Members Can Post Anonymously On This Site
-
Similar Topics
-
By NASA
Students are recognized for their hard work in STEM-related extended-day programs at their school through a partnership with NASA’s Langley Research Center in Hampton, Virginia.Credit: NASA Media are invited to the kickoff event of a collaboration between NASA and the U.S. Department of Education at 4 p.m. EDT Monday, Sept. 23, at the Wheatley Education Campus in Washington. The interagency project, 21st Century Community Learning Centers, aims to engage students in science, technology, engineering, and math (STEM) education during after-school hours.
During the event, media will have the opportunity to learn about the STEM collaboration, hear remarks from leadership, and have one-on-one interviews with NASA and Education Department officials upon request. Additionally, students will have the opportunity to engage in educational activities, as well as participate in an engineering design challenge.
Officials providing remarks at the event include:
Kris Brown, deputy associate administrator, NASA’s Office of STEM Engagement, Headquarters in Washington Cindy Marten, deputy secretary, U.S. Department of Education Media interested in covering the event must RSVP no later than Friday, Sept. 20, to Abbey Donaldson: abbey.a.donaldson@nasa.gov.
Through the project, NASA’s Glenn Research Center in Cleveland and the Education Department will align resources to provide STEM activities, professional development, and funding for after-school programs nationwide. NASA will offer staff training, continuous program support, and opportunities for students to engage with NASA scientists and engineers. The initiative also will include student activities that demonstrate practical applications of STEM concepts.
In May 2023, NASA and the Education Department signed a Memorandum of Understanding, strengthening the collaboration between the two agencies, and expanding efforts to increase access to high-quality STEM and space education to students and schools across the nation. NASA Glenn signed a follow-on Space Act Agreement in 2024 to support the 21st Century Community Learning Centers.
Learn more about how NASA’s Office of STEM Engagement is inspiring the next generation of explorers at:
https://www.nasa.gov/stem
-end-
Abbey Donaldson
Headquarters, Washington
202-269-1600
abbey.a.donaldson@nasa.gov
Share
Details
Last Updated Sep 18, 2024 EditorJessica TaveauLocationNASA Headquarters Related Terms
STEM Engagement at NASA Learning Resources Opportunities For Students to Get Involved Partner with NASA STEM View the full article
-
By NASA
The X-15 hypersonic rocket-powered aircraft, built by North American Aviation (NAA), greatly expanded our knowledge of flight at speeds exceeding Mach 6 and altitudes above 250,000 feet. A joint project among NASA, the U.S. Air Force, and the U.S. Navy, the X-15’s first powered flight took place on Sept. 17, 1959, at the Flight Research Center, now the Armstrong Flight Research Center, at Edwards Air Force Base (AFB) in California. NAA chief test pilot A. Scott Crossfield piloted this flight and other early test flights before NASA and the Air Force took ownership of the aircraft. Between 1959 and 1968, 12 pilots completed 199 missions and achieved ever higher speeds and altitudes, knowledge and experience that later influenced the development of future programs such as the space shuttle.
Left: During its October 1958 rollout ceremony at the North American Aviation (NAA) facility in Los Angeles, NAA pilot A. Scott Crossfield poses in front of the X-15-1. Right: Rollout of X-15-2 at the NAA facility in February 1959.
The origins of the X-15 date to 1952, when the Committee on Aerodynamics of the National Advisory Committee for Aeronautics (NACA) adopted a resolution to expand their research portfolio to study flight at altitudes between 12 and 50 miles and Mach numbers between 4 and 10. The Air Force and Navy agreed and conducted joint feasibility studies at NACA’s field centers. In 1955, the Air Force selected North American Aviation (NAA), Los Angeles, to build three X-15 hypersonic aircraft.
On Oct. 1, 1958, the new National Aeronautics and Space Administration (NASA) incorporated the NACA centers and inherited the X-15 project. Two weeks later, on Oct. 15, 1958, the rollout of the first of the three aircraft took place at NAA’s Los Angeles facility where several of the early X-15 pilots, including Crossfield, attended. After the ceremony, workers wrapped the aircraft, placed it on a flatbed truck, and drove it overnight to the High Speed Flight Station, renamed by NASA the Flight Research Center in September 1959, where all the X-15 flights took place. Before this first aircraft took to the skies, NAA rolled out X-15-2 on Feb. 27, 1959. The X-15-3 rounded out the small fleet in early 1960.
