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By NASA
2 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
2025 Seminar Series
Throughout 2025, the NASA History Office is presenting a seminar series on the topic of Aerospace Latin America. This series will explore the origins, evolution, and historical context of aerospace in the region since the dawn of the Space Age, touching on a broad range of topics including aerospace infrastructure development, space policy and law, Earth science applications, and much more.
This seminar series is part of a collaborative effort to gather insights and research that will conclude in an anthology of essays to be published as a NASA History Special Publication. Individual presentations will be held virtually bi-weekly or monthly.
During a gravity assist in 1992, the Galileo spacecraft took images of Earth and the Moon. Separate images were combined to generate this composite which features a view of the Pacific Ocean and Central and South America.NASA/JPL/USGS Upcoming Presentations
“Governing the Moon: A History”
Stephen Buono (University of Chicago)
Thursday, February 6 at 1pm CST
In this talk, Stephen Buono will provide a nuanced history of the unratified Agreement Governing the Activities of States on the Moon and Other Celestial Bodies, more commonly known as the Moon Treaty. Buono will illuminate the treaty’s deep origins, the contributions of international space lawyers, the details of the negotiating process, the role played by the United States in shaping the final text, and the contributions of the treaty’s single most important author, Argentine lawyer, Aldo Armando Cocca.
“A God’s Eye View: Aviators and the Re-Conquest of Latin America”
Pete Soland(University of Houston—Downtown)
Thursday, February 20 at 1pm CST
This talk scrutinizes the aviator-conquistador metaphor. It examines airplane pilots as personifying high modernism and the technological sublime in Latin America from the turn of the century through the early Space Age, when spaceships and astronauts eclipsed airplanes and aviators. Repeated invocations of the conquistador as a metaphor for the aviator’s social role–and the conquest as an analogy for the goals of aviation programs–illustrate how elites promoted their modernization initiatives to national publics.
How to Attend
These presentations will be held via Microsoft Teams. For details on how to attend the meetings, join the NASA History mailing list to receive updates. Just send a blank email to history-join@lists.hq.nasa.gov to join. Alternatively, send us an email to receive a link for the next meeting.
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Last Updated Jan 16, 2025 Related Terms
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By NASA
NASA’s Office of STEM Engagement at Johnson Space Center in Houston offers students a unique gateway to opportunity through the High School Aerospace Scholars (HAS) program. The initiative provides Texas juniors with hands-on experience in space exploration, working on projects ranging from rocket building to problem-solving in collaborative teams.
The stories of HAS alumni highlight the program’s impact, showcasing how it has opened doors to diverse careers in STEM and inspired graduates to empower others.
Johnson Community Engagement Lead Jessica Cordero, who served as the manager of the HAS program from 2018 to 2021, reflected on her time with the students:
“I had the privilege of working with so many incredible students who brought imagination and determination to their dreams,” she said. “During HAS, they connected with peers who shared their passion for NASA and STEM, and by the time they completed the program, they had a clear vision of the degrees they would pursue in college. These students are the Artemis Generation—we are in great hands!”
Meet Former HAS Student Neel Narayan
For Neel Narayan, NASA’s HAS program was a transformative experience that reshaped his understanding of space exploration and his place within it.
Through his time in the program, Narayan learned to navigate complex challenges with confidence. “My experience working with difficult information at HAS, combined with having mentors explain the unknown, taught me to be okay with confusion and comfortable with solving hard problems,” he said. “That’s what STEM is all about.”
Neel Narayan at NASA’s High School Aerospace Scholars (HAS) 20th anniversary ceremony. Before participating in the program, Narayan had a narrow view of what a STEM career entailed: long equations and solitary hours behind a computer. HAS completely dismantled that misconception. He said the program, “broke the most complex concepts into granular bites of digestible information, showing that complexity can be distilled if done correctly.”
“During the one-week onsite experience, I was talking to scientists, building rockets, and exploring NASA facilities—none of which involved equations!” he said. “HAS taught me that STEM is not confined to technical work.”
