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NASA Education Recommendation Report - Education Design Team 2011

NASA people are passionate about their work. NASA's missions are exciting to learners of all ages. And since its creation in 1958, NASA's people have been passionate about sharing their inspiring discoveries, research and exploration with students and educators. In May 2010, NASA administration chartered an Education Design Team composed of 12 members chosen from the Office of Education, NASA's Mission Directorates and Centers for their depth of knowledge and education expertise, and directed them to evaluate the Agency's program in the context of current trends in education. By improving NASA's educational offerings, he was confident that the Agency can play a leading role in inspiring student interest in science, technology, engineering and mathematics (STEM) as few other organizations can. Through its unique workforce, facilities, research and innovations, NASA can expand its efforts to engage underserved and underrepresented communities in science and mathematics. Through the Agency's STEM education efforts and science and exploration missions, NASA can help the United States successfully compete, prosper and be secure in the 21st century global community. After several months of intense effort, including meeting with education experts; reviewing Administration policies, congressional direction and education research; and seeking input from those passionate about education at NASA, the Education Design Team made six recommendations to improve the impact of NASA's Education Program: (1) Focus the NASA Education Program to improve its impact on areas of greatest national need (2) Identify and strategically manage NASA Education partnerships (3) Participate in National and State STEM Education policy discussions (4) Establish a structure to allow the Office of Education, Centers and Mission Directorates to implement a strategically integrated portfolio (5) Expand the charter of the Education Coordinating Committee to enable deliberate Education Program design (6) Improve communication to inspire learners

Pengra, Trish↗

International Space Station Accomplishments Update: Scientific Discovery, Advancing Future Exploration, and Benefits Brought Home to Earth

Throughout the history of the International Space Station (ISS), crews on board have conducted a variety of scientific research and educational activities. Well into the second year of full utilization of the ISS laboratory, the trend of scientific accomplishments and educational opportunities continues to grow. More than 1500 investigations have been conducted on the ISS since the first module launched in 1998, with over 700 scientific publications. The ISS provides a unique environment for research, international collaboration and educational activities that benefit humankind. This paper will provide an up to date summary of key investigations, facilities, publications, and benefits from ISS research that have developed over the past year. Discoveries in human physiology and nutrition have enabled astronauts to return from ISS with little bone loss, even as scientists seek to better understand the new puzzle of "ocular syndrome" affecting the vision of up to half of astronauts. The geneLAB campaign will unify life sciences investigations to seek genomic, proteomic, and metabolomics of the effect of microgravity on life as a whole. Combustion scientists identified a new "cold flame" phenomenon that has the potential to improve models of efficient combustion back on Earth. A significant number of instruments in Earth remote sensing and astrophysics are providing new access to data or nearing completion for launch, making ISS a significant platform for understanding of the Earth system and the universe. In addition to multidisciplinary research, the ISS partnership conducts a myriad of student led research investigations and educational activities aimed at increasing student interest in science, technology, engineering and mathematics (STEM). Over the past year, the ISS partnership compiled new statistics of the educational impact of the ISS on students around the world. More than 43 million students, from kindergarten to graduate school, with more than 28 million teachers located in 49 countries have participated in some aspect of ISS educational activities. These activities include student-developed investigations, education competitions, and classroom versions of ISS investigations, participating in ISS investigator experiments, ISS hardware development, educational demonstrations, and cultural activities. Through the many inquiry-based educational activities, students and teachers are encouraged to participate in the ISS program thus motivating the next generation of students to pursue careers in STEM.

Thumm, Tracy↗

Silicon Carbide Nanotube Synthesized

Carbon nanotubes (CNTs) have generated a great deal of scientific and commercial interest because of the countless envisioned applications that stem from their extraordinary materials properties. Included among these properties are high mechanical strength (tensile and modulus), high thermal conductivity, and electrical properties that make different forms of single-walled CNTs either conducting or semiconducting, and therefore, suitable for making ultraminiature, high-performance CNT-based electronics, sensors, and actuators. Among the limitations for CNTs is their inability to survive in high-temperature, harsh-environment applications. Silicon carbon nanotubes (SiCNTs) are being developed for their superior material properties under such conditions. For example, SiC is stable in regards to oxidation in air to temperatures exceeding 1000 C, whereas carbon-based materials are limited to 600 C. The high-temperature stability of SiCNTs is envisioned to enable high-temperature, harsh-environment nanofiber- and nanotube-reinforced ceramics. In addition, single-crystal SiC-based semiconductors are being developed for hightemperature, high-power electronics, and by analogy to CNTs with silicon semiconductors, SiCNTs with single-crystal SiC-based semiconductors may allow high-temperature harsh-environment nanoelectronics, nanosensors, and nanoactuators to be realized. Another challenge in CNT development is the difficulty of chemically modifying the tube walls, which are composed of chemically stable graphene sheets. The chemical substitution of the CNTs walls will be necessary for nanotube self-assembly and biological- and chemical-sensing applications. SiCNTs are expected to have a different multiple-bilayer wall structure, allowing the surface Si atoms to be functionalized readily with molecules that will allow SiCNTs to undergo self-assembly and be compatible with a variety of materials (for biotechnology applications and high-performance fiber-reinforced ceramics).

