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By NASA
4 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
As students head back to school, teachers have a new tool that brings NASA satellite data down to their earthly classrooms.
The My NASA Data homepage categorizes content by areas of study called spheres and also Earth as a system. NASA/mynasadata.larc.nasa.gov For over 50 years of observing Earth, NASA’s satellites have collected petabytes of global science data (that’s millions and millions of gigabytes) – with terabytes more coming in by the day. Since 2004, the My NASA Data website has been developing ways for students and teachers of grades 3-12 to understand, and visualize NASA data, and to help incorporate those measurements into practical science lessons.
“We have three different types of lesson plans, some of which are student-facing and some are teacher-facing,” said Angie Rizzi, My NASA Data task lead, based at NASA’s Langley Research Center in Hampton, Virginia. “Teachers can download complete lesson plans or display a wide variety of Earth data. There are also lessons written for students to interact with directly.”
An image from My NASA Data’s Earth System Data Explorer visualization tool showing the monthly leaf index around the world as measured by NASA satellites in August 2020. Data parameters for this visualization were set to biosphere under the sphere dropdown and vegetation as a category. NASA/mynasadata.larc.nasa.gov A key component of the My NASA Data site is the newly updated Earth System Data Explorer visualization tool, which allows users to access and download NASA Earth data. Educators can explore the data then create custom data tables, graphs, and plots to help students visualize the data. Students can create and investigate comparisons between land surface temperatures, cloud cover, extreme heat, and a wide range of other characteristics for a specific location or region around the globe.
An image from My NASA Data’s visualization tool showing various searchable categories under the atmosphere dataset selection. NASA/mynasadata.larc.nasa.gov “The Earth System Data Explorer tool has a collection of science datasets organized by different spheres of the Earth system,” explained Desiray Wilson, My NASA Data scientific programmer. The program highlights six areas of study: atmosphere, biosphere, cryosphere, geosphere, hydrosphere, and Earth as a system. “The data goes as far back as the 1980s, and we are getting more daily datasets. It’s really good for looking at historical trends, regional trends, and patterns.”
My NASA Data had over one million site visits last year, with some of the most popular searches focusing on temperatures, precipitation, water vapor, and air quality.
My NASA Data program leaders and instructors collaborating with educators from the North Carolina Space Grant at NASA’S Langley Research Center June 26, 2024. Teachers were at NASA Langley as part of the North Carolina Space Education Ambassadors (NCSEA) program and were given demonstrations of the My NASA Data website. NASA/David C. Bowman Natalie Macke has been teaching for 20 years and is a science teacher at Pascack Hills High School in Montvale, New Jersey. Teachers like Macke help shape the lessons on the site through internships with the My NASA Data team. Teachers’ suggestions were also incorporated to enhance the visualization tool by adding new features that now allow users to swipe between visual layers of data and make side-by-side comparisons. Users can also now click on a location to display latitude and longitude and variable data streamlining the previous site which required manual input of latitude and longitude.
“The new visualization tool is very much a point-and-click layout like our students are used to in terms of just quickly selecting data they want to see,” said Macke. “Instantaneously, a map of the Earth comes up, or just the outline, and they can get the satellite view. So if they’re looking for a specific city, they can find the city on the map and quickly grab a dataset or multiple datasets and overlay it on the map to make visual comparisons.”
Map of the East Coast of the United States from the My NASA Data visualization tool from August 2023 before adding layers of atmospheric satellite data. The image below shows the same map layered with atmospheric measurements.NASA/mynasadata.larc.nasa.gov The East Coast of the United States shown with monthly daytime surface (skin) temperatures from August 2023 overlayed from Earth-observing satellite data using the My NASA Data Earth System Data Explorer visualization tool. The image above shows the same region without the data layer added.NASA/mynasadata.larc.nasa.gov/ Even more valuable than creating visualizations for one specific lesson, elaborated Macke, is the opportunity My NASA Data provides for students to understand the importance of interpreting, verifying, and using datasets in their daily lives. This skill, she said, is invaluable, because it helps spread data literacy enabling users to look at data with a discriminating eye and learn to discern between assumptions and valid conclusions.
“Students can relate the data map to literally what’s happening outside their window, showing them how NASA Earth system satellite data relates to real life,” said Macke. “Creating a data literate public – meaning they understand the context and framework of the data they are working with and realizing the connection between the data and the real world – hopefully will intrigue them to continue to explore and learn about the Earth and start asking questions. That’s what got me into science when I was a little kid.”
