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By European Space Agency
Image: The Ocean and Land Colour Instrument on Copernicus Sentinel-3 captured this image of Earth’s biggest iceberg, A23a, on 5 April 2025. View the full article
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By NASA
Curiosity Navigation Curiosity Home Mission Overview Where is Curiosity? Mission Updates Science Overview Instruments Highlights Exploration Goals News and Features Multimedia Curiosity Raw Images Images Videos Audio Mosaics More Resources Mars Missions Mars Sample Return Mars Perseverance Rover Mars Curiosity Rover MAVEN Mars Reconnaissance Orbiter Mars Odyssey More Mars Missions Mars Home 4 min read
Sols 4522-4524: Up on the Roof
NASA’s Mars rover Curiosity acquired this image of target “Hale Telescope” (the layered rock left of center) using its Left Navigation Camera on April 23, 2025 — Sol 4519, or Martian day 4,519 of the Mars Science Laboratory mission — at 09:53:56 UTC. NASA/JPL-Caltech Written by Deborah Padgett, OPGS Task Lead at NASA’s Jet Propulsion Laboratory
Earth planning date: Friday, April 25, 2025
On Sols 4520 and 4521, Curiosity was supposed to study layered rocks in its workspace, then drive on. Unfortunately, a communications pass didn’t go as expected, preventing this plan from being transmitted. Our rover is fine, but it has been metaphorically “twiddling its thumbs” waiting for the expected Wednesday contact from Earth. This is a process known as “runout,” which happens when Earth fails to call a spacecraft at the appointed time. The communications stations are back up now, so the team assembled a weekend plan made from Wednesday’s postponed activities plus an extra day of untargeted science observations after the drive. The additional two days prior to plan execution allowed our science team to add another interesting target to contact science at the starting location.
On Sol 4522, Curiosity will start science observations with a Mastcam 14 x 3 mosaic on the new target “Mesa Peak,” a flat-topped, layered outcrop named for a mountain in the Santa Monica Mountains of Southern California covered with sandstone pinnacles and offering an ocean view toward Channel Islands National Park. This will be followed by two Mastcam examinations of troughs to document evidence of differential ground motion. ChemCam will then shine its laser on the “Fan Palm” nodular rock to determine its surface composition. Its telescopic RMI camera will then image distant “Torote Bowl.” After a set of REMS observations, Curiosity will un-stow its arm and begin a detailed study of “Hale Telescope,” a finely layered stone with a target name honoring the famous 200-inch telescope (5.1 meters) on Palomar Mountain, northeast of San Diego.
Despite being close to 80 years old, Palomar Observatory’s Hale Telescope still enables world-class astronomy with teams from Caltech and its partner organizations competing for observing time every year. Here, 5,500 feet “up on the roof” (thank you, Carole King!) of Southern California is where I spent some of my happiest times in graduate school.
Curiosity’s arm will first deploy the APXS to touch “Hale Telescope.” Then, the MAHLI microscopic imager will take extreme close-up pictures of this rock and the neighboring “Cerro Alto” target. Finally, APXS will measure the composition of “Hale Telescope” in a measurement lasting two hours, similar to the exposure time required for the actual 200-inch telescope to measure the redshift of quasars, determining that they were located at cosmological distances. Sol 4522 ends with Curiosity stowing its arm in preparation for the next sol’s drive.
On 4523, Curiosity will perform Mastcam mosaics of “Puerto Suelo” and “Potrero Seco,” as well as companion observation of the ChemCam target “Fan Palm” and an AEGIS-selected target from Sol 4919. ChemCam will then use laser spectroscopy to obtain surface composition of “Mesa Peak” and train the RMI telescope on intriguing formations along the side of Texoli Butte. Mastcam will follow up with an “after the laser zap” picture of “Mesa Peak.” The science block ends with a Navcam 360-degree dust-devil survey. Afterwards, Curiosity will drive around 20 meters (about 66 feet), passing near or over some large rocks, followed by post-drive imaging with the Hazcams, Navcam, and Mastcam. Afterwards, the rover will do AEGIS observations and take a MARDI picture of the ground underneath the rover.
On Sol 4524, the science block will focus on the atmosphere, with a super horizon cloud movie, a dust-devil survey, and Mastcam dust opacity observation. There will also be ChemCam laser spectroscopy of a target selected by AEGIS.
Early on the morning of Sol 4525, Curiosity will wake to take a morning-light mosaic of the “boxwork” formations to the west with Navcam, then turn Navcam toward the sky for suprahorizon and zenith cloud movies and a dust opacity observation across Gale Crater. Mastcam will then perform its own dust observation, which will wrap up the plan. If the team finds that Curiosity’s wheels are firmly seated on Martian soil and not rocks, our rover will again do contact science on a new set of rocks and continue its journey toward the boxwork formation.
