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CGRO Biweekly Status Report
Compton Observatory Science Report #164, Friday August 22, 1994
Chris Shrader, Compton Observatory Science Support Center
Questions or comments can be sent to the CGRO SSC.
e-mail: NSI_DECnet: GROSSC::SHRADER
The Observatory, scientific instruments and all spacecraft
subsystems continue to function nearly flawlessly.
Science Support Center Activities
At this point all Cycle-4 Guest Investigators have been notified of
the outcomes of their Cycle-4 proposals - if you submitted a
proposal and haven't received notification please contact the CGRO-
SSC. Planning for Cycle-4, including data distribution and grant
management, is underway.
Work is ongoing on a BATSE CD Rom, to be distributed this fall.
There are several addendums to this report; the first is an
announcement for a meeting on short-lived transients (at all
wavelengths). The second is an announcement from Dr. Riegler (NASA
HQ) regarding grant extensions in support of NASA's education
EGRET operations were normal this biweekly period. Delivery of data
to the CGRO-SSC remains on schedule. Interaction with guest
investigators remains at a good level.
EGRET set a record this summer with its first recorded gamma ray
above 100 GeV. Based on its direction, it is probably a photon from
the high-energy tail of the galactic diffuse emission.
We have just received the list of proposed sources for Cycle 4 by
viewing period from the CGRO-SSC and are implementing the programs
to determine the data rights for any source seen in any viewing
period. The SSC has also sent us the list of those guest
investigations involving EGRET for which the (proposal) PI wishes
to collaborate with the PI Team. The list is long since it involves
almost all of those who are approved for EGRET data; Carl Fichtel
will be contacting the PIs of those guest investigations over the
next three weeks to make arrangements for working together. We are
very pleased to continue this cooperation that seems to have worked
quite well thus far.
OSSE operations are normal.
The new gamma-ray burst observation strategy is now operational.
In response to a burst location signal from BATSE, the OSSE
detectors will now drive to the position of the burst and map the
region for 12 hours, looking for persistent low-level emission or
small secondary outbursts. The time from burst onset to arrival of
the detectors will be ~10-100 sec, depending on the location, and
will be typically ~30 sec. The expected event rate is of order one
per month. We are carefully monitoring this new process to ensure
that it is functioning properly.
In the Target-of-Opportunity viewing period 336.5 (4-9 Aug), the
Z-axis target was the recent X-ray nova GRO J1655-40 (PI team), and
the X-axis targets were MCG-5-23-16 and PSR 0656+14 (Guest
Investigator J. Cordes). The OSSE data were used to improve the
source location for identification at other wave- lengths, to
generate a high-quality gamma-ray spectrum, and to search for
timing noise. Preliminary results are contained in the appended
IAU Circular. The OSSE position is consistent with the subsequent
optical counterpart (IAUC 6050).
In viewing period 337, the Z-axis target is PSR 0656+14 (Guest
Investigator J. Cordes), and the X-axis target is NGC 4151 (Guest
Investigator M. Maisack).
Data from viewing periods 219.4 and 220 were delivered to the
Compton GRO Science Support Center archive this week. The targets
during period 219.4 were 1E1740.7-2942 and MCG-2-58-22. The
targets during period 220 were SMC X-1 and 3C120.
The OSSE team contributed the following item to IAU Circular 6051.
X-RAY NOVA IN SCORPIUS:
R. A. Kroeger, J. E. Grove, J. D. Kurfess, W. N. Johnson, and
M. S. Strickman, Naval Research Laboratory, write: "We have
further constrained the position determined by BATSE for GRO
J1655-40 (IAUC 6046) using the OSSE instrument on the Compton
Gamma Ray Observatory. Data from a 1-dimensional scan through
the source region constrain the position to be within 0.11 deg
(90-percent confidence) of the great circle connecting the
following points: R.A. = 16h53m, Decl. = -39o43' (equinox
2000.0); R.A. = 16h59m, Decl. = -41o21'. Our limit overlaps
with about 30 percent of the original BATSE error circle and
is not consistent with the x-ray source 1ES 1649-403 (cf. IAUC
6048). The gamma-ray spectrum is well-represented by a
power-law model that continues to harden with time, with the
following spectral indices: Aug. 4, -2.7; 9, -2.4. BATSE's
reported spectral index on Aug. 1 was -3.15. Significant
source flux is observed to 600 keV."