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Charles G. Hatfield
Earth Science Public Affairs Officer, NASA Langley Research Center
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Last Updated Sep 16, 2024 Related Terms
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The My NASA Data homepage categorizes content by areas of study called spheres and also Earth as a system. View the full article
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By NASA
A NASA MITTIC participant during the competition’s on-site experience and Space Tank at NASA’s Johnson Space Center in Houston on Dec. 7, 2022. (Credit: Riley McClenaghan) NASA will spotlight its program to engage underrepresented and underserved students in science, technology, engineering, and math at the 2024 National Historically Black Colleges and Universities (HBCU) Week Conference in Philadelphia, from Sunday, Sept. 15, to Thursday, Sept. 19.
As part of the White House’s initiative to advance educational equity and economic opportunities through HBCUs, NASA’s Minority University Research and Education Project (MUREP) provides HBCU scholars access to NASA technology, networks, training, resources, and partners. During the conference, NASA will host a MUREP Innovation and Tech Transfer Idea Competition (MITTIC), featuring a hackathon challenging students to develop creative and innovative solutions for the benefit of humanity.
“NASA’s MUREP is delighted to continue our collaboration with the White House initiative on HBCU’s to elevate students’ learning experience,” said Keya Briscoe, manager, MUREP, NASA Headquarters in Washington. “We are enthusiastic about the fresh insights and innovative solutions that the scholars will develop at the MITTIC hackathon, which provides an opportunity to showcase the depth and breadth of their academic and professional excellence.”
The MITTIC HBCU hackathon concentrates on using NASA technologies to address various challenges common to HBCU campuses. The scholars will be divided into teams which will utilize NASA technology to address the challenge they select. Each team will pitch their concepts to a panel of subject matter experts.
The winning team will receive a cash prize provided by MITTIC’s partner, JP Morgan Chase (JPMC), in collaboration with the JPMC Chief Technology Office, Career and Skills Development Office, and Advancing Black Pathways Group. The remaining HBCU hackathon teams will be able to submit their proposals to the fall or spring MITTIC Space2Pitch Competitions taking place at NASA’s Johnson Space Center in Houston.
To further NASA’s initiative of promoting engagement and inclusion, the scholars will have the opportunity to interact with NASA exhibits to learn more about different career paths with NASA. In addition, a viewing of the Color of Space will show, highlighting the life stories of seven current and former Black astronauts.
Through the HBCU Scholar Recognition Program, the White House Initiative annually recognizes students from HBCUs for their accomplishments in academics, leadership, and civic engagement. Over the course of an academic school year, HBCU scholars participate in professional development through monthly classes and have access to a network of public and private partners.
“NASA’s unwavering commitment to provide our nation’s HBCUs with opportunity to participate in the space enterprise is invaluable to our institutions and our nation,” said Dietra Trent, executive director of the White House Initiative on HBCUs. “The initiative proudly solutes NASA for their relentless support and we look forward to having them again as a valued partner for the 2024 HBCU Week Conference and HBCU Scholar Recognition Program. By fostering innovation and expanding opportunities in STEM, NASA is empowering the next generation of diverse leaders to reach for the stars and beyond.”
Through their relationships with NASA, community-based organizations, and other public and private partners, HBCU scholars have the opportunity to strive for their education and career potentials.
To learn more about NASA and agency programs, visit:
https://www.nasa.gov
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By NASA
Manuel Retana arrived in the U.S. at 15 years old, unable to speak English and with nothing but a dream and $200 in his pocket. Now, he plays a crucial role implementing life support systems on spacecraft that will carry humans to the Moon and, eventually, Mars—paving the way for the next frontier of space exploration.
A project manager for NASA’s Johnson Space Center Life Support Systems Branch in Houston, Retana helps to ensure astronaut safety aboard the International Space Station and for future Artemis missions. His work involves tracking on-orbit technical issues, managing the cost and schedule impacts of flight projects, and delivering emergency hardware.
Manuel Retana stands in front of NASA’s Space Launch System rocket at Kennedy Space Center in Florida. One of his most notable achievements came during the qualification of the Orion Smoke Eater Filter for the Artemis II and III missions. The filter is designed to remove harmful gases and particulates from the crew cabin in the event of a fire inside the spacecraft. Retana was tasked with creating a cost-effective test rig – a critical step for making the filter safe for flight.
Retana’s philosophy is simple: “Rockets do not build themselves. People build rockets, and your ability to work with people will define how well your rocket is built.”
Throughout his career, Retana has honed his soft skills—communication, leadership, collaboration, and conflict resolution—to foster an environment of success.
Retana encourages his colleagues to learn new languages and share their unique perspectives. He even founded NASA’s first Mariachi ensemble, allowing him to share his cultural heritage in the workplace.
