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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 Space Force
During the keynote remarks, Gen. Stephen Whiting emphasized the joint functions and the importance of operating across the joint team using a common playbook to enable joint force commanders to synchronize, integrate, and execute joint operations.
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By NASA
El 28 de junio de 2024, la nave espacial Orion de Artemis II es retirada de la Celda de Ensamblaje Final y Pruebas del Sistema (FAST, por sus siglas en inglés) y colocada en la cámara de altitud oeste dentro del Edificio de Operaciones y Revisión del Centro Espacial Kennedy de la NASA en Florida. Dentro de la cámara de altitud, la nave espacial se sometió a una serie de pruebas que simulaban las condiciones de vacío del espacio profundo.Crédito de la foto: NASA / Rad Sinyak Read this story in English here.
Tras extensos análisis y pruebas, la NASA ha identificado la causa técnica de la pérdida imprevista de material carbonizado en el escudo térmico de la nave espacial Orion de Artemis I.
Los ingenieros determinaron que, cuando Orion regresaba de su misión sin tripulación alrededor de la Luna, los gases generados dentro del material ablativo exterior del escudo térmico, denominado Avcoat, no pudieron ventilarse y disiparse como estaba previsto. Esto permitió que se acumulara presión y se produjeran grietas, lo que causó que parte del material carbonizado se desprendiera en varios lugares.
“Nuestros primeros vuelos de Artemis son una campaña de prueba, y el vuelo de prueba de Artemis I nos dio la oportunidad de comprobar nuestros sistemas en el entorno del espacio profundo antes de incorporar a la tripulación en futuras misiones”, dijo Amit Kshatriya, administrador asociado adjunto de la Oficina del programa De la Luna a Marte, en la sede de la NASA en Washington. “La investigación sobre el escudo térmico ayudó a garantizar que comprendiéramos completamente la causa y la naturaleza del problema, así como el riesgo que les pedimos a nuestras tripulaciones que asuman cuando emprendan su viaje a la Luna”.
Los hallazgos
Los equipos técnicos adoptaron un enfoque metódico para comprender e identificar el origen del problema de pérdida de material carbonizado, incluyendo el muestreo detallado del escudo térmico de Artemis I, la revisión de las imágenes y los datos de los sensores de la nave espacial, y pruebas y análisis exhaustivos en tierra.
Durante Artemis I, los ingenieros utilizaron la técnica de guiamiento de reentrada atmosférica doble para el regreso de Orion a la Tierra. Esta técnica ofrece más flexibilidad ya que amplía el alcance del vuelo de Orion después del punto de reentrada para llevarlo hasta un lugar de amerizaje en el océano Pacífico. Con esta maniobra, Orion se sumergió en la parte superior de la atmósfera de la Tierra y utilizó la resistencia atmosférica para reducir su velocidad. A continuación, Orion utilizó la sustentación aerodinámica de la cápsula para rebotar y salir de nuevo de la atmósfera, para luego volver a entrar en el descenso final con paracaídas para su amerizaje.
Utilizando los datos de la respuesta del material Avcoat de Artemis I, el equipo de investigación pudo simular el entorno de la trayectoria de entrada de Artemis I —una parte clave para comprender la causa del problema— dentro de la instalación de chorro en arco del Centro de Investigación Ames de la NASA en California. Observaron que, durante el período entre las inmersiones en la atmósfera, las tasas de calentamiento disminuyeron y la energía térmica se acumuló dentro del material Avcoat del escudo térmico. Esto condujo a la acumulación de gases que forman parte del proceso de ablación (desgaste) previsto. Debido a que el Avcoat no tenía “permeabilidad”, la presión interna se acumuló y produjo el agrietamiento y el desprendimiento desigual de la capa exterior.
