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Possible ancient doorway cut into a slope on Mars
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By NASA
NASA A Titan-Centaur rocket carrying the Viking 1 spacecraft launches from Complex 41 at Cape Canaveral Air Force Station on Aug. 20, 1975. Viking 1 touched down on the red planet on July 20, 1976, becoming the first truly successful landing on Mars. Viking 1 was the first of a pair of complex deep space probes that were designed to reach Mars and to collect evidence on the possibility on life on Mars.
NASA’s exploration of Mars continues, with rovers exploring the planet’s surface and spacecraft studying from orbit. The agency’s Artemis missions will also lay the groundwork for the first crewed missions to Mars.
Learn more about Viking 1 and see the first photo it took upon landing.
Image credit: NASA
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By USH
The weight of the gods was crushing, their toil beyond endurance. Let the burden pass to humankind! So speak the oldest verses carved into clay, a fragment from the Atrahasis tale of Mesopotamia. Yet what if these divine figures were not simply legends? What if the stories hint at something far older and stranger than we have allowed ourselves to believe? The name Anunnaki comes from the etched symbols of Sumerian records, their lines recounting the deeds of deities who shaped the world and watched over the Earth.
From the cradle of ancient Mesopotamia comes a story older than any empire, etched into clay tablets and whispered through time: the tale of the Anunnaki. Were they gods, symbols, or something far stranger visitors from beyond the stars who shaped human civilization? The myths of Sumer speak of creation, rebellion, giants, and a great flood. But when paired with the ancient astronaut theory, these legends take on a new dimension, one that could rewrite human history.
Who were the Anunnaki? In the ancient Sumerian texts of Mesopotamia, they are described as the offspring of An, the sky god, and Ki, the earth goddess. Their names appear across the Atrahasis epic, the Enuma Elish, the Epic of Gilgamesh, and the Sumerian King List, etched into clay tablets more than 4,000 years ago.
To mainstream historians, the Anunnaki are mythological gods. Yet in the ancient astronaut theory, they were real beings, extraterrestrial visitors who shaped early civilization.
Author Zecharia Sitchin popularized the idea that the Anunnaki came from Nibiru, a hidden “twelfth planet” on a long, elliptical orbit. According to his interpretation of Sumerian records, the Anunnaki faced an environmental crisis. Their planet’s atmosphere was failing, and the solution they sought was gold, which could be ground into particles and suspended as a shield.
This quest for survival brought them to Earth more than 400,000 years ago. They mined resources, altered life, and may even have engineered humanity itself.
The tablets describe how the lesser gods, the Igigi, were forced into back-breaking labor until they rebelled. To replace them, the Anunnaki created humans.
In myth, mankind was formed from clay mixed with divine blood. In Sitchin’s interpretation, this was genetic engineering: the fusion of Anunnaki DNA with Homo erectus. The first prototype was Adamu, a name that echoes the biblical Adam.
The Sumerian “Edin,” later mirrored in the Hebrew Eden, may not have been a paradise garden but an Anunnaki laboratory outpost.
Two Anunnaki brothers shaped humanity’s destiny: Enki – the god of wisdom and waters, often seen as humanity’s ally, granting knowledge. Enlil – stern and authoritarian, seeking control and fearing that humans might grow too powerful. Their rivalry runs through Mesopotamian myth, influencing stories of divine punishment, survival, and human struggle.
Over time, some Anunnaki defied the rules and took human women as partners. Their offspring were the Nephilim, giants and “mighty men of renown.” The Book of Enoch calls their fathers the Watchers, led by Shemyaza.
According to the stories, these hybrids grew violent, corrupted the world, and became uncontrollable. The solution was drastic: a great flood to wipe the Earth clean.
The Atrahasis epic, the story of Utnapishtim in the Epic of Gilgamesh, and the biblical Noah all describe the same event: a chosen man warned by a god, a vessel built to preserve life, animals carried aboard, and birds released to find land. Humanity survived, but weaker, with shorter lifespans, and forever changed.
Supporters of the ancient astronaut theory believe the Anunnaki left traces in stone:
Mesopotamian ziggurats – described as “bonds between heaven and earth,” possibly landing platforms.
