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NASA NTRS2022

Reduced-Gravity Simulator for Field Environments - Drone Augmented System

Astronauts need to go through extensive training on Earth before heading into space, and the more accurate the analogue, the better prepared they will be. NASA currently trains astronauts in simulated lower gravity environments in either the Neutral Buoyancy Laboratory or the Active Response Gravity Offload System (ARGOS), but neither of these systems allow for testing outdoors in field environments. NASA, in partnership with Aquiline Drones, mechanical engineering, biomedical engineering, and the Krenicki Arts and Engineering Institute, are working to develop a gravity offload device compatible with testing in field environments such as Desert Research and Technology Studies (Desert RATS). This report covers the technical requirements of the gravity offload device, the design choices and justifications, options for scalability, current progress, and future goals. Two separate teams were formed to respond to NASA’s solicitation, and this report covers the work of the weather balloon and drone side of the project. Using a weather balloon to passively offload the user’s weight and a drone to actively respond to changes using a series of sensors, this system should create a consistent and well balanced offloading force. The weather balloon and drone system is connected to a harness system to comfortably lift the user, offload at their center of gravity, and provide attachment points for some of the necessary sensors. Final testing proved the comfort of the harness, mobility of the user, and passive stability of the balloon offload to exceed all expectations of the team. The current system is a scaled model of what NASA would be able to implement with a maximum offload of 25 pounds. The ability to scale up to NASA’s desired value of 100 pounds is easily achievable with linear scaling of the current model. All systems should work similarly on scaled versions, but minor tweaking and enhanced controls would be needed for optimal performance.

Jason Lee↗
NASA NTRS1964

Formula for spaceflight.

NASA astronaut training program including Manned Spacecraft Center simulation operations

SPACE SIMULATION↗
NASA NTRS2010

Space Flight Resource Management for ISS Operations

Although the astronaut training flow for the International Space Station (ISS) spans 2 years, each astronaut or cosmonaut often spends most of their training alone. Rarely is it operationally feasible for all six ISS crewmembers to train together, even more unlikely that crewmembers can practice living together before launch. Likewise, ISS Flight Controller training spans 18 months of learning to manage incredibly complex systems remotely in plug-and-play ground teams that have little to no exposure to crewmembers before a mission. How then do all of these people quickly become a team - a team that must respond flexibly yet decisively to a variety of situations? The answer implemented at NASA is Space Flight Resource Management (SFRM), the so-called "soft skills" or team performance skills. Based on Crew Resource Management, SFRM was developed first for shuttle astronauts and focused on managing human errors during time-critical events (Rogers, et al. 2002). Given the nature of life on ISS, the scope of SFRM for ISS broadened to include teamwork during prolonged and routine operations (O'Keefe, 2008). The ISS SFRM model resembles a star with one competency for each point: Communication, Cross-Culture, Teamwork, Decision Making, Team Care, Leadership/Followership, Conflict Management, and Situation Awareness. These eight competencies were developed with international participation by the Human Behavior and Performance Training Working Group. Over the last two years, these competencies have been used to build a multi-modal SFRM training flow for astronaut candidates and flight controllers that integrates team performance skills into the practice of technical skills. Preliminary results show trainee skill increases as the flow progresses; and participants find the training invaluable to performing well and staying healthy during ISS operations. Future development of SFRM training will aim to help support indirect handovers as ISS operations evolve further with the retirement of the Space Shuttle Program.

Schmidt, Lacey L.↗
NASA NTRS2007

Adaptive Responses in Eye-Head-Hand Coordination Following Exposures to a Virtual Environment as a Possible Space Flight Analog

Virtual environments (VE) offer unique training opportunities, particularly for training astronauts and preadapting them to the novel sensory conditions of microgravity. Sensorimotor aftereffects of VEs are often quite similar to adaptive sensorimotor responses observed in astronauts during and/or following space flight. The purpose of this research was to compare disturbances in sensorimotor coordination produced by dome virtual environment display and to examine the effects of exposure duration, and repeated exposures to VR systems. The current study examined disturbances in eye-head-hand (EHH) and eye-head coordination. Preliminary results will be presented. Eleven subjects have participated in the study to date. One training session was completed in order to achieve stable performance on the EHH coordination and VE tasks. Three experimental sessions were performed each separated by one day. Subjects performed a navigation and pick and place task in a dome immersive display VE for 30 or 60 min. The subjects were asked to move objects from one set of 15 pedestals to the other set across a virtual square room through a random pathway as quickly and accurately as possible. EHH coordination was measured before, immediately after, and at 1 hr, 2 hr, 4 hr and 6 hr following exposure to VR. EHH coordination was measured as position errors and reaction time in a pointing task that included multiple horizontal and vertical LED targets. Repeated measures ANOVAs were used to analyze the data. In general, we observed significant increases in position errors for both horizontal and vertical targets. The largest decrements were observed immediately following exposure to VR and showed a fairly rapid recovery across test sessions, but not across days. Subjects generally showed faster RTs across days. Individuals recovered from the detrimental effects of exposure to the VE on position errors within 1-2 hours. The fact that subjects did not significantly improve across days suggests that in order to achieve dual adaptation of EHH coordination may require more than three training sessions. These findings provide some direction for developing training schedules for VE users that facilitate adaptation, support the idea that preflight training of astronauts may serve as useful countermeasure for the sensorimotor effects of space flight, and support the idea that VEs may serve as an analog for sensorimotor effects of spaceflight.

