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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.

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At least 55 records · Page 3
All sourcesNASA NTRSDOE OSTI
NASA NTRS1999

NASA Langley Teacher Resource Center at the Virginia Air and Space Center

Nation's education goals through expanding and enhancing the scientific an technological competence of students and educators. To help disseminate NASA instructional materials and educational information, NASA's Education Division has established the Educator Resource Center Network. Through this network (ERCN), educators are provided the opportunity to receive free instructional information, materials, consultation, and training workshops on NASA educational products. The Office of Education at NASA Langley Research Center offers an extension of its Precollege Education program by supporting the NASA LARC Educator Resource Center at the Virginia Air & Space Center, the official visitor center for NASA LARC. This facility is the principal distribution point for educators in the five state service region that includes Virginia, West Virginia, Kentucky, North Carolina and South Carolina. The primary goal, to provide expertise and facilities to help educators access and utilize science, mathematics, and technology instructional products aligned with national standards and appropriate state frameworks and based on NASA's unique mission and results, has been accomplished. This ERC had 15,200 contacts and disseminated over 190,000 instructional items during the period of performance. In addition the manager attended 35 conferences, workshops, and educational meetings as an GR, presenter, or participant. The objective to demonstrate and facilitate the use of educational technologies has been accomplished through the following: The ERC's web page has been developed as a cyber-gateway to a multitude of NASA and other educational resources as well as to Our own database of current resource materials. NASA CORE CD-ROM technology is regularly demonstrated and promoted using the center's computers. NASA TV is available, demonstrated to educators, and used to facilitate the downlinking of NASA educational programming.

Maher, Kim L.↗
DOE OSTI2021

INS–Support for Formal Cyber Security Education in Brazil–After Action Report

The adoption of digital technology into Instrumentation and Control (I&C) systems in nuclear facilities fundamentally changes the nature of these systems. Greater interconnectivity of reprogrammable, and functionally interdependent control systems has given rise to the need for computer security consideration in digital I&C Systems. The cyber security of I&C systems presents a growing risk to nuclear facilities and requires the development of educational and research tools to ensure the safety of these facilities. Currently there is a major gap in formal educational offerings on cyber security for these Operational Technology (OT) systems. To provide formal cyber security education resources, DOE’s office of International Nuclear Security (INS) partnered with the University of São Paulo (USP) to develop a training course on the cyber security of nuclear facility I&C systems using the hypothetical Nuclear Power Plant, Asherah.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗
DOE OSTI2024

Water at the Research and Education Complex [Poster]

Purpose: To identify the management methods for stormwater, sanitary sewer, and potable water throughout the facilities at the Research and Education Complex (REC) using drawings and written documents. To confirm the locations and status of wells located throughout the REC. To compile appropriate documentation that relates to water for each facility at the REC, verify that documentation is accurate, and create any new documentation that is necessary through field verification.

54 ENVIRONMENTAL SCIENCES↗
DOE OSTI2022

IACMI Project 4.10: Blade Finishing Automation (Final Report)

IACMI Project 4.10, the Innovative Wind Turbine Blade Finishing with Advanced Automated Technology project, performed research addressing the challenges and opportunities associated with automating wind turbine blade finishing operations, including blade trimming and grinding. These activities, developed and conducted in close cooperation with wind industry partners, included: • The development of new automation technology and systems; • The integration of automation technology and components; • The improvements of sensor technology and their deployment in automation systems • The elimination of extensive manual programing for the automation of wind blade finishing; • The rethinking of the approach to specific work tasks for automation systems; • The demonstration at scale of innovative wind turbine blade finishing automations systems. The IACMI Wind TA team worked with GE Renewable Energy and LM Wind Power to establish the metrics of the automated blade finishing system developed in the project. In addition, the project team helped to integrate the advanced automated systems into wind turbine blade production facilities. This project was divided into two phases. Phase I provided project management, preliminary techno-economic model development, early US wind turbine industry outreach, and early research into robotic solutions for automated wind blade finishing. This second phase continued with project management, as well as final techno-economic model development, advanced research into robotic solutions for automated wind blade finishing, as well as specifications and procurement of a robotic system for automated wind blade finishing. The 4.10 project leveraged the capabilities and facilities established through the Institute for Advanced Composites Manufacturing Innovation (IACMI), the Colorado Office of Economic Development and International Trade (OEDIT) and the National Renewable Energy Laboratory (NREL). The IACMI Wind Technology Area (TA) designed and prepared for deployment a robotic automated wind turbine blade finishing system at the NREL/IACMI Composites Manufacturing Education and Technology (CoMET) facility. The results of this project led to follow-on funding to build upon and expand research in automated wind turbine blade finishing.

