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All sourcesNASA NTRSDOE OSTI
NASA NTRSDate not supplied

Increasing accessibility to deep learning-based analytics for space biology: pretrained models, transfer learning, and analytics platform development

Biological systems react in complex ways to the stressors of spaceflight, and the data capturing these relationships is concomitantly high-dimensional and complex. Deep learning and machine learning approaches are increasingly popular as an analytical approach for space biosciences, due to their ability to model complex relationships in complex data. However, such approaches often require large datasets and extensive computational resources. New approaches that minimize data sizes and computational power needed to leverage machine learning, and resources that make these approaches accessible, are needed to increase accessibility and adoption of machine learning in the space biosciences. Transfer learning, in which a pretrained model of broad utility is trained on a large dataset, and subsequently reused on downstream applications for which data is more limited, is one approach to minimizing data and computational intensity of deep learning applications. This transfer learning approach results in more performant models in high-dimensional, low-sample-size settings such as space biology, as compared to training models on limited data from scratch. This presentation will outline efforts to generate pretrained models for the space biology community, and highlight transfer learning applications modeling microbial antibiotic resistance during spaceflight. Finally, in order to increase accessibility of these models and tools, as well as others, for the broader space biology community, we present a modeling and analysis platform facilitating machine learning applications in space biology. This platform streamlines machine learning training and analysis in a notebook format, facilitates download and use of space biology data from the NASA GeneLab database, and can be utilized on NASA-hosted servers or downloaded and hosted locally. This effort, as part of the AI4LS (Artificial Intelligence for Life in Space) working group, will increase accessibility, feasibility, and performance of machine learning approaches for the space biology community.

Adrienne Hoarfrost↗
NASA NTRS2005

Learning from the Mars Rover Mission: Scientific Discovery, Learning and Memory

Purpose: Knowledge management for space exploration is part of a multi-generational effort. Each mission builds on knowledge from prior missions, and learning is the first step in knowledge production. This paper uses the Mars Exploration Rover mission as a site to explore this process. Approach: Observational study and analysis of the work of the MER science and engineering team during rover operations, to investigate how learning occurs, how it is recorded, and how these representations might be made available for subsequent missions. Findings: Learning occurred in many areas: planning science strategy, using instrumen?s within the constraints of the martian environment, the Deep Space Network, and the mission requirements; using software tools effectively; and running two teams on Mars time for three months. This learning is preserved in many ways. Primarily it resides in individual s memories. It is also encoded in stories, procedures, programming sequences, published reports, and lessons learned databases. Research implications: Shows the earliest stages of knowledge creation in a scientific mission, and demonstrates that knowledge management must begin with an understanding of knowledge creation. Practical implications: Shows that studying learning and knowledge creation suggests proactive ways to capture and use knowledge across multiple missions and generations. Value: This paper provides a unique analysis of the learning process of a scientific space mission, relevant for knowledge management researchers and designers, as well as demonstrating in detail how new learning occurs in a learning organization.

Linde, Charlotte↗
NASA NTRS1996

Fuzzy Q-Learning for Generalization of Reinforcement Learning

Fuzzy Q-Learning, introduced earlier by the author, is an extension of Q-Learning into fuzzy environments. GARIC is a methodology for fuzzy reinforcement learning. In this paper, we introduce GARIC-Q, a new method for doing incremental Dynamic Programming using a society of intelligent agents which are controlled at the top level by Fuzzy Q-Learning and at the local level, each agent learns and operates based on GARIC. GARIC-Q improves the speed and applicability of Fuzzy Q-Learning through generalization of input space by using fuzzy rules and bridges the gap between Q-Learning and rule based intelligent systems.

