# Immersive Connection to RemoteWind Tunnel

## Basic Proposal Information

  ---------------------- ------------------------------------------------
  Title:                 Immersive Connection to RemoteWind Tunnel

  Brief Description:     Immersive Interactive Wind Tunnel Simulator in
                         GRUVE Lab with real time remote control of GRC's
                         Virtual Interactive Classroom's small scale
                         tunnel utilizing haptic, audio data

  Partners:              For3D,Fakespace,COSI, GlobalHaptics, Flotek,LaRC

  Center:                Glenn Research Center

  Endorsee:              Kathy Zona

  Primary Contact Name:  Kathy Zona

  Primary Contact Phone: 216-433-2920

  Primary Contact Email: <kathy.zona@grc.nasa.gov>

  Secondary Contact      Ruth Petersen
  Name:                  

  Secondary Contact      216-433-9714
  Phone:                 

  Secondary Contact      <ruth.petersen@grc.nasa.gov>
  Email:                 
  ---------------------- ------------------------------------------------

## Milestones

The project proposed by the Glenn LTP will improve access to and
enjoyment of science, math, engineering, and technology by all students.
Through the research and development of immersive technologies using
NASA data, we will enhance science and technology literacy in the U.S.
The milestones and associated budget items are given below:

TASK I: Form partnerships

Milestone 1: Develop partnerships with For3D, FakeSpace, Center of
Science and Industry (COSI), Great Lakes Science Center, Integrated
Design & Analysis Center (IDAC) Facility, Flotek, LaRC, and ARC LTPO.

Milestone 2: Create an educational experience, engaging students with
pre-event and post-event activities for further study.

TASK II: Investigate feasibility of immersive environment with existing
NASA facilities and alpha test "lesson" in a controlled environment.

Milestone 1: Integrate GRUVE with Virtual Interactive Classroom

Milestone 2: Integrate 3D software interface (For3D).

Milestone 3: Host an event with COSI, including assessment of students'
learning and evaluation of technology concepts.

GRC Regional Outreach Center Costs: FY2003

TIMELINE:

Research and Planning:

The first 4 months of this project would be invested in finalizing
partnerships and research and planning. LTP & partners will work on the
implementation to create an educational experience. The goal would be to
engage students and provide them with pre- and post-event activities for
further study. The educational goals will be supported by outside
partners such as COSI and/or the Great Lakes Science Center.

Production:

Four months will be invested in production, including creating the
structure and developing the software and assets required for an
unforgettable visual experience. Working with our partners, we will
assure perfect integration of the new 3D software interface (For3D), the
RAVE (GRUVE Lab), the small-scale wind tunnel (Flotek), and educational
software (LTP).

Feedback/Analysis/Focus Groups:

After initial production, students/participants will be invited to
participate in the videoconference/webcast event from the GRUVE Lab.
Some students will be live at the GRUVE Lab to experience the simulation
immersed in the RAVE. This testing and evaluation should take 2 months.

Final Production:

After we get feedback, we will spend the last 2 months making any
required changes, and appropriate enhancements.

## Project Purpose

In the U.S. today, teachers are expected to teach innovative technology
applications without adequate training to use the technology. And
national and state standards are holding teachers responsible for
content in which they have little prior knowledge. As a result, U.S.
students are not educationally prepared for the scientific world. Even
though students are curious about scientific research in general and
NASA experiments in particular, their curriculum is seldom connected to
the real world.

The project being proposed is for an immersive interactive wind tunnel
simulator in a RAVE facility utilizing 3D with real-time remote control
of GRC's small-scale wind tunnel in the Virtual Interactive Classroom.
The goals of the project are to:

-   Give participants a "real world" experience in NASA facilities.

-   Use "hi-tech" tools as a means of teaching physics principles to
    help prepare students to meet national math and science standards.

-   Make learning fun and more interactive, teaching students to think,
    not just memorize.

