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At least 991 records · Page 55

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↗

Tissue Engineering Using Transfected Growth-Factor Genes

A method of growing bioengineered tissues includes, as a major component, the use of mammalian cells that have been transfected with genes for secretion of regulator and growth-factor substances. In a typical application, one either seeds the cells onto an artificial matrix made of a synthetic or natural biocompatible material, or else one cultures the cells until they secrete a desired amount of an extracellular matrix. If such a bioengineered tissue construct is to be used for surgical replacement of injured tissue, then the cells should preferably be the patient s own cells or, if not, at least cells matched to the patient s cells according to a human-leucocyteantigen (HLA) test. The bioengineered tissue construct is typically implanted in the patient's injured natural tissue, wherein the growth-factor genes enhance metabolic functions that promote the in vitro development of functional tissue constructs and their integration with native tissues. If the matrix is biodegradable, then one of the results of metabolism could be absorption of the matrix and replacement of the matrix with tissue formed at least partly by the transfected cells. The method was developed for articular chondrocytes but can (at least in principle) be extended to a variety of cell types and biocompatible matrix materials, including ones that have been exploited in prior tissue-engineering methods. Examples of cell types include chondrocytes, hepatocytes, islet cells, nerve cells, muscle cells, other organ cells, bone- and cartilage-forming cells, epithelial and endothelial cells, connective- tissue stem cells, mesodermal stem cells, and cells of the liver and the pancreas. Cells can be obtained from cell-line cultures, biopsies, and tissue banks. Genes, molecules, or nucleic acids that secrete factors that influence the growth of cells, the production of extracellular matrix material, and other cell functions can be inserted in cells by any of a variety of standard transfection techniques.

Madry, Henning↗

ISSLive!

The ISSLive! project is a JSC innovation award- winning, combined MOD/Education project to publish export control and PAO-approved ISS telemetry, and simplified and scrubbed crew timelines. The publication of this data will be real-time or near real time and will include links to the crew's social media feeds and existing streaming public video/audio feeds, via public-friendly website, mobile devices and tablet applications. Additionally, the project will offer interactive virtual 3D views of an ISS model based on real-time telemetry and a 3D virtual mission control center based on existing Front Room console positions in made for public displays. The ISSLive! project is MOD-managed and includes collaborations with subject-matter expertise from the ISS flight controllers regarding daily operations and planning, education program specialists from the JSC Office of Education, instructional designers, human computer interface experts, and software/hardware experts from MOD facility organization, and senior web designers. In support of the Agency s Strategic Goal #6 with respect to using the ISS National Laboratory for education activities, ISSLive! uses the Station itself as STEM education subject matter and provides data for STEM-based lessons plans using national standards. Specifically, ISSLive! supports and enables the National Laboratory Education (NLE) project to address the Agency s Strategic Goal #6. This goal mandates, sharing NASA with the public, educators, and students to provide opportunities to participate in our Mission, foster innovation .. ISSLive! satisfies the Agency s outcomes of Strategic Goal; that is, engages the public in NASA's missions by providing new pathways for participation (Outcome 6.3) and it informs, engages, and inspires the public by sharing NASA s missions, challenges, and results (Outcome 6.4). Additionally, ISSLive! enables MOD s support of JSC Outreach and NASA's Open Data and Open Government Initiatives. The audience for the ISSLive! website and its application(s) are: teachers, students, citizen scientists, and the general public who will be given new and interactive insights on how the ISS Operates.

Price, Jennifer B.↗

ISS National Laboratory Education Project: Enhancing and Innovating the ISS as an Educational Venue

The vision is to develop the ISS National Laboratory Education Project (ISS NLE) as a national resource for Science, Technology, Engineering and Mathematics (STEM) education, utilizing the unique educational venue of the International Space Station per the NASA Congressional Authorization Act of 2005. The ISS NLE will serve as an educational resource which enables educational activities onboard the ISS and in the classroom. The ISS NLE will be accessible to educators and students from kindergarten to post-doctoral studies, at primary and secondary schools, colleges and universities. Additionally, the ISS NLE will provide ISS-related STEM education opportunities and resources for learners of all ages via informal educational institutions and venues Though U.S. Congressional direction emphasized the involvement of U.S. students, many ISS-based educational activities have international student and educator participation Over 31 million students around the world have participated in several ISS-related education activities.

