AMOS Conference’s Post

On Nov. 4, a SpaceX rocket launched from Kennedy Space Center carrying a science experiment designed by San Jac's students Marcus Pitre, Maheen Bukhari, and Amna Qureshi. Their project, selected through the Student Spaceflight Experiments Program, studied how a specific mustard plant species grows in microgravity versus Earth. Guided by chemistry professor Dr. Carrie Owens, the team dedicated months to refining their experiment to meet NASA’s strict requirements, including designing a mini lab and securing specialized supplies. After its six-week journey in space, they began analyzing and comparing the results from microgravity and Earth-based conditions. The project was a transformative experience for the students, each pursuing careers in science, engineering, or medicine. Reflecting on the journey, Qureshi said, "It’s definitely been a unique experience — learning to work together as a team and use the college lab equipment.” To read more about their experience, visit https://lnkd.in/g92Jcwhc.

A pioneering scheme that allows Indigenous students to intern at NASA’s Jet Propulsion Laboratory will continue until 2027 after the federal government granted it $500,000. The Monash-led National Indigenous Space Academy (NISA) sends five students each year to the iconic facility in California for 10 weeks, with applications for 2025’s intake now open. “I’ve seen first-hand the transformative effect NISA has on the lives of its interns,” said Enrico Palermo, the head of the Australian Space Agency. https://bit.ly/4gb36f6

🌍 Celebrating Earth Day with Our Partners Who Engage Students in Learning about Our Planet 🚀 Virginia Earth System Science Scholars (VESSS) Program: We're proud to partner with the Virginia Space Grant Consortium to support the VESSS program, an immersive initiative engaging high school juniors and seniors in learning about the complexities of Earth's systems through NASA - National Aeronautics and Space Administration's satellite missions. After completing online courses, students are invited to attend a prestigious residential summer academy at NASA Langley Research Center, where they engage in NASA-related research and satellite mission design while connecting directly with NASA scientists, engineers, and technologists, all in an environment deeply rooted in Earth's exploration and understanding. 🏫 PLACES (Place-Based Learning to Advance Connections, Education, and Stewardship): We're also privileged to work with WestEd and their NASA-funded PLACES project, focused on engaging students in data-rich, place-based Earth science learning. The project uses a professional learning framework to help teachers cultivate students' sense of place and understanding of earth science concepts using NASA data and data tools. These partnerships exemplify our shared vision of preparing the next generation of earth scientists to use data, data tools, and scientific processes to understand and protect the sustainability of our planet. As we commemorate Earth Day, let's celebrate not only the beauty of our planet but also the remarkable efforts of NASA-funded projects like VESSS and PLACES that are shaping the leaders of tomorrow. #earthday #NASA

The Australian Government has awarded nearly half a million dollars to the Monash University National Indigenous Space Academy (NISA), providing Aboriginal and Torres Strait Islander STEM students with the opportunity to intern at NASA’s Jet Propulsion Laboratory (JPL). #STEM #IndigenousInnovation #NASA #Space https://lnkd.in/gkdh3vn4

Teaching Mars: A Preview to Mars Projects By: Nicole Willett, M.S., Director of Education Programs As a former secondary astronomy teacher, adjunct astronomy professor, and Director of Education Programs for The Mars Society, I crafted a Mars-focused curriculum that captivated students by examining themes such as human missions to Mars and Martian astrobiology. This Mars-centered learning encourages curiosity and inspires students to pursue fields like science, engineering, and environmental studies by tackling real-world issues. Through this curriculum, students grapple with complex concepts by solving practical challenges related to space exploration and sustainable life-support systems. This approach promotes critical thinking and creativity, motivating students to envision new horizons for humanity and consider their potential roles in future space exploration. I wouldn’t recommend beginning a curriculum with Mars right away. Instead, I always introduced students to a broader context by presenting an overview of the solar system and humanity’s place within it. Starting with a presentation on the universe’s scale—from quarks to filaments—students then progressed through the planets, beginning with Mercury. We covered the Earth-Moon system, as well as the spacecraft and human endeavors that have explored the Moon, before moving to low Earth orbit (LEO) missions like the Space Transportation System (STS) program, the International Space Station (ISS), and recent contributions from private entities like SpaceX. Both unmanned and manned missions were discussed, forming a solid foundation for understanding Mars mission proposals. When we arrived at the Mars section, I introduced students to Martian planetary data, orbit, and geological characteristics. I highlighted similarities between a Martian day and an Earth day, noting the 40-minute difference, and explained the axial tilts of Earth (23.5°) and Mars (25°). Understanding these tilts helps students grasp why both planets experience seasons, though Mars’ seasons span a year nearly twice as long as Earth’s. We also discussed Mars' moons, Phobos and Deimos, contrasting them with Earth’s moon. Students learned that Mars' moons, likely captured asteroids, are significantly smaller and orbit Mars at a much faster rate. They also explored the anticipated impact of Phobos’ eventual crash onto Mars, considering what this might mean for future Martian inhabitants. Students were assigned to research Mars missions and present a 5- to 7-minute talk on a Mars-related topic, such as specific spacecraft or geological landmarks. This exercise showcased the wealth of information available on Mars and underscored the dedication of scientists working to unlock Mars’ mysteries. For more information or to request a preview of the Mars Society’s Official Curriculum, contact me at nicolew@marssociety.org.

