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NASA NTRSDate not supplied

Reanalysis of Rodent Data from Spacelab Life Sciences-1

The space bioscience field has long been plagued by the challenge of spaceflight with effects of radiation and microgravity. Having multiple and repeated spaceflight experiments for model organisms to solve these space stressors is costly and time consuming. Therefore, reusing and reanalyzing legacy experiments is one way that scientists can draw new conclusions in a timely manner and without using too many resources. Moreover, advances in general biological knowledge allows legacy experiments to be placed into more complete context.Here we aim to analyze all data and metadata taken from rats flown on the SLS-1 mission to create a comprehensive biological model that can be supplemented with current data to allow new discoveries in how space flown organisms adapt to the space environment. Our approach begins with the identification of all the data and metadata, including graphs and tables, for SLS-1 in NASA archives and other sources. Then, each piece of data and metadata will be digitized, reformatted and analyzed. Lastly, a previously developed astronaut model will be used to create the data framework and a comprehensive biological rodent model. The datasets we are using is from the 1991 SpaceLab Life Science 1 (SLS-1) NASA Mission. This was the first designated spacelab mission flown. All 29 rodents were tested for nine days in two different habitats: Research Animal Holding Facility (RAHF) and Animal Enclosure Module (AEM). The rodents were prepared for a live return and compared to a ground control. A total of 30 rodent experiments were accepted as flight studies on the mission. By digitization and reorganizing SLS-1 rat data we will both directly generate new insights and indirectly enable other scientists to by providing the data and metadata in a digitized form.

Space Biology↗

NASA NTRSDate not supplied

Reanalysis of Rodent Data from Spacelab Life Science-1

Space Biology↗

NASA NTRS2003

Radial Clearance Found To Play a Key Role in the Performance of Compliant Foil Air Bearings

Compliant foil air bearings are at the forefront of the Oil-Free turbomachinery revolution, which supports gas turbine engines with hydrodynamic bearings that use air instead of oil as the working fluid. These types of bearings have been around for almost 50 years and have found a home in several commercial applications, such as in air cycle machines, turbocompressors, and microturbines, but are now being aggressively pursued for use in small and midrange aircraft gas turbine engines. Benefits include higher operating speeds and temperatures, lower maintenance costs, and greater reliability. The Oil-Free Turbomachinery team at the NASA Glenn Research Center is working to foster the transition of Oil-Free technology into gas turbine engines by performing in-house experiments on foil air bearings in order to gain a greater insight into their complex operating principles. A research program recently undertaken at Glenn focused on the concept of radial clearance and its influence on bearing performance. The tests were conducted on foil bearings with different radial clearances. As defined for a foil bearing, radial clearance is a measure of the small amount of shaft radial motion that is present from play that exists in the elastic support structure, such as between the top and bump foils and the bump foils and bearing shell (see the drawing). With an insufficient amount of radial clearance, the bearing imparts a high preload on the shaft, which when excessive, can reduce the loadcarrying capability of the bearing. On the other hand, systems using foil bearings with excessive radial clearance may experience rotordynamic instabilities because of low bearing preload. Therefore, without a more thorough understanding of radial clearance, it is difficult to accurately predict the performance of a given bearing design. The test program demonstrated that there is a direct correlation between radial clearance and the performance of foil air bearings. As shown in the graph, an optimum radial clearance exists that will maximize the amount of load that the bearing is capable of supporting. With respect to this optimum, two different performance regimes were observed that are a function of the amount of radial clearance. Tests showed that bearings with radial clearances below the optimum in regime I were susceptible to sudden seizure, a failure mode indicative of thermal runaway caused by high preload. The high preload is in response to an insufficient amount of radial clearance available to accommodate the thermal growth of the bearing and shaft. However, radial clearances greater than the optimum in regime II resulted in low bearing preloads that did not cause any heat-related problems, and the failure mode was due to fluid-film breakdown. In fact, bearings operating with radial clearances twice as much as the optimum suffered a decrease in the maximum load capacity of only about 20 percent. Therefore, special attention has to be given to the range of operating conditions expected in the bearing/shaft system since changes in temperature, centrifugal, and hydrodynamic effects can all affect radial clearance. This enhanced understanding of foil air bearing behavior will greatly aid our efforts to transition Oil-Free technology to future aircraft engines.

