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Nasa’S Near-Earth Asteroid (Nea) Scout A Smallsat Nea Reconnaissance Mission
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Robust Solar Sail Trajectory Design under Uncertainty with Application to NEA Scout Mission
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Passive Roll Stabilization of the Near Earth Asteroid Scout Solar Sail Mission
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Galaxy Zoo: Clump Scout – Design and first application of a two-dimensional aggregation tool for citizen science
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The Chesapeake Bay Impact Crater: An Educational Investigation for Students into the Planetary Impact Process and its Environmental Consequences
Planetary impact craters are a common surface feature of many planetary bodies, including the Earth, the Moon, Mars, Mercury, Venus, and Jupiter s moons, Ganymede and Callisto. The NASA Langley Research Center in Hampton, VA, is located about 5 km inside the outer rim of the Chesapeake Bay Impact Crater. The Chesapeake Bay Impact Crater, with a diameter of 85 km is the sixth largest impact crater on our planet. The U.S. Geological Survey (USGS), in collaboration with the NASA Langley Research Center, the Virginia Department of Environmental Quality (VDEQ), the Hampton Roads Planning District Commission (HRPDC), and the Department of Geology of the College of William and Mary (WM) drilled into and through the crater at the NASA Langley Research Center and obtained a continuous core to a depth of 2075.9 ft (632.73 meters) from the Chesapeake Bay Impact Crater. At the NASA Langley location, the granite basement depth was at 2046 ft (623.87 meters). This collaborative drilling activity provided a unique educational opportunity and ongoing educational partnership between USGS, NASA Langley and the other collaborators. NASA Langley has a decade-long, ongoing educational partnership with the Colonial Coast Council of the Girl Scouts. The core drilling and on site analysis and cataloguing of the core segments provided a unique opportunity for the Girl Scouts to learn how geologists work in the field, their tools for scientific investigation and evaluation, how they perform geological analyses of the cores in an on-site tent and learn about the formation of impact craters and the impact of impacting bodies on the sub-surface, the surface, the oceans and atmosphere of the target body. This was accomplished with a two-part activity. Girl Scout day camps and local Girl Scout troops were invited to Langley Research Center Conference Center, where more than 300 Girl Scouts, their leaders and adult personnel were given briefings by scientists and educators from the USGS, NASA, VDEQ, HRPDC and WM on the principles of geology, the formation of impact craters, the consequences of the impacting body on the atmosphere, ocean, surface and sub-surface, the geological, chemical and biological analyses of the core and the cataloguing and storage of the core segments, etc. After the briefings, the Girl Scouts visited the drilling site where they inspected the core drilling rig, examined the core samples and discussed the drilling procedures, cores and interpretation of the cores with scientists and educators from the organizations conducting the core drilling. Demonstrations at the drilling site included demonstrations of impacting objects hitting multi-colored layered mud targets at different angles of entry. The multi-colored layers of mud were instructive in mapping out the distribution of impact-ejected material around the impact crater. The presentation will include a series of photographs of the Girl Scout participating in activities at the Chesapeake Bay Impact Crater drill site, including retrieving cores from the drilling rig, inspecting the core samples and participating in the impact-crater formation demonstrations.
