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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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All sources NASA NTRS DOE OSTI

NASA NTRS1998

Visit to an Ocean Planet

"Visit to an Ocean Planet" is an interactive, educational CD-ROM that reveals the importance of our oceans to global climate and life. It is designed to complement middle and high school science curricula, as well as to be enjoyed by the general public. The CD-ROM allows users to explore the Gulf of Mexico with satellite data, investigate the 1997-1998 El Nino, discover "what's up" with Earth-orbiting satellites, and learn about the real life oceanographers. The curriculum background material are arranged in the context of widely accepted teaching themes. The CD-ROM also highlights results from the TOPEX/Poseidon satellite launched by NASA and the Centre National Etudes Spatiales (CNES). It has been measuring our oceans since 1992. This product is a result of NASA's commitment to involve the educational community in endeavors to inspire America's students, create learning opportunities, and enlighten inquisitive minds.

Source record↗

NASA NTRS2003

National Educators' Workshop: Update 2002 - Standard Experiments in Engineering, Materials Science, and Technology

This document contains a collection of experiments presented and demonstrated at the National Educators' Workshop: Update 2002 held in San Jose, California, October 13-16,2002. This publication provides experiments and demonstrations that can serve as a valuable guide to faculty who are interested in useful activities for their students. The material was the result of years of research aimed at better methods of teaching technical subjects. The experiments developed by faculty, scientists, and engineers throughout the United States and abroad add to the collection from past workshops. They include a blend of experiments on new materials and traditional materials.

Prior, Edwin J.↗

DOE OSTI2026

Shining Light on Halide Perovskites: Teaching Analytical Chemistry Using Flexible, Inquiry-Based Experiments

Two-dimensional (2D) metal halide perovskites are promising next generation semiconducting materials at the forefront of research in solar cells, LEDs, and other devices. Here, we report on an undergraduate intermediate analytical chemistry laboratory experience where students were taught fundamental chemistry concepts, including solubility, complexation, spectroscopy, and microscopy, through the introduction and study of 2D halide perovskite materials. Students explore multiple facets of perovskite synthesis, structure, and properties through a modular set of experiments that students used to form a holistic picture of this material. Importantly, this inquiry-based lab supports students through a guided research process, and students report high interest and learning gains from an end of the semester survey. We further discuss ways to adapt this lab to course, student, equipment, and budget needs. Overall, this laboratory experience teaches and applies the fundamental concepts and tools of analytical chemistry to the contemporary materials research field.

Analytical Chemistry↗

NASA NTRS2001

Science Education Supporting Weather Broadcasters On-Air and in the Classroom with NASA "Mini-Education Supplements"

NASA-Goddard Space Flight Center has initiated a new project designed to expand on existing news services and add value to classrooms through the development and distribution of two-minute 'mini-supplements' which give context and teach about current weather and Earth research phenomena. The innovative mini-supplements provide raw materials for weather forecasters to build news stories around NASA related missions without having to edit the more traditional and cumbersome long-form video format. The supplements cover different weather and climate topics and include NASA data, animations, video footage, and interviews with scientists. The supplements also include a curriculum package with educational lessons, educator guide, and hand-on activities. One goal is to give on-air broadcasters who are the primary science educators for the general public what they need to 'teach' about the science related to NASA research behind weather and climate news. This goal achieves increasing public literacy and assures higher accuracy and quality science reporting by the media. The other goal is to enable on-air broadcasters to serve as distributors of high quality, standards-based educational curricula and supplemental material when they visit 8-12 grade classrooms. The focus of 'pilot effort' centers around the success of NASA's Tropical Rainfall Measuring Mission (TRMM) but is likely expandable to other NASA earth or space science missions.

Shepherd, J. Marshall↗

NASA NTRS1993

Micropipet manipulation of lipid membranes: Direct measurement of the material properties of a cohesive structure that is only two molecules thick

The objectives are to demonstrate how we can make direct measurements of the mechanical properties of a special structure in biology, namely the lipid bilayer membrane, using a micromanipulation technique, and how these properties compare and contrast with 'more traditional' technological/engineering materials. Given that the investment in equipment and expertise to carry out these experiments is probably beyond the scope of most teaching labs, the described experiment is not intended as one that can actually be demonstrated in a student laboratory class. The intention behind presenting this work is to begin to raise awareness in the Material Science community about the material properties of biological material that form a new (to us) category of soft engineering materials that have dimensions on the nanoscale.

