NASA's Mars Exploration Rover Opportunity used its front hazard-avoidance camera to take this picture showing the rover's arm extended toward a light-toned rock, "Tisdale 2," during the 2,695th Martian day, or sol, of the rover's work on Mars (Aug. 23, 2011). Image credit: NASA/JPL-Caltech

 

NASA's Mars Exploration Rover Opportunity used its navigation camera to take this picture showing a light-toned rock, "Tisdale 2," during the 2,690th Martian day, or sol, of the rover's work on Mars (Aug. 18, 2011). Image credit: NASA/JPL-Caltech

PASADENA, Calif. -- The initial work of NASA's Mars rover Opportunity at its new location on Mars shows surface compositional differences from anything the robot has studied in its first 7.5 years of exploration. 

Opportunity arrived three weeks ago at the rim of a 14-mile-wide (22-kilometer-wide) crater named Endeavour. The first rock it examined is flat-topped and about the size of a footstool. It was apparently excavated by an impact that dug a crater the size of a tennis court into the crater's rim. The rock was informally named "Tisdale 2." 

"This is different from any rock ever seen on Mars," said Steve Squyres, principal investigator for Opportunity at Cornell University in Ithaca, N.Y. "It has a composition similar to some volcanic rocks, but there's much more zinc and bromine than we've typically seen. We are getting confirmation that reaching Endeavour really has given us the equivalent of a second landing site for Opportunity." 

The diversity of fragments in Tisdale 2 could be a prelude to other minerals Opportunity might find at Endeavour. In the past two weeks, researchers have used an instrument on the rover's robotic arm to identify elements at several spots on Tisdale 2. Scientists have also examined the rock using the rover's microscopic imager and multiple filters of its panoramic camera. 

Observations by Mars orbiters suggest that rock exposures on Endeavor's rim date from early in Martian history and include clay minerals that form in less-acidic wet conditions, possibly more favorable for life. Discontinuous ridges are all that remains of the ancient crater's rim. The ridge at the section of the rim where Opportunity arrived is named "Cape York." A gap between Cape York and the next rim fragment to the south is called "Botany Bay." 

"On the final traverses to Cape York, we saw ragged outcrops at Botany Bay unlike anything Opportunity has seen so far, and a bench around the edge of Cape York looks like sedimentary rock that's been cut and filled with veins of material possibly delivered by water," said Ray Arvidson, the rover's deputy principal investigator at Washington University in St. Louis. "We made an explicit decision to examine ancient rocks of Cape York first." 

The science team selected Endeavor as Opportunity's long-term destination after the rover climbed out of Victoria crater three years ago this week. The mission spent two years studying Victoria, which is about one twenty-fifth as wide as Endeavor. Layers of bedrock exposed at Victoria and other locations Opportunity has visited share a sulfate-rich composition linked to an ancient era when acidic water was present. Opportunity drove about 13 miles (21 kilometers) from Victoria to reach Endeavor. It has driven 20.8 miles (33.5 kilometers) since landing on Mars. 

"We have a very senior rover in good health for having already worked 30 times longer than planned," said John Callas, project manager for Opportunity at NASA's Jet Propulsion Laboratory in Pasadena, Calif. "However, at any time, we could lose a critical component on an essential rover system, and the mission would be over. Or, we might still be using this rover's capabilities beneficially for years. There are miles of exciting geology to explore at Endeavour crater." 

Opportunity and its rover twin, Spirit, completed three-month prime missions in April 2004 and continued working for years of extended missions. Both have made important discoveries about wet environments on ancient Mars that may have been favorable for supporting microbial life. Spirit ended communications in March 2010. 

"This is like having a brand new landing site for our veteran rover," said Dave Lavery, program executive for NASA's Mars Exploration Rovers at NASA Headquarters in Washington. "It is a remarkable bonus that comes from being able to rove on Mars with well-built hardware that lasts." 

NASA will launch its next-generation Mars rover, Curiosity, between Nov. 25 and Dec. 18, 2011. It will land on Mars in August 2012. JPL, a division of the California Institute of Technology in Pasadena, manages the Mars Exploration Rover Project for NASA's Science Mission Directorate in Washington.

For more about Opportunity, visit http://www.nasa.gov/rovers and http://marsrovers.jpl.nasa.gov/home/index.html . You can also follow the mission on Twitter at: http://www.twitter.com/marsrovers .