Lienhard, Michael A.↗

Commercial Space with Technology Maturation

To provide affordable space transportation we must be capable of using common fixed assets and the infrastructure for multiple purposes simultaneously. The Space Shuttle was operated for thirty years, but was not able to establish an effective continuous improvement program because of the high risk to the crew on every mission. An unmanned capability is needed to provide an acceptable risk to the primary mission. This paper is intended to present a case where a commercial space venture could share the large fixed cost of operating the infrastructure with the government while the government provides new advanced technology that is focused on reduced operating cost to the common launch transportation system. A conceivable commercial space venture could provide educational entertainment for the country's youth that would stimulate their interest in the science, technology, engineering, and mathematics (STEM) through access at entertainment parks or the existing Space Visitor Centers. The paper uses this example to demonstrate how growing public-private space market demand will re-orient space transportation industry priorities in flight and ground system design and technology development, and how the infrastructure is used and shared.

McCleskey, Carey M.↗

Project KEWL: Kinect Engineering With Learning

Project KEWL is a joint project between NASA/JPL and NASA/JSC to stimulate interest of children in Science, Technology, Engineering and Math (STEM) and bring the NASA space exploration experience to the classroom, museum and ultimately the living room. Using the Kinect game controller KEWL allows children to engage in NASA s missions in a fundamentally new way. KEWL allows children to experiment with gravity on Mars and the Moon; navigate through the International Space Station; fix a torn solar array on the ISS; drive a robot on Mars; visit an Asteroid; learn about the differences in gravity on different planets and control Robonaut 2 using their body as the input device. Project KEWL complements NASA s outreach investments in television, mobile platforms and the web by engaging the public through the rapidly expanding medium of console gaming. In 2008, 97% of teenagers played video games and 86% played on a home gaming console. (source: http://pewresearch.org/pubs/953/) As of March 2011, there have been more than 10 million Kinects sold. (source: http://www.itproportal.com/2011/03/10/kinect-record-breaking-sales-figures-top-10-million/) Project KEWL interacts with children on a platform on which they spend much of their time and teaches them information about NASA while they are having fun. Project KEWL progressed from completely custom C++ code written in house to using a commercial game engine. The art work and 3D geometry models come from existing engineering work or are created by the KEWL development team. Six different KEWL applications have been demonstrated at nine different venues including schools, museums, conferences, and NASA outreach events. These demonstrations have allowed the developers the chance to interact with players and observe the gameplay mechanics in action. The lessons learned were then incorporated into the subsequent versions of the applications.

Norris, Jeff↗

NASA Earth Systems Digital Twins (ESDT)

