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All sources NASA NTRS DOE OSTI

NASA NTRS2011

Teaching the Next Generation of Scientists and Engineers the NASA Design Process

The Integrated Product Team (IPT) program, led by The University of Alabama in Huntsville (UAH), is a multidisciplinary, multi-university, multi-level program whose goal is to provide opportunities for high school and undergraduate scientists and engineers to translate stakeholder needs and requirements into viable engineering design solutions via a distributed multidisciplinary team environment. The current program supports three projects. The core of the program is the two-semester senior design experience where science, engineering, and liberal arts undergraduate students from UAH, the College of Charleston, Southern University at Baton Rouge, and Ecole Suprieure des Techniques Aronautiques et de Construction Automobile (ESTACA) in Paris, France form multidisciplinary competitive teams to develop system concepts of interest to the local aerospace community. External review boards form to provide guidance and feedback throughout the semester and to ultimately choose a winner from the competing teams. The other two projects, the Innovative Student Project for the Increased Recruitment of Engineering and Science Students (InSPIRESS) Level I and Level II focus exclusively on high school students. InSPIRESS Level I allows high schools to develop a payload to be accommodated on the system being developed by senior design experience teams. InSPIRESS Level II provides local high school students first-hand experience in the senior design experience by allowing them to develop a subsystem or component of the UAH-led system over the two semesters. This program provides a model for NASA centers to engage the local community to become more involved in design projects.

Caruso, Pamela W.↗

NASA NTRS2012

NASA GSFC Opportunities for STEM Professionals Using the Vantage Point of Space

NASA has a variety of learning opportunities for STEM professionals. Three opportunities at GSFC are examined in this chapter: 1) standard summer research and development internship for undergraduates, 2) senior internship for undergraduate and graduate students and 3) a workshop series for informal learning center professionals. We describe these programs, examine their evolution with respect to most effective education practices and their assessment and evaluation, and identify the similarities and differences between them. The internship programs highlight authentic project-based research and development experiences with the senior internship providing a richer, deeper, and more demanding experience that has greater professional value. The workshops for informal learning center professionals on-the-other hand, focus on building knowledge of GSFC s science and engineering strengths among these professionals, and on building enduring partnerships between individuals (participants and GSFC scientist, engineers and educators) and between organizations (GSFC and the informal learning center). Finally, we examine the characteristics of these programs from a design and management perspective. Through this examination we identify a general structure that provides insight into more effective design and management of similar education programs.

Meeson, Blanche W.↗

NASA NTRS2007

Educational Experiences of Embry-Riddle Students through NASA Research Collaboration

NASA's educational programs benefit students while increasing the overall productivity of the organization. The NASA Graduate Student Research Program (GSRP) awards fellowships for graduate study leading to both masters and doctoral degrees in several technical fields, while the Cooperative Education program allows undergraduate and graduate students the chance to gain work experience in the field. The Mission Analysis Branch of the Expendable Launch Vehicles Division at NASA Kennedy Space Center has utilized these two programs with students from Embry-Riddle Aeronautical University to conduct research in modeling and developing a parameter estimation method for spacecraft fuel slosh using simple pendulum analogs. Simple pendulum models are used to understand complicated spacecraft fuel slosh behavior. A robust parameter estimation process will help to identiFy the parameters that will predict the response fairly accurately during the initial stages of design. NASA's Cooperative Education Program trains the next wave of new hires while allowing graduate and undergraduate college students to gain valuable "real-world" work experience. It gives NASA a no risk capability to evaluate the true performance of a prospective new hire without relying solely on a paper resume, while providing the students with a greater hiring potential upon graduation, at NASA or elsewhere. In addition, graduate students serve as mentors for undergrad students and provide a unique learning environment. Providing students with a unique opportunity to work on "real-world" aerospace problems ultimately reinforces their problem solving abilities and their communication skills (in terms of interviewing, resume writing, technical writing, presentation, and peer review) that are vital for the workforce to succeed.

