Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
10-10-04_03 Joyce Winterton
1. NASA Education: Yesterday’s Dream… Today’s Vision…Tomorrow’s Hope… National Aeronautics and Space Administration Joyce L. Winterton, Ph.D. Senior Advisor Suborbital Projects Directorate October 4, 2010 www.nasa.gov
6. NASA MISSIONTo pioneer the future in space exploration, scientific discovery, and aeronautics research.
7. NASA turns dreams into real achievements for all humankind. Administrator Bolden Statement, U.S. House of Representatives, February 25, 2010 Extend the life of the ISS Support private sector investment in space Develop critical technologies Climate change research and observations Aeronautics research and development Education initiatives 7 Direction for NASA
11. NASA FOUR MISSION DIRECTORATES Aeronautics Mission Directorate Exploration Systems Mission Directorate Science Mission Directorate Space Operations Mission Directorate
12. ROCKETS ROBOTICS Exciting science missions means exciting careers today and tomorrow Engineering Science research Earth science Aeronautics Technicians and operators Information technology Management Quality assurance and testing Communications Logistics Business, Legal, Human Resources, Accounting Medicine AIRPLANES TELESCOPES UNDERSTANDING and PROTECTING THE EARTH
13. 13 Our Unique People and Missions Do what has never been done before
15. Wallops Flight Facility Opening young minds to the wonders of Earth and space sciences -- Students of all ages benefit from Wallops programs and resources. Develop, test and fly/operate hardware on site. Implement diverse activities, including rockets, balloons, scientific aircraft, remotely piloted aerial vehicles, Space Shuttle payloads, small satellites, data instrumentation, launch range projects and research airport projects. Flight programs are comparatively low-cost and have a short life cycle.
16. InFOCuS Benefits of the NASA Balloon Program TRACER BOOMERANG Provides near space access to NASA’s science community for cutting edge science investigations -- Observatory class payloads with advanced technologies and large aperture/mass Serve as a technology development platform --Instrument/Subsystem development for NASA Spacecraft Missions Provide hands-on training of students and young scientists CREAM TIGER / ANITA
18. NASA EDUCATION GOALS Strengthen NASA and the Nation’s future workforce. Attract and retain students in STEM disciplines through a progression of educational opportunities for students, teachers, and faculty. Engage Americans in NASA missions.
19. NASA Education Opportunities Informal STEM Education Science Centers and Museums NASA Visitor Centers Community Based Organizations NASA STRATEGIES: Partnerships and networks K-12 STEM Education STEM Student Opportunities STEM Teacher Development NASA STRATEGIES: Educator Professional Development Education Technology Higher Ed STEM Education STEM Opportunities Space Grant EPSCOR MUREP NASA STRATEGIES: Research and authentic experience, Institutional Dev Grad Higher Ed STEM Education STEM Opportunities Space Grant EPSCOR MUREP NASA STRATEGIES: Research, Institutional Development Talented, diverse, and highly-skilled science & engineering future workforce Education Experiences Public Undergrads Graduate Students K-12 NASA’s Workforce Contribution NASA Civil Service NASA Contractors NASA PIs (Universities) Career Decisions
20. Employ Educate Cultivate Diversity of Workforce Disciplines and Practitioners Engage Inspire Education Portfolio Strategic Framework Higher Education Outcome 1:Contribute to the development of the STEM workforce in disciplines needed to achieve NASA’s strategic goals, through a portfolio of investments. Employ Elementary/ Secondary Education Educate Outcome 2:Attract and retain students in STEM disciplines through a progression of educational opportunities for students, teachers and faculty. Informal Education Outcome 3:Build strategic partnerships and linkages between STEM formal and informal education providers that promote STEM literacy and awareness of NASA’s mission. Engage Inspire Principles/ Criteria Relevance Partnerships/ Sustainability NASA Content Diversity Evaluation Continuity * Science, Technology, Engineering and Mathematics (STEM)
21. Outcomes and Objectives Outcome 1: Higher Education Outcome 2: Elementary and Secondary Education Outcome 3: Informal Education Faculty and Research Support Student Support Student Involvement, Higher Education Course Development Targeted Institution Research and Academic Infrastructure Educator Professional Development, Short Duration Educator Professional Development, Long Duration Curricular Support Resources Student Involvement, K-12 Educational Support Resources Professional Development for Informal Education Providers Informal Education Provider Involvement Opportunities
22. 22 FY09 NASA Education Funding by OutcomeTotal: $200,185,816 * *Crosscutting costs include conference support, liens, database development, evaluation, etc.
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26. Space Grants
27. Rock On Wallops Flight Facility Sounding Rocket Launch
31. Moon Base Alpha 20 minutes of game play Multiplayer (1-6), unlimited sessions ESRB Rating E (for everyone) Webpage links to lunar missions and education Releasing on Valve’s Steam network with 23 million members (free service) July 2010.
