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By NASA
NASA researchers Matt Gregory, right, Arwa Awiess, center, and Andrew Guion, left, discuss live flight data being ingested at the Mission Visualization and Research Control Center (MVRCC) at NASA’s Ames Research Center in California’s Silicon Valley on Aug. 21, 2025.NASA/ Brandon Torres-Navarrete NASA and its partners recently tested a tool for remotely piloted operations that could enable operators to transport people and goods more efficiently within urban areas.
The team’s goal is to ensure that when these remotely piloted aircraft – including electric vertical takeoff and landing vehicles (eVTOLs) – take to the skies, air traffic controllers won’t be overburdened by increased flight operations and safety is maintained across the national airspace.
On Aug. 21, NASA’s Air Traffic Management eXploration Project (ATM-X) assisted Wisk Aero when they flew a Bell 206 helicopter in Hollister, California. The purpose of the flight test was to evaluate and fine-tune a ground-based radar developed by Collins Aerospace. The radar, which provides aircraft location data, could be used during future remotely piloted operations to detect and avoid other aircraft in the vicinity. NASA, Wisk, and Collins researchers also used the flight to test data exchange capabilities across different geographic locations between the groups, a critical capability for future remotely piloted operators in a shared airspace. This work builds on a November 2024 flight test NASA performed with Reliable Robotics and Collins Aerospace.
Initial analysis of the August testing of Collins’ ground-based radar actively and accurately surveilled the airspace during the aircraft’s flight test. The Collins radar system also successfully transmitted these data to NASA’s Mission Visualization Research Command Center lab at NASA’s Ames Research Center in California’s Silicon Valley. NASA, Wisk, and Collins will further analyze the flight data to better understand the radar’s performance and data exchange capabilities for future remotely piloted flight tests. This testing is a part of ATM-X’s remotely piloted testing campaign, designed to identify the infrastructure and technologies needed for the Federal Aviation Administration to safely integrate drones and air taxis into the airspace, bringing the movement of people and goods off the ground, and into the sky.
Remotely piloted eVTOL aircraft could bridge the gap for urban communities by offering a more affordable and accessible method of transportation and delivery services in congested, highly-populated areas.
NASA and Wisk will continue to collaborate on emerging eVTOL technologies to safely integrate advanced aircraft, into the national airspace. Together, the teams will gather data on eVTOL performance and characteristics during a flight test of a helicopter, which will act as a “surrogate” simulating an eVTOL flight. This work will mark another critical step towards better connecting communities across the globe.
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By NASA
The IAU (International Astronomical Union), an international non-governmental research organization and global naming authority for celestial objects, has approved official names for features on Donaldjohanson, an asteroid NASA’s Lucy spacecraft visited on April 20. In a nod to the fossilized inspiration for the names of the asteroid and spacecraft, the IAU’s selections recognize significant sites and discoveries on Earth that further our understanding of humanity’s origins.
The asteroid was named in 2015 after paleoanthropologist Donald Johanson, discoverer of one of the most famous fossils ever found of a female hominin, or ancient human ancestor, nicknamed Lucy. Just as the Lucy fossil revolutionized our understanding of human evolution, NASA’s Lucy mission aims to revolutionize our understanding of solar system evolution by studying at least eight Trojan asteroids that share an orbit with Jupiter.
Postcard commemorating NASA’s Lucy spacecraft April 20, 2025, encounter with the asteroid Donaldjohanson. NASA’s Goddard Space Flight Center Donaldjohanson, located in the main asteroid belt between the orbits of Mars and Jupiter, was a target for Lucy because it offered an opportunity for a comprehensive “dress rehearsal” for Lucy’s main mission, with all three of its science instruments carrying out observation sequences very similar to the ones that will occur at the Trojans.
After exploring the asteroid and getting to see its features up close, the Lucy science and engineering team proposed to name the asteroid’s surface features in recognition of significant paleoanthropological sites and discoveries, which the IAU accepted.
The smaller lobe is called Afar Lobus, after the Ethiopian region where Lucy and other hominin fossils were found. The larger lobe is named Olduvai Lobus, after the Tanzanian river gorge that has also yielded many important hominin discoveries.
The asteroid’s neck, Windover Collum, which joins those two lobes, is named after the Windover Archeological Site near Cape Canaveral Space Force Station in Florida — where NASA’s Lucy mission launched in 2021. Human remains and artifacts recovered from that site revolutionized our understanding of the people who lived in Florida around 7,300 years ago.
Officially recognized names of geologic features on the asteroid Donaldjohanson. NASA Goddard/SwRI/Johns Hopkins APL Two smooth areas on the asteroid’s neck are named Hadar Regio, marking the specific site of Johanson’s discovery of the Lucy fossil, and Minatogawa Regio, after the location where the oldest known hominins in Japan were found. Select boulders and craters on Donaldjohanson are named after notable fossils ranging from pre-Homo sapiens hominins to ancient modern humans. The IAU also approved a coordinate system for mapping features on this uniquely shaped small world.