Narayan describes HAS as an eye-opening experience that redefined his approach to problem-solving. “Most of us are unaware of what we don’t know,” he said. “In collaborating with others, I was made aware of solutions that I didn’t know existed. The greatest asset you can have when solving a problem is another person.”
He credits the HAS community, especially his fellow scholars, with shaping his academic and professional growth. “I benefited most from the networking opportunities, particularly with the other HAS scholars in my cohort,” he said. “For those of us studying together in California, we’ve met up to discuss work, school, and external opportunities. Everyone in the program comes out very successful, and I’m grateful to have met those people and to still stay in touch with them.”
For high school students considering STEM but unsure of their direction, Narayan offers simple advice: keep exploring. “You don’t need to know your career path yet—in fact, you shouldn’t,” he said. “There is no better field to explore than STEM because of its vastness.”
Neel Narayan, University of Stanford. Narayan is currently pursuing a master’s degree in computational and mathematical engineering at Stanford University after earning an undergraduate degree in computer science. With his graduate program, Narayan is building on the foundation he developed through NASA’s HAS program.
Narayan aspires to contribute to the agency’s innovation and groundbreaking work. “NASA’s research changes the world, and being part of that mission is a dream I’ve had for a while,” he said.
Meet Sarah Braun
NASA’s HAS program solidified Sarah Braun’s understanding of how a STEM career could encompass her diverse interests, from design and education to plotting spacecraft orbits and planning launches. From her time in HAS to her current space exploration career, Braun believes STEM can be as multifaceted as the people who pursue it.
“HAS showed me the options ahead were as endless as my imagination,” she said. “The program convinced me that all my skills would be put to use in STEM, including getting to be creative and artistic.”
Sarah Braun engages in science, technology, engineering, and mathematics outreach at the Air Zoo Aerospace & Science Museum in Portage, Michigan, standing beside a Gemini model. The program gave her the opportunity to network, problem-solve, and collaborate with students from various backgrounds. “Learning how to communicate designs I could picture in my head was the biggest challenge, but by observing my teammates and mentors, I built the skills I needed.”
The networking opportunities she gained through HAS have also been instrumental to her academic and career growth. “The mentors I met through HAS have supported me throughout college and into my early career,” she said. “They taught me countless technical skills and how to best take advantage of my college years. I would never have made it to where I am today without HAS!”
After completing the HAS program, Braun interned with NASA, where she worked on space systems and paved the way for her career at Collins Aerospace.
Sarah Braun at the National Museum of the U.S. Air Force in Dayton, Ohio. She stands in front of the hardware she now works on at Collins Aerospace. Braun advises high school students uncertain about their career paths to get engaged and ask questions. “There are so many people out there who pursue STEM to follow a passion or challenge themselves,” she said. “Talking with people about what they have experienced and learned has been a huge help and inspiration for me throughout the years.”
She is also passionate about inspiring and educating others. “Whether I’m leading after-school STEM clubs or mentoring students, outreach and teaching have become my biggest contributions to NASA’s mission of exploration and discovery,” said Braun.
Meet Audrey Scott
Audrey Scott credits the HAS program with giving her a chance to explore science in the real world. “I experienced the excitement space could bring through livestream events like the landing of NASA’s InSight Lander mission and Cassini’s Grand Finale,” she said.
Audrey Scott, front, with fellow 2019 HAS graduates. Scott shared that the HAS program opened her eyes to the vast possibilities within STEM fields. Seeing the many ways to apply a STEM degree in practice broadened her perspective and inspired her to pursue her passion.
After HAS, Scott chose to study astrophysics at the University of Chicago in Illinois, where she is now pursuing her Ph.D. in experimental cosmology and laying the groundwork for a future in space exploration.
“My time with HAS and its encouragement of STEM excellence gave me the confidence I needed to take the plunge,” said Scott.
