prized resources, it is extremely valuable to you, and to them, we treat their time like a treasured resource. The clearer a scientist's role, their unique contribution and the finite nature of their effort, the more likely they are to participate. It is critical that commitments made to scientists are kept. If they want and can do more, great! Don't expect or assume more will be forthcoming. Another approach that we use is to create periodic venues that, among other things, serve to identify individuals who have an interest or inclination to con , tribute to education efforts. Once identified we strive to determine their interests so that we can make the best match between their interests and the needs of the education program or efforts. In this way, we try to make the best use of their time while engaging them in efforts which will be personally rewarding, and will further the overall education objectives. In addition, we try to make it easier for scientists to participate by providing focused training, such as development of their interviewing skills, and exposure to key concepts, knowledge and skills which are well known among educators but are not common knowledge among scientists. Another strategy with which we are still struggling is how to create and provide career meaningful rewards for individuals who demonstrate excellence in education equivalent to excellence in science. We do not yet have a yardstick to measure excellence in education nor is there a consensus among scientific peers that these two can be equivalent. None-the-less, methods to identify excellence in education, such as the peer review process, are being tried with some success. Use of solicitation and selection of educational efforts via a peer review process that is the same as for scientific research to identify unique, interesting and creative ideas has been somewhat effective. Furthermore, the application of the same peer review process to the output of an educational effort is used to validate and ensure the quality of this output. An example will be used to illustrate the application of some of these strategies to the development of a high school Earth and Space System Science curriculum created in partnership with a local county school system (Anne Arundel County, MD).

Meeson, Blanche W.↗

NASA NTRS2009

Engagement of Metal Debris into a Gear Mesh

A series of bench top experiments was conducted to determine the effects of metallic debris being dragged through meshing gear teeth. A test rig that is typically used to conduct contact fatigue experiments was used for these tests. Several sizes of drill material, shim stock, and pieces of gear teeth were introduced and then driven through the meshing region. The level of torque required to drive the "chip" through the gear mesh was measured. From the data gathered, chip size sufficient to jam the mechanism can be determined. INTRODUCTION In some space mechanisms the loading can be so high that there is some possibility that a gear chip might be liberated while in operation of the mechanism [1-5]. Also, due to the closely packed nature of some space mechanisms and the fact that a space grease is used for lubrication, chips that are released can then be introduced to other gear meshes within this mechanism. In this instance, it is desirable to know the consequences of a gear chip entering in between meshing gear teeth. To help provide some understanding, a series of bench-top experiments was conducted to engage chips of simulated and gear material fragments into a meshing gear pair. One purpose of the experiments was to determine the relationship of chip size to the torque required to rotate the gear set through the mesh cycle. The second purpose was to determine the condition of the gear chip material after engagement by the meshing gears, primarily to determine if the chip would break into pieces and to observe the motion of the chip as the engagement was completed. This document also presents preliminary testing done with metal debris other than chips from gears, namely steel shim stock and drill bits of various sizes and diameters.

Handschuh, Robert F.↗

NASA NTRS2011

A Systematic Approach for Engagement Analysis Under Multitasking Environments

An overload condition can lead to high stress for an operator and further cause substantial drops in performance. On the other extreme, in automated systems, an operator may become underloaded; in which case, it is difficult for the operator to maintain sustained attention. When an unexpected event occurs, either internal or external to the automated system, a disengaged operation may neglect, misunderstand, or respond slowly/inappropriately to the situation. In this paper, we discuss a systematic approach monitor for extremes of cognitive workload and engagement in multitasking environments. Inferences of cognitive workload ar engagement are based on subjective evaluations, objective performance measures, physiological signals, and task analysis results. The systematic approach developed In this paper aggregates these types of information collected under the multitasking environment and can provide a real-time assessment or engagement.

Zhang, Guangfan↗

NASA NTRS2013

Engaging Students Through Classroom Connection Webinars to Improve Their Understanding of the Mars Science Laboratory Mission

Planetary exploration missions to other worlds, like Mars, can generate a lot of excitement and wonder for the public. The Mars Science Laboratory Mission is one of the latest planetary missions that has intrigued the public perhaps more than most. How can scientists and educational specialists capitalize on the allure of this mission and involve students and teachers in a way that not only shares the story of the mission, but actively engages classrooms with scientists and improves their understanding of the science? The Expedition Earth and Beyond (EEAB) Program [1], facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate Education Program at the NASA Johnson Space Center achieves this by facilitating MSL mission focused classroom connection webinars. Five MSL-focused webinars facilitated through EEAB during the 2012 fall semester engaged almost 3000 students and teachers. Involved STEM experts/role models helped translate the science behind the Mars Science Laboratory mission in a comprehensive, exciting, and engaging manner. These virtual events captured participants attention while increasing their science awareness and understanding of the MSL mission.