As of Sept. 9, the Lucy spacecraft was nearly 300 million miles (480 million km) from the Sun en route to its August 2027 encounter with its first Trojan asteroid called Eurybates. This places Lucy about three quarters of the way through the main asteroid belt. Since its encounter with Donaldjohanson, Lucy has been cruising without passing close to any other asteroids, and without requiring any trajectory correction maneuvers.
The team continues to carefully monitor the instruments and spacecraft as it travels farther from the Sun into a cooler environment.
Stay tuned at nasa.gov/lucy for more updates as Lucy continues its journey toward the never-before-explored Jupiter Trojan asteroids.
By Katherine Kretke
Southwest Research Institute
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On Sept. 9, 2025, NASA’s Solar Dynamics Observatory captured this image of the Sun.NASA/GSFC/Solar Dynamics Observatory It looked like the Sun was heading toward a historic lull in activity. That trend flipped in 2008, according to new research.
The Sun has become increasingly active since 2008, a new NASA study shows. Solar activity is known to fluctuate in cycles of 11 years, but there are longer-term variations that can last decades. Case in point: Since the 1980s, the amount of solar activity had been steadily decreasing all the way up to 2008, when solar activity was the weakest on record. At that point, scientists expected the Sun to be entering a period of historically low activity.
But then the Sun reversed course and started to become increasingly active, as documented in the study, which appears in The Astrophysical Journal Letters. It’s a trend that researchers said could lead to an uptick in space weather events, such as solar storms, flares, and coronal mass ejections.
“All signs were pointing to the Sun going into a prolonged phase of low activity,” said Jamie Jasinski of NASA’s Jet Propulsion Laboratory in Southern California, lead author of the new study. “So it was a surprise to see that trend reversed. The Sun is slowly waking up.”
The earliest recorded tracking of solar activity began in the early 1600s, when astronomers, including Galileo, counted sunspots and documented their changes. Sunspots are cooler, darker regions on the Sun’s surface that are produced by a concentration of magnetic field lines. Areas with sunspots are often associated with higher solar activity, such as solar flares, which are intense bursts of radiation, and coronal mass ejections, which are huge bubbles of plasma that erupt from the Sun’s surface and streak across the solar system.
NASA scientists track these space weather events because they can affect spacecraft, astronauts’ safety, radio communications, GPS, and even power grids on Earth. Space weather predictions are critical for supporting the spacecraft and astronauts of NASA’s Artemis campaign, as understanding the space environment is a vital part of mitigating astronaut exposure to space radiation.
Launching no earlier than Sept. 23, NASA’s IMAP (Interstellar Mapping and Acceleration Probe) and Carruthers Geocorona Observatory missions, as well as the National Oceanic and Atmospheric Administration’s SWFO-L1 (Space Weather Follow On-Lagrange 1) mission, will provide new space weather research and observations that will help to drive future efforts at the Moon, Mars, and beyond.
Solar activity affects the magnetic fields of planets throughout the solar system. As the solar wind — a stream of charged particles flowing from the Sun — and other solar activity increase, the Sun’s influence expands and compresses magnetospheres, which serve as protective bubbles of planets with magnetic cores and magnetic fields, including Earth. These protective bubbles are important for shielding planets from the jets of plasma that stream out from the Sun in the solar wind.
Over the centuries that people have been studying solar activity, the quietest times were a three-decade stretch from 1645 to 1715 and a four-decade stretch from 1790 to 1830. “We don’t really know why the Sun went through a 40-year minimum starting in 1790,” Jasinski said. “The longer-term trends are a lot less predictable and are something we don’t completely understand yet.”
In the two-and-a-half decades leading up to 2008, sunspots and the solar wind decreased so much that researchers expected the “deep solar minimum” of 2008 to mark the start of a new historic low-activity time in the Sun’s recent history.
“But then the trend of declining solar wind ended, and since then plasma and magnetic field parameters have steadily been increasing,” said Jasinski, who led the analysis of heliospheric data publicly available in a platform called OMNIWeb Plus, run by NASA’s Goddard Space Flight Center in Greenbelt, Maryland.
The data Jasinski and colleagues mined for the study came from a broad collection of NASA missions. Two primary sources — ACE (Advanced Composition Explorer) and the Wind mission — launched in the 1990s and have been providing data on solar activity like plasma and energetic particles flowing from the Sun toward Earth. The spacecraft belong to a fleet of NASA Heliophysics Division missions designed to study the Sun’s influence on space, Earth, and other planets.
News Media Contacts
Gretchen McCartney
Jet Propulsion Laboratory, Pasadena, Calif.
818-287-4115
gretchen.p.mccartney@jpl.nasa.gov
Karen Fox / Abbey Interrante
NASA Headquarters, Washington
202-358-1600
karen.c.fox@nasa.gov / abbey.a.interrante@nasa.gov
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Last Updated Sep 15, 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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