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By NASA
Learn Home Science Activation’s PLACES… Earth Science Overview Learning Resources Science Activation Teams SME Map Opportunities More Science Activation Stories Citizen Science 5 min read
Science Activation’s PLACES Team Facilitates Third Professional Learning Institute
The NASA Science Activation program’s Place-Based Learning to Advance Connections, Education, and Stewardship (PLACES) project supports middle and high school educators to engage students in data-rich Earth science learning through the integration of NASA data sets, images, classroom lessons, and other assets. This project draws on a place-based approach as a means to increase “data fluency” — the ability and confidence to make sense of and use data. This means knowing when, how, and why to use data for a specific purpose, such as solving problems and communicating ideas grounded in evidence.
As part of this effort, PLACES facilitated its third Professional Learning (PL) Summer Institute (SI) for 22 educators at the Gulf of Maine Research Institute (GMRI) in Portland, Maine the week of August 12th, 2024. This is the third PL Summer Institute the PLACES team has facilitated, each focusing on engaging educators in place-based, data-rich teaching and learning with NASA data and resources.
The GMRI PL development and facilitation was a collaborative co-design effort between two NASA Science Activation projects (PLACES led by WestEd and the Learning Ecosystems Northeast project led by GMRI) and colleagues from the Concord Consortium and NASA Langley Research Center. During this PL, teachers took part in community science projects developed by GMRI to incorporate youth in ongoing research projects, including a mix of field- and classroom-based experiences that explored the phenomena of Hemlock Woolly Adelgid (HWA) and the changes to intertidal crab populations – two invasive species that are proliferating as a result of climate change. During two field-based experiences, teachers gathered primary data using protocols from GMRI’s Ecosystem Investigation Network and the NASA-sponsored program, GLOBE (Global Learning and Observations to Benefit the Environment). Teachers then explored these primary data using Concord Consortium’s Common Online Data Analysis Platform (CODAP) to better understand the geographic and temporal spread of these species. To connect their local experiences to global happenings, teachers then explored secondary data sets, including those sourced from the My NASA Data (MND – also supported by NASA Science Activation as part of the GLOBE Mission Earth project) Earth System Explorer (e.g., Normalized Difference Vegetation Index, salinity, sea surface temperature). The facilitation team also used the MND Data Literacy Cubes to encourage teachers to consider a multitude of diverse questions about place, data, and the phenomena. The GLOBE protocols supplemented existing GMRI data collection protocols, presenting new opportunities for teachers already experienced with HWA and Green Crabs. The MND data and Data Literacy Cubes moved teachers from questions they generated as part of their primary data collection towards new knowledge.
Daily feedback from teachers highlighted their appreciation for the responsiveness of the facilitation team, as well as a growing curiosity and desire for using NASA resources such as protocols from GLOBE and data from MND’s Earth System Explorer. This is exciting to see as the teachers transition from the Summer Institute into a virtual Community of Practice during the school year. The Community of Practice engages them in peer-to-peer collaboration and dialogue as they develop, test, and give feedback on their own place-based, data-rich experiences using NASA data and resources. So far, teachers are planning to tackle a variety of topics ranging from ocean chemistry to human connections to the environment. Teachers indicated their interest in “making place-based experiences meaningful to our unique populations of students and having cultural representation in the classroom,” and focusing on “cross-school collaboration.” Preliminary evaluation data indicated that 76% of teachers thought their experiences with NASA resources during the SI helped them identify ways to bring data into their classroom. 85% of teachers indicated they feel a greater connection to NASA and knowledge of NASA resources for enhancing student understanding and engagement in science. Moving into the fall, teachers will take part in a Community of Practice, where they will work to implement a place-based, data-rich moment in their individual classrooms. In the summer of 2025, teachers will take part in a second summer institute where they will continue to learn more about implementing place-based, data-rich instruction.
