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THE GREAT AMERICAN ECLIPSE: 

TO TOTALITY AND BEYOND 

JOINT HEARING 

BEFORE THE

SUBCOMMITTEE ON RESEARCH AND TECHNOLOGY 

& 

SUBCOMMITTEE ON SPACE 

COMMITTEE ON SCIENCE, SPACE, AND 

TECHNOLOGY 

HOUSE OF REPRESENTATIVES 

ONE HUNDRED FIFTEENTH CONGRESS 

FIRST SESSION 

SEPTEMBER 28, 2017 

Serial No. 115–28 

Printed for the use of the Committee on Science, Space, and Technology 

( 

Available via the World Wide Web: http://science.house.gov 
(II) 

COMMITTEE ON SCIENCE, SPACE, AND TECHNOLOGY 

HON. LAMAR S. SMITH, Texas, Chair 

FRANK D. LUCAS, Oklahoma 

DANA ROHRABACHER, California 

MO BROOKS, Alabama 

RANDY HULTGREN, Illinois 

BILL POSEY, Florida 

THOMAS MASSIE, Kentucky 

JIM BRIDENSTINE, Oklahoma 

RANDY K. WEBER, Texas 

STEPHEN KNIGHT, California 

BRIAN BABIN, Texas 

BARBARA COMSTOCK, Virginia 

BARRY LOUDERMILK, Georgia 

RALPH LEE ABRAHAM, Louisiana 

DRAIN LAHOOD, Illinois 

DANIEL WEBSTER, Florida 

JIM BANKS, Indiana 

ANDY BIGGS, Arizona 

ROGER W. MARSHALL, Kansas 

NEAL P. DUNN, Florida 

CLAY HIGGINS, Louisiana 

RALPH NORMAN, South Carolina 

EDDIE BERNICE JOHNSON, Texas 

ZOE LOFGREN, California 

DANIEL LIPINSKI, Illinois 

SUZANNE BONAMICI, Oregon 

ALAN GRAYSON, Florida 

AMI BERA, California 

ELIZABETH H. ESTY, Connecticut 

MARC A. VEASEY, Texas 

DONALD S. BEYER, JR., Virginia 

JACKY ROSEN, Nevada 

JERRY MCNERNEY, California 

ED PERLMUTTER, Colorado 

PAUL TONKO, New York 

BILL FOSTER, Illinois 

MARK TAKANO, California 

COLLEEN HANABUSA, Hawaii 

CHARLIE CRIST, Florida 

SUBCOMMITTEE ON RESEARCH AND TECHNOLOGY

HON. BARBARA COMSTOCK, Virginia, Chair 

FRANK D. LUCAS, Oklahoma 

RANDY HULTGREN, Illinois 

STEPHEN KNIGHT, California 

DARIN LAHOOD, Illinois 

RALPH LEE ABRAHAM, Louisiana 

DANIEL WEBSTER, Florida 

JIM BANKS, Indiana 

ROGER W. MARSHALL, Kansas 

LAMAR S. SMITH, Texas 

DANIEL LIPINSKI, Illinois 

ELIZABETH H. ESTY, Connecticut 

JACKY ROSEN, Nevada 

SUZANNE BONAMICI, Oregon 

AMI BERA, California 

DONALD S. BEYER, JR., Virginia 

EDDIE BERNICE JOHNSON, Texas 

SUBCOMMITTEE ON SPACE

HON. BRIAN BABIN, Texas, Chair 

DANA ROHRABACHER, California 

FRANK D. LUCAS, Oklahoma 

MO BROOKS, Alabama 

BILL POSEY, Florida 

JIM BRIDENSTINE, Oklahoma 

STEPHEN KNIGHT, California 

BARBARA COMSTOCK, Virginia 

RALPH LEE ABRAHAM, Louisiana 

DANIEL WEBSTER, Florida 

JIM BANKS, Indiana 

ANDY BIGGS, Arizona 

NEAL P. DUNN, Florida 

CLAY HIGGINS, Louisiana 

LAMAR S. SMITH, Texas 

AMI BERA, California, Ranking Member 

ZOE LOFGREN, California 

DONALD S. BEYER, JR., Virginia 

MARC A. VEASEY, Texas 

DANIEL LIPINSKI, Illinois 

ED PERLMUTTER, Colorado 

CHARLIE CRIST, Florida 

BILL FOSTER, Illinois 

EDDIE BERNICE JOHNSON, Texas 
(III) 

C O N T E N T S 

September 28, 2017 

Page 

Witness List ............................................................................................................. 2 

Hearing Charter ...................................................................................................... 3 

Opening Statements 

Statement by Representative Barbara Comstock, Chairwoman, Subcommittee 

on Research and Technology, Committee on Science, Space, and Technology, 

U.S. House of Representatives ............................................................................ 4 

Written Statement ............................................................................................ 5 

Statement by Representative Daniel Lipinski, Ranking Member, Subcommittee on Research and Technology, Committee on Science, Space, and 

Technology, U.S. House of Representatives ....................................................... 7 

Written Statement ............................................................................................ 8 

Statement by Representative Lamar S. Smith, Chairman, Committee on 

Science, Space, and Technology, U.S. House of Representatives ..................... 10 

Written Statement ............................................................................................ 11 

Statement by Representative Brian Babin, Chairman, Subcommittee on 

Space, Committee on Science, Space, and Technology, U.S. House of Representatives ........................................................................................................... 13 

Written Statement ............................................................................................ 14 

Witnesses: 

Dr. James Ulvestad, Assistant Director (Acting), Directorate for Mathematical 

& Physical Sciences, National Science Foundation 

Oral Statement ................................................................................................. 17 

Written Statement ............................................................................................ 19 

Dr. Thomas Zurbuchen, Associate Administrator, Science Mission Directorate, 

NASA 

Oral Statement ................................................................................................. 25 

Written Statement ............................................................................................ 27 

Dr. Heidi Hammel, Executive Vice President, Association of Universities for 

Research in Astronomy 

Oral Statement ................................................................................................. 32 

Written Statement ............................................................................................ 34 

Dr. Matthew Penn, Astronomer, National Solar Observatory 

Oral Statement ................................................................................................. 41 

Written Statement ............................................................................................ 43 

Ms. Michelle Nichols-Yehling, Director of Public Observing, Adler Planetarium 

Oral Statement ................................................................................................. 55 

Written Statement ............................................................................................ 57 

Discussion ................................................................................................................. 60 

Appendix I: Answers to Post-Hearing Questions 

Dr. James Ulvestad, Assistant Director (Acting), Directorate for Mathematical 

& Physical Sciences, National Science Foundation ........................................... 74 

Dr. Thomas Zurbuchen, Associate Administrator, Science Mission Directorate, 

NASA ..................................................................................................................... 76 
Page

IV 

Dr. Heidi Hammel, Executive Vice President, Association of Universities for 

Research in Astronomy ........................................................................................ 78 

Dr. Matthew Penn, Astronomer, National Solar Observatory ............................. 80 

Ms. Michelle Nichols-Yehling, Director of Public Observing, Adler Planetarium ................................................................................................................... 82 

Appendix II: Additional Material for the Record 

Statement submitted by Representative Daniel Lipinski, Ranking Member, 

Subcommittee on Research and Technology, Committee on Science, Space, 

and Technology, U.S. House of Representatives ............................................... 86 

Statement submitted by Representative Eddie Bernice Johnson, Ranking 

Member, Committee on Science, Space, and Technology, U.S. House of 

Representatives .................................................................................................... 87 

Report submitted by Representative Bill Foster, Committee on Science, Space, 

and Technology, U.S. House of Representatives ............................................... 88 

Statement submitted by Representative Elizabeth Esty, Committee on 

Science, Space, and Technology, U.S. House of Representatives ..................... 99 
(1) 

THE GREAT AMERICAN ECLIPSE: 

TO TOTALITY AND BEYOND 

Thursday, September 28, 2017 

HOUSE OF REPRESENTATIVES, 

SUBCOMMITTEE ON RESEARCH AND TECHNOLOGY AND

SUBCOMMITTEE ON SPACE

COMMITTEE ON SCIENCE, SPACE, AND TECHNOLOGY, 

Washington, D.C. 

