Teachable Moments | November 18, 2020
Earth Satellite Joins NASA Fleet to Monitor Sea Level, Improve Weather Forecasts
Learn about the mission and find out how to make classroom connections to NASA Earth science – plus explore related teaching and learning resources.
In the News
A new spacecraft that will collect vital sea-surface measurements for better understanding climate change and improving weather predictions is joining the fleet of Earth science satellites monitoring our changing planet from space. A U.S.-European partnership, the Sentinel-6 Michael Freilich satellite continues a long tradition of collecting scientific data from Earth orbit. It’s named in honor of NASA’s former Earth Science Division director and a leading advocate for ocean measurements from space.
Read on to find out how the mission will measure sea-surface height for the next 10 years and provide atmospheric data to help better predict weather. Plus, find out how to watch the launch online and explore related teaching resources to bring NASA Earth science into the classroom and incorporate sea level data into your instruction.
How It Works
The Sentinel-6 Michael Freilich satellite is designed to measure sea-surface height and improve weather predictions. Once in orbit, it will be able to measure sea-surface height – with accuracy down to the centimeter – over 90% of the world’s oceans every 10 days. It will do this using a suite of onboard science tools, or instruments.
To measure sea-surface height, a radar altimeter will send a pulse of microwave energy to the ocean’s surface and record how long it takes for the energy to return. The time it takes for the signal to return varies depending on the height of the ocean – a higher ocean surface results in a shorter return time, while a lower ocean surface results in a longer return time. A microwave radiometer will measure delays that take place as the signal travels through the atmosphere to correct for this effect and provide an even more precise measurement of sea-surface height.
![A blue beam extends from the spacecraft down toward Earth as a red dot pulses back and forth between the spacecraft and the surface of the planet.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/sentinel6_radar.gif)
This animation shows the radar pulse from the Sentinel-6 Michael Freilich satellite's altimeter bouncing off the sea surface in order to measure the height of the ocean. Image credit: NASA/JPL-Caltech | + Expand image
To measure atmospheric data, Sentinel-6 Michael Freilich is equipped with the Global Navigation Satellite System - Radio Occultation, or GNSS-RO, instrument, which will measure signals from GPS satellites – the same ones you use to navigate on Earth. As these satellites move below or rise above the horizon from Sentinel-6 Michael Freilich's perspective, their signals slow down, change frequency and bend as a result of the phenomenon known as refraction. Scientists can use these changes in the GPS signal to measure small shifts in temperature, moisture content, and density in the atmosphere. These measurements can help meteorologists improve weather forecasts.
Why It's Important
Scientists from around the world have been collecting sea level measurements for more than a century. The data – gathered from tide gauges, sediment cores, and space satellites – paint a clear picture: sea level is rising. Looking at the average height of the sea across the planet, we see that in the last 25 years global sea level has been rising an average of 0.13 inches (3.3 mm) per year. This average is increasing each year (in the 2000s, it was 0.12 inches, or 3.0 mm, per year) as is the rate at which it’s increasing. That means that sea level is rising, and it’s rising faster and faster. Since 1880, global sea level has risen more than eight inches (20 cm). By 2100, it is projected to rise another one to four feet (30 to 122 cm).
This satellite data show the change in Earth's global sea level since 1993. Roll over the chart to see the various data points. For more Earth vital signs, visit NASA's Global Climate Change website
Measuring sea level from space provides scientists with global measurements of Earth’s oceans in a matter of days, including areas far from shore where measurements aren’t practical or possible. Starting in 1992 with the launch of the TOPEX/Poseidon mission, the record of sea level measurements from space has continued uninterrupted, providing an increasingly detailed picture of Earth’s rising seas. The Sentinel-6 Michael Freilich satellite – and its twin, which will launch in 2025 – will extend those measurements to 2030, allowing scientists to continue collecting vital information about Earth’s changing oceans and climate.
Unlike previous satellites that measured sea level, Sentinel-6 Michael Freilich has the capability to measure sea level variations more accurately near coastlines, giving scientists insight into changes that can have direct impacts on communities and livelihoods, such as commercial fishing and ship navigation.
This playlist for students and teachers features explainers about the causes and effects of sea level rise and how NASA is studying our changing planet – plus related STEM activities and experiments for students. | Watch on YouTube
With rising seas already impacting people and communities, it's important to understand not just how much seas are rising, but also where and how quickly they are rising. Data from instruments on Sentinel-6 Michael Freilich can be combined with data from other satellites to get a clearer picture of what's contributing to sea level rise and where. For example, by looking at the satellite's radar altimeter measurements along with gravity measurements from the GRACE-FO mission, scientists can better determine how melting ice and thermal expansion are contributing to sea level rise. And by tracking the movement of warm water (which stands taller than cold water), scientists can better predict the rapid expansion of hurricanes.
Watch the Launch
Scheduled to launch at 9:17 a.m. PST (12:17 p.m. EST) on November 21, Sentinel-6 Michael Freilich will launch atop a SpaceX Falcon 9 rocket from Vandenberg Air Force Base in California.
Watch a live broadcast of the launch from the Vandenberg Air Force Base on NASA TV and the agency’s website. Visit the Sentinel-6 Michael Freilich website to explore more news about the mission. Follow launch updates on NASA's Twitter, Facebook and Instagram accounts.
Teach It
Make classroom connections to NASA Earth science with lessons about rising seas, thermal expansion and ice melt, data collection and graphing, and engineering. Plus explore independent activities and experiments students can do at home, video playlists, and more:
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Lesson Collection for Educators
Explore these standards-aligned STEM lessons about launches, Earth satellites, and sea level rise to make classroom connections to the Sentinel-6 Michael Freilich mission.
Grades K-12
Time Varies
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Learn With NASA – YouTube Playlist
This YouTube playlist for students and teachers features explainers about the causes and effects of sea level rise and how NASA is studying our changing planet – plus related STEM activities and experiments for students.
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Teaching Space With NASA
Watch education webinars featuring NASA experts and education specialists talking about Earth science and more, explore related resources, and register to participate in an upcoming live Q&A.
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Teachable Moments: The Science of Earth's Rising Seas
How do we know sea-level rise is happening and what’s causing it? Learn about the NASA satellites studying the problem and get students exploring the data through math.
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Teachable Moments: NASA's Eyes on Extreme Weather
Learn about the causes and effects of extreme weather including hurricanes, floods, droughts and wildfires, plus how NASA studies them.
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Activities for Students
Get students engaged in science and engineering related to the Sentinel-6 Michael Freilich mission with these videos and independent activities.
Type Varies
Subject Varies
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Learning Space With NASA at Home
Explore Earth and space science activities students can do with NASA at home, watch live stream events and video tutorials, plus explore tips for home-based learning!
Explore More
- Press Kit: Sentinel-6 Michael Freilich
- Website: Sentinel-6 Michael Freilich
- Article: Meet the People Behind the Sentinel-6 Michael Freilich Spacecraft
- Article: 5 Things to Know About Sentinel-6 Michael Freilich
- Website: NASA Climate Change
- Website: Sea Level Science
- Website: NASA Climate Kids
- Article for Kids: How Do We Measure Sea Level?
- Interactive: Explore Earth Now
- Facts & Figures: Climate Change - Evidence
- Gallery: Images of Change
- Podcast: On a Mission
- Multimedia: NASA climate images, videos, and graphics
- Social Media: List of NASA social media channels
- Events: NASA Live
Recursos en Español
TAGS: Teachable Moments, Educators, Teachers, Parents, K-12 Education, Launch, Mission, Earth, Satellite, Earth Science, Climate Change, Sentinel-6 Michael Freilich, Sea Level, Sea Level Rise,
Meet JPL Interns | October 22, 2020
Virtual Internship Offers Real Experience in Making It Work
When Yohn Ellis got his chance to intern at NASA, he wasn't about to let it slip away, pandemic or not. Growing up and going to school in Houston, Texas, the home of NASA's Johnson Space Center, Ellis has long been a superfan of the agency. So when he was offered an internship at NASA's Jet Propulsion Laboratory in Southern California, he jumped at the chance. That was before all but a handful of JPL's essential employees were required to switch to remote work. So instead of a hands-on role, Ellis got first-hand experience in how the laboratory overcomes challenges. Returning intern Evan Kramer caught up with Ellis, a grad student studying electrical engineering at Prairie View A&M University, to learn more about his remote internship this past summer, researching how miniature devices could make their way into spacecraft of the future. Ellis talks about how he made the most of the experience while sharing a full house with his family, what it meant to be part of the JPL community, and how he hopes to pay it all forward.
What are you working on at JPL?
I am working with the radar technology team, doing research into nanotechnology [a field of study looking at miniaturized (nanoscale) materials and devices]. When my internship first started, I researched how nanotech is being used in medicine, health, business, and all these other fields. Then, I started to focus on doing simulations of nanoelectronics. I'm working on gaining new insight into nanotechnology to see how we can utilize it for future projects at JPL.
Tell me a bit more about the simulations you're doing. How might your work be applied to JPL missions and science in the future?
On nanoHUB.org, there are hundreds of tools you can use to simulate different aspects of nanotechnology and nanoelectronics. So I've looked into a lot of these tools. I've had to stick to one of the more user-friendly tools, because I honestly haven't had a lot of exposure to nanotech before. So this internship has been a great learning experience for me. Right now, I'm utilizing a simulation of a nano-transistor. So I'm applying different characteristics and settings to generate different effects to see if there are benefits to making our transistors smaller so we could fit more of them into an integrated circuit.
