Results for “Education Programs” — Page 55

NASA NTRS2002

The Summer Robotic Autonomy Course

We offered a first Robotic Autonomy course this summer, located at NASA/Ames' new NASA Research Park, for approximately 30 high school students. In this 7-week course, students worked in ten teams to build then program advanced autonomous robots capable of visual processing and high-speed wireless communication. The course made use of challenge-based curricula, culminating each week with a Wednesday Challenge Day and a Friday Exhibition and Contest Day. Robotic Autonomy provided a comprehensive grounding in elementary robotics, including basic electronics, electronics evaluation, microprocessor programming, real-time control, and robot mechanics and kinematics. Our course then continued the educational process by introducing higher-level perception, action and autonomy topics, including teleoperation, visual servoing, intelligent scheduling and planning and cooperative problem-solving. We were able to deliver such a comprehensive, high-level education in robotic autonomy for two reasons. First, the content resulted from close collaboration between the CMU Robotics Institute and researchers in the Information Sciences and Technology Directorate and various education program/project managers at NASA/Ames. This collaboration produced not only educational content, but will also be focal to the conduct of formative and summative evaluations of the course for further refinement. Second, CMU rapid prototyping skills as well as the PI's low-overhead perception and locomotion research projects enabled design and delivery of affordable robot kits with unprecedented sensory- locomotory capability. Each Trikebot robot was capable of both indoor locomotion and high-speed outdoor motion and was equipped with a high-speed vision system coupled to a low-cost pan/tilt head. As planned, follow the completion of Robotic Autonomy, each student took home an autonomous, competent robot. This robot is the student's to keep, as she explores robotics with an extremely capable tool in the midst of a new community for roboticists. CMU provided undergraduate course credit for this official course, 16-162U, for 13 students, with all other students receiving course credit from National Hispanic University.

Nourbakhsh, Illah R.↗

NASA NTRS2007

A Contrast in Use of Metrics in Earth Science Data Systems

In recent years there has been a surge in the number of systems for processing, archiving and distributing remotely sensed data. Such systems, working independently as well as in collaboration, have been contributing greatly to the advances in the scientific understanding of the Earth system, as well as utilization of the data for nationally and internationally important applications. Among such systems, we consider those that are developed by or under the sponsorship of NASA to fulfill one of its strategic objectives: "Study Earth from space to advance scientific understanding and meet societal needs." NASA's Earth science data systems are of varying size and complexity depending on the requirements they are intended to meet. Some data systems are regarded as NASA's "Core Capabilities" that provide the basic infrastructure for processing, archiving and distributing a set of data products to a large and diverse user community in a robust and reliable manner. Other data systems constitute "Community Capabilities". These provide specialized and innovative services to data users and/or research products offering new scientific insight. Such data systems are generally supported by NASA through peer reviewed competition. Examples of Core Capabilities are 1. Earth Observing Data and Information System (EOSDIS) with its Distributed Active Archive Centers (DAACs), Science Investigator-led Processing Systems (SIPSs), and the EOS Clearing House (ECHO); 2. Tropical Rainfall Measurement Mission (TRMM) Science Data and Information System (TSDIS); 3. Ocean Data Processing System (ODPS); and 4. CloudSat Data Processing Center. Examples of Community Capabilities are projects under the Research, Education and Applications Solutions Network (REASON), and Advancing Collaborative Connections for Earth System Science (ACCESS) Programs. In managing these data system capabilities, it is necessary to have well-established goals and to measure progress relative to them. Progress is measured through "metrics", which can be a combination of quantitative as well as qualitative assessments. The specific metrics of interest depend on the user of the metrics as well as the type of data system. The users of metrics can be data system managers, program managers, funding agency or the public. Data system managers need metrics for assessing and improving the performance of the system and for future planning. Program managers need metrics to assess progress and the value of the data systems sponsored by them. Also, there is a difference in the metrics needed for core capabilities that tend to be more complex, larger and longer-term compared to community capabilities and the community capabilities that tend to be simpler, smaller and shorter-term. Even among community capabilities there are differences; hence the same set of metrics does not apply to all. Some provide data products to users, some provide services that enable better utilization of data or interoperability among other systems, and some are a part of a larger project where provision of data or services is only a minor activity. There is also a contrast between metrics used for internal and external purposes. Examples of internal purposes are: ensuring that the system meets its requirements, and planning for evolution and growth. Examples of external purposes are: providing to sponsors indicators of success of the systems, demonstrating the contributions of the system to overall program success, etc. This paper will consider EOSDIS, REASON and ACCESS programs to show the various types of metrics needed and how they need to be tailored to the types of data systems while maintaining the overall management goals of measuring progress and contributions made by the data systems.