Surface Operations: Two Case Studies of Simulated Lunar Operations
In September 2007, a team of scientists and engineers from several NASA centers participated in a field exercise at Meteor Crater, Arizona. The tests in this field exercise utilized recently developed robots of varying scales and capabilities and humans in pressurized space suits. Two examples of operations performed in the field are presented: a surface operations scenario involving suited crew supported by a number of mobile robots and setup operations for accessing a crater. The surface operations scenario simulated the end of a crew sortie and involved the following agents: 1) Suit subjects from Johnson Space Center s (JSC) advanced spacesuit laboratory 2) JSC's unpressurized crewed rover testbed, SCOUT 3) The Jet Propulsion Laboratory s (JPL) rough terrain, payload carrying robot, ATHLETE 4) JSC's Astronaut assist robot, Robonaut 5) Ames Research Center's (ARC) inspection robot, K-10. Operations began with ATHLETE positioning a pressurized rover compartment (PRC) as two crew members drove the SCOUT unpressurized rover from the field. The crew dismounted SCOUT, walked to the PRC for recharging. Robonaut then removed a sample box from the SCOUT equipment tray. K-10 then performed a drive around inspection of SCOUT, assembling a mosaic image. Lastly, the SCOUT vehicle was remotely driven to the next site. The setup operations for crater access scenario involved ATHLETE and Robonaut. This scenario began with Robonaut approaching ATHLETE and extracting a tether line. ATHLETE then extracted a drill and drilled an anchor into the surface. Robonaut then reconnected the tether to the anchor and backed away. ATHLETE is then ready to descend into the crater. This descending into the crater step is currently in the planning phase.
The world of tomorrow: Aerospace activities for 8- to 10-year olds. A guide for leaders of children's groups and teachers of the lower grades
During January 1977, NASA helped the Cub Scout Division of the Boy Scouts of America in the conduct of its The World of Tomorrow monthly theme. In this period, 249 Cub Scout packs participated in a nationwide aerospace activities project, a pilot project in which den leaders and Cubmasters conducted local programs for their Cub Scouts and Webelos Scouts. The products of these local programs are presented with the written accounts submitted by adult leaders and written compositions, pictures, and photographs of models submitted by the youngsters.
Environmental protection requirements for scout/shuttle auxiliary stages
The requirements for enabling the Scout upper stages to endure the expected temperature, mechanical shock, acoustical and mechanical vibration environments during a specified shuttle mission were determined. The study consisted of: determining a shuttle mission trajectory for a 545 kilogram (1200 pound) Scout payload; compilation of shuttle environmental conditions; determining of Scout upper stages environments in shuttle missions; compilation of Scout upper stages environmental qualification criteria and comparison to shuttle mission expected environments; and recommendations for enabling Scout upper stages to endure the exptected shuttle mission environments.
San Marco-C Explorer
On or about 24 April 1971, the San Marco-C spacecraft will be launched from the San Marco Range located off the coast of Kenya, Africa, by a Scout launch vehicle. The launch will be conducted by an Italian crew. The San Marco-C is the third cooperative satellite project between Italy and the United States. The first such cooperative project resulted in the San Marco-1 satellite which was launched into orbit from the Wallops Island Range with a Scout vehicle on 15 December 1964. The successful launch demonstrated the readiness of the Italian Centro Ricerche Aerospaziuli (CRA) launch crews to launch the Scout vehicle and qualified the basic spacecraft design. The second in the series of cooperative satellite launches was the San Marco-II which was successfully launched into orbit from the San Marco Range on 26 April 1967. This was the first Scout launch from the San Marco Range. The San Marco-II carried the same accelerometer as San Marco-1, but the orbit permitted the air drag to be studied in detail in the equatorial region. The successful launch also served to qualify the San Marco Range as a reliable facility for future satellite launches, and has since been used for the successful launch of SAS-A (Explorer 42). This cooperative project has been implemented jointly by the Italian Space Commission and NASA. The CRA provided the spacecraft, its subsystems, and an air drag balance; Goddard Space Flight Center (GSFC) provided an omegatron and a neutral mass spectrometer, technical consultation and support. In addition, NASA provided the Scout launch vehicle. The primary scientific objective of the San Marco-C is to obtain, by measurement, a description of the equatorial neutral-particle atmosphere in terms of its density, com- position, and temperature at altitudes of 200 km and above, and to obtain a description of variations that result from solar and geomagnetic activities. The secondary scientific objective is to investigate the interdependence of three neutral-density-measurement techniques from one spacecraft: direct particle detection, direct drag, and integrated drag.