What better way is there to teach the world exactly how the math and
science experts conduct research than by giving the public a virtual
"real world" experience in NASA facilities. The Glenn Learning
Technologies Project (LTP) and partners plan to create a virtual
experience of a wind tunnel facility, using 3D immersive technology, the
web, and an existing small-scale wind tunnel. The study of flight
fascinates many people and allows students and teachers to have fun
while learning math and science. Teachers can use the wind tunnel to
teach about lift, drag, pressure, and other important physics concepts.
High schools that do not have (and cannot afford to buy) their own wind
tunnels will be able to enhance their curriculum by experiencing wind
tunnels remotely.

On the Internet, there are informational sites on and simulations of
wind tunnels. These are fun and informative, but are limited to the
theory of fluid mechanics in 2 dimensions and do not provide real 3D
concrete data. Virtual environments that extend models of the real world
to the user can better illustrate the science behind wind tunnel
physics. Using the 3 technologies (the 3D immersive technology, the web,
and a small-scale wind tunnel) the user can request a sample be placed
in the wind tunnel. Real data can be calculated and then visualized in
the immersive environment via videoconferencing or at a remote school
via the web. Schools and organizations will remotely control this
small-scale tunnel via the Internet and see everything as observers in
the small-scale wind tunnel lab. The virtual environment will allow
educators to teach students about wind tunnels using a physical wind
tunnel, rather than just a simulation.

This project will be a true interactive experience in the NASA world and
will encourage scientific exploration. The real world experience with a
wind tunnel is exciting for all age and can be as elementary or as
detailed as necessary. Students will interact with real equipment, and
at the same time visually experience the data through a memorable 3D
immersive environment. In addition, helping teachers become excited
about this material will help them to become better teachers. "We
believe that in order to excite students about science and mathematics,
you must first excite science and mathematics teachers." -- Ruth
Petersen, TechTrends, Nov. 2000, Vol. 44 No. 6. During teacher wind
tunnel lessons in this project, teachers can learn a great deal, and
obtain a new level of understanding to aid in their students'
experiences.

Researchers from the United States Army Research Institute and Boise
State University, after examining more than 200 research studies on the
topic, concluded that, when properly implemented, computer technology
has a significant effect on student achievement as measured by test
scores across subject areas and with students at all levels (Maryland
State Board of Education, 1999, 3). They reported other positive effects
as well, including

-   increased teacher-student interaction;

-   increased levels of cooperative behavior, collaboration,
    problem-solving, and inquiry among students; and

-   better attendance, lower dropout rates, and higher rates of college
    attendance.

And significantly, the report notes that "computer-based teaching is
especially effective among populations of at-risk students" (Maryland
State Board of Education, 2000, 3).

In the immersive environment being proposed, students will not only be
learning interactively, but will also be learning with real NASA
scientists and equipment. The experience will include pre- and
post-activities, including fun projects and online quizzes. The lesson
will be built upon the national standards (mathematics, science, and
technology) at the very top layer. It will include links to NASA
content/technology in all 5 enterprises through the inclusion of
interactive, IP/ISDN videoconferencing, 3D, virtual reality, and virtual
environments. The system will support all 3 LT pillars, including
Virtual Reality Interactive software, computer interactive streaming 3D
media, 2D over time to yield 3D effects, telepresence manipulation and
utilization of systems over the internet, 3D viewing capabilities, and
porting remote events to the student. Teachers partnering with LTP can
easily assess the students' comprehension after the event using tests
and question & answer sessions. With the help of the Center of Science
and Industry (COSI) and the Great Lakes Science Center, we can gather
more measurable outcomes on the success of this experience through the
use of focus groups.

Glenn LTP's experience with videoconferencing can help deliver 3D to
under-served communities using ISDN and IP conferences. "Real world"
connections using videoconferences have already proved to be very
successful; now we have the opportunity to go beyond interacting with
just a visual video to interacting in 3D as well.

