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At least 883 records · Page 49
All sourcesNASA NTRSDOE OSTI
DOE OSTI2026

U.S. Department of Energy Solar District Cup Collegiate Design Competition

The Solar District Cup is a multidisciplinary collegiate competition that challenges student teams to design and model standalone solar and solar-plus-storage systems for multiple buildings on a local electrical distribution network, such as a college campus, across a development, or in a district. Students learn cross-cutting skills that prepare them to become part of the next generation of the distributed energy workforce. Student teams act as renewable energy developers proposing to solar and solar-plus-storage system requests. Students, faculty, and prospective employers can benefit from knowing about this program and what students learn--either immediately as participants, mentors, or judges, or as potential employers of Solar District Cup alumni. RE+ is also one of our competition partners.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2023

Ocular biological parameters and prevalence of myopia in vocational high school and general high school in China

Significance Higher prevalence of myopia is possibly associated with more extended schooling schedules. Therefore, adjustments to high school curricula may aid in reducing the prevalence of myopia among adolescents. Purpose To investigate the prevalence of myopia among 15- to 18-year-old adolescents in Tianjin, China, and to evaluate the impact of different educational schedules on the prevalence of myopia among high school students. Methods This is a school-based epidemiological study with a cross-sectional design. Ocular biological parameters and noncycloplegic photorefraction were examined using optical biometry devices and photoscreener devices. Each student’s spherical equivalent (SE) and ocular biometry were recorded, and the prevalence of myopia was calculated. Results A total of 2,867 participants (1,519 males and 1,348 females) were tested for non-cycloplegic refraction, axial length (AL), central corneal thickness (CCT), anterior chamber depth (ACD) and lens thickness (LT). In this research, the overall prevalence of myopia was 81.6%, with high myopia accounting for 11.8%. Myopia prevalence was substantially higher in general high schools than in vocational high schools, with 86.1 and 70.1%, respectively. There were no significant differences in the prevalence of myopia ( p = 0.744) or high myopia ( p = 0.851) across the three vocational school years. In the general high school, however, there was an increase of 4.6% ( p < 0.05) in myopia prevalence between year 10 and year12. Conclusion Comparing vocational and standard high school students, there are considerable disparities in prevalence of myopia, spherical equivalent, and ocular biological parameters. The prevalence of myopia and high myopia increased among standard high school students, but remained relatively consistent among students in vocational schools.

Liu, Yang↗
DOE OSTI2021

Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities

While it is well-documented that students of color and students from low-income communities have often been denied access to a challenging education in mathematics in the United States, less is known about how teachers of color have overcome their deprived educational backgrounds to become teachers of mathematics who implement inquiry-based instructional methods as a means to improve their students’ learning and mathematical identities. In this article, we use a sociopolitical theoretical framework to examine how seven elementary school teachers of color characterized their experiences as mathematics students, themselves as teachers of mathematics, and their mathematical identities after experiencing significant professional development in mathematics. All the participants in this study had experienced extensive professional development support in mathematics over a sustained period of time. We demonstrate through the teachers’ narratives that, given the deprived mathematics education that the majority of the participants experienced as PK-12 students, having opportunities to participate in significant and focused PD in mathematics over a sustained period transformed how teachers viewed themselves as teachers and positively impacted their mathematical identities.

99 GENERAL AND MISCELLANEOUS↗
NASA NTRS1973

The Mesa Arizona Pupil Tracking System

A computer-based Pupil Tracking/Teacher Monitoring System was designed for Mesa Public Schools, Mesa, Arizona. The established objectives of the system were to: (1) facilitate the economical collection and storage of student performance data necessary to objectively evaluate the relative effectiveness of teachers, instructional methods, materials, and applied concepts; and (2) identify, on a daily basis, those students requiring special attention in specific subject areas. The system encompasses computer hardware/software and integrated curricula progression/administration devices. It provides daily evaluation and monitoring of performance as students progress at class or individualized rates. In the process, it notifies the student and collects information necessary to validate or invalidate subject presentation devices, methods, materials, and measurement devices in terms of direct benefit to the students. The system utilizes a small-scale computer (e.g., IBM 1130) to assure low-cost replicability, and may be used for many subjects of instruction.