Melvin, Leland D.↗

Lunabotics Mining Competition: Inspiration Through Accomplishment

NASA's Lunabotics Mining Competition is designed to promote the development of interest in space activities and STEM (Science, Technology, Engineering, and Mathematics) fields. The competition uses excavation, a necessary first step towards extracting resources from the regolith and building bases on the moon. The unique physical properties of lunar regolith and the reduced 1/6th gravity, vacuum environment make excavation a difficult technical challenge. Advances in lunar regolith mining have the potential to significantly contribute to our nation's space vision and NASA space exploration operations. The competition is conducted annually by NASA at the Kennedy Space Center Visitor Complex. The teams that can use telerobotic or autonomous operation to excavate a lunar regolith geotechnical simulant, herein after referred to as Black Point-1 (or BP-1) and score the most points (calculated as an average of two separate 10-minute timed competition attempts) will eam points towards the Joe Kosmo Award for Excellence and the scores will reflect ranking in the on-site mining category of the competition. The minimum excavation requirement is 10.0 kg during each competition attempt and the robotic excavator, referred to as the "Lunabot", must meet all specifications. This paper will review the achievements of the Lunabotics Mining Competition in 2010 and 2011, and present the new rules for 2012. By providing a framework for robotic design and fabrication, which culminates in a live competition event, university students have been able to produce sophisticated lunabots which are tele-operated. Multi-disciplinary teams are encouraged and the extreme sense of accomplishment provides a unique source of inspiration to the participating students, which has been shown to translate into increased interest in STEM careers. Our industrial sponsors (Caterpillar, Newmont Mining, Harris, Honeybee Robotics) have all stated that there is a strong need for skills in the workforce related to robotics and automated machines. In 2010, 22 United States (US) universities competed, and in May 2011 the competition was opened to international participation, with 46 Universities attending. There were 12 international teams and 34 US teams. This combined total directly inspired an estimated 544 university students. More students and the public were engaged via internet broadcasting and social networking media. This is expected to be of value for actual future space missions, as knowledge is gained from testing many innovative prototypes in simulated lunar regolith. More information is available at www.nasa.gov/lunabotics/.

Mueller, Robert P.↗

NASA Missions Inspire Online Video Games

Fast forward to 2035. Imagine being part of a community of astronauts living and working on the Moon. Suddenly, in the middle of just another day in space, a meteorite crashes into the surface of the Moon, threatening life as you know it. The support equipment that provides oxygen for the entire community has been compromised. What would you do? While this situation is one that most people will never encounter, NASA hopes to place students in such situations - virtually - to inspire, engage, and educate about NASA technologies, job opportunities, and the future of space exploration. Specifically, NASA s Learning Technologies program, part of the Agency s Office of Education, aims to inspire and motivate students to pursue careers in the science, technology, engineering, and math (STEM) disciplines through interactive technologies. The ultimate goal of these educational programs is to support the growth of a pool of qualified scientific and technical candidates for future careers at places like NASA. STEM education has been an area of concern in the United States; according to the results of the 2009 Program for International Student Assessment, 23 countries had higher average scores in mathematics literacy than the United States. On the science literacy scale, 18 countries had higher average scores. "This is part of a much bigger picture of trying to grow skilled graduates for places like NASA that will want that technical expertise," says Daniel Laughlin, the Learning Technologies project manager at Goddard Space Flight Center. "NASA is trying to increase the number of students going into those fields, and so are other government agencies."

