Why It's Important

Perseverance may look similar to Curiosity – the NASA rover that's been exploring Mars since 2012 – but the latest rover's new science instruments, upgraded cameras, improved onboard computers and new landing technologies make it uniquely capable of accomplishing the science goals planned for the mission.

Diagram of the Perseverance Mars rover's science instruments. Credit: NASA/JPL-Caltech | + Expand image

Looking for signs of habitability

The first of the rover's four science goals deals with studying the habitability of Mars. The mission is designed to look for environments that could have supported life in the past.

Perseverance will land in Jezero Crater, a 28-mile-wide (45-kilometer-wide) crater that scientists believe was once filled with water. Data from orbiters at the Red Planet suggest that water once flowed into the crater, carrying clay minerals from the surrounding area, depositing them in the crater and forming a delta. We find similar conditions on Earth, where the right combination of water and minerals can support life. By comparing these to the conditions we find on Mars, we can better understand the Red Planet's ability to support life. The Perseverance rover is specially designed to study the habitability of Mars' Jezero Crater using a suite of scientific instruments, or tools, that can evaluate the environment and the processes that influence it.

Seeking signs of ancient life

The rover's second science goal is closely linked with its first: Perseverance will seek out evidence that microbial life once existed on Mars in the past. In doing so, the mission could make progress in understanding the origin, evolution and distribution of life in the universe – the scientific field known as astrobiology.

Exploring Mars Lessons

Get students engaged in the excitement of NASA's next mission to Mars with standards-aligned STEM lessons.

It's important to note that the rover won't be looking for present-day life. Instead, its instruments are designed to look for clues left behind by ancient life. We call those clues biosignatures. A biosignature might be a pattern, object or substance that was created by life in the past and can be identified by certain properties, such as chemical composition, mineralogy or structure.

To better understand if a possible biosignature is really a clue left behind by ancient life, we need to look for biosignatures and study the habitability of the environment. Discovering that an environment is habitable does not automatically mean life existed there and some geologic processes can leave behind biosignature-like signs in non-habitable environments.

Collecting samples

Perseverance's third science goal is to gather samples of Martian rocks and soil. The rover will leave the samples on Mars, where future missions could collect them and bring them back to Earth for further study.

Scientists can learn a lot about Mars with a rover like Perseverance that can take in situ (Latin for "on-site") measurements. But examining samples from Mars in full-size laboratories on Earth can provide far more information about whether life ever existed on Mars than studying them on the Martian surface.

Perseverance will take the first step toward making a future sample return possible. The rover is equipped with special coring drill bits that will collect scientifically interesting samples similar in size to a piece of chalk. Each sample will be capped and sealed in individual collection tubes. The tubes will be stored aboard the rover until the mission team determines the best strategic locations on the planet's surface to leave them. The collection tubes will stay on the Martian surface until a potential future campaign collects them for return to Earth. NASA and the European Space Agency are solidifying concepts for the missions that will complete this campaign.

Preparing for future astronauts

This artist's concept depicts astronauts and human habitats on Mars. The Perseverance Mars rover will carry a number of technologies that could pave the way for astronauts to explore Mars. Credit: NASA | + Expand image

Like the robotic spacecraft that landed on the Moon to prepare for the Apollo astronauts, the Perseverance rover's fourth science goal will help pave the way for humans to eventually visit Mars.

Before humans can set foot on the Red Planet, we need to know more about conditions there and demonstrate that technologies needed for returning to Earth, and survival, will work. That’s where MOXIE comes in. Short for Mars Oxygen In-Situ Resource Utilization Experiment, MOXIE is designed to separate oxygen from carbon dioxide (CO₂) in Mars' atmosphere. The atmosphere that surrounds the Red Planet is 96% CO₂. But there's very little oxygen – only 0.13%, compared with the 21% in Earth’s atmosphere.

Oxygen is a crucial ingredient in rocket fuel and is essential for human survival. MOXIE could show how similar systems sent to Mars ahead of astronauts could generate rocket fuel to bring astronauts back to Earth and even create oxygen for breathing.

Flying the first Mars helicopter

Joining the Perseverance rover on Mars is the first helicopter designed to fly on another planet. Dubbed Ingenuity, the Mars Helicopter is a technology demonstration that will be the first test of powered flight on another planet.

The lightweight helicopter rides to Mars attached to the belly of the rover. After Perseverance is on Mars, the helicopter will be released from the rover and will attempt up to five test flights in the thin atmosphere of Mars. After a successful first attempt at lifting off, hovering a few feet above the ground for 20 to 30 seconds and landing, the operations team can attempt incrementally higher and longer-distance flights. Ingenuity is designed to fly for up to 90 seconds, reach an altitude of 15 feet and travel a distance of nearly 980 feet. Sending commands to the helicopter and receiving information about the flights relayed through the rover, the helicopter team hopes to collect valuable test data about how the vehicle performs in Mars’ thin atmosphere. The results of the Mars Helicopter's test flights will help inform the development of future vehicles that could one day explore Mars from the air. Once Ingenuity has completed its technology demonstration, Perseverance will continue its mission on the surface of the Red Planet.

How It Works

Before any of that can happen, the Perseverance Mars rover needs to successfully lift off from Earth and begin its journey to the Red Planet. Here's how the launch is designed to ensure that the spacecraft and Mars are at the same place on landing day.

Watch Online

Explore virtual events and programming related to the launch of NASA's next Mars rover, including education workshops and conversations with mission experts.

About every 26 months, Mars and Earth are at points in their orbits around the Sun that allow us to launch spacecraft to Mars most efficiently. This span of time, called a launch period, lasts several weeks. For Perseverance, the launch period is targeted to begin at 4:50 a.m. PDT (7:50 a.m. EDT) on July 30 and end on Aug. 15. Each day, there is a launch window lasting about two hours. If all conditions are good, we have liftoff! If there's a little too much wind or other inclement weather, or perhaps engineers want to take a look at something on the rocket during the window, the countdown can be paused, and teams will try again the next day.

Regardless of when Perseverance launches during this period, the rover will land on Mars on Feb. 18, 2021, at around 12:30 PST. Engineers can maintain this fixed landing date because when the rover launches, it will go into what's called a parking orbit around Earth. Depending on when the launch happens, the rover will coast in the temporary parking orbit for 24 to 36 minutes. Then, the upper stage of the rocket will ignite for about seven minutes, giving the spacecraft the velocity it needs to reach Mars.

Like the Curiosity rover, Perseverance will launch from Launch Complex 41 at Cape Canaveral Air Force Station in Florida on an Atlas V 541 rocket – one of the most powerful rockets available for interplanetary spacecraft.

Watch a live broadcast of the launch from the Kennedy Space Center on NASA TV and the agency’s website. Visit the Perseverance rover mission website to explore a full listing of related virtual events and programming, including education workshops, news briefings and conversations with mission experts. Follow launch updates on NASA's Twitter, Facebook and Instagram accounts.

Teach It

The launch of NASA's next Mars rover and the first Mars Helicopter is a fantastic opportunity to engage students in real-world problem solving across the STEM fields. Check out some of the resources below to see how you can bring NASA missions and science to students in the classroom and at home.

Virtual Education Workshops

• 
  Teaching Space With NASA - Engineering the Perseverance Mars Rover

  In this one-hour live workshop, NASA experts will provide an in-depth look at the engineering behind the Perseverance Mars rover. Register to join the Q&A with our experts.

• 
  Teaching Space With NASA - Exploring Mars Science With the Perseverance Mars Rover

  In this one-hour live workshop, we’ll get an in-depth look at how Perseverance will explore the science of Mars, building on our understanding of the Red Planet and preparing for future human missions. Register to join the Q&A with our experts.

• 
  Teaching Space With NASA

  Join NASA experts and education specialists for virtual education workshops. Ask questions, get teaching resources and share the excitement of space exploration with students.

Lessons for Educators

• 
  Mission to Mars Unit

  In this standards-aligned unit, students learn about Mars, design a mission to explore the planet, build and test model spacecraft and components, and engage in scientific exploration.

  Grades 3-8

  Time Varies

• 
  Collection: Exploring Mars

  Explore a collection of standards-aligned lessons for educators all about engineering and preparing NASA spacecraft for Mars.