At the core of nanotech, you want to make things smaller and smaller. If we can make spacecraft and spacecraft instruments smaller, then we can do more science while staying within our size, mass, and power constraints. It's not always clear what the benefits of nanotechnology will be until you start experimenting. With this field, there's a lot of information that we can learn through simulations and modeling because we don't yet know about the behaviors of these new materials. That is why it's beneficial to do these simulations and this research.
What is your average day like?
Before the COVID pandemic hit, my project was going to be at JPL, doing hands-on research. But after [most JPL employees went on mandatory telework] I was fortunate enough to keep my internship and transition to a virtual experience, where I could do some research at home using the simulation software.
My average day is very interesting, working from home around the rest of my family. There are a lot of personalities going on. So it might be that the TV is on downstairs or the dog is barking or my brothers are playing a game or my dad is cooking.
But as far as what I have going on, I start my day around 8 or 9 a.m. and work until about 7 p.m. I check in to some of the virtual webinars. There are a lot of great webinars going on for interns about the cool projects people are working on at JPL. I'm also conducting research, running simulations, reading articles, and sharing what I find out with my mentors, Mohammad Ashtijou and Eric Perez. I produce presentations pretty much weekly, if not biweekly, to convey what I've learned, and then my mentors guide me and steer me in the proper direction.
So my days are pretty unique. Working from home has definitely been an adjustment, but there are some benefits to working from home, such as not having to pay as much for gas or commute anywhere. You just wake up and get yourself started for the day. I will say there are some disadvantages, like not being able to actually put your hands on the stuff you're researching, but there's some benefit to running the simulations instead.
What has the experience of a virtual internship been like?
It's a bit of an adjustment, because I'm a very hands-on person. I like going out there and being involved, especially in the workplace and networking. But there is a way to network virtually. I've met some very interesting people and have had a chance to share some of who I am with them, to kind of put myself out there. I even created a virtual newsletter. Every time I network with someone new, I send them my newsletter to bridge that networking gap and paint a picture of who I am outside of the work that I do. I enjoy getting to share that with everyone, and I get a lot of good feedback from it.
Being a virtual intern is something that I'd see myself doing again. I've loved the virtual experience. It's been great. With everything being virtual, I feel like everyone has a little bit more time to interact with you. They're more likely to take that meeting and just talk to you about how your day is going and share how things are going at home for them, too.
So the virtual experience was definitely something that I'll never forget, and I'm super appreciative of it. There was one point when JPL thought they would have to postpone the internship. With me being a full-time grad student, I desperately wanted to have this experience, because I plan to continue toward a Ph.D. Not everyone gets to say they interned with NASA.
I can honestly say that this internship, even though it's virtual, has by far been the most beneficial from an exposure standpoint. The stuff that's being done at NASA-JPL is out of this world. I'm pretty sure a lot of people use that type of verbiage when they talk about NASA, but it really is amazing some of the stuff that I've been exposed to – from the missions that are going on to some of the resources that I have had access to as an intern to develop my skills and network.
What is the most uniquely JPL or NASA experience you've had so far?
Learning about Perseverance, the Mars rover that launched this summer, and hearing first-hand about how it was built, how it's going to collect soil samples, and look into biosignatures – you would think it's science fiction. To me, it's so exciting, because as a youth, I dreamed about working at NASA, and now I'm doing it.
I've also felt a real connection to the culture at JPL. I've felt supported and comforted by JPL as an African-American man during these hardships we've been going through. It's true that JPL is making a lot of advancements in science and space, but I think it's uniquely JPL that there are people there who truly care about you as an individual. They see you, and they hear you, and they want to help you develop as a person as well as an engineer or professional. I really felt as if I was cared for as an individual this summer, and that spoke a lot to me.
I fully agree. I haven't had the life experiences that you've had, but that is certainly something that I feel as well. This is my third internship at JPL, and all the mentors that I've had have really expressed that you're not just here to contribute your labor for 10 weeks. You're here to develop as a person. And they want to help you develop.
Where do you go to school and what are you studying?
I'm wrapping up my Master's in electrical engineering at Prairie View A&M University, a historically black college and university [HBCU] in Houston, Texas. My thesis is about machine learning and artificial intelligence. I am utilizing algorithms that do regression analysis to predict ground-water levels throughout the state of Texas. I was recruited to do that research through a program at my university called CREDIT [Center of excellence in Research and Education for big military Data inTelligence.] When I graduated from undergrad and expressed that I wanted to continue to graduate school for my Master's degree, CREDIT extended the opportunity for me to join the study as a graduate research assistant. So I've been doing that for about two years now, and I'm getting ready to transition to a Ph.D. level.
What brought you to JPL for this internship?
I vividly remember being infatuated with NASA as a youth, so much so that my parents ordered me a pamphlet from Space Center Houston with posters and stickers explaining all of the cool things happening across NASA. I will never forget when I was able to visit the center during spring break in 2009. It was by far the most amazing thing I have ever witnessed as a youth.
As life goes on, you don't think as much about your childhood dreams, but every time I saw an opportunity at NASA I applied. When I saw that JPL was looking to take on interns, I was just wrapping up my Master's, and I figured, "Let me give it another shot." I spent a lot of time working on my application, making sure it looked as good as possible. Who would've thought that months later, I would've been afforded the opportunity?
What's your ultimate career goal?
My goal is to develop my career enough so that I can share my experience and passion with others in my community and communities similar to the one I grew up in. I also want to share how STEM benefits society and how a career in STEM is attainable. A lot of times, people say, "I don't like math," or, "I don't like science." Quite frankly, I see myself as someone who didn't like those subjects much either. But I knew that I wanted to work for NASA one day or work in the field of engineering, so I had to get comfortable with those subjects. So my ultimate goal is to know that my career is set so that I can give back to communities where there are people who might be unsure of what they are capable of. I would also like to give kudos to JPL, because I see that they have a lot of involvement with local communities, doing educational outreach.
I fully agree. I've been giving talks to high-school students about the Perseverance Mars rover, and it is the most rewarding thing to see younger students who don't really know what they want to do in the future get excited [about STEM]. Now they're interested, and you can give them the tools to go out and maybe pursue it.
Most definitely. And that's how you pour into the next person so that they can pour into the next person.
How do you feel you're contributing to NASA-JPL missions and science?
I remember early on in my JPL internship, in one of the webinars, they expressed how this experience is meant to ultimately give you exposure but also inspire you to develop yourself. I believe that I'm contributing in that way by being someone who is driven, motivated, and also willing to take those chances to look deeper than the basic assignment.
When you're not in school or interning, how do you like to spend your time?
I'm having a good time with my family. My brothers and I play board games together. I work out sometimes. For the most part, I've been spending time with the family, playing a video game in my free time, shopping online a little bit, and connecting with my frat brothers. I've done a lot of virtual events for people in the community, talking about COVID safety and stressing the importance of voting, with the elections coming up.
I also find myself doing a lot of internal development. So that would be reading a little bit more for pleasure, and also doing some assessments of my goals and budgeting. I like to look at this pandemic as a sort of "halftime" when I can work on some things for me to better develop myself.
My last question is a fun one: If you could have a spacecraft built to study anything you want, what would it be?
I'd like to study how to sustain or better germinate resources on Earth. If we can find a way to learn what's going on globally on a more intimate scale, I believe that would help us utilize our planet's resources more effectively – resources that could pertain to producing more crops for food, for example.
This Q&A is part of an ongoing series highlighting the stories and experiences of students and faculty who came to JPL as part of the laboratory's collaboration with historically black colleges and universities, or HBCUs. › Read more from the series
Kim Orr contributed to this story.
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.
Career opportunities in STEM and beyond can be found online at jpl.jobs. Learn more about careers and life at JPL on LinkedIn and by following @nasajplcareers on Instagram.
TAGS: Higher Education, Internships, STEM, College Students, Careers, Jobs, Engineering, Electrical Engineering, HBCU, Black History Month
Meet JPL Interns | September 24, 2020
This Summer Intern Built a Spacecraft in Her Apartment
It sounds like a reality show: A team of six interns working remotely from their homes across the country given 10 weeks to build a prototype lunar spacecraft that can launch on a balloon over the California desert. But for Christine Yuan, a senior at Cornell University, it was just another engineering challenge.
This summer marked Yuan's second time interning with the Innovation to Flight group at NASA's Jet Propulsion Laboratory. The group brings in a collaborative team of a dozen or more interns each year. Their task is to create and test prototypes of far-flung ideas for spacecraft and space technology over the course of their internship. But this summer, with most of JPL's employees still on mandatory telework and interns required to complete their projects remotely, the team had an even bigger challenge to overcome: How could they build a spacecraft together while hundreds of miles apart?
Yuan flashed back to her days using materials from around the house to build props and costumes from her favorite TV shows and games. It was what made her want to become a mechanical engineer in the first place. She had a 3D printer and tools in the apartment she shares with a friend from school. So it was decided. She would build the spacecraft in her apartment and mail it in parts to the other interns working on electronics and software from their respective homes.
We caught up with Yuan to learn how she and the team took on the challenge of building a spacecraft from home, how her childhood hobby served as inspiration, and to find out whether the test flight was a success.
What are you working on at JPL?
I'm an intern with the Innovation to Flight group, which is a team of interns that works with JPL engineers and scientists to take ideas for new kinds of technology or spacecraft from ideation to flight in one summer. The goal is to quickly develop prototypes to see whether an idea is feasible and increase the technical readiness level of various hardware. I was part of the group last summer, too. This summer, we've been split into two groups. The group I'm working with is exploring whether we might be able to use a constellation of CubeSats [small, low-cost satellites] to support robots and astronauts on the Moon. So we're building prototypes of the CubeSats and the communications and navigation technology.
