Engineering Papers⌕ Search

SEARCH · Engineering Papers

Results for “school”

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.

At least 379 records · Page 21
All sourcesNASA NTRSDOE OSTI
NASA NTRS1999

Using Science and the Internet as Everyday Classroom Tools

The Everyday Classroom Tools project developed a K-6 inquiry-based curriculum to bring the tools of scientific inquiry, together with the Internet, into the elementary school classroom. Our curriculum encourages students and teachers to experience the adventure of science through investigation of the world around us. In this project, experts in computer science and astronomy at SAO worked closely with teachers and students in Massachusetts elementary schools to design and model activities which are developmentally appropriate, fulfill the needs of the curriculum standards of the school district, and provide students with a chance to experience for themselves the joy and excitement of scientific inquiry. The results of our efforts are embodied in the Threads of Inquiry, a series of free-flowing dialogues about inquiry-inspiring investigations that maintain a solid connection with our experience and with one another. These investigations are concerned with topics such as the motion of the Earth, shadows, light, and time. Our work emphasizes a direct hands-on approach through concrete experience, rather than memorization of facts.

Mandel, Eric↗
NASA NTRS1999

KidSat: Image User's Manual

The goal of KidSat was to provide young students with the opportunity to participate directly in the NASA space program and to enhance learning in the process. The KidSat pilot project was focused on using a color digital camera, mounted on the space shuttle, to take pictures of the Earth. These could be used to enhance middle school curricula. The project not only benefited middle school students, who were essentially the Science Team, responsible for deciding where to take pictures, but it also benefited high school students and undergraduates, who were essentially the Project Team, responsible for the development and implementation of the project. KidSat flew on three missions as part of the pilot project: STS-76, STS-81, and STS-86. This document describes the goals, project elements, results, and data for the three KidSat missions that made up the pilot program. It serves as a record for this pilot project and may be used as a reference for similar projects. It can also be a too] in using the data to its fullest extent. The KidSat Web page remains on-line at http://kidsat.jpl.nasa.gov/kidsat, and the images may be downloaded in their full resolution.

Way, JoBea↗
NASA NTRS2000

Infrastructure for Training and Partnershipes: California Water and Coastal Ocean Resources

The purpose of this project was to advance the existing ICESS/Bren School computing infrastructure to allow scientists, students, and research trainees the opportunity to interact with environmental data and simulations in near-real time. Improvements made with the funding from this project have helped to strengthen the research efforts within both units, fostered graduate research training, and helped fortify partnerships with government and industry. With this funding, we were able to expand our computational environment in which computer resources, software, and data sets are shared by ICESS/Bren School faculty researchers in all areas of Earth system science. All of the graduate and undergraduate students associated with the Donald Bren School of Environmental Science and Management and the Institute for Computational Earth System Science have benefited from the infrastructure upgrades accomplished by this project. Additionally, the upgrades fostered a significant number of research projects (attached is a list of the projects that benefited from the upgrades). As originally proposed, funding for this project provided the following infrastructure upgrades: 1) a modem file management system capable of interoperating UNIX and NT file systems that can scale to 6.7 TB, 2) a Qualstar 40-slot tape library with two AIT tape drives and Legato Networker backup/archive software, 3) previously unavailable import/export capability for data sets on Zip, Jaz, DAT, 8mm, CD, and DLT media in addition to a 622Mb/s Internet 2 connection, 4) network switches capable of 100 Mbps to 128 desktop workstations, 5) Portable Batch System (PBS) computational task scheduler, and vi) two Compaq/Digital Alpha XP1000 compute servers each with 1.5 GB of RAM along with an SGI Origin 2000 (purchased partially using funds from this project along with funding from various other sources) to be used for very large computations, as required for simulation of mesoscale meteorology or climate.

Siegel, David A.↗
NASA NTRS2000

Microgravity Outreach and Education

The NASA Microgravity Research Program has been actively developing classroom activities and educator's guides since the flight of the First United States Microgravity Laboratory. In addition, various brochures, posters, and exhibit materials have been produced for outreach efforts to the general public and to researchers outside of the program. These efforts are led by the Microgravity Research Outreach/Education team at Marshall Space Flight Center, with classroom material support from the K-12 Educational Program of The National Center for Microgravity Research on Fluids and Combustion (NCMR), general outreach material development by the Microgravity Outreach office at Hampton University, and electronic/media access coordinated by Marshall. The broad concept of the NCMR program is to develop a unique set of microgravity-related educational products that enable effective outreach to the pre-college community by supplementing existing mathematics, science, and technology curricula. The current thrusts of the program include summer teacher and high school internships during which participants help develop educational materials and perform research with NCMR and NASA scientists; a teacher sabbatical program which allows a teacher to concentrate on a major educational product during a full school year; frequent educator workshops held at NASA and at regional and national teachers conferences; a nascent student drop tower experiment competition; presentations and demonstrations at events that also reach the general public; and the development of elementary science and middle school mathematics classroom products. An overview of existing classroom products will be provided, along with a list of pertinent World Wide Web URLs. Demonstrations of some hands on activities will show the audience how simple it can be to bring microgravity into the classroom.