Harm, Deborah L.↗
NASA NTRS2006

Adaptive Changes In Postural Equilibrium And Motion Sickness Following Repeated Exposures To Virtual Environments

Virtual environments offer unique training opportunities, particularly for training astronauts and preadapting them to the novel sensory conditions of microgravity. Two unresolved human factors issues in virtual reality (VR) systems are: 1) potential "cybersickness", and 2) maladaptive sensorimotor performance following exposure to VR systems. Interestingly, these aftereffects are often quite similar to adaptive sensorimotor responses observed in astronauts during and/or following space flight. Changes in the environmental sensory stimulus conditions and the way we interact with the new stimuli may result in motion sickness, and perceptual, spatial orientation and sensorimotor disturbances. Initial interpretation of novel sensory information may be inappropriate and result in perceptual errors. Active exploratory behavior in a new environment, with resulting feedback and the formation of new associations between sensory inputs and response outputs, promotes appropriate perception and motor control in the new environment. Thus, people adapt to consistent, sustained alterations of sensory input such as those produced by microgravity, unilateral labyrinthectomy and experimentally produced stimulus rearrangements. Adaptation is revealed by aftereffects including perceptual disturbances and sensorimotor control disturbances. The purpose of the current study was to compare disturbances in postural control produced by dome and head-mounted virtual environment displays, and to examine the effects of exposure duration, and repeated exposures to VR systems. Forty-one subjects (21 men, 20 women) participated in the study with an age range of 21-49 years old. One training session was completed in order to achieve stable performance on the posture and VR tasks before participating in the experimental sessions. Three experimental sessions were performed each separated by one day. The subjects performed a navigation and pick and place task in either a dome or head-mounted display (HMD) VR system for either 30 or 60 min. The environment was a square room with 15 pedestals on two opposite walls. The objects appeared on one set of pedestals and the subject s objective was to move the objects to the other set of pedestals. After the subject picked up an object, a pathway appeared and they were required to follow the pathway to the other side of the room. The subject was instructed to perform the task as quickly and accurately as possible, avoiding hitting walls and other any obstacles and placing the object on the center of the pedestal. Postural equilibrium was measured (using the Equitest CDP balance system, Neurocom, International) before, immediately after, and at 1 hr, 2 hr, 4 hr and 6 hr following exposure to VR. Postural equilibrium was measured during quiet stance with eyes open, eyes closed and vision and/or ankle proprioceptive inputs selectively altered by servo-controlling the visual surround and/or support surface to the subject s center of mass sway. Posture data was normalized using a log transformation and motion sickness data were normalized using the square root. In general, we found that exposure to VR resulted in decrements in postural stability. The largest decrements were observed in the tests performed immediately following exposure to VR and showed a fairly rapid recovery across the remaining test sessions. In addition, subjects generally showed improvement across days. We found significant main effects for day and time for the composite equilibrium score and for sensory organization tests (SOT) 1, 2 and 6. Significant main effects were observed for day for SOT 3 and 5. Although we found no significant main effects for gender (when center of gravity was used as a covariate), we did observe significant gender X time interaction effects for composite equilibrium and for SOT 1, 3, 4 and 5. Women appeared to show larger decrements in postural stability immediately after exposure to VR than men, but recover more quickly than n. Finally, we found no significant main effects for type of VR device or for exposure duration, however, these factors did interact with other factors during some of the SOTs. Subjects exhibited rapid recovery of motion sickness symptoms across time following exposure to VR and significantly less severe symptoms across days. We did not observe main effects for gender, type of device or duration of exposure. Individuals recovered from the detrimental effects of exposure to virtual reality on postural control and motion sickness within one hour. Sickness severity and initial decrements in postural equilibrium decreases over days, which suggests that subjects become dual-adapted over time. These findings provide some direction for developing training schedules for VR users that facilitate adaptation, and support the idea that preflight training of astronauts may serve as useful countermeasure for the sensorimotor effects of space flight.

