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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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NASA NTRS1996

Development of a low-cost virtual reality workstation for training and education

Virtual Reality (VR) is a set of breakthrough technologies that allow a human being to enter and fully experience a 3-dimensional, computer simulated environment. A true virtual reality experience meets three criteria: (1) it involves 3-dimensional computer graphics; (2) it includes real-time feedback and response to user actions; and (3) it must provide a sense of immersion. Good examples of a virtual reality simulator are the flight simulators used by all branches of the military to train pilots for combat in high performance jet fighters. The fidelity of such simulators is extremely high -- but so is the price tag, typically millions of dollars. Virtual reality teaching and training methods are manifestly effective, but the high cost of VR technology has limited its practical application to fields with big budgets, such as military combat simulation, commercial pilot training, and certain projects within the space program. However, in the last year there has been a revolution in the cost of VR technology. The speed of inexpensive personal computers has increased dramatically, especially with the introduction of the Pentium processor and the PCI bus for IBM-compatibles, and the cost of high-quality virtual reality peripherals has plummeted. The result is that many public schools, colleges, and universities can afford a PC-based workstation capable of running immersive virtual reality applications. My goal this summer was to assemble and evaluate such a system.

Phillips, James A.↗

NASA NTRS2002

Institute for Scientific and Educational Technology (ISET)-Education, Research and Training Programs in Engineering and Sciences

The 'Institute for Scientific and Educational Technology' has been established to provide a mechanism through which universities and other research organizations may cooperate with one another and with different government agencies and industrial organizations to further and promote research, education, and training programs in science, engineering, and related fields. This effort has been undertaken consistent with the national vision to 'promote excellence in America s educational system through enhancing and expanding scientific and technological competence.' The specific programs are directed in promoting and achieving excellence for individuals at all levels (elementary and secondary schools, undergraduate and graduate education, and postdoctoral and faculty research). The program is consistent with the existing activities of the Institute for Computational and Applied Mechanics (ICAM) and the American Society for Engineering Education (ASEE) at NASA Langley Research Center (LaRC). The efforts will be directed to embark on other research, education, and training activities in various fields of engineering, scientific, and educational technologies. The specific objectives of the present program may be outlined briefly as follows: 1) Cooperate in the various research, education, and technology programs of the Office of Education at LaRC. 2) Develop procedures for interactions between precollege, college, and graduate students, and between faculty and students at all levels. 3) Direct efforts to increase the participation by women and minorities in educational programs at all levels. 4) Enhance existing activities of ICAM and ASEE in education, research, and training of graduate students and faculty. 5) Invite distinguished scholars as appropriate and consistent with ISET goals to spend their summers and/or sabbaticals at NASA Langley andor ODU and interact with different researchers and graduate students. Perform research and administrative activities as needed to carry out the above mentioned activities. 6) The implementation of various activities of the ISET programs is carried out through cooperative efforts between Old Dominion University (ODU) and the Office of Education at LaRC. At present, major efforts are directed on the following ISET Programs: ICAM Programs, Academic Programs, Educational Research, Outreach Programs, Educational Technology and Cooperative Programs. These programs are described in the following sections.

Tiwari, S. N.↗

NASA NTRS1993

Proceedings of the 1993 Conference on Intelligent Computer-Aided Training and Virtual Environment Technology, Volume 1

These proceedings are organized in the same manner as the conference's contributed sessions, with the papers grouped by topic area. These areas are as follows: VE (virtual environment) training for Space Flight, Virtual Environment Hardware, Knowledge Aquisition for ICAT (Intelligent Computer-Aided Training) & VE, Multimedia in ICAT Systems, VE in Training & Education (1 & 2), Virtual Environment Software (1 & 2), Models in ICAT systems, ICAT Commercial Applications, ICAT Architectures & Authoring Systems, ICAT Education & Medical Applications, Assessing VE for Training, VE & Human Systems (1 & 2), ICAT Theory & Natural Language, ICAT Applications in the Military, VE Applications in Engineering, Knowledge Acquisition for ICAT, and ICAT Applications in Aerospace.