Rogers, Melissa J. B.↗
NASA NTRS2000

Air, Ocean and Climate Monitoring Enhancing Undergraduate Training in the Physical, Environmental and Computer Sciences

Faculty in the Department of Physical, Environmental and Computer Sciences strongly believe in the concept that undergraduate research and research-related activities must be integrated into the fabric of our undergraduate Science and Technology curricula. High level skills, such as problem solving, reasoning, collaboration and the ability to engage in research, are learned for advanced study in graduate school or for competing for well paying positions in the scientific community. One goal of our academic programs is to have a pipeline of research activities from high school to four year college, to graduate school, based on the GISS Institute on Climate and Planets model.

Hope, W. W.↗
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 NTRS1997

Entropy Masking

This paper details two projects that use the World Wide Web (WWW) for dissemination of curricula that focus on remote sensing. 1) Presenting grade-school students with the concepts used in remote sensing involves educating the teacher and then providing the teacher with lesson plans. In a NASA-sponsored project designed to introduce students in grades 4 through 12 to some of the ideas and terminology used in remote sensing, teachers from local grade schools and middle schools were recruited to write lessons about remote sensing concepts they could use in their classrooms. Twenty-two lessons were produced and placed in seven modules that include: the electromagnetic spectrum, two- and three-dimensional perception, maps and topography, scale, remote sensing, biotic and abiotic concepts, and landscape chi rise. Each lesson includes a section that evaluates what students have learned by doing the exercise. The lessons, instead of being published in a workbook and distributed to a limited number of teachers, have been placed on a WWW server, enabling much broader access to the package. This arrangement also allows for the lessons to be modified after feedback from teachers accessing the package. 2) Two-year colleges serve to teach trade skills, prepare students for enrollment in senior institutions of learning, and more and more, retrain students who have college degrees in new technologies and skills. A NASA-sponsored curriculum development project is producing a curriculum using remote sensing analysis an Earth science applications. The project has three major goals. First, it will implement the use of remote sensing data in a broad range of community college courses. Second, it will create curriculum modules and classes that are transportable to other community colleges. Third, the project will be an ongoing source of data and curricular materials to other community colleges. The curriculum will have these course pathways to a certificate; a) a Science emphasis, b) an Arts and Letters emphasis, and c) a Computer Science emphasis Each pathway includes course work in remote sensing, geographical information systems (GIS), computer science, Earth science, software and technology utilization, and communication. Distribution of products from this project to other two-year colleges will be accomplished using the WWW.

Watson, Andrew B.↗
NASA NTRS2002

Using the Process and Excitement of Science and Technology to Empower Teachers and Engage their Students

Students United with NASA Becoming Enthusiastic About Math and Science (SUNBEAMS) is a Partnership between NASA Goddard Space Flight Center (GSFC) and the District of Columbia Public Schools (DCPS). It empowers teachers and inspires students with the process and excitement of science and technology. SUNBEAMS is being developed as a model urban intervention program for sixth grade teachers and their students. The teachers come to Goddard for five weeks during the summer. They partner with Goddard mentors and work much the same way that summer students do. In addition, the teachers are responsible for developing lesson plans that they pilot at their schools and post on the SUNBEAMS web site. During the school year, each teacher brings one class to Goddard for a full week of total immersion in math and science.

Crannell, Carol Jo↗
NASA NTRS1990

Meteorological Instruction Software

At Florida State University and the Naval Postgraduate School, meteorology students have the opportunity to apply theoretical studies to current weather phenomena, even prepare forecasts and see how their predictions stand up utilizing GEMPAK. GEMPAK can display data quickly in both conventional and non-traditional ways, allowing students to view multiple perspectives of the complex three-dimensional atmospheric structure. With GEMPAK, mathematical equations come alive as students do homework and laboratory assignments on the weather events happening around them. Since GEMPAK provides data on a 'today' basis, each homework assignment is new. At the Naval Postgraduate School, students are now using electronically-managed environmental data in the classroom. The School's Departments of Meteorology and Oceanography have developed the Interactive Digital Environment Analysis (IDEA) Laboratory. GEMPAK is the IDEA Lab's general purpose display package; the IDEA image processing package is a modified version of NASA's Device Management System. Bringing the graphic and image processing packages together is NASA's product, the Transportable Application Executive (TAE).

