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NASA NTRS1996

Space Station Furnace Facility Management Information System (SSFF-MIS) Development

This report summarizes the chronology, results, and lessons learned from the development of the SSFF-MIS. This system has been nearly two years in development and has yielded some valuable insights into specialized MIS development. General: In December of 1994, the Camber Corporation and Science Applications International Corporation (SAIC) were contracted to design, develop, and implement a MIS for Marshall Space Flight Center's Space Station Furnace Facility Project. The system was to be accessible from both EBM-Compatible PC and Macintosh platforms. The system was required to contain data manually entered into the MIS as well as data imported from other MSFC sources. Electronic interfaces were established for each data source and retrieval was to be performed at prescribed time intervals. The SOW requirement that predominantly drove the development software selection was the dual-platform (IBM-PC and Macintosh) requirement. The requirement that the system would be maintained by Government personnel influenced the selection of Commercial Off-the-shelf software because of its inherent stability and readily available documentation and support. Microsoft FoxPro Professional 2.6 for Windows and Macintosh was selected as the development tool. This is a software development tool that has been in use for many years. It is stable and powerful. Microsoft has since released the replacement for this product, Microsoft Visual FoxPro, but at the time of this development, it was only available on the Windows platform. The initial contract included included the requirement for capabilities relating to the Work- and Organizational Breakdown Structures, cost (plan and actuals), workforce (plan and actuals), critical path scheduling, trend analysis, procurements and contracts, interface to manufacturing, Safety and Mission Assurance, risk analysis, and technical performance indicators. It also required full documentation of the system and training of users. During the course of the contract, the requirements for Safety and Mission Assurance interface, risk analysis, and technical performance indicators were deleted. Additional capabilities were added as reflected in the Contract Chronology below. Modification 4 added the requirement for Support Contractor manpower data, the ability to manually input data not imported from non-nal sources, a general 'health' indicator screen, and remote usage. Mod 6 included the ability to change the level of planning of Civil Service Manpower at any time and the ability to manually enter Op Codes in the manufacturing data where such codes were not provided by the EMPACS database. Modification 9 included a number of changes to report contents and formats. Modification 11 required the preparation of a detailed System Design Document.

Meade, Robert M.↗
NASA NTRSDate not supplied

NASA’s Student Airborne Science Activation for Minority Serving Institutions: Inaugural Program, Educational Outcomes, and Lessons Learned

The NASA Student Airborne Science Activation (SaSa) for Minority Serving Institutions (MSIs) held its inaugural summer research program for early career undergraduates interested in the Geosciences. SaSa is a NASA Science Activation funded 8-week summer internship program. Twenty-four first- and second-year undergraduates from MSIs across the U.S. participated in the summer program - June 6 to July 29, 2022. Students had the opportunity to gain hands-on research experience in all components of an airborne science campaign including flying on-board a NASA research aircraft to collect atmospheric measurements. Students conducted independent research projects related to the atmosphere, ocean, and geosciences that feed into NASA’s broader Earth Science Division’s and Decadal Survey goals using air quality, meteorological, and oceanic measurements from surface, airborne, and satellite-based observations. The program split its time between partner institution, University of Maryland Baltimore County and NASA’s Wallops Flight Facility in Wallops Island, Virginia. Students also made site visits at partner institutions, including: Hampton University, University of Maryland Eastern Shore, Morgan State University, Howard University, and Coppin State University and attended lectures from visiting faculty and NASA Subject Matter Experts. Students were guided on their research projects by near-peer graduate mentors, SaSa program leadership, co-Is at partner institutions, and NASA scientists to address two major research themes: 1) how human-caused air pollution has human and environmental implications, and 2) how large-scale meteorological factors influence local weather conditions. Students sorted into research groups, based on sub-discipline areas in the Geosciences, including: “Clouds, Aerosols and Radiation”, “Meteorology and Planetary Boundary Layer”, “Air Quality: Particle Pollution and Trace Gases”, and “Air-Water-Land Interface”. Their research was presented as 3-minute lightning talks and in-person poster presentations at a close-out event at NASA Goddard Space Flight Center in Greenbelt, Maryland. The students’ inter- and trans-disciplinary research experiences centered in the use of multiple ground, airborne, and satellite remote sensing NASA Earth Science Division assets. Providing a unique experience aligned to recognize the societal benefits that NASA contributes in the areas of resource management, air quality monitoring and policy decisions, energy and weather predictions, and research on the Earth’s climate. The SaSa program aims to increase the number of students from MSIs that identify as underrepresented or underserved individuals in the Geosciences discipline, Earth System Science graduate programs, and the NASA workforce. A summary of the summer research program, educational, scientific, and programmatic outcomes, as well as lessons learned will be presented.

