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By NASA
An artist’s concept of Intuitive Machines’ Nova-C lunar lander on the Moon’s South Pole.Credit: Intuitive Machines A new set of NASA science experiments and technology demonstrations will arrive at the lunar South Pole in 2027 following the agency’s latest CLPS (Commercial Lunar Payload Services) initiative delivery award. Intuitive Machines of Houston will receive $116.9 million to deliver six NASA payloads to a part of the Moon where nighttime temperatures are frigid, the terrain is rugged, and the permanently shadowed regions could help reveal the origin of water throughout our solar system.
Part of the agency’s broader Artemis campaign, CLPS aims to conduct science on the Moon for the benefit of all, including experiments and demos that support missions with crew on the lunar surface.
“This marks the 10th CLPS delivery NASA has awarded, and the fourth planned for delivery to the South Pole of the Moon,” said Joel Kearns, deputy associate administrator for exploration, Science Mission Directorate, NASA Headquarters in Washington. “By supporting a robust cadence of CLPS flights to a variety of locations on the lunar surface, including two flights currently planned by companies for later this year, NASA will explore more of the Moon than ever before.”
NASA has awarded Intuitive Machine’s four task orders. The company delivered six NASA payloads to Malapert A in the South Pole region of the Moon in early 2024. With this lunar South Pole delivery, Intuitive Machines will be responsible for payload integration, launch from Earth, safe landing on the Moon, and mission operations.
“The instruments on this newly awarded flight will help us achieve multiple scientific objectives and strengthen our understanding of the Moon’s environment,” said Chris Culbert, manager of the CLPS initiative at NASA’s Johnson Space Center in Houston. “For example, they’ll help answer key questions about where volatiles – such as water, ice, or gas – are found on the lunar surface and measure radiation in the South Pole region, which could advance our exploration efforts on the Moon and help us with continued exploration of Mars.”
The instruments, collectively expected to be about 174 pounds (79 kilograms) in mass, include:
The Lunar Explorer Instrument for Space Biology Applications will deliver yeast to the lunar surface and study its response to radiation and lunar gravity. The payload is managed by NASA’s Ames Research Center in Silicon Valley, California. Package for Resource Observation and In-Situ Prospecting for Exploration, Characterization and Testing is a suite of instruments that will drill down to 3.3 feet (1 meter) beneath the lunar surface, extract samples, and process them in-situ in a miniaturized laboratory, to identify possible volatiles (water, ice, or gas) trapped at extremely cold temperatures under the surface. This suite is led by ESA (European Space Agency). The Laser Retroreflector Array is a collection of eight retroreflectors that will enable lasers to precisely measure the distance between a spacecraft and the reflector on the lander. The array is a passive optical instrument and will function as a permanent location marker on the Moon for decades to come. The retroflector array is managed by NASA’s Goddard Space Flight Center in Greenbelt, Maryland. The Surface Exosphere Alterations by Landers will investigate the chemical response of lunar regolith to the thermal, physical, and chemical disturbances generated during a landing, and evaluate contaminants injected into the regolith by the lander. It will give insight into how a spacecraft landing might affect the composition of samples collected nearby. This payload is managed by NASA Goddard. The Fluxgate Magnetometer will characterize certain magnetic fields to improve the understanding of energy and particle pathways at the lunar surface and is managed by NASA Goddard. The Lunar Compact Infrared Imaging System will deploy a radiometer – a device that measures infrared wavelengths of light – to explore the Moon’s surface composition, map its surface temperature distribution, and demonstrate the instrument’s feasibility for future lunar resource utilization activities. The imaging system is managed by the Laboratory for Atmospheric and Space Physics at the University of Colorado at Boulder. Under CLPS, multiple commercial deliveries to different geographic regions will help NASA conduct science and continue working toward a long-term human presence on the Moon. Future deliveries will include sophisticated science experiments, and technology demonstrations as part of the agency’s Artemis campaign. Two upcoming CLPS flights slated to launch near the end of 2024 will deliver NASA payloads to the Moon’s nearside and South Pole, including the Intuitive Machines-2 delivery of NASA’s first on-site demonstration of searching for water and other chemical compounds 3.3 feet below the surface of the Moon, using a drill and mass spectrometer.