The COMPTEL instrument is performing well and continues
One of the 14 lower detector modules of COMPTEL was switched off on
August 3 (=TJD 9567); its operating characteristics had steadily
degraded in recent months due to three (of seven) increasingly
noisy photomultiplier tubes. The loss of a single D2 module
reduces the number of COMPTEL "mini-telescopes" (i.e., the number
of possible D1/D2 combinations) from its maximum value of 98 down
to 91; the operating efficiency of the telescope is therefore
slightly reduced, down to 93%. The COMPTEL operations group will
periodically reactivate the affected D2 module (with the
appropriate incantations) to assess its performance (in hopes of a
As mentioned in earlier OSSE reports, the BATSE solar flare
trigger, previously used by COMPTEL to initiate a solar-flare
observing mode, has now been redefined, during this period of solar
minimum, as a burst trigger for OSSE use. In the event of
increased solar activity, this trigger can be reconfigured to its
A quick-look analysis of data taken during the first five days of
therecent target-of-opportunity observations of the x-ray nova
GROJ1655-40 has been carried out; preliminary results indicate that
thereis no strong detection of this source by COMPTEL in the
0.75-1.0 MeV energy range.
Finally, a weak cosmic gamma-ray burst was recorded within the
field of view of COMPTEL on 28 July. The COMPTEL-determined
position for this burst was distributed via the BATSE/COMPTEL/NMSU
rapid-response network. The details for this particular event
TITLE : COMPTEL BURST POSITION NOTICE: GRB940728
NOTICE_DATE: Thu Aug 4 17:46:00 GMT 1994
BURST_DATE : 9561 TJD; 28-JUL-1994
BURST_TIME : 86334.00 SEC; 23:58:54 UT
BURST_SCZEN: 15.0 Deg.
BURST_SCAZI: 26.8 Deg.
BURST_CLASS: Weak (Approx 29 events)
COORD_J2000: [RAsc Decl] [RAsc Decl]
============ =============== ======================
MAXLIK_POS : [ 85.0d -37.8d] = [ 5h40m 9s -37d46m48s]
ERRBOX1_POS: [ 85.3d -39.3d] = [ 5h41m 4s -39d16m26s]
ERRBOX2_POS: [ 83.3d -37.7d] = [ 5h33m 7s -37d39m12s]
ERRBOX3_POS: [ 85.1d -36.2d] = [ 5h40m33s -36d13m39s]
ERRBOX4_POS: [ 87.1d -37.8d] = [ 5h48m31s -37d49m 1s]
COORD_B1950: [RAsc Decl] [RAsc Decl]
============ =============== ======================
MAXLIK_POS : [ 84.7d -37.8d] = [ 5h38m37s -37d48m20s]
ERRBOX1_POS: [ 84.9d -39.3d] = [ 5h39m35s -39d17m53s]
ERRBOX2_POS: [ 82.9d -37.7d] = [ 5h31m34s -37d41m16s]
ERRBOX3_POS: [ 84.7d -36.3d] = [ 5h38m58s -36d15m10s]
ERRBOX4_POS: [ 86.7d -37.8d] = [ 5h46m59s -37d49m55s]
The following reports on a transient source in Scorpius were
include in IAU Circulars 6046 and 6056 respectively:
X-RAY NOVA IN SCORPIUS
S. N. Zhang, C. A. Wilson, B. A. Harmon, G. J. Fishman, R. B.
Wilson, W. S. Paciesas, M. Scott, and B. C. Rubin report for
the Compton Gamma Ray Observatory BATSE team: "An x-ray nova
has been observed at R.A. = 16h55m, Decl. = -40o.5 (equinox
2000.0; error radius 0o.3). The source (GRO J1655-40) first
appeared in data from July 27 and has increased to its
present level of about 1.1 Crab (20-100 keV) on Aug. 1.
