Tissue Chips Accurately Model Organs in Space

Tissue Chips Accurately Model Organs in Space

In an image taken from inside an enclosed glovebox aboard the International Space Station, a structure with orange-brown sides and a green top floats inside the glovebox in the center of the image. The box has several stickers with labels. To the right, NASA astronaut Jessica Meir can be seen through the clear side of the glovebox wearing a headset and smiling as she looks at the camera.
NASA astronaut Jessica Meir conducts cardiac research using tissue chip platforms in the Life Sciences Glovebox aboard space station in March of 2022.
NASA

The International Space Station offers a unique microgravity environment where cells outside the human body behave similarly to how they do inside the human body. Tissue chips are small devices containing living cells that mimic complex functions of specific human tissues and organs. Researchers can run experiments using tissue chips aboard space station to understand disease progression and provide faster and safer alternatives for preparing medicine for clinical trials.

Researchers placed engineered heart tissues on tissue chips sent to study how microgravity impacts cardiac functions in space. Data collected by the chips showed these heart tissues experienced impaired contractions, subcellular structural changes, and increased stress, which can lead to tissue damage and disease. Previous studies conducted on human subjects have displayed similar outcomes. In the future, engineered heart tissues could accurately model the effects of spaceflight on cardiac function.

Another investigation used muscle-on-a-chip technology to evaluate whether engineered muscle tissues can mimic the characteristics of reduced muscle regeneration in microgravity. Researchers found that engineered muscle-on-a-chip platforms are viable for studying muscle-related bioprocesses in space. In addition, samples treated with drugs known to stimulate muscle regeneration showed partial prevention of the effects of microgravity. These results demonstrate that muscle-on-chip can also be used to study and identify drugs that may prevent muscle decline in space and age-related muscle decline on Earth.

NASA astronaut Megan McArthur’s hands are shown wearing blue medical gloves. In front of her hands is a CD-sized black structure with orange circles.
NASA astronaut Megan McArthur works on the Cardinal Muscle investigation in the Life Sciences Glovebox aboard the space station in August of 2021.
NASA

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Andrea Lloyd

Station Science Top News: Oct. 4, 2024

Station Science Top News: Oct. 4, 2024

Engineered heart tissues in space showed impairments that led to increased arrhythmias and loss of muscle strength, changes similar to cardiac aging. This finding suggests that the engineered tissues, essentially an automated heart-on-a-chip platform, can be used to study cardiac issues in space and aging-related cardiovascular disease on Earth.

Microgravity exposure is known to cause changes in cardiovascular function similar to those seen with aging on Earth. Engineered Heart Tissues assessed these changes using 3D cultured cardiac muscle tissue. The 3D cultures, grown with special scaffolds and derived from human cells, are better at reproducing the behavior of actual tissues than previous models. Results could support development of countermeasures for crew members on future long-duration space missions and development of drugs to treat cardiac diseases on Earth.

An astronaut conducts an experiment in a glovebox aboard the International Space Station.
A crew member conducts a media exchange in the tissue chambers for the Engineered Heart Tissue investigation.
NASA

A space-based and an airborne imaging spectrometer together make it possible to attribute the source of methane and carbon dioxide plumes to specific sectors, such as oil and gas or agriculture. Methane and carbon dioxide emissions are primary drivers of human-caused climate change. This finding could improve greenhouse gas budget and inform mitigation strategies.

The space station’s Earth Surface Mineral Dust Source Investigation (EMIT) instrument was designed to determine the type and distribution of minerals in the dust of Earth’s arid regions, but researchers found that EMIT data also can identify specific sources of methane and carbon dioxide emissions. The space-based instrument can identify emissions over large areas and provide repeat observations that reduce uncertainty. The Airborne Visible/Infrared Imaging Spectrometer-3, a NASA Jet Propulsion Laboratory instrument, can quantify smaller emissions sources. Combining these observations provides more information on emission sources.

Visualization of data collected by the Earth Surface Mineral Dust Source Investigation instrument.
A cluster of methane plumes detected by the Earth Surface Mineral Dust Source Investigation over approximately 150 square miles.
NASA

Even short periods of higher relative humidity can increase growth of fungi in spacecraft dust and change the diversity of species present. This finding suggests that moisture conditions can predict changes in fungal growth and composition in spacecraft and space habitats, helping to protect astronaut health and structure integrity.