The Great Pyramid of Giza – aligned to true north, massive in scale, theorized as a power plant or beacon rather than a tomb.
Megalithic monuments worldwide – stone circles, cyclopean walls, and sacred sites possibly linked to Anunnaki influence.
The Sumerian King List also suggests a divine legacy, describing rulers with lifespans of thousands of years, perhaps evidence of semi-divine hybrids.
Mainstream archaeology sees the Anunnaki as symbolic deities, metaphors for cosmic order and human struggle. But in alternative history, they were real beings, extraterrestrial visitors from Nibiru, who shaped civilization, taught astronomy, metallurgy, agriculture, and law, and left their mark in myths and monuments that endure to this day.
Explore the mystery of the Anunnaki—Sumerian gods, Nibiru, genetic engineering, Nephilim, the Great Flood, and the ancient astronaut theory in the video below.
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By NASA
National Institute of Aerospace NASA is calling on the next generation of collegiate innovators to imagine bold new concepts l pushing the boundaries of human exploration on the Moon, Mars, and beyond through the agency’s 2026 NASA Revolutionary Aerospace Systems Concepts – Academic Linkage (RASC-AL) competition.
The RASC-AL challenge fuels innovation for aerospace systems concepts, analogs, and technology prototyping by bridging gaps through university engagement with NASA and industry. The competition is seeking U.S.-based undergraduate and graduate-level teams and their faculty advisors to develop new concepts to improve our ability to operate on the Moon and Mars. This year’s themes range from developing systems and technologies to support exploration of the lunar surface, to enhancing humanity’s ability to operate and return data from the surface of Mars.
“This competition is a unique opportunity for university students to play a role in the future of space innovation,” said Dan Mazanek, assistant branch head of NASA’s Exploration Space Mission Analysis Branch at NASA’s Langley Research Center in Hampton Virginia. “The RASC-AL challenge fuels creativity and empowers students to explore what’s possible. We’re excited for another year of RASC-AL and fresh ideas coming our way.”
Interested and eligible teams are invited to propose groundbreaking solutions and systems approaches that redefine how humans live and explore in deep space with relation to one of the following themes:
Communications, Positioning, Navigation, and Timing Architectures for Mars Surface Operations Lunar Surface Power and Power Management and Distribution Architectures Lunar Sample Return Concept Lunar Technology Demonstrations Leveraging Common Infrastructure Teams should express their intent to participate by submitting a non-binding notice of intent by Monday Oct. 13. Teams who submit a notice will be invited to a question-and-answer session with NASA subject matter experts on Monday Oct. 27.
The proposals, due Monday Feb. 23, 2026, are required to be seven-to-nine pages with an accompanying two-to-three-minute video. Proposals should demonstrate innovative solutions with original engineering and analysis in response to one of the four 2026 RASC-AL themes. Each team’s response should address novel and robust technologies, capabilities, and operational models that support expanding human’s ability to thrive beyond Earth.
Based on review of the team proposal and video submissions, in March, up to 14 teams will be selected to advance to the final phase of the competition – writing a technical paper, creating a technical poster, and presenting their concepts to a panel of NASA and industry experts in a competitive design review at the 2026 RASC-AL Forum in Cocoa Beach, Florida, beginning Monday June 1, 2026.
“The RASC-AL challenge enables students to think like NASA engineers—and in doing so, they often become the engineers who will carry NASA forward,” said Dr. Christopher Jones, RASC-AL program sponsor and Chief Technologist for the Systems Analysis and Concepts Directorate at NASA Langley. “The concepts they develop for this year’s competition will help inform our future strategies.”
Each finalist team will receive a $7,000 stipend to facilitate their full participation in the 2026 RASC-AL competition, and the top two overall winning teams will each be awarded an additional $7,000 cash prize as well as an invitation to attend and present their concept at an aerospace conference later in 2026.
The 2026 NASA RASC-AL competition is administered by the National Institute of Aerospace on behalf of NASA. The RASC-AL competition is sponsored by the agency’s Strategy and Architecture Office in the Exploration Systems Development Mission Directorate at NASA Headquarters, the Space Technology Mission Directorate (STMD), and the Systems Analysis and Concepts Directorate at NASA Langley. The NASA Tournament Lab, part of the Prizes, Challenges, and Crowdsourcing Program in STMD, manages the challenge.
