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NASA NTRS2003

Wisconsin Earth and Space Science Education

The Wisconsin Earth and Space Science Education project successfilly met its objectives of creating a comprehensive online portfolio of science education curricular resources and providing a professional development program to increase educator competency with Earth and Space science content and teaching pedagogy. Overall, 97% of participants stated that their experience was either good or excellent. The favorable response of participant reactions to the professional development opportunities highlights the high quality of the professional development opportunity. The enthusiasm generated for using the curricular material in classroom settings was overwhelmingly positive at 92%. This enthusiasm carried over into actual classroom implementation of resources from the curricular portfolio, with 90% using the resources between 1-6 times during the school year. The project has had a positive impact on student learning in Wisconsin. Although direct measurement of student performance is not possible in a project of this kind, nearly 75% of participating teachers stated that they saw an increase in student performance in math and science as a result of using project resources. Additionally, nearly 75% of participants saw an increase in the enthusiasm of students towards math and science. Finally, some evidence exists that the professional development academies and curricular portfolio have been effective in changing educator behavior. More than half of all participants indicated that they have used more hands-on activities as a result of the Wisconsin Earth and Space Science Education project.

Bilbrough, Larry↗

NASA NTRS2003

Science Goal Driven Automation for NASA Missions: The Science Goal Monitor

Infusion of automation technologies into NASA s future missions will be essential not only to achieve substantial reduction in mission operations staff and costs, but also in order to both effectively handle an exponentially increasing volume of scientific data and to successfully meet dynamic, opportunistic scientific goals and objectives. Current spacecraft operations cannot respond to science driven events, such as intrinsically variable or short-lived phenomena in a timely manner. For such investigations, we must teach our platforms to dynamically understand, recognize, and react to the scientists goals. While much effort has gone into automating routine spacecraft operations to reduce human workload and hence costs, applying intelligent automation to the science side, i.e., science data acquisition, data analysis and reactions to that data analysis in a timely and still scientifically valid manner, has been relatively under-emphasized.

Korathkar, Anuradha↗

NASA NTRS2004

2002 NASA-HU Faculty Fellowship Program

Since 1964, 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 and science faculty members spend 10 weeks working with professional peers on research. NASA HQs and the American Society for Engineering Education supervise the program. Objectives: (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; (4) To contribute to the research objectives of the NASA Center. Program Description: 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 consisting of lectures and seminars relevant to the Fellows' research.

DePriest, Douglas J.↗

NASA NTRS2004

A Summer Research Program of NASA/Faculty Fellowships at the Jet Propulsion Laboratory

Albee, Arden↗

NASA NTRS1998

Visit to an Ocean Planet

"Visit to an Ocean Planet" is an interactive, educational CD-ROM that reveals the importance of our oceans to global climate and life. It is designed to complement middle and high school science curricula, as well as to be enjoyed by the general public. The CD-ROM allows users to explore the Gulf of Mexico with satellite data, investigate the 1997-1998 El Nino, discover "what's up" with Earth-orbiting satellites, and learn about the real life oceanographers. The curriculum background material are arranged in the context of widely accepted teaching themes. The CD-ROM also highlights results from the TOPEX/Poseidon satellite launched by NASA and the Centre National Etudes Spatiales (CNES). It has been measuring our oceans since 1992. This product is a result of NASA's commitment to involve the educational community in endeavors to inspire America's students, create learning opportunities, and enlighten inquisitive minds.

Source record↗

NASA NTRS2004

Evaluating the Effectiveness of the 2002-2003 NASA CONNECT(TM) Program

NASA CONNECT is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6 8. Respondents who evaluated the programs in the 2002 2003 NASA CONNECT series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

Pinelli, Thomas E.↗

NASA NTRS2004

Evaluating the Effectiveness of the 2002-2003 NASA SCIence Files(TM) Program

NASA SCIence Files (tm) is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 60-minute instructional distance learning (television and web-based) programs for students in grades 3-5. Respondents who evaluated the programs in the 2002-2003 NASA SCIence Files (tm) series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

