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By NASA
Creating a golden streak in the night sky, a SpaceX Falcon 9 rocket carrying Firefly Aerospace’s Blue Ghost Mission One lander soars upward after liftoff from Launch Complex 39A at NASA’s Kennedy Space Center in Florida on Wednesday, Jan. 15, as part of NASA’s CLPS (Commercial Lunar Payload Services) initiative. The Blue Ghost lander will carry 10 NASA science and technology instruments to the lunar surface to further understand the Moon and help prepare for future human missions.Credit: NASA/Frank Michaux A suite of NASA scientific investigations and technology demonstrations is on its way to our nearest celestial neighbor aboard a commercial spacecraft, where they will provide insights into the Moon’s environment and test technologies to support future astronauts landing safely on the lunar surface under the agency’s Artemis campaign.
Carrying science and tech on Firefly Aerospace’s first CLPS or Commercial Lunar Payload Services flight for NASA, Blue Ghost Mission 1 launched at 1:11 a.m. EST aboard a SpaceX Falcon 9 rocket from Launch Complex 39A at the agency’s Kennedy Space Center in Florida. The company is targeting a lunar landing on Sunday, March 2.
“This mission embodies the bold spirit of NASA’s Artemis campaign – a campaign driven by scientific exploration and discovery,” said NASA Deputy Administrator Pam Melroy. “Each flight we’re part of is vital step in the larger blueprint to establish a responsible, sustained human presence at the Moon, Mars, and beyond. Each scientific instrument and technology demonstration brings us closer to realizing our vision. Congratulations to the NASA, Firefly, and SpaceX teams on this successful launch.”
Once on the Moon, NASA will test and demonstrate lunar drilling technology, regolith (lunar rocks and soil) sample collection capabilities, global navigation satellite system abilities, radiation tolerant computing, and lunar dust mitigation methods. The data captured could also benefit humans on Earth by providing insights into how space weather and other cosmic forces impact our home planet.
“NASA leads the world in space exploration, and American companies are a critical part of bringing humanity back to the Moon,” said Nicola Fox, associate administrator, Science Mission Directorate, NASA Headquarters in Washington. “We learned many lessons during the Apollo Era which informed the technological and science demonstrations aboard Firefly’s Blue Ghost Mission 1 – ensuring the safety and health of our future science instruments, spacecraft, and, most importantly, our astronauts on the lunar surface. I am excited to see the incredible science and technological data Firefly’s Blue Ghost Mission 1 will deliver in the days to come.”
As part of NASA’s modern lunar exploration activities, CLPS deliveries to the Moon will help humanity better understand planetary processes and evolution, search for water and other resources, and support long-term, sustainable human exploration of the Moon in preparation for the first human mission to Mars.
There are 10 NASA payloads flying on this flight:
Lunar Instrumentation for Subsurface Thermal Exploration with Rapidity (LISTER) will characterize heat flow from the interior of the Moon by measuring the thermal gradient and conductivity of the lunar subsurface. It will take several measurements to about a 10-foot final depth using pneumatic drilling technology with a custom heat flow needle instrument at its tip. Lead organization: Texas Tech University Lunar PlanetVac (LPV) is designed to collect regolith samples from the lunar surface using a burst of compressed gas to drive the regolith into a sample chamber for collection and analysis by various instruments. Additional instrumentation will then transmit the results back to Earth. Lead organization: Honeybee Robotics Next Generation Lunar Retroreflector (NGLR) serves as a target for lasers on Earth to precisely measure the distance between Earth and the Moon. The retroreflector that will fly on this mission could also collect data to understand various aspects of the lunar interior and address fundamental physics questions. Lead organization: University of Maryland Regolith Adherence Characterization (RAC) will determine how lunar regolith sticks to a range of materials exposed to the Moon’s environment throughout the lunar day. The RAC instrument will measure accumulation rates of lunar regolith on the surfaces of several materials including solar cells, optical systems, coatings, and sensors through imaging to determine their ability to repel or shed lunar dust. The data captured will allow the industry to test, improve, and protect spacecraft, spacesuits, and habitats from abrasive regolith. Lead organization: Aegis Aerospace Radiation Tolerant Computer (RadPC) will demonstrate a computer that can recover from faults caused by ionizing radiation. Several RadPC prototypes have been tested aboard the International Space Station and Earth-orbiting satellites, but now will demonstrate the computer’s ability to withstand space radiation as it passes through Earth’s radiation belts, while in transit to the Moon, and on the lunar surface. Lead organization: Montana State University Electrodynamic Dust Shield (EDS) is an active dust mitigation technology that uses electric fields to move and prevent hazardous lunar dust accumulation on surfaces. The EDS technology is designed to lift, transport, and remove particles from surfaces with no moving parts. Multiple tests will demonstrate the feasibility of the self-cleaning glasses and thermal radiator surfaces on the Moon. In the event the surfaces do not receive dust during landing, EDS has the capability to re-dust itself