32. Open Access 1 NES is designed for broad participation and requires no application process; project materials are accessible for all types of schools (public, charter, private, urban, rural) at the middle and high school levels Flexibility 2 The NES Project offers multiple pathways for participation; the project allows for whole school or individual teacher engagement and will provide recognition and grant opportunities based on outputs and participation levels Student Engagement 3 NES offers teachers access to a selection of the best NASA educational content and focused support materials to engage students in activities designed around NASA’s mission and current research NASA Gateway 4 The NES Project is designed to be an access point for NASA into the classroom; the project aligns with other K-12 and higher education activities to promote continued engagement with NASA NASA Explorer School’s Vision and Mission highlight the four dominant themes or desired attributes of the NES Project… NES Vision NES Mission To be a classroom-basedgateway to middle and high school students inspiring them to participate in NASA missions and develop their aptitudes in STEM and interests in related careers Actively engaged schools and partners delivering unique and authentic NASA experiences that inspire middle and high school students’ interest in STEM disciplines today, tomorrow, and beyond
63. 49 NASA Spinoff Where’s NASA? NASA-developed temper foam for aircraft crash protection and seat cushions is now used for everything from mattresses and pillows to vehicle seats, saddles, roller coasters, and archery targets
64. 50 NASA Spinoff Got NASA? These dental braces use brackets made of a nearly invisible ceramic material. This material is a Spinoff of NASA's advanced ceramic research to develop new, tough materials for spacecraft and aircraft
65. NASA Spinoff NASA Tries Harder! From GSFC-developed devices for rocket assemblies to walkersfor human patients, to a robotic joint allowing horses to remain standing during anesthesia or rehabilitation 51 51
66. NASA Spinoff Because you are worth it … NASA! Liquidmetal® Alloys from space shuttle technology are used for golf clubs, baseball bats, skis, hockey sticks, jewelry, cell phone cases, orthopedic implants, and aerospace applications Liquidmetal® is a registered trademark of Liquidmetal Technologies, Inc. 52
Numerous resources for educators, teachers, informal organizations Opportunities for engagement with informal providers who will be showing the movie For example – Indiana has a collaboration with IMAX Theatre of Indianapolis
The Programme for International Student Assessment (PISA) is an internationally standardised assessment that was jointly developed by participating economies and administered to15-year-olds in schools.Three assessments have so far been carried out (in 2000, 2003 and 2006 ). Data for the 4th assessment is being collected in 2009, with results scheduled for release at the end of 2010. Tests are typically administered to between 4,500 and 10,000 students in each country. Finland, with an average of 563 score points, was the highest-performing country on thePISA 2006 science scale.• Six other high-scoring countries had mean scores of 530 to 542 points: Canada, Japan andNew Zealand and the partner countries/economies Hong Kong-China, Chinese Taipei andEstonia. Australia, the Netherlands, Korea, Germany, the United Kingdom, the Czech Republic,Switzerland, Austria, Belgium and Ireland, and the partner countries/economies Liechtenstein,Slovenia and Macao-China also scored above the OECD average of 500 score points.The number of students at Level 6 cannot be reliably predicted from a country’s overallperformance. Korea was among the highest-performing countries on the PISA sciencescale, with an average of 522 score points, while the United States performed below theOECD average, with a score of 489. Nevertheless, the United States and Korea had similarpercentages of students at Level 6.Math Performance:Finland and Korea, and the partners Chinese Taipei and Hong Kong-China, outperformedall other countries/economies in PISA 2006.• Other countries with mean performances significantly above the OECD average were theNetherlands, Switzerland, Canada, Japan, New Zealand, Belgium, Australia, Denmark, theCzech Republic, Iceland and Austria, as well as the partner countries/economies Macao-China, Liechtenstein, Estonia and Slovenia.• In Mexico mathematics performance was 20 score points higher in PISA 2006 than inPISA 2003 but at 406 score points it is still well below the OECD average. In Greece,mathematics performance was 14 score points higher in PISA 2006 than in PISA 2003.