Berenji, Hamid R.↗
NASA NTRS2003

Perspectives on Advanced Learning Technologies and Learning Networks and Future Aerospace Workforce Environments

An overview of the advanced learning technologies is given in this presentation along with a brief description of their impact on future aerospace workforce development. The presentation is divided into five parts (see Figure 1). In the first part, a brief historical account of the evolution of learning technologies is given. The second part describes the current learning activities. The third part describes some of the future aerospace systems, as examples of high-tech engineering systems, and lists their enabling technologies. The fourth part focuses on future aerospace research, learning and design environments. The fifth part lists the objectives of the workshop and some of the sources of information on learning technologies and learning networks.

Noor, Ahmed K.↗
NASA NTRS1998

Distance Learning With NASA Lewis Research Center's Learning Technologies Project

The NASA Lewis Research Center's Learning Technologies Project (LTP) has responded to requests from local school district technology coordinators to provide content for videoconferencing workshops. Over the past year we have offered three teacher professional development workshops that showcase NASA Lewis-developed educational products and NASA educational Internet sites. In order to determine the direction of our involvement with distance learning, the LTP staff conducted a survey of 500 U.S. schools. We received responses from 72 schools that either currently use distance learning or will be using distance learning in 98-99 school year. The results of the survey are summarized in the article. In addition, the article provides information on distance learners, distance learning technologies, and the NASA Lewis LTP videoconferencing workshops. The LTP staff will continue to offer teacher development workshops through videoconferencing during the 98-99 school year. We hope to add workshops on new educational products as they are developed at NASA Lewis.

Petersen, Ruth↗
NASA NTRS2011

Constellation Program Lessons Learned: Detailed Lessons Learned - Volume 2

These lessons learned are part of a suite of hardware, software, test results, designs, knowledge base, and documentation that comprises the legacy of the Constellation Program. The context, summary information, and lessons learned are presented in a factual format, as known and described at the time. While our opinions might be discernable in the context, we have avoided all but factually sustainable statements. Statements should not be viewed as being either positive or negative; their value lies in what we did and what we learned that is worthy of passing on. The lessons include both "dos" and "don ts." In many cases, one person s "do" can be viewed as another person s "don t"; therefore, we have attempted to capture both perspectives when applicable and useful. While Volume I summarizes the views of those who managed the program, this Volume II encompasses the views at the working level, describing how the program challenges manifested in day-to-day activities. Here we see themes that were perhaps hinted at, but not completely addressed, in Volume I: unintended consequences of policies that worked well at higher levels but lacked proper implementation at the working level; long-term effects of the "generation gap" in human space flight development, the need to demonstrate early successes at the expense of thorough planning, and the consequences of problems and challenges not yet addressed because other problems and challenges were more immediate or manifest. Not all lessons learned have the benefit of being operationally vetted, since the program was cancelled shortly after Preliminary Design Review. We avoid making statements about operational consequences (with the exception of testing and test flights that did occur), but we do attempt to provide insight into how operational thinking influenced design and testing. The lessons have been formatted with a description, along with supporting information, a succinct statement of the lesson learned, and recommendations for future programs and projects that may be placed in similar circumstances.

Jennifer Rhatigan↗
NASA NTRS2003

Advanced Learning Technologies and Learning Networks and Their Impact on Future Aerospace Workforce

This document contains the proceedings of the training workshop on Advanced Learning Technologies and Learning Networks and their impact on Future Aerospace Workforce. The workshop was held at the Peninsula Workforce Development Center, Hampton, Virginia, April 2 3, 2003. The workshop was jointly sponsored by Old Dominion University and NASA. Workshop attendees came from NASA, other government agencies, industry, and universities. The objectives of the workshop were to: 1) provide broad overviews of the diverse activities related to advanced learning technologies and learning environments, and 2) identify future directions for research that have high potential for aerospace workforce development. Eighteen half-hour overviewtype presentations were made at the workshop.

