National Aeronautics and Space Administr

This is an excellent primer on software safety and a classic This document has been issued to make available to software safety practitioners a guidebook for assessing software systems for software's contribution to safety and techniques for analyzing and applying appropriate safety techniques and methods to software. Software developers and software safety engineers are the primary focus; however, software assurance (SA) engineers, project managers, system engineers, and system safety engineers will also find this guidebook useful. Why buy a book you can download for free? We print this book so you don't have to. First you gotta find a good clean (legible) copy and make sure it's the latest version (not always easy). Some documents found on the web are missing some pages or the image quality is so poor, they are difficult to read. We look over each document carefully and replace poor quality images by going back to the original source document. We proof each document to make sure it's all there - including all changes. If you find a good copy, you could print it using a network printer you share with 100 other people (typically its either out of paper or toner). If it's just a 10-page document, no problem, but if it's 390-pages, you will need to punch 3 holes in all those pages and put it in a 3-ring binder. Takes at least an hour. It's much more cost-effective to just order the latest version from Amazon.com

Approved October 25, 2018This standard establishes NASA's minimum requirements for, but not all details of, the design, construction, testing, inspection, maintenance, operation, and personnel licensing of lifting devices and equipment (LDE) in order to enhance safety and reliability and ensure compliance with regulatory requirements. This standard is applicable to NASA-owned and NASA contractor-supplied overhead and gantry cranes (including top running, monorail, underhung, and jib cranes), mobile cranes, derricks, hoists, winches used for lifting applications, hoist-supported personnel lifting devices, load positioning devices, load measuring devices, hooks, jacks used for critical lifts, slings, rigging hardware, below-the-hook lifting devices, mobile aerial platforms, and high lift industrial trucks used in support of NASA operations at NASA installations and NASA operations in host countries. Why buy a book you can download for free? We print this book so you don't have to. First you gotta find a good clean (legible) copy and make sure it's the latest version (not always easy). Some documents found on the web are missing some pages or the image quality is so poor, they are difficult to read. We look over each document carefully and replace poor quality images by going back to the original source document. We proof each document to make sure it's all there - including all changes. If you find a good copy, you could print it using a network printer you share with 100 other people (typically its either out of paper or toner). If it's just a 10-page document, no problem, but if it's 250-pages, you will need to punch 3 holes in all those pages and put it in a 3-ring binder. Takes at least an hour. It's much more cost-effective to just order the latest version from Amazon.com

NASA's next robotic rover mission to the Red Planet - known as Mars 2020 - will be equipped with seven science instruments to further scientific understanding of Mars and demonstrate new technologies, including an experiment to produce oxygen from carbon dioxide in the Martian atmosphere that will support the Agency's goal of sending humans to the planet in the 2030s. While the $2.4 billion Mars 2020 Project will utilize new and modified technology, particularly with respect to its on-board instruments, the Project will also use a significant amount of heritage technology from MSL in an effort to reduce mission costs and risks. The rover will have the capability to travel about 12 miles from the landing site, and the plan is to spend at least 1.25 Mars years (28 Earth months) exploring the surrounding region. We assessed NASA's management of the Mars 2020 Project relative to achieving technical objectives, meeting milestones, and controlling costs. Our specific objective was to assess how emerging challenges could affect the mission and whether the project plan is based on complete, reliable, and accurate cost, schedule, and risk information. To complete this work, we reviewed key project planning documents, reviewed NASA policies and procedures, and interviewed NASA management, among others.