Ramapriyan, Hampapuram↗

NASA NTRS2014

The Forgetful Professor and the Space Biology Adventure

This video was created as one of the products of the 2013 ISS Faculty Fellows Summer Program. Our High School science teacher faculty fellows developed this video as an elementary/middle school education component. The video shows a forgetful professor who is trying to remember something, and along the journey she learns more about the space station, space station related plant science, and the Kennedy Space Center. She learns about the Veggie hardware, LED lighting for plant growth, the rotating garden concept, and generally about space exploration and the space station. Lastly she learns about the space shuttle Atlantis.

Massa, Gioia D.↗

NASA NTRS2019

The Acquisition, Containment, and Curation of Mars Samples on Earth

The Astromaterials Acquisition and Curation Office at NASA Johnson Space Center (henceforth AACO) is responsible for receiving and curating all of NASA’s extraterrestrial samples, current and future (as per NASA Policy Directive (NPD) 7100.10E “Curation of Extraterrestrial Materials”). As such, the AACO coordinates sample capture, containment, and transportation to the curation facility as well as documents, preserves, prepares, and distributes all of the samples within NASA’s astromaterial collections for research, education, and public outreach. Since the lunar rock and soil samples returned during the Apollo Program, NASA’s first Class V Restricted Earth Return Missions, the AACO curates six other astromaterials collections. Lessons learned from each collection and respective missions (e.g. Apollo, Genesis, Stardust) as well as advancements in science and technology have informed the AACO’s plan for acquiring and curating Martian samples. Given the nature of the collection, a mobile and modular facility is recommended. The two broad requirements a Mars sample facility must maintain are: 1) the ability to contain the samples to protect the public from exposure of an “unknown unknown” biological agent and 2) ensure the scientific integrity of the samples are maintained (while maximizing scientific outcome). Although Apollo samples were eventually deemed safe and released to the scientific community for evaluation, there is no guarantee that this will be the case for Martian samples. Therefore, the facility in which the samples will be contained and investigated must be modular and able to accommodate an array of instrumentation that could be highly variable depending on the initial scientific outcomes. Furthermore, in order to facilitate proper sample capture and containment upon landing as well as sample distribution to other laboratories with proper containment, a mobile facility is a valuable investment.

Harrington, Andrea D.↗

NASA NTRS2011

Kennedy Space Center ITC-1 Internship Overview

As an intern for Priscilla Elfrey in the ITC-1 department, I was involved in many activities that have helped me to develop many new skills. I supported four different projects during my internship, which included the Center for Life Cycle Design (CfLCD), SISO Space Interoperability Smackdown, RTI Teacher Mentor Program, and the Discrete Event Simulation Integrated Visualization Environment Team (DIVE). I provided the CfLCD with web based research on cyber security initiatives involving simulation, education for young children, cloud computing, Otronicon, and Science, Technology, Engineering, and Mathematics (STEM) education initiatives. I also attended STEM meetings regarding simulation courses, and educational course enhancements. To further improve the SISO Simulation event, I provided observation feedback to the technical advisory board. I also helped to set up a chat federation for HLA. The third project involved the RTI Teacher Mentor program, which I helped to organize. Last, but not least, I worked with the DIVE team to develop new software to help visualize discrete event simulations. All of these projects have provided experience on an interdisciplinary level ranging from speech and communication to solving complex problems using math and science.

Ni, Marcus↗

NASA NTRS2000

Space Research, Education, and Related Activities in the Space Sciences

The Universities Space Research Association received an award of Cooperative Agreement #NCC5-356 on September 29, 1998. The mission of this activity, know as the Cooperative Program in Space Sciences (CPSS), is to conduct space science research and leading-edge instrumentation and technology development, enable research by the space sciences communities, and to expedite the effective dissemination of space science research, technology, data, and information to the educational community and the general public. To fulfill this mission, USRA recruits and maintains a staff of scientific researchers, operates a series of guest investigator facilities, organizes scientific meetings and workshops, and encourages various interactions with students and university faculty members.