The space station contains a unique community of microbes, including many that reside in dust, much like in indoor environments on Earth. Aerosol Sampler collected airborne particles in the station’s cabin air, including dust, for examination on the ground. There are many potential sources of daily elevated moisture conditions on the space station and scientists need to understand how this affects the fungal and bacterial communities in spacecraft dust. The model described in the paper also could assess how other environmental factors such as microgravity and elevated carbon dioxide affect these microbes.

An Aerosol Sampler collection device aboard the International Space Station.
NASA

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Linda E. Grimm

NASA’s Earth Information Center at the Smithsonian

NASA’s Earth Information Center at the Smithsonian

Two men in suits stand behind a short curved barrier. They look at a large curved screen that spans the room. The screen shows information, maps, and other graphics that relay information about carbon dioxide. The man on the right is pointing at the display.
NASA/Bill Ingalls

NASA Administrator Bill Nelson and Kirk Johnson, Sant Director of the Smithsonian’s National Museum of Natural History in Washington, preview the agency’s new Earth Information Center exhibit on Monday, Oct. 8, 2024. This new exhibit is the Earth Information Center’s second physical location.

The exhibit at the Smithsonian includes a 32-foot-long, 12-foot-high video wall displaying Earth science data visualizations and videos, interpretive panels showing Earth’s connected systems, information on our changing world, and an overview of how NASA and the Smithsonian study our home planet. It opens to the public Tuesday, Oct. 8, and will remain on display through 2028.

Image Credit: NASA/Bill Ingalls

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Monika Luabeya

Connected Learning Ecosystems: Educators Learning and Growing Together

Connected Learning Ecosystems: Educators Learning and Growing Together

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Connected Learning Ecosystems: Educators Learning and Growing Together

On August 19-20, 53 educators from a diverse set of learning contexts (libraries, K-12 classrooms, 4-H afterschool clubs, outdoor education centers, and more) gathered in Orono, Maine for the Learning Ecosystems Northeast (LENE) biannual Connect, Reflect, & Plan Connected Learning Ecosystems (CLEs) Gathering. These gatherings are meant to foster meaningful connections and collaborations and shared knowledge and confidence building amongst educators within the LENE network.

NASA Science Activation’s Learning Ecosystems Northeast (LENE) is a network of education partners across the Northeastern United States, led by the Gulf of Maine Research Institute. These partners are dedicated to creating and linking communities of in and out of school educators, Connected Learning Ecosystems (CLEs), who are committed to empowering the next generation of climate stewards.

The focus of this gathering was to provide educators the time, experiences, connections, and space to explore ways they can prepare the youth and communities they work with to build resilience in the face of climate change. Educators participated in sessions around local asset mapping, climate mental health, positive youth development, building STEM skills through games and fieldwork, and planning forward around coastal flooding and sea level rise. Each session was followed by time to debrief, reflect, and plan both in their regional CLEs as well as with statewide partners. The value of NASA assets and connection to local issues was woven throughout many experiences during this gathering. LENE’s CLE Resource Drive has a growing list of phenomena-based NASA assets that has been curated based on the interests of their network over time. The Global Learning and Observations to Benefit the Environment (GLOBE) program’s GLOBE Observer tree height app was part of the Ash Protection community science protocol and many NASA assets enhance the educator-guided planning forward experience guide that youth practice the difficult, real-life conversations about the
consequences of sea level rise as they think about ways they can plan for a resilient future in the face of rising seas and coastal flooding.

Sara King from the Rural Aspirations Project (Hancock/Midcoast CLE) had this to say: “Before I first joined the CLE, I viewed STEM professionals to be separate from myself for the most part because I did not feel very confident in my abilities in all parts of STEM. I feel more comfortable with data and technology, engineering, and science practices now.”