NASA↗
NASA NTRS2010

Ares I-X Flight Test Development Challenges and Success Factors

The NASA Constellation Program's Ares I-X rocket launched successfully on October 28, 2009 collecting valuable data and providing risk reduction for the Ares I project. The Ares I-X mission was formulated and implemented in less than four years commencing with the Exploration Systems Architecture Study in 2005. The test configuration was founded upon assets and processes from other rocket programs including Space Shuttle, Atlas, and Peacekeeper. For example, the test vehicle's propulsion element was a Shuttle Solid Rocket Motor. The Ares I-X rocket comprised a motor assembly, mass and outer mold line simulators of the Ares I Upper Stage, Orion Spacecraft and Launch Abort System, a roll control system, avionics, and other miscellaneous components. The vehicle was 327 feet tall and weighed approximately 1,800,000 pounds. During flight the rocket reached a maximum speed of Mach 4.8 and an altitude of 150,000 feet. The vehicle demonstrated staging at 130,000 feet, tested parachutes for recovery of the motor, and utilized approximately 900 sensors for data collection. Developing a new launch system and preparing for a safe flight presented many challenges. Specific challenges included designing a system to withstand the environments, manufacturing large structures, and re-qualifying heritage hardware. These and other challenges, if not mitigated, may have resulted in test cancellation. Ares I-X succeeded because the mission was founded on carefully derived objectives, led by decisive and flexible management, implemented by an exceptionally talented and dedicated workforce, and supported by a thorough independent review team. Other major success factors include the use of proven heritage hardware, a robust System Integration Laboratory, multi-NASA center and contractor team, concurrent operations, efficient vehicle assembly, effective risk management, and decentralized element development with a centralized control board. Ares I-X was a technically complex test that required creative thinking, risk taking, and a passion to succeed.

Askins, Bruce↗
NASA NTRS1997

An Undergraduate Intern Program at PACES

The University of Texas at El Paso (UTEP) established the Pan American Center for Earth and Environmental Studies (PACES) in 1995 to conduct basic and applied research that contributes to NASA's Mission to Planet Earth. Specifically, PACES provides a repository of remote sensing and other information that supports investigations into an improved understanding of geological, ecological and environmental processes occurring in the southwestern United States and Northern Mexico. Approximately 85% of UTEP's students come from El Paso County, a fast growing urban region representative of many large cities in the Southwest that have, or will soon have, a majority of their population composed of groups currently underrepresented in the scientific and technical workforce. UTEP's student population has an ethnic distribution (63% Hispanic, 32% Anglo, 3% African American, 1.5 % Asian American, and less than 1% Native American) that closely matches the demographics of the region it serves. Thus, UTEP has a mission to serve a multicultural population where minority students comprise the majority. Most Hispanic students at UTEP are primarily of Mexican origin. A large number are first or second-generation U.S. citizens. Characteristics that unite Hispanic students, in particular those of Mexican-origin, are a strong sense of family loyalty and a belief that all family members are responsible for contributing to the economic stability and well-being of the family. Most of their families are larger in number than the national average, and a variety of generations live together or share considerable resources. Thus, many young people feel an obligation and a desire to go to work at a young age and to continue working while in college, thereby assisting their parents and other family members. Older siblings understand that they have responsibilities to do household chores, to aid their younger siblings economically, and to assist elderly family members. This "work ethic" within the context of family responsisilities is often viewed as being as important as higher education aspirations by both parents and university students. As a consequence, much effort at UTEP has been placed in recent years upon creating opportunities for students to earn income while working on campus as undergraduate research assistants on research projects related to their majors. Work assignments of this sort serve to promote retention efforts, to introduce students with the possibility of graduate study and to develop students professionally. Also, the involvement of students in group-oriented research projects at UTEP which require frequent oral and written reports has been proven beneficial at promoting communication skills of students. Because an estimated 60% of UTEP's students are first-generation college students, many are often uncertain graduate education.