Schlee, Keith↗

NASA NTRS2016

Developing the Next Generation of Science Data System Engineers

At Goddard, engineers and scientists with a range of experience in science data systems are needed to employ new technologies and develop advances in capabilities for supporting new Earth and Space science research. Engineers with extensive experience in science data, software engineering and computer-information architectures are needed to lead and perform these activities. The increasing types and complexity of instrument data and emerging computer technologies coupled with the current shortage of computer engineers with backgrounds in science has led the need to develop a career path for science data systems engineers and architects.The current career path, in which undergraduate students studying various disciplines such as Computer Engineering or Physical Scientist, generally begins with serving on a development team in any of the disciplines where they can work in depth on existing Goddard data systems or serve with a specific NASA science team. There they begin to understand the data, infuse technologies, and begin to know the architectures of science data systems. From here the typical career involves peermentoring, on-the-job training or graduate level studies in analytics, computational science and applied science and mathematics. At the most senior level, engineers become subject matter experts and system architect experts, leading discipline-specific data centers and large software development projects. They are recognized as a subject matter expert in a science domain, they have project management expertise, lead standards efforts and lead international projects. A long career development remains necessary not only because of the breadth of knowledge required across physical sciences and engineering disciplines, but also because of the diversity of instrument data being developed today both by NASA and international partner agencies and because multidiscipline science and practitioner communities expect to have access to all types of observational data.This paper describes an approach to defining career-path guidance for college-bound high school and undergraduate engineering students, junior and senior engineers from various disciplines.

Next Generation of Science↗

NASA NTRS2019

Evaluation of Ionic Liquids for Closed Air Revitalization

This document is the final report resulting from the work conducted by undergraduate students at the University of South Alabama during the 2018/2019 academic year and was prepared by the undergraduate students. As NASA pushes the boundaries further into space, the current technologies within the various life support systems must be improved upon. One such improvement is needed to the current air revitalization systems, specifically sorbents that can capture CO2 more effectively from enclosed habitats. Ionic liquids (ILs) have been considered as absorbents for flue gas, but little research has been done to test the ability of ILs at ambient pressures and relatively low concentration of CO2. The experiment outlined below utilizes the task-specific ionic liquid, tetramethylammonium taurinate (TMN), in a commercial off the shelf absorption system to capture CO2. The CO2 stream is combined with nitrogen to produce an inlet gas concentration relevant to close air revitalization applications. At an inlet gas flow with a CO2 partial pressure of 3.8 torr the system was capable of removing just under 97% of the inlet CO2. The concentration of CO2 in the outlet stream, partial pressure 0.16 torr, was less than that of atmospheric air. The duty required to separate the absorbed gas from the ionic liquid as well to cool the ionic liquid to be reintroduced to the column were acquired utilizing laboratory cooling/heating baths. These results show that TMN may be an efficient candidate for consideration in closed air revitalization.

Duck, Gerald↗

NASA NTRS2020

Recover Gas from Liquids in Low Gravity

This document is the final report resulting from the work conducted by undergraduate students at the University of South Alabama during the 2019/2020 academic year. Currently, on the International Space Station a solid adsorbent material is used to remove CO 2 from cabin air; however, liquid absorbent/reactive based systems are appealing because they may offer greater CO 2 capture efficiency. When liquids are used to capture CO 2 a regeneration step is required to release the CO 2 from the fluid for subsequent processing. During regeneration aerosolized droplets of water and liquid amines are produced creating a 2-phase fluid stream. Because the CO 2 stream is to be sent to a Sabatier reactor for conversion into methane, the droplets of the water and amines must be removed, necessitating the need for a vapor/liquid separation process in a microgravity environment. This class was tasked with designing a system to separate the aerosolized droplets from the gas stream. An ionic liquid was assumed to be the amine based absorber fluid that was used to capture the CO 2 , which is a key assumption because the ionic liquid has vanishingly low vapor pressure. The lack of volatility of the ionic liquid eliminates the need to manage an aerosolized amine resulting in only an aerosolized water air separation. To solve this challenge an undergraduate class used systems engineering to design and construct a hydrophobic screen separation apparatus for a 2-phase, vapor/liquid flow. The apparatus was constructed, but initial testing was not possible due to the closure of the University labs due to the corona-virus pandemic.