Los equipos técnicos realizaron extensas pruebas en tierra para simular el fenómeno de rebote en la reentrada antes de la misión Artemis I. Sin embargo, hicieron pruebas a velocidades de calentamiento mucho más altas que las que la nave espacial experimentó durante su vuelo. Las altas velocidades de calentamiento puestas a prueba en tierra permitieron que el material carbonizado permeable se formara y se desgastara como estaba previsto, liberando la presión del gas. El calentamiento menos severo observado durante la reentrada real de Artemis I desaceleró el proceso de formación de material carbonizado, al tiempo que siguió creando gases en esta capa de material. La presión del gas se acumuló hasta el punto de agrietar el Avcoat y liberar partes de la capa carbonizada. Las mejoras recientes en la instalación de chorro en arco han permitido una reproducción más precisa de los entornos de vuelo registrados por Artemis I, de modo que este comportamiento de agrietamiento pudo demostrarse en pruebas en tierra.
Si bien Artemis I no estaba tripulado, los datos del vuelo mostraron que, si la tripulación hubiera estado a bordo, habría estado a salvo. Los datos de la temperatura de los sistemas del módulo de tripulación dentro de la cabina también estaban dentro de los límites y se mantenían estables, con temperaturas alrededor de los 24 grados centígrados (75 grados Fahrenheit). El desempeño del escudo térmico superó las expectativas.
Los ingenieros comprenden tanto el fenómeno material como el entorno con el que interactúan los materiales durante la entrada a la atmósfera. Al cambiar el material o el entorno, pueden predecir cómo responderá la nave espacial. Los equipos de la NASA acordaron por unanimidad que la agencia puede desarrollar un análisis de vuelo aceptable que mantenga a la tripulación segura utilizando el actual escudo térmico de Artemis II con cambios operativos para su entrada en la atmósfera.
El proceso de investigación de la NASA
Poco después de que los ingenieros de la NASA descubrieran las condiciones del escudo térmico de Artemis I, la agencia comenzó un extenso proceso de investigación, el cual contó con un equipo multidisciplinario de expertos en sistemas de protección térmica, aerotermodinámica, pruebas y análisis térmicos, análisis de estrés (fatiga de materiales), pruebas y análisis de materiales, y muchos otros campos técnicos relacionados. El Centro de Ingeniería y Seguridad de la NASA también participó para aportar su experiencia técnica, incluyendo evaluación no destructiva, análisis térmico y estructural, análisis de árbol de fallas y otros métodos de respaldo de las pruebas.
“Nos tomamos muy en serio nuestro proceso de investigación del escudo térmico, con la seguridad de la tripulación como la fuerza impulsora que mueve esta investigación”, dijo Howard Hu, gerente del Programa Orion del Centro Espacial Johnson de la NASA en Houston. “El proceso fue extenso. Le dimos al equipo el tiempo necesario para investigar todas las causas posibles, y trabajaron incansablemente para asegurarse de que entendiéramos el fenómeno y los pasos necesarios para mitigar este problema en futuras misiones”.
El escudo térmico de Artemis I estaba muy cargado de instrumentos para este vuelo, e incluía sensores de presión, extensómetros y termopares a diferentes profundidades del material ablativo. Los datos de estos instrumentos acrecentaron el análisis de muestras físicas, lo que permitió al equipo validar modelos informáticos, crear reconstrucciones de entornos, proporcionar perfiles de temperatura interna y dar información sobre el momento de la pérdida de material carbonizado.
Alrededor de 200 muestras de Avcoat fueron extraídas del escudo térmico de Artemis I en el Centro de Vuelo Espacial Marshall de la NASA en Alabama para su análisis e inspección. El equipo llevó a cabo una evaluación no destructiva para “ver” dentro del escudo térmico.
Uno de los hallazgos más importantes que arrojó el examen de estas muestras fue que algunas superficies en la zona del Avcoat permeable, las cuales habían sido identificadas antes del vuelo, no sufrieron agrietamiento ni pérdida de material carbonizado. Dado que estas superficies eran permeables al comienzo de la entrada en la atmósfera, los gases producidos por la ablación pudieron ventilarse adecuadamente, eliminando la acumulación de la presión, el agrietamiento y la pérdida de material carbonizado.