17 WIND ENERGY↗
NASA NTRS1999

Education and Public Outreach to Support the HESSI Mission: Raising Public Awareness

The current upswing in solar activity bodies well for accomplishing the goals of the upcoming HESSI mission. The solar community is making good use of the increased activity through coordinated observations, both in space and on the ground. Ground-based measurements will provide crucial context observations and complementary measurements of the high-energy p,,ocesses which HESSI will observe; vector magnetographs will provide information on the morphology and strength of active region magnetic fields. At the time of the launch of HESSI, we will provide scientific data to the community with the MSFC vector magnetograph and will use the facilities to enhance the educational experience of the local community. In the meantime, to raise public consciousness about the solar cycle and to prepare for HESSI observations, we have prepared lesson plans and activities which are currently being distributed via the internet. Further, to inform the educational community about our activities, our teacher partners disseminate the information by attending teacher conferences. This poster will review what we have already accomplished and what we plan for the next, few pre-launch months.

Adams, M. L.↗
NASA NTRS1975

Some proposed experiments with the Communications Technology Satellite

The satellite (CTS) is tentatively scheduled to be launched in January 1976. It will be available for educational and societal experimentation early in 1977. This paper will outline some of the educational experiments involving the CTS. The major object of the experiments is to assess the communications and educational implications of the CTS in northern Ontario; the existing communications facilities for this region of approximately 725,000 sq km (inhabited largely by native people) are extremely limited. It is expected to assess the extent to which: (1) a satellite communications system might resolve the communications deficiency, (2) the native people will use the experimental facility, and (3) health and general educational programs, especially utilizing the interactive mode, will be viable.

Porter, A.↗
NASA NTRS2015

A Model for Effective Professional Development of Formal Science Educators

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

Orbiter↗
DOE OSTI2024

Quantifying the economic costs of power outages owing to extreme events: A systematic review

Quantifying the economic cost of long-duration power outages is crucial to justifying investments in resiliency and reliability improvements. However, extensive study on the subject complicates the identification of power outage costs and determining the most suitable approach to quantify them for an individual, specific facility, particularly in the context of extreme events. Here, this research provides a systematic review of economic studies estimating the impact of environmental disasters at the microeconomic and macroeconomic levels. Of 326 articles, evaluating the costs of power outages in extreme events, this work identified 22 studies that attempted to quantify the economic costs. These findings indicate that quantifying power outage costs lacks standardization, posing challenges for comparing different studies. Most analyses aiming to quantify these costs for utilities, sectors, and the overall economy rely on outdated survey data, which offer generalized rather than specific cost estimations. The costs of power outages exhibit a significant dependence on factors such as the sector involved, the type of customer affected, and the outage duration. To quantify industry costs, the research in this study suggests that using the National Renewable Energy Laboratory's online, open-access Customer Damage Function Calculator is the best option for individual-level assessments of industries, hospitals, offices, education centers, and similar facilities. However, the Interruption Cost Estimate Calculator can estimate outage costs across industrial, commercial, and residential sectors for macroeconomic outcomes. Finally, this article discusses the relative strengths of these methods and tools and the potential directions for future research.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2021

The Wasatch Environmental Observatory: A mountain to urban research network in the semi‐arid western US

Abstract The 2085 km 2 Jordan River Basin, and its seven sub‐catchments draining the Central Wasatch Range immediately east of Salt Lake City, UT, are home to an array of hydrologic, atmospheric, climatic and chemical research infrastructure that collectively forms the Wasatch Environmental Observatory (WEO). WEO is geographically nested within a wildland to urban land‐use gradient and built upon a strong foundation of over a century of discharge and climate records. A 2200 m gradient in elevation results in variable precipitation, temperature and vegetation patterns. Soil and subsurface structure reflect systematic variation in geology from granitic, intrusive to mixed sedimentary clastic across headwater catchments, all draining to the alluvial or colluvial sediments of the former Lake Bonneville. Winter snowfall and spring snowmelt control annual hydroclimate, rapid population growth dominates geographic change in lower elevations and urban gas and particle emissions contribute to episodes of severe air pollution in this closed‐basin. Long‐term hydroclimate observations across this diverse landscape provide the foundation for an expanding network of infrastructure in both montane and urban landscapes. Current infrastructure supports both basic and applied research in atmospheric chemistry, biogeochemistry, climate, ecology, hydrology, meteorology, resource management and urban redesign that is augmented through strong partnerships with cooperating agencies. These features allow WEO to serve as a unique natural laboratory for addressing research questions facing seasonally snow‐covered, semi‐arid regions in a rapidly changing world and an excellent facility for providing student education and research training.