T Grant Glover↗

NASA NTRSDate not supplied

AstroAmpSeq: Microbial Bioinformatics Education with NASA GeneLab’s Amplicon Pipeline

The prevalence and importance of large sequencing datasets in microbiology has led to a movement to share microbial ecology experimental data through open-access databases. This is particularly true of experiments that are difficult to replicate, such as those conducted in the spaceflight environment and shared via NASA GeneLab. It is now possible and indeed valuable for students to access and re-analyze these shared datasets for educational and research purposes. To provide students with experience utilizing microbial bioinformatics tools, GeneLab for Colleges and Universities (GL4U) has designed AstroAmpSeq, a week-long, virtually implemented project-based learning (PBL) minicourse to instruct undergraduate students on 16S amplicon sequencing. AstroAmpSeq was created to be accessible to students without prior bioinformatics or microbial ecology experience. During the minicourse students work in teams to process, analyze, and visualize a subsample of GeneLab dataset GLDS-280 using GeneLab’s standard amplicon processing pipeline, which is based in R. Students develop a hypothesis related to the dataset then generate and analyze figures to evaluate their hypothesis. Formative assessment of student learning is determined via pre- and post-evaluations, peer feedback, and self-reflection. Project and presentation rubrics serve as a summative assessment of student learning. GL4U AstroAmpSeq not only meets American Society for Microbiology Curriculum Guidelines, but also incites student interest in research by an inquiry-based approach and can be made part of a larger semester-long curriculum. GL4U AstroAmpSeq raises awareness of space microbiology and bioinformatics as a field and career path among undergraduates. Further, by using a GeneLab dataset and nesting microbiology techniques into the real-world application of space biology, AstroAmpSeq enforces deeper and longer-lasting student learning.

microbiology↗

NASA NTRSDate not supplied

NASA’s Student Airborne Science Activation for Minority Serving Institutions: Inaugural Program, Educational Outcomes, and Lessons Learned

The NASA Student Airborne Science Activation (SaSa) for Minority Serving Institutions (MSIs) held its inaugural summer research program for early career undergraduates interested in the Geosciences. SaSa is a NASA Science Activation funded 8-week summer internship program. Twenty-four first- and second-year undergraduates from MSIs across the U.S. participated in the summer program - June 6 to July 29, 2022. Students had the opportunity to gain hands-on research experience in all components of an airborne science campaign including flying on-board a NASA research aircraft to collect atmospheric measurements. Students conducted independent research projects related to the atmosphere, ocean, and geosciences that feed into NASA’s broader Earth Science Division’s and Decadal Survey goals using air quality, meteorological, and oceanic measurements from surface, airborne, and satellite-based observations. The program split its time between partner institution, University of Maryland Baltimore County and NASA’s Wallops Flight Facility in Wallops Island, Virginia. Students also made site visits at partner institutions, including: Hampton University, University of Maryland Eastern Shore, Morgan State University, Howard University, and Coppin State University and attended lectures from visiting faculty and NASA Subject Matter Experts. Students were guided on their research projects by near-peer graduate mentors, SaSa program leadership, co-Is at partner institutions, and NASA scientists to address two major research themes: 1) how human-caused air pollution has human and environmental implications, and 2) how large-scale meteorological factors influence local weather conditions. Students sorted into research groups, based on sub-discipline areas in the Geosciences, including: “Clouds, Aerosols and Radiation”, “Meteorology and Planetary Boundary Layer”, “Air Quality: Particle Pollution and Trace Gases”, and “Air-Water-Land Interface”. Their research was presented as 3-minute lightning talks and in-person poster presentations at a close-out event at NASA Goddard Space Flight Center in Greenbelt, Maryland. The students’ inter- and trans-disciplinary research experiences centered in the use of multiple ground, airborne, and satellite remote sensing NASA Earth Science Division assets. Providing a unique experience aligned to recognize the societal benefits that NASA contributes in the areas of resource management, air quality monitoring and policy decisions, energy and weather predictions, and research on the Earth’s climate. The SaSa program aims to increase the number of students from MSIs that identify as underrepresented or underserved individuals in the Geosciences discipline, Earth System Science graduate programs, and the NASA workforce. A summary of the summer research program, educational, scientific, and programmatic outcomes, as well as lessons learned will be presented.