For more information about the RASC-AL competition, including eligibility and submission guidelines, visit: https://rascal.nianet.org/.
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By NASA
Captured at a location called “Falbreen,” this enhanced-color mosaic features decep-tively blue skies and the 43rd rock abrasion (the white patch at center-left) of the NASA Perseverance rover’s mission at Mars. The 96 images stitched together to create this 360-degree view were acquired May 26, 2025.NASA/JPL-Caltech/ASU/MSSS In this natural-color version of the “Falbreen” panorama, colors have not been enhanced and the sky appears more reddish. Visible still is Perseverance’s 43rd rock abrasion (the white patch at center-left). The 96 images stitched together to create this 360-degree view were acquired May 26, 2025.NASA/JPL-Caltech/ASU/MSSS ‘Float rocks,’ sand ripples, and vast distances are among the sights to see in the latest high-resolution panorama by the six-wheeled scientist.
The imaging team of NASA’s Perseverance Mars rover took advantage of clear skies on the Red Planet to capture one of the sharpest panoramas of its mission so far. Visible in the mosaic, which was stitched together from 96 images taken at a location the science team calls “Falbreen,” are a rock that appears to lie on top of a sand ripple, a boundary line between two geologic units, and hills as distant as 40 miles (65 kilometers) away. The enhanced-color version shows the Martian sky to be remarkably clear and deceptively blue, while in the natural-color version, it’s reddish.
“Our bold push for human space exploration will send astronauts back to the Moon,” said Sean Duffy, acting NASA administrator. “Stunning vistas like that of Falbreen, captured by our Perseverance rover, are just a glimpse of what we’ll soon witness with our own eyes. NASA’s groundbreaking missions, starting with Artemis, will propel our unstoppable journey to take human space exploration to the Martian surface. NASA is continuing to get bolder and stronger.”
The rover’s Mastcam-Z instrument captured the images on May 26, 2025, the 1,516th Martian day, or sol, of Perseverance’s mission, which began in February 2021 on the floor of Jezero Crater. Perseverance reached the top of the crater rim late last year.
“The relatively dust-free skies provide a clear view of the surrounding terrain,” said Jim Bell, Mastcam-Z’s principal investigator at Arizona State University in Tempe. “And in this particular mosaic, we have enhanced the color contrast, which accentuates the differences in the terrain and sky.”
Buoyant Boulder
One detail that caught the science team’s attention is a large rock that appears to sit atop a dark, crescent-shaped sand ripple to the right of the mosaic’s center, about 14 feet (4.4 meters) from the rover. Geologists call this type of rock a “float rock” because it was more than likely formed someplace else and transported to its current location. Whether this one arrived by a landslide, water, or wind is unknown, but the science team suspects it got here before the sand ripple formed.
The bright white circle just left of center and near the bottom of the image is an abrasion patch. This is the 43rd rock Perseverance has abraded since it landed on Mars. Two inches (5 centimeters) wide, the shallow patch is made with the rover’s drill and enables the science team to see what’s beneath the weathered, dusty surface of a rock before deciding to drill a core sample that would be stored in one of the mission’s titanium sample tubes.
The rover made this abrasion on May 22 and performed proximity science (a detailed analysis of Martian rocks and soil) with its arm-mounted instruments two days later. The science team wanted to learn about Falbreen because it’s situated within what may be some of the oldest terrain Perseverance has ever explored — perhaps even older than Jezero Crater.
Tracks from the rover’s journey to the location can be seen toward the mosaic’s right edge. About 300 feet (90 meters) away, they veer to the left, disappearing from sight at a previous geologic stop the science team calls “Kenmore.”
A little more than halfway up the mosaic, sweeping from one edge to the other, is the transition from lighter-toned to darker-toned rocks. This is the boundary line, or contact, between two geologic units. The flat, lighter-colored rocks nearer to the rover are rich in the mineral olivine, while the darker rocks farther away are believed to be much older clay-bearing rocks.