Noor, Ahmed K.↗
NASA NTRS2003

Learning Without Boundaries: A NASA - National Guard Bureau Distance Learning Partnership

With a variety of high-quality live interactive educational programs originating at the Johnson Space Center in Houston, Texas and other space and research centers, the US space agency NASA (National Aeronautics and Space Administration) has a proud track record of connecting with students throughout the world and stimulating their creativity and collaborative skills by teaching them underlying scientific and technological underpinnings of space exploration. However, NASA desires to expand its outreach capability for this type of interactive instruction. In early 2002, NASA and the National Guard Bureau -- using the Guard's nationwide system of state-ofthe-art classrooms and high bandwidth network -- began a collaboration to extend the reach of NASA content and educational programs to more of America's young people. Already, hundreds of elementary, middle, and high school students have visited Guard e-Learning facilities and participated in interactive NASA learning events. Topics have included experimental flight, satellite imagery-interpretation, and Mars exploration. Through this partnership, NASA and the National Guard are enabling local school systems throughout the United States (and, increasingly, the world) to use the excitement of space flight to encourage their students to become passionate about the possibility of one day serving as scientists, mathematicians, technologists, and engineers. At the 54th International Astronautical Conference MAJ Stephan Picard, the guiding visionary behind the Guard's partnership with NASA, and Chris Chilelli, an educator and senior instructional designer at NASA, will share with attendees background on NASA's educational products and the National Guard's distributed learning network; will discuss the unique opportunity this partnership already has provided students and teachers throughout the United States; will offer insights into the formation by government entities of e-Learning partnerships with one another; and will suggest a possible future for the NASA - National Guard Bureau partnership, one potentially to include live multi-party interaction of hundreds of students in several countries with astronauts, scientists, engineers and designers. To inspire the next generation of explorers as only NASA can!

Anderson, Susan H.↗
NASA NTRS2018

Earth Science Deep Learning: Applications and Lessons Learned

Deep Learning: A subfield of machine learning; Algorithms inspired by function of the brain; Scales with amount of training data; Powerful tool without the need for feature engineering; Suitable for Earth Science applications. Deep Learning for Earth science at MSFC (Marshall Space Flight Center): Phenomena identification; Hurricane intensity (wind speed) estimation; Severe storm (hailstorm) detection; Transverse bands detection; Entity extraction for knowledge graph creation; Ephemeral water detection.

Labeled Data↗
NASA NTRS2018

Earth Science Deep Learning: Applications and Lessons Learned

Deep learning has revolutionized computer vision and natural language processing with various algorithms scaled using high-performance computing. At the NASA Marshall Space Flight Center (MSFC), the Data Science and Informatics Group (DSIG) has been using deep learning for a variety of Earth science applications. This paper provides examples of the applications and also addresses some of the challenges that were encountered.

Training↗
NASA NTRS2024

Evaluation of Machine Learning and Deep Learning Algorithms for Fire Prediction in Southeast Asia

Vegetation fires are prevalent in South/Southeast Asian countries, making fire prediction crucial due to their potential environmental, economic, and social impacts. Accurate predictions of fires facilitate timely interventions, helping to mitigate uncontrolled fires that can lead to biodiversity loss and air quality issues. In this study, we utilize VIIRS satellite-derived fire data alongside six machine learning and deep learning models—Simple Persistence, Multi-Layer Perceptron (MLP), Convolutional Neural Network (CNN), Long Short-Term Memory (LSTM), CNN-LSTM, and ConvLSTM—to determine the most effective fire prediction model, using Root Mean Square Error (RMSE) as the metric. Our results indicate that the CNN model is the most reliable in regions with spatial dependencies, such as Brunei, Indonesia, Malaysia, the Philippines, Timor-Leste, and Thailand. Conversely, the ConvLSTM model excels in countries with complex spatiotemporal dynamics like Laos, Myanmar, and Vietnam. The CNN-LSTM hybrid model also performed well in Cambodia, suggesting a need for a balanced approach in areas requiring both spatial and temporal feature extraction. Furthermore, simpler models like Persistence and MLP showed limitations in capturing dynamic patterns and temporal dependencies. Our findings highlight the importance of evaluating models before implementing any decision support systems (DSS) in fire management. By tailoring models to specific regional fire data, we can enhance prediction accuracy and responsiveness, ultimately improving fire risk management in Southeast Asia and beyond.