NASA↗

NASA NTRS2023

Closed Environment Air Revitalization System Based on Metal Organic Framework Adsorbents

This project utilized a systems engineering methodology to develop a vacuum swing adsorption system with full Labview automated control. The project was successful and provided students with an introduction to systems engineering and air revitalization. Specifically, two stainless steel adsorption beds were custom designed and manufactured and a sequence of computer controlled valves were used to deliver CO 2 laden, humid air, to the adsorbent where the CO 2 was removed from the air stream. Runs were completed using 13X zeolite and bed timing and switching was controlled by the computer based on the data output of a CO 2 detector. Adsorption runs using the MOF have not been completed upon the writing of this report; however, the MOF material is currently being synthesized and the runs will be completed upon receipt of the material. A follow up meeting with NASA has been tentatively planned to discuss the output of these experiments. Consistent with systems engineering practice, an end of project assessment of the class was conducted with the students and several items were realized. Specifically, the short period of performance of this grant makes it necessary to maintain a narrowly focused scope on the project such that multiple experiments after systems development (T&E) need to be limited to ensure timely completion of the proposed tasks. Also, procurement of parts may need to be moved forward in time to allow for delivery delays, and it may be necessary to request SDR, PDR, and CDR dates from NASA that are ahead of the NASA anticipated schedule. These types of lessons provided valuable to both the PI and the students and ultimately illustrate the necessity of proper systems engineering schedule risk assessment. The class met the objectives of the project and provided an introduction to systems engineering to undergraduate students. As a metric of that success, the lead engineer of the undergraduate design team acquired a job with an aerospace defense contractor, which he attributed to his knowledge of systems engineering concepts that were acquired via the X-Hab class.

T. Grant Glover↗

NASA NTRS2023

Designing Learning Experiences With A Low-Cost Robotic Arm

Robots have gained immense popularity in Hollywood and growth globally in both industrial manufacturing and non-manufacturing environments and applications such as healthcare, service sector, and space exploration. To date, there are several examples of simple and low-cost educational robotic platforms and commercially available platforms (e.g., Lego Mindstorms, VEX Robotics) for incorporation into existing curriculum. However, most low-cost examples require access to rapid-prototyping tools, such as 3D printers to manufacture the structure of the robot, while commercially available platforms are relatively expensive (> $1,000). Although the low-cost, open-source examples provide increased access, these examples require design and manufacturing tasks that would be considered outside the learning objectives of an upper-level robotics course and are better suited for other introductory courses. Thus, we asked, how can a robotic platform be incorporated into existing robotics curriculum to enhance students' learning experiences? To explore this research question, we introduce a low-cost (<$200), untethered, and transportable robotic platform that is easy to assemble using off-the-shelf components. This kit can be powered from a laptop computer and does not rely on access to rapid-prototyping tools such as 3D printers or laser cutters, making this a more accessible option in undergraduate engineering courses. Specifically, we aimed to investigate the design of experiential learning experiences for the mathematical modeling of the forward and inverse kinematics of a serial robotic arm that complements existing robotics curriculum. The experiential learning experience focuses on traditional written answer, simulation in MATLAB, and finally implementation on a robotic platform. Few studies examined this accessible option when evaluating experiential learning experiences that complement existing robotics curricula. To assess the impact of this robotic arm kit in an undergraduate course, we implemented an educational intervention that allowed us insight into student perceptions, takeaways on the course and activities involving the robotic arm, and the impact of the course on their career outlook when comparing activities that involved use of the robotic arm and those that did not. Details on the design, development and implementation of the learning activities is provided. Both quantitative and qualitative data were collected and analyzed. The results presented in this paper discuss students finding the learning activities on the robotic arms more helpful than those without, and that students found high value in the hands-on experiences and real-world scenarios offered by the activities using the robotic arm. Challenges to implementation of the robotic arms are discussed, including students’ prior knowledge of using robotic arms.

