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This paper describes the issues and challenges related to the design of the rendezvous between the Earth Return Vehicle (ERV) and the Orbiting Sample (OS) for the Mars Sample Return (MSR) mission. In particular, attention will be focused on the strategy for 'optimizing' the intermediate segment of the rendezvous process, during which there are a great number of variables that must be considered and well understood.
The Teacher Enhancement Institute (TEI) at NASA Langley Research Center was developed in response to Executive Order 12821 which mandates national laboratories to 'assist in the mathematics and science education of our Nation's students, teachers, parents, and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science. Such programs, to the maximum extent possible, shall involve partnerships with universities, state and local elementary and secondary school authorities, corporations and community based organizations'. The faculty worked closely with one another and the invited speakers to insure that the sessions supported the objectives. Speakers were informed of the objectives and given guidance concerning form and function for the session. Faculty members monitored sessions to assist speakers and to provide a quality control function. Faculty provided feedback to speakers concerning general objective accomplishment. Participant comments were also provided when applicable. Post TEI surveys asked for specific comments about each TEI session. During the second of the two, two week institutes, daily critiques were provided to the participants for their reflection. This seemed to provide much improved feedback to speakers and faculty because the sessions were fresh in each participant's mind. Between sessions one and two, some changes were made to the program as a result of the formative evaluation process. Those changes, though, were minor in nature and comprised what may be called 'fine tuning' a well conceived and implemented program. After the objectives were written, an assessment instrument was developed to test the accomplishment of the objectives. This instrument was actually two surveys, one given before the TEI and one given after the TEI. In using such a series, it was expected that changes in the participants induced by attendance at TEI may be discovered. Because the institute was limited in time and depth of exposure, attitudinal changes (self-assessment of ability and confidence) were chosen to be surveyed. On the pre-survey, seven general categories of questions were asked. The post-survey repeated three of these categories, providing a pre and post evaluation of the same questions and added a fourth category which asked the participant to self-assess objective accomplishment. The assessment process for TEI was valuable when one looks at the final accomplishments of the TEI. A number of aspects stand out: (1) formative evaluation during project development allowed the goals and objectives to guide the development of the institute; (2) formative evaluation provided positive guidance to presenters in developing and implementing their session; (3) formative evaluation helped presenters to improve or focus their sessions; (4) summative evaluation provided managers a way to gauge the success of the institute; (5) summative evaluation provided a benchmark for future programs to be measured against.
This summer 22 kindergarten through 8th grade teachers attended a 3-week Teacher Enhancement Institute (TEI) at NASA Langley Research Center. TEI is funded by NASA Education Division and is a collaborative effort between NASA Langley's Office of Education and Christopher Newport University. Selected teacher teams were drawn from Langley's 5-state precollege service region, which includes Kentucky, North Carolina, South Carolina, Virginia, and West Virginia. The goal of TEI was for teachers to learn aeronautics and the broad application of science and technology through a problem-based learning (PBL) strategy. PBL is an instructional method using a real world problem, also known as an ill-structured problem, as the context for an in-depth investigation. Most real life problems are ill-structured, as are all the really important social, political and scientific problems. The teachers were immediately immersed in an ill-structured problem to design a communication strategy for the White House Commission on Aviation Safety and Security to educate and disseminate aviation information to the general public. Specifically, the communication strategy was to focus on aeronautics principles, technology and design associated with US general aviation revitalization and aviation safety programs. The presented problem addressed NASA's strategic outcome to widely communicate the content, relevancy and excitement of its missions and discoveries to the general population. Further, the PBL scenario addressed the technological challenges being taken up by NASA to revolutionize air travel and the way in which aircraft are designed, built, and operated. It also addressed getting people and freight safely and efficiently to any location in the world at a reasonable cost. With a "real" need-to-know problem facing them, the teachers set out to gather information and to better understand the problem using inquiry-based and scientific methods. The learning in this aeronautics scenario was driven by the direction taken by participants. With the support of the TEI faculty, the teachers quickly identified NASA Langley researchers that served as consultants to help solve the problem. To achieve their goal, the teacher teams developed lesson plans for elementary and middle school students, wrote a newspaper, published a brochure to educate the general public, constructed games for children of all ages, and produced a video. As a second problem, the TEI participants will design their own aeronautic lesson plan and immerse their 1997-98 school year students in the problem. The problem is for the students "to create a traveling hands-on, minds-on aeronautics museum exhibit created for children by children." As a culminating activity, the Virginia Air and Space Center in Hampton, VA, will set up a special display of the exhibits in the Summer 1998. The TEI faculty will visit each TEI teacher's classroom during the academic school year to observe the implementation of the unit. In addition to the classroom observations, electronic follow-up sessions will be conducted during the school year to support the teachers' efforts in developing their PBL units to integrate technology in math and science instruction. These sessions eill be conducted using the Internet. Teachers will be connected through a chat-line to share ideas, ask questions, and generate solutions.