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Last Updated Apr 29, 2025 Related Terms
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By NASA
Explore This Section Science Science Activation Building for a Better World:… Overview Learning Resources Science Activation Teams SME Map Opportunities More Science Activation Stories Citizen Science 6 min read
Building for a Better World: Norfolk Students Bring STEM to Life with NASA Partnership
At Norfolk Technical Center in Norfolk, Virginia, carpentry students in Jordan Crawford’s first-year class aren’t just learning how to measure and cut wood—they’re discovering how their skills can serve a greater purpose.
When the NASA Science Activation program’s NASA eClips project—led by the National Institute of Aerospace’s Center for Integrative Science, Technology, Engineering, and Mathematics (STEM) Education (NIA-CISE)—needed help building weather instrument shelters for local schools, Norfolk Public Schools’ Career and Technical Education (CTE) team saw an opportunity to connect students to something bigger than the classroom. The shelters are used to house scientific equipment that K–12 students rely on to collect data using GLOBE (Global Learning and Observations to Benefit the Environment) protocols—a set of standardized, internationally recognized methods for gathering environmental data such as temperature, soil moisture, and cloud cover. These observations contribute to a global citizen science database, giving young learners a meaningful role in real-world environmental research.
Originally, shelters were being ordered from a national supplier to support GLOBE training sessions for teachers in GO (Growth & Opportunity) Virginia Region 5, an economic development region. These training sessions were funded through a generous grant from the Coastal Virginia STEM Hub (COVA STEM Hub), which supports regional collaboration in STEM education. But when the supplier couldn’t keep up with demand, Norfolk Public Schools CTE Specialist Dr. Deborah Marshall offered a bold solution: why not have local students build them?
That’s when the project truly took off. Under the guidance of Jordan Crawford, students took on the challenge of building 20 high-quality shelters in spring 2024, following precise construction plans provided through the GLOBE Program. Materials were funded by the COVA STEM grant, and the students rolled up their sleeves to turn lumber into lasting educational tools for their community.
“As an instructor, you look for opportunities that challenge your students, allow them to do things bigger than themselves, and let them see a project through from start to finish,” Crawford said. “This project allowed my students to hone existing skills and build new ones, and I saw incredible growth not just in craftsmanship but in teamwork. The most rewarding part was seeing the impact of their work in real schools.”
And the students rose to the occasion—taking pride in their work, learning advanced techniques, and developing new confidence. One of the most challenging parts of the build involved crafting the louvers—angled slats on the sides of the shelters needed for proper air circulation. Student Zymere Watts took the lead in designing and building a jig to make sure the louvers could be cut uniformly and precisely for every unit.
“Building the weather shelters was a fun and challenging task that pushed me to strive for perfection with each one,” said student Amir Moore. “After completion, I was delighted to see the faces of the people who were proud and happy with what we built.”
“It was an extreme pleasure working on this project. I would love to work with NIA again,” added LaValle Howard. “I am proud to be a part of this vocational school and team.”
Jaymyson Burden agreed: “It was fun and great to be exposed to the carpentry realm and install them in the real world. It was gratifying to know what we have done has an impact.”
After completing the shelters, the students volunteered to install them at seven Hampton City Schools. Their work completed the full circle—from building the shelters in their carpentry classroom to setting them up where younger students would use them to collect real environmental data.
Their dedication did not go unnoticed. The team was invited to NASA’s Langley Research Center for a behind-the-scenes tour of the NASA Model Shop, where they met Sam James, a Mechanical Engineering Technician and Fabrication Specialist. James showed the students how the same kind of craftsmanship they’d used is essential in the creation of tools and components for NASA missions. They also learned about NASA summer internships and discovered that their hands-on skills could open doors to exciting careers in STEM fields.
“It was an honor to help where we were needed,” said student Josh Hunsucker. “Assembling these gave us a new perspective on the importance of duplication and how each step impacts the result. We’re happy to help wherever or whenever we’re needed—it provides a learning experience for us.”
Kyra Pope summed it up: “It’s been a great amount of work over the past few months, but it pays off—especially when you’re giving back to the community.”
According to Dr. Sharon Bowers, Associate Director and Senior STEM Education Specialist for NIA-CISE, the project demonstrates what’s possible when regional partners come together to empower students and educators alike. “The financial support from COVA STEM Hub supported sustained educator professional learning within our STEM learning ecosystem. Work with the Norfolk Technical Center truly made this a real-world, problem-solving experience. This is just the beginning for more collaborative work that will bring the region together to engage educators and learners in authentic STEM learning experiences.”
This collaboration wasn’t just about building boxes to house thermometers. It was about building bridges—between technical education and science, between high school students and their futures, and between local classrooms and global research. With each shelter they crafted, the students created something that will outlast them, reminding others—and themselves—of what’s possible when learning is hands-on, meaningful, and connected to the world beyond school walls.