Significant flux is observed to 200 keV. A power law with a
spectral index of -3.15 +/- 0.07 fits the data well from 20
to 200 keV. Pulsed emission is not seen in the period range
from 3 to 300 s at a limiting sensitivity of about 10 percent
of the steady flux. No previously-cataloged x-ray source is
known at this location. It has also been determined that the
nearby x-ray pulsar OAO 1657-415, currently observed by BATSE,
is not responsible for the observed emission."
X-RAY NOVA IN SCORPIUS
C. A. Wilson, B. A. Harmon, S. N. Zhang, W. S. Paciesas, G. J.
Fishman, M. Scott, B. C. Rubin, and R. B. Wilson report for
the Compton Gamma Ray Observatory BATSE Team: "From an
examination of individual occultations of GRO J1655-40, we
find that the initial rise of the source intensity (about
10-90 percent) in the band 20- 100 keV was between July 27.75
and 28.25 UT. The source was at the 0.85-Crab level from July
28.25 to about Aug. 8 and then decreased to 0.66 Crab from
Aug. 9 to 12 (band 20-100 keV; 10 percent uncer- tainty), with
significant daily variations. Since Aug. 12, GRO J1655-40 has
dropped more rapidly: 0.3 (+/- 0.03) Crab on Aug. 13 and 0.15
(+/- 0.03) Crab on Aug. 14-15. The spectrum extends to at
least 200 keV in the early part of the outburst, then to at
least 400 keV after Aug. 6. The spectrum softens during
initial rise, from -2.5 to about -3.0, and varies between -2.5
and -3.5 after July 28, similar to black-hole candidate x-ray
novae. Power den- sity spectra inspected through Aug. 5 show
no low-frequency noise (10-500 mHz) in the hard x-ray region,
which is unusual for such objects. Using data collected since
Aug. 5, we obtain the follow- ing improved location: R.A. =
16h54m.6, Decl. = -39o54' (equinox 2000.0; 1-sigma error along
the southeast-to-northwest direction is 0.2 deg and along
southwest-northeast is 0.1 deg). This location is about 0.13
deg from the optical candidate reported by Bailyn et al. (IAUC
The outburst from GRO J1655-40 has ended in the BATSE energy band.
The last BATSE detection was on August 15. However significant
radio emission is still being reported. D. Campbell-Wilson and R.
Hunstead (IAUC 6055), report radio observations of GRO J1655-40 at
843 MHz that show the radio flux rising as the hard x-ray flux is
falling, reaching 5.5 Jansky on August 15.
Four presentations on BATSE observations were given at IAU
Symposium 165 at the Hague. M. Finger presented results on the QPO
observed during the outburst the x-ray binary pulsar A0535+262. J.
Fishman gave a talk on gamma-ray burst observations and results. C.
Koveliotou discussed soft gamma-ray repeaters. W. Paciesas
presented observations of the newly discovered x-ray nova GRO
1) IAU Colloquium
IAU COLLOQUIUM 151 "FLARES AND FLASHES"
As announced earlier this year, IAU Colloquium 151 "Flares and
Flashes" will be held in Sonneberg/Germany between December 5-9.
This colloquium will cover short-term phenomena on all kinds of
objects (late-type stars, T Tauri stars, neutron stars) across the
entire electromagnetic spectrum. The deadline for registration and
submitting abstracts is October 1, 1994. Details can be found in
the second announcement which has just be sent out. It is also
available via anonymous ftp from rosat_svc.mpe-garching.mpg.de in
the subdirectory outgoing/iau (named iauc151_2announ.ps).
2) Education Initiative
INITIATIVE to DEVELOP EDUCATION through ASTRONOMY IDEA Research
Grants Proposals Due: 30-September-1994
The Initiative to Develop Education through Astronomy (IDEA)
research grants program is very similar in spirit and content to
the former Astrophysics Grant Supplements for Education (AGSE)
program developed by the NASA Astrophysics Division. There are
three major differences and a sufficient number of detailed changes
to warrant a careful reading of this announcement before proceeding
to write proposals. Please pay special attention to the new list of
Evaluation Criteria and to the Budget Guidelines. The three MAJOR
differences between the AGSE and IDEA grants programs are
First, the IDEA grants program will be implemented by the Space
Telescope Science Institute, AURA, Inc., which is acting as an
agent for NASA. Oversight of program content and proposal review
remains with the Astrophysics Division of NASA Headquarters.