"Similarly to artificial intelligence, which is now revolutionizing many aspects of our daily lives, Earth system digital twin technologies have the potential to revolutionize the way Earth Science research will be conducted in the future, and how results and knowledge from this research will provide information to support decision making and yield impactful societal benefits. An Earth System Digital Twin or ESDT is a dynamic and interactive information system that first provides a digital replica of the past and current states of the Earth or Earth system as accurately and timely as possible; second, allows for computing forecasts of future states under nominal assumptions and based on the current replica; and third, offers the capability to investigate many hypothetical scenarios under varying impact assumptions. In other words, an ESDT provides the integrated What-Now, What-Next, and What-If pictures of the Earth or Earth system, by continuously ingesting newly observed data and by leveraging multiple interconnected models, machine learning as well advanced computing and visualization capabilities. Digital twins have been developed in engineering since 2002, but the interest in digital twins for the Earth domain is more recent and stems from the convergence of several developments: - The huge amount of diverse data that has now been collected continuously for more than 50 years, and that is becoming more and more difficult to access, understand, and utilize. - At the same time, because of climate change and its impacts the information produced by all of this data is becoming of interest to many new non-traditional users for analyzing and predicting various phenomena. - Because of advances in computational and visualization capabilities and the parallel unprecedented development of machine learning (ML), extracting relevant information from these large amounts of data and running complex models faster has become possible. As a result, it is becoming necessary and possible to build intuitive and interactive frameworks that will enable users with various skill levels and/or organizational hierarchy levels to easily access large amounts of targeted information along with the relevant tools and models (Earth system and human activity models), to support them in analyzing and visualizing this information, to help them understand interactions among models, to visualize the potential outcomes of various impacts, and to support decision or policy making. The full power of digital twins is that, through an integrated representation and standardized tools and software technologies, the same digital replica can address the needs of multiple users at various resolutions (spatial and temporal) and for various applications (science, economic, policy, etc.) – “from farmer to scientist”. With all these interests at stake, the challenges of building optimal digital twins are many and complex. The first challenge is to determine if a Digital Twin should be global or local, and multi-domain or thematic. For example, some domains such as Climate or Weather will require a global Digital Twin or Digital Twin capabilities while science areas such as Biodiversity might be more local. We can also envision that multiple thematic ESDTs, e.g., Air Quality, Wildfires, Hydrology could be federated or provide input to other ESDTs, either on a regional level or to a more global ESDT. Overall, we can imagine a future “web” of Digital Twins co-existing in a hierarchy or in a network, and capable of being connected or federated depending on the needs. This last point brings up the very important challenge of interoperability, including standards and protocols that will need to be built into these systems from the beginning. Each individual digital twin would have full flexibility in internal construction but would need standards-based interfaces (input and output) or hooks to make it compatible with others. Another challenge when building digital twins will be to decide how to organize each digital replica. Based on the applications targeted by the DT under implementation, various amounts and types of raw data, Analysis Ready Data (ARD) and information will need to be incorporated. Depending on the required latencies and needs of the users, various solutions can be considered, including Data Cubes, Data Lakes, pointers, or computing information on demand. We envision that each ESDT will choose a solution adapted to its specific objectives. Another important challenge is the type(s) of visualization that will be used, as well as the level of interactivity and refresh rate that will be required. Again, this will depend on the objectives of the ESDT, but also on the various users’ needs. In most cases, several types of visualizations and human interfaces will need to be offered depending on the projected users of that system. In parallel to the challenges highlighted above, there are also many tools and technologies that will need to be developed or improved for all types of digital twins. Among those are improved machine learning technologies, for example providing explainability, but also ML techniques for causality and providing a better integration of physics models. Additionally, reliable uncertainty quantification methods will be needed for all ESDT components, from validating data fusion and assimilation to assessing the accuracy of ML models and weighing the values of decisions supported by those systems. This presentation introduces the ESDT concept, presents several ESDT use cases, and a proposed ESDT architecture framework, as well as various technologies being developed by the Advanced Information Systems Technology (AIST) Program."

Earth Science Remote Sensing; Information Systems↗

A Framework for Modeling Human-Machine Interactions

Modern automated flight-control systems employ a variety of different behaviors, or modes, for managing the flight. While developments in cockpit automation have resulted in workload reduction and economical advantages, they have also given rise to an ill-defined class of human-machine problems, sometimes referred to as 'automation surprises'. Our interest in applying formal methods for describing human-computer interaction stems from our ongoing research on cockpit automation. In this area of aeronautical human factors, there is much concern about how flight crews interact with automated flight-control systems, so that the likelihood of making errors, in particular mode-errors, is minimized and the consequences of such errors are contained. The goal of the ongoing research on formal methods in this context is: (1) to develop a framework for describing human interaction with control systems; (2) to formally categorize such automation surprises; and (3) to develop tests for identification of these categories early in the specification phase of a new human-machine system.

Shafto, Michael G.↗

The International Space Station (ISS) Education Accomplishments and Opportunities

The International Space Station (ISS) has the unique ability to capture the imaginations of both students and teachers worldwide and thus stands as an invaluable learning platform for the advancement of proficiency in research and development and education. The presence of humans on board ISS for the past ten years has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM) disciplines which will lead to an increase in quality of teachers, advancements in research and development, an increase in the global reputation for intellectual achievement, and an expanded ability to pursue unchartered avenues towards a brighter future. Over 41 million students around the world have participated in ISS-related activities since the year 2000. Projects such as the Amateur Radio on International Space Station (ARISS) and Earth Knowledge Acquired by Middle School Students (EarthKAM), among others, have allowed for global student, teacher, and public access to space through radio contacts with crewmembers and student image acquisition respectively. . With planned ISS operations at least until 2020, projects like the aforementioned and their accompanying educational materials will be available to enable increased STEM literacy around the world. Since the launch of the first ISS element, a wide range of student experiments and educational activities have been performed by each of the international partner agencies: National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos). Additionally, a number of non-participating countries, some under commercial agreements, have also participated in Station-related activities. Many of these programs still continue while others are being developed and added to the station crewmembers tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; students participating in ISS engineering education; education demonstrations and cultural activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the ISS. It also highlights some upcoming projects.