Learn more about CLPS and Artemis at:
https://www.nasa.gov/clps
-end-
Karen Fox
Headquarters, Washington
202-358-1275
karen.c.fox@nasa.gov
Laura Sorto / Natalia Riusech
Johnson Space Center, Houston
281-483-5111
laura.g.sorto@nasa.gov / natalia.s.riusech@nasa.gov
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Last Updated Aug 29, 2024 LocationNASA Headquarters Related Terms
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By NASA
4 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
The cover of the HERC 2025 handbook, which is now available online. By Wayne Smith
Following a 2024 competition that garnered international attention, NASA is expanding its Human Exploration Rover Challenge (HERC) to include a remote control division and inviting middle school students to participate.
The 31st annual competition is scheduled for April 11-12, 2025, at the U.S. Space & Rocket Center, near NASA’s Marshall Space Flight Center in Huntsville, Alabama. HERC is managed by NASA’s Southeast Regional Office of STEM Engagement at Marshall. The HERC 2025 Handbook has been released, with guidelines for the new remote control (RC) division – ROVR (Remote-Operated Vehicular Research) – and detailing updates for the human-powered division.
“Our RC division significantly lowers the barrier to entry for schools who don’t have access to manufacturing facilities, have less funding, or who are motivated to compete but don’t have the technical mentorship required to design and manufacture a safe human-powered rover,” said Chris Joren, HERC technical coordinator. “We are also opening up HERC to middle school students for the first time. The RC division is inherently safer and less physically intensive, so we invite middle school teams and organizations to submit a proposal to be a part of HERC 2025.”
Another change for 2025 is the removal of task sites on the course for the human-powered rover division, allowing teams to focus on their rover’s design. Recognized as NASA’s leading international student challenge, the 2025 challenge aims to put competitors in the mindset of the Artemis campaign as they pitch an engineering design for a lunar terrain vehicle – they are astronauts piloting a vehicle, exploring the lunar surface while overcoming various obstacles.
“The HERC team wanted to put together a challenge that allows students to gain 21st century skills, workforce readiness skills, and skills that are transferable,” said Vemitra Alexander, HERC activity lead. “The students have opportunities to learn and apply the engineering design process model, gain public speaking skills, participate in community outreach, and learn the art of collaborating with their peers. I am very excited about HERC’s growth and the impact it has on the students we serve nationally and internationally.”
Students interested in designing, developing, building, and testing rovers for Moon and Mars exploration are invited to submit their proposals to NASA through Sept. 19.
More than 1,000 students with 72 teams from around the world participated in the 2024 challenge as HERC celebrated its 30th anniversary as a NASA competition. Participating teams represented 42 colleges and universities and 30 high schools from 24 states, the District of Columbia, Puerto Rico, and 13 other nations from around the world.
“We saw a massive jump in recognition, not only from within the agency as NASA Chief Technologist A.C. Charania attended the event, but with several of our international teams meeting dignitaries and ambassadors from their home countries to cheer them on,” Joren said. “The most impressive thing will always be the dedication and resilience of the students and their mentors. No matter what gets thrown at these students, they still roll up to the start line singing songs and waving flags.”
HERC is one of NASA’s eight Artemis Student Challenges reflecting the goals of the Artemis campaign, which seeks to land the first woman and first person of color on the Moon while establishing a long-term presence for science and exploration. NASA uses such challenges to encourage students to pursue degrees and careers in the STEM fields of science, technology, engineering, and mathematics.
Since its inception in 1994, more than 15,000 students have participated in HERC – with many former students now working at NASA, or within the aerospace industry.
To learn more about HERC, please visit:
https://www.nasa.gov/roverchallenge/home/index.html
Taylor Goodwin
Marshall Space Flight Center, Huntsville, Ala.