The program also transformed her approach to teamwork and exposed her to fast-paced problem-solving. “My school didn’t prioritize group projects, so working with people from all different backgrounds and personalities was informative for my future work in college,” she said. “HAS was a safe space to experiment with being both a leader and collaborator.”
She encourages high school students uncertain of their path to “try everything.” Scott advises, “If you have a moment of fascination, take advantage of that intellectual and creative energy, and learn something new. Time spent realizing you don’t like something is just as useful as time spent realizing you do.” She also recommends seeking out resources, finding mentors, and talking to everyone.
Scott continues to connect with some of her HAS cohort, especially young women navigating STEM paths alongside her. “We’ve been able to support each other through challenges,” she said. “Being part of HAS made me, in a way, part of the NASA family.”
Audrey Scott, front, with fellow 2019 HAS graduates. Scott’s HAS experience opened doors to opportunities like the Brooke Owens Fellowship, where she worked on a satellite in partnership with NASA’s Goddard Space Flight Center in Greenbelt, Maryland, and later the Illinois Space Grant award, which took her to NASA’s Jet Propulsion Laboratory in Southern California. She envisions part of her thesis research as a Ph.D. candidate taking place at a NASA center and remains open to a future at the agency.
“I’ll continue advocating for space exploration and pushing the boundaries of what’s known,” she said. “In my research, I’m driven by questions like, ‘What did the beginning of the universe look like—and why are we here?’”
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By NASA
To put boots on the Moon—and keep them there—will require bold thinkers ready to tackle the challenges of tomorrow.
That’s why NASA’s Office of STEM Engagement at Johnson Space Center in Houston is on a mission to empower the next generation of explorers in science, technology, engineering, and mathematics (STEM).
Through the High School Aerospace Scholars (HAS) program, Texas juniors have the opportunity to immerse themselves in space exploration through interactive learning experiences.
“HAS is such an important program because we introduce students to the multitude of careers and experiences that contribute to space exploration,” said NASA HAS Activity Manager Jakarda Varnado. “We go beyond asking students who they want to be when they grow up and ask what problems they want to solve.”
Meet Former HAS Student Madeline King
Madeline King always knew she wanted a career in STEM, with a dream of working at NASA influencing her decision to pursue a degree in Engineering.
Before joining HAS, King thought scientists mainly worked in labs and engineers focused on design. But the HAS program revealed a different reality—scientists and engineers often collaborated on interdisciplinary projects, sometimes even sharing roles.
Official portrait of Madeline King.NASA The program broadened King’s perspective on the diverse paths a STEM degree can lead to. It showed her that careers at NASA offer opportunities across various fields and disciplines.
King said participating in HAS helped to strengthen her problem-solving skills and ability to think creatively. The program required students to tackle complex technical tasks independently, emphasizing self-directed learning. King describes HAS as fun, challenging, and engaging, which helped her excel in technical roles.
“Learning to digest and internalize this information is a skill I continue to use when getting up to speed in new groups or taking on projects outside my current skill set,” said King.
Though King joined HAS during COVID-19, which limited in-person interactions, the experience still made an impact. Her mentors also offered insights into graduate school options, helping her weigh the benefits of advanced degrees against gaining hands-on experience at NASA.
The program opened doors to internships at Johnson in the Engineering Robotics and the Avionics Systems Integration Division. Now, she is studying mechanical engineering at the University of Houston, bringing passion and experience in electronics, robotics, education, project management, and aviation.
“Early on in my internship journey, HAS shined on my resume,” she said. “It demonstrated that I already had experience with NASA’s culture, values, and mission.”
Looking forward, King envisions herself as a flight controller, contributing to both the International Space Station Program and the Artemis campaign. Driven by her passion for NASA’s mission, King is just beginning her journey and is eager to be part of the future of space exploration.
“My internships since HAS have allowed me to make small contributions to both of these missions, and I’m excited to specialize as a full-time engineer,” said King.
Meet Caroline Vergara
As a first-generation student, Caroline Vergara lacked the resources to fully explore her interests in aerospace engineering, let alone envision what that career might look like. That all changed when she was accepted into NASA’s HAS program.