Guy Webster 818-354-6278
Jet Propulsion Laboratory, Pasadena, Calif.
guy.webster@jpl.nasa.gov

Dwayne Brown 202-358-1726
NASA Headquarters, Washington
dwayne.c.brown@nasa.gov

 

During its examination of Mars, the Viking 1 spacecraft returned images of Valles Marineris, a huge canyon system 5,000 km, or about 3,106 miles, long, whose connected chasma or valleys may have formed from a combination of erosional collapse and structural activity. This synthetic oblique view shows Ophir Chasma, the northern most one of the connected valleys of Valles Marineris. For scale, the large impact crater in lower right corner is about 18.5 miles, or 30 km, wide.

Ophir Chasma is a large west-northwest-trending trough about 62 miles, or 100 km, wide. The Chasma is bordered by high-walled cliffs, most likely faults, that show spur-and-gully morphology and smooth sections. The walls have been dissected by landslides forming reentrants. The volume of the landslide debris is more than 1,000 times greater than that from the May 18, 1980, debris avalanche from Mount St. Helens. The longitudinal grooves seen in the foreground are thought to be due to differential shear and lateral spreading at high velocities.

Cady Coleman and Ron Garan measure the orbiting radius of a water droplet as it circles a piece of statically charged rubber tubing on the International Space Station. (NASA)

An example of water 'bending' towards a static charge created by a balloon.
(Image credit: ©Faith Fashion & Photos LLC)

Even simple scientific experiments can yield amazing results and add to the collective knowledge of the research community. Take the winning proposal for the most recent round of the Kids in Micro-g competition, for example, which was designed by two 5th grade girls from Chabad Hebrew Academy in San Diego. Conducted in April 2011 on the International Space Station, this study, called "Attracting Water Drops," looked at static attraction in microgravity to reveal an exciting new understanding of physics in space.

Kids in Micro-g was a hands-on design challenge and part of NASA's Teaching from Space education program. Six finalists were selected in the 2011 Kids in Micro-g competition, earning the chance to have their proposed studies performed on the space station. The Attracting Water Drops experiment involved rubbing a piece of rubber tubing with a pair of nylon shorts to create a static charge. Then astronauts released a droplet of water close by and watched to see what happened.

Marilyn Sniffen, advanced placement science coordinator with Chabad Hebrew Academy, found out about the Kids in Micro-g competition while researching new challenges for her students online. Having previously participated with her classes in other NASA education challenges, she was aware of NASA as a resource to help foster a love of science in students. "I asked my current students if they would like to participate," said Sniffen. "There was no hesitation, as they immediately wanted to check out the list of supplies available for the physics tests that could be done aboard the space station."

Students did their own companion study in the classroom to gain results for the investigation under the force of gravity here on Earth. They observed that a piece of charged rubber tubing held near a stream of running water caused the flow of water to bend toward the tubing. Students learned that the action of rubbing the tubing with nylon transferred negatively charged electrons to the tubing, creating a negative static charge. Since opposite charges attract to each other, and water molecules have a polarity with a positive end, the negatively charged tubing held near the water caused the positive end of the water to draw towards the tubing.

Astronauts Cady Coleman and Ron Garan performed the Attracting Water Droplets experiment aboard the station on April 23, 2011. You can view a video of the investigation being performed here . Their objective was to study the electrostatic interaction of the charged rubber tubing and water drops in microgravity. Students anticipated a greater attraction of the water droplet to the electrostatic charge than found on Earth. "Their hypothesis was that the results in space would be dramatically different than on Earth," commented Sniffen. "This is because the force of gravity on the water was greater than the force attraction to the static charge on the tube."

In addition to successfully proving the hypothesis, however, students and crew members were astonished to see the water droplet actually orbit the charged piece of tubing. "Look at that!" exclaimed Cady Coleman during the experiment on the space station. "It is going around our tubing. You would think it would keep sailing; in microgravity it would keep sailing, but it is coming back to our tubing and around."

Sniffen echoed Coleman's surprise, as she detailed the student's expectations for the water droplets in space. "The students predicted that in micro-g, the drop would be free floating and that it could be 'pulled' around by the charged rubber tube without it falling to the ground. The actual experiment on the station showed they were able to pull the drop around in the air, but it also revealed a surprise we didn't predict. The droplet of water actually orbited the tube at about 6 cm! So our hypothesis was supported, but we learned something entirely new in the process. The kids were amazed, as were we!" said Sniffen.

The school plans to repeat the Earth-bound portion of the experiment while showing the video of the study done on the space station to allow more students to share in the science next school year. "This kind of collaboration is really important for our students as they so often feel that what they are learning in school has no real connection to everyday life," comments Sniffen. "This program has allowed our students to make connections with real science and scientists, real discovery, and other students. It has inspired analytical thinking, creativity and communication for all our students."