The Subcommittees met, pursuant to other business, at 9:22 

a.m., in Room 2318 of the Rayburn House Office Building, Hon. 

Barbara Comstock [Chairwoman of the Subcommittee on Research 

and Technology] presiding. 
2 

\J\•\1.\'\:,.S.Ylill!l,,,,, 

rH,,I'l!V'.\rl 

<.tongrcss of the United ~totes 

·House of 1\cprrsmtatiucs COMMITTEE ON SCIENCE. SPACE. AND TECHNOLOGY 

{202) 225--6371 

f-flfllf !Jf:llN!t'l JU!I'iS\.lt-. ;MNi<IN(.O\lE\l>\[!1 

The Great American Eclipse: To Totality and Beyond 

Thursday, September 28, 2017 

9:30a.m. 

2318 Raybum House Office Building 

Witnesses 

Dr. James Ulvestad, Assistant Director (Acting), Directorate for Mathematical & Physical 

Sciences, National Science Foundation 

Dr. Thomas Zurbuchen, Associate Administrator, Science Mission Directorate, NASA 

Dr. Heidi Hammel, Executive Vice President, Association of Universities for Research in 

Astronomy 

Dr. Matthew Penn, Astronomer, National Solar Observatory 

Ms. Michelle Nichols-Vehling, Director of Public Observing, Adler Planetarium 
3 

U.S. HOUSE OF REPRESENTATIVES 

COMMITTEE ON SCIENCE, SPACE, AND TECHNOLOGY 

HEARING CHARTER 

September 28,2017 

TO: Members, Subcommittee on Research and Technology & Subcommittee on Space 

FROM: Majority Staff, Committee on Science, Space, and Technology 

SUBJECT: Joint Research and Technology & Space Subcommittees Hearing: 

"The Great American Eclipse: To Totality and Beyond" 

The Subcommittee on Research and Technology and the Subcommittee on Space of the 

Committee on Science, Space, and Technology will hold a hearing titled The Great American Eclipse: To 

Totality and Beyond on Thursday, September 28, 2017 at 9:30a.m. in Room 2318 of the Rayburn House 

Office Building. 

Hearing Purpose: 

On August 21,2017, large portions of the continental United States experienced a total solar 

eclipse that stretched from Oregon to South Carolina. The purpose of the hearing is to review what 

scientific knowledge was gained from studying the eclipse, how U.S. telescopes and other scientific 

instruments were used to capture the eclipse, lessons learned from engaging the public and students in 

grades K-12 in STEM education and activities surrounding the event, and future preparations for eclipses 

in 2019 and 2024. 

Witness List 

Dr. James Ulvestad, Assistant Director (Acting), Directorate for Mathematical & Physical 

Sciences, National Science Foundation 

Dr. Thomas Zurbuchen, Associate Administrator, Science Mission Directorate, NASA 

Dr. Heidi Hammel, Executive Vice President, Association of Universities for Research in 

Astronomy 

Dr. Matthew Penn, Astronomer, National Solar Observatory 

Ms. Michelle Nichols-Yehling, Director of Public Observing, Adler Planetarium 

Staff Contact 

For questions related to the hearing, please contact Jenn Wickre of the Majority Staff at 202-225-

6371. 
4 

Chairwoman COMSTOCK. The Committee on Science, Space, and 

Technology will come to order. 

Without objection, the Chair is authorized to declare recesses of 

the Committee at any time. 

Good morning, and welcome to today’s hearing titled ‘‘The Great 

American Eclipse: To Totality and Beyond.’’ I recognize myself for 

an opening statement, but I am going to submit most of my prepared statement for the record. We need to finish the hearing before votes are called around 10:30 a.m., so our apologies for truncating things here. 

We know we will be inspired by our witnesses today, and harnessing the enthusiasm for the eclipse that we saw when people 

really came together. I know my husband was with his cereal box 

doing that, and he’s a math teacher, so he was very excited. So 

we’re excited to see, you know, this whole generation of students 

who are interested in this and would like to now translate that into 

STEM careers. We’re excited to hear from our witnesses today. I’m 

going to shorten up and submit my statement for the record. 

[The prepared statement of Chairwoman Comstock follows:] 
5 

CC)tv1tv'\!TTCC 

SCIENCE, SPACE, & TECHNOLOGY Lomor Smith, Choirmon 

For Immediate Release 

September 28, 2017 

Media Contact: Thea McDonald 

{202) 225-6371 

Statement from Research and Technology Subcommittee 

Chairwoman Barbara Comstock (R-Va.) 

The Great American Eclipse: To Totality and Beyond 

Chairwoman Comstock: On August 21, the "Great American Eclipse" captured the 

imagination of a nation. For the first time in 99 years. a total solar eclipse could be 

seen coast-to-coast from Oregon to South Carolina. 

Millions of Americans travelled to the 70-mile wide "path of totality" that stretched 

across 14 states. Millions more witnessed the partial eclipse from their home, school or 

office- using eclipse glasses, telescopes and even homemade cereal box viewers to 

watch the event. Hundreds of local museums, libraries and science centers hosted 

events that were packed. 

NSF, NASA and their partners engaged in months of planning for the event. 

The purpose of today' s hearing is to review was scientific knowledge was gained from 

studying the eclipse, how U.S. telescopes and other scientific instruments were used to 

capture the eclipse. and lessons learned from engaging kids and the public in STEM 

education and citizen science. 

I also want to learn how can we harness the enthusiasm for major events like the 

eclipse into inspiring a whole generation of students to go into STEM fields. 

I am particularly happy to have two women on the witness panel today who are 

experts in their fields. 

In order to fill the millions of open STEM jobs across the country, we must be able to 

harness the talent of our nation's young women. 

It is estimated that only 3% of these jobs will be filled by a woman. That is why I 

introduced the INSPIRE Women Act, which was signed into law earlier this year. 

The bill leverages NASA's talent pool of current and retired astronauts, and early 

career female scientists, engineers, and innovators to inform and inspire young women 

to pursue their dreams in STEM subjects. 

I want to take a moment to recognize three students and their families in the audience 

today who have participated in my Young Women Leadership Program. 
6 

Reagan Williams- a junior from South County High School. She watched the Solar 

Eclipse in Fairfax County at home with one of her friends, dad and two young sisters. 

Kendall Pade and her mom, Genemarie Pade. Kendall is from Mclean, Virginia and 

an 8th grader that attends the National Cathedral School located in Washington DC. 

They originally didn't have any eclipse glasses, however their neighbor called around 

1 PM saying they had two extra glasses and were able to watch the solar eclipse on 

their front lawn in Mclean. 

Christine Vuong and her mom, Linh. She is a junior from Centreville High School. She 

watched the eclipse in Ocean City. 

