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By NASA
3 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
This team from University High School in Irvine, California, won the 2025 regional Oceans Science Bowl, hosted by NASA’s Jet Propulsion Laboratory. From left: Nethra Iyer, Joanne Chen, Matthew Feng, Avery Hexun, Angelina Yan, and coach David Knight.NASA/JPL-Caltech The annual regional event puts students’ knowledge of ocean-related science to the test in a fast-paced academic competition.
A team of students from University High School in Irvine earned first place at a fast-paced regional academic competition focused on ocean science disciplines and hosted by NASA’S Jet Propulsion Laboratory in Southern California.
Eight teams from Los Angeles and Orange counties competed at the March 29 event, dubbed the Los Angeles Surf Bowl. It was the last of about 20 regional competitions held across the U.S. this year in the lead-up to the virtual National Ocean Sciences Bowl finals event in mid-May.
Santa Monica High School earned second place; Francisco Bravo Medical Magnet High School in Los Angeles came in third. With its victory, University repeated its winning performance from last year. The school also won the JPL-hosted regional Science Bowl earlier this month.
Teams from all eight schools that participated in the JPL-hosted 2025 regional Ocean Sciences Bowl pose alongside volunteers and coaches.NASA/JPL-Caltech For the Ocean Sciences Bowl, teams are composed of four to five students and a coach. To prepare for the event, team members spend months answering multiple-choice questions with a “Jeopardy!”-style buzzer in just five seconds. Questions come in several categories, including biology, chemistry, geology, and physics along with related geography, technology, history, policy, and current events topics.
A question in the chemistry category might be “What chemical is the principal source of energy at many of Earth’s hydrothermal vent systems?” (It’s hydrogen sulfide.) Other questions can be considerably more challenging.
When a team member buzzes in and gives the correct answer to a multiple-choice question, the team earns a bonus question, which allows teammates to consult with one another to come up with an answer. More complicated “team challenge questions” prompt students to work together for a longer period. The theme of this year’s competition is “Sounding the Depths: Understanding Ocean Acoustics.”
University High junior Matthew Feng, a return competitor, said the team’s success felt like a payoff for hours of studying together, including on weekends. He keeps coming back to the competition partly for the sense of community and also for the personal challenge, he said. “It’s nice to compete and meet people, see people who were here last year,” Matthew added. “Pushing yourself mentally — the first year I was shaking so hard because I wasn’t used to that much adrenaline.”
Since 2000, JPL’s Public Services Office has coordinated the Los Angeles regional contest with the help of volunteers from laboratory staff and former Ocean Sciences Bowl participants in the local community. JPL is managed for NASA by Caltech.
The National Ocean Sciences Bowl is a program of the Center for Ocean Leadership at the University Corporation for Atmospheric Research, a nonprofit consortium of colleges and universities focused in part on Earth science-related education.
News Media Contact
Melissa Pamer
Jet Propulsion Laboratory, Pasadena, Calif.
626-314-4928
melissa.pamer@jpl.nasa.gov
2025-044
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Last Updated Mar 31, 2025 Related Terms
Jet Propulsion Laboratory STEM Engagement at NASA Explore More
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By NASA
NASA Men stand in front of turning vanes inside the Altitude Wind Tunnel (AWT) at the National Advisory Committee for Aeronautics Aircraft Engine Research Laboratory in this February 1944 publicity photo. The photo was taken just weeks after the tunnel became operational.
The AWT was the only wind tunnel capable of testing full-size aircraft engines in simulated altitude conditions. A large wooden drive fan, located on the other side of these vanes, created wind speeds up to 500 miles per hour. Each corner of the rectangular tunnel had turning vanes, which straightened the airflow and directed it around the corners. This set of vanes was in the 31-foot-diameter southeast corner of the tunnel. These elliptical panels consisted of 36 to 42 vertical vanes that were supported by three horizontal supports. The individual vanes were 2.5 feet long and half-moon shaped. Each set of vanes took weeks to assemble before they were installed during the summer of 1943.
The Aircraft Engine Research Laboratory went through several name updates and changes through NACA and NASA history; it is now NASA’s Glenn Research Center in Cleveland.
Image credit: NASA
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By USH
On the night of February 23, 2025, residents of Tucumán, Argentina witnessed an astonishing sight during a violent thunderstorm. As a powerful lightning bolt tore through the sky, it briefly illuminated a massive, cigar-shaped object hovering in the storm’s center.