Radil, Kevin C.↗

NASA NTRS2005

ASK Magazine; No. 21

THIS ISSUE FEATURES A VISUAL DEPICTION OF THE ACADEMY of Program and Project Leadership (APPL). I imagine a variety of initial reactions to the drawing. One might be, "What is a cartoon doing in a magazine about project management?" Or perhaps, "Wow, nice colors-and fun." Another may be to closely search the image for signs, symbols and meaning. Still another, to read a new level of innovation and creativity into the picture. Undoubtedly, some readers will raise questions about the cost. Of course, any reaction is a sign of engagement. The stronger, the more energized the emotional and cognitive processing, the better. It is a sign of attention and interaction. For I've heard it said, "You only need to worry if they don t care one way or the other." So what is the point of the picture? To stimulate interest, raise questions, promote discussion, and maybe raise a smile.. .That, at least, was my initial reaction when I was introduced to the work of Nancy Hegedus, who helps to create these drawings for Root Learning Inc. At the NASA PM Conference, I was first shown the work Nancy had been doing with the help of Goddard s Knowledge Management Architect, Dr. Ed Rogers. I was immediately drawn into the power of visualization as a tool for more effective learning, communicating, and conveying complex knowledge concepts. We need new tools in today s world, where information and data overwhelms by sheer volume. There are articles, pamphlets, communications, and white papers-all aiming to convince and influence. Reactions to these tend to be either avoidance or mind-numbing, heavy-eyed consent; the message never registers or enters the soul. That s one of the reasons that APPL s Knowledge Sharing Initiative (KSI) has turned to storytelling as a memorable way of transfer- ring knowledge, inspiring imitation of best practices, and spurring reflection. ASK Magazine s recent fourth birthday marks an important milestone in APPL s continuing quest to provide ongoing support to project managers and to promote mission success. And similar to storytelling, the power of visualization is receiving increasing attention in recent years as a way to stimulate engagement. Pictures and visual graphs are viewed as one of the most effective ways for displaying, describing, and generating discussion about quantitative and technically complex information. Prototypes, models, and simulations are considered essential for stimulating innovation through open and engaging discussions. There has also been extensive writing on the use of visual graphics, pictures, and cartoons to facilitate memory, creativity, openness, attention-and even well-being. For many of these reasons, I am excited to have a colorful visual depiction of the APPL world included in ASK. Without the addition of text or slides, the intent is to invite people into the world of the APPL mission-as well as its products, services, customers, and partners- in a fun and engaging manner. As project leaders strive to find ways to encourage engagement, learning, and transmission of knowledge, traditional technologies are proving to be as valuable as modern technologies. (But for those who want more information in the form of texts and slide presentations, we certainly have an abundance of those as well.)

