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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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
With less than 4 years until the United States is scheduled to land the first woman and next man on the Moon, NASA is leveraging 60 years of experience to build a spacesuit to assist in the success of this and future human space exploration missions. This experience comes from the achievements of retired and employed spacesuit experts, innovations that were conceived from existing ideas and inventions, and a plethora of archived knowledge. The U.S. Spacesuit Knowledge Capture (SKC) Program’s primary function is to capture, archive, and share current and legacy spacesuit-related knowledge with scientists, engineers, and technicians. To capture valuable spacesuit-related knowledge, the program uses various methods that have included hosting and recording classroom and online courses, workshops, and vignettes, and preserving thousands of legacy spacesuit-related files. In 2019, the SKC Program added to its role when it began coordinating the electronic recording of the new spacesuits’ buildup. This new, next-generation spacesuit is named the Exploration Extravehicular Mobility Unit (xEMU) and is a compilation of many components. As each component is tested and assembled into the suit, the SKC Program is chronicling this buildup using high-speed video production and photography that includes time-lapsed images. To complement the recording of the components, the SKC Program plans to record and photograph the design verification testing. In 2020, the SKC Program was given the initiative to research and identify the custodianship of historical spacesuit equipment that resides within the Crew and Thermal Systems Division. These archives will be added to the SKC Program’s expansive archived collection of spacesuit-related knowledge that represents over 5 decades of spacesuit legacy from the Apollo era to the pursuit of Mars and beyond. This paper describes the electronic documentation of the xEMU’s buildup and identifies the SKC Program’s 2020 accomplishments.
Introduction: The onset and the protracted duration of the COVID-19 pandemic brought a dramatic and rapid transformation to almost every aspect of humanity in 2020. The world’s space agencies and their missions were not immune to the unpredictable and wide-sweeping changes. One discipline principally affected was mission operations and the various groups supporting that critical function. Mission support teams, especially for complex and crewed missions like the International Space Station (ISS) were forced to rapidly rethink how and where control center staff performed their vital work. Operations training – an essential element to mission ops, had unique hurdles to overcome. Operations training is responsible for preparing astronaut crews for their scientific missions, providing recurring proficiency and currency material to flight controllers, as well as ensuring new team members are ready to join their colleagues on console. Every element of training was impacted by COVID restrictions. From orientation and introductory classes for new controllers, training for scientists and payload developers, to simulations and advanced lessons, critical On the Job Training (OJT) and final evaluations; all aspects faced new challenges. Operations trainers at NASA’s Marshall Space Flight Center (MSFC) in Huntsville, Alabama, were forced to rethink, retool, and become more efficient with trainees and training resources in order to continue supporting payload operations on the ISS. Impacts and Barriers to Operations Training: The pandemic started in the United States in early March 2020. Immediately, NASA mandated that the support for ISS real-time operations was critical. As a result, physical access to the ISS Payload Operations Center was restricted to only those people supporting console operations. Thus, use of on-site NASA facilities and any trainer to trainee face-to-face interaction was not authorized. Trainers and trainees had to quickly shift to 100% remote learning. In the short term, this was not a problem since NASA had already prepared Information Technology (IT) resources that facilitated remote access to mission resources like classes, documents and teleconferences. However, instructors quickly discovered the classes that they were accustomed to delivering in a large classroom environment did not translate well to remote teaching. The lack of non-verbal communication with the class became a major barrier to instruction. Another significant hurdle to operations training was the mandate that all simulations could only be held remotely. The logistics of planning and executing even small simulations proved to be challenging, almost impossible, due to IT technology and public internet limitations. With simulations essentially stopped, as well as the restrictions on most OJT training, trainees were essentially stopped in their advancement towards certification. An additional barrier that had to be overcome was the formal documentation of the curriculum objectives. Even though NASA had been deliberately transitioning to electronic documents for years, some organizations were still relying on “pen and ink” documents to formalize training completion. The logistics of implementing secure and controlled e-signature documents in a standardized, NASA approved format had to be addressed. Lesson Learned and Efficiencies: Once the various limitations were identified, ISS trainers at MSFC discussed, proposed, and prioritized new options and techniques. Transitioning to all electronic learning materials and certifications was a relevantly easy fix. Teaching courses to large and diverse groups took additional shifts in the NASA training paradigm. Likewise, methods and procedures for preparing astronauts for their missions were forced to be revised. Simulation supervisors and their teams were also forced to find more efficient techniques to provide realistic training experience. Communication and approvals from management was essential. In every case, the ISS payload operations instructors found novel and efficient solutions to all functions listed above. This paper will discuss the factors and solutions payloads operations trainers found to keep scientific research on the ISS flying forward to mission success.
This paper was written to discuss the technical aspects of granting students in classrooms the ability to explore and study Earth Sciences form a unique view of our planet.