Eyewitnesses described the object as dark, elongated, and solid, standing in stark contrast to the swirling storm clouds around it. Unlike a natural weather phenomenon, the shape appeared structured and deliberate, leading many to speculate that it was a UFO of intelligent design, possibly of extraterrestrial origin.
It is not clear whether the object was struck by the lightning but there have been reports of UFOs being hit by lightning yet remaining unaffected, suggesting they may either harness or withstand immense energy levels.
Some researchers believe that certain UFOs absorb energy from lightning as a means of propulsion or power generation. In past cases, similar sightings have been reported in the presence of electrical storms, further fueling theories that such crafts may recharge their systems using natural energy sources.
It is known that theoretical physics explores the concept of extracting energy from electrical phenomena, such as Tesla’s ideas about wireless energy transmission. If an advanced civilization mastered this, lightning could be a viable energy source.
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By NASA
NASA’s Office of STEM Engagement at Johnson Space Center offers Texas high school students a unique gateway to the world of space exploration through the High School Aerospace Scholars (HAS) program. This initiative gives juniors hands-on experience, working on projects that range from designing spacecraft to planning Mars missions.
Nearly 30 participants who have been hired by NASA in the past five years are HAS alumni. Their stories highlight the program’s impact on students—inspiring innovation, fostering collaboration, unlocking their potential as they move forward into STEM careers.
Discover how the HAS experience has shaped these former students’ space exploration journey.
Jaylon Collins: Designing the Future of Spaceflight
Jaylon Collins always knew he wanted to study the universe but HAS shifted his perspective on what a STEM career could be.
“HAS brought a newfound perspective on what my STEM career could look like, and that shift led me to where I am today,” Collins said. “The coursework, NASA-led seminars, and space exploration research showed me that I could do direct design work to aid humanity’s exploration of the cosmos. I didn’t want to only learn about our universe—I wanted to help explore it.”
Jaylon Collins with his parents at the University of Texas at Austin after being accepted as a student class of 2028. “HAS showed me that a career in STEM doesn’t require a label, only your passion,” Collins said. “I saw that STEM could lead to endless career paths, and the guide was whatever I was most passionate about.”
He saw firsthand how engineers tackle the challenges of spaceflight, from designing spacecraft to solving complex mission scenarios. His strong performance in the program earned him an invitation to Moonshot, a five-day virtual challenge where NASA scientists and engineers mentor students through an Artemis-themed mission. His team developed a Mars sample return mission, an experience that taught him valuable lessons in teamwork.
“We combined our knowledge to design solutions that fit our mission profile, and I learned how problem-solving goes beyond the obvious tools like math and science,” he said. “Instead, it entails finding unique methods that trade off certain elements to bolster others and finding the optimal solution for our problem. HAS taught me to listen more than talk and take constructive feedback to create a solid plan.”
Now studying aerospace engineering at the University of Texas at Austin, Collins credits HAS with building his professional network and opening doors to NASA internship opportunities.
“I learned so much from seminars, my peers, and my Moonshot mentors about not only my academic future but also my prospective career,” he said. “My HAS experience has granted me a web of internship opportunities at NASA through the Gateway Program, and I hope that I can leverage it soon in L’Space Academy’s Lucy Internship.”
Jaylon Collins at Johnson Space Center with the 2024 astronaut graduate class. Collins hopes to contribute to NASA’s mission by developing solutions for deep space travel. Beyond that, he wants to inspire the next generation.
“I believe that the goal of universal knowledge is to reverberate the passions I have onto other curious dreamers,” he said. “Having mentors who teach the curious is the way we progress and innovate as a society, and I am dedicated to being one of those mentors one day.”
Erin Shimoda: Guiding Astronauts to Safety
Erin Shimoda’s path to becoming an aerospace engineer did not start with a clear vision of her future. Growing up in a family full of engineers and scientists, she was already on the STEM path, but she did not know where to focus. HAS changed that.
“HAS exposed me to so many different things that an aerospace engineer does,” she said. “I learned about the history of humans in space, NASA’s missions, how to design 3D models, how to apply equations from math class to real-life scenarios.”
During the program’s summer experience, she and her team designed a mission to send humans to Mars. She credits the program with inspiring her to earn an aerospace engineering degree.
