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By NASA
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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
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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 NASA
The Sun rises above the Flight Research Building at NASA’s Glenn Research Center in Cleveland.Credit: NASA NASA‘s Watts on the Moon Challenge, designed to advance the nation’s lunar exploration goals under the Artemis campaign by challenging United States innovators to develop breakthrough power transmission and energy storage technologies that could enable long-duration Moon missions, concludes on Friday, Sept. 20, at the Great Lakes Science Center in Cleveland.
“For astronauts to maintain a sustained presence on the Moon during Artemis missions, they will need continuous, reliable power,” said Kim Krome-Sieja, acting program manager, Centennial Challenges at NASA’s Marshall Space Flight Center in Huntsville, Alabama. “NASA has done extensive work on power generation technologies. Now, we’re looking to advance these technologies for long-distance power transmission and energy storage solutions that can withstand the extreme cold of the lunar environment.”
The technologies developed through the Watts on the Moon Challenge were the first power transmission and energy storage prototypes to be tested by NASA in an environment that simulates the extreme cold and weak atmospheric pressure of the lunar surface, representing a first step to readying the technologies for future deployment on the Moon. Successful technologies from this challenge aim to inspire, for example, new approaches for helping batteries withstand cold temperatures and improving grid resiliency in remote locations on Earth that face harsh weather conditions.
Media and the public are invited to attend the grand finale technology showcase and awards ceremony for the $5 million, two-phase competition. U.S. and international media interested in covering the event should confirm their attendance with Lane Figueroa by 3 p.m. CDT Tuesday, Sept. 17, at: lane.e.figueroa@nasa.gov. NASA’s media accreditation policy is available online. Members of the public may register as an attendee by completing this form, also by Friday, Sept. 17.
During the final round of competition, finalist teams refined their hardware and delivered a full system prototype for testing in simulated lunar conditions at NASA’s Glenn Research Center in Cleveland. The test simulated a challenging power system scenario where there are six hours of solar daylight, 18 hours of darkness, and the user is three kilometers from the power source.
“Watts on the Moon was a fantastic competition to judge because of its unique mission scenario,” said Amy Kaminski, program executive, Prizes, Challenges, and Crowdsourcing, Space Technology Mission Directorate at NASA Headquarters in Washington. “Each team’s hardware was put to the test against difficult criteria and had to perform well within a lunar environment in our state-of-the-art thermal vacuum chambers at NASA Glenn.”
Each finalist team was scored based on Total Effective System Mass (TESM), which determines how the system works in relation to its mass. At the awards ceremony, NASA will award $1 million to the top team who achieves the lowest TESM score, meaning that during testing, that team’s system produced the most efficient output-to-mass ratio. The team with the second lowest mass will receive $500,000. The awards ceremony stream live on NASA Glenn’s YouTube channel and NASA Prize’s Facebook page.
The Watts on the Moon Challenge is a NASA Centennial Challenge led by NASA Glenn. NASA Marshall manages Centennial Challenges, which are part of the agency’s Prizes, Challenges, and Crowdsourcing program in the Space Technology Mission Directorate. NASA has contracted HeroX to support the administration of this challenge.
For more information on NASA’s Watts on the Moon Challenge, visit:
https://www.nasa.gov/wattson
-end-
Jasmine Hopkins
Headquarters, Washington
321-432-4624
jasmine.s.hopkins@nasa.gov
Lane Figueroa
Marshall Space Flight Center, Huntsville, Ala.
256-932-1940
lane.e.figueroa@nasa.gov
Brian Newbacher
Glenn Research Center, Cleveland
216-460-9726
brian.t.newbacher@nasa.gov
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Last Updated Sep 13, 2024 EditorJessica TaveauLocationNASA Headquarters Related Terms
Prizes, Challenges, and Crowdsourcing Program Artemis Centennial Challenges Glenn Research Center Marshall Space Flight Center Space Technology Mission Directorate View the full article
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By NASA
On Sept. 9, 1994, space shuttle Discovery took to the skies on its 19th trip into space. During their 11-day mission, the STS-64 crew of Commander Richard “Dick” N. Richards, Pilot L. Blaine Hammond, and Mission Specialists Jerry M. Linenger, Susan J. Helms, Carl J. Meade, and Mark C. Lee demonstrated many of the space shuttle’s capabilities. They used a laser instrument to observe the Earth’s atmosphere, deployed and retrieved a science satellite, and used the shuttle’s robotic arm for a variety of tasks, including studying the orbiter itself. During a spacewalk, Lee and Meade tested a new device to rescue astronauts who found themselves detached from the vehicle. Astronauts today use the device routinely for spacewalks from the International Space Station.
Left: The STS-64 crew patch. Middle: Official photo of the STS-64 crew of L. Blaine Hammond, front row left, Richard “Dick” N. Richards, and Susan J. Helms; Mark C. Lee, back row left, Jerry M. Linenger, and Carl J. Meade. Right: The patch for the Lidar In-space Technology Experiment.