Eric J. Markvicka↗

DOE OSTI2022

Transforming U.S. Particle Physics Education: A Snowmass 2021 Study

The pursuit of knowledge in particle physics requires constant learning. As new tools become available, new theories are developed, and physicists search for new answers with ever-evolving methods. However, it is the case that formal educational systems serve as the primary training grounds for particle physicists. Graduate school (and undergraduate school to a lesser extent) is where researchers learn most of the technical skills required for research, develop scientific problem-solving abilities, learn how to establish themselves in their field, and begin developing their career. It is unfortunate, then, that the skills gained by physicists during their formal education are often mismatched with the skills actually required for a successful career in physics. We performed a survey of the U.S. particle physics community to determine the missing elements of graduate and undergraduate education and to gauge how to bridge these gaps. In this contributed paper, part of the 2021-22 Snowmass Community Planning Exercise, we report the results of this survey. We also recommend several specific community actions to improve the quality of particle physics education; the "community" here refers to physics departments, national labs, professional societies, funding agencies, and individual physicists.

Bitter, O.↗

DOE OSTI2024

40th Eastern Regional Photosynthesis Conference

Photosynthesis has shaped global biochemistry and geochemistry in its production of almost all atmospheric oxygen, and almost every electron that supports the processes of life on Earth was extracted from water by the light-dependent reactions, many of which were then used to fix carbon in the dark reactions. To humans, that fixed carbon is the originator of all fossil fuels and a critical step in conversion of solar photons to human-usable energy. The Eastern Regional Photosynthesis Conference (ERPC) serves as a forum for advancement of science in this field. As a regional-level conference, it specializes in providing developmental opportunities for early-career researchers from undergraduates to pre-tenure professors, as well as broadening the field in terms of participating scholars and research approaches to produce new interdisciplinary collaborations. Funding from the Department of Energy is used to mitigate registration and attendance costs for junior (non-PI) researchers. The ERPC is one of the three regional conferences in the field of photosynthesis research in the United States, alongside the Western Photosynthesis Conference (currently in California) and the Midwestern Photosynthesis Conference (Turkey Run, Indiana). A longstanding incubator for scientific discourse, discovery, and collaborations, this conference has spawned many collaborations which led to Department of Energy-funded projects and brought two full generations of scientists into the field. In 2023 the landmark 40th such conference was held at the Woods Hole Marine Biological Laboratory in Massachusetts. The conference was held April 14th-16th, 2023. The majority of the total attendees are traditionally undergraduates, graduate students, and postdoctoral researchers, whose scientific development greatly benefits from conferences like these. Almost all talks besides the ones given by invited speakers were given by young scientists who benefited from this award. Many posters presented at this conference were also the work of junior scientists. This conference is many young scientists' first exposure to the photosynthesis research community and its primary goal is to provide a positive atmosphere for those attendees, as exemplified by the three poster sessions and dedicated interactions between senior and junior scientists. Additionally, this was the first year of a successful equitable outreach and speaker recruitment plan to provide fair representation at the conference in line with Department of Energy policies and mission. The central focus of the ERPC is the understanding of energy flow from photons to usable chemical products in both natural and artificial photosynthesis. We support the DOE-BES aim of understanding of the biochemical/biophysical processes of photosynthesis to inform new technology development and field applications. This year’s theme, “Photosynthesis Across Scales,” reflected the scope of work being done from the individual exciton to the crop scale. This research encompasses applied biology, chemistry, physics, and materials engineering. The aim of this conference is to present new discoveries, techniques, and questions which can be sourced from any of these disciplines and provide an audience which is broadly qualified to use or respond to these developments.