Laufer, Alexander↗

NASA NTRS2022

Henrich Focke —Inventor of the First Successful Helicopter

In 1924, Henrich Focke, Georg Wulf and Dr. Werner Naumann started Focke-Wulf Flugzeugbau GmbH (Focke-Wulf Aircraft Manufacturing Ltd.). Focke-Wulf constructed Juan de la Cierva’s C.19 and C.30 Autogiros under license from 1930 until 1937. This led Focke to design the first successful and fully controllable helicopter, the Fw-61. Model tests in his wind tunnel supported the configuration and in 1932 Focke proposed a helicopter project to the ministry with drawings and calculations, which was granted in that same year. Impressed with the success of the Fw-61, the German Air Ministry suggested that Focke establish a new company dedicated to helicopter development and issued him a requirement for an improved design, capable of carrying a 700 kg (1,500 lbs) payload. Focke and Gerd Achgelis (a test pilot) partnered to establish the Focke–Achgelis company in 1938. The Fw-61 became the Fa-61. Historically, Henrich Focke and his Focke-Achgelis company must surely be considered as the developer of the world’s first successful helicopter. They began development of the Focke Wulf company’s Model Fw-61 helicopter, which had a side-by-side rotor system, in 1932. First flight was achieved on June 26, 1936 with test pilot Ewald Rohlfs at the controls. With the Fw-61’s flight demonstrated success, Professor Focke went on to present three early papers: 1. Das Trag- und Hubschrauberproblem (Autogyro and Helicopter Problems), November 1937 2. Forschung und Entwicklung der Drehflügelflugzeuge (Research and Development of Rotating Wing Aircraft), April 1942 3. Fortschritte des Hubschraubers (Progress of the Helicopter), October 1943 The first paper was also published by the German Museum (Munich) in 1938 and it was translated into English on the order of the Ministry of Aircraft Production by J. Helledoren as R.T.P No. 2128 at the end of 1937. The other two reports, however, appear not to have been translated during or after World War II and thus are made public here – probably for the first time. Translations of the three Focke papers are provided in this report. A careful translation from German to English of the papers has been made. Many of original photos have been recovered from the German Museum (Munich). In several cases, the original graphs have been redrawn to enhance each paper’s technical value. The editors have added footnotes where appropriate. The editors consider Focke’s papers to be of such immense technical and historical value that they deserve wide distribution to the rotorcraft industry. Finally, the editors believe that readers of the many technical points Henrich Focke makes about his development program will see that Focke’s program anticipated even today’s best rotorcraft industry efforts.

Inventor↗

NASA NTRS2015

Software Development: 3D Animations and Creating User Interfaces for Realistic Simulations

My fall 2015 semester was spent at the Lyndon B. Johnson Space Center working in the Integrated Graphics, Operations, and Analysis Laboratory (IGOAL). My first project was to create a video animation that could tell the story of OMICS. OMICS is a term being used in the field of biomedical science to describe the collective technologies that study biological systems, such as what makes up a cell and how it functions with other systems. In the IGOAL I used a large 23 inch Wacom monitor to draw storyboards, graphics, and line art animations. I used Blender as the 3D environment to sculpt, shape, cut or modify the several scenes and models for the video. A challenge creating this video was to take a term used in biomedical science and describe it in such a way that an 8th grade student can understand. I used a line art style because it would visually set the tone for what we thought was an educational style. In order to get a handle on the perspective and overall feel for the animation without overloading my workspace, I split up the 2 minute animation into several scenes. I used Blender's python scripting capabilities which allowed for the addition of plugins to add or modify tools. The scripts can also directly interact with the objects to create naturalistic patterns or movements. After collecting the rendered scenes, I used Blender's built-in video editing workspace to output the animation. My second project was to write software that emulates a physical system's interface. The interface was to simulate a boat, ROV, and winch system. Simulations are a time and cost effective way to test complicated data and provide training for operators without having to use expensive hardware. We created the virtual controls with 3-D Blender models and 2-D graphics, and then add functionality in C# using the Unity game engine. The Unity engine provides several essential behaviors of a simulator, such as the start and update functions. A framework for Unity, which was developed in the lab, provided a way to place the different widgets on the virtual console dock and have them resize correctly based on the window dimensions.. My task in this project was to create the controls and visualizations for the data coming in from the simulator for the boat portion of the project. I wrote a class for each control window to handle the functionality of that widget. I implemented 11 widgets that make up the ship portion of the simulator. The members of the lab were each masters of their craft and I'm glad I had the opportunity to learn from them. I learned to plan strategically so I could finish this project on time. I allotted time for storyboarding, development, and refinement. In regards to animating I learned to use modifiers like lattice, boolean and build deformers. I also learned how to animate with drivers, how to use the dope sheet, and how to use the graph editor. In coding I learned to limit the chances for bugs by privatizing functions that should be exclusive to their class. I learned how to use the GIT repository to commit, stash and pull the latest build. I learned a bit of everything because I had the chance to see the entire application development process from the artwork, to the implementation.

Gordillo, Orlando Enrique↗