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NASA NTRS1998

Further Development, Support, and Enhancement of CONDUIT

A great deal of progress was made in the past year, Most importantly, the CONDUIT software package was developed to the point where it could be released to several aircraft companies for use in the design of control systems. During the week of February 23 to February 27, 1998, we collaborated with personnel from Moffett Field and California Polytechnic Institute in teaching a short course to 18 representatives of industry and the U. S. Government on the use of CONDUIT. This was a major milestone in the development of CONDUIT. At present, CONDUIT is being used by a number of companies in the design of several aircraft control systems. Most of our effort during the past year was devoted to research on items for inclusion in the CONDUIT diagnostics menu, work on good illustrative examples of the operation of CONDUIT, and on assisting in publicizing CONDUIT to industry and the government. Substantial progress was made in all of-these areas. The original goals for this contract are presented in the following section of this report. The modifications to these goals and the reasons for them are also described. This is followed by a section containing the results of work on this contract. A final section contains suggestions for future work on this project.

Levine, William S.↗

NASA NTRS1998

Using Computers in Fluids Engineering Education

Three approaches for using computers to improve basic fluids engineering education are presented. The use of computational fluid dynamics solutions to fundamental flow problems is discussed. The use of interactive, highly graphical software which operates on either a modern workstation or personal computer is highlighted. And finally, the development of 'textbooks' and teaching aids which are used and distributed on the World Wide Web is described. Arguments for and against this technology as applied to undergraduate education are also discussed.

Benson, Thomas J.↗

NASA NTRS1998

Research Reports: 1997 NASA/ASEE Summer Faculty Fellowship Program

For the 33rd consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period June 2, 1997 through August 8, 1997. Operated under the auspices of the American Society for Engineering Education, the MSFC program was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the program, which are in the 34th year of operation nationally, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1997. The University of Alabama in Huntsville presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

Karr, G. R.↗

NASA NTRS1998

1998 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The program objectives include: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

Marable, William P.↗

NASA NTRS1998

Making the Learning of Mathematics More Meaningful

In the early 1980's, the National Commission on Excellence in Education responded to the call for reform in the teaching and learning of mathematics. In particular, the Commission developed a document addressing the consensus that all students need to learn more, and often different, mathematics and that instruction in mathematics must be significantly revised. In a response to these calls for mathematics education reform, the National Council of Teachers of Mathematics (NCTM) developed its Curriculum and Evaluation Standards (1989) with a two-fold purpose: 1) to create a coherent vision of what it means to be mathematically literate in a world that relies on calculators and computers, and 2) to create a set of standards to guide the revisions of school mathematics curriculum.

Ward, Robin A.↗

NASA NTRS1998

Explorers of the Universe: Metacognitive Tools for Learning Science Concepts

Much of school learning consists of rote memorization of facts with little emphasis on meaningful interpretations. Knowledge construction is reduced to factual knowledge production with little regard for critical thinking, problem solving, or clarifying misconceptions. An important role of a middle and secondary teacher when teaching science is to aid students' ability to reflect upon what they know about a given topic and make available strategies that will enhance their understanding of text and science experiments. Developing metacognition, the ability to monitor one's own knowledge about a topic of study and to activate appropriate strategies, enhances students' learning when faced with reading, writing and problem solving situations. Two instructional strategies that can involve students in developing metacognitive awareness are hierarchical concept mapping, and Vee diagrams. Concept maps enable students to organize their ideas and reveal visually these ideas to others. A Vee diagram is a structured visual means of relating the methodological aspects of an activity to its underlying conceptual aspect in ways that aid learners in meaningful understanding of scientific investigations.

Alvarez, Marino C.↗

NASA NTRS1998

National Educators' Workshop: Update 1997. Standard Experiments in Engineering Materials, Science, and Technology

This document contains a collection of experiments presented and demonstrated at the National Educators' Workshop: Update 97, held at Boeing Commercial Airplane Group, Seattle, Washington, on November 2-5, 1997. The experiments related to the nature and properties of engineering materials and provided information to assist in teaching about materials in the education community.