Deep learning↗
NASA NTRS1992

Learning about primates' learning, language, and cognition

Results are presented of many years of research on the methods of teaching primates the language and cognitive skills which were long considered to be unteachable to particular species of primates. It was found that chimpanzee subjects could not only learn a number of 'stock sentences' but to use them in variations and several combinations for the purpose of solving various problems. Apes placed in different rooms could be taught to communicate via computer, and collaborate with each other on doing specific tasks. Contrary to expectations, young rhesus monkeys proved to be able to learn as much as the chimpanzee species.

Rumbaugh, Duane M.↗
NASA NTRSDate not supplied

Lessons Learned in the Application of Machine Learning Techniques to Air Traffic Management

There is an increasing interest in applying methods based on Machine Learning Techniques (MLT) to problems in Air Traffic Management (ATM). The current interest is based on developments in Cloud Computing, the availability of open software and the success of MLT in automation, consumer behavior and finance involving large databases. This paper reviews the current-state-of-the art in applying MLT to aviation operations, its promises and challenges. Historically aviation operations have been analyzed using physics-based models and provide information for making operational decisions. Aviation operations involving many decision makers, multiple objectives, poor or unavailable physics-based models and a rich historical database are prime candidates for analysis using data-driven methods. The promises and challenges in applying MLT to ATM is traced through three examples based on the authors’ experience, each separated by a decade, to show the influence of data and feature selection in the successful application of MLT to ATM. As always, the best approach depends on the task, the physical understanding of the problem and the quality and quantity of the available data.

Machine Learning Techniques↗
NASA NTRS2005

Eta Carinae: What We have learned recently with HST/STIS, VLT/UVES and VLTI: What We Might Learn with VLT/VLTI across the 2008/9 Minimum

Eta Carinae, the LBV that we have learned to love and hate, has revealed many clues of its character over the past seven years by studies with HST and VLT. Based upon X-Ray, optical and IR observations, Eta Carinae is convincingly a massive binary system that uniquely has major nebular ejecta that are connected with historical outbursts. We have successhlly followed the stellar and nebular changes over the 5.5 year cycle, especially with STIS and RXTE, and across the spectroscopic minimum in 2003.5 with STIS, CHANDRA, RXTE, FUSE, and VLT/UVES. The HST/STIS high spatial resolution, combined with appropriate spectral resolving powers from 1150 to 10300 A, has revealed much about the Central Source and especially the spatially resolved extended stellar atmosphere and the ejecta, known as the Homunculus. Indeed the neutral, dusty outer Homunculus, ejected in the 1840s, envelops the newly discovered ionized Little Homunculus, ejected in the 1890s. In line of sight, multiple hot clumps, both ionized and neutral, are seen in absorption and provide much information on the physical conditions of these massive ejecta. Against the nebular-scattered starlight, wind and nebular absorptions provide views at different angles from line of sight. The VLT/UVES studies from 2002 through 2004 provided very important time-sampled spectra of both the star as seen directly and as seen by the SE lobe viewing the polar region of the star. The VLTI 2.2 micron measures of the central source are consistent with a prolate spheroid with its axis extending along the axis of the Homunculus. This is consistent with the noticeably larger wind mass and higher terminal velocity along the axis of the Homunculus compared to that measured in line of sight at about 45 degrees from the polar axes. We understand the system to be a massive primary with an O or WR companion in a very highly elliptical orbit. The spectroscopic minimum occurs during periastron, when the greatly extended primary atmosphere and wind bottles up the ionizing uv radiation of the companion star. This transient drop in uv photons leads to recombination of much of the wind structure and of the nearby ejecta. Doubly-ionized elements (iron, neon, argon, vanadium) recombine to singly ionized forms and extended structures on the scales of below 0.03 arcseconds to an arcsecond change, appear, or disappear. With the loss of the STIS on HST, ground-based observations, especially with high spatial-resolution facilities, including the VLT and VLTI will be key to further studies across the minimum centered on 2009.0. Now is the time to plan for these studies.