Wright, D. L.↗
NASA NTRS1980

MSFC personnel management tasks: Recruitment and orientation of new employees

In order to encourage highly motivated young students to learn about NASA and consider it for a career, a formal program is to be initiated whereby selected students can work on a voluntary basis at Marshall Space Flight Center (MSFC). The first task was to develop the working plan and procedures for this program, called Student Volunteer Service Program, in the writing of MSFC official guidelines, the Marshall Management Instruction (the MMI) which is a binding document that defines policy and establishes procedures and guidelines. Particular considerations written into the MMI after numerous consultations, interviews, and discussions about a satisfactory policy, include: arrangements to be made between the student, the school authorities, and concerned MSFC employees; management of the work assignments; and procedures for the student's welfare and safety. The second task was the development of a recruitment brochure for the attraction of new employees, especially scientists and engineers. The third task assigned was to develop a plan called Orientation of New Employees.

Brindley, T. A.↗
NASA NTRS1988

Planet X probe: A fresh new look at an old familiar place

Planet X Probe utilizes a Get Away Special (GAS) payload to provide a large student population with a remote Earth sensing experimental package. To provide a cooperative as well as a competitive environment, the effort is targeted at all grade levels and at schools in different geographical regions. LANDSAT capability allows students to investigate the Earth, its physical makeup, its resources, and the impact of man. This project also serves as an educational device to get students to stand back and take a fresh look at their home planet. The key element is to treat the familiar Earth as an unknown planet with knowledge based only on what is observable and provable from the images obtained. Through participation, a whole range of experiences will include: (1) mission planning; (2) research and pilot projects to train teams; (3) identification and recruitment of scientific mentors and dialogue; (4) selection of a student advisory team to be available during the mission; (5) analysis of data and compilation of findings; (6) report preparation, constucted along sound scientific principles; and (7) presentation and defense of findings before a meeting of competitive student groups and scientist in the field.

Nicholson, James↗
NASA NTRS1989

Lincoln Advanced Science and Engineering Reinforcement (LASER) program

Lincoln University, under the Lincoln Advanced Science and Engineering Reinforcement (LASER) Program, has identified and successfully recruited over 100 students for majors in technical fields. To date, over 70 percent of these students have completed or will complete technical degrees in engineering, physics, chemistry, and computer science. Of those completing the undergraduate degree, over 40 percent have gone on to graduate and professional schools. This success is attributable to well planned approaches to student recruitment, training, personal motivation, retention, and program staff. Very closely coupled to the above factors is a focus designed to achieve excellence in program services and student performance. Future contributions by the LASER Program to the pool of technical minority graduates will have a significant impact. This is already evident from the success of the students that began the first year of the program. With program plans to refine many of the already successful techniques, follow-on activities are expected to make even greater contributions to the availability of technically trained minorities. For example, undergraduate research exposure, broadened summer, and co-op work experiences will be enhanced.

Williams, Willie E.↗
NASA NTRS1993

Materials education activities

Last year, at NEW: Update '91, a panel discussion was held to address the unique difficulties of attracting and retaining minorities and women in technical studies. Unfortunately, retention in technical majors is a problem of varying proportions for the entire student population, and must be improved in order to maintain the strength of the nation's industrial base. To investigate the cause of student attrition in technical majors, in-depth interviews of both current and former (non-graduating) engineering students at four colleges and universities in Colorado were conducted by Hewitt and Seymour. They found that there was no significant difference in the level of high school preparation and undergraduate academic performance in these two groups, despite the prevailing faculty perception that most students who switch from technical to nontechnical majors were underprepared. The majority of engineering students who changed majors reported that they were turned off by science, while one-third complained of poor teaching.

Ries, Heidi R.↗
NASA NTRS1992

Making space part of general education

General education reform is on-going at many universities to, in part, make undergraduate students more technically literate. The space program provides an area of study that is still exciting to students, provides technical content, and can incorporate the other goals. Additionally, human space activity contains international and interdisciplinary dimensions that can reach students outside of the technical disciplines. The development and contents of a space education course to become part of the university's general education program open to all students is presented. Included in the presentation is a listing of the course materials to be used by the students.

Horan, Stephen↗
NASA NTRS1988

Design and manufacture of solid ZrO2 electrolyte

The following project assignment was given to the students: 'design and build a suitable YSZ solid electrolyte cell. Describe advantages of the design and fabrication method. Finally, to the limits of available resources, fabricate the design. Explain why it would be superior to other designs.' Clemson University students definitely benefitted from this experience with USRA/NASA. The challenge that this project gave the students was both exciting and attention-getting. Students spent far more time per credit hour on this project than on their other course. This project advanced the art of making efficient oxygen generators as well. Clemson students are now well on the way to designing a solid electrolyte with a large active surface area and comparatively small volume. Previous devices have had to endure the limitation of using only simple shapes such as tubes. The results of this project have demonstrated that better configurations are not only possible but practical.