Los ingenieros hicieron ocho campañas separadas de pruebas térmicas posteriores al vuelo para respaldar el análisis del origen de estas condiciones, y completaron 121 pruebas individuales. Estas pruebas fueron llevadas a cabo en instalaciones en diferentes lugares de Estados Unidos que cuentan con capacidades únicas, entre ellas: la Instalación de Calentamiento Aerodinámico en el Complejo de Chorro en Arco del centro Ames, para poner a prueba perfiles de calentamiento convectivo con diversos gases de prueba; el Laboratorio de Evaluación de Materiales Endurecidos por Láser en la Base de la Fuerza Aérea Patterson-Wright en Ohio, con el fin de poner a prueba perfiles de calentamiento radiativo y proporcionar radiografías en tiempo real; y la Instalación de Calentamiento por Interacción del centro Ames, para poner a prueba perfiles combinados de calentamiento convectivo y radiativo en el aire en bloques completos, esto es, aplicando todas las pruebas en cada bloque de material.
Los expertos en aerotermia también completaron dos campañas de pruebas en el túnel de viento hipersónico del Centro de Investigación Langley de la NASA en Virginia y en las instalaciones de pruebas aerodinámicas del CUBRC en Buffalo, Nueva York, para realizar pruebas con una diversidad de configuraciones de pérdida de material carbonizado, y mejorar y validar los modelos analíticos. También se realizaron pruebas de permeabilidad en el centro Kratos en Alabama, en la Universidad de Kentucky y en el centro Ames para caracterizar aún mejor el volumen elemental y la porosidad del Avcoat. La instalación de pruebas del centro de investigaciones Advanced Light Source, una instalación para usuarios científicos del Departamento de Energía de Estados Unidos en el Laboratorio Nacional Lawrence Berkeley, también fue utilizada por los ingenieros para examinar el comportamiento del calentamiento del Avcoat a nivel microestructural.
En la primavera de 2024, la NASA creó un equipo de revisión independiente que realizó una revisión exhaustiva del proceso de investigación, los hallazgos y los resultados de la agencia. La revisión independiente fue dirigida por Paul Hill, un exdirectivo de la NASA que se desempeñó como director principal de vuelo del transbordador espacial para el programa Return to Flight (Regreso a los vuelos) después del accidente del Columbia, quien también dirigió la Dirección de Operaciones de Misiones de la NASA y es miembro actual del Panel Asesor de Seguridad Aeroespacial de la agencia. La revisión se llevó a cabo durante un período de tres meses a fin de evaluar las condiciones del escudo térmico posteriores al vuelo, los datos del entorno para la entrada a la atmósfera, la respuesta térmica del material ablativo y el avance de las investigaciones de la NASA. El equipo de revisión estuvo de acuerdo con los hallazgos de la NASA sobre la causa técnica del comportamiento físico del escudo térmico.
Avances en el escudo térmico
Al saber que la permeabilidad de Avcoat es un parámetro clave para evitar o minimizar la pérdida de material carbonizado, la NASA tiene la información correcta para garantizar la seguridad de la tripulación y mejorar el desempeño de los futuros escudos térmicos del programa Artemis. A lo largo de su historia, la NASA ha aprendido de cada uno de sus vuelos e incorporado mejoras en el hardware y las operaciones. Los datos recopilados a lo largo del vuelo de prueba de Artemis I han proporcionado a los ingenieros información valiosísima para guiar futuros diseños y refinamientos. Los datos de desempeño del vuelo de retorno lunar y un sólido programa de calificación de pruebas en tierra, mejorado después de la experiencia del vuelo de Artemis I, están respaldando las mejoras en la producción del escudo térmico de Orion. Los futuros escudos térmicos para el regreso de Orion en las misiones de alunizaje de Artemis están en producción para lograr una uniformidad y permeabilidad consistente. El programa de calificación se está completando actualmente, junto con la producción de bloques de Avcoat más permeables, en la Instalación de Ensamblaje Michoud de la NASA en Nueva Orleans.
Para obtener más información sobre las campañas Artemis de la NASA, visita el sitio web (en inglés):
https://www.nasa.gov/artemis
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Meira Bernstein / Rachel Kraft / María José Viñas
Sede, Washington
202-358-1600
meira.b.bernstein@nasa.gov / rachel.h.kraft@nasa.gov / maria-jose.vinasgarcia@nasa.gov
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