Source record↗

The International Space Station (ISS) Education Accomplishments and Opportunities

The International Space Station (ISS) has the unique ability to capture the imaginations of both students and teachers worldwide and thus stands as an invaluable learning platform for the advancement of proficiency in research and development and education. The presence of humans on board ISS for the past ten years has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM) disciplines which will lead to an increase in quality of teachers, advancements in research and development, an increase in the global reputation for intellectual achievement, and an expanded ability to pursue unchartered avenues towards a brighter future. Over 41 million students around the world have participated in ISS-related activities since the year 2000. Projects such as the Amateur Radio on International Space Station (ARISS) and Earth Knowledge Acquired by Middle School Students (EarthKAM), among others, have allowed for global student, teacher, and public access to space through radio contacts with crewmembers and student image acquisition respectively. . With planned ISS operations at least until 2020, projects like the aforementioned and their accompanying educational materials will be available to enable increased STEM literacy around the world. Since the launch of the first ISS element, a wide range of student experiments and educational activities have been performed by each of the international partner agencies: National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos). Additionally, a number of non-participating countries, some under commercial agreements, have also participated in Station-related activities. Many of these programs still continue while others are being developed and added to the station crewmembers tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; students participating in ISS engineering education; education demonstrations and cultural activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the ISS. It also highlights some upcoming projects.

Alleyne, Camille W.↗

Space Operations Learning Center

The Space Operations Learning Center (SOLC) is a tool that provides an online learning environment where students can learn science, technology, engineering, and mathematics (STEM) through a series of training modules. SOLC is also an effective media for NASA to showcase its contributions to the general public. SOLC is a Web-based environment with a learning platform for students to understand STEM through interactive modules in various engineering topics. SOLC is unique in its approach to develop learning materials to teach schoolaged students the basic concepts of space operations. SOLC utilizes the latest Web and software technologies to present this educational content in a fun and engaging way for all grade levels. SOLC uses animations, streaming video, cartoon characters, audio narration, interactive games and more to deliver educational concepts. The Web portal organizes all of these training modules in an easily accessible way for visitors worldwide. SOLC provides multiple training modules on various topics. At the time of this reporting, seven modules have been developed: Space Communication, Flight Dynamics, Information Processing, Mission Operations, Kids Zone 1, Kids Zone 2, and Save The Forest. For the first four modules, each contains three components: Flight Training, Flight License, and Fly It! Kids Zone 1 and 2 include a number of educational videos and games designed specifically for grades K-6. Save The Forest is a space operations mission with four simulations and activities to complete, optimized for new touch screen technology. The Kids Zone 1 module has recently been ported to Facebook to attract wider audience.

Lui, Ben↗

Small Pitch Transition-Edge Sensors with Broadband High Spectral Resolution for Solar Physics

We are developing small pitch transition-edge sensor (TES) X-ray detectors optimized for solar astronomy. These devices are fabricated on thick Si substrates with embedded Cu heat-sink layer. We use 35 x 35 square micrometers Mo/Au TESs with 4.5 micrometer thick Au absorbers. We have tested devices with different geometric absorber stem contact areas with the TES and surrounding substrate area. This allows us to investigate the loss of athermal phonons to the substrate. Results show a correlation between thc stem contact area and a broadening in the spectral line shape indicative of athermal phonon loss. When the contact area is minimized we have obtained exceptional broadband spectral resolution of 1.28 plus or minus 0.03 eV at an energy of 1.5 keV, 1.58 plus or minus 0.07 eV at 5.9 keV and 1.96 plus or minus 0.08 eV at 8 keV. The linearity in the measured gain scale is understood in the context of the longitudinal proximity effect from the electrical bias leads resulting in transition characteristics that are strongly dependent upon TES size.

Smith, S. J.↗

Simulation of Oxygen Disintegration and Mixing With Hydrogen or Helium at Supercritical Pressure