Pinelli, Thomas E.↗

NASA NTRS2004

Assessing the Effectiveness of a Mathematics-Focused, Instructional Technology Program for Grades 6-8: A 5-Year Trend Analysis of NASA CONNECT(tm) Evaluation Data

NASA CONNECT is a research-, inquiry, and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6 8. Respondents who evaluated the programs in the series over the first five seasons (1998-99 through 2002-03) reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for the grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

Glassman, Nanci A.↗

NASA NTRS2004

Innovative Design of Complex Engineering Systems

The document contains the proceedings of the training workshop on Innovative Design of Complex Engineering Systems. The workshop was held at the Peninsula Higher Education Center, Hampton, Virginia, March 23 and 24, 2004. The workshop was jointly sponsored by Old Dominion University and NASA. Workshop attendees came from NASA, other government agencies, industry and universities. The objectives of the workshop were to a) provide broad overviews of the diverse activities related to innovative design of high-tech engineering systems; and b) identify training needs for future aerospace work force development in the design area. The format of the workshop included fifteen, half-hour overview-type presentations, a panel discussion on how to teach and train engineers in innovative design, and three exhibits by commercial vendors.

Noor, Ahmed K.↗

NASA NTRS2002

Training, transfer, and retention of three-dimensional spatial memory in virtual environments

Human orientation requires one to remember and visualize spatial arrangements of landmarks from different perspectives. Astronauts have reported difficulties remembering relationships between environmental landmarks when imagined in arbitrary 3D orientations. The present study investigated the effects of strategy training on humans' 1) ability to infer their orientation from landmarks presented ahead and below, 2) performance when subsequently learning a different array, and 3) retention of configurational knowledge over time. On the first experiment day, 24 subjects were tested in a virtual cubic chamber in which a picture of an animal was drawn on each wall. Through trial-by-trial exposures, they had to memorize the spatial relationships among the six pictures around them and learn to predict the direction to a specific picture when facing any view direction, and in any roll orientation. Half of the subjects ("strategy group") were taught methods for remembering picture groupings, while the remainder received no such training ("control group"). After learning one picture array, the procedure was repeated in a second. Accuracy (% correct) and response time learning curves were measured. Performance for the second array and configurational memory of both arrays were also retested 1, 7, and 30 days later. Results showed that subjects "learned how to learn" this generic 3D spatial memory task regardless of their relative orientation to the environment, that ability and configurational knowledge was retained for at least a month, that figure rotation ability and field independence correlate with performance, and that teaching subjects specific strategies in advance significantly improves performance. Training astronauts to perform a similar generic 3D spatial memory task, and suggesting strategies in advance, may help them orient in three dimensions.

Non-NASA Center↗

NASA NTRS2002

Paralysis recovery in humans and model systems

Considerable evidence now demonstrates that extensive functional and anatomical reorganization following spinal cord injury occurs in centers of the brain that have some input into spinal motor pools. This is very encouraging, given the accumulating evidence that new connections formed across spinal lesions may not be initially functionally useful. The second area of advancement in the field of paralysis recovery is in the development of effective interventions to counter axonal growth inhibition. A third area of significant progress is the development of robotic devices to quantify the performance level of motor tasks following spinal cord injury and to 'teach' the spinal cord to step and stand. Advances are being made with robotic devices for mice, rats and humans.

Review↗

NASA NTRS1994

The excitability of plant cells: with a special emphasis on characean internodal cells

This review describes the basic principles of electrophysiology using the generation of an action potential in characean internodal cells as a pedagogical tool. Electrophysiology has proven to be a powerful tool in understanding animal physiology and development, yet it has been virtually neglected in the study of plant physiology and development. This review is, in essence, a written account of my personal journey over the past five years to understand the basic principles of electrophysiology so that I can apply them to the study of plant physiology and development. My formal background is in classical botany and cell biology. I have learned electrophysiology by reading many books on physics written for the lay person and by talking informally with many patient biophysicists. I have written this review for the botanist who is unfamiliar with the basics of membrane biology but would like to know that she or he can become familiar with the latest information without much effort. I also wrote it for the neurophysiologist who is proficient in membrane biology but knows little about plant biology (but may want to teach one lecture on "plant action potentials"). And lastly, I wrote this for people interested in the history of science and how the studies of electrical and chemical communication in physiology and development progressed in the botanical and zoological disciplines.

