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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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All sourcesNASA NTRSDOE OSTI
NASA NTRS1992

Automatic learning rate adjustment for self-supervising autonomous robot control

Described is an application in which an Artificial Neural Network (ANN) controls the positioning of a robot arm with five degrees of freedom by using visual feedback provided by two cameras. This application and the specific ANN model, local liner maps, are based on the work of Ritter, Martinetz, and Schulten. We extended their approach by generating a filtered, average positioning error from the continuous camera feedback and by coupling the learning rate to this error. When the network learns to position the arm, the positioning error decreases and so does the learning rate until the system stabilizes at a minimum error and learning rate. This abolishes the need for a predetermined cooling schedule. The automatic cooling procedure results in a closed loop control with no distinction between a learning phase and a production phase. If the positioning error suddenly starts to increase due to an internal failure such as a broken joint, or an environmental change such as a camera moving, the learning rate increases accordingly. Thus, learning is automatically activated and the network adapts to the new condition after which the error decreases again and learning is 'shut off'. The automatic cooling is therefore a prerequisite for the autonomy and the fault tolerance of the system.

Arras, Michael K.↗
NASA NTRS2002

Issues in Informal Education: Event-Based Science Communication Involving Planetaria and the Internet

For the past four years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of science communication through the web resources on the Internet. The program includes extended stories about NAS.4 science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. We give here, examples of events, problems, and lessons learned from these activities.

Adams, M.↗
NASA NTRS2001

Issues in Informal Education: Event-Based Science Communication Involving Planetaria and the Internet

For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. The focus of sharing real-time science related events has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. Panel participation will be used to communicate the problems and lessons learned from these activities over the last three years.

Adams, Mitzi L.↗
NASA NTRS2005

Engineering Lessons Learned and Systems Engineering Applications

Systems Engineering is fundamental to good engineering, which in turn depends on the integration and application of engineering lessons learned. Thus, good Systems Engineering also depends on systems engineering lessons learned from within the aerospace industry being documented and applied. About ten percent of the engineering lessons learned documented in the NASA Lessons Learned Information System are directly related to Systems Engineering. A key issue associated with lessons learned datasets is the communication and incorporation of this information into engineering processes. As part of the NASA Technical Standards Program activities, engineering lessons learned datasets have been identified from a number of sources. These are being searched and screened for those having a relation to Technical Standards. This paper will address some of these Systems Engineering Lessons Learned and how they are being related to Technical Standards within the NASA Technical Standards Program, including linking to the Agency's Interactive Engineering Discipline Training Courses and the life cycle for a flight vehicle development program.

Gill, Paul S.↗
NASA NTRS2007

TRL Assessment of Solar Sail Technology Development Following the 20-Meter System Ground Demonstrator Hardware Testing

The NASA In-Space Propulsion Technology (ISPT) Projects Office has been sponsoring 2 separate, independent system design and development hardware demonstration activities during 2002-2005. ATK Space Systems of Goleta, CA was the prime contractor for one development team and L'Garde, Inc. of Tustin, CA was the prime contractor for the other development team. The goal of these activities was to advance the technology readiness level (TRL) of solar sail propulsion from 3 towards 6 by the year 2006. Component and subsystem fabrication and testing were completed successfully, including the ground deployment of 10-meter and 20-meter ground demonstration hardware systems under vacuum conditions. The deployment and structural testing of the 20-meter solar sail systems was conducted in the 30 meter diameter Space Power Facility thermal-vacuum chamber at NASA Glenn Plum Brook in April though August, 2005. This paper will present the results of the TRL assessment following the solar sail technology development activities associated with the design, development, analysis and testing of the 20-meter system ground demonstrators. Descriptions of the system designs for both the ATK and L'Garde systems will be presented. Changes, additions and evolution of the system designs will be highlighted. A description of the modeling and analyses activities performed by both teams, as well as testing conducted to raise the TRL of solar sail technology will be presented. A summary of the results of model correlation activities will be presented. Finally, technology gaps identified during the assessment and gap closure plans will be presented, along with "lessons learned", subsequent planning activities and validation flight opportunities for solar sail propulsion technology.