Starks, Scott A.↗
NASA NTRS1997

Summer High School Apprenticeship Research Program (SHARP)

The summer of 1997 will not only be noted by NASA for the mission to Mars by the Pathfinder but also for the 179 brilliant apprentices that participated in the SHARP Program. Apprentice participation increased 17% over last year's total of 153 participants. As indicated by the End-of-the-Program Evaluations, 96% of the programs' participants rated the summer experience from very good to excellent. The SHARP Management Team began the year by meeting in Cocoa Beach, Florida for the annual SHARP Planning Conference. Participants strengthened their Education Division Computer Aided Tracking System (EDCATS) skills, toured the world-renowned Kennedy Space Center, and took a journey into space during the Alien Encounter Exercise. The participants returned to their Centers with the same goals and objectives in mind. The 1997 SHARP Program goals were: (1) Utilize NASA's mission, unique facilities and specialized workforce to provide exposure, education, and enrichment experiences to expand participants' career horizons and inspire excellence in formal education and lifelong learning. (2) Develop and implement innovative education reform initiatives which support NASA's Education Strategic Plan and national education goals. (3) Utilize established statistical indicators to measure the effectiveness of SHARP's program goals. (4) Explore new recruiting methods which target the student population for which SHARP was specifically designed. (5) Increase the number of participants in the program. All of the SHARP Coordinators reported that the goals and objectives for the overall program as well as their individual program goals were achieved. Some of the goals and objectives for the Centers were: (1) To increase the students' awareness of science, mathematics, engineering, and computer technology; (2) To provide students with the opportunity to broaden their career objectives; and (3) To expose students to a variety of enrichment activities. Most of the Center goals and objectives were consistent with the overall program goals. Modem Technology Systems, Inc., was able to meet the SHARP Apprentices, Coordinators and Mentors during their site visits to Stennis Space Center, Ames Research Center and Dryden Flight Research Center. All three Centers had very efficient programs and adhered to SHARP's general guidelines and procedures. MTSI was able to meet the apprentices from the other Centers via satellite in July during the SHARP Video-Teleconference(ViTS). The ViTS offered the apprentices and the NASA and SHARP Coordinators the opportunity to introduce themselves. The apprentices from each Center presented topical "Cutting Edge Projects". Some of the accomplishments for the 1997 SHARP Program year included: MTSI hiring apprentices from four of the nine NASA Centers, the full utilization of the EDCATS by apprentices and NASA/SHARP Coordinators, the distribution of the SHARP Apprentice College and Scholarship Directory, a reunion with former apprentices from Langley Research Center and the development of a SHARP Recruitment Poster. MTSI developed another exciting newsletter containing graphics and articles submitted by the apprentices and the SHARP Management Team.

Source record↗
NASA NTRS2014

Dorothy Jorgensen - Co-Op Tour Summary

NASA is a household name in this day and age, known commonly as America's government-run powerhouse of innovation and space exploration. It is a common dream for students to be a part of NASA's workforce, but I did not realize that it was my dream until I found that I could not imagine working anywhere else. From August to December, I had the privilege of a co-op tour with NASA at the Johnson Space Center. The National Aeronautics and Space Administration (NASA) first formed in the early hysteria of the Cold War, and in its early days it received enormous funding and political support. It was America's response to the Russian Sputnik, which was a not only a stark symbol of what was suddenly possible, but also of how far behind the United States had fallen in the race for technology. The political atmosphere in the world has since changed, but NASA's drive to push the boundaries of the impossible has not faded: NASA's primary mission has been exploration for the betterment of mankind, and it works towards that mission to this day. The specific NASA site that I worked in was by a coast near Houston, TX, at the Johnson Space Center (Figure 1). I was led on my first day of work to a building dedicated to Structural Engineering (Building 13), which was where I would be spending most of my time in the months to come. It was here that I had my desk and cubicle, and would later do the bulk of my computer modeling and theoretical planning. Later that day we traveled to the Vibrations and Acoustics Test Facility (Building 49), and here I was shown the parts we would use for our technical project and the locations we would work in. I worked in the Loads and Dynamics Branch of the Structural Engineering Division, in the Engineering Directorate.