During this summer, I have been part of a four team effort that planned and executed two two-week Teacher Enhancement Institutes (TEI) for 40 K-8 teachers from this area. The TEI was designed to enhance teachers' background in aeronautics and technology so that they would be better equipped to encourage and to train students in the mathematics, science, and technology fields. The teachers were given a stipend and three graduate credits from Christopher Newport University for their participation in this program. The four ASEE fellows worked together to develop objectives and a schedule of activities for each two-week session based on the program outline given in the grants that were funding this effort. We divided the responsibilities in coordinating and implementing each part of the TEI based on the specific strengths and background of each ASEE fellow. My specific responsibilities were: (1) to develop the course syllabus and generally handle all matters involved with the graduate course; (2) coordinate the follow-up sessions; and (3) design and manage half of the technology sessions that we had scheduled (approximately 30% of the TEI was devoted to technology). Because the first two responsibilities were primarily administrative in nature, I will address only the last. The technology sessions were divided into computer-only and other technologies (e.g., television and digital technology including scanning, digital photography and CD-ROM). I had responsibility for the computer-only technology sessions. The emphasis of these sessions was on use of the Internet specifically to locate and use educational resources. To maximize learning, these sessions were hands-on with two teachers at each computer. Each teacher received instruction in, and actually used, the most popular tools available on the Internet: email (they were given temporary accounts at NASA LaRC), anonymous ftp and archie, gopher and veronica, mosaic, and telnet. Teachers participated in hands-on workshops to learn about these programs, but were also given time during the two-week session to explore on their own and to find resources on the Net that specifically met their needs. In order to ensure that Internet access continues after their return to the classroom, aIl teachers who did not have them also applied for Learning Link accounts (from WHRO, the local public television station) and Virginia Pen accounts (from the Department of Education of Virginia), both of which allow textbased access to Internet. In addition to getting exposure to and practice with Internet tools, teachers were aIso given a hands-on seminar (and also given practice time) on ClarisWorks, an integrated word processing, spreadsheet, database, and paint package. The technology sessions (and TEI as a whole) were enthusiastically received by both new and more experienced teachers as extremely helpful in improving their ability to use technology in developing lesson pIans.
The Teacher Enhancement Institute (TEI), under the direction of the Center Education Programs Officer offered three two-week workshops to 58 elementary and middle school teachers in science, math, and technology using the Problem Based Learning Model. The 1995 program was designed with input from evaluations and recommendations from previous TEI participants and faculty. The TEI focused on Aviation and Aeronautics as the unifying theme. Four specific objectives were developed. After completing the requirements for the TEI, the participants should be able to: (1) Increase their content knowledge, particularly in aeronautics, science, math, and technology; (2) Design and implement lessons that use scientific inquiry through Problem Based Learning; (3) Demonstrate knowledge of instructional technologies, their uses, and applications to curricula; and (4) Disseminate to their school communities the information acquired through the TEI. Thirty percent of the program was devoted to the effective use of computer technology. SpaceLink, the NASA telecomputing service for educators, was the primary tool used in the technology component of the institute. The training focused on the use of SpaceLink and its many educational services, and Internet tools because of its universal, nongraphical link to any computer plafform the participant may use at his or her school or home. All participants were given Educator Accounts to facilitate the use of E-mail, and access to the Internet and the World Wide Web using their SpaceLink accounts. Classroom demonstrations used videotaped guides and handouts to support concepts presented followed by intensive hands-on activities. Each participant was assigned to an individual Power Mac networked workstation and introduced to the state of the art, graphical, Word Wide Web with the Netscape browser. The methodology proved very effective in reaching the program's goals for technology integration by having the participants learn to use the computer as a tool for communication and research rather than teaching the use of any particular software application alone. However, because of the skill level of the majority of the participants, more hands-on computer time is recommended for future Teacher Enhancement Institutes.