Montgomery, Edward E.↗
NASA NTRS2007

TRL Assessment of Solar Sail Technology Development Following the 20-Meter System Ground Demonstrator Hardware Testing

The NASA In-Space Propulsion Technology (ISPT) Projects Office has been sponsoring 2 separate, independent system design and development hardware demonstration activities during 2002-2005. ATK Space Systems of Goleta, CA was the prime contractor for one development team and L'Garde, Inc. of Tustin, CA was the prime contractor for the other development team. The goal of these activities was to advance the technology readiness level (TRL) of solar sail propulsion from 3 towards 6 by the year 2006. Component and subsystem fabrication and testing were completed successfully, including the ground deployment of 10-meter and 20-meter ground demonstration hardware systems under vacuum conditions. The deployment and structural testing of the 20-meter solar sail systems was conducted in the 30 meter diameter Space Power Facility thermal-vacuum chamber at NASA Glenn Plum Brook in April though August, 2005. This paper will present the results of the TRL assessment following the solar sail technology development activities associated with the design, development, analysis and testing of the 20-meter system ground demonstrators. Descriptions of the system designs for both the ATK and L'Garde systems will be presented. Changes, additions and evolution of the system designs will be highlighted. A description of the modeling and analyses activities performed by both teams, as well as testing conducted to raise the TRL of solar sail technology will be presented. A summary of the results of model correlation activities will be presented. Finally, technology gaps identified during the assessment and gap closure plans will be presented, along with "lessons learned", subsequent planning activities and validation flight opportunities for solar sail propulsion technology.

Young, Roy M.↗
NASA NTRSDate not supplied

Exploring the Capabilities of a Machine Learning Algorithm to Detect Space Weather-Significant Emerging Active Regions

Active regions are a source of various phenomena responsible for Space Weather disturbances; therefore, developing a technology for early warning about upcoming magnetic activity is crucial to mitigate its impact. However, observational limitations and the high nonlinearity of processes associated with the accumulation of magnetic flux and its interaction with the surrounding plasma during the emergence through the convection zone make early activity detection a challenging problem. To address these challenges, we developed a physics-driven machine learning model that allows us to detect active regions (ARs) before they become visible on the solar surface by analyzing the power spectra of acoustic oscillations observed by the SDO/HMI instrument. This study is based on a time series of Doppler shift maps of 31x31-degree areas tracked with the Carrington rotation rate for four days before and after the emergence. The Doppler shift time series are processed into the oscillation power maps for four frequency ranges and accompanied by line-of-sight magnetograms and the continuum intensity maps from SDO/HMI. The resulting data are converted into a 1D time series representing the mean temporal variations of these quantities. The redacted time series are used as input to predict AR emergence using the Long Short Term Memory (LSTM) method. The training of the LSTM model is based on 40 ARs, which includes an independent analysis for each sub region that exhibits AR emergence or remains quiet. The emergence of magnetic flux (defined as a decrease of the continuum intensity) was detected with the developed LSTM algorithm from 5 to 48 hours before the reported time by NOAA. The developed model is capable of pointing to the time and location of active region formation. In this presentation, we discuss reasons that impact how early in advance the model can identify the upcoming activity and the possibility of improving the current predictive skills and steps to transition to the operational forecast.

Heliophysics↗
NASA NTRS2013

'How To' Clean Room Video

One of the projects that I am completing this summer is a Launch Services Program intern 'How to' set up a clean room informational video. The purpose of this video is to go along with a clean room kit that can be checked out by employees at the Kennedy Space Center and to be taken to classrooms to help educate students and intrigue them about NASA. The video will include 'how to' set up and operate a clean room at NASA. This is a group project so we will be acting as a team and contributing our own input and ideas. We will include various activities for children in classrooms to complete, while learning and having fun. Activities that we will explain and film include: helping children understand the proper way to wear a bunny suit, a brief background on cleanrooms, and the importance of maintaining the cleanliness of a space craft. This project will be shown to LSP management and co-workers; we will be presenting the video once it is completed.

