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All sourcesNASA NTRSDOE OSTI
NASA NTRS2002

CaTs Lab (CHAOS and Thermal Sciences Laboratory)

The CHAOS and Thermal Sciences Laboratory (CaTs) at James Madison University evolved into a noteworthy effort to increase minority representation in the sciences and mathematics. Serving ten students and faculty directly, and nearly 50 students indirectly, CaTs, through recruitment efforts, workshops, mentoring programs, tutorial services and research and computational laboratories, fulfilled its intent to initiate an academically enriched research program aimed at strengthening the academic and self-actualization skills of undergraduate students with potential to pursue doctoral study in the sciences. The stated goal of the program was to increase by 5% the number of enrolled mathematics and science students into the program. Success far exceeded the program goals by producing 100% graduation rate of all supported recipients during its tenure, with 30% of the students subsequently in pursuit of graduate degrees. Student retention in the program exceeded 90% and faculty participation exceeded the three members involved in mentoring and tutoring, gaining multi-disciplinary support. Aggressive marketing of the program resulted in several paid summer internships and commitments from NASA and an ongoing relationship with CHROME, a nationally recognized organization which focuses on developing minority students in the sciences and mathematics. Success of the program was only limited by the limited fiscal resources at NASA which resulted in phasing out of the program.

Teate, Anthony A.↗
NASA NTRS2002

Virginia Space Grant Consortium Management of National General Aviation Design Competition

This report summarizes the management of the National General Aviation Design Competition on behalf of NASA, the FAA and the Air Force by the Virginia Space Grant Consortium (VSGC) for the time period October 1, 2000 through September 30, 2001. This was the VSGC's seventh and final year of managing the Competition, which the Consortium originally designed, developed and implemented for NASA and the FAA. The competition is now being managed in-house by NASA. Awards to winning university teams were presented at a ceremony held at AirVenture 2001, the Experimental Aircraft Association's Annual Convention and Fly-In at Oshkosh, Wis. by NASA and FAA officials. The competition called for individuals or teams of undergraduate and graduate students from U.S. engineering schools to participate in a major national effort to rebuild the U.S. general aviation sector. Participants were challenged to meet the engineering goals of the Advanced General Aviation Transport Experiment (AGATE) project. For the purpose of the contest, general aviation aircraft are typically defined as single or twin engine (turbine or piston), single-pilot, fixed-wing aircraft for 2 - 6 passengers. The competition seeks to raise student awareness of the importance of general aviation by having students address design challenges for a small aircraft transportation system. NASA, AFRL and the FAA hope to stimulate breakthroughs in technology and their application in the general aviation marketplace. National goals for revitalizing the industry offer excellent, open-ended design challenges with real world applications for the Innovative Design Category. Both individual and team submissions were encouraged. University faculty advisors and students consistently cite the value of this kind of educational experience for their engineering students. Eight proposals were submitted for the 2001 Competition for the Innovative Design Category. Eleven faculty members and 124 students participated. Since inception, more than 785 students and 60 faculty members have participated in the Competition. A review panel comprised of general aviation experts from the FAA, EAA, NASA and industry representatives reviewed the design packages and selected the winners. The VSGC coordinated marketing of the competition to a mailing list which included selected deans and department chairs from ABET-accredited institutions, Space Grant affiliates, faculty who had previously participated in or expressed interest in the Competition, and others.