Building bridges in STEM and culture! 🚀 Last month, during International Education Week, UMD welcomed 30 undergraduate students from Korea for an immersive two-day visit. Highlights included exploring NASA Goddard’s engineering projects, the Fischell Institute’s entrepreneurial labs, and vibrant cultural exchanges at the K-Expo. This initiative reflects UMD’s dedication to fostering global partnerships and driving innovation. 🌍 #FearlesslyGlobal #IEW224 #STEMExchange #GlobalTerps https://lnkd.in/diT9iWp6

A-B Emblem, the official manufacturer of mission patches for NASA, partnered with STEAM4SPACE to provide souvenir size Space Shuttle mission patches to STEAM educators. A partnership was formed in March 2023 and since then, A-B Emblem has generously supplied STEAM4SPACE with patches to donate to educators. Over 850 educators in 24 countries have received patches from A-B Emblem, totaling over 34,000 patches. The generosity and on-going support by Andrew Nagle, Co-CEO of A-B Emblem, has made it possible for STEAM4SPACE to inspire and empower educators with a new effective method to spark student curiosity by using real mission patches and the story of their design to discover STEM related to the mission each patch represents. Educators use mission patches as part of space science unit that often involves students creating their own mission patch. STEAM4SPACE provides a free set of mission patches on request, a comprehensive mission patch lesson plan, online resources and student activities to support exploring and analyzing the design of a patch that leads to investigating STEM topics related to the spaceflight mission. Placing a real mission patch into the hands of students transforms the learning experience. Educators in the STEAM4SPACE network have been using real mission patches for almost two years, benefiting more than 22,000 students annually. STEAM4SPACE is now the official distributor of mission patches for educators that make direct requests from the company; otherwise, professional development events and word-of-mouth, has been the primary means of promotion. STEAM4SPACE and A-B Emblem are committed to inspiring students to pursue a career and degrees in STEAM, boosting students into a higher orbit and toward new horizons. The journey of discovery continues. #STEAM4SPACE #STEAMEducation #STEAM #STEM #Space #ABEmblem

I’ve been thinking a lot lately about the word ‘#relentless’. It's a major theme of my college, Florida Institute of Technology, and it resonates deeply with me and my experiences. It also goes hand in hand with their motto “Ad astra per scientiam”, or “to the stars through science”, which as they say (rather perfectly) is “about having the curiosity, drive, creativity, passion and courage to pursue seemingly impossible aspirations, relentlessly.” Much of what I've aimed for in my life has been seemingly impossible, and my journey over the past 5 years has been no different! 5 years ago this spring, my twin sister Sherie and I attended our first NASA Social at Kennedy for the SpaceX Demo-1 launch. Through that experience, we had our first real behind-the-scenes look at what goes on at NASA, and met some of the most inspiring, wonderful people! This trip led directly to a very BIG ‘impossible’ aspiration - going back to school for a 2nd B.S. degree! We both had a degree in tech, but to do what we wanted to do, we knew we'd need newer, more rigorous degrees (with a full load of challenging calculus & physics courses). So we did a year at community college to get caught up and then made our move to the Space Coast and Florida Tech. I’m not going to pretend it was easy - we definitely both had moments where we questioned everything, but they didn’t last! Five years later, that impossible task became reality as we graduated this May with our degrees, hers in Aerospace Engineering, and mine in Meteorology. Meteorology is something I’ve always had a passion for and I owed it to myself to pursue it, but I’ve also had a long-lasting passion for NASA and space exploration (since watching my first launch on TV in grade school)! That passion was only intensified by attending (now 2) NASA Socials, and participating in the NASA L'SPACE Program (run by Arizona State) Mission Concept Academy (summer 2020) & Proposal Writing and Evaluation Experience (summer 2023). So I’ve taken on another ‘impossible’ task and have pivoted towards the Space industry, applying & getting accepted into the Space Systems M.S. program at Florida Tech, along with my twin! My biggest impossible aspiration, and something I'm relentlessly pursuing, is to work at NASA’s Kennedy Space Center. I know it’s just one facility of many, but the Space Coast has always felt like home (from visiting our grandparents here while growing up) and the pivotal work they do here, from launches, to ground systems, to planning and supporting some of the most inspiring space exploration missions, is something I long to be part of. I've applied to NASA Pathways 3 times, 50+ OSTEM internships, & countless jobs with NASA contractors. I say this not to garner sympathy, but to say that I haven’t given up. Relentlessness is what got me to where I am & it’s what will get me to where I go next; it’s just a matter of time! ;) I’m just learning as much as I can along the way, and trying to have fun while doing it!