McCarty, Kaley Corinne↗
NASA NTRS2016

Tracking and Establishing Provenance of Earth Science Datasets: A NASA-based Example

Information quality is of paramount importance to science. Accurate, scientifically vetted and statistically meaningful and, ideally, reproducible information engenders scientific trust and research opportunities. Therefore, so-called Highly Influential Scientific Assessments (HISA) such as the U.S. Third National Climate Assessment undergo a very rigorous process to ensure transparency and credibility. As an activity to support the transparency of such reports, the U.S. Global Change Research Program has developed the Global Change Information System (GCIS). Specifically related to the transparency of NCA3, a recent activity was carried out to trace the provenance as completely as possible for all figures in the NCA3 report that predominantly used NASA data. This paper discusses lessons learned from this activity that trace the provenance of NASA figures in a major HISA-class pdf report.

Ramapriyan, Hampapuram K.↗
NASA NTRS1999

Project VISION (Very Intensive Scientific Intercurricular On-Site Education

Project VISION (Very Intensive Scientific Intercurricular On-Site Education) is a joint effort among NASA/John F. Kennedy Space Center, Florida International University, Universidad del Turabo, Miami-Dade County Public Schools and the Caguas/Gurabo Public Schools in Puerto Rico. The project's main mission is to institutionalize change among the elementary and middle school science and math teachers at participating schools so that their students receive continuously enriched instruction in the principles of science and math through the use of hands-on and minds-on experiments called learning modules. These leaming modules incorporate the national science and math education standards provided by the National Committee on Science Education Standards and Assessments and the National Council of Teachers of Mathematics, respectively. The use of learning modules that require hands-on and minds-on activities in a classroom setting garners great enthusiasm and motivation on the part of the target students for the understanding of the lesson's underlying math and science principles. With this enthusiasm and motivation, comes acceptance, attention, participation, discipline, acquiescence, and collaboration. Additionally, the use of hands-on activities may also require learning through a gamut of senses. Not only can the student use his/her eyes and ears during these activities, but most times, they can also use their senses of touch, smell, and taste, as well as intuition. Learning is, therefore, achieved using most or all the human senses. The combination of motivation/enthusiasm and the use of multiple senses creates an ideal environment conducive to leaming at a profound level.

Roig, Gustavo A.↗
NASA NTRS2008

Arizona Geology Trip - February 25-28, 2008

A variety of hardware developers, crew, mission planners, and headquarters personnel traveled to Gila Bend, Arizona, in February 2008 for a CxP Lunar Surface Systems Team geology experience. Participating in this field trip were the CxP Space Suit System (EC5) leads: Thomas (PLSS) and Ross (PGS), who presented the activities and findings learned from being in the field during this KC. As for the design of a new spacesuit system, this allowed the engineers to understand the demands this type of activity will have on NASA's hardware, systems, and planning efforts. The engineers also experienced the methods and tools required for lunar surface activity.

Thomas, Gretchen A.↗
NASA NTRS1994

Taking the initiative: A leadership conference for women in science and engineering

The conference sprang from discussions on the current climate that women face in science, mathematics, engineering, and technology. The conference (and this document) is a beginning, not a culmination, of women's learning leadership skills. Conferees were active, articulate, energetic, and ready to learn leadership qualities, some of which seem universal, others that appear to require skills in specific fields. After the introduction, the workshops and presentations are arranged under vision and direction, barriers, alignment and communication, and motivation and inspiration. Some statistics are presented on women degrees and employment in various fields.

Source record↗
NASA NTRS2000

Hand-Held Sunphotometers for High School Student Construction and Measuring Aerosol Optical Thickness

Science education is taking the teaching of science from a traditional (lecture) approach to a multidimensional sense-making approach which allows teachers to support students by providing exploratory experiences. Using projects is one way of providing students with opportunities to observe and participate in sense-making activity. We created a learning environment that fostered inquiry-based learning. Students were engaged in a variety of Inquiry activities that enabled them to work in cooperative planning teams where respect for each other was encouraged and their ability to grasp, transform and transfer information was enhanced. Summer, 1998: An air pollution workshop was conducted for high school students in the Medgar Evers College/Middle College High School Liberty Partnership Summer Program. Students learned the basics of meteorology: structure and composition of the atmosphere and the processes that cause weather. The highlight of this workshop was the building of hand-held sunphotometers, which measure the intensity of the sunlight striking the Earth. Summer, 1999: high school students conducted a research project which measured the mass and size of ambient particulates and enhanced our ability to observe through land based measurements changes in the optical depth of ambient aerosols over Brooklyn. Students used hand held Sunphotometers to collect data over a two week period and entered it into the NASA GISS database by way of the internet.