In November 1993, NASA announced the five-person all-veteran STS-64 crew. Richards, selected as an astronaut in 1980, had made three previous spaceflights, STS-28, STS-41, and STS-50. Lee, a member of the astronaut class of 1984, had two flights to his credit, STS-30 and STS-47, as did Meade, selected in 1985 and a veteran of STS-38 and STS-50. Each making their second trip into space, Hammond, selected in 1984 had flown on STS-39, and Helms, from the class of 1990 had flown on STS-54. In February 1994, NASA added first time space flyer Linenger to the crew, partly to make him eligible for a flight to Mir. He holds the distinction as the first member of his astronaut class of 1992 to fly in space.
Left: Workers tow Discovery from the Orbiter Processing Facility to the Vehicle Assembly Building at NASA’s Kennedy Space Center (KSC) in Florida. Middle: Space shuttle Discovery arrives at Launch Pad 39B, left, with space shuttle Endeavour still on Launch Pad 39A. Right: The STS-64 crew exits crew quarters at KSC on their way to the launch.
Discovery returned to NASA’s Kennedy Space Center (KSC) in Florida following its previous flight, the STS-60 mission, in February 1994. Workers in KSC’s Orbiter Processing Facility (OPF) removed the previous payload and began to service the orbiter. On May 26, workers moved Discovery into the Vehicle Assembly Building for temporary storage to make room in the OPF for Atlantis, just returned from Palmdale, California, where it underwent modifications to enable extended duration flights and dockings with space stations. Discovery returned to the OPF for payload installation in July, and rolled back to the VAB on Aug. 11 for mating with its external tank and solid rocket boosters. Discovery rolled out to Launch Pad 39B on Aug. 19, with its sister ship Endeavour still on Launch Pad 39A following the previous day’s launch abort. The six-person crew traveled to KSC to participate in the Terminal Countdown Demonstration Test, essentially a dress rehearsal for the launch countdown, on Aug. 24.
Liftoff of Discovery on the STS-64 mission.
On Sept. 9, 1994, after a more than two-hour delay caused by inclement weather, Discovery thundered into the sky to begin the STS-64 mission. Eight and a half minutes later, the orbiter and its crew reached space, and with a firing of the shuttle’s Orbiter Maneuvering System (OMS) engines they entered a 160-mile orbit inclined 57 degrees to the equator, ideal for Earth and atmospheric observations. The crew opened the payload bay doors, deploying the shuttle’s radiators, and removed their bulky launch and entry suits, stowing them for the remainder of the flight. They began to convert their vehicle into a science platform.
Left: LIDAR (light detection and ranging) In-space Technology Experiment (LITE) telescope in Discovery’s payload bay. Middle: Schematic of LITE data acquisition. Right: Image created from LITE data of clouds over southeast Asia.
One of the primary payloads on STS-64, the LIDAR (light detection and ranging) In-space Technology Experiment (LITE), mounted in Discovery’s forward payload bay, made the first use of a laser to study Earth’s atmosphere, cloud cover, and airborne dust from space. Lee, with help from Richards and Meade, activated LITE, built at NASA’s Langley Research Center in Hampton, Virginia, on the flight’s first day. The experiment operated for 53 hours during the mission, gathering 43 hours of high-rate data shared with 65 groups in 20 countries.
Left: View of the shuttle’s Remote Manipulator System, or robotic arm, holding the 33-foot long Shuttle Plume Impingement Flight Experiment (SPIFEX). Middle: Closeup view of SPIFEX. Right: A video camera view of Discovery from SPIFEX.
The Shuttle Plume Impingement Flight Experiment (SPIFEX), built at NASA’s Johnson Space Center (JSC) in Houston, consisted of a package of instruments positioned on the end of a 33-foot boom, to characterize the behavior of the shuttle’s Reaction Control System (RCS) thrusters. On the flight’s second day, Helms used the shuttle’s Remote Manipulator System (RMS), or robotic arm, to pick up SPIFEX. Over the course of the mission, she, Lee, and Hammond took turns operating the arm to obtain 100 test points during various thruster firings. A video camera on SPIFEX returned images of Discovery from several unusual angles.
Left: Astronaut Susan J. Helms lifts the Shuttle Pointed Autonomous Research Tool for Astronomy-201 (SPARTAN-201) out of Discovery’s payload bay prior to its release. Middle: Discovery approaches SPARTAN during the rendezvous. Right: Astronaut Susan J. Helms operating the Shuttle’s Remote Manipulator System prepares to grapple SPARTAN.