The simulation of high-pressure turbulent flows, where the pressure, p, is larger than the critical value, p(sub c), for the species under consideration, is relevant to a wide array of propulsion systems, e.g. gas turbine, diesel, and liquid rocket engines. Most turbulence models, however, have been developed for atmospheric-p turbulent flows. The difference between atmospheric-p and supercritical-p turbulence is that, in the former situation, the coupling between dynamics and thermodynamics is moderate to negligible, but for the latter it is very significant, and can dominate the flow characteristics. The reason for this stems from the mathematical form of the equation of state (EOS), which is the perfect-gas EOS in the former case, and the real-gas EOS in the latter case. For flows at supercritical pressure, p, the large eddy simulation (LES) equations consist of the differential conservation equations coupled with a real-gas EOS. The equations use transport properties that depend on the thermodynamic variables. Compared to previous LES models, the differential equations contain not only the subgrid scale (SGS) fluxes, but also new SGS terms, each denoted as a correction. These additional terms, typically assumed null for atmospheric pressure flows, stem from filtering the differential governing equations, and represent differences between a filtered term and the same term computed as a function of the filtered flow field. In particular, the energy equation contains a heat-flux correction (q-correction) that is the difference between the filtered divergence of the heat flux and the divergence of the heat flux computed as a function of the filtered flow field. In a previous study, there was only partial success in modeling the q-correction term, but in this innovation, success has been achieved by using a different modeling approach. This analysis, based on a temporal mixing layer Direct Numerical Simulation database, shows that the focus in modeling the q-correction should be on reconstructing the primitive variable gradients rather than their coefficients, and proposes the approximate deconvolution model (ADM) as an effective means of flow field reconstruction for LES heat flux calculation. Further, results for a study conducted for temporal mixing layers initially containing oxygen in the lower stream, and hydrogen or helium in the upper stream, show that, for any LES, including SGS-flux models (constant-coefficient Gradient or Scale-Similarity models, dynamic-coefficient Smagorinsky/Yoshizawa or mixed Smagorinsky/Yoshizawa/Gradient models), the inclusion of the q-correction in the LES leads to the theoretical maximum reduction of the SGS heat-flux difference. The remaining error in modeling this new subgrid term is thus irreducible.

Bellan, Josette↗

Transmission Electron Microscopy of Iron Metal in Almahata Sitta Ureilite

Almahata Sitta (AS) is a polymict breccia mainly composed of variable ureilite lithologies with small amounts of chondritic lithologies [1]. Fe metal is a common accessory phase in ureilites, but our earlier study on Fe metals in one of AS fragments (#44) revealed a unique mineralogy never seen in other ureilites [2,3]. In this abstract we report detailed transmission electron microscopy (TEM) on these metal grains to better understand the thermal history of ureilites. We prepared FIB sections of AS#44 by JEOL JIB-4000 from the PTS that was well characterized by SEM-EBSD in our earlier study [2]. The sections were then observed by STEM (JEOL JEM- 2100F). One of the FIB sections shows a submicron-sized symplectic intergrown texture composed of Fe metal (kamacite), Fe carbide (cohenite), Fe phosphide (schreibersite), and Fe sulfide (troilite). Each phase has an identical SAED pattern in spite of its complex texture, suggesting co-crystallization of all phases. This is probably caused by shock re-melting of pre-existing metal + graphite to form a eutectic-looking texture. The other FIB section is mostly composed of homogeneous Fe metal (93 wt% Fe, 5 wt% Ni, and 2 wt% Si), but BF-STEM images exhibited the presence of elongated lathy grains (approx. 2 microns long) embedded in the interstitial matrix. The SAED patterns from these lath grains could be indexed by alpha-Fe (bcc) while interstitial areas are gamma-Fe (fcc). The elongated alpha-Fe grains show tweed-like structures suggesting martensite transformation. Such a texture can be formed by rapid cooling from high temperature where gamma-Fe was stable. Subsequently alpha-Fe crystallized, but gamma-Fe remained in the interstitial matrix due to quenching from high temperature. This scenario is consistent with very rapid cooling history of ureilites suggested by silicate mineralogy.

Mikouchi, T.↗

International Space Station Accomplishments Update: Scientific Discovery, Advancing Future Exploration, and Benefits Brought Home to Earth