256.544.0034
taylor.goodwin@nasa.gov
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Last Updated Aug 28, 2024 Related Terms
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By NASA
7 Min Read NASA Project in Puerto Rico Trains Students in Marine Biology
A forested green peninsula of Culebra Island juts into the blue waters of the Caribbean as a rain storm hits in the distance. The teal blue surrounding the island indicates shallow waters, home to the island's famous coral reefs. Credits: NASA Ames/Milan Loiacono Tainaliz Marie Rodríguez Lugo took a deep breath, adjusted her snorkel mask, and plunged into the ocean, fins first. Three weeks earlier, Rodríguez Lugo couldn’t swim. Now the college student was gathering data on water quality and coral reefs for a NASA-led marine biology project in Puerto Rico, where she lives.
“There is so much life down there that I never knew about,” Rodríguez Lugo said. “And it’s beautiful.”
“There is so much life down there that I never knew about, and it’s beautiful.”
Tainaliz Marie Rodríguez Lugo
OCEANOS 2024 Intern
The sea whip and purple sea fans in the photo above are found off the coast of Playa Melones, Culebra, a small island off the east cost of Puerto Rico and a popular destination for snorkelers.
Puerto Rico is home to more than 1,300 square miles of coral reefs, which play a vital role in protecting the island from storms, waves, and hurricanes. Reef-related tourism provides nearly $2 billion in annual income for the island.
But coral reefs in Puerto Rico and around the world are experiencing more frequent and severe bleaching events. High ocean temperatures in regions around the globe have led to coral bleaching, which is when corals expel zooxanthellae – the colorful, symbiotic microscopic algae that live inside coral tissues and provide 80-90% of its nutrients. When stressors persist, the corals eventually starve and turn bone-white.
In April 2024, NOAA (National Oceanic and Atmospheric Administration) announced that the world was experiencing a global bleaching event, the fourth on record. You can see bleached spots in the lobed star coral pictured above, which is also colonized by Ramicrusta, an invasive, burnt orange algae that poses an additional threat to reefs.
Students Are Given Ocean Research Tools
Beginning in June, the month-long program that Rodriguez and 29 other local students participated in is called the Ocean Community Engagement and Awareness using NASA Earth Observations and Science for Hispanic/Latino Students (OCEANOS). The goal of OCEANOS is twofold: to teach Puerto Rican students about marine ecology and conservation, and to train students through hands-on fieldwork how to use marine science tools to monitor the health of coral reefs.
The course included classroom instruction, scientific fieldwork, collecting and analyzing ocean data from La Parguera and Culebra Island, and a final presentation.
In the photo, OCEANOS instructor Samuel Suleiman shows a 3D-printed clump of staghorn coral to a group of students off the coast of Culebra. In areas where coral habitats have been damaged, conservationists use 3D-printed corals to attract and protect fish, algae, and other wildlife.
To practice coral surveying techniques and evaluate biodiversity,students used compact cameras to snap a photo every half second, recording seven-meter by seven-meter quadrants of the ocean floor. Back on land, the students stitched these images – roughly 600 images per quadrant – into high-resolution mosaics, which they then used to catalog the types and distributions of various coral species.
Low Light, Poor Water Quality, and Invasive Species Threaten Coral Reefs
Students also built their own low-cost instruments, with sensors on each end to measure temperature and light, to help assess water quality and characteristics.
The ideal temperature range for coral falls between 77- 82 degrees Fahrenheit (25-28 degrees Celsius). Water above or below this range is considered a potential stressor for coral and can impair growth. It can also increase the risk of disease, bleaching, and reproductive issues.
Coral relies on light for growth. Less light means less photosynthesis for the zooxanthellae that live inside the coral, which in turn means less food for the coral itself. Cloudy water due to excessive sediment or phytoplankton can dim or block sunlight.
Additional threats to coral include fishing equipment, boat groundings, chemical runoff, and invasive species.
In the photo above, OCEANOS instructor Juan Torres-Pérez holds two clumps of cyanobacteria, a type of bacteria that has choked a section of reef near Playa Melones. The exact cause of this excessive cyanobacteria growth is unclear, but it is likely due to land-based pollution leaching into nearby waters, he said. In the background, dark brown piles of cyanobacteria littering the ocean floor are visible.