## Innovation

Although the technology does exist, it is very new, and requires
research and development in more practical applications. The primary
innovative aspect of this project is that the students will be visually
learning from real data. NASA uses real wind tunnels for their tests, so
why not the students? This interactive event with its unique settings
can allow NASA scientists to present a \[real world\] experience of NASA
facilities (starting with the wind tunnel). Additional immersive
environments controlled by real data are proposed for FY04 and 05.

The second important and unusual aspect of this project is that students
can better appreciate fluid mechanics and physics principles through
visualizing the flow around a wing in 3D. Glenn LTP expects that
participating in this event will raise the general level of science
understanding of the students. Underserved and rural schools will
benefit greatly from this accessible Internet technology.

Part of the research would also be invested in developing lower end
virtual reality (VR) systems to allow the wind tunnel modules to be set
up in several RAVE locations. COSI has shown interest in purchasing a
RAVE environment, pending funding. The costs of 3D video viewing
capabilities and advanced learning environments will decrease in the
future, and more widespread use will create many more schools with
excellent science resources.

NASA, specifically at Ames Research Center, has completed pioneering
work in virtual environments (VE) and virtual reality (VR). Ames has
published numerous articles on VR and VE applications. Their project,
the Virtual Wind tunnel (VWT) headed by Steve Bryson, involved an
application of virtual reality interface technology to the visualization
of the results of modern computational fluid dynamics simulations. The
visualization technique used in the proposed system will be very similar
to the VWT project, and will include streamlines, streaklines,
particles, cross-sectional plane data, etc. VWT was limited to certain
data information from wind tunnels, but LTP's system will support
multiple formats so that any wind tunnel or other testing facility can
be used by our system. In addition, the VWT project was developed for
analysis and testing of fluid flow calculations and lacked a focus on
education. Several universities have conducted research using virtual
environments in education at the university level, including medical
education, engineering, and entertainment. We found only one paper by
Morgan, R.; Kriz, R.D.; Howard, S.; Das-Neves, F.; and Kelso,
J.,\[Extending the Use of Collaborative Virtual Environments for
Instruction to K-12 Schools,\] that mentions virtual environments to
educate K-12. Through funding of this project, LTP will become a pioneer
in immersive VR education for K-12.

## Diffusion Potential

One goal of the proposed project is the development of cost effective
RAVE/CAVE facilities and small-scale wind tunnels to make this
opportunity financially feasible for all schools. With the help of our
partners at Fakespace, we will research the development of more
economical, lower end VR systems and display equipment. Similarly,
Flotek will help develop lower end, small-scale wind tunnels. With lower
cost systems, a working demo at Glenn Research Center, and a well
written instructional manual, we believe schools, museums, and science
centers will be able to develop an affordable system (e.g. a VR setup,
small-scale wind tunnel, and 3D web technology) to share the experience
in their communities. One module can serve several groups by using the
Internet as a sharing mechanism. LTP's experience with ISDN and IP
videoconferencing with schools around the world will also aid in the
dissemination of this project.

It is no surprise that President Bush has initiated the \[no child left
behind\] objective. We must stop making excuses and begin creating
solutions to our education problems. Educational communities, including
those with underserved populations, are all striving to get good content
into the classroom. The Internet is the most accessible technology tool
available to any community, and NASA is a well-respected, exciting
organization that uses and develops leading-edge technology. The VR
immersive environment being proposed will link communities to NASA by
immersing them in a NASA facility. In the future we may be able to
transport (Beam me up to NASA, Scotty!) students to NASA, but for now a
virtual 3D experience will excite and educate the students/participants.
The project will also serve as a tool to encourage parent involvement,
teach content to teachers, and reduce teachers' content-creation
workload.

The experience will be shared through videoconferencing (IP or ISDN) and
through use of the Internet to control the wind tunnel. COSI Toledo is a
partner with Glenn LTP in sharing real world science through
videoconferencing. Schools at different time zones can share wind
tunnels or other testing equipment. The addition of a RAVE facility in
partner museums and science centers will facilitate the sharing of the
experience with entire communities.