Source record↗
NASA NTRS2004

NEXUS Education/Outreach Program

The NEXUS E/PO program will consist of an integrated set of partnerships with schools and science centers and the development of education products. This will include working with schools, including NASA Explorer Schools on "challenges" oriented around open-ended problem solving and communication skills and with technical content related to NEXUS. We will provide teacher internships though the SUNBEAMS program, and develop a small exhibit and interactive materials for science centers concerning the Sun and related science.

Kucera, Therese↗
NASA NTRS2005

Youth Technology Academy

One of the most important aspects of the YTA Program is that students, working with Tri-C instructors, NASA engineers, and technicians, begin to build relationships with professionals with whom they might not normally have contact. These professionals serve as role models for students and help them to apply math, science and problem-solving skills in real time to construct a competition-ready robot, allowing them to experience the satisfaction and challenges of an engineering or technical career by working diligently to solve problems that may never have been thought possible to solve. Transcending school boundaries, YTA is available to all students who are interested and qualified but who may otherwise never get an opportunity to participate because their school does not offer a robotics program. YTA fills an educational void by offering an exciting engineering and technology experience to a greater number of students than have been able to participate in the past. Our students have been working hard and see the long-term rewards for their efforts. The YTA Team 1270 was a finalist at the 2005 FIRST Robotics Florida Regional and took home second- place honors. Mark Poljak, nominated by the students of YTA Team 1270, received the Woodie Flowers Award at the FIRST 2005 Buckeye Regional competition. This award celebrates effective communication in the art and science of engineering and design. The YTA Team was also invited, as one of fifty-four teams, to participate in this year s FIRST VEX Robotics tournament representing Cuyahoga Community College and NASA GRC (Team 26), held at the FIRST Robotics National Competition in Atlanta, GA. Because of our efforts, community colleges from around the country have taken notice and have asked us to become part of the executive board of the RoboEducators, whose mission is to bring technology training to high school students in preparation for the future workforce.

Source record↗
NASA NTRS2006

Constellation-X Observatory

Women in Science Conferences are designed to allow young women in grades 7 through 12 to learn first-hand about careers in science, mathematics, and technology from accomplished professional women. Results of an international science and mathematics study conducted in 2000 indicated that "children in the United States were among the leaders in the 4th grade assessment, but by high school graduation, they were almost last." Part of the problem is that many girls and young women in junior and senior high school lose interest in science and technological careers. The goal of the WIS-Conferences held at the University of Wyoming in Laramie, and at Central Wyoming College in Riverton, are to directly address this problem. The conferences will be a cooperative effort supported by local agencies, schools, and businesses, in addition to several state agencies. By presenting positive role models in the science, mathematics, and technological fields, we hope to encourage all students (especially young women and minorities) to pursue higher education and careers in mathematics and science. The workshop topics include: 1) Engineering; 2) Robotics; 3) Physics/Astronomy; 4) Geology; 5) Paleontology; 6) Remote Sensing (GPS/GIS); 7) Molecular Biology; 8) Veterinary Medicine; 9) Optometry; 10) Data Encryption; and 11) Wildlife Biology.

Source record↗
NASA NTRS2008

NASA Student Competitions

Topics covered include: I. Aeronautics Contest: a) High school and college students; b) Participation based on academic calendar; c) Vehicles and Systems; d) High School Division 2007 Highlights: 1) Top score for international teams..... girls from South Africa; 2) Top scores overall for individuals..... US and International were girls; f) Participating Countries: South Africa, India, Pakistan, Romania, Canada. II. Life and Work on the Moon: What images come to mind. a) Architecture; b) Industrial design; c) Computer Design; d) Fine arts. III. Next Generation Moon Buggy Contest: a) High School and College students; b) Real vehicles; c) Real missions.

Ward, Elizabeth B.↗
NASA NTRS2013

How to Demonstrate Microgravity in your Classroom

Learn why zero gravity is a misnomer and learn how to demonstrate microgravity to students and the general public. In this session, a short theory segment will explain and reinforce these concepts so that you may explain to others. Session participants will also see simple equipment that demonstrates microgravity during the session and can just as well be done in the classroom or museum exhibit hall. The hands-on demonstration devices range from a leaky water bottle to an electronic drop tower with an on-board camera. The session will also include demonstration techniques for Physics, Forces & Motion, and orbits. This material is useful for middle school forces and motions instruction, high school physics instruction, public demonstrations at conferences & school open houses, travelling museum exhibits, fixed museum exhibits, and independent student projects or experiments. These activities also connect the terrestrial demonstration with planetary & moon motion, comet trajectory, and more.