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NASA NTRS2002

Promoting Real-Time Science in the Classroom using Wireless PDA Technology

The year is 2004, NASA has landed and deployed a fleet of rovers on the surface of Mars to continue the exploration of that planet and prepare the way for human visitors. Middle school students at Milton Elementary have been following the mission through the media and Internet as part of Mr. Johnson's Earth and space sciences class. The kids have been working in teams to track the rovers as they move across the surface of Mars on a scale model of the landing site they built from sand and rocks using pictures and video downloaded from the Internet. They also built their own version of a rover that can be driven around the model. The time is 3:36pm. Jim and a couple of his fellow students from class are sitting in the cafeteria waiting for a student council meeting to begin. Mary and several others are on the bus riding home. Kathy is in her father's car waiting to leave the parking lot. On Mars, Rover-3 has just stopped and issued an alert to ground control at NASA's Jet Propulsion Laboratory (JPL). Back at Milton Elementary chimes can be heard going off in the cafeteria, on the school bus, and in Kathy's car. The students are familiar with the drill and each brings up the Mars mission status display on their hand-held PDA device. They've been using their PDAs (those Palm devices that seem to be everywhere today) to obtain real-time position information for each of the rovers throughout the mission. The mission status display tells them that Rover-3 has stopped on the edge of a small gully and isn't quite sure what to do. The students begin considering the options amongst themselves. Should the rover just drive through the gully? If it does, what happens if it gets stuck? Maybe it should turnaround and look for away around the gully? Trough questions. Real questions. Real problems. The students know they will need to be prepared to discuss the options and conduct their own simulations using the models they built in Mr. Johnson's class tomorrow. Much the same way engineers and scientists will be working to solve the problem at NASA. It's a couple of days later, NASA has made a decision on what to do and has issued new commands for Rover-3 to execute at 9:15am Milton Elementary time. Interestingly, NASA's solution to the problem differs from the one favored by the students. 9:16am, chimes can be heard going off throughout Milton Elementary.

Matusow, David↗
NASA NTRS2003

NASA's Bioreactor: Growing Cells in a Simulated Microgravity Environment

National Science Education Standards (NSES), Science for All Americans, the Secretary's Commission on Achieving Necessary Skills (SCANS) as well as the National Aeronautics and Space Administration (NASA) are all making an effort to promote scientific literacy in America. Unfortunately, major evaluation programs such as the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS) have provided information that suggested our students are not able to compete with peers from comparable countries. Although results indicated that American students are recalling memorized, factual knowledge well enough, the real problem is the ability to apply what they know. Concerned with these reports, the National Science Teacher's Association (NSTA) has developed a mission to support innovation and high quality in science teaching and learning for every student. NSTA recommends less emphasis on factual knowledge (memorization) and information and more understanding of the concepts. Science process skills are considered imperative to prepare America's students for the 21st century. The National Aeronautics and Space Administration (NASA) supports this mission and adds that NASA strives to help prepare and encourage the next generation of researchers and explorers. One method that NASA supports educators and its mission is to publish educational briefs. NASA describes a brief as a publication that ranges from one-to-thirty pages. The focus is on mission discoveries and results. The brief provides curriculum to educators that supports their objectives and NASA's interest. Educational Briefs are specific to the grade level and course so that educators may have choices that fit their methods and students level. Sometimes, the brief includes lessons and activities teachers may use. For example, NASA's Microgravity Division has designed a student bioreactor. Consequently, an Educational Brief is being written that focuses on how to build a student bioreactor and experiments that can be conducted in it. These experiments mimic the experiments done by NASA and other researchers in the real world of work.

Richardson, Denise↗
NASA NTRS2003

A Tutor That's Up to the Task

With assistance from NASA s Marshall Space Flight Center, a new breed of ITS for technical training and complex problem-solving has hit the market to provide students and trainees with the decision-making skills necessary to succeed to the next level. The Task Tutor Toolkit (T3), developed by Stottler Henke Associates, Inc., of San Mateo, California, is a generic tutoring system shell and scenario authoring tool that emulates expert instructors and lowers the cost and difficulty of creating scenario-based ITS for technical training. The functionality of Stottler Henke Associates T3 far exceeds that of traditional computer-based training systems, which test factual recall and narrow skills by prompting students to answer multiple-choice or fill-inthe- blank questions. The T3, on the contrary, lets students assess situations, generate solutions, make decisions, and carry out actions in realistically complex scenarios.At the beginning of each scenario, the T3 tutoring system presents a briefing that describes the situation and the goals the students should pursue. Each scenario contains a solution template that specifies a partially-ordered sequence of action patterns that match correct sequences of student actions. During each scenario, the built-in simulator notifies the tutoring system of each student action. The T3 uses this information to evaluate the student action by comparing it with the scenario s solution template and with error rules that detect incorrect actions.