How might CubeSats support astronauts and robots on the Moon?
The goal is to have a couple of these CubeSats orbiting the Moon that can assist with various surface operations, whether it's a rover or a small robot or an astronaut trying to communicate. There are a couple parts to it. One is localization, the ability to figure out where you are on the Moon – sort of like our GPS on Earth – so different assets know where they are relative to each other. The other part is communication. If you're collecting data, the data could be sent from the surface assets to the CubeSats to another surface asset or ground station. The CubeSats could take away a lot of the onboard processing that needs to happen so assets on the Moon could use less processing power.
You're interning remotely this summer. Are you actually building the CubeSat?
Yeah. On the CubeSat team, there are six of us, so we have a couple of people working on the software and then a few of us are working on building the CubeSat itself. I have a lot of tools and a 3D printer, so I'm working on designing the structure and then prototyping it using the stuff I have at home. The team has been getting materials out to me, and I've been printing stuff on my 3D printer and building it out. Then I've been mailing out parts to our avionics people so they can load it up with all the electronics.
Wow. That's so cool. Are you building all of this at home or in your dorm room? Are the people living with you wondering what you're up to?
I spent the first half of the summer in my parents' house, so I was operating out of their garage. Now that I'm back at school, I work from my apartment. I'm living with one of my friends right now. She's also in the aerospace field so she has an idea of what I'm doing. Most of the time we're just working in our rooms, but I normally have a bit more of a "dynamic" going on in my room.
How has the team adjusted to working remotely?
Half the team is returning from last summer, so we've worked together before. But when we were at JPL, it was easier because we could walk back and forth with parts and hand things off.
When we were planning for the summer, we were talking about the different options that we had. I like to build things in my free time, so I have a bunch of different tools. I'm a mechanical engineer, so I was going to be working on the structure anyway. So I said, "I'll build the structure, ship it in pieces to the rest of the team, and give them a detailed explanation or a CAD model so they can assemble it." Our software and electronics guys are coding everything and sharing their files. Two of the team members are roommates this summer, which is really convenient. They're working on the electronics and avionics out of the basement at one of their family's homes. Then, we're just constantly messaging with each other. We talk at least once a day. It helps that we're a small team.
What's your average day like?
I'm on the East Coast, so the time difference hasn't affected me too badly. I wake up, work out, and then I start work. In the morning, I'll check in with different members of the team. I like to have a to-do list, so I normally have one for the week. Depending on what I need to do, my day ranges anywhere from trying to figure out what I need to prototype next to 3D printing something or drilling holes in this or that. I use any downtime to talk to other team members, figure out what they're doing.
How has the remote experience compared with last summer, when you were at JPL in person?
The most disappointing thing was not being able to be at JPL in person with everyone. Last summer, there were about 15 of us all working in the same room together. We'd have big brainstorming meetings, all getting together and working on the white board. It was kind of a chaotic, loud mess, but it was a lot of fun, and we got a lot of work done. I was always moving around, always talking to somebody, always building something or testing something. I really enjoyed working on a team like that. It was very fast-paced.
This summer, it's a little more difficult, because I haven't met half the team members in person, and it's just slower. We're shipping things to one another and some of us are in different time zones. It's just been a little more difficult to get things done as fast. Another big change is that at the end of last summer, we had two flight tests. We launched one of our prototypes on a tethered balloon, and then we tested some of our other projects on a high-altitude balloon. We're not going to get to do that in person this summer.
Do you feel like you still have that team comradery even though you're apart this summer?
Definitely. Half the people are returning from last summer, so we're still pretty tight, and we're all in this together. It may not be as dynamic and as fast-paced as last summer, but we're building something together pretty well and pretty quickly.
What are you studying in school, and what got you interested in that field?
I'm studying mechanical engineering. I got into mechanical engineering for a variety of reasons. When I was younger, I was a huge nerd – I still am. I would spend my summers in my parents' basement, making costumes and props from my favorite movies and TV shows. I realized that I really liked making things. I liked putting things together and seeing them work. I also think space is really cool. I want to be able to tell my future kids and grandkids, "I worked on projects that helped us discover all these things about the universe." There's so much we don't know, and I know I can't learn everything, but I want to be a part of the discovery process. So I took those two things that I'm pretty hyped about, put them together, and decided that I want to be an engineer. I want to build spaceships. I want to help advance science and make new discoveries.
What were some of the props or costumes that you designed as a kid?
I was a big fan of the "Final Fantasy" video game series, so with the little bit of money that I made from tutoring kids, I would go out and buy different materials to recreate some of the props from that game. Lightning's gunblade was one of the things I made that I thought was pretty cool. I'm also a big fan of the "Fire Emblem" series, so I recreated a couple of things from that. I also like making costumes for my friends.
I'm starting to get back into it, because I have a little bit of free time this summer. Me and my friends have plans to make our own lightsabers and just play around with what we can make and what we can do with the budget and tools we have. That's where the challenge is. As a kid, I was so limited by the materials I had available. I thought it was fun figuring out how to make stuff anyway. How can I hammer this out with what I have in my house?
What brought you to JPL for your internships?
I heard great things from friends who had interned at JPL before. It's one of the best places to be if you want to work on space missions. I'd never been to the West Coast before last summer. I'm from Maryland. I grew up in a town about 20 minutes outside of Baltimore. It was kind of scary [to travel so far from home], but I feel like life's about experiences, so I might as well just do it.
How do you feel you're contributing to NASA missions and science as an intern?
I feel like it's impossible for any one person to make an impact alone. I'm part of a team that's helping assist future lunar missions. In the grand scheme of things, it's a small piece of what humanity is going to achieve in the future, but it's rewarding to know that I'm part of it. I know I'm a small piece in the big machine, but it still feels like a lot, because if you take one piece out of the machine, it can break.
That's a great way of putting it.
When you're not in school or interning, how do you like to spend your time? What are some of your hobbies?
At school, I'm involved with a bunch of different organizations on campus. One of my main extracurriculars is that I build UAVs [unmanned aerial vehicles]. I'm also involved with a lot of the outdoorsy groups on campus.
When the weather's nice, which in Upstate New York is not always the case, I like to run. I've run some pretty crazy races – Ragnar races, If you ever heard of those – and a couple of relays around the Finger Lakes. I like to run. I like to hike. There's a lot of beautiful mountains and lakes in the Upstate New York area. I've been trying to explore them. And I like to rock climb. I have a couple of friends at school who are super involved in the rock-climbing community, so they got me into it.
When the weather's not so nice, I like to read. I also started to get back into building props and making costumes, because I finally feel like I have time again to sit down and do that. It's a pretty time-consuming hobby.
Now for a fun question: If you could build a spacecraft to go anywhere and study anything, what would it be?
Theoretically, if you had all the technology to do it, I think it would be cool to see inside a black hole. Send a spacecraft in there, and send data out.
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Since we last talked, your team finished the CubeSat and tested it in the desert! Tell us more about that and how it went?
The tests went pretty well given the circumstances. The team performed a lot of our tests remotely. We ran simulations to test some of the software. Our mock lunar surface asset was able to drive autonomously. Some aspects of the tests were successful and others could use more work, but we laid down a good foundation for future Innovation to Flight interns to build on. Hopefully our work helped the researchers we worked with from JPL and the University of Colorado Boulder.
A novel approach to developing rapid prototypes for space exploration, the Innovation to Flight program was created in 2014 by JPL Fellow Leon Alkalai, who continues to oversee and guide activities. Coordinated by Senior Research Scientist Adrian Stoica with support over the years from Chrishma Derewa, David Atkinson, and Miles Pellazar at JPL, the program has brought in more than 50 student interns from across the country. Offering students a uniquely collaborative experience developing technology for the Moon, Mars, and beyond, Innovation to Flight has also served as a career pathway to numerous program alumni now working at JPL.
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 online at jpl.jobs. Learn more about careers and life at JPL on LinkedIn and by following @nasajplcareers on Instagram.
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, College Students, Careers, Jobs, Engineering, Mechanical Engineering, Innovation to Flight, Technology Demonstration, Moon
Teachable Moments | September 14, 2020
The Science of Wildfires
Update: Sept. 14, 2020 – This feature, originally published on Aug. 23, 2016, has been updated to include information on the 2020 fires and current fire research.
In the News
Once again, it’s fire season in the western United States with many citizens finding themselves shrouded in wildfire smoke. Late summer in the West brings heat, low humidity, and wind – optimal conditions for fire. These critical conditions have resulted in the August Complex Fire, the largest fire in California's recorded history. Burning concurrently in California are numerous other wildfires, including the SCU Lightning Complex fire, the third-largest in California history.
Fueled by high temperatures, low humidity, high winds, and years of vegetation-drying drought, more than 7,700 fires have engulfed over 3 million acres across California already this year. And the traditional fire season – the time of year when fires are more likely to start, spread, and consume resources – has only just begun.
Because of their prevalence and effects on a wide population, wildfires will remain a seasonal teachable moment for decades to come. Keep reading to find out how NASA studies wildfires and their effects on climate and communities. Plus, explore lessons to help students learn more about fires and their impacts.
How It Works
With wildfires starting earlier in the year and continuing to ignite throughout all seasons, fire season is now a year-round affair not just in California, but also around the world. In fact, the U.S. Forest Service found that fire seasons have grown longer in 25 percent of Earth's vegetation-covered areas.