DeLombard, Richard↗
NASA NTRS2017

Growing Beyond Earth; Students Exploring Plant Varieties for Future Space Exploration

Future space exploration and long duration space flight will pose an array of challenges to the health and wellbeing of astronauts. Since 2015, Fairchild Tropical Botanic Garden (FTBG), in partnership with NASA's Veggie team, has been testing edible crops for space flight potential through a series of citizen science experiments. FTBG's interest in classroom-based science projects, along with NASA's successful operation of the Veggie system aboard the International Space Station (ISS), led to a NASA-FTBG partnership that gave rise to the Growing Beyond Earth STEM Initiative (GBE). Established in 2015, GBE now involves 131 middle and high school classrooms in South Florida, all conducting simultaneous plant science experiments. The results of those experiments (both numeric and visual) are directly shared with the space food production researchers at KSC. Through this session, we will explore the successful classroom implementation and integration into the curriculum, how the data is being used and the impact of the project on participating researchers, teachers, and students. Participating schools were supplied with specialized LED-lit growth chambers, mimicking the Veggie system on ISS, for growing edible plants under similar physical and environmental constraints. Research protocols were provided by KSC scientists, while edible plant varieties were selected mainly by the botanists at FTBG. In a jointly-led professional development workshop, participating teachers were trained to conduct GBE experiments in their classrooms. Teachers were instructed to not only teach basic botany concepts, but to also demonstrate practical applications of math, physics and chemistry. As experiments were underway, students shared data on plant germination, growth, and health in an online spreadsheet. Results from the students research show a promising selection of new plant candidates for possible further testing. Over a two year period, more than 5000 South Florida students, ages 11 to 18, participated in GBE. Evaluation of the program shows an increased knowledge of and interest in science and science careers among students. The program has also boosted the demand for summer high school internships at FTBG, further developing expertise in plant research and science related to space exploration. Supported by a grant from NASA (NNX16AM32G) to Fairchild Tropical Botanic Garden.

Veggie↗
NASA NTRSDate not supplied

TPSAS-NF1676L-18251-DND

The National Wildlife Federation (NWF) and its Eco-Schools USA program is focused providing an engaging educational experience to help students better understand the essential principles of Earth's systems and the impact of climate change on them. The program is aimed to provide those students with the ability to communicate about climate change and apply knowledge in decision making. To achieve these objectives, the NWF partnered with NASA scientists and developed the Eco-Schools USA Climate Change Connections (CCC) is a 9th-12th grade curriculum. CCC is designed to build upon and utilize the many NASA mission resources, programs, and associated interfaces to enhance authentic learning experiences for both educators and students. It seeks to develop an integrated systems-thinking approach to understanding and acting upon the issue of climate change. In collaboration with mission specialists from ICESat, LandSat, Terra, AQUA, AURA, a cross programmatic curriculum was developed to provide a unified or systems-thinking approach to addressing realworld Earth systems problems (see NWF web page below). In this presentation, we provide an overview of the Climate Change Connections lesson curriculum but focus specifically on a couple of example exercises where NASA data sets are used to teach basic lessons about aspects of the climate system as it pertains to the built environment. In particular, we show how data adapted from NASA’s GEWEX Surface Energy Budget are applied to a lesson in solar energy. These data sets are made available directly through NASA web portals entitled “My NASA Data” and the Prediction of Worldwide Renewable Energy Resource. At the POWER web portal there is a link to the Surface meteorology and Solar Energy web portal providing data sets tailored specifically to the assessment of solar energy resource at any location on the globe. Here, we depict the sources of these data and their subsequent usage in the Eco-Schools USA CCC Lessons.

Paul W Stackhouse↗
NASA NTRSDate not supplied

Aero Fair 2023 Master Slide Deck

Aero Fair is an effort to connect with underrepresented children and middle schools in the community, engage with middle school students early in their lives to spark interest in a STEM education, and feature NASA Ames Aeronautics. the presentation is a lesson plan for designed for middle school students.

Christina L Cheung↗
NASA NTRS2013

Horizontal Habitability Layout Studies

As our efforts in the 2011-2012 X-Hab Academic Innovation Challenge we designed, developed, constructed and tested a deployable horizontally oriented habitat system for use as an Earth analog. The goals of the project included a short-term goal of an interdisciplinary senior design project to design, build and evaluate a horizontally oriented habitat and a long-term goal to develop capabilities in education, research, and outreach in field of space habitat design. This included both technical engineering and outreach efforts. In the 2011-2012 year, the program involved the following schools at OSU: The Schools of Mechanical and Aerospace Engineering (MAE) and Industrial and Engineering Management (IEM) within the College of Engineering, Architecture and Technology and Design, Housing and Merchandising (DHM) in the College of Human Sciences. We also included the School of Aviation Education (AvED) in the College of Education through the ISNPIRE (Interdisciplinary National Science Project Incorporating Research and Education Experience) program of as part of our outreach efforts.

Jamey D. Jacob↗