“The exposure to real-world innovation ignited my desire to be part of something bigger, something that pushes the boundaries of human knowledge and capability,” she said.
Caroline Vergara announces the launch of the model rocket she built during her time in the HAS program. NASA/David DeHoyos Touring NASA facilities and watching engineers work on projects opened her eyes to the possibilities in STEM. Today, Vergara is a propulsion design engineering intern at United Launch Alliance, contributing to the Vulcan rocket as a Brooke Owens Fellow.
Vergara initially thought working in STEM was mostly about writing equations or running simulations but HAS showed her it is so much more. “A STEM career is about curiosity, collaboration, and the power to change the world,” she said.
During the program, Vergara joined a team of students to tackle a mission simulation project. They called themselves “Charlie and the Rocket Factory” and designed a prototype rocket together. Working with peers from all over the country showed her the power of diverse perspectives. She experienced firsthand what it was like to be part of a team with a shared vision, working toward something bigger than themselves.
Vergara also discovered her love for 3D printing and computer-aided design through HAS. She spent hours fine-tuning designs, fascinated by the process of turning digital models into physical reality.
Her experience with HAS also sparked a desire to give back. She returned to her hometown to share her story and encourage other students to pursue STEM. Partnering with Johnson Community Engagement Lead Jessica Cordero, she organized video conferences with NASA engineers on International Women in Engineering Day to inspire a new wave of students to be part of space exploration.
“The aerospace industry is entering a new space age, and we have the unique opportunity to put humans back on the Moon and explore beyond,” she said.
Her advice to the Artemis Generation is: “Go for it! You could be part of the generation that changes humanity’s destiny.”
Caroline Vergara, University of Houston Class of 2025. As a mechanical engineering honors student at the University of Houston and chief engineer of Space City Rocketry, Vergara envisions contributing to the Artemis campaign and advancing NASA’s mission to explore the cosmos.
“My dream is to contribute to space exploration efforts that put humans back on the Moon and beyond, and to one day work in Mission Control Center, where I can help guide those historic missions into the future.”
Meet Iker Aguirre
For Iker Aguirre, the spark that ignited his journey toward a career in aerospace was lit by a passing conversation during his freshman year of high school. A senior classmate described the HAS program as a once-in-a-lifetime experience that cemented his passion for aerospace. That moment stayed with Aguirre, and when the opportunity arose, he did not hesitate to apply.
Iker Aguirre inside the Vehicle Assembly Building at NASA’s Kennedy Space Center in Florida. “HAS showed me that in order to accomplish something as complex as Artemis, you need a well-rounded set of teams and individuals,” he said. “You don’t need to study aerospace to be in the aerospace industry!”
In 2020, Aguirre participated during the remote-only version of HAS, but he recalls that the program still gave him a much deeper understanding of the spaceflight industry.
Despite already being interested in aerospace, Aguirre says HAS broadened his horizons, showing him the diverse pathways into the field. Through collaborative projects with peers across Texas, he discovered that solving the challenges of space exploration requires more than just aerospace engineers.
The program’s emphasis on teamwork left a lasting impression. During his time with HAS, Aguirre found himself working alongside students from different backgrounds, each bringing unique perspectives to problem-solving. It introduced him to dedicated and passionate people with various personalities and cultures who all shared similar dreams and aspirations as him.
Aguirre credits HAS with not only refining his technical skills but also shaping his approach to innovation and teamwork. That experience paid off as he moved through his academic and professional journey, including Pathways program internships with NASA’s Johnson Space Center in Houston and Marshall Space Flight Center in Huntsville, Alabama.
“Getting connections at NASA through HAS helped me open many doors so far,” said Aguirre. “I met many good friends through HAS and my internship at Johnson, which I value to this day.”
Now pursuing a degree in rocket propulsion, with a focus on turbomachinery design, Aguirre remains committed to advancing space exploration. He hopes to contribute to humanity’s mobility in space, tackling challenges in rocket engine feed systems.