PROPOSALS MAY BE RELATED TO ANY AREA OF SPACE ASTRONOMY RESEARCH,
not just areas associated with the Hubble Space Telescope.
Second, the program is open to ALL professionals in astronomy, not
just those funded by the NASA Astrophysics Division. However,
preference will be given to proposals that include active roles for
astronomers who are supported by NASA.
Third, there are now two funding categories -- Small grants which
are less than or equal to $6,000 (the level at which most proposals
will be funded), and Mid-size grants which are between $6,001 and
The field of astronomy is of widespread interest to the general
public. Children, in particular, seem to have an innate fascination
with the subject. The broad appeal of astronomy places a special
obligation on publicly funded astronomers to use their expertise to
enhance education at all levels.
The purpose of the IDEA program is to encourage the participation
of research astronomers, particularly those funded by NASA, in
experimenting with projects that take advantage of their special
talents and the excitement of astronomy to promote greater
mathematical, technological, and scientific literacy.
IDEA grants are a program of NASA's Astrophysics Division,
implemented by the Space Telescope Science Institute. To apply for
an IDEA grant you must be professional in astronomy. Strong
preference will be given to proposals that include the active
participation of NASA-supported investigators. Astronomers at ANY
institution, including NASA field centers and industry are eligible
for this program.
The following guidelines apply to all IDEA projects:
Emphasis on Collaboration:
Preference will be given to proposals that include partners in the
professional education community as co-creators, participants and
evaluators. You are urged to contact teachers or education
specialists in K-12 school districts, Schools of Education at
Colleges and Universities, community colleges, science museums,
planetariums, aerospace or telecommunications industries,
publishing companies, educational radio or television, or
professional organizations devoted to science and/or to education
(a list of national astronomy/science education groups is available
Proposers from the astronomy community at Universities and Colleges
are strongly encouraged to collaborate with Schools or Colleges of
Education to engage science education faculty, graduate students in
science education, and undergraduate teachers in training in the
proposed education activity. If your institution is involved in a
NASA Space Grant Consortium, they should at least be aware of your
activities, if not involved directly.
IDEA grants are intended to promote math, science, and astronomy
education among non-specialists. It is therefore expected that most
grants will target K-12 teachers and students or public audiences.
However, some consideration will be given to innovative proposals
to enhance or improve introductory college courses in astronomy or
math/science literacy. In particular, proposals targeting
undergraduate or graduate students training for careers in K-12
education are permitted and encouraged.
Researcher Involvement / Links to Research:
IDEA grant PIs are expected to be active participants in the
proposed educational endeavor. All projects must have an astronomy
focus, and be related to NASA space astronomy in particular.
Innovative projects are especially welcome, particularly ones that
place astronomy in an interdisciplinary or multi-cultural context,
including efforts that reach beyond the physical sciences to
include the arts, social sciences, history, mathematics, and other
Links to Active Learning and Education Reform:
A large body of educational research has demonstrated that passive
education is relatively ineffective. "Tell me, I forget; Show me, I
remember; Involve me, I understand." Preference will be given to
IDEA projects that contain meaningful hands-on components related
to space astronomy research, and that are centered on the concept
of teacher/student as scientist, explorer and discoverer.
Projects that involve development of written or audio-visual
products should ensure that these products are accompanied by
suggested active-learning activities. Such activities should be
co-developed with and tested by teachers or otherwise appropriate
representatives of the intended audience to ensure their value and
suitability to modern science curricula (see IMPORTANT NOTE
If your proposed educational activity involves teacher training or
enhancement, you are encouraged to include teachers who are
involved in science education reform and/or who have the ability
and interest to share with other teachers what they experience and
produce in association with your project. National organizations
devoted to science education can help to identify such teachers in
IDEA proposers and grantees are encouraged to take advantage of the
number of training opportunities for research astronomers
***IMPORTANT NOTE--PLEASE READ***
Educational Activity vs. Educational Products NASA legal policies
prohibit offering a grant (instead of a contract) for the sole
purpose of generating a potentially marketable end-product such as
a video, slide set, or computer software. Experimenting with
educational ACTIVITY must be the emphasis of your proposal. Your
project may involve the development of an educational product, but
this product must be used and assessed in the proposed educational
activity. Thus, grants can be awarded for educational activity that
might incorporate the use and assessment of a developed educational
Multiplier Effects and Dissemination:
Each IDEA project should have the potential for multiplying its
impact beyond its direct effect. This is most likely achieved
through partnerships with the professional communities in
education, communication and/or dissemination.