Source record↗

NASA NTRS2002

Space Research, Education, and Related Activities in the Space Sciences

The Universities Space Research Association received an award of Cooperative Agreement NCC5-356 on September 29, 1998. The mission of this activity, known as the Cooperative Program in Space Sciences (CPSS), is to conduct space science research and leading-edge instrumentation and technology development, enable research by the space sciences communities, and to expedite the effective dissemination of space science research, technology, data, and information to the educational community and the general public. To fulfill this mission, USRA recruits and maintains a staff of scientific researchers, operates a series of guest investigator facilities, organizes scientific meetings and workshops, and encourages various interactions with students and university faculty members.

Black, David↗

NASA NTRS2022

An Astro-Animation Class: Optimizing Artistic, Educational and Outreach Outcomes

The authors investigate how teaching art and astronomy together has the potential to inspire new art forms, enhance scientific public outreach, and promote art and science education. The authors teach an astro-animation class at the Maryland Institute College of Art in partnership with NASA scientists. The animations explore science in creative ways. Astrophysicists, educators, students, and the general public were surveyed to evaluate the experiences, and benefits from this project. The responses were very positive -the program is an effective way to stimulate art students to learn science, share an artist’s viewpoint beyond the classroom, and engage with the public.

Animation↗

NASA NTRS2017

CIRIR Programs: Drilling and Research Opportunities at the Rochechouart Impact Structure

Owing to its size, accessibility and erosional level, the Rochechouart impact structure, dated at ~203 +/- 2 Ma (recalc.), is a unique reser-voir of knowledge within the population of the rare terrestrial analogous to large impacts craters observed on planetary surfaces. The site gives direct access to fundamental mechanisms both in impact-related geology (origin and evolution of planets) and biology (habitability of planets, emergence and evolution of life). For the last decade P. Lambert has been installing Rochechouart as International Natural Laboratory for studying impact processes and collateral effects on planetary surfaces. For this purpose the Center for International Research on Impacts and on Rochechouart (CIRIR) was installed on site in 2016 with twofold objectives and activities. First ones are scientific and dedicated to the scientific community. The second are cultural and educational and are dedi-cated to the public sensu lato. We present here the CIRIR, its scientific programs and the related reseach opportunities.

Lambert, P.↗

NASA NTRS1977

Application of remote sensing to state and regional programs

The problem includes data acquisition and transformation to products acceptable to the users. Optimized institutionalization of data management, product transfer, and education of the user community are also of major concern. With respect to the lattice, various structures were suggested and the fields of application are presented.

Miller, W. F.↗

NASA NTRS1981

Remote sensing education at the University of British Columbia

The development, current status, and organization of the University of British Columbia's interdisciplinary graduate program in remote sensing are described. Specialized programs are tailored to meet student's needs and interest and can range from the theoretical development of technology (sensor development, modelling, and computer analysis) to specialized application of remote sensing in resource analysis such as the determination of vegetation damage, land classification, and land use. The courses and faculty members are listed.

Murtha, P. A.↗

NASA NTRS2012

Collaborative Educational Experiences through Higher Education-Industry Partnerships

This paper examines the perceptions of mentors and student interns from NASA's Langley Aerospace Research Summer Scholars (LARSS) program in Hampton, Virginia. Data for the current study are from student interns and mentors participating in the 2010, 10-week summer internship. Students are chosen from around the country based upon their applications and mentoring opportunities to participate in a summer program focusing on a range of specialty areas including: aeronautics; earth science research; exploration and flight; systems and concepts; systems engineering; subsonic/transonic testing; supersonic/hypersonic testing; and structures testing. This study presents information on mentors perceptions of academic preparedness brought to the workplace by student interns; student interns perceptions of how the internship helped develop key skill areas; and self-reports from student interns and their mentors about their internship experience.

Pinelli, Thomas E.↗

NASA NTRS2009

International Space Weather Initiative (ISWI)

The International Heliophysical Year (IHY), an international program of scientific collaboration to understand the external drivers of planetary environments, has come to an end. The IHY was a major international event of great interest to the member States, which involved the deployment of new instrumentation, new observations from the ground and in space, and an education component. We propose to continue the highly successful collaboration between the heliophysics science community and the United Nations Basic Space Science (UNBSS) program. One of the major thrust of the IHY was to deploy arrays of small instruments such as magnetometers, radio antennas, GPS receivers, all-sky cameras, particle detectors, etc. around the world to provide global measurements of heliospheric phenomena. The United Nations Basic Space Science Initiative (UNBSSI) played a major role in this effort. Scientific teams were organized through UNBSS, which consisted of a lead scientist who provided the instruments or fabrication plans for instruments in the array. As a result of the this program, scientists from UNBSS member states now participate in the instrument operation, data collection, analysis, and publication of scientific results, working at the forefront of science research. As part of this project, support for local scientists, facilities and data acquisition is provided by the host nation. In addition, support at the Government level is provided for local scientists to participate. Building on momentum of the IHY, we propose to continue the highly successful collaboration with the UNBSS program to continue the study of universal processes in the solar system that affect the interplanetary and terrestrial environments, and to continue to coordinate the deployment and operation of new and existing instrument arrays aimed at understanding the impacts of Space Weather on Earth and the near-Earth environment. Toward this end, we propose a new program, the International Space Weather Initiative (ISWI).