Throughout the history of the International Space Station (ISS), crews on board have conducted a variety of scientific research and educational activities. Well into the second year of full utilization of the ISS laboratory, the trend of scientific accomplishments and educational opportunities continues to grow. More than 1500 investigations have been conducted on the ISS since the first module launched in 1998, with over 700 scientific publications. The ISS provides a unique environment for research, international collaboration and educational activities that benefit humankind. This paper will provide an up to date summary of key investigations, facilities, publications, and benefits from ISS research that have developed over the past year. Discoveries in human physiology and nutrition have enabled astronauts to return from ISS with little bone loss, even as scientists seek to better understand the new puzzle of "ocular syndrome" affecting the vision of up to half of astronauts. The geneLAB campaign will unify life sciences investigations to seek genomic, proteomic, and metabolomics of the effect of microgravity on life as a whole. Combustion scientists identified a new "cold flame" phenomenon that has the potential to improve models of efficient combustion back on Earth. A significant number of instruments in Earth remote sensing and astrophysics are providing new access to data or nearing completion for launch, making ISS a significant platform for understanding of the Earth system and the universe. In addition to multidisciplinary research, the ISS partnership conducts a myriad of student led research investigations and educational activities aimed at increasing student interest in science, technology, engineering and mathematics (STEM). Over the past year, the ISS partnership compiled new statistics of the educational impact of the ISS on students around the world. More than 43 million students, from kindergarten to graduate school, with more than 28 million teachers located in 49 countries have participated in some aspect of ISS educational activities. These activities include student-developed investigations, education competitions, and classroom versions of ISS investigations, participating in ISS investigator experiments, ISS hardware development, educational demonstrations, and cultural activities. Through the many inquiry-based educational activities, students and teachers are encouraged to participate in the ISS program thus motivating the next generation of students to pursue careers in STEM.

Thumm, Tracy↗

3D Observation of GEMS by Electron Tomography

Amorphous silicates in chondritic porous interplanetary dust particles (CP-IDPs) coming from comets are dominated by glass with embedded metal and sulfides (GEMS). GEMS grains are submicron-sized rounded objects (typically 100-500) nm in diameter) with anaometer-sized (10-50 nm) Fe-Ni metal and sulfide grains embedded in an amorphous silicate matrix. Several formation processes for GEMS grains have been proposed so far, but these models are still being debated [2-5]. Bradley et al. proposed that GEMS grains are interstellar silicate dust that survived various metamorphism or alteration processes in the protoplanetary disk and that they are amorphiation products of crystalline silicates in the interstellar medium by sputter-deposition of cosmic ray irradiation, similar to space weathering [2,4]. This consideration is based on the observation of nano-sized crystals (approximately 10 nm) called relict grains in GEMS grains and their shapes are pseudomorphs to the host GEMS grains. On the other hand, Keller and Messenger proposed that most GEMS formed in the protoplanetary disk as condensates from high temperature gas [3,5]. This model is based on the fact that most GEMS grains have solar isotopic compositions and have extremely heterogeneous and non-solar elemental compositions. Keller and Messenger (2011) also reported that amorphous silicates in GEMS grains are surrounded by sulfide grains, which formed as sulfidization of metallic iron grains located on the GEMS surface. The previous studies were performed with 2D observation by using transmission electron microscopy (TEM) or scanning TEM (STEM). In order to understand the structure of GEMS grains described above more clearly, we observed 3D structure of GEMS grains by electron tomography using a TEM/STEM (JEM-2100F, JEOL) at Kyoto University. Electron tomography gives not only 3D structures but also gives higher spatial resolution (approximately a few nm) than that in conventional 2D image, which is restricted by sample thickness ) approx. or greater than 50 nm). Three cluster IDPs (L2036AA5 cluster4, L2009L8 cluster 13 and W726A2) were used for the observations. ID W726A2 was collected without silicon oil, which is ordinary used to collect IDPs, so this sample has no possibility of contaminations caused by silicon oil or solvent to rinse it [6]. The samples were embedded in epoxy risin and sliced into ultrathin sections (50-300 nm) using an ultramicotome. The sections were observed by BF-TEM and HAADF-STEM (high angle annular dark field-scanning TEM) modes. Images were obtained by rotating the sample tilt angle over a range of +/- 65 deg in 1 deg steps. The obtained images were reconstructed to slice images. Mineral phases in the slice images were estimated by comparing with a 2D elemental map obtained by an EDS (energy dispersive X-ray spectroscopy) system equipped in the TEM/STEM. Careful examination of the slice images confirmed that iron grains are embedded in the amorphous silicate matrix of the GEMS grains, but sulfide grains were mainly present on the surface of the amorphous silicate. These results are consistent with the model that GEMS grains formed as condensates [3,5], although more data are needed to conclude the origin of GEMS grains. The present study is the first successful example adapting the electron tomography to the IDPs. This type of analysis will be important for planetary material sciences in the future.