Source record↗
NASA NTRS1988

The 1987-1988 advanced space design projects: Results from the fall semester of 1987 and the spring semester of 1988

Students in Aerospace Engineering (ASE) and Mechanical Engineering (ME) at the University of Texas at Austin completed eight separate design projects under the sponsorship of the NASA/USRA Advanced Space Design Program. During the Fall semester of 1987, ASE and ME students worked on various aspects of a 'bootstrap' lunar base. ASE students concentrated on the overall definition of the base while the ME team designed a convertible lunar lander lower stage. Six design projects were executed during the spring semester of 1988. Aerospace engineering students designed a fast Mars mission crew transfer vehicle, an Earth-orbiting transportation node to support the lunar base, a lunar base construction shack/initial habitat vehicle, and carried out a systems assessment aimed at arresting ozone depletion in the Earth's atmosphere. The ME students designed a lunar surface personnel navigation system and investigated radiation shielding structures for a lunar base. The design objectives, a summary of the results, and selected comments are given concerning each of the projects. Due to the number of projects completed, the reader should refer to the text of the final project reports for additional and detailed information.

Source record↗
NASA NTRS1995

Implementation of probabilistic design methodology at Tennessee State University

The fact that Deterministic Design Method no longer satisfies most design needs calls for methods that will cope with the high trend in technology. The advance in computer technology has reduced the rigors that normally accompany many design analysis methods that account for uncertainties in design parameters. Probabilistic Design Methodology (PDM) is beginning to make impact in engineering design. This method is gaining more recognition in industries than in educational institutions. Some of the reasons for the limited use of the PDM at the moment are that many are unaware of its potentials, and most of the software developed for PDM are very recent. The central goal of the PDM project at Tennessee State University is to introduce engineering students to this method. The students participating in the project learn about PDM and the computer codes that are available to the design engineer. The software being used for this project is NESSUS (Numerical Evaluation of Stochastic Structures Under Stress) developed under NASA probabilistic structural analysis program. NESSUS has three different modules which make it a very comprehensive computer code for PDM. Since this method is new to the students, its introduction into the engineering curriculum is to be in stages. These range from the introduction of PDM and its software to the applications. While this program is being developed for its eventual inclusion into the engineering curriculum, some graduate and undergraduate students are already carrying out some projects using this method. As the students are increasing their understanding on PDM, they are at the same time applying it to some common design problems. The areas this method is being applied at the moment include, Design of Gears (spur and worm); Design of Brakes; Design of Heat Exchangers Design of Helical Springs; and Design of Shock Absorbers. Some of the current results of these projects are presented.

Onwubiko, Chinyere↗
NASA NTRS1995

Research project for increasing pool of minority engineers

The Tennessee State University (TSU) Research Project for Increasing the Pool of Minority Engineers is designed to develop engineers who have academic and research experiences in technical areas of interest to NASA. These engineers will also have some degree of familiarity with NASA Lewis Research Center as a result of interaction with Lewis engineers, field trips and internships at Lewis. The Research Project has four components, which are: (1) Minority Introduction to Engineering (MITE), a high school precollege program, (2) engineering and technology previews, (3) the NASA LeRC Scholars program which includes scholarships and summer internships, and (4) undergraduate research experiences on NASA sponsored research. MITE is a two-week summer engineering camp designed to introduce minority high school students to engineering by exposing them to: (1) engineering role models (engineering students and NASA engineer), (2) field trips to engineering firms, (3) in addition to introducing youth to the language of the engineer (i.e., science, mathematics, technical writing, computers, and the engineering laboratory). Three MITE camps are held on the campus of TSU with an average of 40 participants. MITE has grown from 25 participants at its inception in 1990 to 118 participants in 1994 with participants from 17 states, including the District of Columbia, and 51 percent of the participants were female. Over the four-year period, 77 percent of the seniors who participated in MITE have gone to college, while 53 percent of those seniors in college are majoring in science, engineering or mathematics (SEM). This first Engineering and Technology Previews held in 1993 brought 23 youths from Cleveland, Ohio to TSU for a two-day preview of engineering and college life. Two previews are scheduled for 1994-1995. The NASA LeRC Scholars program provides scholarships and summer internships for minority engineering students majoring in electrical or mechanical engineering. Presently six (6) engineering students are in the Scholars program. The average GPA for the scholars is 3.239. Each scholar must maintain a minimum GPA of 3.000/4.000. NASA LeRC Fred Higgs has been awarded a GEM Fellowship. In addition, he will be presenting a paper entitled 'Design of Helical Spring Using Probabilistic Design Methodology' at the Middle Tennessee Section ASME Student Design Presentations in Nashville on March 23rd and at the National Conference on Undergraduate Research to be held at Union College, Schenectady, New York on April 20-22, 1995. Each of the scholars is working on one of the three NASA sponsored research projects in the college.