  Grades K-12

  Time Varies

• 
  Collection: Preparing for Mars

  Explore a collection of standards-aligned lessons for educators all about engineering and preparing NASA spacecraft for Mars.

  Grades K-12

  Time Varies

• 
  Collection: Launching to Mars

  Explore a collection of standards-aligned lessons for educators all about launching NASA spacecraft to Mars.

  Grades K-12

  Time Varies

• 
  Collection: Landing on Mars

  Explore a collection of standards-aligned lessons for educators all about landing NASA spacecraft on Mars.

  Grades K-12

  Time Varies

Activities for Students

• 
  Collection: Exploring Mars

  Make a cardboard rover, design a Mars exploration video game and explore more STEM projects, slideshows and videos for students.

  Subject Varies

  Grades K-12

• 
  Learning Space With NASA at Home

  Explore space and science activities you can do with NASA at home. Watch video tutorials for making rockets, Mars rovers, Moon landers and more. Plus, find tips for learning at home!

  Subject Varies

  Grades K-12

Explore More

• 

  Meet JPL Interns of Mars 2020

  Read stories about interns helping prepare NASA's next Mars rover for its launch this summer.

  Grades

  Time

• Website: Perseverance Mars Rover
• Website: NASA Mars Exploration
• Website: Space Place - All About Mars
• Watch Online – Virtual Events

TAGS: Mars, Mars 2020, Perseverance, Mars Rover, launch, Teach, teachers, educators, parents, lessons, activities, resources, K-12, STEM, events, students, science, engineering

• 

  ABOUT THE AUTHOR

  Lyle Tavernier, Educational Technology Specialist, NASA/JPL Edu

  Lyle Tavernier is an educational technology specialist at NASA's Jet Propulsion Laboratory. When he’s not busy working in the areas of distance learning and instructional technology, you might find him running with his dog, cooking or planning his next trip.

Visit the Pi in the Sky 7 lesson page to explore classroom resources and downloads for the 2019 NASA Pi Day Challenge. Image credit: NASA/JPL-Caltech | + Expand image

A new Mars landing technique called Range Trigger is reducing the size of the ellipse where spacecraft touch down. Image credit: NASA/JPL-Caltech | › Full image and caption

Composite image of the Kuiper Belt object Arrokoth from NASA's New Horizons spacecraft. Image credit: NASA/Johns Hopkins University Applied Physics Laboratory/Southwest Research Institute/Roman Tkachenko | › Full image and caption

The CORAL mission records the spectra of light reflected from the ocean to study the composition and health of Earth's coral reefs. Image credit: NASA | + Expand image

The star Beta Pictoris and its surrounding debris disk in near-infrared light. Image credit: ESO/A.-M. Lagrange et al. | › Full image and caption

Besides providing an excuse to eat all varieties of pie, Pi Day gives us a chance to appreciate some of the ways NASA uses pi to explore the solar system and beyond. You can do the math for yourself – or get students doing it – by taking part in the NASA Pi Day Challenge. Find out below how to test your pi skills with real-world problems faced by NASA space explorers, plus get lessons and resources for educators.

How It Works

The ratio of any circle's circumference to its diameter is equal to pi, which is often rounded to 3.14. But pi is what is known as an irrational number, so its decimal representation never ends, and it never repeats. Though it has been calculated to trillions of digits, we use far fewer at NASA.

Pi is useful for all sorts of things, like calculating the circumference and area of circular objects and the volume of cylinders. That's helpful information for everyone from farmers irrigating crops to tire manufacturers to soup-makers filling their cans. At NASA, we use pi to calculate the densities of planets, point space telescopes at distant stars and galaxies, steer rovers on the Red Planet, put spacecraft into orbit and so much more! With so many practical applications, it's no wonder so many people love pi!

In the U.S., 3.14 is also how we refer to March 14, which is why we celebrate the mathematical marvel that is pi on that date each year. In 2009, the U.S. House of Representatives passed a resolution officially designating March 14 as Pi Day and encouraging teachers and students to celebrate the day with activities that teach students about pi.

The NASA Pi Day Challenge

This year's NASA Pi Day Challenge poses four puzzlers that require pi to compare the sizes of Mars landing areas, calculate the length of a year for one of the most distant objects in the solar system, measure the depth of the ocean from an airplane, and determine the diameter of a distant debris disk. Learn more about the science and engineering behind the problems below or click the link to jump right into the challenge.

› Take the NASA Pi Day Challenge
› Educators, get the lesson here!

Mars Maneuver

Long before a Mars rover touches down on the Red Planet, scientists and engineers must determine where to land. Rather than choosing a specific landing spot, NASA selects an area known as a landing ellipse. A Mars rover could land anywhere within this ellipse. Choosing where the landing ellipse is located requires compromising between getting as close as possible to interesting science targets and avoiding hazards like steep slopes and large boulders, which could quickly bring a mission to its end. In the Mars Maneuver problem, students use pi to see how new technologies have reduced the size of landing ellipses from one Mars rover mission to the next.

Cold Case

In January 2019, NASA's New Horizons spacecraft sped past Arrokoth, a frigid, primitive object that orbits within the Kuiper Belt, a doughnut-shaped ring of icy bodies beyond the orbit of Neptune. Arrokoth is the most distant Kuiper Belt object to be visited by a spacecraft and only the second object in the region to have been explored up close. To get New Horizons to Arrokoth, mission navigators needed to know the orbital properties of the object, such as its speed, distance from the Sun, and the tilt and shape of its orbit. This information is also important for scientists studying the object. In the Cold Case problem, students can use pi to determine how long it takes the distant object to make one trip around the Sun.

Coral Calculus

Coral reefs provide food and shelter to many ocean species and protect coastal communities against extreme weather events. Ocean warming, invasive species, pollutants, and acidification caused by climate change can harm the tiny living coral organisms responsible for building coral reefs. To better understand the health of Earth's coral reefs, NASA's COral Reef Airborne Laboratory, or CORAL, mission maps them from the air using spectroscopy, studying how light interacts with the reefs. To make accurate maps, CORAL must be able to differentiate among coral, algae and sand on the ocean floor from an airplane. And to do that, it needs to calculate the depth of the ocean at every point it maps by measuring how much sunlight passes through the ocean and is reflected upward from the ocean floor. In Coral Calculus, students use pi to measure the water depth of an area mapped by the CORAL mission and help scientists better understand the status of Earth's coral reefs.

Planet Pinpointer

Our galaxy contains billions of stars, many of which are likely home to exoplanets – planets outside our solar system. So how do scientists decide where to look for these worlds? Using data gathered by NASA's Spitzer Space Telescope, researchers found that they're more likely to find giant exoplanets around young stars surrounded by debris disks, which are made up of material similar to what's found in the asteroid belt and Kuiper Belt in our solar system. Sure enough, after discovering a debris disk around the star Beta Pictoris, researchers later confirmed that it is home to at least two giant exoplanets. Learning more about Beta Pictoris' debris disk could give scientists insight into the formation of these giant worlds. In Planet Pinpointer, put yourself in the role of a NASA scientist to learn more about Beta Pictoris' debris disk, using pi to calculate the distance across it.

Participate

• 
  Pi Day Challenge Lessons

  Here's everything you need to bring the NASA Pi Day Challenge into the classroom.

  Grades 4-12

  Time Varies

• 
  Slideshow: NASA Pi Day Challenge

  The entire NASA Pi Day Challenge collection can be found in one, handy slideshow for students.

  Grades 4-12

  Time Varies

• 
  Pi Day: What’s Going ’Round

  Tell us what you’re up to this Pi Day and share your stories and photos with NASA.

Join the conversation and share your Pi Day Challenge answers with @NASAJPL_Edu on social media using the hashtag #NASAPiDayChallenge

Blogs and Features

• 
  How Many Decimals of Pi Do We Really Need?

  While you may have memorized more than 70,000 digits of pi, world record holders, a JPL engineer explains why you really only need a tiny fraction of that for most calculations.