I hope they will be inspired by our witnesses today, and that we can harness the 

enthusiasm for the eclipse into inspiring a whole generation of students to go into STEM 

careers. 

We'll be sharing the videos and pictures from the hearing today with our constituents 

back home too. 

I thank all of our witnesses and look forward to your testimony. 

### 
7 

Chairwoman COMSTOCK. And Then I am going to now recognize 

the Ranking Member, the gentleman from California, Mr. Bera, for 

his opening statement. 

Mr. BERA. Thank you, Madam Chairwoman. 

You know, the eclipse was absolutely exciting, right? On August 

21st, you know, I went to the Powerhouse Science Center in Sacramento, and what was great about it was the number of kids that 

were out there with their glasses, and the number of amateur astronomers that were out there. You know, that reminds me of the 

excitement, you know, growing up with the Apollo program and the 

excitement, and the generation of scientists that that spawned and, 

you know, encourage folks to go into science. 

You know, we were out at Goddard, you know, with my staff visiting with one of the helio scientists out there, and they were talking about the Parker Solar Probe, and you know, she’s probably— 

I can’t remember the scientist’s name but she was one of the most 

enthusiastic people that I’ve seen, so if we can have more of this 

enthusiasm, this excitement, it’s going to generate a generation of 

kids wanting to go into science. 

So I’m going to keep my comments short there, and I will yield 

back, and I’m excited to hear what you guys have to say. 

[The prepared statement of Mr. Bera follows:] 
8 

OPENING STATEMENT 

Ranking Member Ami Bera (D-CA) 

of the Subcommittee on Space 

House Committee on Science, Space, and Technology 

Subcommittee on Research and Technology 

Subcommittee on Space 

"The Great American Eclipse: To Totality and Beyond" 

September 28, 2017 

Thank you to Chairwoman Comstock and Chairman Babin for holding this Joint Hearing on "The 

Great American Eclipse: To Totality and Beyond", and I want to welcome our witnesses for being 

here this morning. On August 21 '', millions of Americans were treated to the rare sight of the Moon 

completely blocking the Sun-a total solar eclipse. Those Americans who were not in the path of 

totality saw a partial solar eclipse. 

I had the opportunity to view the partial eclipse back in California at the Powerhouse Science Center 

in Sacramento. Surrounded by hundreds of enthusiastic adults and children, this experience 

reminded me of my childhood in Southern California watching the Apollo missions with the same 

amazement. 

Preliminary estimates indicate that over 200 million Americans participated in a similar viewing 

event or watched live-streamed media coverage. It's critical that we learn from this experience and 

work to keep this level of public interest in space and science as future space activities can only 

benefit from an engaged and supportive American public. Children who experienced this eclipse 

may one day be part of the teams of scientists and engineers supporting missions that take us to cislunar space, Mars and beyond. 

Although a total solar eclipse occurs somewhere on Earth every 18 months, the Great American 

Eclipse was extraordinary because, for the first time in a century, the path of totality passed across 

the United States eastward from Oregon and eastward to South Carolina. Those who experienced 

the total solar eclipse saw the Moon completely cover the bright disk of the Sun, revealing the much 

fainter corona and solar prominences. They also may have noticed changes in their environmentstars and planets in the mid-day sky, a decrease in air temperature, and changes in bird and animal 

behaviors. 

Scientists used the occurrence to study the innermost region of the Sun's corona, which would 

otherwise not be visible even with dedicated solar probes and ground-based telescopes. Mr. 

Chairman, this level of participation from the American public would not have been possible without 

the planning of multiple Federal agencies and organizations, including the Department of 

Transportation, which helped ensure the safety of road travel for the many Americans that drove 

long distances to be in the path of totality. 

While the total solar eclipse lasted only a few minutes at each point along its path, the amount of 

information we can learn about the public engagement in this event will have long-lasting value for 

science and science education. 
9 

To that end, I look forward to hearing from our witnesses on: 

vVhat did we learn about the logistical, informational, and science planning of this event? 

What aspects of the preparations had the greatest impact in engaging the public?, and 

What lessons were learned from the Great American Eclipse that can be applied to encourage 

maximum public participation in other future science events? 

Thank you, Mr. Chairman, and I yield back. 
10 

Chairwoman COMSTOCK. Great. And I now recognize the Chairman of the full Committee for a statement, Mr. Smith. 

Chairman SMITH. Thank you, Madam Chairwoman. 

In August, millions of Americans turned their eyes to the sky to 

witness a rare event: a solar eclipse. The Great American Eclipse 

was a profound experience for anyone fortunate enough to be in the 

path of totality, and exciting even for those of us who witnessed a 

partial eclipse. 

An eclipse is a sight that has inspired previous generations, and 

one that I hope will inspire a whole new group of young people to 

study the universe and beyond. It was an 1878 American eclipse 

that inspired a young inventor named Thomas Edison. Edison took 

a trip to Wyoming to view the total eclipse and attempt an experiment to measure the sun’s corona, or outer atmosphere. The experiment failed, but allegedly inspired him to think about the principles of light and transmission of power. The very next year he invented the incandescent electric light bulb. 

Who knows what discoveries this year’s eclipse will inspire, but 

we do know it has already rejuvenated an enthusiasm for astronomy, astrophysics and astrobiology. Thanks to the good work of 

NASA, NSF and their partners, that enthusiasm was converted 

into viewing parties, STEM education lessons, and citizen science 

that engaged millions of Americans. 

We have the privilege today of hearing from a panel of witnesses 

who helped make the day a success for both science and education. 

I thank our witnesses, and look forward to seeing their incredible 

photos and videos, learning what scientific discoveries may come 

from experiments conducted during the eclipse, and hearing what’s 

next for solar science. 

It is human nature to seek out the unknown and to discover 

more about the universe around us. We have an extraordinary opportunity to turn enthusiasm for the Great American Eclipse into 

a renewal for American physics and astronomy that lasts far beyond the two minutes of totality. 

Thank you, Madam Chairwoman. I yield back. 

[The prepared statement of Chairman Smith follows:] 
11 

C:OMtAIF[T ()f.l 

SCIENCE, SPACE, & TECHNOLOGY lamar Smith, Cho'rrnon 

For Immediate Release 

September 28, 2017 

Media Contact: Thea McDonald 

(202) 225-6371 

Statement from Chairman Lamar Smith (R-Texas) 

The Great American Eclipse: To Totality and Beyond 

Chairman Smith: In August millions of Americans turned their eyes to the sky to witness 

a rare event- a solar eclipse. 

The "Great American Eclipse" was a profound experience for anyone fortunate 

enough to be in the path of totality, and exciting even for those of us who witnessed a 

partial eclipse. An eclipse is a sight that has inspired previous generations, and one 

that I hope will inspire a whole new group of young people to study the universe and 

beyond. 

It was an 1878 American eclipse that inspired a young inventor named Thomas Edison. 

Edison took a trip to Wyoming to view the total eclipse and attempt an experiment to 

measure the sun's corona. or outer atmosphere. 

The experiment failed, but allegedly inspired him to think about the principles of light 

and transmission of power. The next year he invented the incandescent electric light 

bulb. 

Who knows what discoveries this year's eclipse will inspire, but we do know it has 

rejuvenated an enthusiasm for astronomy, astrophysics and astrobiology. 

Thanks to the good work of NASA. NSF and their partners. that enthusiasm was 

converted into viewing parties, STEM education lessons, and citizen science that 

engaged millions of Americans. 

