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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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Last Updated Aug 28, 2024 Related Terms
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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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By NASA
The NASA Aircraft Management Advisory Board (AMAB), which manages the agency’s aircraft fleet, has decided to relocate the agency’s P-3 aircraft at Wallops to Langley Research Center. The decision is part of a long-running, NASA-wide aircraft enterprise-management activity to consolidate the aircraft fleet where feasible and achieve greater operational efficiencies while reducing our infrastructure footprint.
We all recognize this is a tough decision impacting a stellar, mission-focused team that has achieved so much over the years. I myself started my career in the Wallops Aircraft Office some 38 years ago, and my time there was foundational for all I’ve done in my career. My top priority is to work with the Aircraft Office team on a transition plan, and importantly, to carry out an effective and safe transition of the aircraft to NASA Langley, and to ensure the long term sustainability of NASA’s P-3 capability in support of the airborne science community. The Wallops aircraft office transition may take 18 to 24 months or more to accomplish. A specialized team is forming to ensure a smooth transition, and in the meantime, we continue to support airborne science from the facility.
With NASA’s flying mission at Wallops relocating to Langley, we recognize that the hangars and airfield at Wallops are true regional assets with great potential. NASA will issue a request for information (RFI) to identify potential customers/interest in assuming responsibility for Wallops’ airfield operations. It’s in the best interest of NASA and the region to explore other uses and opportunities for the Wallops airfield, and this RFI will help NASA evaluate future options. There is no timeline for the RFI at this time – we will provide updates as more information becomes available. What we do know – and are fully committed to – is ensuring the airfield remains an important resource for continued use by our customers, such as the U.S. Navy’s Fleet Force Command Field Carrier Landing Practice program. We’ve supported Navy flight operations at Wallops for more than 10 years and that support continues.
I want to assure everyone that Wallops’ future is bright and secure – the facility has a diverse mission set of orbital and suborbital operations and a whole host of government and commercial customers expanding operations on-site. We expect Wallops’ launch cadence to increase to upward of 50 launches per year by 2030 as the facility takes on a growing portfolio of hypersonics work as well as support to commercial spaceflight.
Without a doubt, the Wallops Aircraft Team is the best in the agency. They’ve had a massively successful run of operations recently with the ARCSIX missions in Greenland to supporting student research flights on both coasts and cargo transport missions all over the world to places such as Antarctica and India. I am committed to working with every member of the team on a way forward as we transition our flight operations and seek new opportunities.
We will continue to communicate with you and provide information on the transition plans as they become available.
All the best,
Dave
David L. Pierce
Wallops Director
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By NASA
7 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
Editor’s note: This article was updated Aug. 20, 2024, to reflect the latest information from NASA’s Office of Communications.
NASA astronauts Butch Wilmore and Suni Williams arrived at the orbiting laboratory on June 6 aboard the Boeing Starliner after lifting off on June 5 from Space Launch Complex-41 at Cape Canaveral Space Force Station in Florida.
During Starliner’s flight to the space station, engineers noticed some of the spacecraft’s thrusters did not perform as expected and several leaks in Starliner’s helium system also were observed. Engineering teams at NASA and Boeing have since conducted several thruster tests and in-depth data reviews to better understand the spacecraft. While engineers work to resolve technical issues before Starliner’s return to Earth, the astronaut duo have been working with the Expedition 71 crew, performing scientific research and maintenance activities.
NASA now plans to conduct two reviews – a Program Control Board and an Agency Flight Readiness Review – before deciding how it will safely return Wilmore and Williams from the station. NASA expects to decide on the path forward by the end of August.
Here are some frequently asked questions about their mission.
About the Mission and Delay
What is NASA’s Boeing Crew Flight Test?
NASA’s Boeing Crew Flight Test launched on June 5, and is the first flight of the Starliner spacecraft to the International Space Station with astronauts. The flight test aims to prove the system is ready for rotational missions to the space station. NASA wants two American spacecraft, in addition to the Roscosmos Soyuz spacecraft, capable of carrying astronauts to help ensure a permanent crew aboard the orbiting complex.
What are the goals of the Crew Flight Test?
This flight test aims to demonstrate Starliner’s ability to execute a six-month rotational mission to the space station. The flight test objectives were developed to support NASA’s certification process and gather the performance data needed to evaluate readiness ahead of long-duration flights.
Why is the Crew Flight Test staying longer than planned aboard the space station?
During Starliner’s flight to the space station, some of the spacecraft’s thrusters did not perform as expected and several leaks in Starliner’s helium system were observed. While the initial mission duration was planned for about a week, there is no rush to bring crew home, so NASA and Boeing are taking additional time to learn about the spacecraft. This is a lesson learned from the space shuttle Columbia accident. Our NASA and Boeing teams are poring over data from additional in-space and ground testing and analysis, providing mission managers data to make the best, safest decision on how and when to return crew home.