• 
  Slideshow: 18 Ways NASA Uses Pi

  Whether it's sending spacecraft to other planets, driving rovers on Mars, finding out what planets are made of or how deep alien oceans are, pi takes us far at NASA. Find out how pi helps us explore space.

Related Lessons for Educators

• 
  Rover Lessons

  Explore a collection of standards-aligned STEM lessons all about rovers.

  Grades K-12

  Time Varies

• 
  Touchdown

  Students design and build a shock-absorbing system that will protect two "astronauts" when they land.

  Grades 3-8

  Time 30 mins - 1 hr

• 
  On Target

  Students modify a paper cup so it can zip down a line and drop a marble onto a target.

  Grades 6-12

  Time 30 mins - 1 hr

• 
  Solar System Scale Models

  Explore a collection of standards-aligned STEM lessons all about the size and scale of our solar system.

  Grades 1-12

  Time Varies

• 
  Modeling an Asteroid

  Lead a discussion about asteroids and their physical properties, then have students mold their own asteroids out of clay.

  Grades 3-5

  Time 30 mins - 1 hr

• 
  Math Rocks: A Lesson in Asteroid Dynamics

  Students use math to investigate a real-life asteroid impact.

  Grades 8-12

  Time 30 mins - 1 hr

• 
  Asteroid Ace: A 'Pi in the Sky' Math Challenge

  Students use pi to calculate the rotation rate of an asteroid from another solar system in this illustrated math problem.

  Grades 11-12

  Time < 30 mins

• 
  Climate Change Lessons

  Explore a collection of standards-aligned STEM lessons all about Earth's changing climate.

  Grades K-12

  Time Varies

• 
  Using Light to Study Planets

  Students build a spectrometer using basic materials as a model for how NASA uses spectroscopy to determine the nature of elements found on Earth and other planets.

  Grades 6-11

  Time < 2 hrs

NOAA Coral Bleaching activity

• 
  Solar Sleuth: A 'Pi in the Sky' Math Challenge

  In this illustrated math problem, students use pi and data from the Kepler space telescope to find the size of a planet outside our solar system.

  Grades 6-9

  Time < 30 mins

• 
  Exploring Exoplanets with Kepler

  Students use math concepts related to transits to discover real-world data about Mercury, Venus and planets outside our solar system.

  Grades 6-12

  Time 30 mins - 1 hr

• 
  Habitable Hunt: A 'Pi in the Sky' Math Challenge

  In this illustrated math problem, students use the mathematical constant pi to find the "habitable zone" around a distant star and determine which of its planets are in that zone.

  Grades 11-12

  Time < 30 mins

Related Activities for Students

• 
  Make a Moon or Mars Rover Game

  Create a Moon or Mars exploration game using Scratch, a visual programming language. Think like NASA space-mission planners to design your game!

  Type Project

  Subject Technology

• 
  Make a Cardboard Rover

  Build a rubber-band-powered rover that can scramble across a room.

  Type Project

  Subject Engineering

• 
  Mars in a Minute: How Do You Choose a Landing Site?

  So, you want to study Mars with a lander or rover – but where exactly do you send it? Learn how scientists and engineers tackle the question of where to land on Mars in this 60-second video.

  Type Video

  Subject Engineering

• 
  Mars in a Minute: How Do You Land on Mars?

  Getting a spacecraft to Mars is one thing. Getting it safely to the ground is a whole other challenge! This 60-second video from NASA's Jet Propulsion Laboratory explains three ways to land on the surface of the Red Planet.

  Type Video

  Subject Engineering

• 
  What's That Space Rock?

  Find out how to tell the difference between asteroids, comets, meteors, meteorites and other bodies in our solar system.

  Type Slideshow

  Subject Science

• 
  Mars in a Minute: How Long is a Year on Mars?

  How long is does it take Mars to make one trip around the Sun and why is one Earth year shorter? Find out in one minute!

  Type Video

  Subject Science

• 
  Space Place in a Snap: The Solar System's Formation

  Find out how our solar system formed and how it came to be the busy place it is today.

  Type Video

  Subject Science

• 
  What Is the Kuiper Belt?

  Learn about the Kuiper Belt and some of its famous members, Kuiper Belt Objects.

  Type Article

  Subject Science

• 
  Coral Bleaching Simulator

  Adjust water temperature and pollution levels in this simulator to see what happens to a coral reef depending on the conditions you choose!

  Type Interactive

  Subject Science

• 
  Ocean Worlds

  Where might oceans – and living things – exist beyond Earth? Scientists have their eyes on these places in our own solar system.

  Type Slideshow

  Subject Science

• 
  NASA's Earth Minute: Mission to Earth?

  NASA doesn't just explore outer space! It studies Earth, too, with a fleet of spacecraft and scientists far and wide.

  Type Video

  Subject Science

• 
  NASA's Earth Minute: Earth Has a Fever

  Why is Earth getting hotter and what does that mean for us?

  Type Video

  Subject Science

NOAA Video Series: Coral Comeback

• Article: Giant Exoplanet Hunters: Look for Debris Disks
• Video: The Evolution of a Planet-Forming Disk
• Video: Birth of "Phoenix" Planets?

Multimedia

• 
  Infographic: Planet Pi

  This poster shows some of the ways NASA scientists and engineers use the mathematical constant pi (3.14) and includes common pi formulas.

• Posters: Exoplanet Travel Bureau

Facts and Figures

• Mars
• Arrokoth (2014 MU69)
• Earth
• Beta Pictoris b
• Beta Pictoris c

Missions and Instruments

• Perseverance Mars rover (Mars 2020)
• Curiosity Mars rover
• New Horizons
• CORAL
• Spitzer

Websites

• NASA Mars Exploration
• NASA Solar System Exploration
• NASA Climate Change
• NASA Exoplanets

TAGS: K-12 Education, Math, Pi Day, Pi, NASA Pi Day Challenge, Events, Space, Educators, Teachers, Parents, Students, STEM, Lessons, Problem Set, Mars 2020, Perseverance, Curiosity, Mars rovers, Mars landing, MU69, Arrokoth, New Horizons, Earth science, Climate change, CORAL, NASA Expeditions, coral reefs, oceans, Spitzer, exoplanets, Beta Pictoris, stars, universe, space telescope

• 

  ABOUT THE AUTHOR

  Lyle Tavernier, Educational Technology Specialist, NASA/JPL Edu

  Lyle Tavernier is an educational technology specialist at NASA's Jet Propulsion Laboratory. When he’s not busy working in the areas of distance learning and instructional technology, you might find him running with his dog, cooking or planning his next trip.

The length of a year is based on how long it takes a planet to revolve around the Sun. Earth takes about 365.2422 days to make one revolution around the Sun. That's about six hours longer than the 365 days that we typically include in a calendar year. As a result, every four years we have about 24 extra hours that we add to the calendar at the end of February in the form of leap day. Without leap day, the dates of annual events, such as equinoxes and solstices, would slowly shift to later in the year, changing the dates of each season. After only a century without leap day, summer wouldn’t start until mid-July!

But the peculiar adjustments don't end there. If Earth revolved around the Sun in exactly 365 days and six hours, this system of adding a leap day every four years would need no exceptions. However, Earth takes a little less time than that to orbit the Sun. Rounding up and inserting a 24-hour leap day every four years adds about 45 extra minutes to every four-year leap cycle. That adds up to about three days every 400 years. To correct for that, years that are divisible by 100 don't have leap days unless they’re also divisible by 400. If you do the math, you'll see that the year 2000 was a leap year, but 2100, 2200 and 2300 will not be.

After learning more about leap years with this article from NASA's Space Place, students can do the math for themselves with this leap day problem set. Follow that up with writing a letter or poem to be opened on the next leap day. And since we've got an extra 24 hours this year, don't forget to take a little time to relax!

Explore More

• 
  Leap Day Math

  In this problem set, students calculate the difference between the calendar year and Earth's orbital period, determine how much extra time gets added to our calendar and identify which years omit leap years.

  Grades 5-8

  Time < 30 mins

• 
  Planetary Poetry

  In this cross-curricular STEM and language arts lesson, students learn about planets, stars and space missions and write STEM-inspired poetry to share their knowledge of or inspiration about these topics.