![Animation of the FireSat network of satellites capturing wildfires on Earth](https://webarchive.library.unt.edu/web/20201218012053im_/http://www.jpl.nasa.gov/edu/images/activities/firesat.gif)
This animation shows how FireSat would use a network of satellites around the Earth to detect fires faster than ever before. | + Expand image
For NASA's Jet Propulsion Laboratory, which is located in Southern California, the fires cropping up near and far are a constant reminder that its efforts to study wildfires around the world from space, the air, and on the ground are as important as ever.
JPL uses a suite of Earth satellites and airborne instruments to help better understand fires and aide in fire management and mitigation. By looking at multiple images and types of data from these instruments, scientists compare what a region looked like before, during, and after a fire, as well as how long the area takes to recover.
While the fire is burning, scientists watch its behavior from an aerial perspective to get a big-picture view of the fire itself and the air pollution it is generating in the form of smoke filled with carbon monoxide and carbon dioxide.
Natasha Stavros, a wildfire expert at JPL, joined Zach Tane with the U.S. Forest Service during a Facebook Live event to discuss some of these technologies and how they're used to understand wildfire behavior and improve wildfire recovery.
Additionally, JPL worked with a startup in San Francisco called Quadra Pi R2E to develop FireSat, a global network of satellites designed to detect wildfires and alert firefighting crews faster.
Using these technologies, NASA scientists are gaining a broader understanding of fires and their impacts.
Why It's Important
One of the ways we often hear wildfires classified is by how much area they have burned. Though this is certainly of some importance, of greater significance to fire scientists is the severity of the fire. Wildfires are classified as burning at different levels of severity: low, medium, and high. Severity is a function of intensity, or how hot the fire was, and its spread rate, or the speed at which it travels. A high-severity fire is going to do some real damage. (Severity is measured by the damage left after the fire, but can be estimated during a fire event by calculating spread rate and measuring flame height which indicates intensity.)
![Google Earth image showing fire severity](https://webarchive.library.unt.edu/web/20201218012053im_/http://www.jpl.nasa.gov/edu/images/news/king_fire_severity_map.png)
The impacts of wildfires range from the immediate and tangible to the delayed and less obvious. The potential for loss of life, property, and natural areas is one of the first threats that wildfires pose. From a financial standpoint, fires can lead to a downturn in local economies due to loss of tourism and business, high costs related to infrastructure restoration, and impacts to federal and state budgets.
The release of greenhouse gases like carbon dioxide and carbon monoxide is also an important consideration when thinking about the impacts of wildfires. Using NASA satellite data, researchers at the University of California, Berkeley, determined that between 2001 and 2010, California wildfires emitted about 46 million tons of carbon, around five to seven percent of all carbon emitted by the state during that time period.
![Animation showing Carbon Dioxide levels rising from the Station Fire in Southern California.](https://webarchive.library.unt.edu/web/20201218012053im_/http://www.jpl.nasa.gov/edu/images/news/station_fire_eyes.gif)
In California and the western United States, longer fire seasons are linked to changes in spring rains, vapor pressure, and snowmelt – all of which have been connected to climate change. Wildfires serve as a climate feedback loop, meaning certain effects of wildfires – the release of CO2 and CO – contribute to climate change, thereby enhancing the factors that contribute to longer and stronger fire seasons.
While this may seem like a grim outlook, it’s worth noting that California forests still act as carbon sinks – natural environments that are capable of absorbing carbon dioxide from the atmosphere. In certain parts of the state, each hectare of redwood forest is able to store the annual greenhouse gas output of 500 Americans.
Studying and managing wildfires is important for maintaining resources, protecting people, properties, and ecosystems, and reducing air pollution, which is why JPL, NASA, and other agencies are continuing their study of these threats and developing technologies to better understand them.
Teach It
Have your students try their hands at solving some of the same fire-science problems that NASA scientists do with these two lessons that get students in grades 3 through 12 using NASA data, algebra, and geometry to approximate burn areas, fire-spread rate and fire intensity:
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Fired Up Over Math: Studying Wildfires from Space
Students learn how scientists assess wildfires using remote sensing and solve related math problems, appropriate for various grade levels.
Grades 3-12
Time 30 mins - 1 hr
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Pixels on Fire
Students use mobile devices and computers to learn about remote sensing and satellite data to determine when and where wildfires have started.
Grades 4-8
Time 30 mins - 1 hr
Explore More
- Wildfire Images from NASA Earth Observatory
- NASA/JPL FireSat Press Release
- SciJinks: Can Meteorologists Help Fight Wildfires?
- Soberanes Fire: Image Captured by NASA's Terra Spacecraft
- Let's Clear the Air: The Danger of Forest Fire Smoke to Firefighters
- NASA Climate Change News: "Local Winds Play a Key Role in Some Megafires
- NASA Climate Change News: "Studying Weather to Help See the Likelihood of Fires"
Lyle Tavernier contributed to this feature.
TAGS: teachable moments, wildfires, science, Earth Science, Earth, Climate Change
Edu News | August 13, 2020
Launch Into STEM With Back-to-School Resources From JPL
Whether your school will be welcoming students back to campus in the upcoming school year or you're preparing for remote instruction, the Education Office at NASA’s Jet Propulsion Laboratory has several resources you and your students can use to launch back into STEM.
Resources for Teachers
On July 30, NASA launched the Perseverance Mars rover and its companion Ingenuity – the first helicopter designed to fly on the Red Planet. With the two officially on their journey to Mars for a scheduled landing in February 2021, now is a great time to catch up with our new education webinar series, Teaching Space With NASA. In our first three webinars, NASA experts and education specialists introduced Perseverance, offered a look at the engineering behind the rover, and shared some of the exciting science goals for the mission. Visit the Teaching Space With NASA page to watch recordings of the webinars, download a certificate of participation, and explore a cache of resources you can use in your instruction.
During the 2020-21 school year, we’ll be continuing the series, offering monthly live-stream presentations from NASA scientists and engineers, hosted by JPL education specialists. Teaching Space With NASA live streams are open to all audiences, including informal educators and students. Join us for our next live stream on August 19 all about what's next for NASA Mars exploration. Register to join the Q&A at the link below. (Note: You do not need to register to watch – only to ask questions.)
Educators will also have a chance to take a deeper dive into the topic and associated educational resources with our interactive, virtual workshops. Attendance at virtual workshops is limited, so be sure to keep an eye out for new events announced to our email subscribers. Subscribe for "JPL Education Updates" here and check the Events page for the latest workshops.
Also, be sure to keep an eye out for new additions to our searchable catalog of nearly 200 standards-aligned STEM activities in the Teach section of this website. In addition to new lessons, some of your favorite existing lessons will now include tips for virtual instruction, as well as links to projects that students can do independently or with the help of family members.
Resources for Students
Learning Space with NASA at Home features standards-based activities students can do at home with inexpensive materials they may already have on hand. The page also features video tutorials (available with subtitles en Español) and an FAQ for families working with students at home. Check back as new activities featuring the latest NASA missions and science are added throughout the school year.
Explore More
TAGS: Educators, Teachers, K-12 Education, STEM, Educator Resources, Lessons, Student Activities, Parents, Webinars, Workshops
Edu News | August 3, 2020
The Summer School for Space Mission Mavericks
When Jennifer Scully was a planetary geology grad student at UCLA in 2013, she happened upon an email that called for students to apply to something called the Planetary Science Summer School, or PSSS.
“I asked around and everybody only had positive things to say,” she says, “so I applied and I got in.”
She found herself in an immersive, 11-week program that teaches students all over the country how to formulate, design, and pitch a mission concept to a review board of NASA experts – essentially, how to bring a space mission to life from beginning to end.
“It was fabulous,” Scully says of her time in the program. “I come from a science background, and I had worked on an active planetary mission, but I didn’t have much experience with engineering. The summer school gave me my first exposure to mission-concept development and proposals. It was really illuminating.”
Seven years later, Scully is now a geologist at NASA's Jet Propulsion Laboratory in Southern California, researching the asteroid Vesta and dwarf planet Ceres. She also plays a role in planning and designing missions to explore Jupiter's moon Europa. She’s still part of the PSSS program – but, now, as one of the mentors to this year’s cohort of 36 students looking at missions to Venus and Saturn's moon Enceladus.
The first 10 weeks of the program focus on formulation and always happen remotely via webinar. The final week usually culminates with an intensive in-person experience at JPL, during which participants write their mission proposal. Participants receive mentorship from scientists and engineers with the laboratory's Team X, a group that has been helping design and evaluate mission concepts since 1985. Even though the pandemic means their “culminating week” won’t take place physically at the laboratory this year, the students are still descending virtually on the JPL community between July 20 and Aug. 7 to learn the complex dance of what does and doesn’t work when it comes to dreaming up a NASA mission.
![Web meeting with the 2020 PSSS cohort](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/psss_webchat_2020.png)
The first of two summer 2020 cohorts to arrive virtually at JPL for their culminating week in the PSSS program. While these one-week sessions are traditionally held in person, this year's group is meeting remotely. | + Expand image
“We do this for the broader planetary science mission community,” says PSSS manager Leslie Lowes, who’s been leading the program since 2010. “It’s about NASA training the next generation of scientists and engineers to do this type of work. Over 650 alumni use this model of mission design, and they’re in all kinds of leadership positions across NASA, including at JPL.”
Developed in 1989, the summer school started as a lecture series on how space missions could address the latest science discoveries and gradually shifted to a more hands-on format in 1999. Instead of hearing about the process, why not let students experience it?
“The first thing we do [when participants arrive at JPL] is help them evaluate potential architectures for their mission. Is it an orbiter or a lander? Is it a flyby?” says Alfred Nash, a mentor for the summer school and a lead engineer for Team X. “Does the science work? Do the engineering and cost work? The problem is not ‘can you make the thing,’ but ‘can you make the thing within the boundaries you have?’”
