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By NASA
NASA/Jonny Kim NASA astronaut Zena Cardman processes bone cell samples inside the Kibo laboratory module’s Life Science Glovebox on Aug. 28, 2025, as part of an experiment that tests how microgravity affects bone-forming and bone-degrading cells and explore potential ways to prevent bone loss. This research could help protect astronauts on future long-duration missions to the Moon and Mars, while also advancing treatments for millions of people on Earth who suffer from osteoporosis.
Image credit: NASA/Jonny Kim
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By NASA
6 min read
NASA’s IMAP Mission to Study Boundaries of Our Home in Space
Summary
NASA’s new Interstellar Mapping and Acceleration Probe, or IMAP, will launch no earlier than Tuesday, Sept. 23 to study the heliosphere, a giant shield created by the Sun. The mission will chart the heliosphere’s boundaries to help us better understand the protection it offers life on Earth and how it changes with the Sun’s activity. The IMAP mission will also provide near real-time measurements of the solar wind, data that can be used to improve models predicting the impacts of space weather ranging from power-line disruptions to loss of satellites, to the health of voyaging astronauts. Space is a dangerous place — one that NASA continues to explore for the benefit of all. It’s filled with radiation and high-energy particles that can damage DNA and circuit boards alike. Yet life endures in our solar system in part because of the heliosphere, a giant bubble created by the Sun that extends far beyond Neptune’s orbit.
With NASA’s new Interstellar Mapping and Acceleration Probe, or IMAP, launching no earlier than Tuesday, Sept. 23, humanity is set to get a better look at the heliosphere than ever before. The mission will chart the boundaries of the heliosphere to help us better understand the protection it offers and how it changes with the Sun’s activity. The IMAP mission will also provide near real-time measurements of space weather conditions essential for the Artemis campaign and deep space travel.
“With IMAP, we’ll push forward the boundaries of knowledge and understanding of our place not only in the solar system, but our place in the galaxy as a whole,” said Patrick Koehn, IMAP program scientist at NASA Headquarters in Washington. “As humanity expands and explores beyond Earth, missions like IMAP will add new pieces of the space weather puzzle that fills the space between Parker Solar Probe at the Sun and the Voyagers beyond the heliopause.”
Download this video from NASA’s Scientific Visualization Studio.
Domain of Sun
The heliosphere is created by the constant outflow of material and magnetic fields from the Sun called the solar wind. As the solar system moves through the Milky Way, the solar wind’s interaction with interstellar material carves out the bubble of the heliosphere. Studying the heliosphere helps scientists understand our home in space and how it came to be habitable.
As a modern-day celestial cartographer, IMAP will map the boundary of our heliosphere and study how the heliosphere interacts with the local galactic neighborhood beyond. It will chart the vast range of particles, dust, ultraviolet light, and magnetic fields in interplanetary space, to investigate the energization of charged particles from the Sun and their interaction with interstellar space.
The IMAP mission builds on NASA’s Voyager and IBEX (Interstellar Boundary Explorer) missions. In 2012 and 2018, the twin Voyager spacecraft became the first human-made objects to cross the heliosphere’s boundary and send back measurements from interstellar space. It gave scientists a snapshot of what the boundary looked like and where it was in two specific locations. While IBEX has been mapping the heliosphere, it has left many questions unanswered. With 30 times higher resolution and faster imaging, IMAP will help fill in the unknowns about the heliosphere.
Energetic neutral atoms: atomic messengers from our heliosphere’s edge
Of IMAP’s 10 instruments, three will investigate the boundaries of the heliosphere by collecting energetic neutral atoms, or ENAs. Many ENAs originate as positively charged particles released by the Sun but after racing across the solar system, these particles run into particles in interstellar space. In this collision, some of those positively charged particles become neutral, and an energetic neutral atom is born. The interaction also redirects the new ENAs, and some ricochet back toward the Sun.
Charged particles are forced to follow magnetic field lines, but ENAs travel in a straight line, unaffected by the twists, turns, and turbulences in the magnetic fields that permeate space and shape the boundary of the heliosphere. This means scientists can track where these atomic messengers came from and study distant regions of space from afar. The IMAP mission will use the ENAs it collects near Earth to trace back their origins and construct maps of the boundaries of the heliosphere, which would otherwise be invisible from such a distance.
“With its comprehensive state-of-the-art suite of instruments, IMAP will advance our understanding of two fundamental questions of how particles are energized and transported throughout the heliosphere and how the heliosphere itself interacts with our galaxy,” said Shri Kanekal, IMAP mission scientist at NASA’s Goddard Space Flight Center in Greenbelt, Maryland.
The IMAP mission will study the heliosphere, our home in space. NASA/Princeton University/Patrick McPike Space weather: monitoring solar wind
The IMAP mission will also support near real-time observations of the solar wind and energetic solar particles, which can produce hazardous conditions in the space environment near Earth. From its location at Lagrange Point 1, about 1 million miles from Earth toward the Sun, IMAP will provide around a half hour’s warning of dangerous particles headed toward our planet. The mission’s data will help with the development of models that can predict the impacts of space weather ranging from power-line disruptions to loss of satellites.
“The IMAP mission will provide very important information for deep space travel, where astronauts will be directly exposed to the dangers of the solar wind,” said David McComas, IMAP principal investigator at Princeton University.
Cosmic dust: hints of the galaxy beyond
In addition to measuring ENAs and solar wind particles, IMAP will also make direct measurements of interstellar dust — clumps of particles originating outside of the solar system that are smaller than a grain of sand. This space dust is largely composed of rocky or carbon-rich grains leftover from the aftermath of supernova explosions.