Almonor, Linda↗
NASA NTRS2016

Tracking and Establishing Provenance of Earth Science Datasets: A NASA-Based Example

Information quality is of paramount importance to science. Accurate, scientifically vetted and statistically meaningful and, ideally, reproducible information engenders scientific trust and research opportunities. Not surprisingly, federal bodies (e.g., NASA, NOAA, USGS) have very strictly affirmed the importance of information quality in their product requirements. So-called Highly Influential Scientific Assessments (HISA) such as The Third US National Climate Assessment (NCA3) published in 2014 undergo a very rigorous review process to ensure transparency and credibility. To support the transparency of such reports, the U.S. Global Change Research Program (USGCRP) has developed the Global Change Information System (GCIS). A recent activity was performed to trace the provenance as completely as possible for all NCA3 figures that were predominantly based on NASA data. This poster presents the mechanics of that project and the lessons learned from that activity.

Ramapriyan, Hampapuram K.↗
NASA NTRS1981

Learning guide for the terminal configured vehicle advanced guidance and control system mode select panel

This learning guide is designed to assist pilots in taking the PLATO presimulator training course on the advanced guidance and control system mode select panel. The learning guide is divided into five sections. The first section, the introduction, presents the course goals, prerequisites, definition of PLATO activities, and a suggested approach to completing the course. The remaining four sections present the purpose, learning activities and summary of each lesson of the AGCS PLATO course, which consists of (1) AGCS introduction; (2) lower order modes; (3) higher order modes; and (4) an arrival route exercise.

Anderson, M. A.↗
NASA NTRS2018

NASA ACC High Energy Dynamic Impact Methodology and Outcomes

For High Energy Dynamic Impact (HEDI) events, testing to evaluate the structural response of primary aircraft structure for design and certification is both expensive and time consuming. This paper discusses current work seeking to assess, develop, and validate appropriate analytical models that accurately predict physical response, damage, and failure modes for large scale composite structures in HEDI events. Four state-of-the-art Progressive Damage Analysis (PDA) methods were employed for this phased project: LS-DYNA MAT162, LS-DYNA MAT261, Smoothed Particle Galerkin (SPG), and EMU Peridynamics. Multiple material systems were considered, namely T700/5208 textile-infusion triaxial braid, T800/AMD-825 textile-infusion triaxial braid, IM7/8552 uni-directional tape, and SPG 196-PW/8552 plain-weave fabric. Extensive ballistic impact testing was performed to support this activity and measured results were compared to predictive models for assessment using panel delamination, panel displacement, force at the load cells, and threshold velocity as measures. Ultimately, the work under this activity provided significant progress in advancing the state-of-the-art in the use of PDA for HEDI events. Each material model had favorable performance comparing to test in some parameters and needed improvement in others. With the lessons learned from this activity, significant progress was made in the ability to predict panel behavior for a more general case beyond the flat panel in a ballistic impact event. Subsequent Phase II of the NASA ACC HEDI effort will continue to build on the coupon testing, flat panel ballistic impact testing, and analysis performed to-date with application of the PDA methods for intended material selections to test articles with greater complexity of configuration, curvature, and scale. It is not the intention of this paper to present a full set of data, but rather to give an overview of the NASA HEDI effort and show a small representative subset of the test and analysis results.

Hunziker, Kenneth J.↗
NASA NTRSDate not supplied

TPSAS-NF1676L-18153-DND

During this session, NASA scientists and educators will discuss the importance of sky observations to better understand our atmosphere. Through participation in NASA education projects (S?COOL, GLOBE, and MY NASA DATA) K-12 students get practice in being scientists by collecting data and conducting their own inquiry investigations. Workshop participants will engage in hands-on activities showcasing how aerosols can impact the color and clarity of the sky. Teachers will explore NASA satellite imagery and data to predict global patterns of aerosols and observe interactions within Earth atmosphere. The workshop will be structured following the 5E Learning Model. Workshop activities are classroom ready, aligned to the Next Generation Science Standards, and align well with Georgia science standards for Habits of Mind and Nature of Science, as well as the following content standards: S4E3, S4E4, S6E4, S8SR1, S8SR2, S8SR4, SES3, SES5 and SES6.

Sarah Crecelius↗