Needham, David↗

NASA NTRS2003

Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study and Teacher Use of NASA Web Resources

Over a three-year period, researchers and educators from the Pennsylvania State University (PSU), University Park, Pennsylvania, and the NASA Dryden Flight Research Center (DFRC), Edwards, California, worked together to analyze, develop, implement and evaluate materials and tools that enable teachers to use NASA Web resources effectively for teaching science, mathematics, technology and geography. Two conference publications and one technical paper have already been published as part of this educational research series on Web-based instruction and learning. This technical paper, Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study, is the culminating report in this educational research series and is based on the final report submitted to NASA. This report describes the broad spectrum of data gathered from teachers about their experiences using NASA Web resources in the classroom. It also describes participating teachers responses and feedback about the use of the NASA Web-Enhanced Learning Environment Strategies reflection tool on their teaching practices. The reflection tool was designed to help teachers merge the vast array of NASA resources with the best teaching methods, taking into consideration grade levels, subject areas and teaching preferences. The teachers described their attitudes toward technology and innovation in the classroom and their experiences and perceptions as they attempted to integrate Web resources into science, mathematics, technology and geography instruction.

McCarthy, Marianne C.↗

NASA NTRS2012

Shuttle Case Study Collection Website Development

As a continuation from summer 2012, the Shuttle Case Study Collection has been developed using lessons learned documented by NASA engineers, analysts, and contractors. Decades of information related to processing and launching the Space Shuttle is gathered into a single database to provide educators with an alternative means to teach real-world engineering processes. The goal is to provide additional engineering materials that enhance critical thinking, decision making, and problem solving skills. During this second phase of the project, the Shuttle Case Study Collection website was developed. Extensive HTML coding to link downloadable documents, videos, and images was required, as was training to learn NASA's Content Management System (CMS) for website design. As the final stage of the collection development, the website is designed to allow for distribution of information to the public as well as for case study report submissions from other educators online.

Ransom, Khadijah S.↗

NASA NTRS2013

STS Case Study Development Support

The Shuttle Case Study Collection (SCSC) has been developed using lessons learned documented by NASA engineers, analysts, and contractors. The SCSC provides educators with a new tool to teach real-world engineering processes with the goal of providing unique educational materials that enhance critical thinking, decision-making and problem-solving skills. During this third phase of the project, responsibilities included: the revision of the Hyper Text Markup Language (HTML) source code to ensure all pages follow World Wide Web Consortium (W3C) standards, and the addition and edition of website content, including text, documents, and images. Basic HTML knowledge was required, as was basic knowledge of photo editing software, and training to learn how to use NASA's Content Management System for website design. The outcome of this project was its release to the public.

Rosa de Jesus, Dan A.↗

NASA NTRSDate not supplied

Thinking Inside the Box: A Hands-On Student Activity for Building a Contamination Containment Glovebox to Encourage Problem Solving in a Collaborative Environment

Contamination containment gloveboxes are sealed containers where operators outside the glovebox can safely manipulate hazardous or contamination-sensitive materials inside the glovebox through glove ports on the container. Containment gloveboxes are used in the space industry to study sample materials returned from space such as lunar, asteroid, and comet materials, to manufacture sensitive instruments and space ight hardware, and to perform contamination-sensitive experiments. A hands-on activity has been developed by contamination control engineer and STEM education experts as part of the Virginia Earth System Science Scholars (VESSS) summer academy program to teach high school students about gloveboxes and about problem solving in a collaborative environment. In this activity, student teams are given a list of common household materials (e.g. plastic bags, plastic straws, aluminum foil, tape, disposable gloves, etc.) for building their own glovebox. Students work together to sketch and design their glovebox before being provided a kit of materials, which they must purchase along with any extra materials with a mock team budget. They are given 30 minutes to build their glovebox, however, they do not know what will be placed inside the glovebox or what operations they will need to perform within the glovebox. At the end of the build time, teams are given a small, sealed paper envelope which they place in the glovebox. Each team selects a team member to be designated as the operator, and the operator places their hands in the gloves of the glovebox. The operator uses their gloves to open the envelope in the glovebox, and they discover they have 20 minutes to assemble a jigsaw puzzle. However, the puzzle is \contaminated" with talcum powder. After the 20 minute time period, teams are judged on how well they completed and cleaned the contaminated puzzle. In a post-activity debrief, teams discuss lessons learned such as how the actual built box di ered from the sketched design, the challenge of managing a budget for materials, how the team dealt with surprises, and if their glovebox allowed enough room for the operator to perform the task. This activity has been part of the VESSS summer academy since 2016, and teaches students teamwork, creativity, hands-on experimentation, communication, and reasoning skills. In a demonstration at IAC, a volunteer from the audience will be chosen to assemble a glovebox during the presentation using the same kit of materials and will demonstrate handling puzzle pieces in the completed glovebox.