The Crew Exploration Vehicle (CEV) translational maneuver Delta-V budget must support both the successful completion of a nominal lunar mission and an "anytime" emergency crew return with the potential for much more demanding orbital maneuvers. This translational Delta-V budget accounts for Earth-based LEO rendezvous with the lunar surface access module (LSAM)/Earth departure stage (EDS) stack, orbit maintenance during the lunar surface stay, an on-orbit plane change to align the CEV orbit for an in-plane LSAM ascent, and the Moon-to-Earth trans-Earth injection (TEI) maneuver sequence as well as post-TEI TCMs. Additionally, the CEV will have to execute TEI maneuver sequences while observing Earth atmospheric entry interface objectives for lunar high-latitude to equatorial sortie missions as well as near-polar sortie and long duration missions. The combination of these objectives places a premium on appropriately designed trajectories both to and from the Moon to accurately size the translational V and associated propellant mass in the CEV reference configuration and to demonstrate the feasibility of anytime Earth return for all lunar missions. This report examines the design of the primary CEV translational maneuvers (or maneuver sequences) including associated mission design philosophy, associated assumptions, and methodology for lunar sortie missions with up to a 7-day surface stay and with global lunar landing site access as well as for long duration (outpost) missions with up to a 210-day surface stay at or near the polar regions. The analyses presented in this report supports the Constellation Program and CEV project requirement for nominal and anytime abort (early return) by providing for minimum wedge angles, lunar orbit maintenance maneuvers, phasing orbit inclination changes, and lunar departure maneuvers for a CEV supporting an LSAM launch and subsequent CEV TEI to Earth return, anytime during the lunar surface stay.
Using a fully analytic initial guess estimate as a first iterate, a targeting procedure that constructs a flyable burn maneuver sequence to transfer a spacecraft from any closed Moon orbit to a desired Earth entry state is developed and implemented. The algorithm is built to support the need for an anytime abort capability for Orion. Based on project requirements, the Orion spacecraft must be able to autonomously calculate the translational maneuver targets for an entire Lunar mission. Translational maneuver target sequences for the Orion spacecraft include Lunar Orbit Insertion (LOI), Trans-Earth Injection (TEI), and Trajectory Correction Maneuvers (TCMs). This onboard capability is generally assumed to be supplemental to redundant ground computation in nominal mission operations and considered as a viable alternative primarily in loss of communications contingencies. Of these maneuvers, the ability to accurately and consistently establish a flyable 3-burn TEI target sequence is especially critical. The TEI is the sole means by which the crew can successfully return from the Moon to a narrowly banded Earth Entry Interface (EI) state. This is made even more critical by the desire for global access on the lunar surface. Currently, the designed propellant load is based on fully optimized TEI solutions for the worst case geometries associated with the accepted range of epochs and landing sites. This presents two challenges for an autonomous algorithm: in addition to being feasible, the targets must include burn sequences that do not exceed the anticipated propellant load.
