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By European Space Agency
Today in Brussels, the European Space Agency (ESA) and the European Commission consolidated their cooperation on the European Quantum Communication Infrastructure (EuroQCI), marking the successful conclusion of negotiations and clearing the way for development to begin. EuroQCI is an advanced network that aims to protect everything from personal data to Europe's critical infrastructure, using proven principles of quantum physics.
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By NASA
3 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
Equipped with state-of-the-art technology to test and evaluate communication, navigation, and surveillance systems NASA’s Pilatus PC-12 performs touch-and-go maneuvers over a runway at NASA’s Armstrong Flight Research Center in Edwards, California on Sept. 23, 2024. Researchers will use the data to understand Automatic Dependent Surveillance-Broadcast (ADS-B) signal loss scenarios for air taxi flights in urban areas. To prepare for ADS-B test flights pilots and crew from NASA Armstrong and NASA’s Glenn Research Center in Cleveland, ran a series of familiarization flights. These flights included several approach and landings, with an emphasis on avionics, medium altitude air-work with steep turns, slow flight and stall demonstrations.NASA/Steve Freeman As air taxis, drones, and other innovative aircraft enter U.S. airspace, systems that communicate an aircraft’s location will be critical to ensure air traffic safety.
The Federal Aviation Administration (FAA) requires aircraft to communicate their locations to other aircraft and air traffic control in real time using an Automatic Dependent Surveillance-Broadcast (ADS-B) system. NASA is currently evaluating an ADS-B system’s ability to prevent collisions in a simulated urban environment. Using NASA’s Pilatus PC-12 aircraft, researchers are investigating how these systems could handle the demands of air taxis flying at low altitudes through cities.
When operating in urban areas, one particular challenge for ADS-B systems is consistent signal coverage. Like losing cell-phone signal, air taxis flying through densely populated areas may have trouble maintaining ADS-B signals due to distance or interference. If that happens, those vehicles become less visible to air traffic control and other aircraft in the area, increasing the likelihood of collisions.
NASA pilot Kurt Blankenship maps out flight plans during a pre-flight brief. Pilots, crew, and researchers from NASA’s Armstrong Flight Research Center in Edwards, California and NASA’s Glenn Research Center in Cleveland are briefed on the flight plan to gather Automatic Dependent Surveillance-Broadcast signal data between the aircraft and ping-Stations on the ground at NASA Armstrong. These flights are the first cross-center research activity with the Pilatus-PC-12 at NASA Armstrong.NASA/Steve Freeman To simulate the conditions of an urban flight area and better understand signal loss patterns, NASA researchers established a test zone at NASA’s Armstrong Flight Research Center in Edwards, California, on Sept. 23 and 24, 2024.
Flying in the agency’s Pilatus PC-12 in a grid pattern over four ADS-B stations, researchers collected data on signal coverage from multiple ground locations and equipment configurations. Researchers were able to pinpoint where signal dropouts occurred from the strategically placed ground stations in connection to the plane’s altitude and distance from the stations. This data will inform future placement of additional ground stations to enhance signal boosting coverage.
“Like all antennas, those used for ADS-B signal reception do not have a constant pattern,” said Brad Snelling, vehicle test team chief engineer for NASA’s Air Mobility Pathfinders project. “There are certain areas where the terrain will block ADS-B signals and depending on the type of antenna and location characteristics, there are also flight elevation angles where reception can cause signal dropouts,” Snelling said. “This would mean we need to place additional ground stations at multiple locations to boost the signal for future test flights. We can use the test results to help us configure the equipment to reduce signal loss when we conduct future air taxi flight tests.”
Working in the Mobile Operations Facility at NASA’s Armstrong Flight Research Center in Edwards, California, NASA Advanced Air Mobility researcher Dennis Iannicca adjusts a control board to capture Automatic Dependent Surveillance-Broadcast (ADS-B) data during test flights. The data will be used to understand ADS-B signal loss scenarios for air taxi flights in urban areas.NASA/Steve Freeman The September flights at NASA Armstrong built upon earlier tests of ADS-B in different environments. In June, researchers at NASA’s Glenn Research Center in Cleveland flew the Pilatus PC-12 and found a consistent ADS-B signal between the aircraft and communications antennas mounted on the roof of the center’s Aerospace Communications Facility. Data from these flights helped researchers plan out the recent tests at NASA Armstrong. In December 2020, test flights performed under NASA’s Advanced Air Mobility National Campaign used an OH-58C Kiowa helicopter and ground-based ADS-B stations at NASA Armstrong to collect baseline signal information.
NASA’s research in ADS-B signals and other communication, navigation, and surveillance systems will help revolutionize U.S. air transportation. Air Mobility Pathfinders researchers will evaluate the data from the three separate flight tests to understand the different signal transmission conditions and equipment needed for air taxis and drones to safely operate in the National Air Space. NASA will use the results of this research to design infrastructure to support future air taxi communication, navigation, and surveillance research and to develop new ADS-B-like concepts for uncrewed aircraft systems.