The PLACES GMRI Summer Institute was made possible by a large co-design, collaborative effort across our partner organizations. This included:
Facilitation Team: Catherine Bursk (GMRI), Meggie Harvey (GMRI), Sara Salisbury (GMRI), Daniel Damelin (Concord Consortium) In-person Facilitation Support Team: Leigh Peake (GMRI), Karen Lionberger (WestEd), Kristin Hunter-Thomson (Dataspire), Angela Rizzi (NASA Langley) In-Person Team Member Participants: Janet Struble and Kevin Czaikowski (GLOBE, University of Toledo), Svetlana Darche (WestEd) Virtual Observers: Kirsten Daehler, Nicole Wong, Leticia Perez (WestEd), Tracy Ostrom (GLOBE, UC Berkeley), Lori Rubino-Hare (NAU) Additional support: Frieda Reichsman (Concord Consortium), Barbie Buckner and Jessia Taylor (NASA Langley), Sean Ryan (NAU), Lauren Shollenberger (NAU) PLACES is supported by NASA under cooperative agreement award number 80NSSC22M0005 and is part of NASA’s Science Activation Portfolio. Learn more about how Science Activation connects NASA science experts, real content, and experiences with community leaders to do science in ways that activate minds and promote deeper understanding of our world and beyond: https://science.nasa.gov/learn
Teachers at the GMRI summer institute review NDVI data ranging from 2002 to 2022 and identify patterns and trends. Share
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Last Updated Oct 04, 2024 Editor NASA Science Editorial Team Location NASA Langley Research Center Related Terms
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By NASA
3 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
Students celebrate after a successful performance in the 2024 Student Launch competition at Bragg Farms in Toney, Alabama.NASA NASA has selected 71 teams from across the U.S. to participate in its 25th annual Student Launch Challenge, one of the agency’s Artemis Student Challenges. The competition is aimed at inspiring Artemis Generation students to explore science, technology, engineering, and math (STEM) for the benefit of humanity.
As part of the challenge, teams will design, build, and fly a high-powered amateur rocket and scientific payload. They also must meet documentation milestones and undergo detailed reviews throughout the school year.
The nine-month-long challenge will culminate with on-site events starting on April 30, 2025. Final launches are scheduled for May 3, at Bragg Farms in Toney, Alabama, just minutes north of NASA’s Marshall Space Flight Center in Huntsville, Alabama. Teams are not required to travel for their final launch, having the option to launch from a qualified site. Details are outlined in the Student Launch Handbook.
Each year, NASA updates the university payload challenge to reflect current scientific and exploration missions. For the 2025 season, the payload challenge will again take inspiration from the Artemis missions, which seek to land the first woman and first person of color on the Moon, and pave the way for future human exploration of Mars.
As Student Launch celebrates its 25th anniversary, the payload challenge will include reports from STEMnauts, non-living objects representing astronauts. The STEMnaut crew must relay real-time data to the student team’s mission control via radio frequency, simulating the communication that will be required when the Artemis crew achieves its lunar landing.
University and college teams are required to meet the 2025 payload requirements set by NASA, but middle and high school teams have the option to tackle the same challenge or design their own payload experiment.
Student teams will undergo detailed reviews by NASA personnel to ensure the safety and feasibility of their rocket and payload designs. The team closest to their target will win the Altitude Award, one of multiple awards presented to teams at the end of the competition. Other awards include overall winner, vehicle design, experiment design, and social media presence.
In addition to the engineering and science objectives of the challenge, students must also participate in outreach efforts such as engaging with local schools and maintaining active social media accounts. Student Launch is an all-encompassing challenge and aims to prepare the next generation for the professional world of space exploration.
The Student Launch Challenge is managed by Marshall’s Office of STEM Engagement (OSTEM). Additional funding and support are provided by NASA’s OSTEM via the Next Gen STEM project, NASA’s Space Operations Mission Directorate, Northrup Grumman, National Space Club Huntsville, American Institute of Aeronautics and Astronautics, National Association of Rocketry, Relativity Space, and Bastion Technologies.
For more information about Student Launch, visit:
Student Launch Website Taylor Goodwin
Marshall Space Flight Center, Huntsville, Ala.
256.544.0034
taylor.goodwin@nasa.gov
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Last Updated Oct 04, 2024 EditorBeth RidgewayLocationMarshall Space Flight Center Related Terms
Marshall Space Flight Center Explore More
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By NASA
2 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
NASA MSFC HERC is the annual engineering competition – one of NASA’s longest standing challenges – held its concluding event April 19 and April 20, at the U.S. Space & Rocket Center in Huntsville, near NASA’s Marshall Space Flight Center.NASA NASA has selected 75 student teams to begin an engineering design challenge to build rovers that will compete next spring at the U.S. Space and Rocket Center near the agency’s Marshall Space Flight Center in Huntsville, Alabama. The competition is one of the agency’s Artemis Student Challenges, encouraging students to pursue degrees and careers in science, technology, engineering, and mathematics (STEM).
Recognized as NASA’s leading international student challenge, the 31st annual Human Exploration Rover Challenge (HERC) aims to put competitors in the mindset of NASA’s Artemis campaign as they pitch an engineering design for a lunar terrain vehicle which simulates astronauts piloting a vehicle, exploring the lunar surface while overcoming various obstacles.
Participating teams represent 35 colleges and universities, 38 high schools, and two middle schools from 20 states, Puerto Rico, and 16 other nations from around the world. The 31st annual Human Exploration Rover Challenge (HERC) is scheduled to begin on April 11, 2025. The challenge is managed by NASA’s Southeast Regional Office of STEM Engagement at NASA Marshall.