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NASA NTRS2005

Youth Technology Academy

One of the most important aspects of the YTA Program is that students, working with Tri-C instructors, NASA engineers, and technicians, begin to build relationships with professionals with whom they might not normally have contact. These professionals serve as role models for students and help them to apply math, science and problem-solving skills in real time to construct a competition-ready robot, allowing them to experience the satisfaction and challenges of an engineering or technical career by working diligently to solve problems that may never have been thought possible to solve. Transcending school boundaries, YTA is available to all students who are interested and qualified but who may otherwise never get an opportunity to participate because their school does not offer a robotics program. YTA fills an educational void by offering an exciting engineering and technology experience to a greater number of students than have been able to participate in the past. Our students have been working hard and see the long-term rewards for their efforts. The YTA Team 1270 was a finalist at the 2005 FIRST Robotics Florida Regional and took home second- place honors. Mark Poljak, nominated by the students of YTA Team 1270, received the Woodie Flowers Award at the FIRST 2005 Buckeye Regional competition. This award celebrates effective communication in the art and science of engineering and design. The YTA Team was also invited, as one of fifty-four teams, to participate in this year s FIRST VEX Robotics tournament representing Cuyahoga Community College and NASA GRC (Team 26), held at the FIRST Robotics National Competition in Atlanta, GA. Because of our efforts, community colleges from around the country have taken notice and have asked us to become part of the executive board of the RoboEducators, whose mission is to bring technology training to high school students in preparation for the future workforce.

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NASA NTRS2007

Digital Learning Network Education Events of NASA's Extreme Environments Mission Operations

NASA's Digital Learning Network (DLN) reaches out to thousands of students each year through video conferencing and web casting. The DLN has created a series of live education videoconferences connecting NASA s Extreme Environment Missions Operations (NEEMO) team to students across the United States. The programs are also extended to students around the world live web casting. The primary focus of the events is the vision for space exploration. During the programs, NEEMO Crewmembers including NASA astronauts, engineers and scientists inform and inspire students about the importance of exploration and share the impact of the project as it correlates with plans to return to the moon and explore the planet Mars. These events highlight interactivity. Students talk live with the aquanauts in Aquarius, the National Oceanic and Atmospheric Administration s underwater laboratory. With this program, NASA continues the Agency s tradition of investing in the nation's education programs. It is directly tied to the Agency's major education goal of attracting and retaining students in science, technology, and engineering disciplines. Before connecting with the aquanauts, the students conduct experiments of their own designed to coincide with mission objectives. This paper describes the events that took place in September 2006.

Paul, Heather↗
NASA NTRS2010

Developing Nontraditional Partnerships to Disseminate the Space Science Story

NASA Space Science Days (NSSD) was established in 2004 to bring the story of the Mars Exploration Rovers (MER) to a community far removed from areas NASA traditionally serves. The original NSSD invited 400 5th and 8th graders from the Texas Rio Grande Valley area to the University of Texas Brownsville campus to participate in a one day Saturday event filled with information about MER with related hands on activities. Currently the program has grown to over 700 5th and 8th grade participants who are mentored by trained university students from several Texas universities and community colleges and growing to include universities from throughout the U.S. A collaboration between three major institutions: The NASA Johnson Space Center (JSC) Astromaterials Research and Exploration Science Directorate (ARES), the Society of Hispanic Professional Engineers/Advancing Hispanic Excellence in Technology Engineering, Math, and Science, (SHPE/AHETEMS), and the University of Texas at Brownsville (UTB) has been established to enable the dissemination of Solar System related educational materials throughout the U.S. Already in its 8th year, UTB has developed and tested a NSSD model that has successfully disseminated space science materials to students throughout South Texas Rio Grande Valley. With this newly formed collaboration this model s expansion will allow trained SHPE students and professionals to conduct events throughout its established nation-wide delivery systems. Each year a new NSSD site will be established through an application process solicited from SHPE student and professional chapters. Once a chapter is awarded, upper-level high school and university students will travel to NASA- JSC for a two day workshop where students learn about the current year s theme and are trained to present hands-on activities related to the theme. Additional training by ARES and UTB occurs one month before the new event in their own communities. Both local middle school teachers and mentors are trained locally. This allows the teachers time to prepare their students with the background material for NSSD and give the mentors time to decide which activity they feel comfortable with to lead. Several events using this process have already been successful and an increase in interest from SHPE chapters wanting to establish their NSSD event is growing.