Gardner, James E.↗

NASA NTRS1998

Aeronautics and Aviation Science: Careers and Opportunities Project

The National Aeronautics and Space Administration funded project, Aeronautics and Aviation Science: Careers and Opportunities has been in operation since July, 1995. This project operated as a collaboration with Massachusetts Corporation for Educational Telecommunications, the Federal Aviation Administration, Bridgewater State College and four targeted "core sites" in the greater Boston area. In its first and second years, a video series on aeronautics and aviation science was developed and broadcast via "live, interactive" satellite feed. Accompanying teacher and student supplementary instructional materials for grades 6-9 were produced and disseminated by the Massachusetts Corporation for Educational Telecommunications (MCET). In the MCET grant application it states that project Take Off! in its initial phase would recruit and train teachers at "core" sites in the greater Boston area, as well as opening participation to other on-line users of MCET's satellite feeds. "Core site" classrooms would become equipped so that teachers and students might become engaged in an interactive format which aimed at not only involving the students during the "live" broadcast of the instructional video series, but which would encourage participation in electronic information gathering and sharing among participants. As a Take Off! project goal, four schools with a higher than average proportion of minority and underrepresented youth were invited to become involved with the project to give these students the opportunity to consider career exploration and development in the field of science aviation and aeronautics. The four sites chosen to participate in this project were: East Boston High School, Dorchester High School, Randolph Junior-Senior High School and Malden High School. In year 3 Dorchester was unable to continue to fully participate and exited out. Danvers was added to the "core site" list in year 3. In consideration of Goals 2000, the National Science Foundation standards for quality of teaching, and an educational agenda that promotes high standards for all students, Aeronautics and Aviation Science: Careers and Opportunities had as its aim to deliver products to schools, both in and outside the project sites, which attempt to incorporate multi-disciplined approaches in the presentation of a curriculum which would be appropriate in any classroom, while also aiming to appeal to young women and minorities. The curriculum was developed to provide students with fundamentals of aeronautics and aviation science. The curriculum also encouraged involving students and teachers in research projects, and further information gathering via electronic bulletin boards and internet capabilities. Though not entirely prescriptive, the curriculum was designed to guide teachers through recommended activities to supplement MCET's live telecast video presentations. Classroom teachers were encouraged to invite local pilots, meteorologists, and others from the field of aviation and aeronautics, particularly women and minorities to visit schools and to field questions from the students.

Texter, P. Cardie↗

NASA NTRS1999

K-12 Aerospace Education Programs

NASA, the United States Air Force Academy, the Air Force Space Command, the University of Colorado at Colorado Springs (UCCS), and the United States Space Foundation teamed to produce a dynamic and successful graduate course and in-service program for K-12 educators that has a positive impact on education trends across the nation. Since 1986, more than 10,000 educators from across the United States have participated in Space Discovery and Teaching with Space affecting nearly a million students in grades K-12. The programs are designed to prepare educators to use the excitement of space to motivate students in all curriculum subjects.

Source record↗

NASA NTRS1998

Method for Surface Texturing Titanium Products

The present invention teaches a method of producing a textured surface upon an arbitrarily configured titanium or titanium alloy object for the purpose of improving bonding between the object and other materials such as polymer matrix composites and/or human bone for the direct in-growth of orthopaedic implants. The titanium or titanium alloy object is placed in an electrolytic cell having an ultrasonically agitated solution of sodium chloride therein whereby a pattern of uniform "pock mark" like pores or cavities are produced upon the object's surface. The process is very cost effective compared to other methods of producing rough surfaces on titanium and titanium alloy components. The surface textures produced by the present invention are etched directly into the parent metal at discrete sites separated by areas unaffected by the etching process. Bonding materials to such surface textures on titanium or titanium alloy can thus support a shear load even if adhesion of the bonding material is poor.

Banks, Bruce A.↗

NASA NTRS1999

Continuous Risk Management at NASA

NPG 7120.5A, "NASA Program and Project Management Processes and Requirements" enacted in April, 1998, requires that "The program or project manager shall apply risk management principles..." The Software Assurance Technology Center (SATC) at NASA GSFC has been tasked with the responsibility for developing and teaching a systems level course for risk management that provides information on how to comply with this edict. The course was developed in conjunction with the Software Engineering Institute at Carnegie Mellon University, then tailored to the NASA systems community. This presentation will briefly discuss the six functions for risk management: (1) Identify the risks in a specific format; (2) Analyze the risk probability, impact/severity, and timeframe; (3) Plan the approach; (4) Track the risk through data compilation and analysis; (5) Control and monitor the risk; (6) Communicate and document the process and decisions. This risk management structure of functions has been taught to projects at all NASA Centers and is being successfully implemented on many projects. This presentation will give project managers the information they need to understand if risk management is to be effectively implemented on their projects at a cost they can afford.

Hammer, Theodore F.↗

NASA NTRS1999

Continuous Risk Management: A NASA Program Initiative

Hammer, Theodore F.↗

NASA NTRS1999

Continuous Risk Management: An Overview

Software risk management is important because it helps avoid disasters, rework, and overkill, but more importantly because it stimulates win-win situations. The objectives of software risk management are to identify, address, and eliminate software risk items before they become threats to success or major sources of rework. In general, good project managers are also good managers of risk. It makes good business sense for all software development projects to incorporate risk management as part of project management. The Software Assurance Technology Center (SATC) at NASA GSFC has been tasked with the responsibility for developing and teaching a systems level course for risk management that provides information on how to implement risk management. The course was developed in conjunction with the Software Engineering Institute at Carnegie Mellon University, then tailored to the NASA systems community. This is an introductory tutorial to continuous risk management based on this course. The rational for continuous risk management and how it is incorporated into project management are discussed. The risk management structure of six functions is discussed in sufficient depth for managers to understand what is involved in risk management and how it is implemented. These functions include: (1) Identify the risks in a specific format; (2) Analyze the risk probability, impact/severity, and timeframe; (3) Plan the approach; (4) Track the risk through data compilation and analysis; (5) Control and monitor the risk; (6) Communicate and document the process and decisions.