Hyde, Patricia R.↗

DOE OSTI2025

CIE Curriculum Guide (V.2.0)

The Cyber-Informed Engineering (CIE) Curriculum Guide offers a comprehensive framework, guidance, and resources for integrating CIE into university-level engineering programs and related educational activities. The primary goal is to help educators adopt CIE principles into their teaching to produce future engineers and technicians who understand digital risks in modern engineered systems, thereby addressing the nation’s infrastructure resilience needs. This guide outlines practical integration examples, links to resources to accelerate CIE adoption, and shares insights from partner academic institutions on various implementation strategies. CIE is a framework for embedding engineered controls that mitigate the impact of cyber-attacks in any cyber-physical system used in critical energy infrastructure and other sectors. Developed by the U.S. Department of Energy’s Office of Cybersecurity, Energy Security, and Emergency Response (CESER), the National Cyber-Informed Engineering Strategy emphasizes embedding CIE into formal education, training, and credentialing. This guide supports this strategic objective by providing examples of integrating CIE concepts into engineering curricula, from class activities to new courses and certificate programs. The importance of educating cyber-informed engineers is underscored by the evolving cybersecurity threats facing engineered systems. As industrial control systems (ICS) increasingly incorporate digital technologies, the responsibility for security extends to both cyber professionals and engineers. CIE addresses critical gaps in designing and protecting physical systems with digital components against cyber risks, ensuring engineers consider digital risk throughout the engineering design lifecycle. Currently, engineering education does not routinely include cyber-informed principles, highlighting a gap in addressing modern engineering system risks. This guide advocates for updating engineering curricula to include digital risk management as a fundamental element. By doing so, future engineers will be equipped to design resilient systems that mitigate digital risks from the outset. Through this guide, engineering faculty can integrate CIE into their curricula, bridging the gap between digital risk and engineering. This approach prepares a cyber-informed workforce capable of safeguarding the cyber-physical systems crucial to national security and public welfare. By embedding CIE into education and training, institutions can produce engineers and technicians who can effectively mitigate cyber impacts throughout the engineering design lifecycle, resulting in more secure critical infrastructures.

42 - ENGINEERING↗

DOE OSTI2024

An Energy Codes Gap Analysis Field Study in the Southwest (Final Technical Report)

The primary goal of the “An Energy Codes Gap Analysis Field Study in the Southwest” project was to improve housing through strengthened building energy code implementation in two states, Colorado and Nevada, leading to greater energy and utility bill savings for households. Colorado is a home rule state. Nevada adopts a statewide code, but cities and counties must also adopt the code, making the state function like a home rule state. To broaden the impact of the project, an additional goal was to share and amplify project experiences, findings, and lessons that can be applied in other states. To achieve these goals, the project’s key objectives were to examine how residential energy codes are implemented in partner states; to use these findings to strengthen codes implementation through enhanced education, training, and outreach; and to enhance energy code technical assistance capabilities in the two partner states. In both partner states, the project led to the creation of a quantitative baseline understanding of compliance with high-impact energy code requirements, such as foundation, wall, and ceiling R-value; window U-factor and SHGC; envelope air tightness; duct tightness; and high-efficiency lighting. It then applied this baseline information to directly inform training in geographic areas with high levels of building and construction activity. The project has placed Colorado and Nevada among 23 states across the country that have conducted a single-family residential field study based on the established U.S. Department of Energy (DOE) methodology since 2014. It has also helped each State Energy Office test models for partnership- and relationship-building among government agencies and key stakeholder groups, including the State Energy Office and relevant code administration and professional licensing agencies, building officials, designers, builders, trades and utilities. At the national level, the project helped educate and inform State and Territory Energy Offices on a replicable methodology to assess energy code construction practices, effective stakeholder engagement strategies, and tailored energy code education and training. These findings are particularly pertinent for home-rule states, such as Colorado and Nevada, which rely on local government awareness and action to advance and implement building energy codes. By raising awareness of code adoption and compliance, this project has helped to equip each partner state with data on code compliance, strategies, education, and partnership models to advance building energy codes. This in turn will have an important impact on new construction practices in Colorado and Nevada, leading to more energy efficient and affordable housing. Currently, more than 62 percent of Colorado’s population lives in one of the 55 jurisdictions that have adopted the 2021 IECC to date, while nearly 95 percent of the state's population lives in one of the 208 jurisdictions that have adopted a code at 2015 IECC levels or higher. In Nevada, the 2018 IECC was adopted by the Governor’s Office of Energy in July 2018. By July 2020, 47 percent of the adopted energy code in the state was 2018 IECC which covers 96.5 percent of Nevada’s population. The training materials funded by this project focus on the 2021 IECC and will continue to be relevant in the two states as additional jurisdictions update their building energy codes.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

NASA NTRS2008

Sense and Sensibility: The Case for the Nationwide Inclusion of Engineering in the K-12 Curriculum