Thanks to Betsy McAllister, NIA’s Educator-in-Residence from Hampton City Schools, for her impactful contributions and for sharing this story. The NASA eClips project provides educators with standards-based videos, activities, and lessons to increase STEM literacy through the lens of NASA. It is supported by NASA under cooperative agreement award number NNX16AB91A 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
Carpentry students from the Norfolk Technical Center install a digital, multi-day, minimum/maximum thermometer in the GLOBE instrument shelter. Share
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Last Updated Apr 17, 2025 Editor NASA Science Editorial Team Location NASA Langley Research Center Related Terms
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By NASA
A group of attendees of the joint NASA-USGS workshop, Planetary Subsurface Exploration for Science and Resources, gathers for a photo at NASA’s Ames Research Center on Feb. 11, 2025. Workshop participants discussed observations, technologies, and operations needed to support new economies for terrestrial and off-world resources, including critical minerals.NASA/Brandon Torres Navarrete NASA and the U.S. Geological Survey (USGS) welcomed a community of government, industry, and international partners to explore current technology needs around natural resources – both on Earth and “off world.” During a workshop held in February at NASA’s Ames Research Center in California’s Silicon Valley, participants discussed technologies that will improve the ability to detect, assess, and develop resources, such as critical minerals and water ice to be found on our Moon, other planets and their moons, and asteroids.
More than 300 attendees, taking part in person and virtually, worked to define the elements needed to find and map resources beyond Earth to support the growing space economy. These include sensors to image the subsurface of planetary bodies, new platforms for cost-effective operations, and technologies that enable new concepts of operation for these systems.
Scientific studies and measurements of off-world sites will be key to detecting and characterizing resources of interest, creating an important synergy with technology goals and helping to answer fundamental science questions as well.
The workshop was the third in a series called Planetary Subsurface Exploration for Science and Resources. By leveraging the expertise gained from decades of resource exploration on this planet and that of the space technology and space mission communities, NASA and USGS aim to spark collaboration across industry, government, and academia to develop new concepts and technologies.
Participants in the NASA-USGS off-world resources workshop take part in a panel review of technology opportunities, Feb. 13, 2025, at NASA’s Ames Research Center. The panelists were Dave Alfano, chief of the Intelligent Systems Division at NASA’s Ames Research Center in California’s Silicon Valley (left); Rob Mueller, a senior technologist and principal investigator in the Exploration Research and Technology Programs Directorate at NASA’s Kennedy Space Center in Florida; Christine Stewart, CEO at Austmine Limited in Australia; Gerald Sanders, in-situ resource utilization system capability lead for NASA’s Space Technology Mission Directorate based at NASA’s Johnson Space Center in Houston; and Jonathon Ralston, Integrated Mining Research Team lead at Australia’s Commonwealth Scientific and Industrial Research Organisation. NASA/Brandon Torres Navarrete
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By NASA
With two months to go before flight, the Apollo 13 prime crew of James Lovell, Thomas Mattingly, Fred Haise, and backups John Young, John Swigert, and Charles Duke continued to train for the 10-day mission planned to land in the Fra Mauro highlands region of the Moon. Engineers continued to prepare the Saturn V rocket and spacecraft at the launch pad for the April 11, 1970, liftoff and completed the Flight Readiness Test of the vehicle. All six astronauts spent many hours in flight simulators training while the Moon walkers practiced landing the Lunar Module and rehearsed their planned Moon walks. The crew for the next Moon landing mission, Apollo 14, participated in a geology field trip as part of their training for the flight then planned for October 1970. Meanwhile, NASA released Apollo 12 lunar samples to scientists and the Apollo 12 crew set off on a Presidential world goodwill tour.
At NASA’s Kennedy Space Center in Florida, engineers completed the Flight Readiness Test of the Apollo 13 Saturn V on Feb. 26. The test ensured that all systems are flight ready and compatible with ground support equipment, and the astronauts simulated portions of the countdown and powered flight. Successful completion of the readiness test cleared the way for a countdown dress rehearsal at the end of March.
John Young prepares for a flight aboard the Lunar Landing Training Vehicle.NASA John Young after a training flight aboard the landing trainer. NASA Fred Haise prepares for a flight at the Lunar Landing Research Facility. NASA One of the greatest challenges astronauts faced during a lunar mission entailed completing a safe landing on the lunar surface. In addition to time spent in simulators, Apollo mission commanders and their backups trained for the final few hundred feet of the descent using the Lunar Landing Training Vehicle at Ellington Air Force Base near the Manned Spacecraft Center, now NASA’s Johnson Space Center, in Houston. Bell Aerosystems of Buffalo, New York, built the trainer for NASA to simulate the flying characteristics of the Lunar Module. Lovell and Young completed several flights in February 1970. Due to scheduling constraints with the trainer, lunar module pilots trained for their role in the landing using the Lunar Landing Research Facility at NASA’s Langley Research Center in Hampton, Virginia. Haise and Duke completed training sessions at the Langley facility in February.