We have the privilege today of hearing from a panel of witnesses who helped make 

the day a success for both science and education. 

I thank our witnesses. and look forward to seeing their incredible photos and videos. 

learning what scientific discoveries may come from experiments conducted during 

the eclipse, and hearing what's next for solar science. 

It is human nature to seek out the unknown and to discover more about the universe 

around us. We have an extraordinary opportunity to turn enthusiasm for the "Great 
12 

American Eclipse" into a renewal for American physics and astronomy that lasts far 

beyond the two minutes of totality. 

### 
13 

Chairwoman COMSTOCK. Thank you, and I now recognize the 

Chairman of the Space Subcommittee, Dr. Babin, for an opening 

statement. 

Mr. BABIN. Thank you very much, Madam Chairwoman. 

I want to start by thanking our colleagues and also our witnesses 

that have come forth on this very, very interesting hearing. 

Something that struck me about this eclipse is the level of excitement that it generated all across the United States. The eclipse 

was something that that really brought us all together in our inspiration and awe. 

I’d like to also add that NASA’s web traffic during the eclipse 

skyrocketed. It peaked at seven times higher than its previous 

record. The eclipse’s online viewing audience compared with the 

audience for the Super Bowl, and even Netflix lost ten percent of 

the day’s viewership to the eclipse. And schools across the country 

incorporated the eclipse into teaching programs, and there’s no telling how the eclipse sparked the imagination of our school kids and 

captured their fascination and I thoroughly enjoyed myself showing 

and explaining to our schoolchildren in some parts of my district 

during that time including my own grandchildren, the little cereal 

boxes that our Chairwoman had just talked about that we had 

made, their solar viewer projectors I think is what their real name 

is. But it was one of those rare wonderful events that was as exciting to the scientific community as it was the man the street. It was 

an inspiration to our youth and it brings to mind an interesting 

comparison. In a way, the 2017 solar eclipse was almost like a 

space mission that was brought into our own backyards. 

I am excited about the upcoming 2024 eclipse, which, in my opinion, could even be more impressive and awe-inspiring, not the least 

because the path of totality for the eclipse travels right across my 

home State of Texas. 

I want to thank you all for your testimony looking forward to it, 

and I yield back, Madam Chair. 

[The prepared statement of Mr. Babin follows:] 
14 

C:Oivi!v11TT[[ ()!~ 

SCIENCE, SPACE, & TECHNOLOGY Lamar Srnith, Cha"rman 

For Immediate Release 

September 28. 2017 

Media Contact: Thea McDonald 

(202) 225-6371 

Statement from Space Subcommittee Chairman Brian Babin (RTexas) 

The Great American Eclipse: To Totality and Beyond 

Chairman Babin: I want to start by thanking our colleagues on the research and 

technology subcommittee for hosting this joint hearing. The eclipse was an amazing 

and exciting event. and !look forward to our discussion. 

Something that struck me about this eclipse is the level of excitement it generated all 

across the country. In a time when the country seems locked in controversy and 

division, the eclipse was something that brought all of us together in awe and wonder, 

NASA's web traffic during the eclipse skyrocketed; it peaked at a level seven times 

higher than its previous record. The traffic set new records for overall government web 

traffic, according to the GSA's Digital Analytics Program. The eclipse's online viewing 

audience compared with the audience for the Superbowl. Even Netflix lost about 10 

percent of the day's viewership to the eclipse. 

Schools across the country incorporated the eclipse into teaching programs. There is 

no telling how the eclipse sparked the imagination of schoolchildren, or which school 

experiments might have captured critical scientific data. 

The eclipse was also one of those rare. wonderful events that was as exciting to the 

scientific community as it was the person on the street. 

Beyond the dozens of citizen science experiments -which I hope we can hear about 

today- scientists in government and academia were able to take advantage of this 

wonderful opportunity. Researchers carried out numerous of experiments and studies 

in fields from astronomy, to meteorology, to animal behavior during the eclipse. 

This combination of public excitement, scientific benefit and, even more importantly, 

inspiration to our youth brings to mind an interesting comparison. In a way, the 2017 

solar eclipse was almost like a space mission brought to our nation's backyard. 

Instead of looking outward to see something amazing. something amazing came to 

us. This makes the public response a cause for optimism. The eclipse proved that 

wonder and awe can still bring us together, It proved that the public, particularly our 
15 

children, can get involved in science and be excited by new discoveries. That in a 

time of distraction and controversy, the majesty of nature can still outperform us all. 

I am excited about the upcoming 2024 eclipse. Which, in my opinion, could even be 

more impressive and awe-inspiring. Not least, because the path of totality for the 

eclipse travels right through my home state, the great State of Texas. 

I thank you all for your testimony and I look forward to the discussion. 

### 
16 

Chairwoman COMSTOCK. Thank you. 

And I will now introduce our witnesses. 

Our first witness today is Dr. James Ulvestad, Acting Assistant 

Director of the Directorate for Mathematical and Physical Sciences 

at the National Science Foundation. Prior to the NSF, he was Assistant Director of the National Radio Astronomy Observatory, 

where he oversaw the Very Long Array and Very Long Baseline 

Array radio telescopes. He has also served in various capacities at 

the NASA Jet Propulsion Laboratory. He received his bachelor of 

arts degree in astronomy from the University of California at Los 

Angeles and his Ph.D. in astronomy from the University of Maryland. 

Our second witness today is Dr. Thomas—I’m going to let 

you—— 

Dr. ZURBUCHEN. Zurbuchen. 

Chairwoman COMSTOCK. Zurbuchen, Associate Administrator of 

the Science Mission Directorate at NASA. He previously served as 

a Professor of Space Science and Aerospace Engineering at the 

University of Michigan. He has worked on several NASA science 

missions including Ulysses, the MESSENGER spacecraft to Mercury, and the Advanced Composition Explorer. He earned both his 

master’s of science degree and his Ph.D. in physics from the University of Bern in Switzerland. 

Our third witness today is Dr. Heidi Hammel, Executive Vice 

President of the Association of Universities for Research in Astronomy, a group of 44 U.S. universities and institutions that operates 

world-class astronomical observatories including the Space Telescope Science Institute, the National Optical Astronomy Observatory, the National Solar Observatory, and the Gemini Observatory. Since 2003, she has served as one of six interdisciplinary scientists advising NASA on the science development of the James 

Webb Space Telescope. Dr. Hammel received her undergraduate 

degree from MIT and her Ph.D. in physics and astronomy from the 

University of Hawaii. 

Our fourth witness today is Dr. Matthew Penn, Astronomer at 

the National Solar Observatory. He is a Principal Investigator on 

the Citizens Continental Telescope Eclipse Experiment, or Citizen 

CATE, and a Telescope Scientist for the McMath-Pierce Solar Facility at Kitt Peak. Specifically, he works on the DKIST Telescope 

Project under construction in Hawaii developing infrared science 

and instrumental requirements. He received his bachelor’s of 

science degree in astronomy from Cal Tech as well as a Ph.D. in 

astronomy from the University of Hawaii. 

And our fifth witness today is Ms. Michelle Nichols-Yehling, Director of Public Observing at the Adler Planetarium in Chicago. 

While at Adler, she has developed exhibits, shows, and programs 

and events for Adler guests. She also leads the Adler’s various telescope observatory and sky-observing efforts. She earned her bachelor’s of science degree in physics and astronomy from the University of Illinois at Urbana-Champaign and a master’s of education 

degree in curriculum and instruction from National St. Louis University. 