NASA Discipline Plant Biology↗

NASA NTRS2004

A Summer Research Program of NASA/Faculty Fellowships at the Jet Propulsion Laboratory

The NASA Faculty Fellowship Program (NFFP) is designed to give college and university faculty members a rewarding personal as well as enriching professional experience. Fellowships are awarded to engineering and science faculty for work on collaborative research projects of mutual interest to the fellow and his or her JPL host colleague. The Jet Propulsion Laboratory (JPL) and the California Institute of Technology (Caltech) have participated in the NASA Faculty Fellowship Program for more than 25 years. Administrative offices are maintained both at the Caltech Campus and at JPL; however, most of the activity takes place at JPL. The Campus handles all fiscal matters. The duration of the program is ten continuous weeks. Fellows are required to conduct their research on-site. To be eligible to participate in the program, fellows must be a U.S. citizen and hold a teaching or research appointment at a U.S. university or college. The American Society of Engineering Education (ASEE) contracts with NASA and manages program recruitment. Over the past several years, we have made attempts to increase the diversity of the participants in the NFFP Program. A great deal of attention has been given to candidates from minority-serving institutions. There were approximately 100 applicants for the 34 positions in 2002. JPL was the first-choice location for more than half of them. Faculty from 16 minority-serving institutions participated as well as four women. The summer began with an orientation meeting that included introduction of key program personnel, and introduction of the fellows to each other. During this welcome, the fellows were briefed on their obligations to the program and to their JPL colleagues. They were also given a short historical perspective on JPL and its relationship to Caltech and NASA. All fellows received a package, which included information on administrative procedures, roster of fellows, seminar program, housing questionnaire, directions to JPL, maps of the local area, and a copy of the JPL Universe (a JPL newsletter). A calendar of events for the 2002 NFFP Program was designed to expose the fellows to the full range of JPL activities, seminars, tours, and trips to NASA Dryden, Goldstone, and Palomar Observatory. Weekly brown-bag lunches were also scheduled. The lunches provided a time for airing problems that may have arisen during the previous week, soliciting suggestions for program enhancement, announcements, and general socializing. Professor and Mrs. Albee also hosted the annual Summer Faculty Welcome Party at their home. During their ten-week tenure at JPL, the visiting faculty carried out projects in a wide variety of JPL's science, engineering, and technology disciplines, including communication, planetary science, materials research, reliability and quality assurance, astronomy, guidance and control, and micro-sensors. At the end of the NFFP Program, all fellows were required to complete a one-page summary of their summer s work. This was in addition to any documentation required by their host organization. Distribution of the final paycheck was dependent upon submission of this one-page summary and completion of NASA's NFFP evaluation in the EdCATS system. Fellows were also asked to complete a questionnaire for JPL, which enables the program administrators to make any appropriate changes to make the program more beneficial and effective for all involved. The 2002 NFFP Program at JPUCaltech was considered unanimously highly successful by both fellows and JPL colleagues. It provided a significant experience to most faculty members and fresh ideas to JPL researchers. Each year, suggestions for improvement include expansion of the program, longer terms, larger stipends, funds to support graduate students, and funds to continue collaborative research. The NASA Faculty Fellowship Program continues to occupy a significant place in JPL programs and serves to strengthen the ties between NASA, JPL, Caltech, and t academic community. This program is an important part of NASA's commitment to education. No inventions or patents were created during this program.

Albee, Arden↗

NASA NTRS2003

KSC Education Technology Research and Development Plan

Educational technology is facilitating new approaches to teaching and learning science, technology, engineering, and mathematics (STEM) education. Cognitive research is beginning to inform educators about how students learn providing a basis for design of more effective learning environments incorporating technology. At the same time, access to computers, the Internet and other technology tools are becoming common features in K-20 classrooms. Encouraged by these developments, STEM educators are transforming traditional STEM education into active learning environments that hold the promise of enhancing learning. This document illustrates the use of technology in STEM education today, identifies possible areas of development, links this development to the NASA Strategic Plan, and makes recommendations for the Kennedy Space Center (KSC) Education Office for consideration in the research, development, and design of new educational technologies and applications.