Aerial view of the Flight Research Center, now NASA’s Armstrong Flight Research Center, at Edwards Air Force Base, California, with one of the B-52 carrier aircraft at left and an X-15 at right. Image credit: courtesy JD Barnes Collection.
Left: Diagram showing the two main profiles used by the X-15, either for altitude or speed. Right: The twin XLR-11 engines, left, and the more powerful XLR-99 engine used to power the X-15.
Like earlier X-planes, a carrier aircraft, in this case a modified B-52 Stratofortress, released the 34,000-pound X-15 at an altitude of 45,000 feet to conserve its fuel for the research mission. Flights took place within the High Range, a flight corridor extending from Wendover AFB in Utah to the Rogers Dry Lake landing zone adjacent to Edwards AFB, with emergency landing zones along the way. Typical research missions lasted eight to 12 minutes and followed either a high-altitude or a high-speed profile following launch from the B-52 and ignition of the X-15’s rocket engine. After burnout of the engine, the pilot guided the aircraft to an unpowered landing on the lakebed runway. To withstand the high temperatures during hypersonic flight and reentry, the X-15’s outer skin consisted of a then-new nickel-chrome alloy called Inconel-X. Because traditional aerodynamic surfaces used for flight control while in the atmosphere do not work in the near vacuum of space, the X-15 used its Ballistic Control System thrusters for attitude control while flying outside the atmosphere. NAA substituted eight smaller XLR-11 engines that produced only 16,000 pounds of thrust because of delays in the development of the 57,000-pound thrust XLR-99 rocket engine, built specifically for the X-15, For the first 17 months of test flights, the X-15 remained significantly underpowered. NAA chief pilot Crossfield had the primary responsibility for carrying out the initial test flights of the X-15 before handover of the aircraft to NASA and the Air Force.
Left: Flight profile of the first unpowered glide test flight of the X-15. Right: A. Scott Crossfield pilots the X-15 during its first unpowered glide test flight in June 1959.
With Crossfield at the controls of X-15-1, the first captive flight during which the X-15 remained attached to the B-52’s wing, took place on March 10, 1959. Crossfield completed the first unpowered glide flight of X-15-1 on June 8, the flight lasting just five minutes.
Left: The B-52 carrier aircraft taxis on the runway at Edwards Air Force Base in California, with the X-15 and pilot A. Scott Crossfield ready to perform the first powered flight of the hypersonic research aircraft. Right: The B-52 carries the X-15 and Crossfield to the drop altitude.
Left: Pilot A. Scott Crossfield is visible in the cockpit of the X-15 shortly before the release from the B-52 carrier aircraft. Image credit: courtesy North American Aviation. Right: The X-15 dumps excess fuel just prior to the drop.
Left: The X-15 drops from the B-52 carrier aircraft to begin its first powered flight. Middle: The view from the B-52 as the X-15 drops away. Right: Pilot A. Scott Crossfield has ignited all eight of the X-15’s engines to begin the powered flight.
Left: View taken from a chase plane of the X-15 during its glide to the lakebed following its first powered flight. Middle: Pilot A. Scott Crossfield brings the X-15 to a smooth touchdown on the lakebed runway at Edwards Air Force Base in California. Image credit: courtesy North American Aviation. Right: Crossfield hops out of the cockpit at the conclusion of the X-15’s first successful powered flight.
On Sept. 17, at the controls of X-15-2, Crossfield completed the first powered flight of an X-15. Firing all eight of the XLR-11 engines for 224 seconds, he reached a speed of Mach 2.11, or 1,393 miles per hour, and an altitude of 52,341 feet. Overcoming a few hardware problems, he brought the aircraft to a successful landing after a flight lasting just over nine minutes and traveling 88 miles. During 12 more flights, Crossfield expanded the aircraft’s flight envelope to Mach 2.97 and 88,116 feet while gathering important data on its flying characteristics. His last three flights used the higher thrust XLR-99 engine, the one designed for the aircraft. Crossfield’s 14th flight on Dec. 6, 1960, marked the end of the contracted testing program, and North American turned the X-15 over to the Air Force and NASA.