If there’s an emergency on the space station, how will Butch and Suni get home?
Starliner remains the primary option for Butch and Suni if an emergency occurs and they need to rapidly depart the station. There is no urgent need to bring them home, and NASA is using the extra time to understand the spacecraft’s technical issues before deciding on a return plan.
How long could Butch and Suni stay on the space station if they don’t come home on Starliner?
If NASA decides to return Starliner uncrewed, Butch and Suni would remain aboard station until late-February 2025. NASA would replan the agency’s SpaceX Crew-9 mission by launching only two crew members instead of four in late September. Butch and Suni would then return to Earth after the regularly scheduled Crew-9 increment early next year.
Are Butch and Suni staying in space until 2025?
No decisions have been made. NASA continues to evaluate all options as it learns more about Starliner’s propulsion system. Butch and Suni may return home aboard Starliner, or they could come back as part of the agency’s SpaceX Crew-9 mission early next year.
Can Starliner fly without astronauts?
Yes, Starliner can undock and deorbit autonomously, if NASA decides to return the spacecraft uncrewed.
Could NASA send a SpaceX Dragon to bring Butch and Suni back?
If NASA decides to return them aboard a SpaceX Dragon, NASA will replan its SpaceX Crew-9 mission by launching only two crew members in late September instead of four. Butch and Suni would then return to Earth after the regularly scheduled Crew-9 increment early next year.
Why does NASA need two crew transportation systems?
The main goal of the agency’s Commercial Crew Program is two, unique human spaceflight systems. Should any one system encounter an issue, NASA still has the capability to launch and return crew to ensure safety and a continuous human presence aboard the International Space Station.
About the Astronauts
Are Butch and Suni stuck on the space station?
No, Butch and Suni are safe aboard the space station working alongside the Expedition 71 crew. They also have been actively involved in Starliner testing and technical meetings. Butch and Suni could return home aboard Starliner if an emergency arises. The agency also has other return options available, if needed, for both contingency and normal returning planning.
Are Suni and Butch prepared for a longer stay on the station?
Butch and Suni each have previously completed two long-duration stays aboard the station. NASA astronauts embark on missions fully aware of the various scenarios that may become reality. This mission is no different, and they understood the possibilities and unknowns of this test flight, including being aboard station longer than planned.
How long would an extended stay for Butch and Suni compare to other space station mission lengths?
A typical stay aboard the International Space Station is about six months, and NASA astronauts also have remained on the space station for longer duration missions. Previous missions have given NASA volumes of data about long-duration spaceflight and its effects on the human body, which the agency applies to any crew mission.
Do the astronauts have what they need (e.g., food, clothing, oxygen, personal items, etc.)?
Yes. The International Space Station is well-stocked with everything the crew needs, including food, water, clothing, and oxygen. Additionally, NASA and its space station partners frequently launch resupply missions to the orbiting complex carrying additional supplies and cargo.
Recently, a Northrop Grumman Cygnus spacecraft carrying 8,200 pounds of food, fuel, supplies, and science and a Progress resupply spacecraft carrying three tons of cargo arrived at the station. NASA has additional SpaceX resupply missions planned through the end of 2024.
What are they doing aboard the space station?
The crew continues to monitor Starliner’s flight systems and gather performance data for system certification. NASA also is taking advantage of Butch and Suni’s extra time aboard the orbital laboratory, where they have completed various science experiments, maintenance tasks, and assisted with spacewalk preparations. Some of the science they’ve recently completed includes new ways to produce fiber optic cables and growing plants aboard the orbiting complex.
Can they talk to their family and friends?
Butch and Suni enjoy many of the same comforts we have here on Earth. They can email, call, and video conference with their family and friends when they have “free time” aboard the International Space Station.
About the Return Plan
What are the other options for bringing Butch and Suni back?
NASA has two unique American space transportation systems capable of carrying crew to and from station. Although no decisions have been made, NASA is considering several options to return Butch and Suni from the space station, including returning aboard Starliner, if cleared, or as part of agency’s SpaceX Crew-9 mission in February 2025.
Is it safer to bring them home aboard a SpaceX Dragon?
Crewed test flights are inherently risky, and although rotation missions may seem routine, they also are not without risk. It is NASA’s job to evaluate that risk and determine whether it is acceptable for crew ahead of each flight.
What other steps is NASA taking to bring them home?
NASA adjusted SpaceX Crew-9 launch and the agency’s SpaceX Crew-8 return, allowing more time to finalize Starliner return plans. NASA also is looking at crew assignments to ensure Butch and Suni can return with Crew-9, if needed.
For NASA’s blog and more information about the mission, visit: https://www.nasa.gov/commercialcrew
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