He believes diversity of thought is a key element in solving complex challenges as well as creating an environment where everyone feels comfortable sharing their perspectives.
“You need to be humble and have a willingness to always be learning,” he said. “What makes a strong team is the fact that not everyone thinks the same way.”
Manuel Retana, center, performs with the Mariachi Ensemble group at NASA’s Johnson Space Center in Houston. For the future of space exploration, Retana is excited about the democratization of space, envisioning a world where every country has the opportunity to explore. He is eager to see humanity reach the Moon, Mars, and beyond, driven by the quest to answer the universe’s most enigmatic questions.
To the Artemis Generation, he says, “Never lose hope, and it is never too late to start following your dreams, no matter how far you are.”
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By USH
In the remote wilderness of the Shoria Mountains in southern Siberia, a long-hidden secret has remained untouched for millennia. Far from the reach of modern civilization, a discovery was made that would challenge our understanding of ancient human history.
In 2013, a team of 19 researchers, led by Georgy Sidorov, embarked on an expedition to explore this mysterious region. Their destination was Gora Shoria, a mountain towering 3,600 feet above sea level in a remote part of Russia. Intrigued by reports of strange megalithic structures, the team ventured into this secluded terrain.
What they found was extraordinary: an immense super-megalith dating back roughly 100,000 years that defied conventional history. These massive stone blocks, later known as the Gornaya Shoria Megaliths, appeared to be made of granite, featuring flat surfaces and precise right angles. The most astounding detail was the weight of the stones, exceeding 3,000 tons—making them the largest megaliths ever discovered.
The arrangement of these granite blocks suggested a deliberate design, far beyond what could be explained by natural formations. The blocks were carefully stacked, reaching a height of approximately 140 feet. This raised profound questions: how were such massive stones carved, transported, and assembled in this remote and rugged landscape?
Some researchers have speculated about the existence of a pre-flood civilization, a sophisticated society wiped out by a cataclysmic event.
Also a deep, narrow vertical shaft was uncovered. The shaft, lined with parallel stone slabs, appeared to be human-made.
The walls of the shaft were straight and polished, descending 40 meters (around 130 feet) before opening into a vast underground hall, 36 meters (around 118 feet) high. These walls were constructed from large megalithic blocks, perfectly fitted with minimal gaps. Some of the stones resembled columns, reinforcing the idea of deliberate design. The full explored length of the shaft spanned over 100 meters (approximately 350 feet).
The precision and scale of this structure left no doubt that it was an artificial creation of immense proportions. The polished walls and massive blocks bore a striking resemblance to the shafts within the Great Pyramid of Khufu in Egypt, suggesting a level of architectural sophistication that defies conventional explanations.
Speculation abounds regarding the shaft’s original purpose. Some believe it served an advanced technological function or was part of a larger, undiscovered structure. The exploration team took over an hour to reach the bottom of the shaft, which required significant climbing expertise and endurance. It is believed that additional chambers and channels, still unexplored, may lie even deeper underground.
How could these gigantic 200-ton stone blocks have been assembled with such accuracy, deep underground? What kind of technology was used to construct the shaft and underground chamber?
Some researchers have speculated that it may have been part of an ancient factory, a seismological research device, or even an energy generator. Others believe it was the underground portion of a long-lost pyramid that once stood on the surface of the mountain.
Despite differing theories, we may wonder what ancient forces or lost civilizations left their mark on this remote corner of the world?
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By NASA
4 Min Read NASA’s Artemis II Crew Uses Iceland Terrain for Lunar Training
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NASA/Trevor Graff/Robert Markowitz Black and gray sediment stretches as far as the eye can see. Boulders sit on top of ground devoid of vegetation. Humans appear almost miniature in scale against a swath of shadowy mountains. At first glance, it seems a perfect scene from an excursion on the Moon’s surface … except the people are in hiking gear, not spacesuits.
Iceland has served as a lunar stand-in for training NASA astronauts since the days of the Apollo missions, and this summer the Artemis II crew took its place in that long history. NASA astronauts Reid Wiseman, Victor Glover, Christina Koch, and CSA (Canadian Space Agency) astronaut Jeremy Hansen, along with their backups, NASA astronaut Andre Douglas and CSA astronaut Jenni Gibbons, joined geology experts for field training on the Nordic island.