Iker Aguirre at NASA’s Johnson Space Center during his HAS internship. Through HAS, Aguirre found not just an educational program, but a community and a purpose. “My journey will forever be interlinked with NASA’s core values of benefiting humanity on and off the Earth,” he said. “I hope to inspire others just as much as the people who inspired me through my journey!”
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By NASA
3 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
With a shared commitment to fostering U.S. economic growth that benefits the American public, NASA’s Space Technology Mission Directorate and the Department of Commerce’s U.S. Patent and Trademark Office (USPTO) have signed a memorandum of understanding to strengthen collaboration in transferring federally-developed technology into the private sector, known as tech transfer.
“NASA has to invent new technology every day to carry out audacious missions like building an outpost on the Moon or looking for signs of life on the frozen moons of distant planets,” said Clayton Turner, associate administrator of the agency’s Space Technology Mission Directorate. “That is one of our greatest strengths. And with the help of the U.S. Patent and Trademark Office, we’re streamlining the process of getting those inventions into the hands of the public, boosting the economy, and benefiting everyone on Earth along the way.”
The agency’s Space Technology Mission Directorate and USPTO have been working together to share information and cooperate in mutual areas of interest, find ways to advance both agencies’ technology transfer missions, identify barriers to technology transfer, and coordinate initiatives to overcome those barriers. By combining expertise, both agencies are driving inclusive innovation and adoption of best practices, which will advance commercialization of the space agency’s most cutting-edge technology.
As part of the new agreement, NASA and USPTO are conducting an extensive study of technology transfer best practices across university and federal labs. The effort will increase opportunities for learning and growth in the technology transfer community.
“NASA’s Technology Transfer program and the U.S. Patent and Trademark Office had candid conversations with dozens of tech transfer experts about what we could do better,” said Dan Lockney, executive for NASA’s Technology Transfer program. “I can’t wait to share what we’ve learned with the entire tech transfer community nationwide. We look forward to addressing common challenges, and this paper will offer some assurance that we are on a solid, strong path to transferring technologies effectively.”
The two agencies will publish a detailed study of their findings, which will be shared at the Federal Laboratory Consortium for Technology Transfer’s national meeting in the spring. The effort will increase opportunities for learning and growth in the technology transfer community.
“We are excited to join NASA’s Space Technology Mission Directorate in publishing and sharing this insight with the larger tech transfer community, so that everyone can benefit from the successes and lessons learned from our study participants,” said Parikha Solanki, senior advisor at the U.S. Patent and Trademark Office. “We hope that the impact of this study will extend well beyond the paper, such that it might be a springboard for ongoing dialogue and knowledge sharing between tech transfer practitioners across institutions, ultimately for the benefit of the public at large.”
Learn more about NASA’s Technology Transfer Program:
https://go.nasa.gov/3VEZcmZ
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Last Updated Dec 19, 2024 Related Terms
Technology Transfer Spinoffs Technology Technology Transfer & Spinoffs Explore More
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By NASA
This article is from the 2024 Technical Update.
The NESC evaluated material compatibility of some common aerospace metals in monomethylhydrazine (MMH) and nitrogen tetroxide (MON-3). Previous work had identified a lack of quantitative compatibility data for nickel alloy 718, 300 series stainless steel, and titanium Ti-6Al-4V in MMH and MON-3 to support the use of zero-failure-tolerant, thin-walled pressure barriers in these propellants. Static (i.e., not flowing) general corrosion and electrochemistry testing was conducted, evaluating varied processing forms and heat treatment of the metals, water content of propellant, and exposure duration. Corrosion-rate data for all tested product forms, fluids, and durations were on the order of 1 x 10–6 inch per year rather than the previously documented “less than 1 x 10–3 inch per year”. The majority of the corrosion products were seen in the first 20 days of exposure, with an overall corrosion rate decreasing with time due to the increased divisor (time). It is therefore recommended that corrosion testing be performed at multiple short-term durations to inform the need for longer-duration testing.