Students Help Grow and Plant New Coral
Suleiman walked students through the process of planting new coral, which involved tying loose staghorn and elkhorn corals into a square frame. Each frame holds about 100 individual pieces of coral. Suleiman leads a group called Sociedad Ambiente Marino (SAM), which has been working for more than 20 years to cultivate and plant more than 160,000 corals around Puerto Rico.
Divers anchored these frames to the ocean floor. Under ideal conditions, branching species like elkhorn and staghorn coral grow one centimeter per month, or about 12-13 centimeters per year, making them ideal candidates for coral reef restoration. By comparison, mountainous and boulder coral, also prevalent in the Caribbean Sea, grow an average of just one centimeter per year.
The frames will remain on the ocean floor for 10 to 14 months, until the corals have quadrupled in size. At any given time, SAM has about 45 of these frames in coral ‘farms’ around Culebra, totaling almost 4,500 corals.
Once the corals are ready to be planted, they will be added to various reefs to replace damaged or bleached corals, and shore up vulnerable habitats.
In the photo above, Suleiman gathers loose corals to place around an endangered coral species Dendrogyra cylindrus, more commonly referred to as Pillar Coral (front left). This underwater “garden,” as he called it, should attract fish and wildlife such as sea urchins, which will give the endangered coral — and the other species in this small reef — a better chance of survival.
A New Generation of Marine Scientists
From the 2023 OCEANOS class, roughly half of the undergraduate students went on to pursue marine science degrees, and many hope to continue with a post-graduate program. For a scientific field historically lacking diverse voices, this is a promising step.
Among the high school students in the 2023 class, three went on to change their degree plans to oceanography after participating in the OCEANOS program, while others are finding ways to incorporate marine science into their studies.
Francisco Méndez Negrón, a 2023 OCEANOS graduate, is now a computer science student at the University of Puerto Rico at Rio Piedras and wants to apply robotics to marine ecology. “My goal is to integrate computer science and oceanography to make something that can contribute to the problems marine ecosystems are facing, mostly originated by us humans,” Méndez Negrón said. He returned to the OCEANOS program to serve as a mentor for the 2024 class.
As for Tainaliz Marie Rodriguez Lugo, she managed to overcome her swim anxiety while discovering a love of the ocean. She credited the instructors who were patient, encouraging, and never left her side in the water.
“I was really scared going into this internship,” Rodríguez Lugo said. “I didn’t know how to swim, and I was starting a program literally called ‘Oceans.’ But now I love it: I could spend all day in the ocean.”
I was really scared going into this internship. I didn’t know how to swim, and I was starting a program literally called ‘Oceans.’ But now I love it: I could spend all day in the ocean.
Tainaliz Marie Rodríguez Lugo
OCEANOS 2024 Intern
When asked how she would describe coral to someone who has never seen one, Rodríguez Lugo just laughed. “I can’t. There are no words for it. I would just take them to the reefs.”
For more information about OCEANOS, visit:
https://www.nasa.gov/oceanos
The OCEANOS program’s final session will take place next year. Applications for the 2025 OCEANOS program will open in March. To apply, visit:
https://nasa.gov/oceanos-application
Photographs and story by Milan Loiacono, NASA’s Ames Research Center
About the Author
Milan Loiacono
Science Communication SpecialistMilan Loiacono is a science communication specialist for the Earth Science Division at NASA Ames Research Center.
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By European Space Agency
Video: 00:01:23 On 19–20 August 2024, Juice successfully completed a world-first lunar-Earth flyby, with flight controllers guiding the spacecraft first past the Moon, then past Earth. The gravity of the two changed Juice’s speed and direction, sending it on a shortcut to Jupiter via Venus.
The closest approach to the Moon was at 23:15 CEST on 19 August, deflecting Juice towards a closest approach to Earth just over 24 hours later at 23:56 CEST on 20 August. In the hours before and after both close approaches, Juice’s two monitoring cameras captured photos, giving us a unique ‘Juice eye view’ of our home planet.