Davila, Joseph M.↗

NASA NTRS2010

International Space Weather Initiative (ISWI)

The International Heliophysical Year (IHY), an international program of scientific collaboration to understand the external drivers of planetary environments, has come to an end. The IHY was a major international event of great interest to the member States, which involved the deployment of new instrumentation, new observations from the ground and in space, and an education component. We propose to continue the highly successful collaboration between the heliophysics science community and the United Nations Basic Space Science (UNBSS) program. One of the major thrust of the IHY was to deploy arrays of small instruments such as magnetometers, radio antennas, GPS receivers, all-sky cameras, particle detectors, etc. around the world to provide global measurements of heliospheric phenomena. The United Nations Basic Space Science Initiative (UNBSSI) played a major role in this effort. Scientific teams were organized through UNBSS, which consisted of a lead scientist who provided the instruments or fabrication plans for instruments in the array. As a result of the this program, scientists from UNBSS member states now participate in the instrument operation, data collection, analysis, and publication of scientific results, working at the forefront of science research. As part of this project, support for local scientists, facilities and data acquisition is provided by the host nation. In addition, support at the Government level is provided for local scientists to participate. Building on momentum of the IHY, we propose to continue the highly successful collaboration with the UNBSS program to continue the study of universal processes in the solar system that affect the interplanetary and terrestrial environments, and to continue to coordinate the deployment and operation of new and existing instrument arrays aimed at understanding the impacts of Space Weather on Earth and the near-Earth environment. Toward this end, we propose a new program, the International Space Weather Initiative (ISWI).

Davila, Joseph↗

DOE OSTI2024

Resources, Training, and Education Under the Heliostat Consortium: Industry Gap Analysis and Building a Resource Database

Concentrating solar power is not a widely deployed or known technology area, and the heliostat workforce community in the United States is currently small, with knowledge and expertise not widely available. The resource, training, and education (RTE) topic within the Heliostat Consortium (HelioCon) was established to address this. RTE encompasses resources, practices, and programs to ensure that (1) newcomers to the heliostat development community have an adequate knowledge base and training to conduct R&D efforts, (2) outsiders to the field are provided with resources and opportunities to join the workforce, and (3) the workforce community is a productive, healthy, and fulfilling environment for all workers. In the first year of the project, a roadmap study was conducted, in which the major gaps in RTE were identified by consulting experts in the industry, with the top gap being the lack of public accessibility to concentrating solar-thermal power (CSP) knowledge. Here, to address this, the HelioCon team has been developing a centralized web-based resource database, containing a reference library, educational videos, lists of components suppliers and software/metrology tools, a power tower plant database, and information on existing standards/guidelines.