For example, you might work with teachers who reach out to their
students or to other teachers. Or you might work directly with a
science museum director or a producer of educational television on
a project that will touch teachers and the general public. Another
possibility is to collaborate with experienced disseminators who
can more broadly distribute a high-quality, teacher-tested
educational product created by your project efforts.
Telecommunications technologies offer a good means to propagate
your efforts, but bear in mind that many classroom teachers do not
yet have access to the Internet.
Sharing the methods and evaluation (see section below) of your
educational efforts directly with professional colleagues is also
All IDEA proposals must have a clearly described plan for
evaluating the effectiveness of the proposed project. It is
recognized that a thorough evaluation can be a time-consuming
professional process. For the purposes of IDEA grants, you are
being asked only for a simple analysis of your experimental efforts
in education. To do this, your proposal must articulate testable
goals and the methods you will use to determine whether you succeed
in achieving them (e.g. giving pre- and post tests of science
knowledge, collecting questionnaires from participants, keeping
track of contact hours with teachers and classroom hours spent on
astronomy as a result of your efforts).
All projects must report to NASA their successes and failures via a
final report (see later section for the desired format of this
report). NASA will make these reports available to other research
astronomers who are looking for ways to begin exploring their roles
in educational outreach.
PROPOSAL EVALUATION CRITERIA
Consistent with these project guidelines all IDEA grant proposals
will be assessed according to the following list of evaluation
criteria. All of these factors (a-f) are important and will be
considered in the evaluation of each proposal.
a) Evidence of the existence of mutually beneficial partnerships
between research astronomers and professionals in education for the
purpose of promoting math and science literacy using the context of
b) Contribution to the education and training of members of groups
who are currently underrepresented in the physical sciences and
c) Relationship to NASA's astronomy research, appropriate
leveraging of the existing infrastructures in research and
education, and where appropriate, coordination with other
NASA-sponsored educational activities.
d) Evidence that the investigator team is familiar with science
education reform and effective techniques in science education.
e) Feasibility of plans for dissemination or other multiplier
effects intended to maximize the impact of the project or its
adoption by others.
f) Potential educational effectiveness as demonstrated by an
appropriate plan for assessing of the value to the intended
audience, and by the involvement of educators at the targeted
educational level in development and implementation.
IDEAS FOR POSSIBLE PROJECT AREAS
Subject to the above guidelines and evaluation criteria, any
innovative proposal will be considered. The following areas are of
particular interest, but you should not feel confined by these. A
directory of information about projects that were supported by 1992
grant awards is available upon request.
1) Astronomy workshops for school teachers and/or teachers in
training. Workshops should help teachers to learn how they can
incorporate astronomy into their regular classroom curricula.
Workshops for teachers at any grade level can be funded, but some
preference will be given to workshops for elementary school
teachers that involve the development of age-appropriate classroom
activities. If possible, workshops should offer college credit.
2) Innovative projects for bringing the excitement of astronomy to
women and underrepresented cultural groups. Innovative ideas for
using astronomy to excite scientific interest among women and
underrepresented cultural groups are especially encouraged.
Projects might include activities that bring students and their
teachers in for special "astronomy days" (or nights), or activities
that send astronomers (including post-docs, graduate or
undergraduate students studying astronomy) out to schools with
large "minority" enrollments. Multi-cultural and nontraditional
(e.g. wilderness experiences) approaches to astronomy are also
3) Use of interactive, educational software involving space
astronomy data. Astronomical science relies heavily on computers
for the storage, transfer and analysis of astrophysical data.