08 HYDROGEN↗

DOE OSTI2021

Connecting research and teaching introductory cell and molecular biology using an Arabidopsis mutant screen

A complex research project was translated into a Course-based Undergraduate Research Experience (CURE), which was implemented in sections of an introductory Cell and Molecular Biology laboratory course. The research laboratory generated an engineered plant line producing a growth-inhibiting, lipid-derived plant hormone and mutagenized this line. Students in the CURE cultured the mutagenized plant population and selected and characterized suppressor mutants. They learned to observe phenotypes related to the biosynthesis and perception of the plant hormone and explored the genetic and biochemical basis of these phenotypes. As the students studied the relevant genetic, molecular and biochemical concepts during this CURE, they were able to translate this knowledge into practice and develop scientific arguments. This CURE was a successful collaboration between the teaching lab and the research lab. It benefited both parties as the students had a real-life, deep learning experience in scientific methodology, while the research lab gathered data and materials for further studies

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗

DOE OSTI2023

Ultrafast Laser Pulse Generation by Mode Locking: MATLAB-Based Demonstrations

Ultrafast laser spectroscopy is a valuable and increasingly accessible technique for studies of rapid chemical reactions. Critical to ultrafast spectroscopy is the concept of mode locking, a technique that enables a fixed phase relationship between laser modes, resulting in laser pulses with very short duration (in the fs or ps range). Despite the increasing importance of ultrafast lasers in chemistry, the introduction of key concepts behind their operation into the undergraduate and graduate chemistry coursework has been limited. To help the incorporation of these topics into chemistry courses, we report here a hands-on activity that helps students develop an intuitive understanding of the factors that impact electromagnetic wave evolution in optical cavities and the process of mode locking. We first provide the theoretical background by introducing cavity modes and contrasting them with well-known propagating electromagnetic waves. We then explore what happens when modes are added and how the relative phase between the modes affects their behavior. In the second section of this report, three teaching modules are provided, along with associated MATLAB codes and animated images, that can be used in the classroom to introduce concepts of cavity modes and mode locking. These teaching modules start by contrasting propagating electromagnetic waves with cavity modes and then illustrate what happens when multiple modes are present in the cavity and how the relative phase between the modes affects the overall electromagnetic field in the cavity.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗

DOE OSTI2023

Practical Guide to Chemometric Analysis of Optical Spectroscopic Data

The methodology and mathematical treatment of several classic multivariate methods for the analysis of spectroscopic data is demonstrated in a straightforward way that can be used as a basis for teaching an undergraduate introductory course on chemometric analysis. The multivariate techniques of classical least squares (CLS), principal component regression (PCR), and partial least squares (PLS), as well as the univariate Beer’s law method have been described and compared, building students’ understanding by starting with the univariate method and progressing step by step into the multivariate methods. Equations for the production of regression vectors from training set spectral data is described and their use demonstrated for the prediction of constituent concentrations on a separate validation set of spectra. Extreme care is taken to ensure consistency in variable formatting of data matrices. This provides a key foundation to understanding how spectral data are manipulated using these different mathematical approaches for building quantitative regression models. Each method is applied to a real-world data set, and the results are discussed to show students the types of information that can be gleaned from each method. A training set comprised of 20 infrared absorbance spectra containing 3 constituents (benzene, polystyrene, and gasoline) of known composition are used to demonstrate the matrix operations for each regression method. A separate set of 12 real-world napalm samples (containing benzene, polystyrene and gasoline) are used as a validation set to demonstrate the ability to utilize the regression models on an unknown dataset. A toolbox (PNNL Chemometric Toolbox) written in MATLAB language is supplied in the Supplemental Information file and can be used as a companion for understanding the development and deployment of the chemometric algorithms described in this paper. The datasets of the infrared spectra are also supplied, allowing users to build and inspect the chemometric models on their own. Finally, the Toolbox includes scripts to assist users in loading their own datasets into MATLAB and performing CLS, PCR, and PLS on their data.