During the 1980's, a period of intense concern over educational quality in the United States, few indicators of U.S. student achievement garnered the interest of policy makers and pundits as successfully as the results of international testing in mathematics and science. This concern was so great that as a part of the Goals 2000 initiative, President George Bush indicated that 'By the year 2000, U.S. students should be first in the world in mathematics and science.' The Clinton Administration is placing a major emphasis, not only on rigorous academic standards and creating a new system for assessing students' progress, but also including professional development as a major focus. The argument being that teachers need more sustained, intensive training to prepare them to teach to higher standards. Executive order 12821 mandates that national laboratories 'assist in the mathematics and science education of our Nation's students, teachers, parents and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science'. These and other issues led to the development of ideas for a project that addresses the need for excellence in mathematics, science and technology instruction. In response to these initiatives the NASA/LaRC Teacher Enhancement Institute was proposed. The TEI incorporated systemic reform perspectives, enhanced content knowledge for teachers, and teacher preparation. Emphasis was also placed on recruiting those educators who teach in impoverished urban school districts with at-risk student populations who have been traditionally under represented in science, mathematics, technology and engineering. Participants in the Teacher Enhancement Institute were 37 teachers from grades K-8, teaching in Region 2 in the state of Virginia, as well as 2 preservice teachers from Norfolk State University and one teacher from Dublin, Virginia, where a Science/Mathematics model school has been established. Teachers selected for this project represented school systems where income levels are extremely low, and students served tend not to receive innovative instruction in mathematics and science and their use of technology is limited. The Teacher Enhancement Institute contained several features, that when combined, allowed for a unique experience. Some of these features included local teachers, administrators and school board members as presenters, instruction and use of technology every day, tours of select features of the research facility, briefings by NASA/LaRC scientists, engineers and researchers as well as individuals from the Continuous Electron Beam Accelerator Facility (CEBAF). Another unique feature of this program is to have participants convene on three separate occasions throughout the academic year to discuss strategies for information dissemination and implementation results. Teachers' attitudes towards the use of technology, their ability to develop lessons using technology and their ability to develop lessons using information obtained through TEI were assessed using instruments developed by TEI summer faculty members. Data from these instruments were analyzed and reported in a final report submitted to the director of the Office of Education.
This joint U.S. - Russian work aims to establish a methodology for assessing cardiac function in microgravity in association with manipulation of central circulating volume. Russian Braslet-M occlusion cuffs were used to temporarily increase the volume of blood in the lower extremities, which effectively reduces the volume returning to the heart in the central circulation. A novel methodology was tested on the International Space Station (ISS) to assess the volume status of crewmembers by evaluating the responses to application and release of the Braslet-on-occlusion cuffs, as well as to modified Valsalva and Mueller maneuvers. Baseline echocardiographic tissue Doppler imaging (TDI) of the right ventricular free wall with no Braslet applied shows early diastolic E' (16 cm/sec), late diastolic A' (14 cm/sec), and systolic (12 cm/sec) velocities compatible with normal subjects on Earth. TDI of the RV free wall with Braslet applied shows that early diastolic E' decreased by 50% (8 cm/sec), late diastolic A' increased by 45%, and systolic S' remains unchanged. TDI of the RV free wall approximately 8 beats after the Braslet was released shows early diastolic E' (8 cm/sec), late diastolic A' (12 cm/sec), and systolic S' (13 cm/sec) velocities. During this portion of the release, early diastolic E' did not recover to baseline values but late diastolic A' and systolic S' recovered to pre-Braslet values. The pre-systolic cross-sectional area of the internal jugular vein with Braslet off was 1.07 cm(sup 2) and 1.13 cm(sup 2) 10 min after the Braslet was applied. The presystolic cross-sectional area of the common femoral vein with Braslet off was 0.50 cm(sup 2), and was 0.54 cm(sup 2) 10 min after the Braslet was applied. The right ventricular myocardial performance Tei index also was calculated for comparison with typical values found in healthy subjects on Earth. Baseline and Braslet-on values for Tei index were 0.25 and 0.22 respectively. Braslet Tei indices are within normal ranges found in healthy subjects and temporarily become greater than 0.4 during the dynamic Braslet release portion of this study. Tissue Doppler imaging of the right ventricle revealed that the Braslet influenced cardiac preload and that fluid was sequestered in the lower-extremity interstitial and vascular space after only 10 minutes of application. This report demonstrates that Braslet application affects right ventricular physiology in long-duration space flight based on TDI and that this effect is in part due to venous hemodynamics.