For Team X, it’s all about an integrated approach, which is one of the principal differences between how missions were developed in earlier days of exploration versus more recently. “Team X itself, its superpower is its ability to work in parallel and concurrently,” Nash says, stressing the importance of how the science should work in parallel with the engineering, the storytelling, the cost, and the project management.
A team of distinguished postdocs and graduate students learns what it's like to design a space mission in just five days as part of the 2014 session of NASA's Planetary Science Summer School at JPL. Credit: NASA/JPL-Caltech | Watch on YouTube
“What is the big thing I’m trying to do? How do all the pieces work together? What is the foundational heart of this in terms of how we’re going to change humanity’s understanding? What are the pieces we need so that happens, and what does it take to do that?” are common questions Nash says Team X asks of all its mission proposals – including the concepts developed in PSSS.
One key lesson Nash tries to impart during the culminating week: “Win [the proposal] and don't regret it when you do,” he says. “The last thing you want to do is design a mission that no one can manage.”
If the students’ answers can pass the rigorous initial hurdles and meet the requirements for a NASA proposal, then they transition to design work. At that point, each student is paired with a mentor who has expertise in a range of engineering capabilities, from mission design to the science tools that will go on a spacecraft.
While this would normally mean working together at JPL, the program has gone virtual this year.
Team X had some practice setting up a virtual experience for the summer’s incoming students, as most JPL employees have been on mandatory telework since mid-March. Currently, the students are in a “waterfall of [web meeting] rooms,” as Nash describes it, where there’s one central meeting room and then individual “stations” in separate rooms, where students and mentors can interface while moving from room to room as needed. A typical day kicks off at 8 a.m. with a daily briefing. Then, students spend half the day with Team X and half the day on their own, preparing for the next day’s tasks. Their day ends at 5 p.m. with a briefing to review what was completed, what worked well, what didn’t, and what needs to change for the next day.
“Everyone knows science, if they’re a scientist, and engineering, if they’re an engineer,” says PSSS alumna Scully. “But now, they’re really trying to understand what mission development is about. This foundation will enable them to work with NASA much more effectively.”
The cohorts that arrive every year are formidable, and this summer’s group is no different: Among the students are 26 Ph.D. candidates and eight postdoctoral researchers.
For Elizabeth Spiers – a Ph.D. candidate studying the habitability of other planets at the Georgia Institute of Technology, and one of this summer’s students examining Enceladus’ ocean – PSSS has provided her with invaluable experience in real-time mission concept problem-solving.
“The project moves quickly and some of our decisions must be made equally as fast,” Spiers says. “Oftentimes, no person on our team knows the answers, and we need to figure out what we don’t know or understand about the problem so that we can ask the correct questions swiftly.”
In addition to critical thinking, the summer school also gives its students the chance to work with a diverse group of students and mentors.
![Watkins and Smythe look at a computer screen together](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/psss_jessicawatkins.jpg)
NASA astronaut Jessica Watkins, an alumna of the program, attending her PSSS session in 2016 with mentor Bill Smythe. Image credit: NASA/JPL-Caltech | + Expand image
“It’s really exhilarating to see all of those disparate backgrounds and expertise come together into one cohesive project,” Spiers says. “I have learned so much about not only our project and the science and engineering related to it, but also about my teammates and their individual passions.”
Over the years, the program has taught students lessons they can carry with them throughout their careers. PSSS alumna Jessica Watkins went on to become a NASA astronaut and, at JPL, two summer school alumni-led development of science instruments on the Perseverance Mars rover – PIXL and SHERLOC. And this year, there’s a new star in the program, literally: The summer school is piloting a second experience called the Heliophysics Mission Design School to help strengthen hypothesis-driven science investigations when designing missions to the Sun.
Perhaps one lesson students will take away from PSSS is not only knowing what they want, but also recognizing the limits of space exploration.
“The most rewarding thing is seeing them make good decisions,” says Nash. “When they avoid trying to do something too expensive just because it’s cool. When they find a more fruitful way forward. What you want has nothing to do with it; it’s about what the world will let you do and how clever you are at navigating those boundaries.”
This feature is part of an ongoing series about the stories and experiences of JPL scientists, engineers, and technologists who paved a path to a career in STEM with the help of NASA's Planetary Science Summer School program. › Read more from the series
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.
Career opportunities in STEM and beyond can be found online at jpl.jobs. Learn more about careers and life at JPL on LinkedIn and by following @nasajplcareers on Instagram.
TAGS: Higher Education, Internships, STEM, College Students, Virtual Internships, PSSS, Planetary Science Summer School, Ph.D. Programs, Science, Mission Design, PSSS Alumn
Meet JPL Interns | July 23, 2020
JPL Interns Are Working From Home While 'Going the Distance' for Space Exploration
Most years, summertime at NASA's Jet Propulsion Laboratory arrives with an influx of more than 800 interns, raring to play a hands-on role in exploring Earth and space with robotic spacecraft.
Perhaps as exciting as adding NASA to their resumes and working alongside the scientists and engineers they have long admired is the chance to explore the laboratory's smorgasbord of science labs, spacecraft assembly facilities, space simulators, the historic mission control center and a place called the Mars Yard, where engineers test drive Mars rovers.
But this year, as the summer internship season approached with most of JPL's more than 6,000 employees still on mandatory telework, the laboratory – and the students who were offered internships at the Southern California center – had a decision to make.
"We asked the students and the mentors [the employees bringing them in] whether their projects could still be achieved remotely and provide the educational component we consider to be so crucial to these experiences," said Adrian Ponce, deputy section manager of JPL's Education Office, which runs the laboratory's STEM internship programs.
The answer was a resounding yes, which meant the laboratory had just a matter of weeks to create virtual alternatives for every aspect of the internship experience, from accessing specialized software for studying Earth and planetary science to testing and fine-tuning the movements of spacecraft in development and preparing others for launch to attending enrichment activities like science talks and team building events.
“We were able to transition almost all of the interns to aspects of their projects that are telework-compatible. Others agreed to a future start date,” said Ponce, adding that just 2% of the students offered internships declined to proceed or had their projects canceled.
Now, JPL's 600-plus summer interns – some who were part-way through internships when the stay-at-home orders went into effect, others who are returning and many who are first-timers – are getting an extended lesson in the against-the-odds attitude on which the laboratory prides itself.
We wanted to hear about their experiences as JPL's first class of remote interns. What are their routines and home offices like in cities across the country? How have their teams adapted to building spacecraft and doing science remotely? Read a collection of their responses below to learn how JPL interns are finding ways to persevere, whether it's using their engineering skills to fashion homemade desks, getting accustomed to testing spacecraft from 2,000 miles away or working alongside siblings, kids, and pets.
![In the image on the left, Jennifer Brag stands in front of a series of observatories. In the image on the right, her bird is pirched on top of open laptop.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/jenniferbragg_courtesy.jpg)
Courtesy of Jennifer Bragg | + Expand image
"I am working with an astronomer on the NEOWISE project, which is an automated system that detects near-Earth objects, such as asteroids. The goal of my project is to identify any objects missed by the automated system and use modeling to learn more about their characteristics. My average day consists of writing scripts in Python to manipulate the NEOWISE data and visually vet that the objects in the images are asteroids and not noise or stars.
My office setup consists of a table with scattered books, papers, and pencils, a laptop, television, a child in the background asking a million questions while I work, and a bird on my shoulder that watches me at times."
– Jennifer Bragg will be studying optics at the University of Arizona as an incoming graduate student starting this August. She is completing her summer internship from Pahoa, Hawaii.
![Radina Yanakieva poses in front of a model of the Curiosity Mars rover at JPL](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/radinayanakieva_courtesy.jpg)
Courtesy of Radina Yanakieva | + Expand image
"I'm helping support the Perseverance Mars rover launch this summer. So far, I have been working remotely, but I'm lucky enough to have the opportunity to go to Pasadena, California, in late July to support the launch from JPL! On launch day, I will be in the testbed, where myself and a few other members of my group will be 'shadowing' the spacecraft. This means that when operators send their commands to the actual spacecraft, when it’s on the launch pad and during its first day or so in space, we'll send the same instructions to the test-bed version. This way, if anything goes wrong, we'll have a high-fidelity simulation ready for debugging.
I have a desk in my bedroom, so my office setup is decent enough. I bought a little whiteboard to write myself notes. As for my average working day, it really depends on what I'm doing. Some days, I'm writing procedures or code, so it's a text editor, a hundred internet tabs, and a messenger to ask my team members questions. Other days, I'm supporting a shift in the test bed, so I'm on a web call with a few other people talking about the test we're doing. Luckily, a large portion of my team's work can be done on our personal computers. The biggest change has been adding the ability to operate the test bed remotely. I'm often amazed that from New York, I can control hardware in California.
I was ecstatic that I was still able to help with the Perseverance Mars rover mission! I spent the second half of 2019 working on launch and cruise testing for the mission, so I'm happy to be able to see it through."
– Radina Yanakieva is an undergraduate student studying aerospace engineering at Georgia Tech and interning from Staten Island, New York.
![Aditya Khuller stands with his arms outstretched and poses in front of a model Mars rover in a garage at JPL.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/adityakhuller_courtesy.jpg)
Courtesy of Aditya Khuller | + Expand image
"Our team is using radar data [from the European Space Agency’s Mars Express spacecraft] to find out what lies beneath the large icy deposits on Mars' south pole. My average day consists of analyzing this radar data on my computer to find and map the topography of an older surface that lies below the ice on Mars’ south pole, while my plants look on approvingly.