Follstad Shah, Jennifer J.↗
DOE OSTI2023

Virtual Community Trains

When access to transit solutions is restricted to parts of a community, a division occurs what leads to disadvantaged socioeconomic conditions that only grows over time. This restriction causes difficulties in accessing needed resources such as medical facilities, employment, healthy food, education, healthy food, and more. To solve this restricted access, Labyrinth Smart Mobility and partners are developing a virtual community train that encourages scalability, energy efficiency, and equitability to all regardless of individual circumstances and limitation. The implementation of virtual community trains allows access to resources previously out of reach. The virtual community train enables one operator to drive a lead vehicle. This lead vehicle would then provide direction to a follow vehicle through vehicle-to-vehicle communication. Labyrinth Smart Mobility in conjunction with partners used various methods and resources to prove market feasibility, technical feasibility, economic need and viability, and more as well as design system requirements and architecture emphasis efficiency and safety. In doing so, Labyrinth Smart Mobility and partners will continue these advancements to further develop the virtual community train.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2023

A Collaboration Website for Muon Catalyzed Fusion and Muon Beam Production

This project sets up a website to support the nascent Muon Catalyzed Fusion collaboration including development of particle accelerators and transport beamlines for muon beams. The website is envisioned as having the general public information pages and private pages for collaboration members. Multimedia elements like images, text animations, and video lectures, covering a broad spectrum of topics will populate the educational site, covering muon facilities, to comprehensive explorations and seminal documents that define the science of Muon Catalyzed Fusion, Acceleration, Applications, Instrumentation, Beamline Design, and beam dynamics design codes. Ensuring compatibility across devices and operating systems, it also features integration with Google Docs for collaboration, a code repository (GitHub), a blog platform with comments (WordPress), the potential for ChatGPT integration and interactive graph plotting with Python Plotty to enhance data visualization. This project will maintain public and protected private pages, due to the proprietary nature of the work or research in progress. The public sections will be built to foster dissemination of information and highlight recent work within the NK Labs collaboration, including lectures, published papers, and regular blog posts with open commenting. The private section will support unpublished or nonpublic research, by facilitating collaborative efforts through integrated Google Docs and Python Plotty for shared graphing work. Ultimately, this project strives to make complex scientific knowledge more accessible to the public, foster enhanced collaboration, and serve as a platform for sharing cutting-edge research in Muon Catalyzed Fusion and Accelerators.

43 PARTICLE ACCELERATORS↗
NASA NTRS1991

Particle astrophysics

The following scientific areas are reviewed: (1) cosmology and particle physics (particle physics and the early universe, dark matter, and other relics); (2) stellar physics and particles (solar neutrinos, supernovae, and unconventional particle physics); (3) high energy gamma ray and neutrino astronomy; (4) cosmic rays (space and ground observations). Highest scientific priorities for the next decade include implementation of the current program, new initiatives, and longer-term programs. Essential technological developments, such as cryogenic detectors of particles, new solar neutrino techniques, and new extensive air shower detectors, are discussed. Also a certain number of institutional issues (the funding of particle astrophysics, recommended funding mechanisms, recommended facilities, international collaborations, and education and technology) which will become critical in the coming decade are presented.

Sadoulet, Bernard↗
NASA NTRS1990

IAC Activities

An important part of NASA's educational effort is the work of the agency's 10 Industrial Applications Centers (IACs). The IACs are engaged in a variety of educational programs, such as sponsoring seminars, workshops, open houses and executive briefings, conducting tours of NASA facilities for school science classes, holding educator conferences and providing courses in space technology for college undergraduate and graduate level students.

Source record↗
NASA NTRS2010

NASA Education: Yesterday's Dream...Today's Vision...Tomorrow's Hope

For 50 years, NASA's journeys into air and space have developed humankind's understanding of the universe, advanced technology breakthroughs, enhanced air travel safety and security, and expanded the frontiers of scientific research. These accomplishments share a common genesis: education. Education is a fundamental element of NASA's activities, reflecting a balanced and diverse portfolio of: Elementary and Secondary Education, Higher Education, e-Education, Informal Education, and Minority University Research and Education Programs (MUREP). Previous experience has shown that implementing exciting and compelling NASA missions are critical to inspiring the next generation of explorers, innovators, and leaders. Through partnerships with the Agency's Mission Directorates, other federal agencies, private industries, scientific research, and education/academic organizations, NASA's unique mission and education initiatives (content, people, and facilities) are helping to spark student interest and to guide them toward careers in science, technology, engineering, and mathematics (STEM). NASA continues to inspire the next generation of explorers, innovators, and future leaders through its educational investments, which are designed to: (1) Strengthen NASA and the Nation's future workforce -- NASA will identify and develop the critical skills and capabilities needed to ensure achievement of exploration, science, and aeronautics. (2) Attract and retain students in STEM disciplines through a progression of educational opportunities for students, teachers, and faculty -- To compete effectively for the minds, imaginations, and career ambitions of America's young people, NASA will focus on engaging and retaining students in STEM education programs to encourage their pursuit of educational disciplines critical to NASA's future engineering, scientific, and technical missions. 3. Engage Americans in NASA's mission -- NASA will build strategic partnerships and links between formal and informal STEM education providers. Through hands-on, interactive, educational activities, NASA will engage students, educators, families, the general public, and all agency stakeholders in increasing America's science and technology literacy. NASA Education uses multiple methods to assess and evaluate the success of its programs and projects. Methods include strategic planning, management and control, expert evaluations and assessments, competitive acquisition, and analysis of performance measurement data and metrics. Additional control measures are in development. These measures will further improve data collection, assist in assessing return on investments, and provide information for accountability in project and program management. In 2009, NASA directly reached over one million students and over 115,000 educators.