Jorgensen, Dorothy↗
NASA NTRS2004

The Training Process of the Organization Development and Training Office

The Organization Development and Training Office provides training and development opportunities to employees at NASA Glenn Research Center, as a division of the Office of Human Resources and Workforce Planning. Center-wide required trainings, new employee trainings, workshops and career development programs are organized by the OD&TO staff. They also arrange all academic, non-academic, headquarters, fellowship and learning center sponsored courses. They also service organizations wishing to work more effectively by facilitating teambuilding exercises. Equal Opportunity programs and upward mobility programs such as the STEP and GO programs for administrative staff. In working with my mentor I am very involved with Cuyahoga Community College classes, mandatory supervisory training and administrative staff workshops. My largest tasks are in the secretarial training category. The Supporting Organizations And Relationships workshop for administrative personnel, commonly known as SOAR, began last year and continued this summer with follow-up workshops. Months before a workshop or class is brought to Glenn, a need has to be realized. In this case, administrative staff did not feel they had an opportunity to receive relevant training and develop skills through teambuilding, networking and communication. A Statement of work is then created as several companies are contacted about providing the training. After the company best suited to meet the target group s needs is selected, the course is announced with an outline of all pertinent information. A reservation for a facility is made and applications or nominations, depending on the announcement s guidelines, are received from interested employees. Confirmations are sent to participants and final preparations are made but there are still several concluding steps. A training office staff member also assists the facilitator with setting up the facility and introducing the class. After the class, participants evaluations are read and summarized to determine the effectiveness of the class and instructor. In addition to the SOAR workshops, I have several projects and daily tasks to complete. Coding training applications, which require me to be familiar with Glenn s budgetary allocations and policies on training, is an ongoing process. It also requires verifying information reported by an employee via her C-478 form, more commonly known as the training application. I am also the point of contact for the Cuyahoga Community College Advising Sessions held here at NASA Glenn which involves coordinating counselors visits with employees schedules. Two databases had to be created. The first database holds information on administrative staff, and the other tracks supervisors training histories. Through these assignments I gained experience in Microsoft Access 2002 and spreadsheet creation, communicating with co-workers, and successfully facilitating a training to serve specific purposes. With trainings and evaluations to assessment them, the Organization Development and Training Office can assure a quality product and continued customer satisfaction.

Johnson, Melissa S.↗
NASA NTRS2004

Lessons Learned Study Final Report for the Exploration Systems Mission Directorate