Standing between the first two aircraft, North American Aviation chief test pilot A. Scott Crossfield, left, symbolically hands over the keys to the X-15 to U.S. Air Force pilot Robert M. White and NASA pilot Neil A. Armstrong at the conclusion of the contracted flight test program. Image credit: courtesy North American Aviation.
Left: Chief NASA X-15 pilot Joseph “Joe” A. Walker following his altitude record-setting flight in August 1963. Middle left: Air Force pilot William J. “Pete” Knight following his speed record-setting flight in October 1967. Middle right: NASA pilot Neil A. Armstrong stands next to an X-15. Right: Air Force pilot Joe H. Engle following a flight aboard X-15A-2 in December 1965.
Over nine years, Crossfield and 11 other pilots – five NASA, five U.S. Air Force, and one U.S. Navy – completed a total of 199 flights of the X-15, gathering data on the aerodynamic and thermal performance of the aircraft flying to the edge of space and returning to Earth. The pilots also conducted a series of experiments, taking advantage of the plane’s unique characteristics and flight environment. NASA chief pilot Joseph “Joe” A. Walker flew the first of his 25 flights in March 1960. On his final flight on Aug. 22, 1963, he took X-15-3 to an altitude of 354,200 feet, or 67.1 miles, the highest achieved in the X-15 program, and a record for piloted aircraft that stood until surpassed during the final flight of SpaceShipOne on Oct. 4, 2004.
On Oct. 3, 1967, Air Force pilot William J. “Pete” Knight flew X-15A-2, with fully fueled external tanks, to an unofficial speed record for a piloted winged vehicle of Mach 6.70, or 4,520 miles per hour. The mark stood until surpassed during the reentry of space shuttle Columbia on April 14, 1981. NASA pilot Neil A. Armstrong and Air Force pilot Joe H. Engle flew the X-15 before joining NASA’s astronaut corps. Armstrong took to the skies seven times in the X-15 prior to becoming an astronaut, where he flew the Gemini VIII mission in 1966 and took humanity’s first steps on the Moon in July 1969. Engle has the unique distinction as the only person to have flown both the X-15 (16 times) and the space shuttle (twice in the atmosphere and twice in space). Of the first powered X-15 flight, Engle said, it “was a real milestone in a program that we still benefit from today.”
Explore More
3 min read NASA, GE Aerospace Advancing Hybrid-Electric Airliners with HyTEC
Article 3 hours ago 8 min read 55 Years Ago: Space Task Group Proposes Post-Apollo Plan to President Nixon
Article 1 day ago 7 min read 15 Years Ago: Japan launches HTV-1, its First Resupply Mission to the Space Station
Article 7 days ago View the full article
-
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.
Share
Details
Last Updated Aug 28, 2024 Related Terms
General Ames Research Center Ames Research Center's Science Directorate Climate Change Earth Earth Science Division Opportunities For Students to Get Involved Science Activation Science Mission Directorate Keep Exploring Discover More Topics From NASA
Missions
Humans in Space
Climate Change
Solar System
View the full article
-
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.
Explore More
12 min read 55 Years Ago: Apollo 11 Astronauts End Quarantine, Feted from Coast to Coast
Article 7 days ago 7 min read 55 Years Ago: NASA Group 7 Astronaut Selection
Article 2 weeks ago 5 min read Celebrating NASA’s Coast Guard Astronauts on Coast Guard Day
Article 4 weeks ago View the full article
-
By NASA
2 min read
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.
Return to Newsletter Explore More
1 min read Cleveland High School Students Land STEM Career Exploration Experience
Article 5 mins ago 1 min read NASA Lands at National Cherry Festival
Article 5 mins ago 1 min read Local Creators Learn About NASA’s Iconic Logo
Article 5 mins ago View the full article
-
-
Check out these Videos
Recommended Posts
Join the conversation
You can post now and register later. If you have an account, sign in now to post with your account.
Note: Your post will require moderator approval before it will be visible.