On the mission’s fifth day, Helms used the RMS to lift the Shuttle Pointed Autonomous Research Tool for Astronomy-201 (SPARTAN-201) satellite out of the payload bay and released it. Two and a half minutes later, SPARTAN activated itself, and Richards maneuvered Discovery away from the satellite so it could begin its science mission. On flight day seven, Discovery began its rendezvous with SPARTAN, and Hammond flew the shuttle close enough for Helms to grapple it with the arm and place it back in the payload bay. During its two-day free flight, SPARTAN’s two telescopes studied the acceleration and velocity of the solar wind and measured aspects of the Sun’s corona or outer atmosphere.
Left: Patch for the Simplified Aid for EVA (Extravehicular Activity) Rescue (SAFER). Middle: Astronauts Mark C. Lee, left, and Carl J. Meade during the 15-minute prebreathe prior to their spacewalk. Right: Lee, left, tests the SAFER while Meade works on other tasks in the payload bay.
On flight day seven, in preparation for the following day’s spacewalk, the astronauts lowered the pressure in the shuttle from 14.7 pounds per square inch (psi) to 10.2 psi to reduce the likelihood of the spacewalkers, Lee and Meade, from developing decompression sickness, also known as the bends. As an added measure, the two spent 15 minutes breathing pure oxygen before donning their spacesuits and exiting the shuttle’s airlock.
Left: Astronaut Mark C. Lee tests the Simplified Aid for EVA (Extravehicular Activity) Rescue (SAFER) during an untethered spacewalk. Middle: Astronaut Carl J. Meade tests the SAFER during an untethered spacewalk. Right: Meade, left, tests the ability of the SAFER to stop his spinning as Lee looks on.
The main tasks of the spacewalk involved testing the Simplified Aid for EVA (Extravehicular Activity) Rescue (SAFER), a device designed at JSC that attaches to the spacesuit’s Portable Life Support System backpack. The SAFER contains nitrogen jets that an astronaut can use, should he or she become untethered, to fly back to the vehicle, either the space shuttle or the space station. The two put the SAFER through a series of tests, including a familiarization, a system engineering evaluation, a crew rescue evaluation, and a precision flight evaluation. During the tests, Lee and Meade remained untethered from the shuttle, the first untethered spacewalk since STS-51A in November 1984. Lee and Meade successfully completed all the tests and gave the SAFER high marks. Astronauts conducting spacewalks from the space station use the SAFER as a standard safety device. Following the 6-hour 51-minute spacewalk, the astronauts raised the shuttle’s atmosphere back to 14.7 psi.
A selection of STS-64 crew Earth observation photographs. Left: Mt. St. Helens in Washington State. Middle left: Cleveland, Ohio. Middle right: Rabaul Volcano, Papua New Guinea. Right: Banks Peninsula, New Zealand.
Like on all space missions, the STS-64 astronauts spent their spare time looking out the window. They took numerous photographs of the Earth, their high inclination orbit allowing them views of parts of the planet not seen during typical shuttle missions.
Left: The Solid Surface Combustion Experiment middeck payload. Middle: Jerry M. Linenger gets in a workout while also evaluating the treadmill. Right: Inflight photograph of the STS-64 crew.
In addition to their primary tasks, the STS-64 crew also conducted a series of middeck experiments and tested hardware for future use on the space shuttle and space station.
Left: Commander Richard “Dick” Richards suited up for reentry. Middle: Pilot L. Blaine Hammond, left, and Mission Specialists Carl J. Meade and Susan J. Helms prepare for reentry. Right: Hammond fully suited for entry and landing.
Mission managers had extended the original flight duration by one day for additional data collection for the various payloads. On the planned reentry day, Sept. 19, bad weather at KSC forced the crew to spend an additional day in space. The next day, continuing inclement weather caused them to wave off the first two landing attempts at KSC and diverted to Edwards Air Force Base (AFB) in California.
Left: Richard Richards brings Discovery home at California’s Edwards Air Force Base. Middle: Workers at Edwards safe Discovery after its return from STS-64. Right: Discovery takes off from Edwards atop a Shuttle Carrier Aircraft for the ferry flight to NASA’s Kennedy Space Center in Florida.
On Sept. 20, they closed Discovery’s payload bay doors, donned their launch and entry suits, and strapped themselves into their seats for entry and landing. They fired Discover’s OMS engines to drop them out of orbit. Richards piloted Discovery to a smooth landing at Edwards, ending the 10-day 22-hour 50-minute flight. The crew had orbited the Earth 176 times. Workers at Edwards safed the vehicle and placed it atop a Shuttle Carrier Aircraft for the ferry flight back to KSC. The duo left Edwards on Sept. 26, and after an overnight stop at Kelly AFB in San Antonio, arrived at KSC the next day. Workers there began preparing Discovery for its next flight, the STS-63 Mir rendezvous mission, in February 1995.
Enjoy the crew narrate a video about the STS-64 mission. Read Richards’ recollections of the mission in his oral history with the JSC History Office.
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