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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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Preparations for Next Moonwalk Simulations Underway (and Underwater)
Engineer Adam Gannon works on the development of Cognitive Engine-1 in the Cognitive Communications Lab at NASA’s Glenn Research Center.Credit: NASA Automated technology developed in Cleveland has launched to space aboard the Technology Education Satellite 11 mission. The flight test aims to confirm the precision and accuracy of this new technology developed at NASA’s Glenn Research Center.
The Cognitive Communications Project was founded by NASA in 2016 to develop autonomous space communications systems for the agency. Autonomous systems use technology that can react to its environment to implement updates during a mission, without needing any human interaction.
The project first collaborated with the Technology Education Satellite (TES) program at NASA’s Ames Research Center in California’s Silicon Valley back in 2022 to launch the TES-13 CubeSat, which sent the first neuromorphic processor to space. A neuromorphic processor is a piece of technology built to act in ways that replicate how the human brain functions. Through TES-13, the cognitive team was able to test their advanced technology in space successfully for the first time.
Researchers at NASA’s Ames Research Center in California’s Silicon Valley assemble the Technology Education Satellite-11 CubeSat inside of a laboratory.Credit: NASA After the success of TES-13, the team compiled each of their unique capabilities into one end-to-end system, called Cognitive Engine 1, or CE-1. CE-1 is a space and ground software system that automates normal aspects of spacecraft communications, like service scheduling and planning reliable priority-based data transfers.
Cognitive technology launched to space for the second time on July 3 on TES-11 aboard Firefly Aerospace’s Noise of Summer mission. TES-11 was one of eight small satellites launched during the mission. It was created as a part of the Technology Education Satellite program at NASA Ames, which organizes collaborative projects and missions that pair college and university students with NASA researchers to evaluate how new technologies work on small satellites, known as CubeSats.
Image of various CubeSats deployed in space from the International Space Station. Credit: NASA TES-11 is testing the components of CE-1 that allow satellites to independently schedule time with ground stations and download data without human interaction. Results from the TES-11 mission will be used by the Cognitive Communications team to finalize their CE-1 design, to ensure that the technology is ready to be adopted by future NASA missions.
The Cognitive Communications Project is funded by the Space Communications and Navigation program at NASA Headquarters in Washington and managed out of NASA’s Glenn Research Center in Cleveland.
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5 Min Read NASA Additive Manufacturing Project Shapes Future for Agency, Industry Rocket Makers
Additively manufactured rocket engine hardware coupled with advanced composites allows for precision features, such as multi-material coolant channels developed by the Rapid Analysis and Manufacturing Propulsion Technology team at NASA’s Marshall Space Flight Center in Huntsville, Alabama Credits: NASA The widespread commercial adoption of additive manufacturing technologies, commonly known as 3D printing, is no surprise to design engineers at NASA’s Marshall Space Flight Center in Huntsville, Alabama whose research created stronger, lighter weight materials and new manufacturing processes to make rocket parts.
NASA’s RAMPT (Rapid Analysis and Manufacturing Propulsion Technology) project is on the cutting-edge of additive manufacturing – helping the agency and industry produce new alloys and additively manufactured parts, commonly referred to as 3D printing, according to Paul Gradl, the project’s co-principal investigator at NASA Marshall.
“Across NASA’s storied legacy of vehicle and hardware design, testing, and integration, our underlying strength is in our application of extremely durable and severe environment materials and innovative manufacturing for component design,” said Gradl. “We strive to fully understand the microstructure and properties of every material and how they will ultimately be used in components before we make them available to industry for flight applications.”
The same principle applies to additive manufacturing, the meticulous process of building components and hardware one layer of material at a time.
The graphic captures additive manufacturing technology milestones led by the RAMPT project. Using 3D-printed, liquid oxygen/hydrogen thrust chamber hardware at chamber pressures of up to 1,400 pounds per square inch, Marshall engineers have completed 12 hot-fire tests totaling a combined 330 seconds. The project also has delivered composite materials demonstrating a 40% weight savings over conventional bimetallic combustion chambers. NASA and its industry partners are working to make this cutting-edge technology accessible for a host of future NASA and commercial space missions. NASA/Pablo Garcia “The RAMPT project’s goal is to support commercial, technical readiness, enabling our industry partners to meet the challenges inherent in building new generations of safer, more cost-effective deep space exploration propulsion systems,” said John Fikes, RAMPT project manager.
Since its inception, RAMPT has conducted 500 test-firings of 3D-printed injectors, nozzles, and chamber hardware totaling more than 16,000 seconds, using newly developed extreme-environment alloys, large-scale additive manufacturing processes, and advanced composite technology. The project has also started developing a full-scale version for the workhorse RS-25 engine – which experts say could reduce its costs by up to 70% and cut manufacturing time in half.
As printed structures are getting bigger and more complex, a major area of interest is the additive manufacturing print scale. A decade ago, most 3D-printed parts were no bigger than a shoebox. Today, additive manufacturing researchers are helping the industry produce lighter, more robust, intricately designed rocket engine components 10-feet tall and eight-feet in diameter.
Tyler Gibson, left, and Allison Clark, RAMPT engineers at NASA’s Marshall Space Flight Center in Huntsville, Alabama, inspect an additively manufactured composite overwrap thrust chamber assembly. Conventional rocket hardware may require more than 1,000 or more individually joined parts. Additive manufacturing permits engineers to print these channels in novel alloys as a single piece with multiple alloys, dramatically reducing manufacturing time. NASA/Danielle Burleson “NASA, through public-private partnerships, is making these breakthroughs accessible to the commercial space industry to help them rapidly advance new flight technologies of their own,” Gradl said. “We’re solving technical challenges, creating new supply chains for parts and materials, and increasing the industry’s capacity to rapidly deliver reliable hardware that draws a busy commercial space infrastructure ever closer.”