I was delighted to be offered the chance to work at JPL again. (This is my fourth JPL internship.) Even though it's better to be 'on lab,' it is an honor to get to learn from the coolest and smartest people in the world."
– Aditya Khuller is a graduate student working toward a Ph.D. in planetary science at Arizona State University and interning from Tempe, Arizona.
![Breanna Ivey wears a Georgia Tech T-Shirt and poses in front of a river with her arms outstretched on concrete railing.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/breannaivey_courtesy.jpg)
Courtesy of Breanna Ivey | + Expand image
"I am working on the Perseverance Mars rover mission [launching this summer]. As a member of the mobility team, I am testing the rover's auto-navigation behaviors. If given a specific location, flight software should be able to return data about where that location is relative to the rover. My project is to create test cases and develop procedures to verify the data returned by the flight software when this feature is used.
My average day starts with me eating breakfast with my mom who is also working from home. Then, I write a brief plan for my day. Next, I meet with my mentor to discuss any problems and/or updates. I spend the rest of my day at my portable workstation working on code to test the rover's behaviors and analyzing the data from the tests. I have a mini desk that I either set up in my bedroom in front of my Georgia Tech Buzz painting or in the dining room.
If I could visit in person, the first thing I would want to see is the Mars rover engineering model "Scarecrow." I would love to visit the Mars Yard [a simulated Mars environment at JPL] and watch Scarecrow run through different tests. It would be so cool to see a physical representation of the things that I've been working on."
– Breanna Ivey is an undergraduate student studying electrical engineering at the Georgia Institute of Technology and interning from Macon, Georgia.
![Kaelan Oldani wears her graduation gown and holds her cap while posing in front of a sign that reads 'Michigan Union.'](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/kaelanoldani_courtesy.jpg)
Courtesy of Kaelan Oldani | + Expand image
"I am working on the Psyche mission as a member of the Assembly Test and Launch Operations team, also known as ATLO. (We engineers love our acronyms!) Our goal is to assemble and test the Psyche spacecraft to make sure everything works correctly so that the spacecraft will be able to orbit and study its target, a metal asteroid also called Psyche. Scientists theorize that the asteroid is actually the metal core of what was once another planet. By studying it, we hope to learn more about the formation of Earth.
I always start out my virtual work day by giving my dog a hug, grabbing a cup of coffee and heading up to my family's guest bedroom, which has turned into my office for the summer. On the window sill in my office are a number of space-themed Lego sets including the 'Women of NASA' set, which helps me get into the space-exploration mood! Once I have fueled up on coffee, my brain is ready for launch, and I log in to the JPL virtual network to start writing plans for testing Psyche's propulsion systems. While the ATLO team is working remotely, we are focused on writing test plans and procedures so that they can be ready as soon as the Psyche spacecraft is in the lab for testing. We have a continuous stream of video calls set up throughout the week to meet virtually with the teams helping to build the spacecraft."
– Kaelan Oldani is a master's student studying aerospace engineering at the University of Michigan and interning from Ann Arbor, Michigan. She recently accepted a full-time position at JPL and is starting in early 2021.
![In the image on the left, Richardo Isai Melgar poses in front of a model of the Curiosity Mars rover at JPL. In the image on the right, he kneels in front of a model Mars rover in the Mars Yard at JPL.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/ricardoisaimelgar_courtesy.jpg)
Courtesy of Ricardo Isai Melgar | + Expand image
"NASA's Deep Space Network is a system of antennas positioned around the world – in Australia, Spain, and Goldstone, California – that's used to communicate with spacecraft. My internship is working on a risk assessment of the hydraulic system for the 70-meter antenna at the Goldstone facility. The hydraulic system is what allows the antenna and dish surrounding it to move so it can accurately track spacecraft in flight. The ultimate goal of the work is to make sure the antenna's hydraulic systems meet NASA standards.
My average day starts by getting ready for work (morning routine), accessing my work computer through a virtual interface and talking with my mentor on [our collaboration tool]. Then, I dive into work, researching hydraulic schematics, JPL technical drawings of the antenna, and NASA standards, and adding to a huge spreadsheet that I use to track every component of the antenna's hydraulic system. Currently, I'm tracking every flexible hydraulic fluid hose on the system and figuring out what dangers a failure of the hose could have on personnel and the mission."
– Ricardo Isai Melgar is an undergraduate student studying mechanical engineering at East Los Angeles College and interning from Los Angeles.
![Susanna Eschbach poses in front of a mirrored background.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/susannaeschbach_courtesy.jpg)
Courtesy of Susanna Eschbach | + Expand image
"My project this summer is to develop a network of carbon-dioxide sensors to be used aboard the International Space Station for monitoring the levels of carbon dioxide that crewmembers experience.
My 'office setup' is actually just a board across the end of my bed balanced on the other side by a small dresser that I pull into the middle of the room every day so that I can sit and have a hard surface to work on.
At first I wasn't sure if I was interested in doing a virtual engineering internship. How would that even work? But after talking to my family, I decided to accept. Online or in person, getting to work at JPL is still a really cool opportunity."
– Susanna Eschbach is an undergraduate student studying electrical and computer engineering at Northern Illinois University and interning from DeKalb, Illinois.
![Izzie Torres poses in front of an ancient pyramid.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/izzietorres_courtesy.jpg)
Courtesy of Izzie Torres | + Expand image
"I'm planning test procedures for the Europa Clipper mission [which is designed to make flybys of Jupiter's moon Europa]. The end goal is to create a list of tests we can perform that will prove that the spacecraft meets its requirements and works as a whole system.
I was very excited when I got the offer to do a virtual internship at JPL. My internship was originally supposed to be with the Perseverance Mars rover mission, but it required too much in-person work, so I was moved to the Europa Clipper project. While I had been looking forward to working on a project that was going to be launching so soon, Jupiter's moon Europa has always captured my imagination because of the ocean under its surface. It was an added bonus to know I had an internship secured for the summer."
– Izzie Torres is an undergraduate student studying aerospace engineering and management at MIT and interning from Seattle.
![Jared Blanchard poses in front of a visualization in the VIVID lab at JPL.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/jaredblanchard_courtesy.jpg)
Courtesy of Jared Blanchard | + Expand image
"I am investigating potential spacecraft trajectories to reach the water worlds orbiting the outer planets, specifically Jupiter's moon Europa. If you take both Jupiter and Europa into account, their gravitational force fields combine to allow for some incredibly fuel-efficient maneuvers between the two. The ultimate goal is to make it easier for mission designers to use these low-energy trajectories to develop mission plans that use very little fuel.
I'm not a gamer, but I just got a new gaming laptop because it has a nice graphics processing unit, or GPU. During my internship at JPL last summer, we used several GPUs and a supercomputer to make our trajectory computations 10,000 times faster! We plan to use the GPU to speed up my work this summer as well. I have my laptop connected to a second monitor up in the loft of the cabin where my wife and I are staying. We just had a baby two months ago, so I have to make the most of the quiet times when he's napping!"
– Jared Blanchard is a graduate student working toward a Ph.D. in aeronautics and astronautics at Stanford University.
![Yohn Ellis, wearing a suit and tie, poses in front of yellow and gold balloons.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/yohnellis_courtesy.jpg)
Courtesy of Yohn I. Ellis Jr. | + Expand image
"I'm doing a theory-based project on the topic of nanotechnology under the mentorship of Mohammad Ashtijou and Eric Perez.
I vividly remember being infatuated with NASA as a youth, so much so that my parents ordered me a pamphlet from Space Center Houston with posters and stickers explaining all of the cool things happening across NASA. I will never forget when I was able to visit Space Center Houston on spring break in 2009. It was by far the most amazing thing I have ever witnessed as a youth. When I was offered the internship at JPL, I was excited, challenged, and motivated. There is a great deal of respect that comes with being an NASA intern, and I look forward to furthering my experiences.
But the challenges are prevalent, too. Unfortunately, the internship is completely virtual and there are limitations to my experience. It is hard working at home with the multiple personalities in my family. I love them, but have you attempted to conduct research with a surround system of romantic comedies playing in the living room, war video games blasting grenades, and the sweet voice of your grandmother asking for help getting pans from the top shelf?"
– Yohn I. Ellis Jr. is a graduate student studying electrical engineering at Prairie View A&M University and interning from Houston.
![Mina Cezairli wears a NASA hat and poses in front of a landscape of green mountains a turqoise ocean and puffy white and grey clouds.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/minacezairli_courtesy.jpg)
Courtesy of Mina Cezairli | + Expand image
"This summer, I am supporting the proposal for a small satellite mission concept called Cupid’s Arrow. Cupid’s Arrow would be a small probe designed to fly through Venus’ atmosphere and collect samples. The ultimate goal of the project is to understand the “origin story” of Venus' atmosphere and how, despite their comparable sizes, Earth and Venus evolved so differently geologically, with the former being the habitable, friendly planet that we call home and the latter being the hottest planet in our solar system with a mainly carbon dioxide atmosphere.
While ordinary JPL meetings include discussions of space probes, rockets, and visiting other planets, my working day rarely involves leaving my desk. Because all of my work can be done on my computer, I have a pretty simple office setup: a desk, my computer, and a wall full of posters of Earth and the Solar System. An average day is usually a combination of data analysis, reading and learning about Venus, and a number of web meetings. The team has several different time zones represented, so a morning meeting in Pacific time accommodates all of Pacific, Eastern and European time zones that exist within the working hours of the team."
– Mina Cezairli is an undergraduate student studying mechanical engineering at Yale University and is interning from New Haven, Connecticut.