The NASA Systems Engineering Handbook provides top-level guidelines for good systems engineering practices. There are six core chapters: Fundamentals of Systems Engineering NASA program/project life cycles From a Concept to a Design From a Design to a Final Product Crosscutting Management Processes Special Topics in Systems Engineering The SEMP Content Outline in Appendix J provides guidance for constructing a Systems Engineering Management Plan. The topics in Appendix J can be used as a checklist for constructing a SEMP. The NASA Systems Engineering Handbook provides general guidance on systems engineering and best practices and pitfalls to avoid. This handbook describes systems engineering as it should be applied to the development and implementation of large and small NASA programs and projects. NASA has defined different life cycles that specifically address the major project categories, or product lines, which are: Flight Systems and Ground Support (FS&GS) Research and Technology (R&T) Construction of Facilities (CoF) Environmental Compliance and Restoration (ECR) The technical content of the handbook provides systems engineering best practices that should be incorporated into all NASA product lines. For simplicity this handbook uses the FS&GS product line as an example. The specifics of FS&GS can be seen in the description of the life cycle and the details of the milestone reviews. The engineering of NASA systems requires a systematic and disciplined set of processes that are applied recursively and iteratively for the design, development, operation, maintenance, and closeout of systems throughout the life cycle of the programs and projects.

The Near Earth Network, part of NASA's Space Communications and Navigation (SCaN) Program, provides tracking, telemetry, and command services to approximately 40 Agency science missions operating in low Earth orbit, including the recently launched Soil Moisture Active Passive (SMAP) mission and the Aura mission, which is still operating more than 10 years after its 2004 launch. The Network also provides launch and contingency support for the National Oceanic and Atmospheric Administration's (NOAA) National Environmental Satellite, Data, and Information Service Program satellites, which provide weather forecasting for the United States. To provide these services, the Near Earth Network uses NASA-owned antennas and transmitters located in Alaska, New Mexico, Virginia, and Antarctica, as well as equipment in other parts of the world owned by other U. S. or foreign government agencies or commercial entities. Although as of fiscal year (FY) 2014, the Network relied on commercial entities to deliver about half of the services it provides, beginning in FY 2015 the Network will see a significant increase in services through NASA-owned ground stations. Using non-U. S. Government entities to transmit Agency data presents significant security challenges. Moreover, NASA's own Network assets are located in extreme environments and aging, making maintenance more difficult. Constrained budgets have also led the Agency to defer some maintenance activities, which, on at least one occasion, has contributed to the unexpected failure of Network equipment. The overall objective of this audit was to assess whether NASA is properly ensuring the information technology and physical security of the Near Earth Network and adjusting Network capabilities to meet current and future requirements within cost, schedule, and performance goals. This is the third in a series of audits by the Office of Inspector General (OIG) examining the various Networks managed by the SCaN Program. See Appendix A for details of the audit's scope and methodology.

Welcome to "Risk and Exploration-Earth, Sea, and the Stars." Today's session is entitled "Why We Explore," but I'm hoping that, mostly, we can make it a dialogue, up close and personal. I'm John Grunsfeld. I'm the NASA chief scientist and an astronaut. I think we have started getting into the discussions on risk and exploration, into some of the thorny questions about how do we make decisions. How do we use our judgment? How do we, as institutional managers of a public institution, make decisions on behalf of the American people, and with oversight of the Congress, that can stand the test of time, without being so risk averse that we don't do anything interesting? There's a couple of things I'd like to show this morning that are personal, that are professional as chief scientist, and then, representing the Agency, and then, looking forward. I think we'd be remiss in all of this discussion if we avoided the topic of why we're not sending a Space Shuttle back to the Hubble to service it. So I'll address that in a second.

