Development of an Electrostatic Precipitator to Remove Martian Atmospheric Dust from ISRU Gas Intakes During Planetary Exploration Missions

Manned exploration missions to Mars will need dependable in situ resource utilization (ISRU) for the production of oxygen and other commodities. One of these resources is the Martian atmosphere itself, which is composed of carbon dioxide (95.3%), nitrogen (2.7%), argon (1.6%), oxygen (0.13%), carbon monoxide (0.07%), and water vapor (0.03%), as well as other trace gases. However, the Martian atmosphere also contains relatively large amounts of dust, uploaded by frequent dust devils and high Winds. To make this gas usable for oxygen extraction in specialized chambers requires the removal of most of the dust. An electrostatic precipitator (ESP) system is an obvious choice. But with an atmospheric pressure just one-hundredth of Earth's, electrical breakdown at low voltages makes the implementation of the electrostatic precipitator technology very challenging. Ion mobility, drag forces, dust particle charging, and migration velocity are also affected because the low gas pressure results in molecular mean free paths that are approximately one hundred times longer than those at Earth .atmospheric pressure. We report here on our efforts to develop this technology at the Kennedy Space Center, using gases with approximately the same composition as the Martian atmosphere in a vacuum chamber at 9 mbars, the atmospheric pressure on Mars. We also present I-V curves and large particle charging data for various versions of wire-cylinder and rod-cylinder geometry ESPs. Preliminary results suggest that use of an ESP for dust collection on Mars may be feasible, but further testing with Martian dust simulant is required

Student and Faculty Perceptions of Attendance Policies at a Polytechnic University

Student and Faculty Perceptions of Attendance Policies at a Polytechnic University The goal of an attendance policy is to improve the academic success of students. However,current literature does not provide clear conclusions whether enforcing an attendance policy actually improves student performance. This study explores student and faculty perceptions regarding the utility of attendance policies in undergraduate courses at a polytechnic university.Anonymous surveys were completed by 89 faculty members and 455 responses from five schools (Engineering, Engineering Technology and Management, Computer and Software Engineering, Architecture, and Arts and Sciences) on a single campus. Comparisons between theperceptions of students and faculty members are presented, as are comparisons between theperceptions of lower-level and upper-level students. Variations in perceptions based on major arealso highlighted. Finally, trends in perceptions regarding attendance policies in lower-level versus upper-level undergraduate courses are revealed.Students, regardless of major, class standing, or course level, reported attending more classes in courses that had attendance policies. The most significant impact of an attendance policy on class attendance was observed at the freshman level. While 84% of freshmen reported attending at least 90% of the classes in a course with an attendance policy, only 67% reported attending at that rate in a course without one. Qualitative data containing student and faculty attitudes towards attendance policies are also analyzed and discussed.Even though class attendance appeared to have improved as a result of attendance policies,students’ perceptions about these policies varied significantly. Overall, the majority of students(51%) believed that, for a course with an attendance policy, the policy positively affected final grades. For a course without an attendance policy, the majority (57%) felt that the lack of a policy had no impact of final grades. Faculty members’ perceptions about attendance policy likewise varied. Overall, 61% of the faculty members surveyed reported having an attendance policy in one or more of their courses. The majority of faculty members believed that an attendance policy led to improvements in students’ grades in lower-level courses, but not inupper-level courses. Collectively, this study can help instructors make better informed decisions about the use of attendance policies in their courses

Promoting Peer Observation of Teaching in Higher Education

A major goal of peer observation in the classroom is to provide instructors with formative feedback that will improve teaching effectiveness and enhance student learning. Southern Polytechnic State University (SPSU) offers a voluntary “Teaching Partners Program,” in which two faculty members meet, observe a period of each other’s class, reflect, and then discuss strengths and areas where improvements may be warranted. Any faculty member, full-time or part-time, tenured or nontenured, that is teaching at least one section of one course at SPSU is eligible to participate in the program during a given semester. Faculty members are typically paired with someone from outside of their own discipline. This session will present the results of a research study designed to identify which faculty members are most likely to participate in SPSU’s program and to understand the impact of the program. A discussion on faculty members’ perceptions on which aspects of the “Teaching Partners Program” at SPSU are most beneficial will also take place. Results from this study may be used to help participants develop their own peer observation programs or strengthen their existing programs and eventually improve faculty teaching effectiveness and enhance student learning