Galindo, Charles↗
NASA NTRS2011

ELaNa - Educational Launch of Nanosatellite Enhance Education Through Space Flight

One of NASA's missions is to attract and retain students in the science, technology, engineering and mathematics (STEM) disciplines. Creating missions or programs to achieve this important goal helps strengthen NASA and the nation's future work force as well as engage and inspire Americans and the rest of the world. During the last three years, in an attempt to revitalize educational space flight, NASA generated a new and exciting initiative. This initiative, NASA's Educational Launch of Nanosatellite (ELaNa), is now fully operational and producing exciting results. Nanosatellites are small secondary satellite payloads called CubeSats. One of the challenges that the CubeSat community faced over the past few years was the lack of rides into space. Students were building CubeSats but they just sat on the shelf until an opportunity arose. In some cases, these opportunities never developed and so the CubeSat never made it to orbit. The ELaNa initiative is changing this by providing sustainable launch opportunities for educational CubeSats. Across America, these CubeSats are currently being built by students in high school all the way through graduate school. Now students know that if they build their CubeSat, submit their proposal and are selected for an ELaNa mission, they will have the opportunity to fly their satellite. ELaNa missions are the first educational cargo to be carried on expendable launch vehicles (ELY) for NASA's Launch Services Program (LSP). The first ELaNa CubeSats were slated to begin their journey to orbit in February 2011 with NASA's Glory mission. Due to an anomaly with the launch vehicle, ELaNa II and Glory failed to reach orbit. This first ELaNa mission was comprised of three IU CubeSats built by students at Montana State University (Explorer Prime Flight 1), the University of Colorado (HERMES), and Kentucky Space, a consortium of state universities (KySat). The interface between the launch vehicle and the CubeSat, the Poly-Picosatellite Orbital Deployer (P-POD), was developed and built by students at California Polytechnic State University (Cal Poly). Integrating a P-POD on a NASA ELV was not an easy task. The creation of new processes and requirements as well as numerous reviews and approvals were necessary within NASA before the first ELaNa mission could be attached to a NASA launch vehicle (LV). One of the key objectives placed on an ELaNa mission is that the CubeSat and PPOD does not increase the baseline risk to the primary mission and launch vehicle. The ELaNa missions achieve this objective by placing a rigorous management and engineering process on both the LV and CubeSat teams. So, what is the future of ELaNa? Currently there are 16 P-POD missions manifested across four launch vehicles to support educational CubeSats selected under the NASA CubeSat Initiative. From this initiative, a rigorous selection process produced 22-student CubeSat missions that are scheduled to fly before the end of 2012. For the initiative to continue, organizations need to submit proposals to the annual CubeSat initiative call so they have the opportunity to be manifested and launched.

Skrobot, Garrett Lee↗
NASA NTRS2013

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↗
NASA NTRS2016

Case Study: Managing Undergraduate Interns in the Context of Multidisciplinary Projects

Internship opportunities can be immensely beneficial to both the students who pursue them and the labs that employ them. However, optimal results for all stakeholders can be uncertain. Several factors compound this issue. In this case study, the highly multidisciplinary nature of the BioEngineering Instrumentation Group at NASA Ames Research Center has made productively integrating short-term summer interns challenging. In general, taking on more undergraduate interns during a given time period can lead to diminishing returns, particularly if those interns are primarily short-time interns with few long-term senior students present.Introducing a level of industry-style project management processes can help. On the one hand, extreme formality can reduce the enthusiasm that students can bring; also, time constraints on internships make extensive training in formal process an investment with comparatively little return. On the other hand, lack of process can result in many forms of wastage. A moderate, lightweight level of process i.e., simple processes with high payoff to time invested ratios, including processes to effectively handle multidisciplinary issues can yield both a far more efficient lab, and a richer educational experience for the interns. In this case study, we implemented simple processes such as brief weekly stand-up meetings, a standard action item bug tracking process, and deadline-based scheduling with prudent reserves and critical path tracking.To evaluate these steps, several parameters were considered: the number of projects the lab could successfully pursue, the number of interns that could be successfully integrated onto each project, diversity of student intern educational backgrounds, student satisfaction, student understanding of expectations, and student preparation for industry-standard work. Generally, outcomes were enhanced across the board, even with imperfectly implemented processes. Lightweight process implementation is shown to be tremendously effective in a multidisciplinary internship context.