The competitive status of the United States is inextricably linked to innovation just as innovation is inseparable from science, technology, engineering, and mathematics. To stay competitive in innovation requires that the United States produce a 21st century workforce complete with requisite education, training, skills, and motivation. If we accept a priori that science, technology, engineering, and mathematics education are crucial to competitiveness and innovation and that, in terms of innovation, mathematics, science, and engineering are interdependent, why are mathematics and science uniformly ubiquitous in the K-12 curriculum while engineering is conspicuously absent? We are passionate in our belief that the uniform addition of engineering to the K-12 curriculum will help ensure that the nation has "the right" 21st Century workforce. Furthermore, we believe that a nationwide effort, led by a coalition of engineering academics, practitioners, and societies is required to turn this goal into reality. However, accomplishing this goal necessitates, as we are reminded by the title of Jane Austen's timeless novel, "Sense and Sensibility", a workable solution that seeks the "middle ground" between passion and reason. We begin our paper by making two essential points: Engineers are not scientists. Engineering exists separate from science, has its own specialized knowledge community apart from science, and it is largely responsible for many of the most significant advancements and improvements in the quality of our life. Our workable solution requires that K-12 education, nationwide, accommodate the inclusion of engineering as a stand alone curriculum and we offer three reasons to support our position: (1) workforce development, (2) stimulating interest in STEM (science, technology, engineering, and mathematics) courses and careers, and (3) creating a technologically literate society. We conclude with some thoughts on how this important goal can be accomplished.

Lindberg, Robert E.↗

NASA NTRSDate not supplied

Leveraging the 2024 Solar Eclipse to Enhance Science Learning through Citizen Science

The solar eclipse on April 8, 2024, provided a rare and compelling opportunity for educators and students to engage in hands-on citizen science. Two NASA Science Activation projects GLOBE Mission Earth (GME) and NASA Earth Science Education Collaborative (NESEC) partnered together to provide a unique professional development experience for educators interested in the eclipse. They invited educators to participate in a specialized 5-week online workshop designed to engage the educators in Global Learning and Observations to Benefit the Environment (GLOBE) citizen science about the eclipse. The workshop was designed to support their certification as GLOBE educators and develop their knowledge, skills, and confidence in conducting a GLOBE investigation. Over 60 educators from across the United States took part in this workshop, which focused on investigating the eclipse by collecting and analyzing atmospheric data. The GLOBE Program promotes environmental and scientific literacy by enabling participants to collect Earth science data and contribute it to a global database accessible for research. The 2024 GLOBE Eclipse workshop trained educators in specific GLOBE protocols—Clouds, Air Temperature, and Surface Temperature—using the GLOBE Eclipse tool integrated into the GLOBE Observer app. This training was supplemented with guidance on engaging students in authentic scientific research and creating research posters to present their findings. The workshop aimed to enhance educators’ skills and confidence in integrating GLOBE protocols into their teaching practices. It addressed several key areas outlined in the National Academies' report on Learning through Citizen Science, including scientific context, nature of participation, and project infrastructure. Educators learned about the atmospheric effects of solar eclipses and were trained to use scientific tools and data analysis methods relevant to their research. They also engaged in live sessions and asynchronous activities, practicing data collection and analysis with real-time feedback. Survey results from the workshop highlighted that participants were primarily motivated by the desire to better use data in their classrooms and improve their proficiency with the GLOBE Observer app. Post-workshop evaluations showed significant increases in educators' confidence regarding their ability to conduct and guide scientific research. Participants reported feeling well-prepared to use the GLOBE Observer app for data collection and were successful in integrating their eclipse observations into classroom activities. Participants also valued the opportunity to contribute to authentic science through GLOBE, which involved observing atmospheric changes such as air temperature fluctuations and cloud cover alterations during the eclipse. The success of the workshop is evident in the increased confidence and skill levels of educators, as well as the publication of research posters on the GLOBE Mission Earth Student Research webpage.This session will discuss how the GLOBE Eclipse workshop series effectively utilized the unique context of the solar eclipse to enhance science education through citizen science. By adhering to the principles outlined in the Learning through Citizen Science framework, the workshop successfully engaged educators and students in meaningful scientific practices, demonstrating the potential of citizen science to enrich science education and foster a deeper understanding of Earth systems.