Upper-Division Undergraduate, Analytical Chemistry↗

DOE OSTI2024

Teaching Nonradiative Transitions with MATLAB and Python

Nonradiative transitions are changes in energy states of atoms, ions, or molecules that do not involve the emission or absorption of photons. Despite their importance in understanding luminescent properties and photochemical reaction mechanisms, nonradiative transitions are rarely given more than a qualitative overview in undergraduate and even graduate physical chemistry curricula. To supplement the coverage of nonradiative transition topics, we provide here a set of active learning exercises to help students develop an intuitive understanding of the factors that determine the rate of nonradiative transitions. Here, we start by outlining the theoretical background through the formulations of the Franck–Condon factor and its relation to the rate of nonradiative transition. We then introduce three teaching modules, with associated MATLAB and Python codes, to explore how (1) the excited state nuclear displacement, (2) the electronic energy gap between excited and ground state and (3) the excited/ground state vibrational mode frequencies affect the magnitude of the Franck–Condon factor and thereby the rate of nonradiative transitions. The wave function overlap plots that accompany all teaching modules provide direct visualization of the effect of input parameters on the magnitude of Franck–Condon overlap integral.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗

DOE OSTI2024

In the Mix : A Workshop Merging Computational Chemistry and Electrochemistry Alongside Data Science

As chemistry expands to more complex and interdisciplinary areas, a new generation of diverse researchers must engage with science and learn effective cross-disciplinary collaboration and communication. To these ends, we designed and implemented In the Mix, a graduate student-led, two-day workshop for undergraduate students promoting collaborative science in the context of energy storage innovations. Here, the interactive workshop was designed for future and emerging researchers to gain hands-on experience with data science, computational chemistry, and electrochemistry techniques that are critical for developing materials for battery technologies. Participants also visited commercial renewable energy facilities to help them connect discovery-based research with industry and broader societal considerations. The workshop content and structure ensured that participants experienced the interrelatedness of the fields and understood the importance of collaborative research to yield scientific advances with real-world applications. An external team evaluated the workshop and participants’ perceptions of their experiences. While our research context was energy storage, the workshop goals and outcomes are applicable to other contexts. Interdisciplinary, experiential workshops are a key avenue to broadening participation in science and research, and the ideas presented here can be readily modified for other scientific contexts and/or incorporated as broader impact activities.

25 ENERGY STORAGE↗

DOE OSTI2026

Shining Light on Halide Perovskites: Teaching Analytical Chemistry Using Flexible, Inquiry-Based Experiments

Two-dimensional (2D) metal halide perovskites are promising next generation semiconducting materials at the forefront of research in solar cells, LEDs, and other devices. Here, we report on an undergraduate intermediate analytical chemistry laboratory experience where students were taught fundamental chemistry concepts, including solubility, complexation, spectroscopy, and microscopy, through the introduction and study of 2D halide perovskite materials. Students explore multiple facets of perovskite synthesis, structure, and properties through a modular set of experiments that students used to form a holistic picture of this material. Importantly, this inquiry-based lab supports students through a guided research process, and students report high interest and learning gains from an end of the semester survey. We further discuss ways to adapt this lab to course, student, equipment, and budget needs. Overall, this laboratory experience teaches and applies the fundamental concepts and tools of analytical chemistry to the contemporary materials research field.

Analytical Chemistry↗