Juice’s two monitoring cameras provide black-and-white snapshots in 1024 x 1024 pixel resolution (they can be processed in colour). Their main purpose is to monitor the spacecraft’s various booms and antennas, especially during the challenging period after launch. The photos they captured of the Moon and Earth during the lunar-Earth flyby are a bonus.
The piece of music that accompanies the images is called 11,2 km/s. It was composed by Gautier Archer back in 2015, and selected as the official theme music for ESA’s Estrack ground station network to mark its 40th anniversary (more information). The music is available under a CC BY-NC-SA licence.
Juice rerouted to Venus in world’s first lunar-Earth flyby
Juice’s lunar-Earth flyby: all you need to know
Processing notes: The Juice monitoring cameras provide 1024 x 1024 pixel images. Upscaling software was used to convert the images into 2160 x 2160 pixel images, which match the 3480 x 2160 pixel resolution of the 4K movie format.
Access the related broadcast quality footage.
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By NASA
On Aug. 27, 1984, President Ronald W. Reagan announced the Teacher in Space project as part of NASA’s Space Flight Participant Program to expand the space shuttle experience to a wider set of private citizens who would communicate the experience to the public. From 11,000 teacher applicants, each of the 50 states and territories selected two nominees for a total of 114. After meeting with each candidate, a review panel narrowed the field down to 10 finalists. These 10 underwent interviews and medical examinations. A senior review panel recommended S. Christa McAuliffe as the prime Teacher in Space to fly with the STS-51L crew, with Barbara R. Morgan as her backup. Tragically, the Jan. 28, 1986, Challenger accident prevented McAuliffe from realizing her dreams of teaching from space.
Left: President Ronald W. Reagan announces the Teacher in Space project in 1984.Middle: NASA Administrator James M. Beggs. Right: Official emblem of the Teacher in Space project.
During a ceremony at the Department of Education recognizing outstanding public secondary schools, President Reagan announced the Teacher in Space project, saying,
It’s long been a goal of our space shuttle to someday carry private citizens in space. Until now, we hadn’t decided who the first citizen passenger would be. But today, I’m directing NASA to begin a search in all of our elementary and secondary schools, and to choose as the first citizen passenger in the history of our space program, one of America’s finest – a teacher. When that shuttle takes off, all of America will be reminded of the crucial role that teachers and education play in the life of our nation.
Later that day, NASA Administrator James M. Beggs held a news conference at NASA Headquarters in Washington, D.C., and provided more details, saying that although a teacher would lead off the Space Flight Participant Program, future selections would include journalists, poets, and artists. NASA released an Announcement of Opportunity on Nov. 8 detailing the requirements for teacher applicants and setting the target launch date of early 1986. From the approximately 11,000 applications received by the Feb. 1, 1985, deadline, the Council of Chief State School Officers coordinated the selection process, working with state, territorial, and agency review panels. On May 3, they announced the 114 nominees, two from each U.S. state, the District of Columbia, Puerto Rico, the U.S. Virgin Islands, Guam, Departments of Defense and State overseas schools, and Bureau of Indian Affairs schools. The nominees attended a workshop in Washington, D.C., June 22-27 focused on space education, because even those not selected planned to serve as space ambassadors for NASA. Each nominee met with the National Review Panel that selected the 10 finalists, announced on July 1.
Left: The 10 Teacher in Space finalists during their visit to NASA’s Johnson Space Center (JSC) in Houston in July 1985. Middle: As part of their orientation, the 10 finalists toured JSC’s space shuttle mockups. Right: The 10 finalists experienced brief periods of weightlessness aboard NASA’s KC-135 aircraft.
The 10 finalists spent the week of July 7 at NASA’s Johnson Space Center (JSC) in Houston. During the week, the finalists underwent medical and psychological examinations, toured JSC’s facilities, and experienced episodes of weightlessness on the KC-135 aircraft. Following a brief stop at NASA’s Marshall Space Flight Center in Huntsville, Alabama, the finalists spent July 15-17 in Washington, D.C., undergoing a series of interviews with the NASA Space Flight Participant Committee, who recommended the Teacher in Space candidate and a backup to NASA Administrator Beggs.