Jessica Taylor↗

NASA NTRS2010

Introduction of the Space Shuttle Columbia Accident, Investigation Details, Findings and Crew Survival Investigation Report

As the Space Shuttle Program comes to an end, it is important that the lessons learned from the Columbia accident be captured and understood by those who will be developing future aerospace programs and supporting current programs. Aeromedical lessons learned from the Accident were presented at AsMA in 2005. This Panel will update that information, closeout the lessons learned, provide additional information on the accident and provide suggestions for the future. To set the stage, an overview of the accident is required. The Space Shuttle Columbia was returning to Earth with a crew of seven astronauts on 1Feb, 2003. It disintegrated along a track extending from California to Louisiana and observers along part of the track filmed the breakup of Columbia. Debris was recovered from Littlefield, Texas to Fort Polk, Louisiana, along a 567 statute mile track; the largest ever recorded debris field. The Columbia Accident Investigation Board (CAIB) concluded its investigation in August 2003, and released their findings in a report published in February 2004. NASA recognized the importance of capturing the lessons learned from the loss of Columbia and her crew and the Space Shuttle Program managers commissioned the Spacecraft Crew Survival Integrated Investigation Team (SCSIIT) to accomplish this. Their task was to perform a comprehensive analysis of the accident, focusing on factors and events affecting crew survival, and to develop recommendations for improving crew survival, including the design features, equipment, training and procedures intended to protect the crew. NASA released the Columbia Crew Survival Investigation Report in December 2008. Key personnel have been assembled to give you an overview of the Space Shuttle Columbia accident, the medical response, the medico-legal issues, the SCSIIT findings and recommendations and future NASA flight surgeon spacecraft accident response training. Educational Objectives: Set the stage for the Panel to address the investigation, medico-legal issues, the Spacecraft Crew Survival Integrated Investigation Team report and training for accident response.

Chandler, Michael↗

NASA NTRS2012

NASA Desert RATS 2011 Education Pilot Project and Classroom Activities

The National Aeronautics and Space Administration's (NASA's) Desert Research and Technology Studies (Desert RATS) is a multi-year series of tests of hardware and operations carried out annually in the high desert of Arizona, as an analog to future exploration activities beyond low Earth orbit [1]. For the past several years, these tests have occurred in the San Francisco Volcanic Field, north of Flagstaff. For the 2011 Desert RATS season, the Exploration Systems Mission Directorate (ESMD) at NASA headquarters provided support to develop an education pilot project that would include student activities to parallel the Desert RATS mission planning and exploration activities in the classroom, and educator training sessions. The development of the pilot project was a joint effort between the NASA Johnson Space Center (JSC) Astromaterials Research and Exploration Science (ARES) Directorate and the Aerospace Education Services Project (AESP), managed at Penn State University.

Gruener, J. E.↗

NASA NTRS2002

Strategic Plan

The Mission of the NSBRI will be to lead a National effort for accomplishing the integrated, critical path, biomedical research necessary to support the long term human presence, development, and exploration of space and to enhance life on Earth by applying the resultant advances in human knowledge and technology acquired through living and working in space. To carry out this mission, the NSBRI focuses its activities on three Strategic Programs: Strategic Program 1: Countermeasure Research Strategic Program 2: Education, Training and Outreach Strategic Program 3: Cooperative Research and Development. This document contains the detailed Team Strategic Plans for the 11 research teams focused on Strategic Program 1, and the Education and Outreach Team focused on Strategic Program 2. There is overlap and integration among the Programs and Team Strategic Plans, as described in each of the Plans.

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DOE OSTI2023

Real-time mixed reality display of dual particle radiation detector data

Radiation source localization and characterization are challenging tasks that currently require complex analyses for interpretation. Mixed reality (MR) technologies are at the verge of wide scale adoption and can assist in the visualization of complex data. Herein, we demonstrate real-time visualization of gamma ray and neutron radiation detector data in MR using the Microsoft HoloLens 2 smart glasses, significantly reducing user interpretation burden. Radiation imaging systems typically use double-scatter events of gamma rays or fast neutrons to reconstruct the incidence directional information, thus enabling source localization. The calculated images and estimated ’hot spots’ are then often displayed in 2D angular space projections on screens. By combining a state-of-the-art dual particle imaging system with HoloLens 2, we propose to display the data directly to the user via the head-mounted MR smart glasses, presenting the directional information as an overlay to the user’s 3D visual experience. We describe an open source implementation using efficient data transfer, image calculation, and 3D engine. We thereby demonstrate for the first time a real-time user experience to display fast neutron or gamma ray images from various radioactive sources set around the detector. We also introduce an alternative source search mode for situations of low event rates using a neural network and simulation based training data to provide a fast estimation of the source’s angular direction. Using MR for radiation detection provides a more intuitive perception of radioactivity and can be applied in routine radiation monitoring, education & training, emergency scenarios, or inspections.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗

DOE OSTI2022

U.S. Offshore Wind Workforce Assessment

As the U.S. offshore wind market prepares for rapid growth, our understanding of specific workforce requirements and pathways to meet those requirements is not keeping pace. Without this deeper understanding, there is a risk that the workforce will not develop as efficiently or robustly as is needed to fully realize the benefits of offshore wind. The "U.S. Offshore Wind Workforce Assessment" provides a more detailed assessment of the workforce demand, supply, and pathways to support key stakeholders including industry, state and local governments, educational organizations, and unions in their efforts to attract, educate, train, and retain a domestic workforce to support this burgeoning industry.