Graff, Paige V.↗

NASA NTRS2013

Education and Public Outreach and Engagement at NASA's Analog Missions in 2012

Analog missions are integrated, multi-disciplinary activities that test key features of future human space exploration missions in an integrated fashion to gain a deeper understanding of system-level interactions and operations early in conceptual development. These tests often are conducted in remote and extreme environments that are representative in one or more ways to that of future spaceflight destinations. They may also be conducted at NASA facilities, using advanced modeling and human-in-the-loop scenarios. As NASA develops a capability driven framework to transport crew to a variety of space environments, it will use analog missions to gather requirements and develop the technologies necessary to ensure successful exploration beyond low Earth orbit. NASA s Advanced Exploration Systems (AES) Division conducts these high-fidelity integrated tests, including the coordination and execution of a robust education and public outreach (EPO) and engagement program for each mission. Conducting these mission scenarios in unique environments not only provides an opportunity to test the EPO concepts for the particular future-mission scenario, such as the best methods for conducting events with a communication time delay, but it also provides an avenue to deliver NASA s human space exploration key messages. These analogs are extremely exciting to students and the public, and they are performed in such a way that the public can feel like part of the mission. They also provide an opportunity for crew members to obtain training in education and public outreach activities similar to what they would perform in space. The analog EPO team is responsible for the coordination and execution of the events, the overall social media component for each mission, and public affairs events such as media visits and interviews. They also create new and exciting ways to engage the public, manage and create website content, coordinate video footage for missions, and coordinate and integrate each activity into the mission timeline. In 2012, the AES Analog Missions Project performed three distinct missions - NASA Extreme Environment Mission Operations (NEEMO), which simulated a mission to an asteroid using an undersea laboratory; In-Situ Resource Utilization (ISRU) Field Test, which simulated a robotic mission to the moon searching and drilling for water; and Research and Technology Studies (RATS) integrated tests, which also simulated a mission to an asteroid. This paper will discuss the education and public engagement that occurred during these missions.

Watkins, Wendy L.↗

NASA NTRS1981

A piloted simulation of the backup control system engagement for the YAH-64

A piloted simulator experiment, designed to evaluate and optimize certain backup control system (BUCS) engagement parameters and to provide pilot familiarization with aircraft response prior to flight test of the BUCS in the YAH-64 Advanced Attack Helicopter, is described. Key elements of the simulation were the representation of a control system jam, the pilot's breaking of a shear pin in the jammed control, and the resultant BUCS engagement. To minimize the excursions in aircraft motion which could result from the pilot's control inputs after shear pin breakage, the BUCS control function is blended in gradually. The experiment's results indicate that optimum time to full control authority after shear pin breakage is three seconds in all axes for certain critical tasks. Special pilot training in the recovery from a control system jam may be necessary to minimize unacceptably large aircraft transients in the off-axis.

Blanken, C. L.↗

NASA NTRS1981

Sequencing design for BFS engagement

The Space Shuttle's avionics system is controlled by five onboard computers, four of which are loaded with the Primary Avionics Software System (PASS), and one of which is loaded with the Backup Flight System (BFS). The Shuttle is nominally controlled by the PASS computers. However, in the event of a PASS generic software failure, the BFS is engaged and assumes control of the Shuttle. The BFS Sequencing System problems presented by the engage requirement and the solutions chosen by the developers are discussed. These solutions constitute a technique which can be applied to the design of any real-time backup system.

Jurica, K. E.↗

NASA NTRS1983

The evolution of a release-engage mechanism for use on the orbiter

The Release-Engage Mechanism (REM) is designed to secure a deployable payload in the orbiter during launch and to enable the payload to be released, deployed, and reattached for re-entry. This paper presents the following: (1) the initial design concepts of the Release-Engage Mechanism; (2) the problems encountered during assembly, (3) the abnormalities that occurred during vibration testing, (4) the incompatibility of the Remote Manipulator System and REM operation, and (5) the resulting modifications to the REM that assured its successful performance on two Shuttle flights.

Calvert, J.↗

NASA NTRS1999

Recent Development in the Analytical Investigation of Shipboard Rotorcraft Engage and Disengage Operations

This paper presents an overview of recent developments in an effort to predict transient aeroelastic rotor response during shipboard engage and disengage sequences. The blade is modeled as an elastic beam undergoing in flap, lag, extension and torsion. The blade equations of motion are formulated using Hamilton's principle and they are spatially discretized using the finite element method. The discretized blade equations of motion are integrated for a specified rotor speed run-up or run-down profile. Blade element theory is used to calculate quasi-steady or unsteady aerodynamic loads in linear and nonlinear regimes. The analysis is capable of simulating both articulated, hingeless, and gimballed rotor systems. Validation of the rotor code is discussed, including correlation with droop stop impact tests and wind tunnel experiments. Predictions of safe engagement and disengagement envelopes, limited by excessive blade tip deflections or hub moments, are presented. Future directions of study are also discussed.