Projects are sought that can translate modern astrophysical data
into interactive electronic formats that are useful and accessible
to teachers of astronomy at all levels. It is expected that any
educational software you create as a part of your grant activity
will be made available for NASA distribution.
4) Educational writing or consulting that uses astronomy to improve
public understanding and appreciation of science. Projects that
involve the participation of astronomers in writing or consulting
for non-profit public outreach opportunities that have very large
audiences are of special interest. This might include
collaborations with established science outreach programs in the
media: radio, television or newspapers; or in informal science
education settings such as science museums and planetaria.
Please be sure that you follow the guidelines below in preparing
your IDEA grant budget.
The spirit of the IDEA grants program is to encourage all research
astronomers to devote a small fraction of their total efforts
toward experimentation with educational projects. Thus, it is
preferable to fund many small projects, facilitating the
participation of many astronomers in education, rather than funding
fewer large projects.
IDEA proposals may be made in either of two categories: Small
Projects or Mid-size Projects. Small Projects are limited to
$6,000; it is expected that most of the IDEA grant awards will be
made in this category. Mid-size Projects may request between $6001
and $20,000; it is expected that 0-5 awards will be made in this
category. In general, a PI may submit no more than one proposal in
If you have received an Astrophysics Grant Supplement for Education
(AGSE) in 1991 , 1992, and/or 1993, you may apply to the 1994 IDEA
grants program for a new project or to expand and enhance your
existing project. IF YOU ARE EXPANDING ON A PREVIOUSLY FUNDED
PROJECT, YOU MUST INCLUDE WITH YOUR PROPOSAL A ONE-PAGE SUMMARY,
STATING EVIDENCE OF EFFECTIVENESS, LESSONS LEARNED, PLANNED
IMPROVEMENTS, AND ANY HUMAN OR FINANCIAL RESOURCES THAT HAVE BEEN
LEVERAGED BY YOUR PREVIOUS GRANT. Also, please note, that the
proposal guidelines in 1994 contain significant changes to those
from previous years.
You may request salary support for hiring individuals to help bring
your project to fruition, including undergraduate assistants,
school teachers, teachers in training, and others.
Salary support to astronomers may be funded if the proposal can
clearly demonstrate that such support is essential to the success
of the educational project. Bear in mind that it is not the purpose
of this program to subsidize astronomical research.
Because of the limited funds available for this program, hardware
requests are unlikely to be accepted. In particular, this program
may not be used to purchase hardware that will be used for purposes
other than the direct support of your education project. You must
also certify that when your project is complete, the ongoing use of
any hardware purchased will be for educational purposes.
Requests for purchase of major equipment (e.g., telescopes,
software, etc.) will be evaluated on a case-by-case basis. Past
experience, however, has shown they are unlikely to be approved. As
a guideline, remember that the purpose of this program is to
involve you, the researcher, in the educational process. It is not
our intent to purchase equipment for general use in schools,
museums, planetariums or other institutions.
Materials and Dissemination
You may request funds for the purchase of any materials needed in
the development of your project, or for costs associated with
disseminating your work. You may also request funds for materials
that will be distributed to teachers as part of a workshop.
In order to achieve maximum leverage from IDEA funds, please
remember that NASA Teacher Resource Centers and the Public Affairs
Offices in NASA Centers and Institutes have FREE outreach materials
available for educational purposes. NASA also has other
dissemination mechanisms (e.g. NASA TV, and SpaceLink (Internet))
that might be of use to you, both for obtaining access to
educational products and for disseminating the results of your own
work. More information about NASA dissemination mechanisms will be
provided upon request.
Travel, Honoraria, Refreshments
Local travel, expenses, or tuition for teachers participating in
workshops are generally acceptable. It will be more difficult to
make a convincing case for long distance travel, honoraria for
speakers, or other large expenditures for single individuals.
Travel support for an astronomy researcher who will attend a
workshop or conference to learn about effective educational
outreach and/or science education reform is acceptable as long as
it does not dominate the total budget request.
Refreshments or meals may not be funded by this program, although
the special value of social events held in conjunction with
outreach activities is well recognized.
It is impossible to foresee all possible types of budget requests.
Any items not covered above will be considered on a case-by-case
basis, subject to legal restrictions, NASA policy, and the spirit
of IDEA grants program.