And I now recognize Dr. Ulvestad for his statement and testimony. 
17 

TESTIMONY OF DR. JAMES ULVESTAD, 

ASSISTANT DIRECTOR (ACTING), 

DIRECTORATE FOR MATHEMATICAL & 

PHYSICAL SCIENCES, 

NATIONAL SCIENCE FOUNDATION 

Dr. ULVESTAD. Thank you, Chairwoman Comstock, Ranking 

Member Bera, Chairman Smith, Chairman Babin, Members of the 

Subcommittees. I’m James Ulvestad, Acting Assistant Director for 

the Mathematical and Physical Sciences Directorate at the National Science Foundation. Thanks for the opportunity to testify 

here today. 

I want to focus my oral remarks on NSF’s solar research efforts 

and the large-scale outreach associated with the eclipse. As you’ve 

all said, August 21st was an exciting day for our citizens and scientists alike as our nation was center stage for the 2017 total solar 

eclipse, the first in the continental United States since 1979. 

Scientists and spectators from around the world, including Members of Congress from these Subcommittees—you can see yourselves up there possibly—gathered across the country to witness 

this extraordinary event. The eclipse was a total solar eclipse 

where direct sunlight was blocked for over two minutes while the 

moon covered the sun. It made its way from Oregon to South Carolina, illuminating a 70-mile-wide path across 14 states. The rest of 

the continental United States experienced some percentage of the 

partial solar eclipse during the eclipse’s 90-minute traverse across 

the country. 

The sun is the basis for life on Earth. Its magnetic fields and atmosphere, specifically its corona, fuel space weather that affects 

Earth’s power grids and communications systems. The sun’s power 

is also a source of renewable energy for our advanced civilization, 

and the fundamental importance of the sun leads the National 

Science Foundation to sponsor a broad array of research related to 

our local star. 

NSF-supported scientists track the development of sun spots, 

flares, and coronal mass ejections. They work to better understand 

how these phenomena are associated with the sun’s magnetic field, 

which influences the energetic space weather events that can 

wreak havoc on our technology. 

During the eclipse, the high-altitude observatory of NSF’s National Center for Atmospheric Research in partnership with the 

Harvard-Smithsonian Center for Astrophysics flew an airborne infrared spectrometer onboard NCAR’s Gulfstream V research aircraft. This instrument collected infrared data to probe the complex 

magnetic environment of the sun’s corona. Of course, there aren’t 

results yet. As science goes, there will be results coming out over 

the next year or two. 

Researchers in general continue to study the behavior of the sun 

to develop warnings of solar storms that may be coming toward 

Earth. So the Global Oscillations Network Group of NSF’s National 

Solar Observatory, a network of six solar-monitoring telescopes 

sited worldwide, provides full-time monitoring of the sun and is a 

critical element of space weather forecasting models. 
18 

So now let me move to the eclipse and some of the outreach efforts. First I want to say here that any funding that the Federal 

Government put into this was leveraged by a factor of a thousand 

by the planetaria, the high school teachers, the college students, 

the random citizens and amateur astronomers who went out there 

and engaged with the public. So I really want to thank them for 

that. 

So one of the activities that Chairwoman Comstock already mentioned was the citizen science project, Citizen CATE, the Continental America Telescope Eclipse, an experiment that included a 

network of 68 identical telescopes placed along the 2,500-mile path 

of totality operated by citizen scientists, high school groups, and 

universities. NSF Director Dr. France Co ́rdova, who’s shown on 

this slide, was pleased to be in Glendo, Wyoming, which I think 

had a 100- or 1,000-fold increase in population for one day, to experience the solar eclipse and participate firsthand in Citizen CATE 

outreach. You’ll hear more about this from Dr. Matt Penn. 

NSF also funded the American Astronomical Society program 

called Solar Eclipse Across America. This included a mini grants 

program that funded 31 projects in 21 states. 

Now, as far as the future goes, by early 2020, NSF’s Daniel K. 

Inouye Solar Telescope, the new centerpiece of the National Solar 

Observatory, will be complete on the summit of Haleakala on Maui, 

Hawaii. It will provide researchers an unprecedented close-up view 

of the solar corona without having to wait for a solar eclipse. The 

enhanced understanding of the sun and the origin of solar storms 

will undoubtedly contribute to better predictions of space weather 

in the future. 

The solar eclipse was a great opportunity for scientific research 

and citizen engagement in an event that brought a sense of wonder 

and curiosity to scientists and citizens alike. The basic research 

conducted with DKIST, which you see here, will revolutionize our 

understanding of the sun in the future. We’re looking forward to 

the next eclipse in 2024. There will also be an annular eclipse in 

2023 so you have a six-month-ahead rehearsal, and we’re pleased 

to enjoy the support of the public in fulfilling our role. 

We thank the Subcommittee members for their ongoing support 

of NSF and our efforts to serve the people of the United States. 

[The prepared statement of Dr. Ulvestad follows:] 
19 

Testimony of 

Dr, James S, Ulvestad, Ph.D. 

Assistant Director (Acting) 

Directorate for Mathematical and Physical Sciences 

National Science Foundation 

Before the 

Subcommittee on Research and Technology 

and 

Subcommittee on Space 

for the 

U.S. House 

September 28, 20 I 7 

"The Great American Eclipse: To Totality and Beyond" 

Chailwoman Comstock, Ranking Member Lipinski, Chairman Babin, Ranking Member Bera, 

and Members of the Subcommittees, I am Dr. James Ulvestad, Assistant Director (Acting) for 

the Mathematical and Physical Sciences Directorate at the National Science Foundation (NSF). 

Thank you for the oppo1tunity to testify before you today to discuss the recent solar eclipse and 

NSF's solar research, education and outreach efforts. August 2! st was indeed an exciting day for 

our citizens and scientists alike, as our nation was center stage for the 2017 solar eclipse. We 

welcomed scientists and spectators from around the world who gathered across the country to 

witness this extraordinary event. 

Introduction 

More than a million planets the size of Earth could fit inside the sun, yet our sun is only 

considered a "yellow dwarf.'' The Sun is larger than most stars, but considered a dwarf because it 

is nowhere near the size of many of the bright stars in the night sky, such as Rigel and 

Betelgeuse in the constellation Orion. Even the sun appears to be a rather ordinary star, 

one cannot overstate the sun's significance to on earth as we presently know it. Solar energy 

fuels life on Earth. Solar winds spark the Aurora Borealis and Aurora Australis in Earth's 

atmosphere. The sun's magnetic fields and atmosphere-specifically its corona-fuel space 

weather that atiects Earth's power grids and communications Moreover, the sun's 

undeniable power has increasingly become a source energy for our advanced 
20 

civilization. It's because of these connections and more that NSF sponsors a broad array of 

research related to the sun. 

On August 21, 2017, the U.S. was treated to its own solar eclipse, a total solar eclipse that made 

its way from Oregon to South Carolina, illuminating a 70-mile-wide path across 14 states. While 

only those in that direct path could sec the total eclipse--when daylight was extinguished for 

over two minutes while the moon completely covered the sun--the rest of the continental U.S. 

experienced some percentage of a partial solar eclipse. The eclipse traversed the continental U.S. 

in about 90 minutes. 