One educator said that their highlight from the gathering was, “[o]pportunities to meet with other teachers and educators and librarians to share ideas about how we can pool our resources and reach more students.” These educators left with draft learning projects ready for refinement and review, renewed dedication and motivation for the school year, and new perspectives to lead them into continued conversations and partnership with their CLE peers as they meet throughout the year.

Learn more about Learning Ecosystem Northeast’s efforts to empower the next generation of environmental stewards at 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

A group photo of all the organizers and participating educators in front of the NASA logo
The August 2024 Connect, Reflect & Plan Connected Learning Ecosystem Gathering crew (educators and project partners from across Maine and even one California partner).

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Oct 08, 2024
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NASA Science Editorial Team

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Systems Engineer Noosha Haghani Prepped PACE for Space

Systems Engineer Noosha Haghani Prepped PACE for Space

Throughout the life cycles of missions, Goddard engineer Noosha Haghani has championed problem-solving and decision-making to get to flight-ready projects.

Name: Noosha Haghani
Title: Plankton Aerosol Clouds and Ecosystem (PACE) Deputy Mission Systems Engineer
Formal Job Classification: Electrical engineer
Organization: Engineering and Technology Directorate, Mission Systems Engineering Branch (Code 599)

Haghani holds an electronic card from MUSTANG
Noosha Haghani is a systems engineer for the Plankton Aerosol Clouds and Ecosystem (PACE) mission at NASA’s Goddard Space Flight Center in Greenbelt, Md.
Credit: NASA

What do you do and what is most interesting about your role here at Goddard?

As the PACE deputy mission systems engineer, we solve problems every day, all day long. An advantage I have is that I have been on this project from the beginning.

Why did you become an engineer? What is your educational background?

I was always very good at math and science. Both of my parents are engineers. I loved building with Legos and solving puzzles. Becoming an engineer was a natural progression for me.

I have a BS in electrical engineering and a master’s in reliability engineering from the University of Maryland, College Park. I had completed all my course work for my Ph.D. as well but never finished due to family obligations.

How did you come to Goddard?

As a freshman in college, I interned at Goddard. After graduation, I worked in industry for a few years. In 2002, I returned to Goddard because I realized that what we do at Goddard is so much more unique and exciting to me.

My mother also works at Goddard as a software engineer, so I am a second-generation Goddard employee. Early on in my career, my mother and I met for lunch occasionally. Now I am just too busy to even schedule lunch.

Describe the advantages you have in understanding a system which you have worked on from the original design through build and testing?

I came to the PACE project as the architect of an avionics system called MUSTANG, a set of hardware electronics that performs the function of the avionics of the mission including command and data handling, power, attitude control, and more. As the MUSTANG lead, I proposed an architecture for the PACE spacecraft which the PACE manager accepted, so MUSTANG is the core architecture for the PACE spacecraft. I led the team in building the initial hardware and then moved into my current systems engineering role.

Knowing the history of a project is an advantage in that it teaches me how the system works. Understanding the rationale of the decision making we made over the years helps me to better appreciate why we built the system way we did.

How would you describe your problem-solving techniques?

A problem always manifests as some incorrect reading or some failure in a test, which I refer to as evidence of the problem. Problem solving is basically looking at the evidence and figuring out what is causing the problem. You go through certain paths to determine if your theory matches the evidence. It requires a certain level of understanding of the system we have built. There are many components to the observatory including hardware and software that could be implicated. We compartmentalize the problem and try to figure out the root cause systematically. Sometimes we must do more testing to get the problem to recreate itself and provide more evidence.

As a team lead, how do you create and assign an investigation plan?

As a leader, I divide up the responsibilities of the troubleshooting investigation. We are a very large team. Each individual has different roles and responsibilities. I am the second-highest ranking technical authority for the mission, so I can be leading several groups of people on any given day, depending on the issue.

The evidence presented to us for the problem will usually implicate a few subsystems. We pull in the leads for these subsystems and associated personnel and we discuss the problem. We brainstorm. We decide on investigation and mitigation strategies. We then ask the Integration and Test team to help carry out our investigation plan.

As a systems engineer, how do you lead individuals who do not report to you or through your chain of command?

I am responsible for the technical integrity of the mission. As a systems engineer, these individuals do not work for me. They themselves answer to a line manager who is not in my chain of command. I lead them through influencing them.