  Grades 2-12

  Time 1-2 hrs

• 
  Lesson Collection: Solar System Scale Models

  Explore a collection of standards-aligned lessons all about the size and scale of our solar system.

  Grades 1-12

  Time Varies

Check out these related resources for kids from NASA Space Place:

• Article: What is a Leap Year?
• Article: How Long Is a Year on Other Planets?

TAGS: K-12 Education, Math, Leap Day, Leap Year, Events, Space, Educators, Teachers, Parents, Students, STEM, Lessons

• 

  ABOUT THE AUTHOR

  Lyle Tavernier, Educational Technology Specialist, NASA/JPL Edu

  Lyle Tavernier is an educational technology specialist at NASA's Jet Propulsion Laboratory. When he’s not busy working in the areas of distance learning and instructional technology, you might find him running with his dog, cooking or planning his next trip.

1. Earth's Changing Climate

Rising sea levels, shrinking ice caps, higher temperatures and extreme weather continued to impact our lives this past decade, making studying Earth’s changing climate more important than ever. During the 2010s, NASA and National Oceanic and Atmospheric Administration, or NOAA, led the way by adding new Earth-monitoring satellites to their fleets to measure soil moisture and study carbon dioxide levels. Meanwhile, satellites such as Terra and Aqua continued their work monitoring various aspects of the Earth system such as land cover, the atmosphere, wildfires, water, clouds and ice. NASA's airborne missions, such as Operation IceBridge, Airborne Snow Observatory and Oceans Melting Greenland, returned data on water movement, providing decision makers with more accurate data than ever before. But there's still more to be done in the future to understand the complex systems that make up Earth's climate and improve the scientific models that will help the world prepare for a warmer future. Using these missions and the science they're gathering as a jumping-off point, students can learn about the water cycle, build data-based scientific models and develop an understanding of Earth's energy systems.

Explore More

• Climate lessons for educators
• Climate activities for students
• Climate articles from NASA/JPL Edu
• Learn more about NASA climate missions and science

2. Teachable Moments in the Sky

Astronomical events are a sure-fire way to engage students, and this past decade delivered with exciting solar and lunar eclipses that provided real-world lessons about the Sun, the Moon and lunar exploration. The total solar eclipse that crossed the U.S. in 2017 gave students a chance to learn about the dynamic interactions between the Sun and Moon, while brilliant lunar eclipses year after year provided students with lessons in lunar science. There's more to look forward to in the decade ahead as another solar eclipse comes to the U.S. in 2024 – one of nine total solar eclipses around the world in the 2020s. There will be 10 total lunar eclipses in the 2020s, but observing the Moon at any time provides a great opportunity to study celestial patterns and inspire future explorers. Using the lessons below, students can develop and study models to understand the size and scale of the Earth-Moon system, predict future Moon phases and engage in engineering challenges to solve problems that will be faced by future explorers on the Moon!

Explore More

• Moon lessons for educators
• Moon activities for students
• Moon articles from NASA/JPL Edu
• Learn more about NASA Moon missions and science

3. Missions to Mars

The past decade showed us the Red Planet in a whole new light. We discovered evidence that suggests Mars could have once supported ancient life, and we developed a better understanding of how the planet lost much of its atmosphere and surface water. The Opportunity rover continued exploring long past its expected lifespan of 90 days as NASA sent a larger, more technologically advanced rover, Curiosity, to take the next steps in understanding the planet's ability to support life. (Opportunity's nearly 15-year mission succumbed to the elements in 2019 after a global dust storm engulfed Mars, blocking the critical sunlight the rover needed to stay powered.) The InSight lander touched down in 2018 to begin exploring interior features of the Red Planet, including marsquakes, while high above, long-lived spacecraft like the Mars Reconnaissance Orbiter and Mars Odyssey were joined by NASA's MAVEN Orbiter, and missions from the European Space Agency and the Indian Space Research Organization. The next decade on Mars will get a kick-start with the July launch of the souped-up Mars 2020 rover, which will look for signs of ancient life and begin collecting samples designed to one day be returned to Earth. Mars provides students with countless opportunities to do some of the same engineering as the folks at NASA and design ideas for future Mars exploration. They can also use Mars as a basis for coding activities, real-world math, and lessons in biology and geology.

Explore More

• Mars lessons for educators
• Mars activities for students
• Mars articles from NASA/JPL Edu
• Learn more about NASA Mars missions and science

4. Ocean Worlds and the Search for Life

This decade marked the final half of the Cassini spacecraft's 13-year mission at Saturn, during which it made countless discoveries about the planet, its rings and its fascinating moons. Some of the most exciting findings highlighted new frontiers in our search for life beyond Earth. Cassini spotted geysers erupting from cracks in the icy shell of Saturn's moon Enceladus, suggesting the presence of an ocean below. At the moon Titan, the spacecraft peered through the hazy atmosphere to discover an Earth-like hydrologic cycle in which liquid methane and ethane take the place of water. Meanwhile, evidence for another ocean world came to light when the Hubble Space Telescope spotted what appear to be geysers erupting from the icy shell surrounding Jupiter's moon Europa. NASA is currently developing Europa Clipper, a mission that will explore the icy moon of Jupiter to reveal even more about the fascinating world. For students, these discoveries and the moons themselves provide opportunities to build scientific models and improve them as they learn more information. Students can also use math to calculate physical properties of moons throughout the solar system and identify the characteristics that define life as we know it.

Explore More

• Ocean worlds lessons for educators
• Ocean worlds activities for students
• Ocean worlds articles from NASA/JPL Edu
• Learn more about NASA Solar System missions and science

5. Asteroids, Comets and Dwarf Planets, Oh My!

The past decade was a big deal for small objects in space. NASA's Dawn mission started 2010 as a new arrival in the main asteroid belt. The next eight years saw Dawn explore the two largest objects in the asteroid belt, the giant asteroid Vesta and the dwarf planet Ceres. On its way to comet 67P/Churyumov-Gerasimenko, ESA's Rosetta mission (with contributions from NASA) flew by the asteroid Luticia in 2010. After more than two years at its destination – during which time it measured comet properties, captured breathtaking photos and deposited a lander on the comet – Rosetta's mission ended in dramatic fashion in 2016 when it touched down on 67P/Churyumov-Gerasimenko. In 2013, as scientists around the world eagerly anticipated the near-Earth flyby of asteroid Duende, residents of Chelyabinsk, Russia, got a surprising mid-morning wake-up call when a small, previously undetected asteroid entered the atmosphere, burned as a bright fireball and disintegrated. The team from NASA's OSIRIS-Rex mission wrapped up the decade and set the stage for discoveries in 2020 by selecting the site that the spacecraft will visit in the new year to collect a sample of asteroid Bennu for eventual return to Earth. And in 2022, NASA's Psyche mission will launch for a rendezvous with a type of object never before explored up close: a metal asteroid. The small objects in our solar system present students with chances to explore the composition of comets, use math to calculate properties such as volume, density and kinetic energy of asteroids, and use Newton's Laws in real-world applications, such as spacecraft acceleration.

Explore More

• Small objects lessons for educators
• Small objects activities for students
• Learn more about NASA Solar System missions and science

6. Uncovering Pluto's Mysteries

In 2015, after nearly a decade of travel, NASA's New Horizons spacecraft arrived at Pluto for its planned flyby and became the first spacecraft to visit the dwarf planet and its moons. The images and scientific data the spacecraft returned brought into focus a complex and dynamic world, including seas of ice and mountain ranges. And there's still more left to explore. But New Horizons' journey is far from over. After its flyby of Pluto, the spacecraft continued deep into the Kuiper Belt, the band of icy bodies beyond the orbit of Neptune. In 2019, the spacecraft flew by a snowman-shaped object later named Arrokoth. In the 2020s, New Horizons will continue studying distant Kuiper Belt objects to better understand their physical properties and the region they call home. The new information gathered from the Pluto and Arrokoth flybys provides students with real-life examples of the ways in which scientific understanding changes as additional data is collected and gives them a chance to engage with the data themselves. At the same time, New Horizons' long-distance voyage through the Solar System serves as a good launchpad for discussions of solar system size and scale.