A satellite with amateur radio capabilities and a student-designed experiment was released into orbit around Earth on Aug. 3, 2011, during a spacewalk outside the International Space Station. The satellite is transmitting signals containing information that students around the world can access.

The Amateur Radio on the International Space Station Satellite-1, or ARISSat-1, is a follow-on project to the unique SuitSat-1. SuitSat-1 was an amateur radio transmitter fitted into a surplus Russian Orlan spacesuit that was released from the station into space in 2006. SuitSat-1 transmitted for about two weeks and orbited Earth for seven months before burning up in Earth’s atmosphere.

The rectangular ARISSat-1 is covered by six solar panels that will charge the batteries in the satellite for about six months as it orbits Earth. Credit: AMSAT]

Formerly known as SuitSat-2 and also called Radioskaf-V and Kedr by the project’s Russian partners, ARISSat-1 contains a student-designed experiment and other equipment that students can use to learn more about space and space exploration. ("Kedr," which is Russian for "Cedar" in English, was the call sign of Yuri Gagarin, a Russian cosmonaut and the first human in space.)

ARISSat-1 is a project by the Radio Amateur Satellite Corporation, or AMSAT, and affiliated with the Amateur Radio on the International Space Station. ARISS is an education activity where space station astronauts and cosmonauts use amateur radio equipment aboard the space station to talk with students around the world.

The development, launch and deployment of ARISSat-1 are being conducted as an educational mission with the support of the NASA Office of Education’s ISS National Lab Education Project and RSC-Energia. It is the first of a series of educational satellites planned for deployment from the space station. Future satellites will carry additional student-built experiments, which will have data sent to the ground via amateur radio signals.

AMSAT ARISSat-1 project manager Gould Smith said the educational mission of the project is to use the unique aspects of satellites and amateur radio transmissions to generate student interest in space, science, technology, engineering and mathematics.

ARISSat-1 traveled to the space station in late January aboard a Russian Progress cargo vehicle and was released into space during a spacewalk by Russian cosmonauts Sergei Volkov and Alexander Samokutyaev.

For ARISSat-1, the onboard experiment is from Kursk State Technical University in Kursk, Russia. The experiment is going to measure the vacuum in space at different altitudes as the satellite’s orbit decays, gathering 90 minutes of data each day and transmitting that data continuously back to Earth. By analyzing these data, student scientists can derive atmospheric density from in situ measurements. These data in turn can be used to better predict the orbital lifetime of ARISSat-1.

Aboard ARISSat-1 is an experiment that will measure the vacuum in space at different altitudes as the spacecraft de-orbits. Credit: AMSAT

Originally designed -- like its predecessor -- to fit inside an Orlan spacesuit, ARISSat-1 was redesigned when the expired spacesuit allocated for the project was disposed of sooner than AMSAT could use it. The redesign actually turned out to be a good move for the project, project managers said, because it allowed capabilities to be expanded.

The rectangular spacecraft is covered by six solar panels that will charge the batteries in the satellite for about six months as it orbits Earth. Spoken telemetry values, with data such as temperature and battery life, are intended to promote science and mathematics education by encouraging schoolchildren to listen to the satellite, track its progress and plot the changes. AMSAT president Barry Baines said it’s a great opportunity for students to do actual science, by taking real-time, practical readings on a daily basis and plotting the changes. The telemetry data will be available live and over the Internet for schools and radio amateurs to study the operation and changes that the satellite experiences during its orbits around Earth.

The project website provides free downloadable software that can be used to decode the data. "They can look at all the values, but you can also get the Russian experiment data at the same time and actually look at that every day," Baines said. "Plus, that data will be stored online, and they will be able to access it via the Internet to be able to go back and look at historical data or just use it in a lesson to actually take the real data and analyze it."

"The most useful, exciting and effective element of learning in regards to this project is actually doing something hands-on and practical, rather than just sitting and listening to a lecture. If you can actually go out and collect the data and then do something with it, that’s a lesson that’s learned and understood at higher cognitive levels."

In addition to data, the satellite will transmit 24 pre-recorded greetings in 15 different languages -- French, Spanish, German, English and Chinese, to name a few. More than half of the messages were recorded by schoolchildren, Smith said. "Most of them are really creative and interesting to listen to, especially male and female voices, and even kind of a little rap by the Dutch group. Also, most of them have a secret word at the end, and there’s a contest: If you can identify the secret word and send an e-mail, we’ll return an e-mail back to you with a little certificate."