Case Study↗
NASA NTRS2020

Astro-animation - A case study of art and science education

Art and science are different ways of exploring the world, but together they have the potential to be thought-provoking, facilitate a science‐society dialogue, raise public awareness of science and develop an understanding of art. For several years, we have been teaching an astro-animation class at the Maryland Institute College of Art as a collaboration between students and NASA scientists. Working in small groups, the students create short animations based on the research of the scientists who are going to follow the projects as mentors. By creating these animations, students bring the power of their imagination to see the research of the scientists through a different lens. Astro-animation is an undergraduate-level course jointly taught by an astrophysicist and an animator. In this article, we present the motivation behind the class, describe the details of how it is carried out and discuss the interactions between artists and scientists. We describe how such a programme offers an effective way for art students, not only to learn about science but to have a glimpse of ‘science in action’. The students have the opportunity to become involved in the process of science as artists, as observers first and potentially through their own art research. Every year, one or more internships at NASA Goddard Space Flight Center have been available for our students in the summer. Two students describe their experiences undertaking these internships and how science affects their creation of animations for this programme and in general. We also explain the genesis of our astro-animation programme, how it is taught in our animation department and we present the highlights of an investigation of the effectiveness of this programme we carried out with the support of an NEA research grant. In conclusion, we discuss how the programme may grow in new directions, such as contributing to informal STE(A)M learning.

Laurence Arcadias↗
DOE OSTI2013

Training and Mentoring the Next Generation of Scientists and Engineers to Secure Continuity and Successes of the US DOE's Environmental Remediation Efforts - 13387

The DOE Office of Environmental Management (DOE-EM) oversees one of the largest and most technically challenging cleanup programs in the world. The mission of DOE-EM is to complete the safe cleanup of the environmental legacy from five decades of nuclear weapons development and government-sponsored nuclear energy research. Since 1995, Florida International University's Applied Research Center (FIU-ARC) has supported the DOE-EM mission and provided unique research capabilities to address some of these highly technical and difficult challenges. This partnership has allowed FIU-ARC to create a unique infrastructure that is critical for the training and mentoring of science, technology, engineering, and math (STEM) students and has exposed many STEM students to 'hands-on' DOE-EM applied research, supervised by the scientists and engineers at ARC. As a result of this successful partnership between DOE and FIU, DOE requested FIU-ARC to create the DOE-FIU Science and Technology Workforce Development Initiative in 2007. This innovative program was established to create a 'pipeline' of minority STEM students trained and mentored to enter DOE's environmental cleanup workforce. The program was designed to help address DOE's future workforce needs by partnering with academic, government and private companies (DOE contractors) to mentor future minority scientists and engineers in the research, development, and deployment of new technologies and processes addressing DOE's environmental cleanup challenges. Since its inception in 2007, the program has trained and mentored 78 FIU STEM minority students. Although, the program has been in existence for only five years, a total of 75 internships have been conducted at DOE National Laboratories, DOE sites, DOE Headquarters and field offices, and DOE contractors. Over 85 DOE Fellows have participated in the Waste Management Symposia since 2008 with a total of 68 student posters and 7 oral presentations given at WM. The DOE Fellows participation at WM has resulted in three Best Student Poster Awards (WM09, WM10, and WM11) and one Best Professional Poster Award (WM09). DOE Fellows have also presented their research at ANS DD and R and ANS Robotics Topical meetings. Moreover, several of our DOE Fellows have already obtained employment with DOE-EM, other federal agencies, DOE contractors. This paper will discuss how DOE Fellows program is training and mentoring FIU STEM students in Department of Energy's Office of Environmental Management technical challenges and research. This training and mentoring has resulted in the development of well trained and polished young scientists and engineers that will become the future workforce in charge of carrying on DOE-EM's environmental cleanup mission. The paper will showcase FIU's DOE Fellows model and highlight some of the applied research the DOE Fellows have conducted at FIU's Applied Research Center and across the Complex by participating in summer internship assignments. This paper will also present and highlight other Fellowships and internships programs sponsored by National Nuclear Security Agency (NNSA), DOE-EM, NRC, Energy (NE), and other federal agencies targeting workforce development. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗
DOE OSTI2016