This report is the final product of a 90-day study performed for the Exploration Systems Mission Directorate. The study was to assemble lessons NASA has learned from previous programs that could help the Exploration Systems Mission Directorate pursue the Exploration vision. It focuses on those lessons that should have the greatest significance to the Directorate during the formulation of program and mission plans. The study team reviewed a large number of lessons learned reports and data bases, including the Columbia Accident Investigation Board and Rogers Commission reports on the Shuttle accidents, accident reports from robotic space flight systems, and a number of management reviews by the Defense Sciences Board, Government Accountability Office, and others. The consistency of the lessons, findings, and recommendations validate the adequacy of the data set. In addition to reviewing existing databases, a series of workshops was held at each of the NASA centers and headquarters that included senior managers from the current workforce as well as retirees. The full text of the workshop reports is included in Appendix A. A lessons learned website was opened up to permit current and retired NASA personnel and on-site contractors to input additional lessons as they arise. These new lessons, when of appropriate quality and relevance, will be brought to the attention of managers. The report consists of four parts: Part 1 provides a small set of lessons, called the Executive Lessons Learned, that represent critical lessons that the Exploration Systems Mission Directorate should act on immediately. This set of Executive Lessons and their supporting rationale have been reviewed at length and fully endorsed by a team of distinguished NASA alumni; Part 2 contains a larger set of lessons, called the Selected Lessons Learned, which have been chosen from the lessons database and center workshop reports on the basis of their specific significance and relevance to the near-term work of the Exploration Directorate. These lessons frequently support the Executive lessons but are more general in nature; Part 3 consists of the reports of the center workshops that were conducted as part of this activity. These reports are included in their entirety (approximately 200 pages) in Appendix G and have significance for specific managers; Part 4 consists of the remainder of the lessons that have been selected by this effort and assembled into a database for the use of the Explorations Directorate. The database is archived and hosted in the Lessons Learned Knowledge Network, which provides a flexible search capability using a wide variety of search terms. Finally, a spreadsheet lists databases searched and a bibliography identifies reports that have been reviewed as sources of lessons for this task. NASA has been presented with many learning opportunities. We have conducted numerous programs, some extremely successful and others total failures. Most have been documented with a formal lessons learned activity, but we have not always incorporated these learning opportunities into our normal modes of business. For example, the Robbins Report of 2001 clearly indicates that many project failures of the past two decades were the result of violating well documented best practices, often in direct violation of management instructions and directives. An overarching lesson emerges: that disciplined execution in accordance with proven best practices is the greatest single contributor to a successful program. The Lessons Learned task team offers a sincere hope that the lessons presented herein will be helpful to the Exploration Systems Directorate in charting and executing their course. The success of the Directorate and of NASA in general depends on our collective ability to move forward without having to relearn the lessons of those who have gone before.

Van Laak, Jim↗
NASA NTRS2018

Creating Innovative Frameworks to Spur Cultural Change at NASA Armstrong Flight Research Center

Changing the culture of an organization is a monumental task that often takes years and has no set formula. Steps can be taken, however, to spur cultural change by creating spaces and infrastructure to serve as the initial driving force. An innovation space and a bicycle sharing (bike share) program were implemented at the National Aeronautics and Space Administration (NASA) Armstrong Flight Research Center (AFRC) (Edwards, California) with a vision toward connecting Center personnel, fostering collaboration and innovation, retaining newer employees, promoting flexibility, and improving the culture and workplace atmosphere. This paper discusses the steps taken, challenges faced, novel culture-change-focused design elements, lessons learned, acquired metrics, and how these initiated cultural change at AFRC. For both the innovation space and the bike share program, funding was negotiated and provided through the NASA Convergent Aeronautics Solutions (CAS) project, which was seeking to improve the innovation and collaboration capabilities at each of the four NASA aeronautics Centers. Key stakeholders across AFRC from upper management, facilities, safety, engineering, and procurement were identified early in the process and were consulted and included throughout execution to ensure that any encountered roadblocks could be easily navigated. Research was then conducted by attending conferences and visiting culture-changing organizations both inside and outside United States Government agencies. Distilling the research, identifying available space, and deciding on specific design elements for the space was conducted by a subset of individuals of diverse backgrounds to enable quick, effective decision-making. Decisions were made with the intent to increase usage and diversity of users of the space; care was taken to ensure a well-crafted atmosphere that would foster the desired culture change. The allocated physical space required major structural modifications, new furniture, and new capabilities that would bring people in. Decisions and desires underwent a rapid reiterative process in order to stay within budget and short deadlines, while holding firm to what was seen as fundamental elements of an innovation space. The framework for cultural change being established, the more difficult task began: incubating the desired culture. Intentional workday use of the innovation space was encouraged, and organized events coordinated in order to truly foster culture change. Such incubation supports the organic spread of culture change to all areas of AFRC. This framework was complemented and expanded by the implementation of the bike share program. Steps for implementation included bike selection based on lessons learned, creating bike stations and signage, implementing bike share rules, and building a volunteer maintenance infrastructure. A novel user-reporting feedback system at each bike station is a low-impact method of capturing usage metrics. Due to the nature of the work conducted at AFRC, the bike share program and feedback system were negotiated and vetted through various organizations including legal, safety, and operations. The innovation space and the bike share program together are an effective initial framework for innovation and collaboration. Culture change takes time, but the innovation space and the bike share program are already showing signs of making a positive impact on the AFRC workforce.