The Orion spacecraft will be required to perform a three-burn trans-Earth injection (TEI) maneuver sequence to return to Earth from low lunar orbit. The origin of this approach lies in the Constellation Program requirements for access to any lunar landing site location combined with anytime lunar departure. This paper documents the development of optimized databases used to rapidly model the performance requirements of the TEI three-burn sequence for an extremely large number of mission cases. It also discusses performance results for lunar departures covering a complete 18.6 year lunar nodal cycle as well as general characteristics of the optimized three-burn TEI sequence.
Tissue Doppler (TD) registers movement of a given sample of cardiac tissue throughout the cardiac cycle. TD spectra of the right ventricle (RV) were obtained from a long-duration ISS crewmember as a portion of an ongoing experiment ("Braslet" test objective). To our knowledge, this is the first report of RV TD conducted in space flight, and the data represent reproducibility and fidelity of this application in space and serve as the first "space normal" data set. Methods RV TD was performed by astronaut scientists remotely guided by an ultrasound expert from Mission Control Center, Houston, TX. In four of the subjects, RV TD was acquired from the free wall near the tricuspid annulus in two separate sessions 4 to 7 days apart. A fifth subject had only one session. All digital DICOM frames were exported for off-line analysis. Systolic (S ), early diastolic (E ) and late diastolic (A ) velocities were measured. RV Tei-index was calculated using diastolic and systolic time intervals as a combined measure of myocardial performance. Results and Discussion The mean values from the first 4 subjects (8 sessions) were used as the on-orbit reference data, and subject 5 was considered as a hypothetical patient for comparison (see Table). The greatest difference was in the early diastolic A (31 %) yet the standard deviation (a) for A amongst the reference subjects was 2.25 (mean = 16.02). Of interest is the Tei index, a simple and feasible indicator of overall ventricular function; it was similar amongst all the subjects. The late diastolic A seems to compensate for the variance in E . Normal Tei index for the RV is < 0.3, yet our data show all but one subject consistently above this level, notwithstanding their nominal responses to daily exercise in microgravity. These data remind us that the physiology of RV preload in altered gravity environments is still not completely understood.
The Orion spacecraft orbit GN&C system will be required to perform both ISS servicing missions and Lunar sortie and outpost crew transportation. While certain aspects of these two missions are complementary, the two missions are also distinct in many ways. Common between the missions is a Low Earth Orbit (LEO) rendezvous, one with the ISS And the other with the LSAM/EDS stack prior to trans-lunar insertion. The lunar missions will additionally require Orion to perform orbit maintenance in LLO, perform contingency lunar orbit operations including RPOD with the LSAM, perform the TEI maneuver sequence, and execute the trans-Earth cruise. The NASA-led team developed a reference configuration orbit GN&C system capable of executing all of these activities with the same navigation sensor suite and control effectors while fully meeting the requirements being developed for System Requirements Review in advance of prime contractor selection. This paper will present an overview of the analyses performed to support system trade studies, demonstrate the feasibility of the NASA reference configuration, and validate the Orion system requirements. These analyses include linear covariance techniques, 3-DOF Monte Carlo simulations, 6-DOF Monte Carlo simulations, and analytical evaluations of GN&C systems performed by the NASA-led Orion team to characterize the sensitivities of Orion s various missions and assess the unique challenges of each. The first part of this paper will describe the trade studies that were performed in order to characterize the RPOD system performance for both the ISS and the lunar missions including development of an RPOD operations concept, RPOD trajectories, contingency scenarios, docking mechanism and associated contact conditions, post-contact thrust issues, relative navigation sensors, relative navigation sensor target infrastructure. The paper will also discuss concepts for both manually-piloted and automatically executed scenarios, as well as the remotely-piloted contingency scenario in LLO. The second part of the paper will discuss the analyses performed for lunar and cislunar GN&C performance including the accuracy of the post-insertion lunar orbit, the ability of Orion to hit a particular Earth return entry corridor, attitude control solutions for long-duration surface operations, and autonomous navigation in support of TEI without ground tracking.