![Izabella Zamora sits on steps leading up to a building with pumpkins decorating the steps to her right.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/izabellazamora_courtesy.jpg)
Courtesy of Izabella Zamora | + Expand image
“I'm characterizing the genetic signatures of heat-resistant bacteria. The goal is to improve the techniques we use to sterilize spacecraft to prevent them from contaminating other worlds or bringing contaminants back to Earth. Specifically, I'm working to refine the amount of time spacecraft need to spend getting blasted by dry heat as a sanitation method.
"As someone who has a biology-lab heavy internship, I was quite skeptical of how an online internship would work. There was originally supposed to be lab work, but I think the project took an interesting turn into research and computational biology. It has been a really cool intersection to explore, and I have gained a deeper understanding of the math and analysis involved in addition to the biology concepts."
– Izabella Zamora is an undergraduate student studying biology and computer science at the Massachusetts Institute of Technology and interning from Brimfield, Massachusetts.
![Leilani Trautman poses for a photo at an outside table. The back of her open laptop has dozens of stickers attached to it, including a NASA meatball.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/leilanitrautman_courtesy.jpg)
Courtesy of Leilani Trautman | + Expand image
"I am working on the engineering operations team for the Perseverance Mars rover. After the rover lands on Mars, it will send daily status updates. Every day, an engineer at JPL will need to make sure that the status update looks healthy so that the rover can continue its mission. I am writing code to make that process a lot faster for the engineers.
When I was offered the internship back in November, I thought I would be working on hardware for the rover. Once the COVID-19 crisis began ramping up and I saw many of my friends' internships get cancelled or shortened, I was worried that the same would happen to me. One day, I got a call letting me know that my previous internship wouldn't be possible but that there was an opportunity to work on a different team. I was so grateful to have the opportunity to retain my internship at JPL and get the chance to work with my mentor, Farah Alibay, who was once a JPL intern herself."
– Leilani Trautman is an undergraduate student studying electrical engineering and computer science at MIT and interning from San Diego, California.
![Kathryn Chamberlin poses for an outdoor photo in front of a green hedge.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/kathrynchamberlin_courtesy.jpg)
Courtesy of Kathryn Chamberlin | + Expand image
"I am working on electronics for the coronagraph instrument that will fly aboard the Nancy Grace Roman Space Telescope. The Roman Space Telescope will study dark energy, dark matter, and exoplanets [planets outside our solar system]. The science instrument I'm working on will be used to image exoplanets. It's also serving as a technology demonstration to advance future coronagraphs [which are instruments designed to observe objects close to bright stars].
I was both nervous and excited to have a virtual internship. I’m a returning intern, continuing my work on the coronagraph instrument. I absolutely love my work and my project at JPL, so I was really looking forward to another internship. Since I’m working with the same group, I was relieved that I already knew my team, but nervous about how I would connect with my team, ask questions, and meet other 'JPLers.' But I think my team is just as effective working virtually as we were when working 'on lab.' My mentor and I have even figured out how to test hardware virtually by video calling the engineer in the lab and connecting remotely into the lab computer."
– Kathryn Chamberlin is an undergraduate student studying electrical engineering at Arizona State University and interning from Phoenix.
![Daniel Stover is shown in a screengrab from a web meeting app pointing to an illustration of the Perseverance Mars rover.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/danielstover_courtesy.jpg)
Courtesy of Daniel Stover | + Expand image
"I am working on the flight system for the Perseverance Mars rover. The first half of my internship was spent learning the rules of the road for the entire flight system. My first task was updating command-line Python scripts, which help unpack the data that is received from the rover. After that, I moved on to testing a part of the flight software that manages which mechanisms and instruments the spacecraft can use at a certain time. I have been so grateful to contribute to the Perseverance Mars rover project, especially during the summer that it launches!
I have always been one to be happy with all the opportunities I am granted, but I do have to say it was hard to come to the realization that I would not be able to step foot on the JPL campus. However, I was truly grateful to receive this opportunity, and I have been so delighted to see the JPL spirit translate to the online video chats and communication channels. It's definitely the amazing people who make JPL into the place that everybody admires. Most important, I would like to thank my mentor, Jessica Samuels, for taking the time to meet with me every day and show me the true compassion and inspiration of the engineers at JPL."
– Daniel Stover is an undergraduate student studying electrical and computer engineering at Virginia Tech and interning from Leesburg, Virginia.
![In the image on the left, Sophia Yoo poses for a selfie. In the image on the right, her laptop, mouse, headphones and open notebook are shown at a table outside surrounded by a wooden porch and a green landscape.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/sophiayoo_courtesy.jpg)
Courtesy of Sophia Yoo | + Expand image
"I'm working on a project called the Multi-Angle Imager for Aerosols, or MAIA. It's an instrument that will go into lower Earth orbit and collect images of particulate matter to learn about air pollution and its effects on health. I'm programming some of the software used to control the instrument's electronics. I'm also testing the simulated interface used to communicate with the instrument.
I was ecstatic to still have my internship! I'm very blessed to be able to do all my work remotely. It has sometimes proven to be a challenge when I find myself more than four layers deep in virtual environments. And it can be confusing to program hardware on the West Coast with software that I wrote all the way over here on the East Coast. However, I've learned so much and am surprised by and grateful for the meaningful relationships I've already built."
– Sophia Yoo is an incoming graduate student studying electrical and computer engineering at Princeton University and is interning from Souderton, Pennsylvania.
![Natalie Maus can be seen in the right corner of the image as she looks at a graph on her laptop.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/nataliemaus_courtesy.jpg)
Courtesy of Natalie Maus | + Expand image
"My summer research project is focused on using machine-learning algorithms to make predictions about the density of electrons in Earth’s ionosphere [a region of the planet's upper atmosphere]. Our work seeks to allow scientists to forecast this electron density, as it has important impacts on things such as GPS positioning and aircraft navigation.
Despite the strangeness of working remotely, I have learned a ton about the research process and what it is like to be part of a real research team. Working alongside my mentors to adapt to the unique challenges of working remotely has also been educational. In research, and in life, there will always be new and unforeseen problems and challenges. This extreme circumstance is valuable in that it teaches us interns the importance of creative problem solving, adaptability, and making the most out of the situation we are given."
– Natalie Maus is an undergraduate student studying astrophysics and computer science at Colby College and interning from Evergreen, Colorado.
![Lucas Lange wears hiking gear and poses next to an American Flag at the top of a mountain with a valley visible in the background.](https://webarchive.library.unt.edu/web/20201218012053im_/https://www.jpl.nasa.gov/edu/images/news/lucaslange_courtesy.jpg)
Courtesy of Lucas Lange | + Expand image
"I have two projects at JPL. My first project focuses on the Europa Clipper mission [designed to make flybys of Jupiter's moon Europa]. I study how the complex topography on the icy moon influences the temperature of the surface. This work is crucial to detect 'hot spots,' which are areas the mission (and future missions) aim to study because they might correspond to regions that could support life! My other work consists of studying frost on Mars and whether it indicates the presence of water-ice below the surface.
JPL and NASA interns are connected through social networks, and it's impressive to see the diversity. Some talks are given by 'JPLers' who make themselves available to answer questions. When I came to JPL, I expected to meet superheroes. This wish has been entirely fulfilled. Working remotely doesn't mean working alone. On the contrary, I think it increases our connections and solidarity."
– Lucas Lange is an undergraduate student studying aerospace engineering and planetary science at ISAE-SUPAERO [aerospace institute in France] and interning from Pasadena, California.
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 online at jpl.jobs. Learn more about careers and life at JPL on LinkedIn and by following @nasajplcareers on Instagram.
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, College Students, Virtual Internships, Telework, Mars 2020 interns, Mars 2020, Perseverance, DSN, Deep Space Network, Mars, Asteroids, NEOWISE, Science, Technology, Engineering, Computer Science, Psyche, International Space Station, ISS, Europa, Jupiter, Europa Clipper, trajectory, nanotechnology, Cupid's Arrow, Proposal, Venus, Planetary Protection, Biology, Nancy Grace Roman Space Telescope, Dark Matter, Exoplanets, Multi-Angle Imager for Aerosols, MAIA, Earth, Earth science, air pollution, Hispanic Heritage Month, Black History Month, Asian Pacific American Heritage Month, Earth Science, Earth, Climate Change, Sea Level Rise
Teachable Moments | June 17, 2020
Meet NASA's Next Mars Rover, Perseverance, Launching This Summer
Update: July 6, 2020 – Due to processing delays in preparations to unite the spacecraft with the rocket, the first launch attempt will be no earlier than July 30 at 4:50 a.m. PDT (7:50 a.m. EDT). The launch period has been expanded to Aug. 15. Dates updated below. › Read more
Perseverance, NASA's most advanced Mars rover yet, is scheduled to leave Earth for its seven-month journey to the Red Planet this summer.
Only the fifth NASA rover destined for Mars, Perseverance is designed to build on the work and scientific discoveries of its predecessors. Find out more about the rover's science goals and new technologies below. Plus, learn how you can bring the exciting engineering and science of this mission to students with lessons and DIY projects covering topics like biology, geology, physics, mathematics, engineering, coding and language arts.
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.
![](https://webarchive.library.unt.edu/web/20201218012053im_/https://mars.nasa.gov/system/resources/detail_files/25045_Perseverance_Mars_Rover_Instrument_Labels-web.jpg)
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.
This animated flyover shows the area where Perseverance will land in February 2021 and is narrated by the mission's project scientist, Ken Farley. Credit: NASA/JPL-Caltech | › Learn more about the mission's landing site | Watch on YouTube
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.