Existing educational delivery mechanisms primarily use multimedia
programs or other online information mediums. The proposed project will
immerse the user in the content, thus creating a more fun and
interactive way of learning.

Information on the project will be shared online at the Glenn LTP
website and by annual:

-   Participation in at least 2 conferences.

-   Publication of at least 2 articles.

## Project Feasibility

You enter a giant wind tunnel test section where an airfoil is being
observed. The 3D wing is floating in mid-air with a graphical
representation of the wind flowing around the foil. The users feel that
they can touch the wing, and a blowing fan adds to the senses the
feeling of being in a wind tunnel. The main participant kneels down to
look below the wing, and using tracking technology in the RAVE, the new
view angle is shown to the user. The RAVE Lab wand lets the presenter
change the angle of view to highlight a specific point on the wing.
Participants not able to visit the Glenn RAVE facility can watch the
same 3D foil with flow visualization on the Internet popping out of the
screen. Using 3D glasses and For3D software, the Internet students will
also feel that they can touch the wing. Meanwhile, a small-scale wind
tunnel controlled over the Internet feeds real data to the 3D
representation seen by the users. A student (using the Internet) or the
presenter can raise the angle of attack on the visualized wing by 10
degrees. Behind the scenes, the small-scale wind tunnel changes the real
physical wing foil by 10 degree also, and then sends this real data to
the GRUVE Lab.

In order to create a Virtual environment that extend models of the real
world to the user, we found the RAVE to be a perfect candidate due to
its ability to make the user feel completely immersed in the wind
tunnel. 3D stereographic glasses and stereo projection provide depth to
the viewed images. The events of the real wind tunnel will be digitally
re-created as a 3D virtual event that surrounds the viewer with a
visual/audio experience (plus tactile experience in Phase II).

Telepresence manipulation and utilization of systems over the Internet
is currently the best way to share expensive equipment with users around
the world. The second technology, provided by the Virtual Interactive
Classroom, and headed by David York, is the small-scale wind tunnel
controlled via the web using embedded web technology. Visit the Virtual
Interactive Classroom at
<http://live.grc.nasa.gov/virtlab/windtunnel/windtunnel.html> to learn
more about the existing technology, which will be enhanced by LTP for
this project. A small-scale airfoil, car, or plane can be placed in the
tunnel, and aerodynamic data is transmitted to the participants. The
proposed virtual immersive environment will be created using the
real-time data from the small-scale wind tunnel.

The third and very innovative technology by the company For3D is the
\[3D through the web\] technology. For3D technology will enable online
users in partner schools with access to special goggles to see the wing
in stereographic 3D also. Those users will see the wing foil pop out of
the monitor using goggles similar to those used in the GRUVE Lab.
Existing videoconferencing technology will be used to port this remote
event to the public. In FY 04 and 05, research will be conducted with
For3D to enhance the visualized wing by super-imposing the real
small-scale wind tunnel with the virtual one.

In summary, all users participating in the wind tunnel
videoconference/webcast will feel immersed in the experiment, even if
they are not physically present in the GRUVE Lab. The audience will be
able to interactively control the real experiment from their remote
location and view the corresponding flow changes around the 3D realistic
airfoil. The experience coupled with the educational material, will
achieve the goal of making this event an unforgettable lesson.

The staff of the Glenn LTP consists of a civil servant project manager
and two contractors. The project manager, Kathy Zona, has worked with
Glenn LTP for three years of her 25-year career with NASA. Her knowledge
of government regulations and the NASA community is invaluable to the
project. The project is also supported by two NASA researchers, who
devote a majority of their time to the project: one through development
of the Beginner's Guides and the associated simulation packages, and one
through development and presentation of educational videoconferences.