Development of a Course in Gamma Ray Spectrometry

The majority of undergraduate and graduate students in nuclear science and engineering take a general course in nuclear instrumentation where one of the topics is typically in gamma ray spectrometry. Rarely are courses offered solely on this subject matter other than intensified workshops conducted by the International Atomic Energy Agency (IAEA) or private companies which can be expensive especially for large groups of students. Currently there are many world-wide projects in routine monitoring and advanced research that employ gamma rays. Some but not an exhaustive list of these topics include neutron activation analysis, naturally occurring radioactivity materials (NORM), nuclear forensics, nuclear security, in-situ gamma ray detection, galactic gamma ray detection, health physics and advanced instrumentation. At the Nuclear Engineering Teaching Laboratory at the University of Texas at Austin, many of our students are involved in an array of research topics that involve gamma ray spectrometry in their Masters of Science theses, PhD dissertations and special topics courses. It was decided to invest the time and effort to develop a course with a strong technical component to complement their research activities. A detailed stand-alone course in gamma ray spectrometry that includes a series lectures in modular form has been developed. As well we have incorporated fourteen advanced animations to better explain some of the fundamental physical processes and experimental set-ups. Six laboratory sessions and multiple homework assignments have also been established. This course is applicable to senior undergraduate students, graduate students, and novice researchers the above mentioned fields in a traditional class/laboratory setting or for intense one to two week workshops. A great deal of effort was undertaken to prepare a stand-alone course in gamma ray spectrometry which includes many of the fundamental aspects as well as the more advanced instrumentation. Animations of gamma ray interactions and experimental set ups were also developed. Six laboratories and six assignments were also conceived. Every topic has its own module thus a 'pick and choose' subset of lectures can be given to different levels of understanding. This course is applicable to senior undergraduate students, graduate students, novice researchers in neutron activation analysis and naturally occurring radioactive material, and for intense one to two week workshops. (authors)

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗
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↗
DOE OSTI2018

Geographic and social disparities in exposure to air neurotoxicants at U.S. public schools

Highlights: • Ambient neurotoxicants pose serious risks at US public schools. • There are social and spatial disparities in ambient neurotoxicant risks. • One-third of all schools in EPA Region 2 are at “high risk” for neurotoxicant exposure. • Schools with higher % of Hispanic, black, and Asian students face disparate risks. • Schools serving the youngest (vs. older) students face disparate risks. Children are especially vulnerable to the health and developmental impacts of environmental hazards and they spend significant portions of their days at school. Yet there are no national-level studies examining school-level environmental inequalities and few have examined disparate exposure to neurological air toxicants, even though chronic exposure to air pollution impacts children's brain functioning. We paired information about the geographic locations and demographics of each public school in the US with air neurotoxicant exposure estimates pertaining to 24 known neurotoxicants included in the US Environmental Protection Agency's National Air Toxics Assessment. Using bivariate and multivariate statistics, we tested for environmental injustices in air neurotoxicant exposure at 84,969 US public schools. Metropolitan New York City (EPA Region 2) is the geographic region most burdened by air neurotoxicant exposures at schools since one-third of all schools in that region are in the top 10% (at {sup h}igh risk{sup )} for ambient neurotoxicant exposure among all schools nationwide. Students attending “high risk” public schools nationwide are significantly more likely to be eligible for free/reduced price meals, and to be Hispanic, black, or Asian/Pacific Islander (API). They are significantly less likely to be white or of another race. In a multivariate generalized estimating equation controlling for school district effects, schools with greater proportions of Hispanic, black, and API students, schools with higher enrollment, and schools located in more urban (vs. rural) counties face greater risks. Schools serving the youngest students (e.g., pre-kindergarten) have greater levels of risk than schools serving older students. Across all analyses, this study shows that racial/ethnic minority children are bearing the brunt of air neurotoxicant exposures at school, which may be unequally impacting their school performance and future potential.