NASA's Asteroid Initiative consists of two separate but related activities: the Asteroid Redirect Mission (ARM), and the Asteroid Grand Challenge (AGC). NASA is developing concepts for the ARM, which would use a robotic spacecraft to capture a small near-Earth asteroid (7 to 10 meters), or remove a boulder (1 to 10 meters) from the surface of a larger asteroid, and redirect it into a stable orbit around the moon. Astronauts launched aboard the Orion spacecraft would rendezvous with the captured asteroid material in lunar orbit, and collect samples for return to Earth. The AGC is seeking the best ideas to find all asteroid threats to human populations, and to accelerate the work that NASA is already doing for planetary defense. The Asteroid Initiative will leverage and integrate NASA's activities in human exploration, space technology, and space science to advance the technologies and capabilities needed for future human and robotic exploration, to enable the first human mission to interact with asteroid material, and to accelerate efforts to detect, track, characterize, and mitigate the threat of potentially hazardous asteroids. On June 18, 2013, NASA issued a Request for Information (RFI) to gather innovative ideas that NASA will use to plan the Asteroid Initiative (Ref. 1). The RFI was open to individuals, companies, universities, government agencies, and international organizations. The RFI closed on July 18, 2013, and 402 responses were received from 16 countries. Approximately 40% of the responses were from the general public. All responses were evaluated for relevance, impact, maturity, and affordability, and 96 of the most promising ideas were selected for presentation at the Asteroid Initiative Ideas Synthesis Workshop. The purpose of the workshop was to further examine and foster a broad discussion of the most promising ideas gathered via the RFI, and to identify and synthesize ideas that could help inform NASA's planning of the Asteroid Redirect Mission and Asteroid Grand Challenge. The workshop participants also made recommendations for further studies and next steps. The workshop was held in two parts at the Lunar and Planetary Institute. The first part took place on September 30 before the government shutdown, and about 150 people attended. The workshop resumed on November 20-22, and about 120 people attended the second part. Over 2,000 people were able to participate virtually. The workshop sessions included presentations and discussion in the following areas: Asteroid ObservationAsteroid Redirection Systems Asteroid Deflection Demonstrations Asteroid Capture SystemsCrew Systems for Asteroid ExplorationPartnerships and Participatory Engagement Crowdsourcing and Citizen Science (Grand Challenge) Next Generation Engagement (Grand Challenge)The Asteroid Observation area discussed concepts for augmenting and accelerating ground and space-based capabilities for detecting all near-Earth asteroids, determining their orbits, and characterizing their shape, rotation rate, mass, and composition as accurately as possible. This information is needed to identify candidate targets for the Asteroid Redirect Mission, as well as to expand our knowledge of the population of potentially hazardous asteroids for planetary defense. The main recommendations from the workshop were to encourage international participation by working through the United Nations, assist amateur astronomers in contributing to asteroid detection and characterization efforts, use surplus observational time on U. S. space surveillance systems, encourage commercial partnerships for asteroid precursor missions using small spacecraft, and include grants to detect and characterize small asteroids in NASA's annual space science solicitations.

NASA's Deep Space Network (DSN or Network) is a central component of the Agency's space communications and navigation capability, providing deep space missions with tracking, telemetry, and command services needed to control spacecraft and transmit data. Part of NASA's Space Communications and Navigation (SCaN) Program, DSN operates antennas and transmitters at communications complexes in three locations: Goldstone, California; Madrid, Spain; and Canberra, Australia. NASA has contracts with the Spanish and Australian governments to manage day-to-day operations at the foreign sites and with the Jet Propulsion Laboratory (JPL), a federally funded research and development center in Pasadena, California, for the Goldstone site. During fiscal year (FY) 2014, DSN supported more than 30 missions including the launch and orbit insertions of NASA's Mars Atmosphere and Volatile Evolution Mission and the Indian Space Agency's Mars Orbiter Mission. Much of DSN's hardware is more than 30 years old, costly to maintain, and requires modernization and expansion to ensure continued service for existing and planned missions. Accordingly, in 2009 DSN management proposed an upgrade project to build new antennas and transmitters between 2009 and 2025. DSN has significant information technology (IT) and physical infrastructure components that it must protect against compromise from cyber attack, espionage, and terrorism. To this end, the JPL, Madrid, and Canberra agreements require each contractor to follow specified Federal and NASA security policies. We conducted this audit to examine whether DSN is positioned to meet current and future communication commitments and appropriately managing Network IT and physical security risks. We also considered whether NASA is effectively administering the contracts relating to the foreign sites. Although DSN is meeting its current operational commitments, budget reductions have challenged the Network's ability to maintain these performance levels and threaten its future reliability. Specifically, in FY 2009 the Network implemented a plan to achieve $226.9 million in savings over 10 years and use most of that savings to build new antennas and transmitters. However, in FY 2013 the SCaN Program cut the Network's budget by $101.3 million, causing DSN to delay upgrades, close antennas, and cancel or re-plan tasks. In addition, SCaN officials are considering additional cuts for DSN in FY 2016 that could further delay maintenance and upgrade tasks. Finally, despite these reductions DSN has not revised life-cycle cost estimates for the upgrade project or performed a detailed funding profile beyond FY 2018, making it difficult to effectively plan and justify funding for the project and DSN's future commitments. If budget reductions continue, DSN faces an increased risk that it will be unable to meet future operational commitments or complete the upgrade project on schedule.