Elaine Seasly↗

NASA NTRS1973

ERTS-A data as a teaching and research tool in the Department of Geology

The author has identified the following significant results. The ERTS-1 materials continue to be used in a number of courses including Geology of Alaska, Economic Geology, and Structural Geology. In addition, specific talks about the ERTS-1 material were given at a seminar at the Geophysical Institute, to the Geology Department, to numerous individuals, and were extensively used in a popularized talk on the Geology of Alaska to the local Historical Society.

Grybeck, D.↗

NASA NTRS1988

Social Sciences and Space Exploration

The relationship between technology and society is a subject of continuing interest, because technological change and its effects confront and challenge society. College students are especially interested in technological change, knowing that they must cope with the pervasive and escalating effect of wide-ranging technological change. The space shuttle represents a technological change. The book's role is to serve as a resource for college faculty and students who are or will be interested in the social science implications of space technology. The book is designed to provide introductory material on a variety of space social topics to help faculty and students pursue teaching, learning, and research. Space technologies, perspectives on individual disciplines (economics, history, international law, philosophy, political science, psychology, and sociology) and interdiscipline approaches are presented.

Source record↗

NASA NTRS1996

NASA Kennedy Space Center Educator Workshops: Exploring Their Impact on Teacher Attitudes and Concerns

The National Aeronautics and Space Administration holds summer teacher workshops to motivate teachers to use space science in their lessons. In evaluating these workshops, the areas of interest were participant beliefs about science and science teaching and concerns about educational change and innovation. The teachers attending workshops in 1995, past participants, teachers that received materials but had not attended a workshop, and science researchers were surveyed using the Beliefs about Science and Science Education Survey and/or the Stages of Concern Questionnaire. Comparisons were made by workshop length, time since workshop, and highest grade taught. Reductions in concerns were most evident in the four week workshop. Changes in beliefs were also observed relative to teaching approach and ability. Differences in beliefs were observed between teachers and science researchers. Differences were also observed relative to time since attendance and by grade level taught. It is recommended that the workshops be at least four weeks in length and in length and target specific grade levels, that refresher workshops be offered.

Dreschel, Thomas W.↗

NASA NTRS1998

Teaching Soil Science in Primary and Secondary Schools

Earth's thin layer of soil is a fragile resource, made up of minerals, organic materials, air, water, and billions of living organisms. Soils plays a variety of critical roles that sustain life on Earth. If we think about soil, we tend to see it first as the source of most of the food we eat and the fibers we use, such as wood and cotton. Few students realize that soils also provide the key ingredients to many of the medicines (including antibiotics), cosmetics, and dyes that we use. Fewer still understand the importance of soils in integrating, controlling, and regulating the movement of air, water, materials, and energy between the hydrosphere, lithosphere, atmosphere, and biosphere. Because soil sustains life, it offers both a context and a natural laboratory for investigating these interactions. The enclosed poster, which integrates soil profiles with typical landscapes in which soils form, can also help students explore the interrelationships of Earth systems and gain an understanding of our soil resources. The poster, produced jointly by the American Geological Institute and the Soil Science Society of America, aims to increase awareness of the importance of soil, as does the GLOBE (Global Learning and Observations To Benefit the Environment) Program. Vice President Al Gore instituted the GLOBE Program on Earth Day of 1993 to increase environmental awareness of individuals throughout the world, contribute to a better scientific understanding of the Earth, and help all students reach higher levels of achievement in science and mathematics. GLOBE functions as a partnership between scientists, students, and teachers in which scientists design protocols for specific measurements they need for their research that can be performed by K-12 students. Teachers are trained in the GLOBE protocols and teach them to their students. Students make the measurements, enter data via the Internet to a central data archive, and the data becomes available to scientists and the general community. Students benefit by having a "hands-on"experience in science, math, and technology, using their local environment as a learning laboratory, as well as contact with scientists and other students around the world. Soil investigations have become an essential component of GLOBE. The protocols that have been developed so far within the GLOBE program include GPS Location, Atmosphere/Climate, Soil Characterization, Soil Moisture and Temperature, Land Cover/Biometry, Hydrology, and Satellite Image Classification. For the GLOBE Soil Characterization Protocol, students explore the physical. chemical, and morphological properties of the soil at their study site. They are asked to dig a pit or use an auger to about 1 meter at at least 2 sites.