Official portrait of Erin Shimoda. NASA/Josh Valcarcel The HAS program also reshaped her understanding of what a STEM career could look like. “My mentors were incredible. They talked about their projects with such energy and passion. It made me want to feel that way about my own work,” she said. “I didn’t realize before how exciting and innovative working in STEM could be.”
Shimoda said every person she met through HAS was inspiring. “Just knowing that those people existed and worked at NASA helped push me to persevere and succeed in my undergraduate career. I had plenty of bumps in the road, but I had a goal in mind that others had achieved before me, so I knew I could, too.”
One of the biggest lessons she took from the program was the power of collaboration. In high school, she often felt like she was carrying the load on group projects, which left her with a negative view of working on a team. HAS changed that perspective.
“During HAS, everyone was very passionate about accomplishing our goal, so I was consistently supported by my peers,” she said. “That’s so true at NASA, too. Not one single person can build an entire mission to the Moon. We’re all so passionate about accomplishing the mission, so we always support each other and strive for excellence.”
Shimoda also saw firsthand how diverse perspectives lead to better results. “There are many ways to come to a solution, and not every solution is right,” she said. “Collaboration leads to innovation and better problem-solving.”
Erin Shimoda stands in front of a presentation on the Launch Abort System for NASA’s Orion spacecraft and Space Launch System rocket.NASA/Robert Markowitz Now, Shimoda plays a key role in NASA’s Orion Program, ensuring astronaut safety through comprehensive ascent abort planning and procedures, and supporting Artemis recovery operations. She works on guidance, navigation, and control, predicting where the crew module and recovery hardware will land so teams—including the U.S. Navy—are in the right place at the right time.
“It’s exciting because we get to go ‘in the field’ on a U.S. Navy ship during training. Last year, I spent a week on a Navy ship, and seeing everything come together was incredible,” she said.
Her advice for students exploring STEM? “Try every opportunity possible! I joined almost every club imaginable. When I saw the HAS poster in front of my high school’s library, I thought to myself, ‘Well, I’m not in anything space-related yet!’ and the rest is history.”
Looking ahead, she is eager for what is to come. “I’m especially excited for Artemis III, where I’ll be directly involved in recovery operations,” Shimoda said. “I hope that all this work propels us to a future with a sustained human presence on the Moon.”
Hallel Chery: Aspiring Astronaut and Emerging Leader
Hallel Chery is a high school senior who will pursue a degree in mechanical engineering and materials science at Harvard College, with her sights set on becoming both an engineer and an astronaut.
She completed all three stages of HAS: the online course, the virtual Moonshot challenge, and the five-day on-site experience at Johnson. Balancing the program with academics and leading a school-wide tutoring club pushed her limits—but also broadened her confidence.
“I learned that I could take on a tremendous amount of work at one time,” she said. “This realization has helped me become more ambitious in my future plans.”
A portrait of Hallel Chery during her time in the High School Aerospace Scholars program. Moonshot was her proving ground. Tasked with redesigning a module for NASA’s future Gateway lunar space station, she led a team of eight HAS scholars—none of whom she had met before—through an intense, weeklong mission. Their work was presented to NASA scientists and engineers and her group landed among the top teams in the challenge.
“The experience strengthened my confidence in my abilities as a leader,” said Chery. “I learned that I thrive under pressure and am well prepared to tackle any challenge, technical or interpersonal, no matter how difficult it is.”
“Moonshot exposed me for the first time to true, deep teamwork,” she said. “Interacting almost non-stop with the same people over one week in a high stakes situation truly taught me about the dynamics of how teams work, the value of teamwork, and being an effective leader. This, coupled with the program’s emphasis on the importance of teamwork have firmly ingrained in me the essentiality of this core NASA value.”
While at Johnson, Chery toured the Space Vehicle Mockup Facility, watched astronauts suit up at the Neutral Buoyancy Laboratory, and visited the Mission Control Center. “Spending only a few days at Johnson, I can truly say that as an aspiring astronaut, being there felt just like home,” Chery said.
Hallel Chery in a spacesuit mockup at Johnson Space Center. “Because of HAS, I directly visualize myself working in a team to solve the problems I wanted to tackle instead of primarily focusing on the individual accomplishments that will solve them,” she said. “The program taught me how essential teamwork is to effective problem solving and innovation.”