Harm, D. L.↗
NASA NTRS2011

Mission X: Train Like an Astronaut. International Fitness Challenge

The Mission X, Train like an Astronaut, pilot project was a 2-year effort directed by the International Life Science Working Group. The pilot was funded by the Human Research Program and was lead by the Human Research Program Education and Outreach (HRPEO) project and supported by a group of space agencies providing in-kind resources. The aim was to identify an international educational outreach concept that would promote a life science topic utilizing the education and outreach expertise of the various space agencies working on the utilization of the International Space Station. This in turn serves as an inspiration for the younger generation to aspire to go further in school, and provides insight into the capability of a participating country to ensure the effort provided value for their communities and children. The pilot project developed the necessary tools to promote communications between the partners and to use materials and expertise from all the countries? space agencies. The Mission X Website (trainlikeanastronaut.org) provided a single repository for the educational activities as well as a place for the Challenge Teams to provide their progress in the international fitness challenge. It also added to the International flavor as different countries were able to share and learn about what was happening with all those involved in the 6-week challenge period. A point system was utilized to promote constructive, cooperative competition in which 4164 students participated. The points were used to help FitKid, Astro Charlie, "Walk-To-The-Moon". The 18 physical and educational Mission X activities were made available on the Mission X website in seven languages. The Mission X pilot project was considered a success in 1) the design, development, and implementation of the multi-language website, 2) the expansion of healthy lifestyle awareness, and 3) the concept for drawing an international educational community together to highlight global topics in association with human space exploration. Metrics (70 post-event surveys) and lessons learned were collated and assessed. Key Lessons Learned were 1) foster and strengthen partnerships at all levels, 2) enhance and standardize MX Training, and 3) further expansion of activities and methods to teach the importance of fitness and nutrition. Methods used to teach the importance of nutrition and fitness are provided in the report.

Lloyd, Charles↗
NASA NTRS1989

Payloads simulation in the Shuttle Mission Training Facility

The Shuttle Mission Training Facility (SMFT) at the NASA Johnson Space Center is the primary facility for full mission training of astronauts. The training provided in the SMTF includes payload operations that are performed by the astronauts while the Space Shuttle is in orbit. This training requires real-time simulation of the operational aspects of Shuttle payloads as well as simulation of the interaction between payloads and the Orbiter. For this purpose the SMTF contains Payloads Simulators (PLS) that are coupled to and operated in synchronization with the Shuttle Vehicle Simulators. The PLS are used for simulating all payloads with the exception of the European Space Agency's Spacelab. The SMTF contains a separate Spacelab Simulator for training Spacelab astronauts. This paper provides a synopsis of actual payload operations, the methodology for payload simulation in the SMTF, and the system architecture of the PLS.

Hajare, Ankur R.↗
NASA NTRS2012

Train Like an Astronaut Educational Outreach

In an effort to reduce the incidence of childhood obesity, the National Aeronautics and Space Administration (NASA), capitalizing on the theme of human spaceflight developed two educational outreach programs for children ages 8-12. To motivate young "fit explorers," the Train Like an Astronaut National (TLA) program and the Mission X: Train Like an Astronaut International Fitness Challenge (MX) were created. Based on the astronauts' physical training, these programs consist of activities developed by educators and experts in the areas of space life sciences and fitness. These Activities address components of physical fitness. The educational content hopes to promote students to pursue careers in science, technology, engineering, and math (STEM) fields. At the national level, in partnership with First Lady Michelle Obama's Let?s Move! Initiative, the TLA program consists of 10 physical and 2 educational activities. The program encourages families, schools, and communities to work collaboratively in order to reinforce in children and their families the importance of healthy lifestyle habits In contrast, the MX challenge is a cooperative outreach program involving numerous space agencies and other international partner institutions. During the six-week period, teams of students from around the world are challenged to improve their physical fitness and collectively accumulate points by completing 18 core activities. During the 2011 pilot year, a t otal of 137 teams and more than 4,000 students from 12 countries participated in the event. MX will be implemented within 24 countries during the 2012 challenge. It is projected that 7,000 children will "train like an astronaut".