I use leadership personality and mutual respect to guide the team and convince them that the method we have chosen to solve the problem is the best method. Because I have a long history with the project, and was with this system from the drawing board, I generally understand how the system works. This helps me guide the team to finding the root cause of any problem.

How do you lead your team to reach consensus?

Everything is a team effort. We would be no where without the team. I want to give full credit to all the teams.

You must respect members of your team, and each team member must respect you as a leader. I first try to gather and learn as much as possible about the work, what it takes to do the work, understanding the technical aspects of the work and basically understanding the technical requirements of the hardware. I know a little about all the subsystems, but I rely on my subsystem team leads who are the subject matter experts.

The decision on how to build the system falls on the Systems Team. The subject matter experts provide several options and define risks associated with each.  We then make a decision based on the best technical solution for the project that falls within the cost/schedule and risk posture.

If my subject matter experts and I do not agree, we go back and forth and work together as a team to come to a consensus on how to proceed. Often we all ask many questions to help guide out path. The team is built on mutual respect and good communication. When we finally reach a decision, almost everyone agrees because of our collaboration, negotiation and sometimes compromise.

What is your favorite saying?

Better is the enemy of good enough. You must balance perfectionism with reality.

How do you balance perfectionism with reality to make a decision?

Goddard has a lot of perfectionists. I am not a perfectionist, but I have high expectations. Goddard has a lot of conservatism, but conservatism alone will not bring a project to fruition.

There is a level of idealism in design that says that you can always improve on a design. Perfection is idealistic. You can analyze something on paper forever. Ultimately, even though I am responsible for the technical aspects only, we still as a mission must maintain cost and schedule. We could improve a design forever but that would take time and money away from other projects. We need to know when we have built something that is good enough, although maybe not perfect.

In the end, something on paper is great, but building and testing hardware is fundamental in order to proceed. Occasionally the decisions we make take some calculated risk. We do not always have all the facts and furthermore we do not always have the time to wait for all the facts. We must at some point make a decision based on the data we have.

Ultimately a team lead has to make a judgement call. The answer is not in doing bare minimum or cutting corners to get the job done, but rather realizing what level of effort is the right amount to move forward.

Why is the ability to make a decision one of your best leadership qualities?

There is a certain level of skill in being able to make a decision. If you do not make a decision, at some point that inability to make a decision becomes a decision. You have lost time and nothing gets built.

My team knows that if they come to me, I will give them a path forward to execute. No one likes to be stuck in limbo, running in circles. A lot of people in a project want direction so that they can go forward and implement that decision. The systems team must be able to make decisions so that the team can end up with a finished, launchable project.

One of my main jobs is to access risk. Is it risky to move on? Or do I need to investigate further? We have a day-by-day risk assessment decision making process which decides whether or not we will move on with the activities of that day.

As an informal mentor, what is the most important advice you give?

Do not give up. Everything will eventually all click together.

What do you like most about your job?

I love problem solving. I thrive in organized chaos. Every day we push forward, complete tasks. Every day is a reward because we are progressing towards our launch date.

Who inspires you?

The team inspires me. They make me want to come to work every day and do a little bit better. My job is very stressful. I work a lot of hours. What motivates me to continue is that there are other people doing the same thing, they are amazing. I respect each of them so much.

What do you do for fun?

I like to go to the gym and I love watching my son play sports. I enjoy travel and I love getting immersed in a city of a different country.

By Elizabeth M. Jarrell
NASA’s Goddard Space Flight Center, Greenbelt, Md.

A banner graphic with a group of people smiling and the text "Conversations with Goddard" on the right. The people represent many genders, ethnicities, and ages, and all pose in front of a soft blue background image of space and stars.

Conversations With Goddard is a collection of Q&A profiles highlighting the breadth and depth of NASA’s Goddard Space Flight Center’s talented and diverse workforce. The Conversations have been published twice a month on average since May 2011. Read past editions on Goddard’s “Our People” webpage.

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Oct 08, 2024

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Madison Olson
Contact
Rob Garner
Location
Goddard Space Flight Center

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Madison Olson