Solar science 

The total solar eclipse provided researchers a unique opportunity to study the sun's corona, the 

upper level of the sun's atmosphere. The corona is the launching point into space for the solar 

storms that create the space weather we experience on earth. This year's eclipse path, mostly over 

land, set up particularly good conditions for gathering data about this solar corona. 

The recent total solar eclipse, the first in the continental U.S. since 1979, afforded extraordinary 

opportunities for scientific research. For example, the High Altitude Observatory (HAO) of 

NSF's National Center for Atmospheric Research (NCAR) in Boulder, Colorado, in partnership 

with the Harvard-Smithsonian Center for Astrophysics, designed, developed and flew an 

instrument called the Airborne Infrared Spectrometer (AIR-Spec) onboard NSF/NCAR's 

Gulfstrcam V research aircraft. AIR-Spec collected infrared data from the sun's corona during 

the eclipse, without needing to contend with clouds or compensate for the atmospheric distortion 

that affects ground-based telescopes. AIR-Spec was able to probe the complex magnetic 

environment of the sun's corona. 

NSF also supports scientists who track the development of sunspots, flares and coronal mass 

ejections (giant clouds of solar plasma that are blown away from the sun during strong solar 

flares). These researchers, often using data from NSF's National Solar Observatory, are working 

to better understand how and when these phenomena are associated with the sun's magnetic field. 

That magnetic field is the apparent source of the energetic space weather events that can wreak 

havoc on Earth's power grids, satellites and communications systems. Space weather has the 

potential to interfere with everything from satellite communications to electrical power. 

Atmospheric scientists and geospace researchers arc studying the behavior of the sun to develop 

warnings of solar storms that may be coming toward Earth. The National Solar Observatory's 

Global Oscillations Network Group (GONG) of six solar monitoring telescopes sited worldwide 

provides full-time monitoring of the sun and is a critical element of the models used to forecast 

solar storms and space weather. 

Prior to the solar eclipse, a research team from Predictive Science Inc. (PSI) used the NSFfunded Stampede2 supercomputer at The University of Texas at Austin's Texas Advanced 

Computing Center (T ACC) and Comet at the San Diego Supercomputer Center (SDSC) to 

forecast the corona of the sun during the upcoming eclipse. Similarly, the National Solar 

Observatory made a forecast of the magnetic field and the shape of the corona 25 days in 

advance of the eclipse, based on data from GONG and other sources. The findings shed light on 
21 

what the eclipse of the sun might look like. The opportunity provided researchers with a chance 

to compare proj eclions with the actual event. This kind of predictive computer modeling 

improves the accuracy of space weather forecasting, which could have important practical 

ramifications. If a powerful solar storm such as the 1859 Carrint,rton Event- which led to 

auroras being visible as far south as the Caribbean and caused telegraphs to short and catch 

fire-were to hit Earth today, it would cause more than $2 trillion in damages, according to a 

2008 National Academy of Sciences workshop report. 

Predicting the an-iva! of such a solar storm in advance would allow officials to take the most 

critical electronic infrastructure offline and limit the storm's impact. But doing so requires 

understanding how the visible surface of the sun (the photosphere) relates to the mass ejections 

of plasma from the corona, ultimately causing the space weather that we experience here on 

earth. The importance of this increased understanding was recognized by the 2013 National 

Academies decadal committee report in Solar and Space Physics. The first Key Science Goal in 

that report was to "Determine the origins of the Sun's activity and predict the variations in the 

space environment." 

One of the sun's biggest mysteries is why its corona is so hot. The sun's core is a searing -27 

million degrees Fahrenheit (F), but by the time that heat reaches the sun's surface, it cools off to 

a mere -10,000 degrees F, only to again heat up to several million degrees Fin the corona, above 

the surface. This isn't just about understanding the sun, though. The corona is made of plasma, 

and many believe the answer has to do with the physics of how these plasmas work. NSF-funded 

researchers are investigating this issue and many other plasma physics issues that surround our 

sun. 

Our sun emits trillions of times as much energy as the total electrical energy produced by all the 

Earth's power generators. Harnessing the power of the sun is a challenge that many scientists and 

engineers continue to work toward to solve more effectively. NSF-funded material scientists, 

engineers, physicists, mathematicians and computer scientists all play a role in moving this 

technology fo1ward so that solar power can flourish and most effectively augment other energy 

sources in the future. 

Outreach and education efforts 

The NSF National Solar Observatory organized a citizen science project, Citizen CAfE 

(Continental-America Telescopic Eclipse), an experiment that included a network of 68 identical 

telescopes, placed along the 2,500-mile path of totality and operated by citizen scientists, high 

school groups and universities. I'm sure you'll hear more about this project from Dr. Matt Penn 

of the National Solar Observatory. Citizen CA TE was a joint project involving volunteers from 

more than 20 high schools, 20 universities, infonnal education groups, astronomy clubs across 

the country, 5 national science research labs and 5 corporate sponsors. The academic partners 

involved in the Citizen CATE project were drawn from a geographically and demographically 

varied set of institutions. These diverse partners connected with even broader audiences in 

different settings-from small, rural events to international broadcasts viewed by thousands. 
22 

The goal of Citizen CA TE was to produce a scientifically unique data set of high-resolution, 

rapid-cadence images of the inner corona for 90 minutes. The full, high-resolution dataset 

captured consists of more than 4,000 highly processed images spanning the entire path of 

totality. The dataset continues to be assembled and will include the production of a continuous 

video of the eclipse as it passed over our country. NSF Director Dr. France Cordova was pleased 

to be in Glendo, Wyoming to experience the solar eclipse with scientists from the National Solar 

Observatory. 

Another NSF-funded citizen outreach-focused project was the American Astronomical Society's 

program called, Solar Eclipse Across America. This project included an eclipse project manager, 

a centralized website of resources, and a mini-grants program to coordinate and facilitate local 

and national activities to educate the public about the science of the event. The program funded 

31 projects in 21 states, leveraging curiosity about the eclipse to engage as many people as 

possible in the endeavor of science. 

Lessons learned are now being collated in a publicly available formal report that will lay the 

groundwork for a strategic plan to fully capitalize on the next U.S.-based total solar eclipse in 

2024. Because this project aligns well with the objectives of multiple NSF directorates, this 

award is co-funded by the Division of Undergraduate Education and the Division of Research on 

Learning in the Directorate for Education and Human Resources; the Division of Astronomical 

Sciences in the Directorate for Mathematical and Physical Sciences; and the Division of 

Atmospheric and Geospace Sciences in the Directorate for Geosciences. 

Public participation in scientific research projects such as these are instrumental in educating K12 learners and beyond because they provide hands-on experiences that can be followed through 

to results. These kinds of STEM (Science, Technology, Engineering, and Mathematics) 

education activities serve to inspire and train the next generation of scientists and engineers. 

Future 

Two more major solar eclipses are coming to the U.S. in the not-too-distant future. On Saturday, 

October 14,2023, an annular ("ring of fire") eclipse sweeps from Oregon to Texas in a 125-milewide path. Just six months later, on Monday, April 8, 2024, a total solar eclipse darkens a liSmile-wide swath from Texas to Maine. In both cases, all of North America will have at least a 

partial solar eclipse. 

By early 2020, NSF won't need to wait for an eclipse to study the sun's corona in great detail. 