Explore More

• Pluto lessons for educators
• Pluto activities for students
• Pluto articles from NASA/JPL Edu
• Learn more about NASA Solar System missions and science

7. The Voyagers' Journey Into Interstellar Space

In 1977, two spacecraft left Earth on a journey to explore the outer planets. In the 2010s, decades after their prime mission ended, Voyager 1 and Voyager 2 made history by becoming the first spacecraft to enter interstellar space – the region beyond the influence of solar wind from our Sun. The Voyager spacecraft are expected to continue operating into the 2020s, until their fuel and power run out. In the meantime, they will continue sending data back to Earth, shaping our understanding of the structure of the solar system and interstellar space. The Voyagers can help engage students as they learn about and model the structure of the solar system and use math to understand the challenges of communicating with spacecraft so far away.

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• Voyager lessons for educators
• Voyager activities for students
• Voyager articles from NASA/JPL Edu
• Learn more about NASA's Voyager mission

8. The Search for Planets Beyond Our Solar System

It was only a few decades ago that the first planets outside our solar system, or exoplanets, were discovered. The 2010s saw the number of known exoplanets skyrocket in large part thanks to the Kepler mission. A space telescope designed to seek out Earth-sized planets orbiting in the habitable zone – the region around a star where liquid water could exist – Kepler was used to discover more than 2,600 exoplanets. Discoveries from other observatories and amateur astronomers added to the count, now at more than 4,100. In one of the most momentous exoplanet findings of the decade, the Spitzer telescope discovered that the TRAPPIST-1 system, first thought to have three exoplanets, actually had seven – three of which were in the star’s habitable zone. With thousands of candidates discovered by Kepler waiting to be confirmed as exoplanets and NASA's latest space telescope, the Transiting Exoplanet Survey Satellite, or TESS, surveying the entire sky, the 2020s promise to be a decade filled with exoplanet science. And we may not have to wait long for exciting new discoveries from the James Webb Space Telescope, set to launch in 2021. Exoplanets are a great way to get students exploring concepts in science and mathematics. In the lessons linked to below, students use math to find the size and orbital period of planets, learn how scientists are using spectrometry to determine what makes up exoplanet atmospheres and more.

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• Exoplanets lessons for educators
• Exoplanets activities for students
• Exoplanets articles from NASA/JPL Edu
• Learn more about NASA exoplanet missions and science

9. Shining a Light on Black Holes

Even from millions and billions of light-years away, black holes made big news in the 2010s. First, a collision of two black holes 1.3 billion light-years away sent gravitational waves across the universe that finally reached Earth in 2015, where the waves were detected by the Laser Interferometer Gravitational-Wave Observatory, or LIGO. This was the first detection of gravitational waves in history and confirmed a prediction Einstein made 100 years earlier in his Theory of General Relativity. Then, in 2019, a team of researchers working on the Event Horizon Telescope project announced they had taken the first image capturing the silhouette of a black hole. To take the historic image of the supermassive black hole (named M87* after its location at the center of the M87 galaxy), the team had to create a virtual telescope as large as Earth itself. In addition to capturing the world's attention, the image gave scientists new information about scientific concepts and measurements they had only been able to theorize about in the past. The innovations that led to these discoveries are changing the way scientists can study black holes and how they interact with the space around them. More revelations are likely in the years ahead as scientists continue to analyze the data from these projects. For students, black holes and gravitational waves provide a basis for developing and modifying scientific models. Since they are a topic of immense interest to students, they can also be used to encourage independent research.

Explore More

• Black hole lessons for educators
• Black hole activities for students
• Black hole articles from NASA/JPL Edu

TAGS: Teachable Moments, K-12 Education, Educators, Students, STEM, Lessons, Activities, Climate, Moon, Mars, Ocean Worlds, Small Objects, Pluto, Voyager, Exoplanets, Black Holes

• 

  ABOUT THE AUTHOR

  Lyle Tavernier, Educational Technology Specialist, NASA/JPL Edu

  Lyle Tavernier is an educational technology specialist at NASA's Jet Propulsion Laboratory. When he’s not busy working in the areas of distance learning and instructional technology, you might find him running with his dog, cooking or planning his next trip.

What are you working on at JPL?

I am working on creating a concept model for a possible future Mars ascent vehicle that would bring samples collected by the Mars 2020 Rover back to Earth. This would be the first time that we would bring samples back from Mars.

NASA is still discussing how we would bring these samples back to Earth, so we're exploring a concept that would be conducted in three stages. The first stage would be to collect the samples and bring them to the Mars ascent vehicle. The second stage would be to use the Mars ascent vehicle to launch into Mars orbit. And the third stage would be to take the spacecraft from orbit back to Earth. I'm primarily working on the second stage. Specifically, I'm working on creating a model of the mechanism that would launch the Mars ascent vehicle from the surface into orbit.

This infographic shows how the Mars 2020 rover differs from previous Mars rovers. Image credit: NASA/JPL-Caltech | › Learn more

What are the challenges of creating a model of something like this since it's never been done before?

That's definitely one of the challenges. A lot of it is speculation due to our not knowing all the conditions associated with launching anything from another planet. The concept that we're working with is a brand-new design with minimal references, so we're kind of figuring it out as we go. Our group of interns is working to scale down the preliminary design that we got from the engineers to see if it will work on a smaller scale. Then, obviously, you have to account for the changes between Earth and Mars. Even just getting the designs from the engineers has been a struggle, because they're just figuring it out as well.

What's your average day like?

I work with four other interns, and we have two mentors. We've gotten a couple benchmark concepts from the engineers. We're all working to analyze different concepts, comparing and contrasting, and trying to figure out what we think would be best.

Right now, we're in the analysis stage, where we are whittling things down to one specific concept that we want to work towards. We're trying to isolate the exact architecture of the launch mechanism itself, trying to all get on the same page, make sure our numbers match up, and see if we can even theoretically do this. It seems pretty promising – we just have to iron out the kinks.

What's it like working on a team of interns?

We all get along really well, and we're typically all on the same page. We have extroverted personalities, introverted personalities, but we all do pretty well at taking our time to let everyone get their opinions in, so it's a really good team. We bring different perspectives, different specialties. I am very thankful to have a good group of people to work with and fantastic mentors who really let us express ourselves and learn in the process.

How are you working with the engineers who are designing the concepts for this potential future mission?

We're working parallel to them rather than in conjunction with them, which is interesting because they're looking at it as more of a long-term project. Since I'm only here for the 10-week period, my mentors wanted to make sure that I got something out of this. So we're going to scale down the model to expedite the process. Hopefully at the end, we'll be able to present it to the engineers while they're still ironing out their kinks. But it's geared on a tight timeframe, a lot of quick learning.

What are you studying in school?

I am studying mechanical engineering with a concentration in aerospace.

How did you get into that field?

I think it was in middle school that I caught myself always staring at the planes in the sky. I recognized that I really wanted to fly. I wanted to be a pilot for a long time. But then, as I got a little bit older, I recognized that even the pilots aren't familiar with how the planes work exactly or the process that gets them there. I was just fascinated with the phenomenon in itself, where you can take this massive vehicle made of metal and make it appear lighter than air. So I decided to study engineering. I didn't really have any guidance toward it. It just happened that I liked planes, I looked into career options online and that lead me toward engineering and aerospace.

Is anyone else in your family involved in STEM?

No. I'm a first-generation college student. My brother-in-law is a civil engineering professor at Morgan State, and he's helped me a lot. He has been my mentor from the beginning. We don't talk all the time, but he's the one who kind of set me in a direction and told me, "All right, time to go."

How did you find out about the JPL internship and decide to apply?

I got an email one day before an info session was happening on my campus at North Carolina A&T. I had a class at that time, so I didn't think I was going to go, but the class ended early. I ended up attending the info session and speaking with Jenny Tieu and Roslyn Soto [who manage JPL's HBCU initiative]. I brought a resume, and Roslyn critiqued it for me and told me, "You have good experience. Resubmit this with these changes and see how it goes." That's how it worked out.

Apply Now

Learn about internship opportunities at NASA's Jet Propulsion Laboratory and apply today!

Did you have any idea that you wanted to come to JPL at some point?