rooms↗
NASA NTRS2020

Strategic Deconfliction Performance: Results and Analysis from the NASA UTM Technical Capability Level 4 Demonstration

Unmanned Aircraft System (UAS) Traffic Management (UTM) refers to the service-based, cooperative approach to the management of small UAS in the National Airspace System that is safe, scalable, and fair. UTM provides the means to manage the airspace in a complementary manner that does not burden the current air traffic control workforce or infrastructure but allows the Air Navigation Service Provider to maintain its regulatory and operational authority of the airspace. A key feature of UTM is the ability to provide operators the means to strategically deconflict operations from others in the airspace through the digital exchange of information via supporting services. Through this approach, the four-dimensional operation volumes that encompass the intent of operators in a given area are discoverable and can be used for airspace awareness as well as planning conflict free operations that account for and avoid other operations. In certain cases, it is also possible to negotiate volume intersections for shared airspace use without the need to re-plan. In the NASA UTM concept, strategic deconfliction is the first layer of three in the overall conflict management model. The three layers of the conflict management model, which follow the International Civil Aviation Organization’s scheme [ICAO 2005] are: strategic conflict management, separate provision, and collision avoidance. In UTM, the strategic layer mostly occurs prior to departure, but is applicable to en route operations with sufficient planning horizon. The initial requirements for a strategic deconfliction capability within UTM are defined in a NASA publication [Rios 2018]. Within the concept and implementation of service-provided strategic deconfliction is the notion of priority. It is understood that there are instances in which an operation requires a priority designation within the UTM system and special handling accordingly to provide situation awareness and facilitate appropriate responses from other airspace users. Examples of situations requiring priority designation include: when an operator declares an emergency due to problems with the vehicle or its immediate surroundings; operations that are in support of certain organizations (e.g., public safety and first responders); or special missions that also require priority use of airspace (e.g., emergency medical deliveries). UAS Volume Reservations (UVRs) also relate to the topic of priority in the sense that the airspace that the volume encompasses has a different status or classification in which unassociated operations must vacate if inside, or avoid if outside, through strategic deconfliction with the volume. Operations that are specially permitted to access the UVR area are typically assigned priority status given the nature of their mission and their associated credentials. The ability to perform strategic deconfliction, handle certain operations with a priority distinction, and establish UVRs that are communicated throughout the UTM system, is predicated on an architecture that has been established through an evolutionary process in response to close collaboration with stakeholders from government and industry. Another important and influential aspect of these capabilities and architecture is the live, distributed flight tests that have been conducted across the Technical Capability Levels (TCLs) that culminated with a set of complex tests performed as part of TCL4 [Rios 2020]. The TCL4 flight test involved two FAA-designated UAS test sites building teams to collaborate with NASA’s UTM Project on the execution of several detailed, small UAS scenarios in urban environments.