Alleyne, Camille W.↗

Inspiring the Next Generation: The International Space Station Education Accomplishments

The International Space Station (ISS) has a unique ability to capture the imagination of both students and teachers worldwide. Since 2000, the presence of humans onboard ISS has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM). Over 43 million students around the world have participated in ISS-related educational activities. Projects such as YouTube Space Lab, Sally Ride Earth Knowledge-based Acquired by Middle Schools (EarthKAM), SPHERES (Synchronized Position Hold Engage and Reorient Experimental Satellites) Zero-Robotics, Tomatosphere, and MAI-75 events among others have allowed for global student, teacher and public access to space through student classroom investigations and real-time audio and video contacts with crewmembers. Educational activities are not limited to STEM but encompass all aspects of the human condition. This is well illustrated in the Uchu Renshi project, a chain poem initiated by an astronaut while in space and continued and completed by people on Earth. With ISS operations now extended to 2024, projects like these and their accompanying educational materials are available to more students around the world. From very early on in the program's history, students have been provided with a unique opportunity to get involved and participate in science and engineering projects. Many of these projects support inquiry-based learning that allows students to ask questions, develop hypothesis-derived experiments, obtain supporting evidence and identify solutions or explanations. This approach to learning is well-published as one of the most effective ways to inspire students to pursue careers in scientific and technology fields. Ever since the first space station element was launched, a wide range of student experiments and educational activities have been performed, both individually and collaboratively, by all the international partner agencies, National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency, (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos), and a number of non-participating countries, some under commercial agreements. Many of these programs still continue, and others are being developed and added to the stations tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; education competitions; students participating in ISS Engineering Education; Education Demonstrations and Cultural Activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the space station.

Alleyne, Camille W.↗

Coordinated Microstructural and Isotopic Characterization of Diamond Inclusions within the Kenna Ureilite

Introduction: The origin of diamonds in ureilitic meteorites, a major family of ultramafic achondrites, has long been debated, with various formation mechanisms inferred, including: 1) shock conversion of preexisting graphite due to a hypervelocity impact on the ureilite parent body [e.g., 1]; 2) vapor deposition during condensation of the solar nebula [e.g., 2]; or 3) static transformation in the mantle of a large planetesimal (>1000 km in diameter) [e.g., 3]. The Kenna ureilite is a 10.9 kg stone that was found in Kansas in 1972 and is dominantly composed of olivine and pigeonite (68% and 22% modal abundance, respectively), together with minor metal and carbon-rich regions. Within the carbon-rich domains researchers have identified microdiamonds up to ~10 µm in size [4]. Methods: Due to the proximity of the extremely hard microdiamonds with soft graphite and moderately hard silicates, achieving an appropriately flat surface for electron backscatter diffraction (EBSD) analysis has proven challenging. We have, therefore, employed a Hitachi ArBlade 5000 broad beam Ar ion milling system to prepare a sample with an adequately uniform surface flatness across the various minerals. The ion milling dramatically im-proved indexing of the EBSD patterns and facilitated high-resolution microstructural analysis of the carbon-rich domains. After microstructural EBSD analyses using an Oxford Symmetry detector we collected coordinated hy-perspectral cathodoluminescence (CL) analyses using a Gatan Monarc system mounted on a JEOL 7900F field emission (FE) scanning electron microscope at NASA Johnson Space Center. A focused ion beam (FIB) foil was extracted from a region of interest and analyzed using a JEOL 2500 FE scanning transmission electron microscope (STEM). In situ carbon and nitrogen isotopic analyses were collected from diamond-bearing domains using a Cameca NanoSIMS 50L at NASA JSC. Results: The carbon rich regions occur as tabular domains between polygonal olivine and pigeonite, and are composed of aggregates of micrometer-scale diamond with intermediate graphite, oxides and metal grains. Within the microdiamonds, {111} twins are abundant, many of which form ragged lamellae consistent with mechanical twinning. The microdiamond assemblages appear to pseudomorph tabular graphite habits, which together with the abundant deformation twins, support a shock transformation mechanism for microdiamond formation within the Kenna meteorite. Further supporting this observation, the diamond laths show close alignment of <111> and <110> between domains, consistent with a solid-state transformation from graphite along <0001> and <1-210>, respec-tively [5]. A FIB foil was extracted from a region with mechanical twins, and high resolution STEM analyses reveal cross-cutting veins of graphite and oriented kamacite crystals together with additional sets of {111} nano-twins formed in at least three orientations. Isotopic analyses of C and N reveal sector zoning patterns [cf. 3] that are unre-lated to the diamond substructure identified by EBSD yet consistent with hyperspectral CL images. Conclusions: These data provide new constraints on microdiamond formation within ureilites. The microdia-monds exhibit orientation variants defined by aligned <111> and <110> axes consistent with inherited crystallo-graphic orientations from transformation of a single hexagonal graphite parent crystal [5]. Crosscutting the micro-diamonds are veins of graphite and kamacite, together with additional {111} nanotwins. Taken together these data suggest that microdiamonds from ureilites formed from a solid state, diffusionless transformation from graphite, likely associated with a major shock event, which was subject to subsequent reversion either during decompression or a later deformation event. The N and C isotopic sector zoning is unrelated to diamond microstructures and likely reflects inheritance from the parent graphite crystal.