Garcia, Yamil L.↗
NASA NTRS2003

The NEEMO Project: A Report on how NASA Utilizes the "Aquarius" Undersea Habitat as an Analog for Long-Duration Space Flight

NEEMO is the NASA Extreme Environment Mission Operations, a cooperative project between NASA and the National Oceanic and Atmospheric Administration (NOAA). NEEMO was created and is managed by the Mission Operations Directorate at the Johnson Space Center in Houston, Texas. On the NOAA side, the National Undersea Research Center (NURC) in Key Largo, FL, with the help of the University of North Carolina at Wilmington, manages and operates the Aquarius Program. NEEMO was developed by astronaut training specialists to utilize an undersea research habitat as a multi-objective mission analog for long-duration space flight. Each mission was designed to expose astronauts to extreme environments for training purposes and to research crew behavior, habitability, and space analog life sciences. All of this was done much in the model of a space mission utilizing specific crew procedures, mission rules and timelines. Objectives of the missions were very diverse and contained many of the typical space mission type activities such as EV As (also known as extra vehicular activities), in-habitat science and research, and educational, public outreach, and media events. Five missions, dubbed NEEMO 1-5, were conducted between October 2001 and July 2003, the longest of which (NEEMO 5) lasted 14 days.

Reagan, Marc↗
NASA NTRS2013

An Onboard ISS Virtual Reality Trainer

Prior to the retirement of the Space Shuttle, many exterior repairs on the International Space Station (ISS) were carried out by shuttle astronauts, trained on the ground and flown to the Station to perform these specific repairs. With the retirement of the shuttle, this is no longer an available option. As such, the need for ISS crew members to review scenarios while on flight, either for tasks they already trained for on the ground or for contingency operations has become a very critical issue. NASA astronauts prepare for Extra-Vehicular Activities (EVA) or Spacewalks through numerous training media, such as: self-study, part task training, underwater training in the Neutral Buoyancy Laboratory (NBL), hands-on hardware reviews and training at the Virtual Reality Laboratory (VRLab). In many situations, the time between the last session of a training and an EVA task might be 6 to 8 months. EVA tasks are critical for a mission and as time passes the crew members may lose proficiency on previously trained tasks and their options to refresh or learn a new skill while on flight are limited to reading training materials and watching videos. In addition, there is an increased need for unplanned contingency repairs to fix problems arising as the Station ages. In order to help the ISS crew members maintain EVA proficiency or train for contingency repairs during their mission, the Johnson Space Center's VRLab designed an immersive ISS Virtual Reality Trainer (VRT). The VRT incorporates a unique optical system that makes use of the already successful Dynamic On-board Ubiquitous Graphics (DOUG) software to assist crew members with procedure reviews and contingency EVAs while on board the Station. The need to train and re-train crew members for EVAs and contingency scenarios is crucial and extremely demanding. ISS crew members are now asked to perform EVA tasks for which they have not been trained and potentially have never seen before. The Virtual Reality Trainer (VRT) provides an immersive 3D environment similar to the one experienced at the VRLab crew training facility at the NASA Johnson Space Center. VRT bridges the gap by allowing crew members to experience an interactive, 3D environment to reinforce skills already learned and to explore new work sites and repair procedures outside the Station.

Miralles, Evelyn↗
NASA NTRS2009

21st Century Extravehicular Activities: Synergizing Past and Present Training Methods for Future Spacewalking Success

Neil Armstrong's understated words, "That's one small step for man, one giant leap for mankind." were spoken from Tranquility Base forty years ago. Even today, those words resonate in the ears of millions, including many who had yet to be born when man first landed on the surface of the moon. By their very nature, and in the the spirit of exploration, extravehicular activities (EVAs) have generated much excitement throughout the history of manned spaceflight. From Ed White's first space walk in June of 1965, to the first steps on the moon in 1969, to the expected completion of the International Space Station (ISS), the ability to exist, live and work in the vacuum of space has stood as a beacon of what is possible. It was NASA's first spacewalk that taught engineers on the ground the valuable lesson that successful spacewalking requires a unique set of learned skills. That lesson sparked extensive efforts to develop and define the training requirements necessary to ensure success. As focus shifted from orbital activities to lunar surface activities, the required skill-set and subsequently the training methods, changed. The requirements duly changed again when NASA left the moon for the last time in 1972 and have continued to evolve through the Skylab, Space Shuttle; and ISS eras. Yet because the visits to the moon were so long ago, NASA's expertise in the realm of extra-terrestrial EVAs has diminished. As manned spaceflight again shifts its focus beyond low earth orbit, EVA success will depend on the ability to synergize the knowledge gained over 40+ years of spacewalking to create a training method that allows a single crewmember to perform equally well, whether performing an EVA on the surface of the Moon, while in the vacuum of space, or heading for a rendezvous with Mars. This paper reviews NASA's past and present EVA training methods and extrapolates techniques from both to construct the basis for future EVA astronaut training.