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
![Astronauts, an exploration vehicle and a habitat are shown among a rich orange landscape](https://webarchive.library.unt.edu/web/20201218012053im_/https://mars.nasa.gov/system/resources/detail_files/22530_PIA23302-web.jpg)
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.
Join JPL mechanical engineer Mike Meacham to find out how the MOXIE instrument on NASA's Perseverance Mars rover is designed to convert carbon dioxide from Mars' atmosphere into oxygen. Credit: NASA/JPL-Caltech | Watch on YouTube
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.
Join JPL mechanical engineer Mike Meacham to learn about the first helicopter designed for Mars. Credit: NASA/JPL-Caltech | Watch on YouTube
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.
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
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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.
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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Meet JPL Interns of Mars 2020
Read stories about interns helping prepare NASA's next Mars rover for its launch this summer.
Grades
Time
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NASA #CountdownToMars STEM Toolkit
Explore links to activities, lessons, interactives, social media and more resources from NASA to participate in the Perseverance Mars rover mission.
- 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
Meet JPL Interns | June 16, 2020
From Intern to Engineer, the Space Place is Where It's At
It only takes minutes into a conversation with Farah Alibay about her job at NASA's Jet Propulsion Laboratory to realize there's nowhere else she'd rather be. An engineer working on the systems that NASA's next Mars rover will use to maneuver around a world millions of miles away, Alibay got her start at JPL as an intern. In the six years since being hired at the Laboratory, she's worked on several projects destined for Mars and even had a couple of her own interns. Returning intern Evan Kramer caught up with Alibay to learn more about her current role with the Mars 2020 Perseverance rover, how her internships helped pave her path to JPL and how she hopes interns see the same "beauty" in the work that she does.
What do you do at JPL?
I’m a systems engineer. I have two jobs on the Mars 2020 Perseverance rover mission right now. One is the systems engineer for the rover's attitude positioning and pointing. It's my job to make sure that once it's on the surface of Mars, the rover knows where it's pointed, and as it's moving, it can update its position and inform other systems of where it is. So we use things like a gyroscope and imagery to figure out where the rover is pointed and where it's gone as it's traveling.
My other job is helping out with testing the mast [sometimes called the "head"] on the rover. I help make sure that all of the commands and movements are well understood and well tested so that once the rover gets to Mars, we know that the procedures to deploy the mast and operate all of the instruments are going to work properly.
This is probably a tough question to answer, but what is an average day like for you?
Right now, I spend a lot of time testing – either developing procedures, executing procedures in the test bed or reviewing data from the procedures to make sure we're testing all of our capabilities. We start off from requirements of what we think we should be able to do, and then we write our procedures to test out those requirements. We test them out with software, and then we come to the test bed to execute them on hardware. Things usually go wrong, so we'll repeat the procedures a few times. Eventually, once we think we've had a successful run, we have a review.
Most of my testing is on the mobility side. However, it hasn't really started in earnest yet since we're waiting for the rover's "Earth twin" [the engineering model] to be built. Once that happens, later this summer, I will be spending a good chunk of my time in the Mars Yard [a simulated Mars environment at JPL], driving the rover around and actually using real data to figure out whether the software is behaving properly.
Watch the latest video updates and interviews with NASA scientists and engineers about the Mars 2020 Perseverance rover, launching to the Red Planet in summer 2020. | Watch on YouTube
What's the ultimate goal of your work at JPL?
All the work that I do right now is in support of the Perseverance rover mission. On the mobility team, we work on essential functions that are going to be used as the rover drives around on Mars.
One of the really neat things about Perseverance is that it can do autonomous driving. So the rover is able to drive up to 200 meters on its own, without us providing any directional information about the terrain. Working on this new ability has been the bulk of testing we're doing on the mobility team. But this new capability should speed up a lot of the driving that we do on Mars. Once we get smart in planning rover movements, we'll be able to plan a day's worth of activity and then tell the rover, "Just keep going until you're done."
You came to JPL as an intern. What was that experience like and how did it shape what you're doing now?
I spent two summers as an intern at JPL during my Ph.D. The first one was in 2012, which was the summer that the Curiosity Mars rover landed. That was a pretty incredible experience. As someone who had only spent one summer at NASA before, seeing the excitement around landing a spacecraft on Mars, well, I think it's hard not to fall in love with JPL when you see that happen. During that summer, I worked on the early days of the A-Team [JPL's mission-concept study team], where I was helping out with some of the mission studies that were going on.
My second summer, I worked in the Mars Program Office, looking at a mission concept to return samples from Mars. I was helping define requirements and look at some of the trade studies. We were specifically looking at designs for orbiters that could bring back samples from Mars. A lot of that fed into my graduate research. It's pretty cool to be able to say that I applied my research and research tools to real problems to help JPL's Mars sample return studies.
What brought you to JPL for your internship? Was working at JPL always a dream for you?
Yeah, working at NASA was always a dream, but going into my Ph.D., I became more and more interested in robotics and planetary exploration. I have a Ph.D. in aerospace engineering, but I also have a minor in planetary science. There are very few places on Earth that really put those two together besides JPL, and it's the only place that has successfully landed a spacecraft on Mars. So, given my passions and my interests, JPL emerged at the top of my list very, very quickly. Once I spent time here, I realized that I fit in. My work goals and my aspirations fit into what people were already doing here.
What moments or memories from your internships stand out the most?
The Curiosity landing was definitely one of the highlights of my first internship.
Another one of the highlights is that JPL takes the work that interns do really seriously. I was initially surprised by that, and I think that's true of every intern I've met. Interns do real work that contributes to missions or research. I remember, for example, presenting some of my work to my mentor, who was super-excited about some of the results I was getting. For me, that was quite humbling, because I saw my research actually helping a real mission. I think I'll always remember that.
How do you think your internship shaped your career path and led to what you're doing now?
My internships definitely opened a lot of doors for me. In particular, during my second internship, I also participated in the Planetary Science Summer School at JPL. Throughout the summer, we met with experts in planetary science to develop a mission concept, and then we came together as a team to design the spacecraft in one week! It was an intense week but also an extremely satisfying one. The highlight was being able to present our work to some of the leading engineers and scientists at JPL. We got grilled, and they found a whole lot of holes in our design, but I learned so much from it. How often do you get to have your work reviewed by experts in the field?
Through these experiences, I made a lot of connections and found mentors who I could reach out to. Since I knew JPL is where I wanted to be, I took it upon myself to knock on every single door and make my case as to why JPL should hire me. I actually never interviewed, because by then, they decided that I had done my own interviews!
My internships and the summer school also gave me an idea of what I wanted to do and what I didn't want to do. So I was a step ahead of other applicants. I always tell interns who come to JPL that if they're not particularly liking their work in the first few weeks, they should take the opportunity to go out and explore what else JPL has to offer. I believe that there's a place for everyone here.
Have you had your own interns before?
I had interns my first two summers working at JPL. Two of my interns are now also full-time employees, and I always remind them that they were my interns when I see them! I also have an intern this summer who I'm extremely excited to work with, as she'll be helping us prepare some of the tools we'll need for operating the Perseverance rover on Mars.
What is your mentorship style with interns?
My goal for interns is mostly for them to learn something new and discover JPL, so I usually let my interns drive in terms of what they want to achieve. Normally, I sit down with them at the start of summer and define a task, because we want them to be doing relevant work. But I encouraged them to take time off from what they're doing and explore JPL, attend events that we have organized for interns and decide whether this is a place for them or not.
It's kind of a dual mentorship. I mentor them in terms of doing their work, but also mentor them in terms of helping them evolve as students and as early career engineers.
What do you hope they take away from their experience?
I hope they take advantage of this unique place and that they fall in love with it the way I did. Mostly, though, I'm hoping they discover whether this is a place for them or not. Whatever it is, I want them to be able to find their passion.
What would be your advice for those looking to intern or work at JPL one day?
I think the way into JPL, or whatever career that you're going to end up in, is to be 100% into what you're doing. If you're in school, studying aerospace engineering or mechanical engineering, do hands-on projects. The way I found opportunities was through the Planetary Science Summer School and the Caltech Space Challenge, which were workshops. I also did something called RASC-AL, which is a different workshop from the National Institute of Aerospace. Do all of those extracurricular things that apply your skills and develop them.
If you have the opportunity to attend talks, or if your advisor gives you extra work that requires you to reach out to potential mentors, take the time to do it.
My other piece of advice is to knock on doors and talk to people who do something in your field that you're interested in. Don't be shy, and don't wait for opportunities to come to you. Especially if you're already at JPL, or if you have mentors that are. Leverage that network.
Last question: If you could play any role in NASA's mission to send humans back to the Moon and eventually on to Mars, what would it be?
I chose to come to JPL because I like working on robotic missions. However, a lot of these robotic missions are precursors to crewed lunar and Mars missions. So I see our role here as building up our understanding of Mars and the Moon [to pave the way for future human missions].
I've worked on different Mars missions, and every one has found unexpected results. We're learning new things about the environment, the soil and the atmosphere with every mission. So I already feel like my work is contributing to that. And especially with the Perseverance rover mission, one of its main intentions is to pave the way for eventually sending humans to Mars.
This story is part of an ongoing series about the career paths and experiences of JPL scientists, engineers, and technologists who got their start as interns at the Southern California laboratory. › Read more from the series
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.
Career opportunities in STEM and beyond can be found online at jpl.jobs. Learn more about careers and life at JPL on LinkedIn and by following @nasajplcareers on Instagram.
TAGS: Mars, Mars Rover, Perseverance, Mars 2020, Mars 2020 Interns, PSSS, Planetary Science Summer School, Internships, Workshops, Career Advice, Mentors, Where Are They Now