For over 16 years, the Louisiana Space Grant Consortium (LaSPACE), the NASA Balloon Program Office (BPO), and the NASA Columbia Scientific Balloon Facility (CSBF) have collaborated in a series of high altitude balloon-based programs involving hands-on authentic learning experiences that expose university students and other participants to technical skills, teamwork dynamics, and effective communication methods. Such programs go beyond what is possible to achieve in a normal classroom and help prepare future engineers and scientists for a successful aerospace workforce career. In our collaborative effort, LaSPACE has focused on the program content and student mentoring while NASA BPO and CSBF provide balloon flight support and operations. The entry-level Louisiana Aerospace Catalyst Experiences for Students (LaACES) builds students’ skills in basic electronics, sensor interfacing, real-time programming, mechanical development, and project management. These skills are then applied to the design, development, fabrication, and flight of a small (∼500 gram) balloon payload. Finally, the payloads are flight-tested to an altitude of ∼30 km using a 2 kg latex sounding balloon. The LaACES program includes a set of lectures, activities, and Arduino Mega based electronic kits that are used for skill building and as a core control system for the student payload. The more advanced High Altitude Student Platform (HASP) is designed to carry ∼twelve 3 to 20 kg student payloads to an altitude of about 36 kilometers with flight durations of 10 to 20 hours using a ∼311,500 cubic meter, zero pressure balloon. HASP provides all student payloads with power, downlink telemetry, uplink commanding, and real-time HD video for instrument control and assessment during the flight. While originally developed for university students, these programs have been adapted to projects focused on high school teachers as well as affecting minorities underrepresented in aerospace related science and engineering fields. We are now in the process of adapting the LaACES materials to a pre-engineering curriculum for high school students as well as for widespread access over the internet. During this presentation, we will provide details of both the LaACES and HASP programs, how these programs have engaged participants from all demographic groups, and our current plans for continuing and expanding upon our success.
Diversity enables better and more creative problem solving, with greater financial impact on organizations, according to multiple studies in the past 10 years. One long-standing limitation on diversity in technology fields is the persistently-low representation of females. This is often seen in the collegiate environment more than in the professional world, and greater efforts need to be made in college classrooms and labs to address it. Most succinctly, more men need to directly involve themselves as advocates for and allies of women. This panel engages with professionals of both binary gender identities who currently ally and advocate for women in engineering, computing, and technology fields. The goals of the panel are to identify common reasons why men should advocate for women, create support around the simple actions that can be taken in advocacy, and encourage greater allyship for women in the academic world and beyond. The panelists include both men and women from across multiple intersectional identities. The questions include (1) for what reasons are you an ally or advocate for women in engineering-related fields, (2) what experiences have you had in which you have had to take immediate action as an advocate or ally, (3) what do you recommend for easy-to-implement actions to advocate, and (4) how can advocates and allies help implement change at their own institutions. For the paper, each panelist would be asked these questions and their answers would be provided unedited, followed by a summary discussion of actionable items. For the panel presentation session, each panelist will have the opportunity to highlight aspects of their answers bring life to their thoughts to each question and together with other members of the panel can build for an in-depth discussion.
The onset of the COVID-19 pandemic brought a dramatic and rapid transformation to almost every aspect of humanity in 2020. The world’s space agencies and their missions were not immune to the wide-sweeping changes. One discipline principally affected was mission operations and the various groups supporting that function. Mission support teams, especially for complex and crewed missions like the International Space Station were forced to rapidly rethink how and where control center staff performed their vital work. Operations training – an essential element to mission ops, had unique hurdles to overcome. Operations training is responsible for preparing astronaut crews for their missions, providing training to flight controllers, as well as ensuring that new team members are ready to join their colleagues. Every element of training was impacted by COVID restrictions. From orientation and introductory classes for new controllers, simulations and advanced lessons, On the Job Training and final evaluations; all aspects faced new challenges. Trainers at NASA’s Marshall Space Flight Center in Huntsville, Alabama, were forced to become more efficient with trainees and resources to continue supporting payload operations. The pandemic started in the USA in March 2020. Immediately, NASA mandated that the support for ISS real-time operations was critical. As a result, physical access to key facilities was restricted. Trainers and trainees had to quickly shift to 100 percent remote learning. In the short term, this was not a problem. However, instructors discovered lessons that they were accustomed to delivering in a classroom environment did not translate to remote teaching. Another hurdle to operations training was the mandate that all simulations could only be held remotely. The logistics of even small simulations proved to be challenging due to IT restrictions and public internet limitations. With simulations essentially stopped, as well as the restrictions on most OJT, trainees were essentially stopped in their advancement towards certification. Once limitations were identified, trainers prioritized new options. Transitioning to all electronic learning materials was a relatively easy fix. Teaching to large groups took additional shifts in the training paradigm. Methods for preparing astronauts for their missions were revised. Simulation supervisors found more efficient techniques to provide realistic training experience. Communication and approvals from management was essential. In every case, the payload operations instructors found novel solutions to all functions listed. This paper will discuss the factors and solutions payloads operations trainers found to keep scientific research on the ISS flying forward to mission success.