Rogers, Decatur B.↗
NASA NTRS1993

MACH 3: Past and future approaches to intelligent tutoring

In 1986, the U.S. Army Research Institute created an intelligent tutoring system as a proof-of-concept for artificial intelligence applications in Army training. The Maintenance Aid Computer HAWK Intelligent Institutional Instructor (MACH 3) taught student mechanics to maintain and troubleshoot the AN/MPQ-57 High Power Illuminator Radar (HPIR) of the HAWK Air Defense Missile System. In 1989, TRADOC Analysis Command compared the effectiveness of MACH 3 to traditional paper-based troubleshooting drills. For the study, all students received lecture and hands-on training as usual. However, during troubleshooting drills, students traced faults using either MACH 3 or the traditional paper-based method. Class records showed that the MACH 3 group completed significantly more troubleshooting tasks and progressed through tasks of greater difficulty than the paper-based group. Upon completion of training, students took written, practical, and oral essay tests. Mean test scores showed that students performed similarly regardless of the drill method used. However, significantly different standard deviations showed that the MACH 3 group performed more consistently than the paper-based group. Furthermore, significantly different time measures showed that the MACH 3 group reached faster troubleshooting solutions on the actual radar transmitter than the paper-based group. We will present the study results and discuss how updating the design of the MACH 3 can include desktop computing in a virtual environment.

Acchione-Noel, Sylvia↗
NASA NTRS1996

RCOP: Research Center for Optical Physics

During the five years since its inception, Research Center for Optical Physics (RCOP) has excelled in the goals stated in the original proposal: 1) training of the scientists and engineers needed for the twenty-first century with special emphasis on underrepresented citizens and 2) research and technological development in areas of relevance to NASA. In the category of research training, there have been 16 Bachelors degrees and 9 Masters degrees awarded to African American students working in RCOP during the last five years. RCOP has also provided research experience to undergraduate and high school students through a number of outreach programs held during the summer and the academic year. RCOP has also been instrumental in the development of the Ph.D. program in physics which is in its fourth year at Hampton. There are currently over 40 graduate students in the program and 9 African American graduate students, working in RCOP, that have satisfied all of the requirements for Ph.D. candidancy and are working on their dissertation research. At least three of these students will be awarded their doctoral degrees during 1997. RCOP has also excelled in research and technological development. During the first five years of existence, RCOP researchers have generated well over $3 M in research funding that directly supports the Center. Close ties with NASA Langley and NASA Lewis have been established, and collaborations with NASA scientists, URC's and other universities as well as with industry have been developed. This success is evidenced by the rate of publishing research results in refereed journals, which now exceeds that of the goals in the original proposal (approx. 2 publications per faculty per year). Also, two patents have been awarded to RCOP scientists.

Tabibi, Bagher M.↗
NASA NTRS1997

School Science Comes Alive

Phase 3 of the School Science Comes Alive Program (S(sup 2)CAP) created an exciting, science - enrichment experience for third, fourth and fifth graders and their teachers and enhanced the science-teaching skills of teacher teams at each of four participating elementary schools on Virginia's Peninsula. The schools involved enroll a majority of Black students, many of whom are from economically disadvantaged households. Designed to build on the highly successful S(sup 2)CAP program of the preceding two years, this project brought college faculty together with classroom teachers and trained volunteers in a cooperative effort to make a lasting difference in the quality of science education at the four schools. In total, this program touched approximately 1000 the school children, more than half of whom are black, giving them direct and indirect exposure to the spirit of inquiry and adventure of the world-wide science community. In S(sup 2)CAP Phase 3, a large measure of responsibility was placed on the classroom teachers, thus creating a more sustainable partnership between college faculty and grade school teacher. Our college physics professors coached and supported teams of teachers from each school at intensive training workshops. A volunteer program provided each teacher with one or more trained volunteers to assist in class with the hands-on activities that have been central to the S2CAP program. Most of the equipment for these activities was constructed during the workshops by the teachers and volunteers from low cost materials provided by the program. Two types of volunteers were enlisted: science smart black college students and technically trained retirees (many of whom are ex-NASA employees). One goal of this program was to increase the numbers of minority students who see science as an interesting and exciting subject, to make the science period a time which students look forward to in the school day. Such an attitude is expected to translate naturally into a higher interest in science and engineering as a career for these students. A second goal was to create a sustainable improvement in the way science is taught at the elementary level. By the end of the program we expected that our teachers would be significantly more self reliant in using hands-on-activities as a part of their science curricula than they were prior to their involvement with S2CAP. In summary, S2CAP Phase 3 offered intensive training workshops for teachers and supporting volunteers followed by stimulating hands-on activities in the classroom for the children. These components combined to amplify the experience, enthusiasm, and ideas of our scientists in a way that complements the normal elementary school curriculum in each of the two school systems involved.