Deployable Propulsion and Power Systems for Solar System Exploration
NASA is developing thin-film based, deployable propulsion, power and communication systems for small spacecraft that could provide a revolutionary new capability allowing small spacecraft exploration of the solar system. The Near Earth Asteroid (NEA) Scout reconnaissance mission will demonstrate solar sail propulsion on a 6U CubeSat interplanetary spacecraft and lay the groundwork for their future use in deep space science and exploration missions. Solar sails use sunlight to propel vehicles through space by reflecting solar photons from a large, mirror-like sail made of a lightweight, highly reflective material. This continuous photon pressure provides propellantless thrust, allowing for very high delta V maneuvers on long-duration, deep space exploration. Since reflected light produces thrust, solar sails require no onboard propellant. The Lightweight Integrated Solar Array and Transceiver (LISA-T) is a launch stowed, orbit deployed array on which thin-film photovoltaic and antenna elements are embedded. Inherently, small satellites are limited in surface area, volume, and mass allocation; driving competition between power, communications, and GN&C (guidance navigation and control) subsystems. This restricts payload capability and limits the value of these low-cost satellites. LISA-T is addressing this issue, deploying large-area arrays from a reduced volume and mass envelope - greatly enhancing power generation and communications capabilities of small spacecraft. The NEA Scout mission, funded by NASA's Advanced Exploration Systems Program and managed by NASA MSFC, will use the solar sail as its primary propulsion system, allowing it to survey and image one or more NEA's of interest for possible future human exploration. NEA Scout uses a 6U cubesat (to be provided by NASA's Jet Propulsion Laboratory), an 86 sq m solar sail and will weigh less than 12 kilograms. NEA Scout will be launched on the first flight of the Space Launch System in 2018. Similar in concept to the NEA Scout solar sail, the LISA-T array is designed to fit into a very small volume and provide abundant power and omnidirectional communications in just about any deployment configuration. The technology is being proposed for flight validation as early as 2019 in a low earth orbit demonstration using a 3U cubesat, of which less than 1U will be devoted to the LISA-T power and propulsion system. By leveraging recent advancements in thin films, photovoltaics and miniaturized electronics, new mission-level capabilities will be enabled aboard lower-cost small spacecraft instead of their more expensive, traditional counterparts, enabling a new generation of frequent, inexpensive deep space missions.
Machine Learning For Planetary Mining Applications
Robotic mining could prove to be an efficient method of mining resources for extended missions on the Moon or Mars. One component of robotic mining is scouting an area for resources to be mined by other robotic systems. Writing controllers for scouting can be difficult due to the need for fault tolerance, inter-agent cooperation, and agent problem solving. Reinforcement learning could solve these problems by enabling the scouts to learn to improve their performance over time. This work is divided into two sections, with each section addressing the use of machine learning in this domain. The first contribution of this work focuses on the application of reinforcement learning to mining mission analysis. Various mission parameters were modified and control policies were learned. Then agent performance was used to assess the effect of the mission parameters on the performance of the mission. The second contribution of this work explores the potential use of reinforcement learning to learn a controller for the scouts. Through learning, these scouts would improve their ability to map their surroundings over time.
A Planetary Protection Strategy for the Mars Aerial Regional-Scale Environmental Survey (ARES) Mission Concept
The Aerial Regional-scale Environmental Survey (ARES) is a Mars exploration mission concept designed to send an airplane to fly through the lower atmosphere of Mars, with the goal of taking scientific measurements of the atmosphere, surface, and subsurface phenomenon. ARES was first proposed to the Mars Scout program in December 2002 for a 2007 launch opportunity and was selected to proceed with a Phase A study, step-2 proposal which was submitted in May 2003. ARES was not selected for the Scout mission, but efforts continued on risk reduction of the atmospheric flight system in preparation for the next Mars Scout opportunity in 2006. The ARES concept was again proposed in July 2006 to the Mars Scout program but was not selected to proceed into Phase A. This document describes the Planetary Protection strategy that was developed in ARES Pre Phase-A activities to help identify, early in the design process, certain hardware, assemblies, and/or subsystems that will require unique design considerations based on constraints imposed by Planetary Protection requirements. Had ARES been selected as an exploration project, information in this document would make up the ARES Project Planetary Protection Plan.