Odell, Michael R. L.↗

NASA NTRS2004

Science Goal Monitor: Science Goal Driven Automation for NASA Missions

Infusion of automation technologies into NASA s future missions will be essential because of the need to: (1) effectively handle an exponentially increasing volume of scientific data, (2) successfully meet dynamic, opportunistic scientific goals and objectives, and (3) substantially reduce mission operations staff and costs. While much effort has gone into automating routine spacecraft operations to reduce human workload and hence costs, applying intelligent automation to the science side, i.e., science data acquisition, data analysis and reactions to that data analysis in a timely and still scientifically valid manner, has been relatively under-emphasized. In order to introduce science driven automation in missions, we must be able to: capture and interpret the science goals of observing programs, represent those goals in machine interpretable language; and allow spacecrafts onboard systems to autonomously react to the scientist's goals. In short, we must teach our platforms to dynamically understand, recognize, and react to the scientists goals. The Science Goal Monitor (SGM) project at NASA Goddard Space Flight Center is a prototype software tool being developed to determine the best strategies for implementing science goal driven automation in missions. The tools being developed in SGM improve the ability to monitor and react to the changing status of scientific events. The SGM system enables scientists to specify what to look for and how to react in descriptive rather than technical terms. The system monitors streams of science data to identify occurrences of key events previously specified by the scientist. When an event occurs, the system autonomously coordinates the execution of the scientist s desired reactions. Through SGM, we will improve om understanding about the capabilities needed onboard for success, develop metrics to understand the potential increase in science returns, and develop an operational prototype so that the perceived risks associated with increased use of automation can be reduced.

Koratkar, Anuradha↗

NASA NTRS1999

Visual-vestibular integration motion perception reporting

Self-orientation and self/surround-motion perception derive from a multimodal sensory process that integrates information from the eyes, vestibular apparatus, proprioceptive and somatosensory receptors. Results from short and long duration spaceflight investigations indicate that: (1) perceptual and sensorimotor function was disrupted during the initial exposure to microgravity and gradually improved over hours to days (individuals adapt), (2) the presence and/or absence of information from different sensory modalities differentially affected the perception of orientation, self-motion and surround-motion, (3) perceptual and sensorimotor function was initially disrupted upon return to Earth-normal gravity and gradually recovered to preflight levels (individuals readapt), and (4) the longer the exposure to microgravity, the more complete the adaptation, the more profound the postflight disturbances, and the longer the recovery period to preflight levels. While much has been learned about perceptual and sensorimotor reactions and adaptation to microgravity, there is much remaining to be learned about the mechanisms underlying the adaptive changes, and about how intersensory interactions affect perceptual and sensorimotor function during voluntary movements. During space flight, SMS and perceptual disturbances have led to reductions in performance efficiency and sense of well-being. During entry and immediately after landing, such disturbances could have a serious impact on the ability of the commander to land the Orbiter and on the ability of all crew members to egress from the Orbiter, particularly in a non-nominal condition or following extended stays in microgravity. An understanding of spatial orientation and motion perception is essential for developing countermeasures for Space Motion Sickness (SMS) and perceptual disturbances during spaceflight and upon return to Earth. Countermeasures for optimal performance in flight and a successful return to Earth require the development of preflight and in-flight training to help astronauts acquire and maintain a dual adaptive state. Despite the considerable experience with, and use of, an extensive set of countermeasures in the Russian space program, SMS and perceptual disturbances remain an unresolved problem on long-term flights. Reliable, valid perceptual reports are required to develop and refine stimulus rearrangements presented in the PAT devices currently being developed as countermeasures for the prevention of motion sickness and perceptual disturbances during spaceflight, and to ensure a less hazardous return to Earth. Prior to STS-8, crew member descriptions of their perceptual experiences were, at best, anecdotal. Crew members were not schooled in the physiology or psychology of sensory perception, nor were they exposed to the appropriate professional vocabulary. However, beginning with the STS-8 Shuttle flight, a serious effort was initiated to teach astronauts a systematic method to classify and quantify their perceptual responses in space, during entry, and after flight. Understanding, categorizing, and characterizing perceptual responses to spaceflight has been greatly enhanced by implementation of that training system.