More About Perseverance
NASA’s Jet Propulsion Laboratory, which is managed for the agency by Caltech, built and manages operations of the Perseverance rover on behalf of NASA’s Science Mission Directorate in Washington, as part of NASA’s Mars Exploration Program portfolio. Arizona State University leads the operations of the Mastcam-Z instrument, working in collaboration with Malin Space Science Systems in San Diego, on the design, fabrication, testing, and operation of the cameras.
For more about Perseverance:
https://science.nasa.gov/mission/mars-2020-perseverance
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DC Agle
Jet Propulsion Laboratory, Pasadena, Calif.
818-393-9011
agle@jpl.nasa.gov
Karen Fox / Molly Wasser
NASA Headquarters, Washington
202-358-1600
karen.c.fox@nasa.gov / molly.l.wasser@nasa.gov
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By NASA
Explore This Section Science Courses & Curriculums for… STEM Educators Are Bringing… Overview Learning Resources Science Activation Teams SME Map Opportunities More Science Activation Stories Citizen Science 4 min read
STEM Educators Are Bringing Hands-On NASA Science into Virginia Classrooms
Professional learning experiences are integral to the enhancement of classroom instruction. Teachers, at the forefront of Science, Technology, Engineering, & Mathematics (STEM) education, play a key role in the advancement of STEM learning ecosystems and citizen science.
On June 24-25, 2025 – despite a major east coast heat wave – twenty-four educators from eight school districts in the Hampton Roads region of southeastern Virginia (Newport News, Hampton City, Virginia Beach City, Isle of Wight County, Poquoson City, Norfolk, York County, and Suffolk Public Schools) converged at the National Institute of Aerospace (NIA) in Hampton, VA for a professional development workshop led by experts from NASA Langley Research Center and the NASA Science Activation program’s NIA-led NASA eClips team. Developed in collaboration with another NASA Science Activation team, GLOBE (Global Learning and Observations to Benefit the Environment) Mission Earth, and with support from the Coastal Virginia STEM Hub (COVA STEM) – a “STEM learning ecosystem targeting pre-K to adult residents in Coastal Virginia” – this two-day training, also provided comprehensive resources, including lesson plans, pacing guides, classroom activities, and books, all designed for integration into Hampton Roads classrooms.
The NASA Langley team led workshop participants through a training about GLOBE, a program dedicated to advancing Earth System science through data collected by volunteer members of the public, also known as ‘citizen scientists’. GLOBE invites educators, students, and members of the public worldwide (regardless of citizenship) to collect and submit cloud, surface temperature, and land cover observations using the GLOBE Observer app – a real-time data collection tool available right on their smartphones. These observations are then used to help address scientific questions at local, regional, and global scales. Through this training, the educators participated in K-20 classroom-friendly sample lessons, hands-on activities, and exploring the GLOBE Observer app, ultimately qualifying them as GLOBE Certified Educators. Earth System science lessons, activities, and information on how to download the GLOBE Observer citizen science app are available on the GLOBE website. Similarly, NASA eClips, which focuses on increasing STEM literacy in K-12 students, provided educators with free, valuable, standards-based classroom resources such as educator guides, informational videos, engineering design packets, and hands-on activities, which are available to educators and students alike on the NASA eClips’ website. Throughout the training, educators collaborated in grade-level groups, brainstorming new ways to integrate these standards-based NASA science resources.
One educator envisioned incorporating GLOBE’s cloud resources and supportive NASA eClips videos into her energy budget unit. Others explored modifying a heat-lamp experiment to include humidity and heat capacity. One teacher enthusiastically noted in response to a GLOBE urban heat island lesson plan, “The hands-on elements are going to be really great deliverables!” The creative energy and passion for education were palpable.
The dedication of both NIA and NASA Langley to education and local community support was evident. This professional learning experience offered educators immediately-applicable classroom activities and fostered connections among NASA science, NASA eClips, the GLOBE Program, and fellow educators across district lines. One educator highlighted the value of these networking opportunities, stating, “I do love that we’re able to collaborate with our colleagues so we can plan for our future units during the school year”. Another participant commented, “This is a great program…I am going to start embedding [this] in our curriculum.”
GME (supported by NASA under cooperative agreement award number NNX16AC54A) and NASA eClips (supported by NASA under cooperative agreement award number NNX16AB91A) are 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
GLOBE educator Marilé Colón Robles demonstrates a kinesthetic activity. Share
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