The contractor educational coordinator, who holds an MA in Education and
over 20 years' classroom teaching experience at the secondary and
post-secondary levels, has worked with the project for six years. Ruth
Petersen has guided the development of the Beginner's Guide to
Aeronautics and NASA Virtual Visits, as well as their teacher-created
supporting materials and websites. She has gained an international
reputation in distance learning through coordinating several successful
collaborations with groups in other countries. Ruth has published
articles on videoconferencing and simulation packages in NASA journals,
international journals, and peer reviewed publications. In April 2002
she will present a paper at an international conference on Information
and Communications Technology (ICT) tools in education at the Charles
University in Prague, Czech Republic. Her newest publication will appear
in TechTrends.

The contractor technology coordinator has been with the project for five
months, and has already made a tremendous contribution to the
enhancement of the website and to the direction of the project. Steven
Gutierrez holds a degree in Mech. and Aerospace Engineering from
Cornell, where he began supporting his professor's work in fluid
mechanics research as a web designer. Steven has five years experience
in developing educational multimedia and online instructional materials,
including 3D and DV. He has designed, budgeted, and produced a Technical
Training Multimedia CD-ROM on Polymer Engineering for the University of
Akron and consults in Web design, 3D Studio MAX training, and digital
solutions for individual clients.

Our efforts will be enhanced and strengthened through a partnership with
the GVIZ team members who run the GRUVE Lab and have many years of
experience in 3D immersive visualization. Dr. Jay Horowitz holds a Ph.D.
in Physics from Ohio State University. Dr. Horowitz is highly regarded
at the Glenn Research Center and throughout NASA for his scientific
graphics and visualization expertise. In the late 1980s, Dr. Horowitz
recognized the potential of emerging graphics technologies in
television, medical science, and supercomputing fields and led an effort
to create the Graphics and Visualization (G-VIS) lab, a world-class
facility at Glenn. He has contributed to many outreach programs
including Explorer Scouts, Mobile Aeronautics Education Lab, Lewis
Business and Industry Symposium, Turning Goals into Reality conference,
and LTP. In addition to being a major contributor to the Great Lakes
Science and Technology Center, he has given numerous public lectures on
scientific visualization at high schools and colleges. Dorothy Carney's
(of the G-VIZ team) work in scientific visualization supports engineers
and researchers at NASA. Dot has worked with CFD data and structural
dynamics data, non-destructive testing data, and combustion data, and
she has a strong interest in supporting K-12 education.

David York currently leads the Embedded Web Technology Team and develops
micro-gravity experiment software for the Shuttle and the International
Space Station. In prior years, he managed IV&V for Expendable Launch
Vehicle guidance software, and led the Space Station Freedom Electrical
Power System avionics and software requirements effort. David joined
NASA in 1990 after 15 years as owner of York Research, Inc., designing
and manufacturing industrial automation and motion control systems. He
is a registered Professional Engineer in Ohio with a Cornell University
engineering degree. David is the recipient of the Glenn Research Center
Steve Szabo Excellence in Engineering Award 1997, NASA Software of the
Year Award 1998, RnD100 Award 1999, and the Federal Laboratories
Excellence in Technology Transfer Award 2000.

## Partnerships

### For3D

This 3D technology via the Web or via videoconferencing can give
stereographic displays to online and videoconference users
automatically. For3D's goal is to encourage 3D viewing by the public.
LTP and the GRUVE Lab can help encourage 3D viewing by developing
educational and fun content. The software and user licenses are being
shared from the Ames LTP Project Office.

### FakeSpace

The vendor Fakespace Systems
([www.fakespacesystems.com](http://www.fakespacesystems.com/)) is a
worldwide developer of computer systems, interaction devices and virtual
reality environments for interactive, immersive visualization. Since
1988, Fakespace has been producing innovative technologies for exploring
large complex datasets as a shared experience. They have the world's
largest installed base of stereoscopic and interactive visualization
solutions. GRC has two VR display devices from Fakespace: a multi-wall
RAVE and a portable ImmersaDesk. Fakespace expects to produce lower end
systems to increase sales. LTP hopes to take advantage of a larger
customer base, to develop more innovative educational delivery methods.