The specific elemental composition of this space dust is a postmark for where it comes from in the galaxy. Studying cosmic dust can provide insight into the compositions of stars from far outside our solar system. It will also help scientists significantly advance what we know about these basic cosmic building materials and provide information on what the material between stars is made of.
David McComas leads the mission with an international team of 27 partner institutions. APL is managing the development phase and building the spacecraft, and it will operate the mission. IMAP is the fifth mission in NASA’s Solar Terrestrial Probes Program portfolio. The Explorers and Heliophysics Projects Division at NASA Goddard manages the STP Program for the agency’s Heliophysics Division of NASA’s Science Mission Directorate. NASA’s Launch Services Program, based at NASA’s Kennedy Space Center in Florida, manages the launch service for the mission.
By Mara Johnson-Groh
NASA’s Goddard Space Flight Center, Greenbelt, Md.
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Last Updated Sep 17, 2025 Related Terms
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By NASA
One of the challenges many teachers face year after year is a sense of working alone. Despite the constant interaction with students many questions often linger: Did the lesson stick? Will students carry this knowledge with them? Will it shape how they see and engage with the world? What can be easy to overlook is that teaching does not happen in isolation. Each classroom, or any other educational setting, is part of a much larger journey that learners travel. This journey extends through a network of educators, where each experience can build on the last. These interconnected networks, known as Connected Learning Ecosystems (CLEs), exist wherever learning happens. At their core, CLEs are the collective of people who contribute to a young person’s growth and education over time.
Educators at the August 2025 Connected Learning Ecosystems Gathering in Orono, ME engaged in discussion around using NASA data in their learning contexts. Recognizing this, NASA’s Science Activation Program launched the Learning Ecosystems Northeast (LENE) project to strengthen and connect regional educator networks across Maine and the broader Northeast. With a shared focus on Science, Technology, Engineering, and Mathematics (STEM), LENE brings together teachers, librarians, 4-H mentors, land trust educators, and many others committed to expanding scientific understanding, deepening data literacy, and preparing youth to navigate a changing planet. To support this work, LENE hosts biannual Connected Learning Ecosystem Gatherings. These multi-day events bring educators together to share progress, celebrate achievements, and plan future collaborations. More than networking, these gatherings reinforce the collective impact educators have, ensuring that their efforts resonate far beyond individual classrooms and enrich the lives of the learners they guide.
“I am inspired by the GMRI staff and participants. I never expected to get to do climate resilience-related work in my current job as a children’s librarian. I am excited to do meaningful and impactful work with what I gain from being part of this the LENE community. This was a very well-run event! Thank you to all!” -anonymous
This year’s Gathering took place August 12 and 13, 2025, in Orono, ME at the University of Maine (a LENE project partner). Nearly 70 educators from across the northeast came together for two amazingly energized days of connection, learning, and future planning. While each event is special, this summer’s Gathering was even more remarkable due to the fact that for, the first time, each workshop was led by an established LENE educator. Either by self-nomination or request from leadership (requiring little convincing), every learning experience shared over the conference days was guided by the thoughtful investigation and real life application of LENE Project Partners, CLE Lead Educators, and community collaborators.
Brian Fitzgerald and Jackie Bellefontaine from the Mount Washington Observatory in New Hampshire, a LENE Project Partner, led the group through a hands-on activity using NASA data and local examples to observe extreme weather. Librarian Kara Reiman guided everyone through the creation and use of a newly established Severe Weather Disaster Prep Kit, including games and tools to manage climate anxiety. Katrina Heimbach, a long time CLE constituent from Western Maine taught how to interpret local data using a creative and fun weaving technique. Because of the established relationship between Learning Ecosystems Northeast and the University of Maine, attendees to the Gathering were able to experience a guided tour through the Advanced Structures and Composites Center and one of its creations, the BioHome3D – the world’s first 3D printed house made entirely with forest-derived, recyclable materials.
Two full days of teachers leading teachers left the entire group feeling energized and encouraged, connected, and centered. The increased confidence in their practices gained by sustained support from their peers allowed these educators to step up and share – embodying the role of Subject Matter Expert. Seeing their colleagues take center stage makes it easier for other educators to envision themselves in similar roles and provides clear guidance on how to take those steps themselves. One educator shared their thoughts following the experience:
“This was my first time attending the LENE conference, and I was immediately welcomed and made to feel ‘part of it all’. I made connections with many of the educators who were present, as well as the LENE staff and facilitators. I hope to connect with my new CLE mates in the near future!” Another participant reported, “I am inspired by the … staff and participants. I never expected to get to do climate resilience-related work in my current job as a children’s librarian. I am excited to do meaningful and impactful work with what I gain from being part of the LENE community. This was a very well-run event! Thank you to all!”
Even with the backing of regional groups, many educators, especially those in rural communities, still struggle with a sense of isolation. The biannual gatherings play an important role in countering that, highlighting the fact that this work is unfolding across the state. Through Connected Learning Ecosystems, educators are able to build and reinforce networks that help close the gaps created by distance and geography.
These Gatherings are part of ongoing programming organized by Learning Ecosystems Northeast, based at the Gulf of Maine Research Institute, that fosters peer communities across the Northeast, through which teachers, librarians, and out-of-school educators can collaborate to expand opportunities for youth to engage in data-driven investigations and integrate in- and out-of-school learning. Learn more about Learning Ecosystems Northeast’s efforts to empower the next generation of environmental stewards: https://www.learningecosystemsnortheast.org.
The Learning Ecosystems Northeast project is supported by NASA under cooperative agreement award number NNX16AB94A and is part of NASA’s Science Activation Portfolio. Learn more about how Science Activation connects NASA science experts, real content, and experiences with community leaders to do science in ways that activate minds and promote deeper understanding of our world and beyond: https://science.nasa.gov/learn/about-science-activation/.
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Last Updated Sep 15, 2025 Related Terms
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