I didn't even know what JPL was, if I'm honest. When I first saw the email, I read, "Jet Propulsion Laboratory," and I thought, "Oh, this sounds interesting." Then I was like, "Wait, this is NASA!" Coming from not knowing or learning about it growing up or being familiar with it, you kind of have to figure things out as you go. It's a little embarrassing to say that I'm here and I didn't even know about this place about a year ago. But at the same time, I figured it out and that's kind of how it goes. Just learn as you go.

What has been your impression of JPL so far?

I love it here. I've been working since I was legally able to work, and this is the first time I've ever enjoyed my job. I'm a night person, but I'm waking up early perfectly fine – not complaining about it, not having bad days. Every day, it's been really good for me. That's something that I don't take for granted, because I've worked jobs that I didn't like in the past. Being out here, being around the people at JPL, it's a really cool experience. It's also my first time away from the East Coast, so I'm just completely thrown into it. I love it. It's been a really great experience.

What's your ultimate career goal?

It's hard for me to say for sure because I have a lot of aspirations. I love the idea of continuing to work with NASA, working on things that are going to space and potentially getting into some of the human space flight projects going on. But I'm also very interested in management positions, maybe learning about some of the business side. Right now, I'm just taking all the experiences for what they are. I know that I want to be in and around aerospace, but as far as in what capacity – whether that's aerodynamics, systems engineering, mechanical engineering – I'm still trying to figure that out.

How do you feel you're contributing to NASA and JPL missions and science?

If we can finish our project by the end of the summer – which would kind of be impressive in itself – and prove that our design does work and is capable of being scaled up to use for an actual Mars ascent vehicle, then I'm sure that would be valuable. Not to mention, I'm learning a lot while I'm here, understanding a lot more and familiarizing myself with everything. So hopefully I can contribute in the future, too.

How does it feel to be working on something that could go to another planet and has never been tried before?

Honestly, it's somewhat unreal to be working on something that's so important and so new. It's not monotonous work. It's not like you're just punching numbers. Everything that I'm working on has the potential to be implemented in some sense for the very first time on another planet. That's something that makes me excited to go to work every day.

Speaking of historic missions: If you could play any role in NASA's plans to send humans back to the Moon or on to Mars, what would your dream role be?

I would love to go. But if our launcher mechanism works, there's no reason we couldn't use it for applications on the Moon or on Mars. I also really like the idea of being in mission control, working with the astronauts, working with the Space Station or Gateway in the future.

Have you ever considered applying to be an astronaut?

Only recently. It's one of those things that if you don't grow up with it in your scope, you don't acknowledge it as a possibility. It's just something that doesn't really seem attainable.

Throughout my college career and my life, I've been realizing that almost anything is attainable. It's just going to take time and effort. So [being an astronaut] is something that I was actually looking into last night, and recently, I was having a discussion with my mentors about it. It's definitely something that I think I'll try to do.

What inspired you to start looking into being an astronaut?

I have always had a fascination with the natural world and been enamored with the night sky. Becoming an astronaut had never been on my radar as a possibility, but seeing the world from a perspective beyond its surface is what motivated me to want to become a pilot, which eventually materialized into pursuing engineering. Once I did research and recognized that astronauts really are regular people with similar interests to mine, I began looking into it as a possibility.

Also, the idea of seeing these worlds for myself is something that I can't really get past.

What's been the most JPL- or NASA-unique experience that you've had during your internship?

Probably the fact that everything is just open to you. The work going on at my previous internship was only shared on a need-to-know basis. Here, everyone is very open to telling you what they're doing. They're open to showing you what's going on, all the brand-new things being built. You can just walk around and look at them. It makes it so much more exciting to be here because it's not that you're just placed on one project and stuck with it. It's, "Please explore." They encourage it. "Please come learn and experience everything."

You recently accepted a full-time position at JPL. Congrats! What is the position and what will you be working on?

Thank you! I am thrilled for the opportunity. I will be working in the Flight Systems Engineering, Integration & Test Section. Interestingly, I am not sure which group I will be in yet, because I was offered the position on the spot, at the conclusion of a day of interviews. I was told by my section manager that they are unsure which group I will work in specifically but that they want me to be a part of their team for sure. The plan is for me to start in June 2020.

Explore JPL’s summer and year-round internship programs and apply at: jpl.nasa.gov/intern

Career opportunities in STEM and beyond can be found at: jpl.jobs

The laboratory’s STEM internship and fellowship programs are managed by the JPL Education Office. Extending the NASA Office of STEM Engagement’s reach, JPL Education seeks to create the next generation of scientists, engineers, technologists and space explorers by supporting educators and bringing the excitement of NASA missions and science to learners of all ages.

TAGS: Higher Education, Internships, STEM, Engineering, Interns, College, Robotics, Mars, Rover, Mars 2020, Mars Sample Return, HBCU, Students, Careers, Mars 2020 Interns, Perseverance

• 

  ABOUT THE AUTHOR

  Kim Orr, Web Producer, NASA/JPL Edu

  Kim Orr is a web and content producer for the Education Office at NASA's Jet Propulsion Laboratory. Her pastimes are laughing and going on Indiana Jones style adventures.
  

The worlds chosen for this year's contest are some of the most mysterious and distant in our solar system: Uranus' moon Miranda, Neptune's moon Triton and Pluto's moon Charon. Each has been visited by spacecraft during a single, brief flyby. NASA's Voyager 2 spacecraft flew by Miranda and Triton in the 1980s, and the New Horizons spacecraft flew by Charon in 2015. All three flybys provided the only up-close – and stunning – images we have of these worlds.

To enter the contest, which is hosted in the U.S. and more than a dozen countries, students must submit an essay of up to 500 words explaining why they would want to send a spacecraft to explore the world of their choosing. Essays can also be submitted by teams of up to four students.

Winning essays will be chosen for each topic and grade group (5 to 6, 7 to 8 and 9 to 12) and featured on the NASA Solar System Exploration website. Additionally, U.S. contest winners and their classes will have the chance to participate in a video conference or teleconference with NASA.

Entries for the U.S. contest are due Feb. 20, 2020, on the NASA Scientist for a Day website. (Deadlines for the international contests may vary by host country.) Visit the website for more information, including rules, international contest details and past winners.

For teachers interested in using the contest as a classroom assignment, learn more here. Plus, explore these standards-aligned lessons and activities to get students engaged in space travel and planetary science:

• 
  Art and the Cosmic Connection

  Students use art to describe and recognize the geology on planetary surfaces.

  Grades K-12

  Time 1-2 hrs

• 
  Solar System Bead Activity

  Students create a scale model of the solar system using beads and string.

  Grades 1-6

  Time 30 mins - 1 hr

• 
  Planetary Poetry

  In this cross-curricular STEM and language arts lesson, students learn about planets, stars and space missions and write STEM-inspired poetry to share their knowledge of or inspiration about these topics.

  Grades 2-12

  Time 1 - 2 hrs

• 
  *NEW* Planetary Travel Time

  Students will compute the approximate travel time to planets in the solar system using different modes of transportation.

  Grades 4-6

  Time 30 mins - 1 hr

• 
  Sizing Up Pluto

  Using measurements taken by the New Horizons spacecraft as it flew by Pluto in July 2015, students practice their math skills in a real-world application and see how new data can change scientific understanding.

  Grades 4-12

  Time 30 mins - 1 hr

• 
  Solar System Scroll

  Students predict the scale of our solar system and the distance between planets, then check their answers using fractions.

  Grades 5-8

  Time < 30 mins

• 
  *NEW* Create a Solar System Scale Model With Spreadsheets

  In this activity, students use spreadsheet software and their knowledge of scale, proportion and ratios to develop a solar system model that fits on a playground.

  Grades 5-12

  Time 30 mins - 1 hr

• 
  Using Light to Study Planets

  Students build a spectrometer using basic materials as a model for how NASA uses spectroscopy to determine the nature of elements found on Earth and other planets.

  Grades 6-11

  Time > 2 hrs

• 
  *NEW* Kinesthetic Radial Model of the Solar System

  Students model the position of the planets around the Sun and then model viewing them from Earth on any given date.