Harm, Deborah L.↗

NASA NTRS1994

Increased walking variability in elderly persons with congestive heart failure

OBJECTIVES: To determine the effects of congestive heart failure on a person's ability to walk at a steady pace while ambulating at a self-determined rate. SETTING: Beth Israel Hospital, Boston, a primary and tertiary teaching hospital, and a social activity center for elderly adults living in the community. PARTICIPANTS: Eleven elderly subjects (aged 70-93 years) with well compensated congestive heart failure (NY Heart Association class I or II), seven elderly subjects (aged 70-79 years) without congestive heart failure, and 10 healthy young adult subjects (aged 20-30 years). MEASUREMENTS: Subjects walked for 8 minutes on level ground at their own selected walking rate. Footswitches were used to measure the time between steps. Step rate (steps/minute) and step rate variability were calculated for the entire walking period, for 30 seconds during the first minute of the walk, for 30 seconds during the last minute of the walk, and for the 30-second period when each subject's step rate variability was minimal. Group means and 5% and 95% confidence intervals were computed. MAIN RESULTS: All measures of walking variability were significantly increased in the elderly subjects with congestive heart failure, intermediate in the elderly controls, and lowest in the young subjects. There was no overlap between the three groups using the minimal 30-second variability (elderly CHF vs elderly controls: P < 0.001, elderly controls vs young: P < 0.001), and no overlap between elderly subjects with and without congestive heart failure when using the overall variability. For all four measures, there was no overlap in any of the confidence intervals, and all group means were significantly different (P < 0.05).

NASA Discipline Cardiopulmonary↗

NASA NTRS1994

The anemia of primary autonomic failure and its reversal with recombinant erythropoietin

OBJECTIVE: To determine if chronic sympathetic deprivation is associated with anemia and a low erythropoietin response. DESIGN: Survey of the prevalence and characteristics of anemia in patients with severe primary autonomic failure. SETTING: A referral service for autonomic failure in a tertiary teaching hospital. PATIENTS: 84 patients with primary autonomic failure who had symptomatic orthostatic hypotension. INTERVENTION: Open-label trial with human recombinant erythropoietin. RESULTS: Anemia was present in 32 of 84 patients (38%; 95% Cl, 27% to 50%). Plasma norepinephrine levels, measured in patients standing upright, were lower in the patient group with lower hemoglobin levels. Mean values in 22 patients with a hemoglobin level of less than 120 g/L were as follows: hemoglobin, 108 g/L (range, 87 to 118 g/L); hematocrit, 0.33; corrected reticulocyte counts, 0.008; mean corpuscular volume, 89 fL (89 microns 3); serum iron, 16.5 mumol/L (92 micrograms/dL); total iron binding capacity, 43.3 mumol/L (242 micrograms/dL); ferritin, 184 micrograms/L; serum vitamin B12, 410 pmol/L (556 pg/mL); and serum folate, 22.7 nmol/L (10 ng/mL). No relation was found between serum erythropoietin and blood hemoglobin levels. In seven of nine patients with autonomic failure who had hemoglobin levels less than 120 g/L, serum erythropoietin levels decreased below the 95% confidence interval corresponding to patients with iron deficiency anemia. Therapy with recombinant erythropoietin improved mean hemoglobin levels (from 108 to 133 g/L) in all patients treated (n = 5) at relatively low doses (25 to 50 units/kg body weight, subcutaneously, three times a week). CONCLUSIONS: Our data support the hypothesis that the sympathetic nervous system stimulates erythropoiesis in humans because anemia is a frequent occurrence in patients with severe autonomic failure and is associated with a blunted erythropoietin response.

Clinical Trial↗