Moore, Sandra K.↗
NASA NTRS2006

The Flostation - an Immersive Cyberspace System

A flostation is a computer-controlled apparatus that, along with one or more computer(s) and other computer-controlled equipment, is part of an immersive cyberspace system. The system is said to be immersive in two senses of the word: (1) It supports the body in a modified form neutral posture experienced in zero gravity and (2) it is equipped with computer-controlled display equipment that helps to give the occupant of the chair a feeling of immersion in an environment that the system is designed to simulate. Neutral immersion was conceived during the Gemini program as a means of training astronauts for working in a zerogravity environment. Current derivatives include neutral-buoyancy tanks and the KC-135 airplane, each of which mimics the effects of zero gravity. While these have performed well in simulating the shorter-duration flights typical of the space program to date, a training device that can take astronauts to the next level will be needed for simulating longer-duration flights such as that of the International Space Station. The flostation is expected to satisfy this need. The flostation could also be adapted and replicated for use in commercial ventures ranging from home entertainment to medical treatment. The use of neutral immersion in the flostation enables the occupant to recline in an optimal posture of rest and meditation. This posture, combines savasana (known to practitioners of yoga) and a modified form of the neutral posture assumed by astronauts in outer space. As the occupant relaxes, awareness of the physical body is reduced. The neutral body posture, which can be maintained for hours without discomfort, is extended to the eyes, ears, and hands. The occupant can be surrounded with a full-field-of-view visual display and nearphone sound, and can be stimulated with full-body vibration and motion cueing. Once fully immersed, the occupant can use neutral hand controllers (that is, hand-posture sensors) to control various aspects of the simulated environment.

Park, Brian↗
NASA NTRS2018

NASA: 60 Years and Counting...

Sputnik launched on 4 Oct 1057. On July 29, 1958, Eisenhower signed the National Aeronautics and Space Act, the creation of NASA. The Soviets launched the first human into orbit, Yuri Gagarin, on April 12, 1961. On 5 May 1961, Alan Shepard's Freedom 7 Mercury capsule lifted off at 9:34 a.m. from Launch Complex 5 at Cape Canaveral Air Force Station, and flew a suborbital trajectory lasting 15 minutes and 22 seconds, America's first man in space. On 25 May 1961, Kennedy delivered a speech to a joint session of Congress. In that speech, he stated "I believe that this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to the earth." The rest, as they say, is history. Project Mercury, the first U.S. program to put humans in space, made 25 flights, six of which carried astronauts between 1961 and 1963. The Gemini program primarily tested equipment and mission procedures and trained astronauts and ground crews for future Apollo missions to the Moon. Exactly eight years, one month and 26 days after President Kennedy challenged Americans to reach for the Moon, Project Apollo landed the first humans on the lunar surface and returned them safely to Earth. In 1973, Skylab expeditions paved the way for the International Space Station. Over 30 years, NASA's space shuttle fleet, ”Columbia, Challenger, Discovery, Atlantis and Endeavour,” flew 135 missions and carried 355 different people to space. The space shuttle carried people into orbit repeatedly; launched, recovered and repaired satellites; conducted cutting-edge research; and built the largest structure in space, the International Space Station. Tragically, NASA lost two crews of seven in the 1986 Challenger accident and the 2003 Columbia accident. The International Space Station is a model for global cooperation and scientific advancements that is enabling growth of private industry in low-Earth orbit and development of new technologies to advance human space exploration. Built between 1998 and 2011, the space station has housed humans continuously since Nov. 2, 2000. NASA has contracted with commercial companies SpaceX, Orbital ATK, and Sierra Nevada Corporation to deliver science investigations, cargo, and supplies to the crews living in space, and soon Boeing and SpaceX will transport astronauts to and from the station. Today, NASA is working on many fronts to advance man's presence in space. NASA's Exploration Campaign will establish U.S. preeminence in cislunar space through the operations and the deployment of a U.S.-led Lunar Orbital Platform-Gateway (LOPG). Together with the Orion and SLS Programs, the LOPG is central to advancing and sustaining human space exploration goals, and is the unifying single stepping off point for human cislunar operations, lunar surface access and missions to Mars. As one might expect, EMC for all this activity is challenging, to say the least. In the next half-hour or so, I will talk about some of those challenges and how the different programs are meeting them.

Scully, Bob↗