The Programme for International Student Assessment (PISA) is an internationally standardised assessment that was jointly developed by participating economies and administered to15-year-olds in schools.Three assessments have so far been carried out (in 2000, 2003 and 2006 ). Data for the 4th assessment is being collected in 2009, with results scheduled for release at the end of 2010. Tests are typically administered to between 4,500 and 10,000 students in each country. Finland, with an average of 563 score points, was the highest-performing country on thePISA 2006 science scale.• Six other high-scoring countries had mean scores of 530 to 542 points: Canada, Japan andNew Zealand and the partner countries/economies Hong Kong-China, Chinese Taipei andEstonia. Australia, the Netherlands, Korea, Germany, the United Kingdom, the Czech Republic,Switzerland, Austria, Belgium and Ireland, and the partner countries/economies Liechtenstein,Slovenia and Macao-China also scored above the OECD average of 500 score points.The number of students at Level 6 cannot be reliably predicted from a country’s overallperformance. Korea was among the highest-performing countries on the PISA sciencescale, with an average of 522 score points, while the United States performed below theOECD average, with a score of 489. Nevertheless, the United States and Korea had similarpercentages of students at Level 6.Math Performance:Finland and Korea, and the partners Chinese Taipei and Hong Kong-China, outperformedall other countries/economies in PISA 2006.• Other countries with mean performances significantly above the OECD average were theNetherlands, Switzerland, Canada, Japan, New Zealand, Belgium, Australia, Denmark, theCzech Republic, Iceland and Austria, as well as the partner countries/economies Macao-China, Liechtenstein, Estonia and Slovenia.• In Mexico mathematics performance was 20 score points higher in PISA 2006 than inPISA 2003 but at 406 score points it is still well below the OECD average. In Greece,mathematics performance was 14 score points higher in PISA 2006 than in PISA 2003.
The Programme for International Student Assessment (PISA) is an internationally standardised assessment that was jointly developed by participating economies and administered to15-year-olds in schools.Three assessments have so far been carried out (in 2000, 2003 and 2006 ). Data for the 4th assessment is being collected in 2009, with results scheduled for release at the end of 2010. Tests are typically administered to between 4,500 and 10,000 students in each country. Finland, with an average of 563 score points, was the highest-performing country on thePISA 2006 science scale.• Six other high-scoring countries had mean scores of 530 to 542 points: Canada, Japan andNew Zealand and the partner countries/economies Hong Kong-China, Chinese Taipei andEstonia. Australia, the Netherlands, Korea, Germany, the United Kingdom, the Czech Republic,Switzerland, Austria, Belgium and Ireland, and the partner countries/economies Liechtenstein,Slovenia and Macao-China also scored above the OECD average of 500 score points.The number of students at Level 6 cannot be reliably predicted from a country’s overallperformance. Korea was among the highest-performing countries on the PISA sciencescale, with an average of 522 score points, while the United States performed below theOECD average, with a score of 489. Nevertheless, the United States and Korea had similarpercentages of students at Level 6.Math Performance:Finland and Korea, and the partners Chinese Taipei and Hong Kong-China, outperformedall other countries/economies in PISA 2006.• Other countries with mean performances significantly above the OECD average were theNetherlands, Switzerland, Canada, Japan, New Zealand, Belgium, Australia, Denmark, theCzech Republic, Iceland and Austria, as well as the partner countries/economies Macao-China, Liechtenstein, Estonia and Slovenia.• In Mexico mathematics performance was 20 score points higher in PISA 2006 than inPISA 2003 but at 406 score points it is still well below the OECD average. In Greece,mathematics performance was 14 score points higher in PISA 2006 than in PISA 2003.
The Programme for International Student Assessment (PISA) is an internationally standardised assessment that was jointly developed by participating economies and administered to15-year-olds in schools.Three assessments have so far been carried out (in 2000, 2003 and 2006 ). Data for the 4th assessment is being collected in 2009, with results scheduled for release at the end of 2010. Tests are typically administered to between 4,500 and 10,000 students in each country. Finland, with an average of 563 score points, was the highest-performing country on thePISA 2006 science scale.• Six other high-scoring countries had mean scores of 530 to 542 points: Canada, Japan andNew Zealand and the partner countries/economies Hong Kong-China, Chinese Taipei andEstonia. Australia, the Netherlands, Korea, Germany, the United Kingdom, the Czech Republic,Switzerland, Austria, Belgium and Ireland, and the partner countries/economies Liechtenstein,Slovenia and Macao-China also scored above the OECD average of 500 score points.The number of students at Level 6 cannot be reliably predicted from a country’s overallperformance. Korea was among the highest-performing countries on the PISA sciencescale, with an average of 522 score points, while the United States performed below theOECD average, with a score of 489. Nevertheless, the United States and Korea had similarpercentages of students at Level 6.Math Performance:Finland and Korea, and the partners Chinese Taipei and Hong Kong-China, outperformedall other countries/economies in PISA 2006.• Other countries with mean performances significantly above the OECD average were theNetherlands, Switzerland, Canada, Japan, New Zealand, Belgium, Australia, Denmark, theCzech Republic, Iceland and Austria, as well as the partner countries/economies Macao-China, Liechtenstein, Estonia and Slovenia.• In Mexico mathematics performance was 20 score points higher in PISA 2006 than inPISA 2003 but at 406 score points it is still well below the OECD average. In Greece,mathematics performance was 14 score points higher in PISA 2006 than in PISA 2003.