The advice she has for the next generation is to keep exploring and to answer the question: What do you want to contribute for the good of the world?
HAS also introduced her to professional networking early in her academic career. Engaging with NASA professionals provided insight into the agency’s work culture and internship opportunities.
Now, as she prepares for her future in mechanical engineering and materials science, Chery is determined to apply what she has learned.
She is particularly grateful for the mentorship of NASA consultant Gotthard Janson, who provided encouragement and guidance throughout the HAS journey.
“The opportunity to connect with great professionals like him has provided additional wisdom and support as I grow through my academic and professional career,” she said.
Looking ahead, Chery aims to design space habitats, create innovative exercise solutions, and develop advanced materials for use in space.
“I want to help propel humanity forward—on Earth, to the Moon, Mars, and beyond—while inspiring others in the Artemis Generation,” she said. “Building and launching my rocket at Johnson felt like launching my future—one dedicated to contributing to NASA and humanity.”
Johnson Space Center will showcase its achievements at the Texas Capitol for Space Day Texas on Tuesday, March 25. The High School Aerospace Scholars program will have a booth, and NASA will have interactive exhibits highlighting the programs and technologies that will help humanity push forward to the Moon and Mars.
Learn more about NASA’s involvement here.
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By NASA
3 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
A team from University High School of Irvine, California, won the 2025 regional Science Bowl at NASA’s Jet Propulsion Laboratory on March 1. From left, co-coach Nick Brighton, sophomores Shloke Kamat and Timothy Chen, juniors Feodor Yevtushenko and Angelina Yan, senior Sara Yu, and coach David Knight.NASA/JPL-Caltech In a fast-paced competition, students showcased their knowledge across a wide range of science and math topics.
What is the molecular geometry of sulfur tetrafluoride? Which layer of the Sun is thickest? What is the average of the first 10 prime numbers? If you answered “see-saw,” “radiation zone,” and “12.9,” respectively, then you know a tiny fraction of what high school students must learn to compete successfully in the National Science Bowl.
On Saturday, March 1, students from University High School in Irvine answered enough of these kind of challenging questions correctly to earn the points to defeat 19 other high school teams, winning a regional Science Bowl competition hosted by NASA’s Jet Propulsion Laboratory in Southern California. Troy High, from Fullerton, won second place, while Arcadia High placed third.
Some 100 students gathered at JPL for the fast-paced event, which drew schools from across Los Angeles, Orange, and San Bernardino counties. Teams are composed of four students and one alternate, with a teacher serving as coach. Two teams at a time face off in a round robin tournament, followed by tie-breaker and double-elimination rounds, then final matches.
Students, coaches, and volunteers gathered on March 1 for the annual regional Science Bowl competition held at JPL, which has hosted the event since 1993.NASA/JPL-Caltech The questions — in biology, chemistry, Earth and space science, energy, mathematics, and physics — are at a college first-year level. Students spend months preparing, studying, quizzing each other, and practicing with “Jeopardy!”-style buzzers.
It was the third year in a row for a University victory at the JPL-hosted event, and the championship round with Troy was a nail-biter until the very last question. The University team only had one returning student from the previous year’s team, junior Feodor Yevtushenko. Both he and longtime team coach and science teacher David Knight said the key to success is specialization — with each student focusing on particular topic areas.
“I wake up and grind math before school,” Feodor said. “Being a jack-of-all-trades means you’re a jack-of-no-trades. You need ruthless precision and ruthless speed.”
University also won for four years in row from 2018 to 2021. The school’s victory this year enables its team to travel to Washington in late April and vie for ultimate dominance alongside other regional event winners in the national finals.
More than 10,000 students compete in some 115 regional events held across the country. Managed by the U.S. Department of Energy, the National Science Bowl was created in 1991 to make math and science fun for students, and to encourage them to pursue careers in those fields. It’s one of the largest academic competitions in the United States.
JPL’s Public Services Office coordinates the regional contest with the help of volunteers from laboratory staff and former Science Bowl participants in the local community. This year marked JPL’s 33rd hosting the event.
News Media Contact
Melissa Pamer
Jet Propulsion Laboratory, Pasadena, Calif.
626-314-4928
melissa.pamer@jpl.nasa.gov
2025-030
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Last Updated Mar 03, 2025 Related Terms
Jet Propulsion Laboratory STEM Engagement at NASA Explore More
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