Left: Vice President George H.W. Bush announces the prime, S. Christa McAuliffe, and backup, Barbara R. Morgan, Teacher in Space candidates. Right: McAuliffe addresses the assembled crowd.
On July 19, the 10 finalists assembled in the Roosevelt Room at the White House. Following Administrator Beggs’ introductory remarks, Vice President George H.W. Bush announced the Teacher in Space winners – S. Christa McAuliffe, a high school social studies teacher from Concord, New Hampshire, and her backup, Barbara R. Morgan, a second-grade teacher from McCall, Idaho. The other eight finalists continued to participate in the project by helping to develop McAuliffe’s lesson plans.
Left: Barbara R. Morgan, second from left, and S. Christa McAuliffe, fourth from left, meet the STS-51L crew at NASA’s Johnson Space Center in Houston. Middle: McAuliffe, left, and Morgan get their first taste of space food. Right: Morgan, left, and McAuliffe receive a briefing on the space shuttle galley.
McAuliffe and Morgan reported to JSC on Sept. 9, 1985, to begin training for their space shuttle mission. Assigned to STS-51L scheduled for January 1986, they met their fellow crewmates Commander Francis R. “Dick” Scobee, Pilot Michael J. Smith, and Mission Specialists Ellison S. Onizuka, Judith A. Resnik, and Ronald E. McNair. Gregory B. Jarvis, a Hughes Aircraft engineer, joined the crew as a second payload specialist in October. Their first week, McAuliffe and Morgan received basic orientation, including fitting for their flight suits and tasting space food. For the next four months, they trained with the rest of the crew on shuttle systems, emergency evacuation drills, and completed flights aboard T-38 jets and the KC-135 weightless aircraft.
Left: The STS-51L crew receives a briefing on crew escape procedures. Middle: The STS-51L crew receives a briefing on water evacuation. Right: Barbara R. Morgan, left, and S. Christa McAuliffe pose in front of the space shuttle crew compartment trainer.
Left: At Houston’s Ellington Air Force Base, Barbara R. Morgan, Michael J. Smith, a photographer, S. Christa McAuliffe, and Francis R. “Dick” Scobee walk onto the tarmac toward T-38 jet trainers. Right: McAuliffe in the backseat of a T-38 prior to takeoff.
Left: Teacher in Space designee S. Christa McAuliffe in the backseat of a T-38 jet trainer during a right turn, with part of Galveston Island visible at left. Right: Michael J. Smith, left, Barbara R. Morgan, McAuliffe, and Francis R. “Dick” Scobee following training flights aboard T-38 jets.
Left: Backup Teacher in Space Barbara R. Morgan, left, prime Teacher in Space S. Christa McAuliffe, Payload Specialist Gregory B. Jarvis, and Mission Specialist Ronald E. McNair in the middeck of the Shuttle Mission Simulator. Right: Teacher in Space McAuliffe, second from left, and her backup Morgan, get a taste of weightlessness aboard NASA’s KC-135, along with STS-61C Payload Specialist Congressman C. William “Bill” Nelson, now serving as NASA’s 14th administrator.
Training aboard the KC-135 for Teacher in Space demonstrations. Left: Hydroponics in Microgravity. Middle left: Molecular Mixing Experiment. Middle right: Magnetic Effects. Right: Leapfrog in Microgravity – not an actual experiment.
During her flight, McAuliffe planned to conduct two live lessons from space and record film for six demonstrations. The first lesson, “The Ultimate Field Trip,” sought to allow students to compare daily life aboard the shuttle versus on Earth. The second lesson, “Where We’ve Been, Where We’re Going, Why?” would explain the reasons for exploring space and making use of its unique environment for manufacturing certain products. The six filmed demonstrations included topics such as magnetism, Newton’s Laws, effervescence, simple machines and tools, hydroponics, and chromatographic separation, and how each of these behaves in weightlessness. Since McAuliffe could not complete these activities, many years later astronauts aboard the space station completed her mission by filming the demonstrations and preparing classroom lessons.