### COSI/Great Lakes Science Center

COSI and the Great Lakes Science Center are dynamic centers of hands-on
science, learning and fun where visitors enjoy extraordinary learning
opportunities as they are immersed in larger-than-life experiences. They
also have extensive experience in designing comprehensive, hands-on
science materials for numerous educational programs, from in-museum
programs to community outreach to virtual visits across the globe. COSI
would be willing to aid in the formation of curriculum, rubric, and
linkages to the state/national science standards for this program. COSI
hopes to help LTP in the creation of new and innovative educational
exhibits. In return, they hope to add this project to their list of
interactive and fun exhibits. This is a great opportunity for COSI to
continue its partnership with a world-class organization, Glenn Research
Center, and the LTP. COSI hopes to continue to bring inquiry-based
science learning opportunities to schools all across Ohio (and soon
nationally) via their Interactive Science (iSCI) Program, and both
Centers hope to bring real-world science to their visitors.

### Flotek

FLOTEK manufactures wind tunnels and brings advanced aeronautic design
principles to the high school, university, or industrial laboratory.
From aeronautics to fluid dynamics to calibration of airflow sensors,
these precision-built tunnels set new standards for performance and cost
effectiveness. Flotek's skills can be used to develop custom wind
tunnels for this unique project. Flotek's contact with education
institutions can help LTP get the funding and publicity needed to
develop more innovative educational tools.

### Langley Research Center (LaRC)

LaRC conducts virtual environment research using two RAVE facilities,
which can increase productivity of Glenn's research by the sharing of
resources. Working together on collaborative virtual environments can
eventually be applied to educational applications.

### IDAC

The Glenn Integrated Design and Analysis Center (IDAC) supports NASA
Virtual Visits through in-kind services. The Glenn IDAC, which was
developed by the Systems and Analysis Branch to support collaborative
engineering between NASA, industry, and academia, developed and
maintains the infrastructure for ISDN and IP videoconferences and
webcasts. Support for maintenance of the IDAC videoconferencing systems
will be provided through funds collected from the schools by MNET. IDAC
personnel maintain LTP's Real server, and IDAC can use the server for
webcasts for other enterprises.

### GlobalHaptics

GloablHaptics is an innovative company providing control devices for all
3D applications. Their patented orb technology combines intuitive ease
with full 3D control, without tracking or moving parts. In Phase II of
this project, LTP plans to bring haptic control to this project to
create a more immersive environment.

## Evaluation

Glenn LTP will work to fulfill LTP's mission to develop educational
products using innovative, emerging technologies and current educational
standards for multiple learning environments. The output metrics and
outcomes that will be used to evaluate the tasks and milestones are
given below:

Task I: Form partnerships.

Objective/Milestone:

Milestone 1: Develop partnerships with For3D, FakeSpace, Center of
Science and Industry (COSI), Great Lakes Science Center, IDAC, Flotek,
LaRC, and ARC LTPO.

Milestone 2: Create an educational experience, engaging students with
pre-event and post-event activities for further study.

Output Metric:

1\) In collaboration with ARC LTPO and LaRC, investigate For3D software.

2\) Collaborate with FakeSpace on GRUVE environment capabilities.

3\) Partner with COSI to develop educational content and have focus
groups beta test use of the experience.

4\) Partner with FakeSpace to develop low-cost alternative to RAVE.

Outcomes:

Partnerships external to NASA would assist in overall goals of project
development.

Task II: Investigate feasibility of immersive environment with existing
NASA facilities and alpha test "lesson" in a controlled environment.

Objective/Milestones:

Milestone 1: Integrate GRUVE with Virtual Interactive Classroom.

Milestone 2: Integrate 3D software interface (For3D).

Milestone 3: Host an event with COSI including assessment of students'
learning and technology concepts.

Output Metric:

1\) Control of model in VIC would meet metric.

2\) Viewing model in VIC in 3D would meet metric.

3\) Pre-and post-activities tied to national standards.

4\) Technology feasibility demonstrated.

Outcomes:

\[Lesson\] would be alpha tested and ready to beta test in FY04.