The RAMPT project does not just develop the end technology but the means to fully understand that technology, whatever the application. That means advancing cutting-edge simulation tools that can identify the viability of new alloys and composites at the microstructural level – assessing how they handle the fiery rigors of liftoff, the punishing cold of space, and the dynamic stresses associated with liftoffs, landings, and the long transits between.
NASA’s strategy to encourage commercial and academic buy-in is to offer public-private partnership opportunities, wherein industry and academia contribute as much as 25% of project development costs, allowing them to reap the benefits.
For example, NASA successfully delivered a refined version of an alloy, known as GRCop42, created at NASA Glenn nearly 40 years ago which helped commercial launch provider, Relativity Space, launch the first fully 3D-printed rocket in March 2023.
“Our primary goal with these higher-performance alloys is to prove them in a rocket engine test-fire environment and then hand them off to enable commercial providers to build hardware, fly launch vehicles, and foster a thriving space infrastructure with real scientific, social, and economic rewards,” Gradl said.
A key benefit of additive manufacturing hardware development is radically reducing the “design-fail-fix” cycle – when engineers develop new hardware, ground-test it to failure to determine the hardware’s design limits under all possible conditions and then tweak accordingly. That capability is increasingly important with the creation of new alloys and designs, new processing techniques, and the introduction of composite overwraps and other innovations.
Shown above, during a hot-fire test at NASA’s Marshall Space Flight Center in Huntsville, Alabama, this 2,000-pound-force coupled thrust chamber assembly features a NASA HR-1 alloy nozzle. Manufacturing the hardware requires the directed energy deposition process with composite-overwrap for structural support, reducing weight by 40%. Industry, academic, and government partners are working with RAMPT engineers at Marshall and other NASA field centers to advance this revolutionary technology.NASA This 2,000-pound-force coupled thrust chamber assembly features a NASA HR-1 alloy nozzle directly deposited onto the additive manufacturing combustion chamber using the directed energy deposition process and composite-overwrapped for structural support, reducing weight by 40%. It was hot-fire tested at NASA’s Marshall Space Flight Center in Huntsville, Alabama. Industry, academic, and government partners are working with RAMPT engineers at Marshall and other NASA field centers to advance this revolutionary technology. NASA/Danielle Burleson The RAMPT project did just that, successfully advancing new additive manufacturing alloys and processes, integrating them with carbon-fiber composites to reduce weight by up to 40%, developing and validating new simulation tools – and making all this data available to industry through public-private partnerships.
“We’re able to deliver prototypes in weeks instead of years, conduct dozens of scaled ground tests in a period that would feasibly permit just one or two such tests of conventionally manufactured hardware, and most importantly, deliver technology solutions that are safer, lighter, and less costly than traditional components,” Gradl said.
Fikes added, “Ten years from now, we may be building rocket engines – or rockets themselves – out of entirely new materials, employing all-new processing and fabrication techniques. NASA is central to all of that.”
The RAMPT project continues to progress and receive recognition from NASA and industry partners. On July 31, the RAMPT team was awarded NASA’s 2024 Invention of The Year award for its excellence and contributions to NASA and the commercial industry’s deep space exploration goals.
NASA’s Marshall Spaceflight Center in Huntsville, Alabama, leads RAMPT, with key support among engineers and technologists at NASA’s Glenn Research Center in Cleveland; Ames Research Center in Mountain View, California; Langley Research Center in Hampton, Virginia; and Auburn University in Auburn, Alabama, plus contributions from other academic partners and industry contractors. RAMPT is funded by NASA’s Game Changing Development Program within the agency’s Space Technology Mission Directorate.
Learn more at:
https://www.nasa.gov/rapid-analysis-and-manufacturing-propulsion-technology
Ramon J. Osorio
Marshall Space Flight Center, Huntsville, Alabama
256-544-0034
ramon.j.osorio@nasa.gov
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Last Updated Aug 01, 2024 LocationMarshall Space Flight Center Related Terms
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Preparations for Next Moonwalk Simulations Underway (and Underwater)
A new era of aviation is here, and NASA’s System-Wide Safety (SWS) project is developing innovative data solutions to assure safe, rapid, and repeatable access to a transformed National Airspace System (NAS). SWS was created in 2018 and is part of NASA Aeronautics’ Airspace Operations and Safety Program. SWS evaluates how the aerospace industry and aircraft modernization impacts safety by using technology to address future operational and design risks.
SWS Goals
To explore, discover, and understand the impact on safety of growing complexity introduced by modernization aimed at improving the efficiency of flight, the access to airspace, and the expansion of services provided by air vehicles To develop and demonstrate innovative solutions that enable this modernization and the aviation transformation envisioned for global airspace system through proactive mitigation of risks in accordance with target levels of safety To transform the NAS, SWS employs high-risk research and development to understand how the modernization of industry and aircraft can affect overall safety. SWS is developing and demonstrating innovative solutions within several key research areas, referred to as technical challenges.
Current Technical Challenges (TCs)
TC-2: In-Flight Safety Predictions for Emerging Operations TC-4: Complex Autonomous Systems Assurance TC-5: Safety Demonstrator Series for Operational In-Time Aviation Safety Management System TC-6: In-Time Aviation Safety Management System SWS is developing the concept and requirements for an assured In-Time Aviation Safety Management System to achieve the goals described above. It is an integrated set of services, functions, and capabilities to address operational risks and hazards of a transformed NAS. SWS catalyzes the discovery of the unknown and paves the path forward for aviation safety in the future airspace.
Back to main System-Wide Safety project page.
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