Matsuno, Junya↗

Inspiring the Next Generation: The International Space Station Education Accomplishments

The International Space Station (ISS) has a unique ability to capture the imagination of both students and teachers worldwide. Since 2000, the presence of humans onboard ISS has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM). Over 43 million students around the world have participated in ISS-related educational activities. Projects such as YouTube Space Lab, Sally Ride Earth Knowledge-based Acquired by Middle Schools (EarthKAM), SPHERES (Synchronized Position Hold Engage and Reorient Experimental Satellites) Zero-Robotics, Tomatosphere, and MAI-75 events among others have allowed for global student, teacher and public access to space through student classroom investigations and real-time audio and video contacts with crewmembers. Educational activities are not limited to STEM but encompass all aspects of the human condition. This is well illustrated in the Uchu Renshi project, a chain poem initiated by an astronaut while in space and continued and completed by people on Earth. With ISS operations now extended to 2024, projects like these and their accompanying educational materials are available to more students around the world. From very early on in the program's history, students have been provided with a unique opportunity to get involved and participate in science and engineering projects. Many of these projects support inquiry-based learning that allows students to ask questions, develop hypothesis-derived experiments, obtain supporting evidence and identify solutions or explanations. This approach to learning is well-published as one of the most effective ways to inspire students to pursue careers in scientific and technology fields. Ever since the first space station element was launched, a wide range of student experiments and educational activities have been performed, both individually and collaboratively, by all the international partner agencies, National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency, (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos), and a number of non-participating countries, some under commercial agreements. Many of these programs still continue, and others are being developed and added to the stations tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; education competitions; students participating in ISS Engineering Education; Education Demonstrations and Cultural Activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the space station.

Alleyne, Camille W.↗

Aligned and Electrospun Piezoelectric Polymer Fiber Assembly and Scaffold

A scaffold assembly and related methods of manufacturing and/or using the scaffold for stem cell culture and tissue engineering applications are disclosed which at least partially mimic a native biological environment by providing biochemical, topographical, mechanical and electrical cues by using an electroactive material. The assembly includes at least one layer of substantially aligned, electrospun polymer fiber having an operative connection for individual voltage application. A method of cell tissue engineering and/or stem cell differentiation uses the assembly seeded with a sample of cells suspended in cell culture media, incubates and applies voltage to one or more layers, and thus produces cells and/or a tissue construct. In another aspect, the invention provides a method of manufacturing the assembly including the steps of providing a first pre-electroded substrate surface; electrospinning a first substantially aligned polymer fiber layer onto the first surface; providing a second pre-electroded substrate surface; electrospinning a second substantially aligned polymer fiber layer onto the second surface; and, retaining together the layered surfaces with a clamp and/or an adhesive compound.

Scott-Carnell, Lisa A.↗

An Efficient, Multi-Layered Crown Delineation Algorithm for Mapping Individual Tree Structure Across Multiple Ecosystems

Deriving individual tree information from discrete return, small footprint LiDAR data may improve forest above ground biomass estimates, and provide tree-level information that is important in many ecological studies. Several crown delineation algorithms have been developed to extract individual tree information from LiDAR point clouds or rasterized canopy height models (CHM), but many of these algorithms have difficulty discriminating between overlapping crowns, and also may fail to detect understory trees. Our approach uses a watershed based delineation of a CHM, which is subsequently refined using the LiDAR point cloud. Individual tree detection was validated with stem mapped field data from the Smithsonian Environmental Research Center (SERC), Maryland, and on a plot and stand level through comparisons of stem density and basal area to delineated metrics at both SERC and a study area in the Sierra Nevada, California. For individual tree detection, the algorithm correctly identified 70% of dominant trees, 58% of co-dominant trees, 35% of intermediate trees and 21% of suppressed trees at SERC. The algorithm had difficulty distinguishing between crowns of small, dense understory trees of approximately the same height. Delineated crown volume alone explained 53% and 84% of the variability in basal area at the SERC and Sierra Nevada sites, respectively. The algorithm produced crown area distributions comparable to diameter at breast height (DBH) size class distributions observed in the field in both study sites. The algorithm detected understory crowns better in the conifer-dominated Sierra Nevada site than in the closed-canopy deciduous site in Maryland. The ability for the algorithm to reproduce both accurate tree size distributions and individual crown geometries in two dissimilar and complex forests suggests great promise for applicability to a wide range of forest systems.