Testing and Maturing a Mass Translating Mechanism for a Deep Space CubeSat
Near Earth Asteroid (NEA) Scout is a deep space satellite set to launch aboard NASA’s Exploration Mission 1. The spacecraft fits within a CubeSat standard 6U (about 300 x 200 x 100 mm) and is designed to travel 1 AU over a 2.5 year mission to observe NEA VG 1991. The spacecraft will use an 86 square meter solar sail to maneuver from lunar orbit to the NEA. One of the critical mechanisms aboard NEA Scout, the Active Mass Translator (AMT), has gone through rigorous design and test cycles since its conception in July of 2015. The AMT is a two-axis translation table required to balance the spacecraft’s center of mass (CM) and solar sail center of pressure (CP) while also trimming disturbance torque created by off-nominal sail conditions. The AMT has very limited mass and volume requirements, but is still required to deliver a large translation range—about 160 x 68 mm—at sub mm accuracy and precision. The system must accommodate and protect a shielded wire harness and coax cables during translation. Lastly, the system has been constrained to operate in complete exposure to space with limited power and data budgets for mechanical and thermal needs. The NEA Scout team has developed and carried out a rigorous test suite for the prototype and engineering development unit (EDU). These tests uncovered numerous design failures and led to many failure investigations and iteration cycles. This paper will site each discovery and discuss at length the most surprising and difficult failures to date as the NEA Scout AMT moved through functional, random vibration, thermal vacuum, harnessing, and design life verification testing. A paper was previously presented at the 43rd Aerospace Mechanisms Symposia entitled, “Development of a High Performance, Low Profile Translation Table with Wire Feedthrough for a Deep Space CubeSat”. This paper will make note of specific lessons learned from the test activities: testing ideologies for high-risk missions, thermal mitigation design for small mechanisms, non-flight qualified stepper motor accommodation, harnessing volume allocation/design, and ground testing of mechanisms developed for zero-g environments.
SmartFlower Renewable Energy Program (Final Technical Report)
The SmartFlower Renewable Energy Programming project brings renewable energy education to K-12 youth in the region. The motivation of the project was to pair an educational curriculum with Girl Scouts of the Colonial Coast’s newly acquired SmartFlower. A SmartFlower is a solar energy device shaped like a flower in which each petal is a solar panel. The ‘stem’ of the SmartFlower rotates throughout the day, so the petal panels follow the sun’s path and maximize sunlight absorption. The goal of the project was to create an educational curriculum for K-12 youth that centered the SmartFlower and other renewable energy related topics. The Girl Scouts of Colonial Coast team created two educational curriculums; each designed for a specific age group (K-5 and 6 th -12 th grade). Both curriculums walk participants through hands-on activities about the sun, renewable energy, and sustainability. The project adds to educational opportunities in the region and for Girl Scouts. As renewable energy becomes more prevalent and essential, youth must be informed on its’ mechanics and application. The project provides an age-appropriate educational tool that welcomes youth to visit the SmartFlower, understand its larger purpose, and consider the importance of renewable energy. The project was achieved on a modest budget of $16,672 and its sustainability beyond the project period has low to no cost for participants. The curriculum is free and accessible on our website and can be used as an evergreen educational tool. The SmartFlower Renewable Energy Programming project benefits the public as it provides a free, easily accessible education tool to children, families, caregivers, and local educators that is scientifically based and relevant to our energy landscape.
Electronic delay ignition module for single bridgewire Apollo standard initiator
An engineering model and a qualification model of the EDIM were constructed and tested to Scout flight qualification criteria. The qualification model incorporated design improvements resulting from the engineering model tests. Compatibility with single bridgewire Apollo standard initiator (SBASI) was proven by test firing forty-five (45) SBASI's with worst case voltage and temperature conditions. The EDIM was successfully qualified for Scout flight application with no failures during testing of the qualification unit. Included is a method of implementing the EDIM into Scout vehicle hardware and the ground support equipment necessary to check out the system.