conflict management↗
NASA NTRS2016

CryoCart Restoration and Vacuum Pipe Construction

Propulsion systems that utilize hypergolic propellants have been used to power space vehicles since the beginning of the space program. Liquid methane and oxygen propulsion systems have emerged as an alternative and have proven to be more environmentally friendly. The incorporation of liquid methane/liquid oxygen (LOX) into the propulsion system has demonstrated an increase in engine performance, as well as a reduction in the volume, size and complexity of the system. Consequently, reducing the total mass of the vehicle which is a crucial aspect that is considered when planning space missions to both the Moon and Mars [1]. Project Morpheus has made significant advancements in liquid oxygen/liquid methane propulsion system technologies by incorporating a LOX/methane propulsion system to a vertical test bed. The vehicle consisted of a 5,000 lb main engine and four 20 lb remote control system (RCS) engines that utilize liquid methane/LOX as its propellant [1]. The vehicle completed successful flight testing at Kennedy Space Center in 2014 which marked the completion of the Morpheus project. Subsequent projects utilizing Morpheus' vertical test bed have been developed to make further advancements. One of the subsequent projects consisted of the addition of a smaller 2,000 lb main engine and a cold helium heat exchanger which would make it possible for a pressurant tank systems to be send to Mars or the Moon by significantly decreasing the overall mass and volume of the pressurant tank. The hot fire tests of the integrated system with the smaller main engine and cold helium heat exchanger were successful at sea level, but further studies are being conducted to better understand how the vertical test bed will behave under thermal-vacuum conditions. For this reason, the integrated vehicle will be taken to Plum Brook to be tested in a chamber capable of simulating these conditions. To ensure that the vehicle will function properly under vacuum conditions, testing will be first completed at the component level. During this process, the igniter of the main engine and the RCS thrusters will be tested under a vacuum. To complete the testing of the components, the test setup first needed to be finalized. The CryoCart is being used to feed the propellants to the test article. The CryoCart is a movable test set-up that was developed in 2009 to provide a mobile platform for testing oxygen/methane systems with hot-fire capability up to 100 lbf. The CryoCart consists of three different systems: Oxygen, Methane, and liquid Nitrogen. The Oxygen and Methane systems are placed into two different carts while the liquid nitrogen system is mainly located in the methane cart. Over the years, the CryoCart has been utilized for different projects and has undergone deterioration. For this reason, a new phase has been developed to rebuild it to working conditions once again. During my internship, I was aiding in the construction and restoration of the CryoCart. In the initial stages of the process, I updated the fluid and electrical schematics for the oxygen, methane, and test article systems. The original CryoCart consisted of an electrical panel that utilized electromechanical relays and a terminal to drive the igniter power and signal, as well as the main fuel and oxygen valves. This electrical panel connected to the CryoCart through various wire harnesses that could be found exiting from the CryoCart. First, it was determined how these harnesses connected to the electromechanical relays so that they worked correctly. Once the electrical system was understood, an alternative for the electromechanical relays and the Molex connectors used throughout the system was sought since these components can often prove to be unreliable. Solid State relays and MIL connectors were purchased to serve as replacements. Upon arrival of the parts, crimping and wiring was completed to install the new solid state relays and MIL connectors. During the replacement of the relays and connectors, system checks of the electrical system were ran to ensure that the system was working correctly. While completing system checks, the pressure transducers that were not functioning properly were also replaced and any issue with the wiring or signal was addressed. Once the electrical components were replaced, the restoration of the fluid system began. Parts of the tubing in the CryoCart had to be rebuild and often consisted of sizing, cutting, bending, filing, and sanding the tubing to prepare it to be flared. Many components had to be proof-tested to bring their certifications up to date, and several components had to be replaced. Various flex hoses, valves, and fittings were send to the Clean Lab because they were new, dirty, or had gone through proof-testing. Once they arrived from the cleaning lab they had to be put back to the system and leak checks and functional tests were conducted. In the Nitrogen system, the copper tubing located in the Oxygen cart was rebuild and Aerogel insulation was added to this section. A new gaseous nitrogen system was added to the CryoCart to purge the vacuum tube which will serve as the test chamber. Once the CryoCart was completed, construction of parts of the vacuum tube began. A flange was manufactured with welded fittings to hold the line of the vacuum pump as well as some extra fittings which will serve as extra inlets used to introduce fluid lines to the vacuum tube. Stress analysis was ran in this flange to ensure that it would not fail under vacuum conditions. The fluid lines leading from the air side of the vacuum to the test article were also constructed and added to the mount that had already been manufactured. Three different sets of tubing were constructed to accommodate the seven different RCS thruster and the main engine igniter that are going to be tested. Full electrical system checks were completed to ensure that all the wire harnesses and valves were functioning. Upon the completion of the CryoCart and the vacuum tube, hot fire testing for the RCS thrusters and the main engine igniter are going to begin. During this time any issues encountered with the engines or igniter will be addressed to ensure that the components function under vacuum conditions. After successful completion of testing, the vertical test bed, Morpheus, will be rebuilt and prepared to be sent to Plum Brook. In Plum Brook, the vehicle will be tested in the thermal-vacuum chamber to demonstrate that integrated lox-methane propulsion system operation in space-like conditions. This internship has allowed me the opportunity to gain valuable hands on experience and to develop skills that will aid in my education as well as in the workforce, while at the same time helping me determine that I would like to further pursue a career in propulsion engineering.

Chaidez, Mariana↗