17 WIND ENERGY↗

DOE OSTI2022

Data Science and Machine Learning in Education

The growing role of data science (DS) and machine learning (ML) in high-energy physics (HEP) is well established and pertinent given the complex detectors, large data, sets and sophisticated analyses at the heart of HEP research. Moreover, exploiting symmetries inherent in physics data have inspired physics-informed ML as a vibrant sub-field of computer science research. HEP researchers benefit greatly from materials widely available materials for use in education, training and workforce development. They are also contributing to these materials and providing software to DS/ML-related fields. Increasingly, physics departments are offering courses at the intersection of DS, ML and physics, often using curricula developed by HEP researchers and involving open software and data used in HEP. In this white paper, we explore synergies between HEP research and DS/ML education, discuss opportunities and challenges at this intersection, and propose community activities that will be mutually beneficial.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗

DOE OSTI2025

Visualizing and analyzing 3D biomolecular structures using Mol* at RCSB.org: Influenza A H5N1 virus proteome case study

The easiest and often most useful way to work with experimentally determined or computationally predicted structures of biomolecules is by viewing their three-dimensional (3D) shapes using a molecular visualization tool. Mol* was collaboratively developed by RCSB Protein Data Bank (RCSB PDB, RCSB.org) and Protein Data Bank in Europe (PDBe, PDBe.org) as an open-source, web-based, 3D visualization software suite for examination and analyses of biostructures. It is capable of displaying atomic coordinates and related experimental data of biomolecular structures together with a variety of annotations, facilitating basic and applied research, training, education, and information dissemination. Across RCSB.org, the RCSB PDB research-focused web portal, Mol* has been implemented to support single-mouse-click atomic-level visualization of biomolecules (e.g., proteins, nucleic acids, carbohydrates) with bound cofactors, small-molecule ligands, ions, water molecules, or other macromolecules. RCSB.org Mol* can seamlessly display 3D structures from various sources, allowing structure interrogation, superimposition, and comparison. Using influenza A H5N1 virus as a topical case study of an important pathogen, we exemplify how Mol* has been embedded within various RCSB.org tools—allowing users to view polymer sequence and structure-based annotations integrated from trusted bioinformatics data resources, assess patterns and trends in groups of structures, and view structures of any size and compositional complexity. In addition to being linked to every experimentally determined biostructure and Computed Structure Model made available at RCSB.org, Standalone Mol* is freely available for visualizing any atomic-level or multi-scale biostructure at rcsb.org/3d-view.

3D biostructure↗

DOE OSTI2023

Workforce Development Programs [Slides]

As educational institutions of New Mexico, develop educational, training, and research programs in support of the pit manufacturing related STEM fields, which directly benefit LANL with critical hires.

99 GENERAL AND MISCELLANEOUS↗

DOE OSTI2024

Inventory of Clean Energy Education and Workforce Development Programs in Allegheny County, PA

Building on other analysis work completed through the Communities LEAP pilot, this document is intended to provide an overview of: 1) what clean energy and related education and workforce development (EWD) resources already exist in and around the Hill District, 2) gaps in EWD resources, and 3) opportunities to expand clean energy education, training, and job opportunities for Hill District residents.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

NASA NTRS1971

This is NASA

The organization, operations, functions, and objectives of NASA are outlined. Data include manned space flights, satellite weather observations, orbiting radio relays, and new views of the earth and beyond the earth as observed by satellites. Details of NASA's work in international programs, educational training programs, and adopting space technology to earth uses are also given.

Source record↗

NASA NTRS1975

Information systems and services, user services

The following topics were discussed: (1) data availability and distribution, (2) complete processing systems, (3) subsystems, (4) applications, (5) research for future technology, and (6) education, training opportunities, and materials. Evidence was given that remote sensing technology is being increasingly utilized. Therefore, it was concluded that a second stage of remote sensing technology should be developed.

Landgrebe, D. A.↗