Ureilite↗

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.↗

Educación Global

The International Space Station has a unique ability to capture the imaginations of both students and teachers worldwide. The presence of humans aboard the station provides a foundation for numerous educational activities aimed at capturing interest and motivating children towards the study of science, technology, engineering and mathematics (STEM). Projects such as the Amateur Radio on International Space Station (ARISS); Earth Knowledge Acquired by Middle School Students (EarthKAM); and Synchronized Position Hold, Engage, Reorient Experimental Satellites (SPHERES) Zero Robotics competition, among others, have allowed for global student, teacher and public access to space through student image acquisition and radio contacts with crew members. Projects like these and their accompanying educational materials are distributed to students around the world. Through the continued use of the station, we will challenge and inspire the next generation of scientists, engineers, writers, artists, politicians and explorers.

Lopez, Erik↗

Insulin-like growth factor-I extends in vitro replicative life span of skeletal muscle satellite cells by enhancing G1/S cell cycle progression via the activation of phosphatidylinositol 3'-kinase/Akt signaling pathway

Interest is growing in methods to extend replicative life span of non-immortalized stem cells. Using the insulin-like growth factor I (IGF-I) transgenic mouse in which the IGF-I transgene is expressed during skeletal muscle development and maturation prior to isolation and during culture of satellite cells (the myogenic stem cells of mature skeletal muscle fibers) as a model system, we elucidated the underlying molecular mechanisms of IGF-I-mediated enhancement of proliferative potential of these cells. Satellite cells from IGF-I transgenic muscles achieved at least five additional population doublings above the maximum that was attained by wild type satellite cells. This IGF-I-induced increase in proliferative potential was mediated via activation of the phosphatidylinositol 3'-kinase/Akt pathway, independent of mitogen-activated protein kinase activity, facilitating G(1)/S cell cycle progression via a down-regulation of p27(Kip1). Adenovirally mediated ectopic overexpression of p27(Kip1) in exponentially growing IGF-I transgenic satellite cells reversed the increase in cyclin E-cdk2 kinase activity, pRb phosphorylation, and cyclin A protein abundance, thereby implicating an important role for p27(Kip1) in promoting satellite cell senescence. These observations provide a more complete dissection of molecular events by which increased local expression of a growth factor in mature skeletal muscle fibers extends replicative life span of primary stem cells than previously known.