Smith, Edward C.↗

NASA NTRS2009

Synchronized Position Hold, Engage, Reorient, Experimental Satellites

Synchronized Position Hold, Engage, Reorient, Experimental Satellites (SPHERES) are bowling-ball sized spherical satellites. They will be used inside the space station to test a set of well-defined instructions for spacecraft performing autonomous rendezvous and docking maneuvers. Three free-flying spheres will fly within the cabin of the station, performing flight formations. Each satellite is self-contained with power, propulsion, computers and navigation equipment. The results are important for satellite servicing, vehicle assembly and formation flying spacecraft configurations. SPHERES is a testbed for formation flying by satellites, the theories and calculations that coordinate the motion of multiple bodies maneuvering in microgravity. To achieve this inside the ISS cabin, bowling-ball-sized spheres perform various maneuvers (or protocols), with one to three spheres operating simultaneously . The Synchronized Position Hold, Engage, Reorient, Experimental Satellites (SPHERES) experiment will test relative attitude control and station-keeping between satellites, re-targeting and image plane filling maneuvers, collision avoidance and fuel balancing algorithms, and an array of geometry estimators used in various missions. SPHERES consists of three self-contained satellites, which are 18 sided polyhedrons that are 0.2 meter in diameter and weigh 3.5 kilograms. Each satellite contains an internal propulsion system, power, avionics, software, communications, and metrology subsystems. The propulsion system uses CO2, which is expelled through the thrusters. SPHERES satellites are powered by AA batteries. The metrology subsystem provides real-time position and attitude information. To simulate ground station-keeping, a laptop will be used to transmit navigational data and formation flying algorithms. Once these data are uploaded, the satellites will perform autonomously and hold the formation until a new command is given.

Miller, David W.↗

NASA NTRS2011

Expedition Earth and Beyond: Engaging Classrooms in Student-Led Research Using NASA Data, Access to Scientists, and Integrated Educational Strategies

Classroom teachers are challenged with engaging and preparing today s students for the future. Activities are driven by state required skills, education standards, and high-stakes testing. Providing educators with standards-aligned, inquiry-based activities that will help them engage their students in student-led research in the classroom will help them teach required standards, essential skills, and help inspire their students to become motivated learners. The Astromaterials Research and Exploration Science (ARES) Education Program, classroom educators, and ARES scientists at the NASA Johnson Space Center created the Expedition Earth and Beyond education program to help teachers promote student-led research in their classrooms (grades 5-14) by using NASA data, providing access to scientists, and using integrated educational strategies.

Graff, P. V.↗

NASA NTRS2012

Bridging the Gap Between Scientists and Classrooms: Scientist Engagement in the Expedition Earth and Beyond Program

Teachers in today s classrooms need to find creative ways to connect students with science, technology, engineering, mathematics (STEM) experts. These STEM experts can serve as role models and help students think about potential future STEM careers. They can also help reinforce academic knowledge and skills. The cost of transportation restricts teachers ability to take students on field trips exposing them to outside experts and unique learning environments. Additionally, arranging to bring in guest speakers to the classroom seems to happen infrequently, especially in schools in rural areas. The Expedition Earth and Beyond (EEAB) Program [1], facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate Education Program at the NASA Johnson Space Center has created a way to enable teachers to connect their students with STEM experts virtually. These virtual connections not only help engage students with role models, but are also designed to help teachers address concepts and content standards they are required to teach. Through EEAB, scientists are able to actively engage with students across the nation in multiple ways. They can work with student teams as mentors, participate in virtual student team science presentations, or connect with students through Classroom Connection Distance Learning (DL) Events.

Graff, P. V.↗

NASA NTRS2015

Engaging Students with Subject Matter Experts and Science Content Through Classroom Connection Webinars

Connecting students and teachers in classrooms with science, technology, engineering, and mathematics (STEM) experts provides an invaluable opportunity. Subject matter experts can share exciting science and science-related events as well as help to "translate" science being conducted by professionals. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Division at the NASA Johnson Space Center, has been providing virtual access to subject matter experts through classroom connection webinars for the last five years. Each year, the reach of these events has grown considerably, especially over the last nine months. These virtual connections not only help engage students with role models, but are also designed to help teachers address concepts and content standards they are required to teach. These events also enable scientists and subject matter experts to help "translate" current science in an engaging and understandable manner while actively involving classrooms in the journey of science and exploration.

Graff, P. V.↗

NASA NTRS2015

Building the Next Generation of Scientific Explorers through Active Engagement with STEM Experts and International Space Station Resources

Connecting students and teachers in classrooms with science, technology, engineering, and mathematics (STEM) experts provides an invaluable opportunity for all. These experts can share the benefits and utilization of resources from the International Space Station (ISS) while sharing and "translating" exciting science being conducted by professional scientists. Active engagement with these STEM experts involves students in the journey of science and exploration in an enthralling and understandable manner. This active engagement, connecting classrooms with scientific experts, helps inspire and build the next generation of scientific explorers in academia, private industry, and government.