  Grades 6-11

  Time 30 mins - 1 hr

• 
  Dancing Uranus

  In the dance of our solar system, one planet has moves like no other: Uranus. Find out how the planet's tilt puts it in a league all its own.

  Type Video

  Subject Science

• 
  Ocean Worlds

  Where might oceans – and living things – exist beyond Earth? Scientists have their eyes on these places in our own solar system.

  Type Slideshow

  Subject Science

TAGS: K-12 Education, Teachers, Educators, Students, Contests, Competitions, Essay, Language Arts, Science, Planets, Solar System, Moons

• 

  ABOUT THE AUTHOR

  Kim Orr, Web Producer, NASA/JPL Edu

  Kim Orr is a web and content producer for the Education Office at NASA's Jet Propulsion Laboratory. Her pastimes are laughing and going on Indiana Jones style adventures.
  

What are you working on at JPL?

I'm working on Mars 2020 entry, descent and landing simulations. I'm evaluating different scenarios, such as a hardware failure, and I'm trying to assess whether the mission will still land safely on Mars. I'm making sure that the system is robust enough that even if something goes wrong, the mission is not in danger and can still land safely. After all that work, we want the rover to land in one piece and do the science we want to do.

What does entry, descent and landing entail?

It's a series of events and maneuvers required to land safely on a planet. So once you enter the atmosphere, there are things you have to do – steps to ensure that the vehicle lands safely.

This graphic shows the new technology that will be used to land the Mars 2020 rover in February 2021. Image credit: NASA/JPL-Caltech | › Take an interactive look at the Mars 2020 landing

What's different about this landing from the one used for NASA's Curiosity Mars rover?

One difference is that we have a new trigger for deploying the spacecraft's parachute. This trigger will help reduce the landing footprint size, meaning we can land closer to the intended landing spot. The mission will also be using Terrain Relative Navigation for the first time. The rover will take images of the surface as it's descending and compare them to its onboard reference maps so it can locate itself with respect to the landing site and avoid any hazards.

What's your average day like?

It's mostly gathering all the concerns from other people on the entry, descent and landing team. Then I run simulations, and I look at the overall behavior of the system and communicate with the teams about what's happening. For example, if there was a hardware concern, I would do simulations to analyze the system's performance and ensure there's no significant effect on the success of the mission.

On the side, I'm doing my Ph.D. work in entry, descent and landing, using artificial intelligence to help analyze very large simulations and communicate critical issues to the experts. As humans, there is only so much we can analyze manually. We hope that these tools can help engineers for future missions.

Image credit: NASA/JPL-Caltech | + Expand image

What lead you to focus on entry, descent and landing for your Ph.D.?

I have no idea. [Laughs.] I did my undergraduate work in mechanical engineering back in Puerto Rico, where I'm from. I volunteered on a project run by Space Grant, building experiments that involved launching sounding rockets from NASA's Wallops Flight Facility. I started to get into space at that time. After that, I tried to pursue aerospace engineering, which is not a possibility in Puerto Rico. So I left Puerto Rico, and I ended up initially working with satellites. Then my advisor said, "I have a friend in EDL, and he's talked about the challenges. Why don't we write a proposal on this?" I got a NASA Science and Technology Research Fellowship for that, and now I'm doing EDL. I was always secretly leaning towards space exploration and getting my hands on a mission.

What made you want to study mechanical engineering initially?

I think it was the closest I could get to aerospace engineering back home. Also, space is very interdisciplinary. I always liked robots. Building robots in high school for competitions got me very interested in that.

What brought you to JPL for this internship?

This is my first summer at JPL. With my fellowship, I do rotations at the NASA centers, so I work with people who do similar stuff.

How many different NASA centers have you interned at now?

I've interned at three. I did two summers at NASA's Ames Research Center, last summer at Langley Research Center, now here at JPL. And in my Space Grant project and undergrad, I did frequent visits to Wallops to put our experiments in the rockets, so that was very cool.

That was all part of the buildup to get here. Coming from an island, it seemed not even possible at the time [that I would ever be at NASA].

What were the challenges that you faced coming from Puerto Rico and trying to pursue aerospace engineering?

The options for aerospace engineering in Puerto Rico are limited. But getting into the Space Grant program was a very good thing to expose me to those fields. After that, the hard part was trying to find a place to do my graduate studies outside of Puerto Rico – where to go, how to get in. There's not a lot of orientation back in Puerto Rico about these things, so you're a little bit on your own. After that, the big problem is dealing with grad school. [Laughs.]

What's your ultimate career goal? Do you think you'd like to go back to Puerto Rico someday?

I would definitely like to continue working on space missions for a while. Whether it's here at JPL or other NASA centers. Just the exposure and the experience – nothing can compare to that. But at some point later on, I would like to go back and consider teaching at the University of Puerto Rico to bring back what I've learned. They're trying to make an aerospace department at the university, so I could bring new perspectives and maybe motivate more people to do what I'm doing.

Speaking of future careers: If you could play any role in NASA's plans to send humans back to the Moon and on to Mars, what would you want to do?

Maybe I'm biased now that I'm in EDL, but it's one of the biggest challenges. I think getting enough knowledge and expertise in it and playing a role in landing people on the Moon or on Mars would be incredible, because it's a problem we still haven't found a solution to. Being able to help achieve that by whatever means is probably the most amazing thing I could ever do.

Apply Now

Learn about internship opportunities at NASA's Jet Propulsion Laboratory and apply today!

What do you hope to accomplish in your role on the Mars 2020 mission?

I definitely want to demonstrate that they've built an amazing system – that it works. I guess the goals are more personal, like getting exposure to the testing side of things, more of the real-life aspects. I'm more locked on the computer simulations. So I'm hoping to get the whole picture of how EDL works and how it all comes together.

Your mentor is Allen Chen, who is the lead for Mars 2020 entry, descent and landing, so he'll be calling the shots on landing day. What is it like having him as a mentor?

It's amazing. I feel very lucky and very proud that I get to work directly with him. He's someone who has so much expertise. I am learning a lot from him. Just sitting in meetings and hearing what he and the team have to say is amazing. He's great, too – easy to talk to, knows way too much about EDL. [Laughs.]

What's been the most unique experience that you've had at JPL this summer?

What I've found the most shocking is seeing the actual rover that's going to Mars and seeing the rover getting built. That has definitely been quite cool. I think JPL is known for stuff like this. It's here that you can see it and you can see the progress. It also seems like a very collaborative environment. That's not common, so that's really cool.

The rover is scheduled to land in February 2021, after your internship has ended. Will you be able to come back to JPL for landing?

It is possible. My mentor [for my Ph.D.] will definitely be here when the rover arrives on Mars. He'll actually spend two months here doing shifts in mission control. He told me he will try to have me here for that to learn about how it all works. I will definitely try to make that happen. The excitement in that room and the fear will collide. It must be very interesting to be in there.

Are you already picturing what it will be like on landing day?

Yeah. Now that I've had some role in it, wherever I am – whether it's here or at home – I'm going to be freaking out. Regardless of how confident we are, it's a challenging process.

Explore JPL’s summer and year-round internship programs and apply at: jpl.nasa.gov/intern

Career opportunities in STEM and beyond can be found at: jpl.jobs

The laboratory’s STEM internship and fellowship programs are managed by the JPL Education Office. Extending the NASA Office of STEM Engagement’s reach, JPL Education seeks to create the next generation of scientists, engineers, technologists and space explorers by supporting educators and bringing the excitement of NASA missions and science to learners of all ages.

TAGS: Higher Education, Internships, STEM, Engineering, Interns, College, Robotics, Mars, Rover, Mars 2020, Ph.D., Doctorate, Space Grant, Students, Mars 2020 Interns, Perseverance

• 

  ABOUT THE AUTHOR

  Kim Orr, Web Producer, NASA/JPL Edu

  Kim Orr is a web and content producer for the Education Office at NASA's Jet Propulsion Laboratory. Her pastimes are laughing and going on Indiana Jones style adventures.
  