In many cases, IDEA grants will be building upon a base of much
larger federally funded research activities conducted by IDEA grant
investigators. Since the IDEA grants are quite small and are
intended to stimulate outreach activities that are of direct social
benefit, strong preference will be given to proposals whose
administrative costs are waived or reduced below 20% of the
HOW TO REQUEST AN IDEA GRANT
The proposal process is being kept as simple as possible while
securing all the information the Review Panel will need to
critically evaluate your proposal. Both goals will be served by
following the format below. Please constrain your proposals to 3-5
pages in length, plus cover pages, budget pages, and special
forms. Proposals should include each of the following sections:
1) Cover Page: List the title of your proposal, the names, titles
and affiliations of the investigators, the total amount of funds
requested for the proposed work, and a 150-200 word abstract of
your educational project. Also, be sure to provide the SIGNATURES
OF APPROPRIATE OFFICIALS AT YOUR INSTITUTION.
2) Audience and Education Collaborators: Specifically identify the
intended audience for your proposed project, and how your
collaborators will help ensure that you can effectively reach that
3) Project Description: Describe the mechanics of your proposed
project. Be sure to clearly and explicitly address the PROJECT
GUIDELINES and proposal EVALUATION CRITERIA described above.
4) Budget Explanations: Briefly justify each item in your budget,
paying close attention to the BUDGET GUIDELINES above. If
applicable, be sure to include a statement indicating any waiver or
reduction of institutional overhead. Please also indicate the
possibility of matching funds, in-kind contributions, or other
opportunities to leverage this award for larger effect.
5) Budget Page: Attach a table with the itemization of your budget.
6) Special Forms: Attach to the original and two hard-copies (as
opposed to the electronic copy) of your proposal, two special
forms, both available through your local contracts and grants
organization. These are: 1) Certification of a Drug Free Workplace,
and 2) Debarment and Suspension.
The performance period for 1994 IDEA grants will end one year after
the grant money is received. It is understood that certain types of
educational activities require particular phasing with the academic
year, and thus allowances will be made for no-cost extensions.
The IDEA research grants program is experimental in nature. In
order to evaluate the success of the program, each supported
project should produce a brief (1-2 pages) final report. The final
report should be submitted by email to firstname.lastname@example.org. It should
a) the IDEA grant PI's position, institution, and source of other
NASA support (if applicable).
b) the original IDEA proposal abstract
c) a brief description of any fundamental changes that were made to
your original plan, together with the rationale for those changes.
d) a list of the positive and negative lessons learned from your
e) a quantitative estimate about what human and/or financial
resources have been leveraged by your IDEA grant activity.
If you have developed an educational product or a model proposal
for an IDEA grant that may be of use to other educators or
researchers, please emphasize this in your final report. Sending
well-labeled photos or illustrations of your activities is also
REVIEW OF PROPOSALS
The formal evaluation of IDEA grant proposals will be done by a
Review Panel composed of program managers from NASA, astronomers,
and educators. The Astrophysics Division at NASA Headquarters will
have oversight and approval authority for the review process. The
panel will consider the merit of each proposal in light of the
guidelines and evaluation criteria listed above.
SUBMISSION OF PROPOSALS
Proposals for the IDEA grants are due by close of business on 30
September 1994. Decisions will be announced 4-6 weeks later.
Send proposals (including the unsigned cover page, project
description and budget sections) electronically (text-only) to:
Send the complete original and 2 complete hard copies (including
the SIGNED cover page and the appropriate special forms as well as
the project description and budget sections) to:
Attn.: Project Scientist for Education
Space Telescope Science Institute
3700 San Martin Drive
Baltimore, Maryland 21218
INQUIRIES ABOUT THE PROPOSAL PROCESS
Inquiries about the PROPOSAL process should be made directly to the
Space Telescope Science Institute: email@example.com
INQUIRIES ABOUT THE REVIEW PROCESS
Inquiries about the REVIEW process should be made directly to the
Education Officer in the Astrophysics Division at NASA
Please check your local FTP site or NASA HQ/STScI WWW home pages
for any changes which may be made to this announcement.