using the same technology. Lead organization: NASA’s Kennedy Space Center Lunar Environment heliospheric X-ray Imager (LEXI) will capture a series of X-ray images to study the interaction of solar wind and the Earth’s magnetic field that drives geomagnetic disturbances and storms. Deployed and operated on the lunar surface, this instrument will provide the first global images showing the edge of Earth’s magnetic field for critical insights into how space weather and other cosmic forces surrounding our planet impact it. Lead organizations: NASA’s Goddard Space Flight Center, Boston University, and Johns Hopkins University Lunar Magnetotelluric Sounder (LMS) will characterize the structure and composition of the Moon’s mantle by measuring electric and magnetic fields. This investigation will help determine the Moon’s temperature structure and thermal evolution to understand how the Moon has cooled and chemically differentiated since it formed. Lead organization: Southwest Research Institute Lunar GNSS Receiver Experiment (LuGRE) will demonstrate the possibility of acquiring and tracking signals from Global Navigation Satellite System constellations, specifically GPS and Galileo, during transit to the Moon, during lunar orbit, and on the lunar surface. If successful, LuGRE will be the first pathfinder for future lunar spacecraft to use existing Earth-based navigation constellations to autonomously and accurately estimate their position, velocity, and time. Lead organizations: NASA Goddard, Italian Space Agency Stereo Camera for Lunar Plume-Surface Studies (SCALPSS) will use stereo imaging photogrammetry to capture the impact of rocket plume on lunar regolith as the lander descends on the Moon’s surface. The high-resolution stereo images will aid in creating models to predict lunar regolith erosion, which is an important task as bigger, heavier payloads are delivered to the Moon in close proximity to each other. This instrument also flew on Intuitive Machine’s first CLPS delivery. Lead organization: NASA’s Langley Research Center “With 10 NASA science and technology instruments launching to the Moon, this is the largest CLPS delivery to date, and we are proud of the teams that have gotten us to this point,” said Chris Culbert, program manager for the Commercial Lunar Payload Services initiative at NASA’s Johnson Space Center in Houston. “We will follow this latest CLPS delivery with more in 2025 and later years. American innovation and interest to the Moon continues to grow, and NASA has already awarded 11 CLPS deliveries and plans to continue to select two more flights per year.”
Firefly’s Blue Ghost lander is targeted to land near a volcanic feature called Mons Latreille within Mare Crisium, a more than 300-mile-wide basin located in the northeast quadrant of the Moon’s near side. The NASA science on this flight will gather valuable scientific data studying Earth’s nearest neighbor and helping pave the way for the first Artemis astronauts to explore the lunar surface later this decade.
Learn more about NASA’s CLPS initiative at:
https://www.nasa.gov/clps
-end-
Amber Jacobson / Karen Fox
Headquarters, Washington
202-358-1600
amber.c.jacobson@nasa.gov / karen.c.fox@nasa.gov
Natalia Riusech / Nilufar Ramji
Johnson Space Center, Houston
281-483-5111
nataila.s.riusech@nasa.gov / nilufar.ramji@nasa.gov
Antonia Jaramillo
Kennedy Space Center, Florida
321-501-8425
antonia.jaramillobotero@nasa.gov
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Last Updated Jan 15, 2025 LocationNASA Headquarters Related Terms
Commercial Lunar Payload Services (CLPS) Artemis Earth's Moon Johnson Space Center Kennedy Space Center Lunar Science Science & Research Science Mission Directorate View the full article
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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
The ARCSTONE observatory is shown in low Earth orbit with the spectrometer viewing the Sun and Moon. The spacecraft rotates in order to view the Moon or the Sun. One of the most challenging tasks in remote sensing from space is achieving required instrument calibration accuracy on-orbit. The Moon is considered to be an excellent exoatmospheric calibration source. However, the current accuracy of the Moon as an absolute reference is limited to 5 – 10%, and this level of accuracy is inadequate to meet the challenging objective of Earth Science observations. ARCSTONE is a mission concept that provides a solution to this challenge. An orbiting spectrometer flying on a small satellite in low Earth orbit will provide lunar spectral reflectance with accuracy sufficient to establish an SI-traceable absolute lunar calibration standard for past, current, and future Earth weather and climate sensors.
Learn More.
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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 USH
A video taken by an airline passenger reportedly during a commercial flight over the UK shows what seem to be two figures standing on a layer of clouds.
The intriguing footage has sparked a wave of speculation online. While some viewers suggest the figures could be supernatural beings, closer analysis of the footage reveals additional shapes emerging through the clouds as the camera pans from left to right, image below.
This has led others to theorize that the "figures" might actually be exhaust stacks or other tall structures releasing steam, breaking through a fog layer and creating an illusion of human-like forms.
Rather than supernatural entities, the phenomenon is more likely an example of pareidolia, a psychological tendency to perceive familiar shapes, such as faces or figures, in random patterns.
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