NASA astronaut and Artemis II mission specialist Christina Koch stands in the desolate landscape of Iceland during a geology field training course. NASA/Robert Markowitz NASA/Robert Markowitz “Apollo astronauts said Iceland was one of the most lunar-like training locations that they went to in their training,” said Cindy Evans, Artemis geology training lead at NASA’s Johnson Space Center in Houston. “It has lunar-like planetary processes – in this case, volcanism. It has the landscape; it looks like the Moon. And it has the scale of features astronauts will both be observing and exploring on the Moon.”
Iceland’s geology, like the Moon’s, includes rocks called basalts and breccias. Basalts are dark, fine-grained, iron-rich rocks that form when volcanic magma cools and crystalizes quickly. In Iceland, basalt lavas form from volcanoes and deep fissures. On the Moon, basalts can form from both volcanoes and lava pooling in impact basins. Breccias are angular fragments of rock that are fused together to create new rocks. In Iceland, volcanic breccias are formed from explosive volcanic eruptions and on the Moon, impact breccias are formed from meteoroids impacting the lunar surface.
Apollo astronauts said Iceland was one of the most lunar-like training locations that they went to in their training.
Cindy Evans
Artemis Geology Training Lead
Along with exploring the geology of Iceland, the astronauts practiced navigation and expeditionary skills to prepare them for living and working together, and gave feedback to instructors, who used this as an opportunity to hone their instruction and identify sites for future Artemis crew training. They also put tools to the test, learning to use hammers, scoops, and chisels to collect rock samples.
Caption: The Artemis II crew, NASA astronauts Reid Wiseman, Victor Glover, Christina Koch, and Canadian Space Agency (CSA) astronaut Jeremy Hansen, and backup crew members NASA astronaut Andre Douglas and CSA astronaut Jenni Gibbons trek across the Icelandic landscape during their field geology training. NASA/Robert Markowitz “The tools we used during the Apollo missions haven’t changed that much for what we’re planning for the Artemis missions,” said Trevor Graff, exploration geologist and the hardware and testing lead on the Artemis science team at NASA Johnson. “Traditionally, a geologist goes out with just standard tool sets of things like rock hammers and scoops or shovels to sample the world around them, both on the surface and subsurface.”
The Artemis tools have a bit of a twist from traditional terrestrial geology tools, though. Engineers must take into consideration limited mass availability during launch, how easy it is to use a tool while wearing pressurized gloves, and how to ensure the pristine nature of the lunar samples is preserved for study back on Earth.
There’s really transformational science that we can learn by getting boots back on the Moon, getting samples back, and being able to do field geology with trained astronauts on the surface.
Angela Garcia
Exploration Geologist and Artemis II Science Officer
Caption: Angela Garcia, Artemis II science officer and exploration geologist, demonstrates how to use a rock hammer and chisel to dislodge a rock sample from a large boulder during the Artemis II field geology training in Iceland. NASA/Robert Markowitz “There’s really transformational science that we can learn by getting boots back on the Moon, getting samples back, and being able to do field geology with trained astronauts on the surface,” said Angela Garcia, exploration geologist and an Artemis II science officer at NASA Johnson.
The Artemis II test flight will be NASA’s first mission with crew under Artemis and will pave the way to land the first woman, first person of color, and first international partner astronaut on the Moon on future missions. The crew will travel approximately 4,600 miles beyond the far side of the Moon. While the Artemis II astronauts will not land on the surface of the Moon, the geology fundamentals they develop during field training will be critical to meeting the science objectives of their mission.
These objectives include visually studying a list of surface features, such as craters, from orbit. Astronauts will snap photos of the features, and describe their color, reflectivity, and texture — details that can reveal their geologic history.
The Artemis II crew astronauts, their backups, and the geology training field team pose in a valley in Iceland’s Vatnajökull national park. From front left: Angela Garcia, Jacob Richardson, Cindy Evans, Jenni Gibbons, Jacki Mahaffey, back row from left: Jeremy Hansen, John Ramsey, Reid Wiseman, Ron Spencer, Scott Wray, Kelsey Young, Patrick Whelley, Christina Koch, Andre Douglas, Jacki Kagey, Victor Glover, Rick Rochelle (NOLS), Trevor Graff. “Having humans hold the camera during a lunar pass and describe what they’re seeing in language that scientists can understand is a boon for science,” said Kelsey Young, lunar science lead for Artemis II and Artemis II science officer at NASA’s Goddard Space Flight Center in Greenbelt, Maryland. “In large part, that’s what we’re training astronauts to do when we take them to these Moon-like environments on Earth.”
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Last Updated Sep 13, 2024 Related Terms
Analog Field Testing Andre Douglas Apollo Artemis Astronauts Christina H. Koch Earth’s Moon G. Reid Wiseman Humans in Space Missions The Solar System Victor J. Glover Explore More
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