Background
Nickel alloy 718, 300 series stainless steel, and Ti-6Al-4V are commonly used in storable propulsion systems (i.e., MMH/MON-3), but a concern was raised regarding what quantitative compatibility data were available for proposed zero-failure-tolerant, thin-walled (~0.005 to 0.010 inch thickness) pressure barrier designs. A literature search found that limited and conflicting data were available for commonly used aerospace metals in MMH and MON-3. For example, corrosion behavior was listed qualitatively (e.g., “A” rating), data on materials and fluids tested were imprecise, fluids were identified as contaminated without describing how they were contaminated, no compatibility data were found on relevant geometry specimens (i.e., very thin-walled or convoluted), and limited data were available to quantify differences between tested materials and flight components. When corrosion data were quantified, documented sensitivity was “1 x 10–3 inch per year or less”, which is insufficient for assessing long-duration, thin-walled, flight-weight applications.
Discussion
General corrosion testing was performed with a static/non-flowing configuration based on NASA-STD-6001, Test 15 [1]. Design of experiments methods were used to develop a test matrix varying material, propellant, propellant water content, and tested duration. Materials tested were nickel alloy 718 (solution annealed sheet, aged sheet, aged/welded sheet, and hydroformed bellows), 300 series stainless steel (low carbon sheet, titanium stabilized sheet, and hydroformed bellows), and Ti 6Al-4V sheet. Samples were tested in sealed test tubes in MMH and MON-3 with water content ranging from as-received (“dry”) up to specification allowable limits [2,3]. Tested durations ranged from 20 to 365 days. Measurements included inductively coupled plasma mass spectrometry (ICPMS) to identify corrosion products and their concentrations in test fluid, gravimetric (i.e., scale) measurements pre- and post-exposure, and visual inspection. Bimetallic pairs (titanium stabilized 300 series stainless steel: Ti 6Al-4V and nickel alloy 718: Ti 6Al-4V) were tested for up to 65 days in both MMH and MON-3. The test setup incorporated important features of the test standard (e.g., electrode spacing and finish) and adapted the configuration for MMH/MON-3 operation. Measurements included potential difference and current flow between samples. Figure 1 shows images of the general corrosion and bimetallic pair test setups.
Test Results
For all tested materials and product forms, corrosion rates were on the order of 1 x 10–6 inch per year in MMH or MON-3, three orders of magnitude lower than historically reported. Corrosion products were generated in the first 20 days of exposure, and corrosion rate decreased with time due to the increase in divisor (i.e., time). Corrosion products increased as the water content of the propellants increased but remained in the same order of magnitude between the as-received dry propellant and propellant containing the maximum water content allowed by specification. Figure 2 illustrates test results for corrosion rate, mass loss with duration, and mass loss with water content. It is important to note that water has been demonstrated to contribute to flow decay even when water is within the specification allowable limit, and previous NASA-STD-6001 Test 15 data have demonstrated susceptibility of some nickel alloys to crevice-type corrosion attack [4]. Therefore, these results do not reduce the importance of considering the system impact of water content and evaluating for crevice corrosion behavior. Finally, in the bimetallic pair testing, tested materials did not measurably corrode in MON-3 and MMH within specification-allowable water content, as evidenced by no visual indications of corrosion and very low electrical interaction (i.e., corrosion rates derived to be less than 1 microinch per year from electrical interaction).
Recommendations
It is recommended that corrosion testing be performed at multiple shortterm durations to inform the need for longer-duration testing.
References
NASA-STD-6001 Flammability, Odor, Offgassing, and Compatibility Requirements
and Test Procedures for Materials In Environments that Support Combustion MIL-PRF-27404 Performance Specification: Propellant, Monomethylhydrazine MIL-PRF-26539 Performance Specification: Propellants, Dinitrogen Tetroxide WSTF Test 15 Report 12-45708 and WSTF Test 15 Report 13-46207 View the full article
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