Left: At NASA’s Kennedy Space Center in Florida, Teacher in Space S. Christa McAuliffe watches the launch of space shuttle Challenger on the STS-61A Spacelab D1 mission. Middle: The STS-51L crew answer reporters’ questions following the Terminal Countdown Demonstration Test (TCDT). Right: During the TCDT, the crew practices emergency evacuation procedures.
To prepare for the upcoming launch, McAuliffe and Morgan traveled to NASA’s Kennedy Space Center (KSC) in Florida to witness the liftoff of the STS-61A Spacelab D1 mission, the last flight of space shuttle Challenger before STS-51L, on Oct. 30. The entire STS-51L crew returned to Florida for the Jan. 8, 1986, Terminal Countdown Demonstration Test (TCDT), essentially a dress rehearsal for the actual countdown to launch, planned for two weeks later. As part of the TCDT, the astronauts practiced evacuations drills from the shuttle in case of a fire or other emergency. After the test, they returned to Houston to complete last-minute training.
Left: The STS-51L crew arrives at NASA’s Kennedy Space Center in Florida a few days before launch. Middle: The STS-51L crew at the traditional prelaunch breakfast. Right: The STS-51L astronauts leave crew quarters on their way to Launch Pad 39B.
On Jan. 23, the STS-51L crew arrived at KSC for the launch set for Jan. 26. Bad weather caused a one-day delay, and the crew suited up, rode out to the pad, and boarded Challenger. A problem closing the hatch followed by poor weather caused a scrub of the launch attempt. On Jan. 28, the crew went back out to the pad in unusually cold weather for Florida and took their places aboard Challenger. This time, the launch took place on time.
Left: The official photograph of the STS-51L crew. Right: The STS-51L crew patch, with an apple representing S. Christa McAuliffe and the Teacher in Space project.
Following the Challenger accident, the Teacher in Space project remained active for a time as NASA reevaluated the entire Space Flight Participant Program. Morgan assumed the role of Teacher in Space designee for a few months, returning to Idaho in the fall of 1986 to resume her teaching duties, yet maintained her contact with NASA. In 1990, NASA canceled the Teacher in Space project.
Left: Official portrait of Barbara R. Morgan following her selection as a NASA astronaut in 1998. Middle: In 2004, NASA selected Educator Astronauts Dorothy “Dottie” M. Metcalf-Lindenburger, left, Richard “Ricky” R. Arnold, and Joseph “Joe” M. Acaba as members of the Group 19 astronauts. Right: Emblem of the Year of Education on Station.
In 1998, NASA invited Morgan to join the next astronaut selection group, not as a teacher but as a full-fledged mission specialist, eligible for multiple flights. That same year, NASA initiated its Educator Astronaut program, in which the agency selected qualified teachers as full-time astronauts instead of payload specialists. Morgan reported for training with the rest of the Group 17 astronauts in August 1998. In 2002, NASA assigned her to the STS-118 space station assembly mission that, following delays caused by the Columbia accident, flew in August 2007 aboard Endeavour, Challenger’s replacement. In 2004, NASA selected its first Educator Astronauts as part of Group 19 – Joseph “Joe” M. Acaba, Richard R. “Rickey” Arnold, and Dorothy “Dottie” M. Metcalf-Lindenburger. Metcalf-Lindenburger flew as a mission specialist aboard the STS-131 space station assembly flight in April 2010. Acaba and Arnold flew together on STS-119 in March 2009. Acaba went on to spend 125 days aboard the space station as an Expedition 31 and 32 flight engineer between May and September 2012, and another 168 days during Expedition 53 and 54 between September 2017 and February 2018. He has served as chief of the astronaut office since February 2023. Arnold made his second flight as a flight engineer during Expedition 55 and 56 from March to October 2018. Between their nearly back-to-back missions, Acaba and Arnold spent the 2017-18 school year aboard the space station for A Year of Education on Station. As a tribute to McAuliffe and her legacy, they completed her mission, filming her demonstrations and developing corresponding lessons for classrooms.
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