Graff, P. V.↗

NASA NTRS2018

Public Engagement of Earth Science and Art Using Astronaut Photography

For over fifty years of crewed spaceflight missions, NASA astronauts have taken remarkable photographs of the Earth that offer various perspectives for viewing dynamic Earth processes. The International Space Station (ISS) today provides a unique platform to view and capture imagery of Earth at a variety of viewing angles, seasons, and times of day. Astronaut photos comprise a variable true-color (RGB - Red Green Blue) dataset taken with multiple handheld digital (and historically, film) cameras and lens types that differ from nadir-looking satellite-based remote sensing instruments with fixed temporal and spatial resolutions. The Crew Earth Observations (CEO) Facility within the Earth Science and Remote Sensing Unit at NASA’s Johnson Space Center supports the acquisition, analysis, and curation of astronaut photography of Earth’s surface and atmosphere. CEO’s website, the Gateway to Astronaut Photography of Earth (eol.jsc.nasa.gov), provides free public access to view, search, and download over three million images taken by astronauts from Mercury, Gemini, and Apollo missions to current ISS missions. Handheld images taken by astronauts from the ISS are used for scientific research and public engagement in STEM (Science, Technology, Engineering, Mathematics) fields, particularly earth science. While segments of the public are actively interested in STEM fields, there may be groups who are underexposed to and disinterested in earth science or are unaware of astronaut photography from the ISS. A broader public audience can be introduced to earth science, STEM fields, and ISS research through artistic or abstract photos of the Earth. Wide angle pictures taken of Earth have identifiable landforms and bodies of water, however zoomed in, very high resolution photos without obvious geographic reference can attract new viewing audiences on a purely aesthetic basis. The CEO Facility actively curates a collection of exceptional astronaut photos of Earth as art used to reach a wider population through increased digital products and outreach events. This continuously-updated collection feeds development of freely accessible and high-quality downloadable materials including scientific articles, videos, computer wallpapers, and social media content. These materials are presented with science-based information that augments the artistic qualities of the imagery, and facilitate connection between art-engaged or non-STEM audiences to the ISS research platform and the need for future innovative STEM research.

Meado, Andrea L.↗

NASA NTRSDate not supplied

Engaging Learners with NASA's Antarctic Meteorites and Apollo Moon Rocks

A primary goal of our Astromaterials Research and Exploration Science (ARES) Science Engagement team at NASA’s Johnson Space Center (JSC) has been to engage students, educators, the science community, and the public with NASA’s Astromaterials assets including Astromaterials samples, specialized facilities, and Subject Matter Experts (SMEs). Our team has facilitated this through in-person events, hands-on activities, and virtual connections with educator and student (grades 3-12+) audiences. During COVID, our team initiated an effort, focusing on NASA’s Antarctic Meteorite and Apollo Lunar Collections, to reimagine existing resources and content to facilitate access to these assets whether an educator or SME is connecting with audiences virtually or in-person, or ultimately when a learner is exploring on their own. These collections provide rich scientific data for the science community but they can also be used to help inspire the public, including the next generation of scientists.

P. V. Graff↗

NASA NTRSDate not supplied

Promoting Collaborative Open Science through the Stakeholder Engagement Program

Since 2016, the Satellite Needs Working Group (SNWG), an initiative of the U.S. Group on Earth Observations (USGEO), has surveyed federal agencies biennially to identify their satellite Earth observation needs. Coordinating with the agencies, NASA-led assessment teams work to identify solutions for each expressed need. Solutions to a need can involve existing data products or even the formation of new data products and technologies, such as the Harmonized Landsat Sentinel-2 (HLS) product and the Catalog of Archived Sub-Orbital Earth Science Investigations (CASEI). To enhance community engagement with these new data products and technologies, the SNWG Management Office’s Stakeholder Engagement Program (SEP) was established. The SEP within NASA’s Interagency Implementation and Advanced Concepts Team (IMPACT) at Marshall Space Flight Center has three goals: to increase awareness of the SNWG survey and its outcomes, to ensure training coordination and outreach efforts supporting integration and use of SNWG solutions, and to enhance coordination among solution development teams, NASA’s Distributed Active Archive Centers (DAACs), SNWG stakeholders, and end user communities. These goals align with NASA Earth Science Data System’s (ESDS) Open Science initiative by establishing a collaborative community focused on enhancing scientific research at diverse levels of understanding. This presentation will highlight SEP’s facilitation of these open science goals through its support in SNWG’s past and current survey cycles as well as its plans for future involvement.

Jenny Wood↗