Why It's Important

Then and Now

In the early 1600s, Johannes Kepler discovered that both Mercury and Venus would transit the Sun in 1631. It was fortunate timing: The telescope had been invented just 23 years earlier, and the transits of both planets wouldn’t happen in the same year again until 13425. Kepler didn’t survive to see the transits, but French astronomer Pierre Gassendi became the first person to see the transit of Mercury. Poor weather kept other astronomers in Europe from seeing it. (Gassendi attempted to view the transit of Venus the following month, but inaccurate astronomical data led him to mistakenly believe it would be visible from his location.) It was soon understood that transits could be used as an opportunity to measure apparent diameter – how large a planet appears from Earth – with great accuracy.

STEM Lessons for Educators

Bring the wonder of space to your students. Explore our collection of standards-aligned lessons featuring NASA missions and science.

After observing the transit of Mercury in 1677, Edmond Halley predicted that transits could be used to accurately measure the distance between the Sun and Earth, which wasn’t known at the time. This could be done by having observers at distant points on Earth look at the variation in a planet’s apparent position against the disk of the Sun – a phenomenon known as parallax shift. This phenomenon is what makes nearby objects appear to shift more than distant objects when you look out the window of a car, for example.

Today, radar is used to measure the distance between Earth and the Sun with greater precision than transit observations. But the transits of Mercury and Venus still provide scientists with opportunities for scientific investigation in two important areas: exospheres and exoplanets.

Exosphere Science

Some objects, like the Moon and Mercury, were originally thought to have no atmosphere. But scientists have discovered that these bodies are actually surrounded by an ultrathin atmosphere of gases called an exosphere. Scientists want to better understand the composition and density of the gases in Mercury’s exosphere, and transits make that possible.

“When Mercury is in front of the Sun, we can study the exosphere close to the planet,” said NASA scientist Rosemary Killen. “Sodium in the exosphere absorbs and re-emits a yellow-orange color from sunlight, and by measuring that absorption, we can learn about the density of gas there.”

Exoplanet Discoveries

When Mercury transits the Sun, it causes a slight dip in the Sun’s brightness as it blocks a tiny portion of the Sun’s light. Scientists discovered they could use that phenomenon to search for planets orbiting distant stars. These planets, called exoplanets, are otherwise obscured from view by the light of their star. When measuring the brightness of far-off stars, a slight recurring dip in the light curve (a graph of light intensity) could indicate an exoplanet orbiting and transiting its star. NASA’s Kepler space telescope found more than 2,700 exoplanets by looking for this telltale drop in brightness. NASA’s TESS mission is surveying 200,000 of the brightest stars near our solar system and is expected to potentially discover more than 10,000 transiting exoplanets.

This animation shows one method scientists use to hunt for planets outside our solar system. When exoplanets transit their parent star, we can detect the dip in the star’s brightness using space telescopes. Credit: NASA/JPL-Caltech | + Expand image

Additionally, scientists have been exploring the atmospheres of exoplanets. Similarly to how we study Mercury’s exosphere, scientists can observe the spectra – a measure of light intensity and wavelength – that passes through an exoplanet’s atmosphere. As a result, they’re beginning to understand the evolution and composition of exoplanet atmospheres, as well as the influence of stellar wind and magnetic fields.

Using the transit method and other techniques, scientists are learning more and more about planets beyond our solar system. These discoveries have even inspired a series of posters created by artists at NASA, who imagine what future explorers might encounter on these faraway worlds. Credit: NASA | › Download posters

Watch It

During the transit of Mercury, the planet will appear as a tiny dot on the Sun’s surface. To see it, you’ll need a telescope or binoculars outfitted with a special solar filter.

WARNING! Looking at the Sun directly or through a telescope without proper protection can lead to serious and permanent vision damage. Do not look directly at the Sun without a certified solar filter.

The transit of Mercury will be partly or fully visible across much of the globe. However, it won’t be visible from Australia or most of Asia and Alaska.

The transit of Mercury on Nov. 11, 2019, begins at 4:35 a.m. PST (7:35 a.m. EST), but it won’t be visible to West Coast viewers until after sunrise. Luckily, viewers will have several more hours to take in the stellar show, which lasts until 10:04 a.m. PST (1:04 p.m. EST). Credit: NASA/JPL-Caltech | + Expand image

Mercury’s trek across the Sun begins at 4:35 a.m. PST (7:35 a.m. EST), meaning viewers on the East Coast of the U.S. can experience the entire event, as the Sun will have already risen before the transit begins. By the time the Sun rises on the West Coast, Mercury will have been transiting the Sun for nearly two hours. Fortunately, the planet will take almost 5.5 hours to completely cross the face of the Sun, so there will be plenty of time for West Coast viewers to witness this event. See the transit map below to learn when and where the transit will be visible.

This map shows where and when the transit will be visible on November 11. Image credit: NASA/JPL-Caltech | + Expand image

Don’t have access to a telescope or binoculars with a solar filter? Visit the Night Sky Network website to find events near you where amateur astronomers will have viewing opportunities available.

During the transit, NASA will share near-real-time images of the Sun directly from the Solar Dynamics Observatory. Beginning at 4:41 a.m. PST (7:41 a.m. EST) you can see images of Mercury passing in front of the Sun at NASA’s 2019 Mercury Transit page, with updates through the end of the transit at 10:04 a.m. PST (1:04 p.m. EST).

If you’re in the U.S., don’t miss the show, as this is the last time a transit will be visible from the continental United States until 2049!

Teach It

Use these lessons and activities to engage students in the transit of Mercury and the hunt for planets beyond our solar system:

• 
  Exploring Exoplanets with Kepler

  Students use math concepts related to transits to discover real-world data about Mercury, Venus and planets outside our solar system.

  Grades 6-12

  Time 30 mins - 1 hr

• 
  Sun Screen: A 'Pi in the Sky' Math Challenge

  When Mercury passes in front of the Sun, how much sunlight is lost on Earth? Students use the mathematical constant pi to find the solution in this illustrated math challenge.

  Grades 6-9

  Time < 30 mins

• 
  Solar Sleuth: A 'Pi in the Sky' Math Challenge

  In this illustrated math problem, students use pi and data from the Kepler space telescope to find the size of a planet outside our solar system.

  Grades 6-9

  Time < 30 mins

• 
  Can You Spot Mercury?

  Play science sleuth and see if you can spot Mercury passing in front of – or transiting – the sun in these images from NASA.

  Type Slideshow

  Subject Science

• 
  Oh, the Places We Go: 18 Ways NASA Uses Pi

  Whether it's sending spacecraft to other planets, driving rovers on Mars, finding out what planets are made of or how deep alien oceans are, pi takes us far at NASA. Find out how pi helps us explore space.

  Type List

  Subject Math

Explore More

Transit Resources:

• NASA near-real-time transit images
• Video: What’s Up – November 2019
• 2019 Mercury Transit Map
• Night Sky Network Events
• NASA Museum Alliance Resources

Exoplanet Resources:

• Exoplanet Exploration Website
• Interactive: 5 Ways to Find a Planet
• Interactive: Eyes on Exoplanets
• Posters: Exoplanet Travel Bureau
• Video: What’s in an Exoplanet Name?
• Video: The Search for Another Earth
• Kepler Mission Website
• Kepler Education Activities

Check out these related resources for kids from NASA’s Space Place:

• All About Mercury
• Article: What is a transit?
• Article: What is an exoplanet?

TAGS: K-12 Education, Teachers, Students, Educators, Mercury, Transit, Transit of Mercury, What's Up, Astronomy, Resources for Educators, Exoplanets, Kepler, TESS

• 

  ABOUT THE AUTHOR

  Lyle Tavernier, Educational Technology Specialist, NASA/JPL Edu

  Lyle Tavernier is an educational technology specialist at NASA's Jet Propulsion Laboratory. When he’s not busy working in the areas of distance learning and instructional technology, you might find him running with his dog, cooking or planning his next trip.

TAGS: Curiosity, Rover, Contest, Mars, Students, K-12, Teachers, Language Arts, Essay

• 

  ABOUT THE AUTHOR

  Kim Orr, Web Producer, NASA/JPL Edu

  Kim Orr is a web and content producer for the Education Office at NASA's Jet Propulsion Laboratory. Her pastimes are laughing and going on Indiana Jones style adventures.