The Apollo 16 Mission was the sixteenth in a series of flights using Apollo flight hardware and included the fifth lunar landing of the Apollo Program. The Apollo 16 Mission utilized CSM 113 which was equipped with SPS Engine S/N 66 (Injector S/N 137). The engine configuration and expected performance characteristics are presented. Since previous flight results of the SPS have consistently shown the existence of a negative mixture ratio shift, SPS Engine S/N 66 was reorificed to increase the mixture ratio for this mission. The propellant unbalance for the two major engine firings is compared with the predicted unbalance. Although the unbalance at the end of the TEI burn is significantly different than the predicted unbalance, the propellant mixture ratio was well within limits. The SPS performed six burns during the mission, with a total burn duration of 575.3 seconds. The ignition time, burn duration and velocity gain for each of the six SPS burns are reported.
Organometallic chemical vapor deposition (OM-CVD) growth of InSb and InAs(1-x)Sb(x) has been obtained using triethylindium (TEI), trimethylantimony (TMS), and arsine (AsH3) on (100) GaAs, (100) InSb, and (111)-B InSb substrates. InSb with excellent morphology was achieved on both (100) InSb and (111)-B InSb substrates. The measured electron mobility at 300 K of undoped InSb grown on (100) GaAs semi-insulating substrates was 40,000 sq cm/V-s at a carrier concentration of ND-NA = 2.0 x 10 to the 16th per cu cm. Carrier concentration of ND-NA = 1.2 x 10 to the 15th per cu cm has been measured at 77 K. InAs(1-x)Sb(x) (x = 0.07-0.75) with mirror-like surfaces have been grown on (100) InSb and InAs substrates. This composition range of x between 0.55 and 0.75 (Eg = 0.1 eV) has been successfully achieved for the first time. Solid composition variations as a function of growth temperature and InSb substrate orientations are also discussed.
Parking orbits for a manned Mars mission are examined for ease of access to the Martian moons. Delta V plots for a variety of burns versus elliptical orbit apoapsis are included. A high elliptical orbit (24 hour period, 500 km periapsis, 20 to 30 deg. inclination) minimizes delta V to the Martian moons and Mars orbit insertion (MOI) and trans-Earth injection (TEI) delta Vs.
This paper is a first look at the problems of building a lunar lander to support a small lunar surface base. A series of trade studies was performed to define the lander. The initial trades concerned choosing number of stages, payload mass, parking orbit altitude, and propellant type. Other important trades and issues included plane change capability, propellant loading and maintenance location, and reusability considerations. Given a rough baseline, the systems were then reviewed. A conceptual design was then produced. The process was carried through only one iteration. Many more iterations are needed. A transportation system using reusable, aerobraked orbital transfer vehicles (OTV's) is assumed. These OTV's are assumed to be based and maintained at a low Earth orbit (LEO) space station, optimized for transportation functions. Single- and two-stage OTV stacks are considered. The OTV's make the translunar injection (TLI), lunar orbit insertion (LOI), and trans-Earth injection (TEI) burns, as well as midcourse and perigee raise maneuvers.
The objectives of the Institute were: (a) increase participants' content knowledge about aeronautics, science, mathematics, and technology, (b) model and promote the use of scientific inquiry through problem-based learning, (c) investigate the use of instructional technologies and their applications to curricula, and (d) encourage the dissemination of TEI experiences to colleagues, students, and parents.
If funding is available, and for NASA planning purposes, the Human Mars Mission (HMM) is baselined to take place during the 2011 and 2013/2014 Mars opportunities. Two cargo flights will leave for Mars during the first opportunity, one to Mars orbit and the second to the surface, in preparation for the crew during the following opportunity. Each trans-Mars injection (TMI) stack will consist of a cargo/payload portion (currently coming in at between 65 and 78 mt) and a nuclear thermal propulsion (NTP) stage (currently coming in at between 69 and 77 mt loaded with propellant) for performing the departure ΔVs to get on to the appropriate Mars trajectories. Three 66,700 N thrust NTP engines comprise the TMI stage for each stack and perform a ΔV ranging from 3580 to 3890 m/s as required by the trajectory (with gravity losses and various performance margins added to this for the total TMI ΔV performed). This paper will discuss the current application of this NTP stage to a Human Mars mission, and project what implications a nuclear trans-Earth injection (TEI) stage as well as a bi-modal NTP stage could mean to a human visit to Mars.