NASA Discipline Musculoskeletal↗

Impact of Simulated Microgravity on Mesenchymal Stem Cell Proliferation

Background Long term exposure to microgravity has adverse effects on human body such as bone loss. Due to the vital role of mesenchymal stem cell (MSC) in bone regeneration, studying MSC under microgravity conditions has been of interest during the past decade. However, high cost and limited access to space flight can dampen enthusiasm of researchers. Microgravity simulators provide a way to investigate the effects of microgravity in human physiology. Methods In this study, we compared MSC cultures under simulated microgravity using random positioning machine (RPM) and Gravite 3D simulators. Two culture durations, 1 week and 2 weeks, were selected for MSC cultures without media change. To evaluate impact of simulated microgravity on cell proliferation, cell counting was performed using trypan blue exclusion assay. Additionally, RNA samples and conditioned media were collected for further analysis. Results After 1 week and 2 weeks, no cell morphology change was observed from RPM and Gravite cultures compared to control. Notably, distinct lower cell confluence at the edge of the flasks on the RPM was observed, which could be caused by fluid sheer forces. MSCs cultured on both microgravity simulators showed decreased cell proliferation after 1-week culture. After 2-week culture, cells grown on the RPM showed no significant difference in cell proliferation compared with control while cells cultured on the Gravite bioreactor showed significantly enhanced MSC proliferation. Conclusion Type of microgravity simulator and duration of culture significantly affect MSC proliferation. Further investigation into how simulated microgravity influences MSC gene expression and cytokine secretion related to bone loss is currently on going in our lab.

Cuiping Zhang↗

An Introduction to SPEARS (Spectrum Education Awareness)

This presentation provides an overview of the SPectrum Education AwaRenesS (SPEARS) initiative developed by the NASA Spectrum Office under HEO/SCaN. SPEARS is a strategic initiative that is comprised of fourteen (14) activities/tasks targeted for various stakeholders within and external to NASA and from the spectrum and non-spectrum communities. These activities will also facilitate fostering partnerships and enhance the regulatory and policy understanding with international spectrum regulators and other space agencies. Further, SPEARS will institute several activities geared to promote spectrum management and to gain the interest of the next and future generations of spectrum managers, through Science, Technology, Engineering, and Mathematics (STEM) outreach.

spectrum training↗

STEM Education Efforts in the Ares Projects

According to the National Science Foundation, of the more than 4 million first university degrees awarded in science and engineering in 2006, students in China earned about 21%, those in the European Union earned about 19%, and those in the United States earned about 11%. Statistics like these are of great interest to NASA's Ares Projects, which are responsible for building the rockets for the U.S. Constellation Program to send humans beyond low-Earth orbit. Science, technology, engineering, and mathematics students are essential for the long-term sustainability of any space program. Since the Projects creation, the Ares Outreach Team has used a variety of STEM-related media, methods, and materials to engage students, educators, and the general public in Constellation's mission. Like Project Apollo, the nation s exploration destinations and the vehicles used to get there can inspire students to learn more about STEM. Ares has been particularly active in public outreach to schools in Northern Alabama; on the Internet via outreach and grade-specific educational materials; and in more informal social media settings such as YouTube and Facebook. These combined efforts remain integral to America s space program, regardless of its future direction.

Doreswamy, Rajiv↗

Modeling Selective Availability of the NAVSTAR Global Positioning System

As the development of the NAVSTAR Global Positioning System (GPS) continues, there will increasingly be the need for a software centered signal model. This model must accurately generate the observed pseudorange which would typically be encountered. The observed pseudorange varies from the true geometric (slant) range due to range measurement errors. Errors in range measurement stem from a variety of hardware and environment factors. These errors are classified as either deterministic or random and, where appropriate, their models are summarized. Of particular interest is the model for Selective Availability which is derived from actual GPS data. The procedure for the determination of this model, known as the System Identification Theory, is briefly outlined. The synthesis of these error sources into the final signal model is given along with simulation results.

Braasch, Michael↗

From STEM to STEAM: Toward a Human-Centered Education

The 20th century was based on local linear engineering of complicated systems. We made cars, airplanes and chemical plants for example. The 21st century has opened a new basis for holistic non-linear design of complex systems, such as the Internet, air traffic management and nanotechnologies. Complexity, interconnectivity, interaction and communication are major attributes of our evolving society. But, more interestingly, we have started to understand that chaos theories may be more important than reductionism, to better understand and thrive on our planet. Systems need to be investigated and tested as wholes, which requires a cross-disciplinary approach and new conceptual principles and tools. Consequently, schools cannot continue to teach isolated disciplines based on simple reductionism. Science; Technology, Engineering, and Mathematics (STEM) should be integrated together with the Arts1 to promote creativity together with rationalization, and move to STEAM (with an "A" for Arts). This new concept emphasizes the possibility of longer-term socio-technical futures instead of short-term financial predictions that currently lead to uncontrolled economies. Human-centered design (HCD) can contribute to improving STEAM education technologies, systems and practices. HCD not only provides tools and techniques to build useful and usable things, but also an integrated approach to learning by doing, expressing and critiquing, exploring possible futures, and understanding complex systems.

Boy, Guy A.↗