54 ENVIRONMENTAL SCIENCES↗
DOE OSTI2023

Toward a Diverse Next-Generation Energy Workforce: Teaching Artificial Photosynthesis and Electrochemistry in Elementary Schools through Active Learning

Artificial photosynthesis is a promising approach to generate commodity chemicals using abundant chemical feedstocks and renewable energy sources. Despite its importance, affordable and effective hands-on classroom activities that demonstrate artificial photosynthesis and teach key concepts, especially for primary school students, are lacking. Educating young students on this topic is a critical step in the development of the next-generation energy workforce, especially one that is diverse in race and gender. Here, we hypothesize that an effective approach to educate a broad range of young students on the topic of artificial photosynthesis is through the use of an active learning-based lesson plan that employs cheap and accessible materials. This hypothesis is confirmed by evaluating the understanding of fifth grade students with a survey before and after a lesson plan on artificial photosynthesis that uses active-learning techniques and uses safe and highly accessible materials (baking soda, tap water, plastic jars, Ni coil, alligator clips, and a solar cell) to perform solar-powered water splitting. The lesson plan and survey questions are designed to align with the educational outcomes for fifth grade classrooms in California and to address four general learning objectives: (1) Motivations of Artificial Photosynthesis, (2) Applications of Artificial Photosynthesis, (3) Inputs and Outputs of Artificial Photosynthesis, and (4) Engineering Design for Artificial Photosynthesis. The survey data demonstrate a statistically significant improvement in overall student understanding from the lesson plan. Importantly, the data show that the lesson plan presented here is effective at narrowing the performance gap between minority students and overly represented groups.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2023

Bridging Place-Based Astrobiology Education with Genomics, Including Descriptions of Three Novel Bacterial Species Isolated from Mars Analog Sites of Cultural Relevance

Democratizing genomic data science, including bioinformatics, can diversify the STEM workforce and may, in turn, bring new perspectives into the space sciences. In this respect, the development of education and research programs that bridge genome science with “place” and world-views specific to a given region are valuable for Indigenous students and educators. Through a multi-institutional collaboration, we developed an ongoing education program and model that includes Illumina and Oxford Nanopore sequencing, free bioinformatic platforms, and teacher training workshops to address our research and education goals through a place-based science education lens. High school students and researchers cultivated, sequenced, assembled, and annotated the genomes of 13 bacteria from Mars analog sites with cultural relevance, 10 of which were novel species. Students, teachers, and community members assisted with the discovery of new, potentially chemolithotrophic bacteria relevant to astrobiology. This joint education-research program also led to the discovery of species from Mars analog sites capable of producing N-acyl homoserine lactones, which are quorum-sensing molecules used in bacterial communication. Whole genome sequencing was completed in high school classrooms, and connected students to funded space research, increased research output, and provided culturally relevant, place-based science education, with participants naming three novel species described here. Students at St. Andrew's School (Honolulu, Hawai‘i) proposed the name Bradyrhizobium prioritasuperba for the type strain, BL16A T , of the new species (DSM 112479 T = NCTC 14602 T ). The nonprofit organization Kauluakalana proposed the name Brenneria ulupoensis for the type strain, K61 T , of the new species (DSM 116657 T = LMG = 33184 T ), and Hawai‘i Baptist Academy students proposed the name Paraflavitalea speifideiaquila for the type strain, BL16E T , of the new species (DSM 112478 T = NCTC 14603 T ).

59 BASIC BIOLOGICAL SCIENCES↗