Levine, Elissa R.↗

NASA NTRS1993

Teaching planetary sciences to elementary school teachers: Programs that work

Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are addressed in detail.

Lebofsky, Larry A.↗

NASA NTRSDate not supplied

GL4U: Using Space Biology Omics Data to Provide Bioinformatics Training for Students and Educators

NASA’s GeneLab project provides researchers open access to space-relevant multi-omics data via the Open Science Data Repository (OSDR) that can be mined to understand the effects of spaceflight on biological systems. To maximize the number of scientists who understand and utilize GeneLab data and data processing pipelines, GeneLab created GeneLab for Colleges and Universities (GL4U). GL4U provides space biology-relevant training in bioinformatics to the next generation of scientists through direct (training students) and indirect (training educators) approaches. The GL4U pilot programs were conducted in June 2021 (direct training) and 2022 (indirect training). During the pilots, students and educators at Historically Black Colleges and Universities (HBCUs) and Minority Serving Institutions (MSIs) participated in a week-long (direct training) or two-week-long (indirect training) bootcamp consisting of space biology-specific lectures and hands-on instruction using Jupyter Notebooks to analyze space biology RNA sequencing data from OSDR. During the educator pilot, participants received materials, training, and the necessary compute resources to enable them to run the bootcamp at their home institutions, thereby extending the reach of this initiative. In July 2023, GeneLab is partnering with JPL to expand GL4U to include amplicon sequencing (Amp-Seq) analysis training. During the GL4U Amp-Seq bootcamp, student and educator participants will receive training on how to analyze and interpret Amp-Seq data using the NASA GeneLab data processing pipeline. All bootcamp material, including instructions for requesting compute resources, will be made publicly available on GitHub for educators to teach the GL4U content in subsequent semesters. GL4U provides undergraduate students from underrepresented groups the opportunity to learn about NASA and Space Biology, and to enhance their career prospects by gaining hands-on experience analyzing omics data, a skillset that is highly applicable and marketable in the life sciences. We present results from pre- and post-training surveys completed by all participants of the Amp-Seq bootcamp.

Amanda M Saravia-Butler↗

NASA NTRS1990

Low carbon steel: Metallurgical structure vs. mechanical properties

The objective is to provide a low cost, simple experiment for either demonstration purposes or as a laboratory experiment that will teach the student the importance of the thermal-mechanical history of a metallic alloy in determining that material's mechanical behavior. Hairpins are subjected to various treatments. The experimental equipment and procedures are discussed.

Shull, Robert D.↗

NASA NTRS2015

High Thermoelectric Performance by Convergence of Bands in IV-VI Semiconductors, Heavily Doped PbTe, and Alloys/Nanocomposites

The present invention teaches an effective mechanism for enhancing thermoelectric performance through additional conductive bands. Using heavily doped p-PbTe materials as an example, a quantitative explanation is disclosed, as to why and how these additional bands affect the figure of merit. A high zT of approaching 2 at high temperatures makes these simple, likely more stable (than nanostructured materials) and Tl-free materials excellent for thermoelectric applications.

Snyder, G. Jeffrey↗

NASA NTRS1993

Project TIMS (Teaching Integrated Math/Science)

The goal of this project is to increase the scientific knowledge and appreciation bases and skills of pre-service and in-service middle school teachers, so as to impact positively on teaching, learning, and student retention. This report lists the objectives and summarizes the progress thus far. Included is the working draft of the TIMS (Teaching Integrated Math/Science) curriculum outline. Seven of the eight instructional subject-oriented modules are also included. The modules include informative materials and corresponding questions and educational activities in a textbook format. The subjects included here are the universe and stars; the sun and its place in the universe; our solar system; astronomical instruments and scientific measurements; the moon and eclipses; the earth's atmosphere: its nature and composition; and the earth: directions, time, and seasons. The module not included regards winds and circulation.

Edwards, Leo, Jr.↗