Hartline, Frederick F.↗
NASA NTRS1998

1997 NASA Academy in Aeronautics

The NASA Academy in Aeronautics at the Dryden Flight Research Center (DFRC) was a ten-week summer leadership training program conducted for the first time in the summer of 1997. Funding was provided by a contract between DFRC and Purdue University. Mr. Lee Duke of DFRC was the contract monitor, and Professor Dominick Andrisani was the principal investigator. Five student research associates participated in the program. Biographies of the research associates are given in Appendix 1. Dominick Andrisani served as Dean of the NASA Academy in Aeronautics. NASA Academy in Aeronautics is a unique summer institute of higher learning that endeavors to provide insight into all of the elements that make NASA aeronautical research possible. At the same time the Academy assigns the research associate to be mentored by one of NASA!s best researchers so that they can contribute towards an active flight research program. Aeronautical research and development are an investment in the future, and NASA Academy is an investment in aeronautical leaders of the future. The Academy was run by the Indiana Space Grant Consortium at Purdue in strategic partnership with the National Space Grant College and Fellowship Program. Research associates at the Academy were selected with help from the Space Grant Consortium that sponsored the research associate. Research associate stipend and travel to DFRC were paid by the students' Space Grant Consortium. All other student expenses were paid by the Academy. Since the Academy at DFRC had only five students the opportunity for individual growth and attention was unique in the country. About 30% of the working time and most of the social time of the students were be spent as a "group" or "team." This time was devoted to exchange of ideas, on forays into the highest levels of decision making, and in executing aeronautical research. This was done by interviewing leaders throughout the aerospace industry, seminars, working dinners, and informal discussions. The other 70% of the working time was spent working on the technical research project with the engineering mentors. Abstracts of those projects are given in Appendix 4.

Andrisani, Dominick, II↗
NASA NTRS1998

BioSIGHT: Interactive Visualization Modules for Science Education

Redefining science education to harness emerging integrated media technologies with innovative pedagogical goals represents a unique challenge. The Integrated Media Systems Center (IMSC) is the only engineering research center in the area of multimedia and creative technologies sponsored by the National Science Foundation. The research program at IMSC is focused on developing advanced technologies that address human-computer interfaces, database management, and high-speed network capabilities. The BioSIGHT project at is a demonstration technology project in the area of education that seeks to address how such emerging multimedia technologies can make an impact on science education. The scope of this project will help solidify NASA's commitment for the development of innovative educational resources that promotes science literacy for our students and the general population as well. These issues must be addressed as NASA marches toward the goal of enabling human space exploration that requires an understanding of life sciences in space. The IMSC BioSIGHT lab was established with the purpose of developing a novel methodology that will map a high school biology curriculum into a series of interactive visualization modules that can be easily incorporated into a space biology curriculum. Fundamental concepts in general biology must be mastered in order to allow a better understanding and application for space biology. Interactive visualization is a powerful component that can capture the students' imagination, facilitate their assimilation of complex ideas, and help them develop integrated views of biology. These modules will augment the role of the teacher and will establish the value of student-centered interactivity, both in an individual setting as well as in a collaborative learning environment. Students will be able to interact with the content material, explore new challenges, and perform virtual laboratory simulations. The BioSIGHT effort is truly cross-disciplinary in nature and requires expertise from many areas including Biology, Computer Science Electrical Engineering, Education, and the Cognitive Sciences. The BioSIGHT team includes a scientific illustrator, educational software designer, computer programmers as well as IMSC graduate and undergraduate students.

Wong, Wee Ling↗