Following a 2024 competition that garnered international attention, NASA expanded the challenge to include a remote-control division, Remote-Operated Vehicular Research, and invited middle school students to participate. The 2025 HERC Handbook includes guidelines for the new remote-control division and updates for the human-powered division.
NASA’s Artemis Student Challenges reflects the goals of the Artemis campaign, which seeks to land the first woman and first person of color on the Moon while establishing a long-term presence for science and exploration.
More than 1,000 students with 72 teams from around the world participated in the 2024 challenge as HERC celebrated its 30th anniversary as a NASA competition. Since its inception in 1994, more than 15,000 students have participated in HERC – with many former students now working at NASA, or within the aerospace industry.
To learn more about HERC, please visit:
HERC Website Taylor Goodwin
Marshall Space Flight Center, Huntsville, Ala.
256.544.0034
taylor.goodwin@nasa.gov
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Last Updated Oct 04, 2024 EditorBeth RidgewayLocationMarshall Space Flight Center Related Terms
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Middle/high school and college-level student teams design, build, test, and launch a high-powered rocket carrying a scientific or engineering payload.
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By NASA
Credit: NASA Two proposals for missions to observe X-ray and far-infrared wavelengths of light from space were selected by NASA for additional review, the agency announced Thursday. Each proposal team will receive $5 million to conduct a 12-month mission concept study. After detailed evaluation of those studies, NASA expects to select one concept in 2026 to proceed with construction, for a launch in 2032.
The resulting mission will become the first in a new class of NASA astrophysics missions within the agency’s longstanding Explorers Program. The new mission class, Probe Explorers, will fill a gap between flagship and smaller-scale missions in NASA’s exploration of the secrets of the universe.
“NASA’s Explorers Program brings out some of the most creative ideas for missions that help us reveal the unknown about our universe. Establishing this new line of missions – the largest our Astrophysics program has ever competed – has taken that creativity to new heights,” said Nicola Fox, associate administrator, Science Mission Directorate at NASA Headquarters in Washington. “Both of the selected concepts could enable ground-breaking science responsive to the top astrophysics priorities of the decade, develop key technologies for future flagship missions, and offer opportunities for the entire community to use the new observatory, for the benefit of all.”
The National Academies of Sciences, Engineering, and Medicine’s 2020 Decadal Survey, Pathways to Discovery in Astronomy and Astrophysics for the 2020s, recommended NASA establish this new mission class, with the first mission observing either X-ray or far-infrared wavelengths of light. Mission costs for the new Probe Explorers are capped at $1 billion each, not including the cost of the rocket, launch services, or any contributions.
NASA evaluated Probe Explorers proposals based on their scientific merit in alignment with the Decadal Survey’s recommendations, feasibility of development plans, and use of technologies that could support the development of future large missions.
The selected proposals are:
Advanced X-ray Imaging Satellite
This mission would be an X-ray imaging observatory with a large, flat field-of-view and high spatial resolution. It would study the seeds of supermassive black holes; investigate the process of stellar feedback, which influences how galaxies evolve; and help determine the power sources of a variety of explosive phenomena in the cosmos. The observatory would build on the successes of previous X-ray observatories, capturing new capabilities for X-ray imaging and imaging spectroscopy. Principal investigator: Christopher Reynolds, University of Maryland, College Park Project management: NASA’s Goddard Space Flight Center in Greenbelt, Maryland Probe far-Infrared Mission for Astrophysics
This observatory would be a 5.9-foot (1.8-meter) telescope studying far-infrared wavelengths, helping bridge the gap between existing infrared observatories, such as NASA’s James Webb Space Telescope, and radio telescopes. By studying radiant energy that only emerges in the far-infrared, the mission would address questions about the origins and growth of planets, supermassive black holes, stars, and cosmic dust. Principal investigator: Jason Glenn, NASA Goddard Project management: NASA’s Jet Propulsion Laboratory in Southern California The Explorers Program is the oldest continuous NASA program designed to provide frequent, low-cost access to space using principal investigator-led space science investigations relevant to the Science Mission Directorate’s astrophysics and heliophysics programs. Since the Explorer 1 launch in 1958, which discovered Earth’s radiation belts, the Explorers Program has launched more than 90 missions, including the Uhuru and Cosmic Background Explorer missions that led to Nobel prizes for their investigators.
The Explorers Program is managed by NASA Goddard for the Science Mission Directorate, which conducts a wide variety of research and scientific exploration programs for Earth studies, space weather, the solar system and universe.
For more information about the Explorers Program, visit:
https://explorers.gsfc.nasa.gov
-end-
Alise Fisher
Headquarters, Washington
202-617-4977
alise.m.fisher@nasa.gov
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Last Updated Oct 03, 2024 EditorJessica TaveauLocationNASA Headquarters Related Terms
Science Mission Directorate Astrophysics Division Astrophysics Explorers Program View the full article
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By NASA
5 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
Two NASA employees, Howard Chang and Bradley Williams, were named as two of the “20 under 35 of 2024” by the Space and Satellite Professionals International. The award recognizes outstanding young professionals in the space industry.