This book contains: - Information on the Lunar Sample Disk, - Activity Matrices -- Skills & Standards, - A Teacher's Guide, - Moon ABCs Fact Sheet, - Rock ABCs Fact Sheet, - Progress in Lunar Science Chart, - 17 activities, - Resource Section for each unit, - Glossary, - NASA Educational Resources. The "Teacher's Guide" titled "The Moon: Gateway to the Solar System," pages 1-16, provides background information about the Moon. It tells the story of the Moon's geological history and how scientists try to decipher the story. This background information may be useful reading for students as well. Key facts about the Moon appear on the "Moon ABCs" and "Rock ABCs" pages. These pages were named to emphasize the basic nature of the information. The "Progress in Lunar Science Chart" summarizes our knowledge about the Moon from 1959 to 1997. The activities are divided into three units: Pre-Apollo, Learning from Apollo, and the Future. These correspond, at least roughly, to exercises that can be done before the Lunar Sample Disk arrives at your school (Pre-Apollo), while it is there (Learning from Apollo), and after it has been returned to NASA (The Future). The length of time needed to complete an activity will vary according to the degree of difficulty and the development level of the students. Thus activities may take one to eight or more class periods." Activity Matrices" are provided to assist in identifying the science process skills and science and mathematics educational standards associated with each activity. Classroom activities promote problemsolving, communication skills, and teamwork. Each activity consists of teacher pages and reproducible student sheets. Teacher pages begin with a statement of purpose and background information with answers specific to the activity. Relevant pages in the "Teacher's Guide" also are listed. These are followed by sections on preparation, in-class suggestions, wrap-up ideas, and extensions. Words that are bolded appear in the Glossary. Student sheets include a purpose statement, key words, list of materials, procedure, questions with space provided for answers, and charts. Key words are included in the Glossary. Materials for each activity are listed in order of use. They are bolded in the text of the procedure section as a memory aid for students.

This guide was prepared as a tool useful for informal education venues (4-H, Boys and Girls Clubs, Boy Scouts, Girl Scouts, etc.), science clubs and related programs, and can be adopted for formal education settings. An exciting and productive study in rocket science can be implemented using the selected activities for the above-mentioned settings. The guide's activities can be correlated to meet formal education's core curriculum objectives or used for ancillary enrichment and extension activities. The series of activities in this guide require basic, inexpensive materials. They demonstrate fundamental principles of rocket science. The activities were selected and organized around the target concepts of altitude, velocity and acceleration (i.e., height, distance and speed). The Adventures in Rocket Science Activity Matrix on page v organizes the activities by suggested grade level bands as well as target concepts. Examine the matrix for a grade level band (e.g., grades 1-3). Select a target word located in that grade level band (e.g., velocity). The activity, "Move It " will address the concept of velocity. Activities are included within each grade level band to address the three target concepts. Some activities can be used to address multiple target words. The length of time for each activity is approximately one or two hours with the exception of the Project Enterprise activity which can take up to two weeks to complete. The guide includes a compilation of NASA- developed and originally developed activities that emphasize hands-on involvement, prediction, data collection and interpretation, teamwork, and problem solving. Project background and an edited, student-friendly version of The History of Rocketry is included. The guide includes an appendix with construction directions for various project activities, safety guidelines and a glossary of terms.