LiDAR↗

Microbiological Horticultural Internship Final Abstract

GMO dwarf plum (Prunus domestica) is being evaluated as a candidate food crop for long duration space flight missions. A project was undertaken to develop a protocol for transferring selected genetic lines of GMO plum (previously maintained in pots and propagated by cuttings at NASA's Kennedy Space Center in Florida) into in vitro tissue culture. In vitro culture may reduce the space, materials, and labor required to maintain the current lines of GMO plum and better preserve them for future study. Fresh plant material from three selected GMO plum lines (NASA-5, NASA-10, and NASA-11) and a non-modified control line (Control-5) were processed aseptically into in vitro culture on four separate occasions. The impact of multiple treatments on the successful growth of GMO plum tissue in vitro were tested: Parent explant tissue type (leaf petioles, stem nodes containing buds and internodes without buds), tissue sterilization method [soaking in 10 bleach only (5 min for petioles or 10 min for nodesinternodes), or soaking in 70 EtOH (30 sec) followed by 10 bleach (5 min for petioles and 10 min for nodesinternodes)], and media type [three Murashige and Skoog-based medias (SGM, SRM, and SRM+2,4-D) and one recipe containing woody plant media (WPM)]. 22.2 of the plates containing tissue sterilized with bleach alone developed microbial contamination after two weeks, while only 11.8 of plates containing tissue sterilized sequentially with EtOH and bleach developed contamination. Node bud tissue from all four genetic lines of plum produced leafy plantlets on SGM and SRM media after 4-6 weeks. The most numerous and well-developed plantlets were present on SGM. Upon reaching suitable size, plantlets were transferred to larger media containers for further growth. Some node bud growth occurred on SRM+2,4-D and WPM 2.5 weeks after plating, however as of yet no pieces on SRM+2,4-D have adequate development for transferring. Tissue pieces from NASA-5 plated on WPM are developing leaves and will be ready for transferring soon. Petioles and internode tissue lacking bud meristem failed to produce any plantlets on any plates, however petioles developed large masses of undifferentiated callus tissue on SRM+2,4-D media. These callused pieces were then transferred to SRM+TDZ media, which resulted in even larger callus growth but no differentiation. All four selected plum lines were successfully transitioned into in vitro culture. Nodes from NASA-5 and NASA-10 lines produced the most numerous and well-developed leafy plantlets in vitro, while those from NASA-11 and Control-5 were generally smaller, slower growing and less numerous. The best method overall was to use young stem node tissue with buds, surface sterilize the pieces sequentially with 70 EtOH and 10 bleach, and then plate them onto SGM media. Future areas of study will include introducing additional genetic lines of GMO plum into in vitro culture, attempting to induce shoot growth in petiole callus tissue, testing methods (such as cold storage) that extend the time interval between transferring explants into new media, and testing viability of plantlets transferred from in vitro culture back to traditional pot culture.

bioregenerative life support↗

Aligned and Electrospun Piezoelectric Polymer Fiber Assembly and Scaffold

A method of manufacturing and/or using a scaffold assembly for stem cell culture and tissue engineering applications is disclosed. The scaffold at least partially mimics a native biological environment by providing biochemical, topographical, mechanical and electrical cues by using an electroactive material. The assembly includes at least one layer of substantially aligned, electrospun polymer fiber having an operative connection for individual voltage application. A method of cell tissue engineering and/or stem cell differentiation that uses the assembly seeded with a sample of cells suspended in cell culture media, incubates and applies voltage to one or more layers, and thus produces cells and/or a tissue construct. In another aspect, the invention provides a method of manufacturing the assembly including the steps of providing a first pre-electroded substrate surface; electrospinning a first substantially aligned polymer fiber layer onto the first surface; providing a second pre-electroded substrate surface; electrospinning a second substantially aligned polymer fiber layer onto the second surface; and, retaining together the layered surfaces with a clamp and/or an adhesive compound.

Scott Carnell, Lisa A.↗