Rosenberg, Linda↗

NASA NTRS1999

Hyperspectral Imaging and Related Field Methods: Building the Science

The proposal requested funds for the computing power to bring hyperspectral image processing into undergraduate and graduate remote sensing courses. This upgrade made it possible to handle more students in these oversubscribed courses and to enhance CSES' summer short course entitled "Hyperspectral Imaging and Data Analysis" provided for government, industry, university and military. Funds were also requested to build field measurement capabilities through the purchase of spectroradiometers, canopy radiation sensors and a differential GPS system. These instruments provided systematic and complete sets of field data for the analysis of hyperspectral data with the appropriate radiometric and wavelength calibration as well as atmospheric data needed for application of radiative transfer models. The proposed field equipment made it possible to team-teach a new field methods course, unique in the country, that took advantage of the expertise of the investigators rostered in three different departments, Geology, Geography and Biology.

Goetz, Alexander F. H.↗

NASA NTRS1999

Development of a Remote Sensing and Microgravity Student GAS Payload

The G-781 Terrestrial and Atmospheric Multi-Spectral Explorer payload (TAMSE) is the result of an educational partnership between Broward and Brevard Community Colleges with the Association of Small Payload Researchers (ASPR) and the Florida Space Institute, University of Central Florida. The effort focuses on flying nine experiments, including three earth viewing remote sensing experiments, three microgravity experiments involving crystal growth, and three radiation measurement experiments. The G-781 science team, composed of both student and faculty members, has been working on this payload since 1995. The dream of flying the first Florida educational GAS experiment led to the flight of a passive Radiation dosimetry experiment on STS-91 (ASPR-GraDEx-I), which will be reflown as part of TAMSE. This project has lead to the development of a mature space science program within the schools. Many students have been positively touched by direct involvement with NASA and the GAS program as well as with other flight programs e.g. the KC-135 flight program. Several students have changed majors, and selected physics, engineering, and other science career paths as a result of the experience. The importance of interdisciplinary training is fundamental to this payload and to the teaching of the natural sciences. These innovative student oriented projects will payoff not only in new science data, but also in accomplishing training for the next generation of environmental and space scientists. The details the TAMSE payload design are presented in this paper.

Branly, Rolando↗

NASA NTRS1999

Training Under-Represented Students in Biological Research at Fisk University

The objectives of our training and research project in biology at Fisk are to motivate and train our African-American undergraduate and graduate students by (a) teaching the basic principles and applications of different biological, biochemical and biophysical research techniques; (b) providing a "hands on experience" with laboratory instrumentation (c) requiring the students to participate in the proposed research project entitled "Cyanobacterial Bioreactors for Oxygen and Ammonia Production under "CELSS" Conditions" to gain confidence in independently conducting experiments and (d) providing training in scientific data collection and presentation to peers in scientific conferences or meetings.

Gunasekaran, Muthukumaran↗

NASA NTRS1999

The Microgravity Demonstrator

The Demonstrator is a tool to create microgravity conditions in your classroom. A series of demonstrations is used to provide a dramatically visual, physical connection between free-fall and microgravity conditions and to understand why various types of experiments are performed under microgravity conditions. A wealth of back-round material on free-fall, microgravity, and micro-gravity sciences is available in two educational documents available through the NASA Teacher Resource Centers: Microgravity-Activity Guide for Science, Mathematics, and Technology Education, and The Mathematics of Microgravity. The remainder of this manual is divided into five sections. The first explains how to put the Microgravity Demonstrator together. The next section introduces the individual demonstrations and discusses the underlying physical science concepts. Following that are detailed steps for conducting each demonstration to make your use of the Demonstrator most effective. Next are some ideas on how to make your own Microgravity Demonstrator. The last section is a tips and troubleshooting guide for video connections and operations. If you have one of the NASA Microgravity Demonstrators, this entire manual should be useful. If you have a copy of the Microgravity Demonstrator Videotape and would like to use that as a teaching tool, the Demonstrations and Scientific Background section of this manual will give you insight into the science areas studied in microgravity.

Rogers, Melissa J. B.↗

NASA NTRS1999

Technology Development, Implementation and Assessment: K-16 Pre-Service, In-Service and Distance Learning Initiatives

The technologies associated with distance learning are evolving rapidly, giving to educators a potential tool for enhancing the educational experiences of large numbers of students simultaneously. This enhancement, in order to be effective, must take into account the various agendas of teachers, administrators, state systems, and of course students. It must also make use of the latest research on effective pedagogy. This combination, effective pedagogy and robust information technology, is a powerful vehicle for communicating, to a large audience of school children the excitement of mathematics and science--an excitement that for the most part is now well-hidden. This project,"Technology Development, Implementation and Assessment," proposed to bring to bear on the education of learners in grades 3 - 8 in science and mathematics both advances in information technology and in effective pedagogy. Specifically, the project developed components NASA CONNECT video series--problem-based learning modules that focus on the scientific method and that incorporate problem-based learning scenarios tied to national mathematics and science standards. These videos serve two purposes; they engage students in the excitement of hands-on learning and they model for the teachers of these students the problem-based learning practices that are proving to be excellent ways to teach science and mathematics to school students. Another component of NASA CONNECT is the accompanying web-site.

Williams, William B., Jr.↗