NSF's Daniel K. Inouye Solar Telescope (DKIST), which will be the new centerpiece of the 

National Solar Observatory, is now nearing completion on the summit ofHaleakala on Maui, 

Hawaii. DKIST, at a total project cost of$344 million, will be the largest, most powerful solar 

telescope in the world, located at an optimal site for solar research. Research conducted with 

DKIST is expected to lead to a better understanding of the sun. Such understanding has the 

potential to reduce significantly the impact from a Carrington event by enabling an increased 

warning time for such an event. 

4 
23 

The primary mirror for D KIST -the heart of this sophisticated instrwnent-was successfully 

delivered to its destination atop Haleakala on August 2. The safe delivery marks a major 

milestone for the DKIST project. The 4-meter (13-foot) mirror is an engineering marvel, 

polished to a surface roughness of only 2 nanometers (2 billionths of a meter), the scale of single 

molecules. The mirror will be supported by 142 electromechanical actuators that will adjust the 

structure, compensating for the pull of gravity as it tilts throughout the day, from sunrise to 

sunset. A fast, adaptive optics system also will compensate for atmospheric distortions to provide 

views of solar phenomena on scales as small as 20 kilometers (roughly 10 miles) on the sun. 

DKIST will be the most sensitive instrument available for studying the various layers of the sun, 

including the corona. Specifically, DKIST will include a coronagraph, which allows researchers 

to create an artificial eclipse blocking the bright light of the sun. This will permit researchers an 

unprecedented, close-up view of the solar corona, which is nearly I million times dimmer than 

the light from the sun itself. The summit ofHaleakala is one of the few places on Earth with 

"coronal skies," meaning solar astronomers can view the sun's corona relatively free from the 

hazy scattering of light caused by the Earth's atmosphere. 

Summary 

The recent solar eclipse was a great opportunity for scientific research and for citizen 

engagement in an event that brought a sense of wonder, curiosity, and awe to scientists and 

citizens alike. It helped highlight all that we still have to learn about the sun and its impacts on 

earth. The basic research to be conducted with NSF's Daniel K. Inouye Solar Telescope will 

revolutionize our understanding of the sun, and our ability to mitigate future extreme space 

weather events. The combination of grass-roots citizen engagement and leading-edge scientific 

research exemplify the role of the National Science Foundation for our society, and we are 

pleased to enjoy the support of the committee and the public in fulfilling this role. 
24 

of the Very Large 

Biography 

Dr. Ulvestad 

Dr. James S. Ulvestad is the Assistant Director in charge 

of the Directorate for Mathematical and Physical Sciences at the 

National Science Foundation a position he has held since 

January 2017. he was the NSF Division Director for 

Astronomical Sciences from 2010 to 2017. Prior to coming to 

NSF, Dr. Ulvestad was an Assistant Director of the National 

Radio 

and 

Observatory (NRAO), where he was in charge 

Baseline 

the head ofthe NRAO New Initiatives Office. Before 

where he played 

important roles in several interagency and international programs. Among his 

of the 

2010 National Academy of Sciences decadal survey in astronomy and astrophysics, was 

an elected member of the American Astronomical Council, and has been a 

member ofNASA's Structure and Evolution of the Universe Subcommittee. Dr. 

Ulvestad is an author or eo-author of more than 80 refereed papers in the scientific 

literature, as well as numerous technical reports. 
25 

Chairwoman COMSTOCK. I now recognize Dr. Zurbuchen. 

TESTIMONY OF DR. THOMAS ZURBUCHEN, 

ASSOCIATE ADMINISTRATOR, 

SCIENCE MISSION DIRECTORATE, NASA 

Dr. ZURBUCHEN. Madam Chair, Members of the Subcommittee, 

as the head of NASA’s Science Mission Directorate, I represent the 

thousands of volunteers, partners and NASA employees who made 

the 2017 eclipse the biggest media event in modern history of 

NASA. I would like to describe NASA’s experience with the eclipse, 

highlight some of the results of our science and STEM efforts, and 

discuss how important heliophysics is for NASA’s mission. 

Monday, August 21st, a total solar eclipse across the continental 

United States occurred for the first time in almost a century, and 

I’ll share with you my own vantage point, which was at 45,000 feet 

over the Pacific Ocean in an aircraft outfitted with science experiments to capture views, before, during and after the event. It was 

truly breathtaking. Watch. 

[Video playback] 

So I was excited. You may be able to tell. I was so excited that 

I mixed up the colors. It’s called the diamond ring, not the solar 

ring, if you want to quote that. 

Well, anyway, our NASA team and scientists around the country 

have been planning for this eclipse for many years, and with me 

at the hearing is Dr. Alex Young right behind me, our Project Manager, who has been a champion for the eclipse and working with 

a broad NASA team for over three years. The team focused key priorities: safety, science and citizen science education, and public engagement. To accomplish these priorities, we knew we couldn’t do 

it alone. The entire agency rallied, and each of our 10 centers led 

major functions and events partnering really broadly. The eclipse 

was the biggest science outreach event in modern NASA history. 

Working with our partners, we engaged with citizens across 14 

states, nearly 7,000 libraries, 200 museums, planetaria and science 

centers, 40 Challenger centers, and 20 national parks, zoos, and 

even baseball stadiums. More than 50 million unique viewers 

watched the TV broadcast across multiple NASA and social media 

platforms, and we had 90 million page views of the NASA website 

on eclipse day alone. These numbers exceed previous records by 

many times over. 

I talked to many people after the eclipse, and it was really clear 

that not only professionals were deeply moved by it but amateurs 

alike. This is truly moving. That’s what NASA science does for us 

every day. 

Showing now our views of the solar eclipse from various NASA 

assets. Eleven of them were focused on this unique event as well 

as three aircrafts. In fact, when looking at the eclipse, I could not 

help myself, just like the Congressman, thinking of the Parker 

Solar Probe launching next year, which will travel closer to the sun 

than any time we’ve been there before, really making these unique 

observations of the extended corona and revolutionizing our understanding of the sun, which is really the Rosetta Stone of understanding of all stars in the universe. 
26 

Additionally, NASA solicited experiments to take advantage of 

the unique opportunities provided by the eclipse to do science. 

Eleven grantees were selected, three of which are studying the 

ionosphere, measuring how the sun’s energy affects this reach in 

this region of the outer atmosphere. ICON and GOLD will continue 

to improve after the launching later on our understanding and capability for what is happening to that region and the edge of space. 

We also want to stress citizen science, and I’m going to let Matt 

talk about this. It’s really valuable to have science done, valuable 

science done by citizens, not just professionals, and there’s true 

value with this, not just here but elsewhere. 

With safety a top priority, we published protocols on our websites 

and partnered with the American Astronomical Society, NSF, and 

others to spread the world about eye safety. This provided critical—proved critical when it was discovered that uncertified solar 

glasses were making it into the markets. We owe a debt of gratitude to our partners that helped us identify and communicate 

which glasses were safe, and in the end, NASA, Google and the 

Moore Foundation distributed over 4.3 million glasses. 

In closing, let me talk about heliophysics, or solar and space 

physics, as others referred to it, that really protects and improve 

life on Earth. This total solar eclipse provided a unique opportunity 

of seeing the source of space weather with our naked eye, the atmosphere of our magnetic star. This corona impacts the Earth 

through the solar wind explosions on the sun, flares and energetic 

particles affecting our space assets and our technological infrastructure, and so we want to really make these improvements better for operational use for NOAA and the DOD. 

So I too suggest that we start making plans for the next solar 

eclipse in the United States on April 8, 2024. It’s going to be another great opportunity for all of us to learn about the solar system 

we live in, and I really suggest you get started with these hotel reservations. They got really expensive for those who were latecomers. 