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Last Updated Jan 23, 2025 EditorDede DiniusContactLaura Mitchelllaura.a.mitchell@nasa.govLocationArmstrong Flight Research Center Related Terms
Armstrong Flight Research Center Advanced Air Mobility Aeronautics Air Mobility Pathfinders project Airspace Operations and Safety Program Ames Research Center Glenn Research Center Langley Research Center Explore More
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By NASA
2 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
During the 21st Century Community Learning Centers workshop, after-school educators learn to build the “Move It” student activity from NASA’s Build, Launch and Recover Student Activity Guide.Credit: Kristen Marlatt NASA and the U.S. Department of Education are teaming up to engage students in science, technology, engineering, and math (STEM) education during after-school hours. The interagency program strives to reach approximately 1,000 middle school students in more than 60 sites across 10 states to join the program, 21st Century Community Learning Centers (CCLC).
Members of NASA Glenn Research Center’s Office of STEM Engagement traveled to Lansing, Michigan, last month to participate in a two-day professional development training with local after-school educators and facilitators. The training focused on integrating real-world STEM challenges into the 21st CCLC programs.
After-school educators engage in a student activity from NASA’s Build, Launch, and Recover Student Activity Guide. In this challenge, students become engineers and NASA crawler operators while working in teams to design and build a rubber band-powered model of NASA’s crawler-transporter that can carry the most mass possible the farthest distance without failure. Credit: Kristen Marlatt “By engaging in NASA learning opportunities, students are challenged to use critical thinking and creativity to solve real-world challenges that scientists and engineers may face,” said Darlene Walker, NASA Glenn’s Office of STEM Engagement director. “Through the 21st CCLC program, NASA and the Department of Education aim to inspire the next generation of explorers and innovators through high-quality educational content that ignites curiosity and fosters a joy of learning for students across the country.”
NASA Glenn education specialists will continue to provide NASA-related content and academic projects for students, in-person staff training, program support, and opportunities for students to engage with NASA scientists and engineers.
For more information on NASA Glenn’s STEM Engagement, visit https://www.nasa.gov/glenn-stem/
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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
2 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
Rebecca Anderson, a junior enrolled at the Portage School of Leaders High School in South Bend, Indiana, spent time with NASA Glenn Research Center’s Daniel Sutliff, an acoustic engineer, on the campus of the University of Notre Dame on Nov. 7, 2024. Students witnessed the operation of the Advanced Noise Control Fan owned by NASA and on loan to the university for STEM experiences.Credit: Matt Cashore/University of Notre Dame High school students in Indiana are contributing to NASA’s groundbreaking research to develop quieter, more fuel-efficient aircraft engines.
Their learning experience is a collaboration between aircraft noise researchers from NASA’s Glenn Research Center in Cleveland and educators from the University of Notre Dame’s Turbomachinery Laboratory. The collaboration aims to encourage students’ interest in science, technology, engineering, and math (STEM) careers.
Recently, Notre Dame hosted students from The Portage School of Leaders High School and a team from NASA Glenn to see the Advanced Noise Control Fan operate in an outdoor setting. The fan is a NASA-owned test rig that has been configured to enable the study of a quieter aircraft engine technology. Known as the open rotor fan concept, the configuration involves an engine fan without a cover. Ground microphones were used during the test operated by Notre Dame to evaluate the radiated sound as the open rotor fan spun at various speeds.
NASA’s Advanced Noise Control Fan is on loan at the University of Notre Dame through a Space Act Agreement. It provides a hands-on learning laboratory for students in STEM.Credit: Matt Cashore/University of Notre Dame Students from the high school, which is part of the Career Academy Network of Public Schools, used 3D printers from the school’s facilities to fabricate parts for the open rotor test fan. The parts, known as stator blades, help direct and control airflow, ensuring smooth operation of the large, exposed fan blades that are the defining feature of an open fan engine design.
“It was beyond words,” said Rebecca Anderson, a junior from the high school. “The part I enjoyed most was when they got the fan running. It was really impressive to see how quiet it was. I feel like everyone involved in STEM would love to work for NASA, including me.”
NASA researcher Dr. Daniel Sutliff was part of the team from NASA Glenn to spend time mentoring the students.
“This is real-world, hands-on research for them,” Sutliff said. “If airlines are able to use technologies to make flight quieter and cleaner, passengers will have more enjoyable flights.”
The Advanced Noise Control Fan is on loan to Notre Dame from NASA through a Space Act Agreement. The fan research is supported by NASA’s Advanced Air Transport Technology project and its Efficient Quiet Integrated Propulsors technical challenge.
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