Charles Duke practices Lunar Module egress during a KC-135 parabolic flight. NASA Charles Duke rehearses unstowing equipment from the Lunar Module during a KC-135 parabolic flight. NASA The astronauts trained for moonwalks with parabolic flights aboard NASA’s KC-135 aircraft that simulated the low lunar gravity, practicing their ladder descent to the surface. On the ground, they rehearsed the moonwalks, setting up the American flag and the large S-band communications antenna, and collecting lunar samples. Engineers improved their spacesuits to make the expected longer spacewalks more comfortable for the crew members by installing eight-ounce bags of water inside the helmets for hydration.
James Lovell, left, and Fred Haise practice setting up science equipment, the American flag, and the S-band antenna.NASA Lovell, left, and Haise practice collecting rock samples. NASA John Young, left, and Charles Duke train to collect rock samples. NASA Fred Haise, left, and James Lovell practice lowering the Apollo Lunar Surface Experiment Package from the Lunar Module.NASA Lovell, left, and Haise practice setting up the experiments. NASA Lovell, left, and Haise practice drilling for the Heat Flow Experiment. NASA During their 35 hours on the Moon’s surface, Lovell and Haise planned to conduct two four-hour spacewalks to set up the Apollo Lunar Surface Experiment Package (ALSEP), a suite of four investigations designed to collect data about the lunar environment after the astronauts’ departure, and to conduct geologic explorations of the landing site. The four experiments included the:
Charged Particle Lunar Environment Experiment designed to measure the flexes of charged particles Cold Cathode Gauge Experiment designed to measure the pressure of the lunar atmosphere Heat Flow Experiment designed to make thermal measurements of the lunar subsurface Passive Seismic Experiment designed to measure any moonquakes, either naturally occurring or caused by artificial means As an additional investigation, the astronauts planned to deploy and retrieve the Solar Wind Composition experiment, a sheet of aluminum foil to collect particles from the solar wind for analysis by scientists back on Earth after about 20 hours of exposure on the lunar surface.
Apollo 14 astronauts Eugene Cernan, left, Joe Engle, Edgar Mitchell, and Alan Shepard with geologist Richard Jahns in the Pinacates Mountains of northern Mexico. NASA Shepard, left, Engle, Mitchell, and Cernan training with the Modular Equipment Transporter, accompanied by geologist Jahns. NASA With one lunar mission just two months away, NASA continued preparations for the following flight, Apollo 14, then scheduled for October 1970 with a landing targeted for the Littrow region of the Moon, an area scientists believed to be of volcanic origin. Apollo 14 astronauts Alan Shepard, Stuart Roosa, and Edgar Mitchell and their backups Eugene Cernan, Ronald Evans, and Joe Engle learned spacecraft systems in the simulators. Accompanied by a team of geologists led by Richard Jahns, Shepard, Mitchell, Cernan, and Engle participated in a geology expedition to the Pinacate Mountain Range in northern Mexico Feb. 14-18, 1970. The astronauts practiced using the Modular Equipment Transporter, a two-wheeled conveyance to transport tools and samples on the lunar surface.
Mail out of the Apollo 12 lunar samples. Apollo 12 astronauts Charles Conrad, left, Richard Gordon, and Alan Bean ride in a motorcade in Lima, Peru.NASA On Feb. 13, 1970, NASA began releasing Apollo 12 lunar samples to 139 U.S. and 54 international scientists in 16 countries, a total of 28.6 pounds of material. On Feb. 16, Apollo 12 astronauts Charles Conrad, Richard Gordon, and Alan Bean, accompanied by their wives and NASA and State Department officials, departed Houston’s Ellington Air Force Base for their 38-day Bullseye Presidential Goodwill World Tour. They first traveled to Latin America, making stops in Venezuela, Peru, Chile, and Panama before continuing on to Europe, Africa, and Asia.
The groundbreaking science and discoveries made during Apollo missions has pushed NASA to explore the Moon more than ever before through the Artemis program. Apollo astronauts set up mirror arrays, or “retroreflectors,” on the Moon to accurately reflect laser light beamed at them from Earth with minimal scattering or diffusion. Retroreflectors are mirrors that reflect the incoming light back in the same incoming direction. Calculating the time required for the beams to bounce back allowed scientists to precisely measure the Moon’s shape and distance from Earth, both of which are directly affected by Earth’s gravitational pull. More than 50 years later, on the cusp of NASA’s crewed Artemis missions to the Moon, lunar research still leverages data from those Apollo-era retroreflectors.
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