Gull, Theodore R.↗
NASA NTRS2005

Learning Effectiveness of the NASA Digital Learning Network

Student participation in actual investigations which develop inquiry and intellectual skills has long been regarded as an essential component of science instructions (Schwab, 1962; White, 1999). Such investigations give students an opportunity to appreciate the spirit of science and promote an understanding of the nature of science. However, classroom research conducted over the past 20 years describes science teaching as primarily teacher centered. Typical instruction consists of whole class, noninteractive activities in which individual seatwork has constituted the bulk of classroom interactions (Tobin and Gallagher, 1997). Students typically learn science from textbooks and lectures. Their main motivation is to do reasonably well on tests and examinations (Layman, 1999). During the past five years, infrastructure constraints have reduced to the point that many schools systems can now afford low cost, high quality video conferencing equipment (International Society for Technology in Education, 2003). This study investigates the use of interactive video conferencing vs. face to face interaction with hands-on, inquiry based activities. Some basic questions to be addressed are: How does the delivery method impact the students understanding of the goals of the experiment? Are students explanation of the strategies of experimentation different based on the method of instruction that was provided. Do students engaged in a workshop with the instructor in the room vs. an instructor over video conferencing have different perception of the understanding of the subject materials?

Hix, Billy↗
NASA NTRS2022

A Robust Machine Learning Schema for Developing, Maintaining, and Disseminating Machine Learning Models

Recent advances in the development of machine learning (ML) algorithms have enabled the creation of predictive models that can improve decision making, decrease computational cost, and improve efficiency in a variety of fields. As an organization begins to develop and implement such models, the data used in the training, validation, and testing of ML models, the model parameters, and the use cases or limitations of the models must be properly stored to ensure models are both fully traceable and used correctly. In the context of predicting material behavior, advances in computationally intense, physics-based modeling of material behavior at various length scales and the emergence of Integrated Computational Materials Engineering (ICME) have driven the need for developing data-driven surrogate models of the physics-based simulation tools using ML techniques. Surrogate model development allows for accurate material behavior prediction at a fraction of the cost of its physics-based counterpart, allowing for multiscale simulations of real-world applications, further enabling the ability to design fit-for-purpose materials for a reasonable computational investment. However, training such models requires extensive data, and thus, effective data management is necessary to reach the full potential that ML can offer to material design and ICME. This paper proposes a generalized, robust schema that allows organizations to store both real (experimental) and virtual (simulation) data used to train ML models and the defining model parameters and architectures within the Granta MI Platform. The developed schema allows for various types of data inputs and outputs, including single point values, time-series data, and images that can be used in the prediction of material behavior, while following outlined best practices for effective data management. An effective schema for ML data and models can help prevent the recreation of virtual/real training data and surrogate models, help reduce the time to create new models similar to existing ones by offering a starting point in the hyperparameter determination stages, minimize resources devoted to verification and validation (V&V) and certification of models, and ensure that data and surrogate models are not misused due to full traceability of both the data and ML model. It also allows organizations access to models that have already been developed, such that they can be used in the design of new materials, enabling the overall goals of ICME.

Brandon L. Hearley↗
NASA NTRSDate not supplied

MSFC Thermal Testing Lessons Learned Course. Section 3: Lessons Learned from Protoflight StarBurst Instrument Thermal Vacuum Test

MSFC thermal engineers will be presenting lessons learned while preparing and conducting thermal tests. This course will cover practical real world examples of thermal chamber and vacuum chamber testing from engineering development units to system level testing on flight hardware. Special topics include large scale testing preparation, requirement tailoring from parent documents, and cryogenic development testing.

thermal discipline↗