14 SOLAR ENERGY↗

NASA NTRS1999

Solar-B X-ray Telescope (XRT) Concept Study Report

The X-ray observations from the Yohkoh SXT provided the greatest step forward in our understanding of the solar corona in nearly two decades. Expanding on the accomplishments of Yohkoh, we believe that the scientific objectives of the Solar-B mission are achieved with a significantly improved X-ray telescope (XRT) similar to the SXT. The Solar-B XRT will have twice the spatial resolution and a broader temperature response, while building on the knowledge gained from the successful Yohkoh mission. We present the scientific justification for this view, discuss the instrumental requirements that flow from the scientific objectives, and describe the instrumentation to meet these requirements. We then provide a detailed discussion of the design activities carried out during Phase A, noting the conclusions that were reached in terms of their implications for the detailed design activities which are now commencing. Details of the instrument that have changed as a result of the Phase A studied are specifically noted, and areas of concern going into Phase B are highlighted. XRT is a grazing-incidence (GI) modified Wolter I X-ray telescope, of 35cm inner diameter and 2.7m focal length. The 2048x2048 back-illuminated CCD (now an ISAS responsibility) has 13.5 micron pixels, corresponding to 1.0 arcsec and giving full Sun field of view. This will be the highest resolution GI X-ray telescope ever flown for Solar coronal studies, and it has been designed specifically to observe both the high and low temperature coronal plasma. A small optical telescope provides visible light images for co-alignment with the Solar-B optical and EUV instruments. The XRT science team is working in close cooperation with our Japanese colleagues in the design and construction of this instrument. All of the expertise and resources of the High Energy and Solar/Stellar Divisions of the Center for Astrophysics are being made available to this program, and our team will carry its full share of responsibility for mission operations, data reduction and education and public outreach. All aspects of the XRT design were reviewed during Phase A. The study focussed particularly on those aspects that have the greatest affect on instrument performance and extended lifetime, on the image quality error budget, and on the camera (mechanical and electrical) interface and the instrument mounting interfaces. The present instrument design differs in some details from that originally proposed. Selection of the XRT for Phase A study was contingent upon the removal of the camera and its associated electronics, and the acceptance of a stringent cost cap. The removal of the electronics left the XRT without control electronics for the instrument mechanisms. A mechanism controller was therefore added. The removal of the camera resulted in major complications to the integration and test plan. After many discussions, it was decided that the system would be less expensive, and the risk of unacceptable performance lower, if we include a focus mechanism. The remainder of the XRT design baseline matches the proposed configuration. Data requirements for the XRT are driven by the science plans, which are based on the physical processes in the solar outer atmosphere. Discussions to date of the XRT observing plan, both alone and in conjunction with the other Solar-B instruments, shows that the XRT needs 2 Gbits of on-board storage, at least one circulating buffer of 640 Mbits, and twelve 10- minute downlinks per day in order to carry out its required programs.

Golub, Leon↗

DOE OSTI2022

Fusion Energy Sciences Network Requirements Review. Final Report, April - October 2021

The Energy Sciences Network (ESnet) is the high-performance network user facility for the US Department of Energy (DOE) Office of Science (SC) and delivers highly reliable data transport capabilities optimized for the requirements of data-intensive science. In essence, ESnet is the circulatory system that enables the DOE science mission by connecting all of its laboratories and facilities in the US and abroad. ESnet is funded and stewarded by the Advanced Scientific Computing Research (ASCR) program and managed and operated by the Scientific Networking Division at Lawrence Berkeley National Laboratory (LBNL). ESnet is widely regarded as a global leader in the research and education networking community. Throughout 2021, ESnet and the Office of Fusion Energy Sciences (FES) of the DOE SC organized an ESnet requirements review of FES-supported activities. Preparation for these events included identification of key stakeholders: program and facility management, research groups, and technology providers. Each stakeholder group was asked to prepare formal case study documents about their relationship to the FES program to build a complete understanding of the current, near-term, and long-term status, expectations, and processes that will support the science going forward.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗

DOE OSTI2021

2020 High Energy Physics Network Requirements Review (Final Report)

The Energy Sciences Network (ESnet) is the high-performance network user facility for the US Department of Energy (DOE) Office of Science (SC) and delivers highly reliable data transport capabilities optimized for the requirements of data-intensive science. In essence, ESnet is the circulatory system that enables the DOE science mission by connecting all of its laboratories and facilities in the United States and abroad. ESnet is funded and stewarded by the Advanced Scientific Computing Research (ASCR) program and managed and operated by the Scientific Networking Division at Lawrence Berkeley National Laboratory (LBNL). ESnet is widely regarded as a global leader in the research and education networking community. Throughout 2020,ESnet and the Office of High Energy Physics (HEP) of the DOE SC organized an ESnet requirements review of HEP-supported activities. Preparation for this event included identification of key stakeholders: program and facility management, research groups, technology providers, and a number of external observers. These individuals were asked to prepare formal case study documents about their relationship to the HEP program to build a complete understanding of the current, near-term, and long-term status, expectations, and processes that will support the science going forward. A series of pre-planning meetings better prepared case study authors for this task, along with guidance on how the review would proceed in a virtual fashion. ESnet and ASCR use requirements reviews to discuss and analyze current and planned science use cases and anticipated data output of a particular program, user facility, or project to inform ESnet’s strategic planning, including network operations, capacity upgrades, and other service investments. A requirements review comprehensively surveys major science stakeholders’ plans and processes in order to investigate data management requirements over the next 5–10 years.

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