Photos courtesy of Bradley Williams and Howard Chang The annual list of “20 Under 35” features 20 employees and entrepreneurs to keep your eye on in coming years. They were selected from nominations submitted by the membership and evaluated by the same panel of judges who name winners of the Promise Awards.
Howard Chang is an Assistant Chief Counsel at NASA’s Goddard Space Flight Center in Greenbelt, Maryland. Bradley (Brad) Williams is the Acting Associate Director for Flight, Heliophysics Division, NASA Science Mission Directorate at NASA Headquarters, Washington.
“I’m honored to be named in this year’s cohort,” Chang said. “I saw how SSPI connects people across the space and satellite industry—across generations, countries, and even disciplines—to build up the space economy of the future. And I can’t express enough thanks to all my NASA colleagues for their support and kindness—especially Deputy Chief Counsel Amber Hufft for her time and mentorship this year.”
“It is an absolute honor to be recognized by SSPI on the 20 under 35 list of 2024,” said Williams. “I feel privileged to have benefitted from the opportunities I’ve had so far in my career. I want to thank the numerous mentors through the years who have provided me guidance and lessons learned and especially my colleagues and the leaders at NASA who have recognized my contributions and supported my growth potential as a leader.”
About Howard Chang
Howard Chang serves as the lead attorney for NASA’s Wallops Flight Facility’s commercial, nonprofit, and interagency partnerships in Wallops Island, Virginia. He also focuses on legal issues involving Unmanned Aircraft Systems (UAS), small UAS, real property transactions, government contracts litigation and administration supporting NASA Goddard, and partnerships involving the Goddard Institute for Space Studies located at Columbia University, New York, NASA commended Chang with an individual merit award in recognition of his superior support to the Goddard Space Flight Center during his first six months.
In addition to his legal work, Chang contributes substantially to thought leadership in space law and policy. He has authored articles for The Federalist and the International Institute of Space Law on topics from the Apollo 8 mission to the travaux preparatoires of the Principles Declaration of 1963—the precursor to the Outer Space Treaty. He is a frequent speaker on matters of space law. He will be presenting at the 2024 International Astronautical Congress in Milan, Italy on the Wolf Amendment and the future of the International Space Station. In Milan, he will present in his capacity as an Advisor for the Georgetown University Space Initiative. He continues to serve as a guest lecturer on space policy for law schools and undergraduate space courses as well.
Chang previously worked at an international firm in its aerospace finance and space law practices, engaging in litigation, transactional, regulatory, and policy work for aerospace and space companies. In addition, he worked on white-collar criminal defense, internal corporate investigations, congressional investigations, trial litigation, appellate litigation, and national security matters.
About Bradley Williams
Bradley Williams is the acting Associate Director for Flight Programs in the Heliophysics Division of the Science Mission Directorate at NASA Headquarters, Washington where he oversees more than a dozen missions in operations and approximately another dozen missions in different stages of development.
Previously, Williams was a Program Executive in the Heliophysics Division where his assignments included IMAP, TRACERS, HelioSwarm, the Solar Cruiser solar sail technology project, and Senior Program Executive of the NASA Space Weather Program.
Before joining NASA, he was the Director of Civil Space Programs at Terran Orbital Corporation, where he led the spacecraft development for both commercial and NASA technology demonstration missions and assisted with the growth of the science mission portfolio.
Previously at the University of Arizona, he worked with faculty and research teams to identify proposal opportunities and develop spaceflight proposals. Williams was a vital member of the OSIRIS-REx Camera Suite (OCAMS) team. He also served as the Deputy Payload Manager on GUSTO, the first of its kind, balloon-borne observatory.
He has been recognized for his achievements being named a Via Satellite Rising Star in 2024 and has been awarded the Robert H. Goddard Engineering Team Award, NASA Group Achievement Award, and asteroid (129969) Bradwilliams named in his honor.
The “20 Under 35“ are honored each year at SSPI’s Future Leaders Dinner. At the Dinner, SSPI presents the three top-ranked members of the 20 Under 35 with a Promise Award, recognizing them as leaders of their year’s cohort, and honors the Mentor of the Year for fostering young talent, both within his or her organization and throughout the industry. The 2024 “20 Under 35” will be honored at the Future Leaders Celebration on October 21, 2024 during Silicon Valley Space Week.
Rob Gutro
NASA’s Goddard Space Flight Center
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Last Updated Oct 03, 2024 EditorJamie AdkinsContactRob Garnerrob.garner@nasa.gov Related Terms
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