Attached to the inside of the satellite is a memory card containing images and documents from children around the world. A website has been set up to view the files on the card. There is also a contest to see who correctly copies the most Morse Code signals sent by ARISSat-1. The signals will consist of the call signs of all amateur radio operators who worked on the project. Additionally, still images of Earth will be transmitted from four cameras aboard the satellite. ARISSat-1 also will serve as an orbital communications relay station for use by amateur radio operators around the world. The ARISSat-1 website lists all of the ARISSat-1 contests and challenges.

Helping with the project is NASA retiree Lou McFadin. McFadin has been closely involved with amateur radio and human spaceflight through the Shuttle Amateur Radio Experiment, or SAREX, project, beginning with astronaut Owen Garriott’s first amateur radio communications on the STS-9 shuttle mission in 1983. McFadin is the ARISS hardware manager and has worked with the development of the ARISSat-1 hardware since the start of the project.

"I think if they (students) do the telemetry decode," McFadin said, "there’s a lot of opportunity for learning there. It has solar panel temperatures; it has solar panel data; it has battery voltage and all kinds of information there about what’s going on in the satellite. That kind of learning really connects to our goal of getting children and all Americans interested in space. That’s a big part of what we wanted to do."

SuitSat-1 in orbit after its release from the International Space Station during Expedition 12. Credit: NASA
ARISSat-1 also will serve as a technology demonstration. "For AMSAT, it certainly was a way to try out some new ideas -- how to build the structure for the dynamics of the satellite itself, it’s a new power system, it’s a new transponder system we’ve not tried before, it’s the first time we’ve flown a software-defined transponder, and it’s paving the path for the future for us," Smith said.

McFadin said the software-defined transponder was the key to how they were able to design a satellite to do so many things at once. "It’s an FM transmitter, it’s a transponder, it’s a telemetry transmitter, and Morse code transmitter, all done with one system, all simultaneously," McFadin said. "We’ve never been able to do that before."

This was AMSAT’s second opportunity to release a satellite from the International Space Station, and Smith said they hope to continue the project with future spacecraft and more student-designed experiments. "It’s not any harder to build four of something than it is to build one, hardly. So we built four space frames, five actually, one for the prototype, and we built four flight versions," Smith said. "So it’ll be easy to do this again."

Mark Severance, manager for the ISS National Laboratory Education Project, sees ARISSat-1 as an important flight test for future educational satellites. "Future ARISSats will carry at least four student-designed and -built experiments," Severance noted. "This will give students the opportunity to go hands-on and build actual spaceflight experiment hardware. Furthermore, they can track the satellite using off-the-shelf amateur radio hardware and obtain the data from their experiment directly from their own ground station. In this manner, ARISSat can provide an 'end-to-end' space mission experience for participating students."

NASA's Office of Education's ISS National Laboratory Project will sponsor future ARISSats. The project provides hands-on opportunities for elementary, secondary and university students, as well as lifelong learners, to participate in the space station mission. The ARISS school contact activity is supported by the ISS National Laboratory Project as well as the Teaching From Space Office at NASA's Johnson Space Center in Houston. Teaching From Space facilitates education opportunities like ARISS that use the unique environment of space to increase student interest in science, technology, engineering and mathematics.

Check out the ARISSat-1 website at http://arissat1.org/  → for information on data transmissions, contests and student activities.

Image above: Space shuttles Endeavour and Discovery meet in a "nose-to-nose" photo opportunity as the vehicles switch locations Aug. 11 at NASA's Kennedy Space Center, Fla. Now in Orbiter Processing Facility-1 (OPF-1), Discovery will go through more preparations for public display at the Smithsonian's National Air and Space Museum Steven F. Udvar-Hazy Center in Virginia next spring. Endeavour will be stored in the Vehicle Assembly Building (VAB) until October, when it will be moved into OPF-2 to continue being readied for display at the California Science Center in Los Angeles next summer. Image credit: NASA/Frankie Martin

NASA's space shuttle fleet began setting records with its first launch on April 12, 1981 and continued to set high marks of achievement and endurance through 30 years of missions. Starting with Columbia and continuing with Challenger, Discovery, Atlantis and Endeavour, the spacecraft has carried people into orbit repeatedly, launched, recovered and repaired satellites, conducted cutting-edge research and built the largest structure in space, the International Space Station. The final space shuttle mission, STS-135, ended July 21, 2011 when Atlantis rolled to a stop at its home port, NASA's Kennedy Space Center in Florida.

As humanity's first reusable spacecraft, the space shuttle pushed the bounds of discovery ever farther, requiring not only advanced technologies but the tremendous effort of a vast workforce. Thousands of civil servants and contractors throughout NASA's field centers and across the nation have demonstrated an unwavering commitment to mission success and the greater goal of space exploration.