Winterton, Joyce L.↗
NASA NTRS1992

Space education in the context of U.S. government multiagency efforts in science and mathematics education

The educational activities of NASA which is one of 16 agencies on the Federal Coordinating Council for Science, Engineering and Technology is discussed. NASA's education mission is to utilize its unique facilities and its specialized workforce to conduct and to leverage externally conducted science, mathematics, and technology education programs and activities. These efforts aimed at meeting the national education goals should help to preserve U.S. leadership in aeronautics, space science, and technology.

Finarelli, Margaret G.↗
NASA NTRS1993

Atmospheric numerical modeling resource enhancement and model convective parameterization/scale interaction studies

Research will be undertaken in this contract in the area of Modeling Resource and Facilities Enhancement to include computer, technical and educational support to NASA investigators to facilitate model implementation, execution and analysis of output; to provide facilities linking USRA and the NASA/EADS Computer System as well as resident work stations in ESAD; and to provide a centralized location for documentation, archival and dissemination of modeling information pertaining to NASA's program. Additional research will be undertaken in the area of Numerical Model Scale Interaction/Convective Parameterization Studies to include implementation of the comparison of cloud and rain systems and convective-scale processes between the model simulations and what was observed; and to incorporate the findings of these and related research findings in at least two refereed journal articles.

Cushman, Paula P.↗
NASA NTRS1993

Life Sciences Accomplishments 1994

The NASA Life and Biomedical Sciences and Applications Division (LBSAD) serves the Nation's life sciences community by managing all aspects of U.S. space-related life sciences research and technology development. The activities of the Division are integral components of the Nation's overall biological sciences and biomedical research efforts. However, NASA's life sciences activities are unique, in that space flight affords the opportunity to study and characterize basic biological mechanisms in ways not possible on Earth. By utilizing access to space as a research tool, NASA advances fundamental knowledge of the way in which weightlessness, radiation, and other aspects of the space-flight environment interact with biological processes. This knowledge is applied to procedures and technologies that enable humans to live and work in and explore space and contributes to the health and well-being of people on Earth. The activities of the Division are guided by the following three goals: Goal 1) Use microgravity and other unique aspects of the space environment to enhance our understanding of fundamental biological processes. Goal 2) Develop the scientific and technological foundations for supporting exploration by enabling productive human presence in space for extended periods. Goal 3) Apply our unique mission personnel, facilities, and technology to improve education, the quality of life on Earth, and U.S. competitiveness. The Division pursues these goals with integrated ground and flight programs involving the participation of NASA field centers, industry, and universities, as well as interactions with other national agencies and NASA's international partners. The published work of Division-sponsored researchers is a record of completed research in pursuit of these goals. During 1993, the LBSAD instituted significant changes in its experiment solicitation and peer review processes. For the first time, a NASA Research Announcement (NRA) was released requesting proposals for ground-based and flight research for all programs. Areas of particular interest to NASA were defined Proposals due April 29, 1994, will be peer reviewed - externally for scientific merit. This annual NRA process is now the mechanism for recruiting both extramural and intramural investigations. As an overview of LBSAD activities in 1993, this accomplishments document covers each of the major organizational components of the Division and the accomplishments of each. The second section is a review of the Space Life Sciences Research programs Space Biology, Space Physiology and Countermeasures, Radiation Health, Environmental Health, Space Human Factors, Advanced Life Support, and Global Monitoring and Disease Prediction, The third section, Research in Space Flight, describes the substantial contributions of the Spacelab Life Sciences 2 (SLS-2) mission to life sciences research and the significant contributions of the other missions flown in 1993, along with plans for future missions. The Division has greatly expanded and given high priority to its Education and Outreach Programs, which are presented in the fourth section. The fifth and final section, Partners for Space, shows the Divisions Cooperative efforts with other national and international agencies to achieve common goals, along with the accomplishments of joint research and analysis programs.

Burnell, Mary Lou↗
NASA NTRS2016

CosmoQuest: Better Citizen Science Through Education

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

Gay, P. L.↗