Thank you so much. 

[The prepared statement of Dr. Zurbuchen follows:] 
27 

Statement before the House Science Committee's 

Subcommittees on Research & Technology, and Space 

Thomas H. Zurbuchen 

NASA Science Associate Administrator 

September 28, 2017 

Members of the Subcommittees: 

I am honored to appear before you to share both NASA's experience and also my 

personal experience related to the recent 2017 Total Solar Eclipse. As NASA's 

Associate Administrator for the Science Mission Directorate (SMD), I represent 

the thousands of volunteers, partners, grantees, and NASA employees who made 

this the biggest media event in the modem history of NASA. 

I would also like to highlight some of the results of our STEM Activation efforts, 

and discuss how important Heliophysics is to NASA's overall mission. 

On Monday, August 21, 2017, a total solar eclipse across the continental United 

States occurred for the first time in almost a century. My vantage point was unique 

in that I was fortunate to welcome the shadow from 45,000 feet over the Pacific 

Ocean in an aircraft specially outfitted with scientific instruments to capture views 

before, during, and after the event. After doing research on the Sun for well over 

25 years, I saw the solar atmosphere the corona for the first time: it was 

breathtaking. NASA had many other vantage points to observe this cosmic event, 

from space, from high altitude balloons, from airplanes and from the ground. 

We look at the Sun everyday using NASA's Heliophysics System Observatory, 

with 18 active missions comprised of 28 spacecraft. However, nothing can 

compare to the awe-inspiring experience of witnessing a total solar eclipse for the 

first time. 

I have devoted many years to studying the Sun and its corona, but through the lens 

of telescopes and NASA's missions like the Mercury Surface, Space Environment, 

Geochemistry, and Ranging (MESSENGER) probe, Advanced Composition 

Explorer (ACE), and Solar and Heliospheric Observatory (SOHO). Seeing the 

spectrum change as the Moon transited the Sun, creating a natural coronagraph, 

uncovering the inner corona-- the part of the Sun's inner atmosphere that we can 

only see during total eclipses. When looking at the Sun, I was reminded that the 

Parker Solar Probe, launching next year, will travel closer to the Sun than any 

spacecraft, and will dive into the corona to provide the closest-ever observations, 

1 
28 

and will revolutionize our understanding of the Sun, our Rosetta Stone for the 

understanding of stars throughout the Universe. 

So how did we successfully engage the Nation's citizens to witness this event, to 

pause their busy lives, and observe this celestial wonder? 

Our NASA team and scientists around the country have been planning for this 

eclipse for many years. Also supporting this hearing is Dr. Alex Young, our 

Project Manager. Three years ago, NASA established the priorities for our 

program as: Safety, Science, Education, Citizen Science, and Public Engagement. 

To accomplish these priorities, we knew we could not do it alone. Internal to 

NASA, there was recognition that this was an opportunity to widely engage and 

disseminate information on our missions and activities. The entire Agency rallied 

and each of our 10 Centers led major functions and events. 

Additionally, last year, the Heliophysics Division solicited experiments to take 

advantage of the unique opportunities provided by the eclipse to do science. 

Eleven grantees were selected, three of which are studying the ionosphere 

measuring how the Sun's energy effects this region of the Earth's outer 

atmosphere. Ultimately, these data will improve models and our understanding of 

the ionosphere and help us understand the relative importance of various inputs of 

the Solar radiation. Measurements collected through upcoming missions 

Ionospheric Connection (ICON) and Global-scale Observations of the Limb and 

Disk (GOLD) will continue to improve our understanding and predictive 

capabilities for what is happening in this atmospheric region at the edge of space 

that affects us all. 

Safety 

Consistent with NASA's number one core value, from the beginning, we required 

every event or activity to include a Safety Plan. This became increasingly 

important as more and more locations were contacting NASA for materials and 

experts to engage with their guests. On the day of the eclipse, there were 120 

officially designated events, and I believe by getting the message out early, NASA 

helped communities to plan out transportation routes, provide community services, 

and to really think through what it would take to accommodate the anticipated 

influx of visitors to their communities- up to ten times the normal rates! In 

addition to NASA, there were almost 400 volunteer experts through our Solar 

System Ambassador network deployed all with a safety focus. 

With Safety a top priority, we published protocols on our website and partnered 

with the American Astronomical Society, National Science Foundation, and others, 

2 
29 

to spread the word about eye safety. This partnering proved critical when it was 

discovered that uncertified solar glasses were making their way into our markets. 

We all owe a debt of gratitude to our partners for helping us identify and 

communicate which glasses were safe. In the end, NASA, Google, and the Moore 

Foundation distributed over 4.3 million glasses. 

Public Engagement 

The eclipse was the biggest science outreach event in modem NASA history. 

Working with our partners, we engaged with citizens across 14 states, in 6,900 

libraries, over 200 museums, planetaria and science centers, 40 Challenger 

Centers, NASA Visitor Centers, 20 national parks, zoos, and even baseball 

stadiums. More than 50 million unique viewers watched our TV broadcasts across 

multiple NASA and social media platforms. We had 90 million page views on 

NASA websites on eclipse day. These numbers exceed previous records many 

times over, including some pretty major events like landing on Mars and flying 

past Pluto. I talked to many strangers and friends after the eclipse - the experience 

touched them whether or not they are scientific experts! That is what nature doeswe just have to take time to watch! It is these kinds of moments that help us relate 

and learn about nature in life-changing ways. That is what NASA Science does 

each and every day. 

Citizen Science 

My sincere hope is this eclipse inspires our fellow Americans to become new 

citizen scientists. For the eclipse, Dr. Matt Penn of the National Science 

Foundation's National Solar Observatory led the Citizen CATE effort, with 68 

teams of citizen scientists, high schoolers, and universities to take the exact same 

observations using the exact same solar telescopes across the "path of totality." Of 

the 68 teams, 60 captured the inner corona and polar plumes. The Citizen CATE 

effort itself was a very successful partnership effort with the National Science 

Foundation and several corporate sponsors. NASA's role in the Citizen CATE 

effort was providing support for pre-eclipse training. 

In addition, the Global Learning and Observations to benefit the Environment 

(GLOBE) program created a mobile device application that anyone could 

download to measure temperature and light changes. Over 107,000 measurements 

were taken on that day. 

3 
30 

Science and Societal Impact 

A total solar eclipse provides the unique opportunity of seeing the Sun's gasescalled solar wind - streaming from the Sun with your naked eye. This solar wind is 

the very origin of space weather. We used this event to test our models of space 

weather, so we can continually improve them. 

NASA has the unique capability to monitor the Sun from more than a dozen 

different locations throughout the solar system and beyond. We work with the 

National Science Foundation on expanding our scientific understanding of the Sun 

and space weather, and working together, we help the operational space weather 

arms of NOAA and DoD, to incorporate that understanding into operational 

models and space weather predictions that better prepare us for potential impacts 

on Earth, such as power outages or interruptions of communications. 

I am excited about the contributions of upcoming missions, and especially those 

Parker Solar Probe will make, toward improving our understanding of this 

challenging phenomena. Better understanding space weather will help protect our 

electrical grid on the Earth, airline passengers in the air, and astronauts and 

spacecraft in deep space -providing national security and economic benefits for 

all. Research continues to develop and improve predictive models through 

enhanced understanding of the science of space weather; and NASA is at the 

forefront of that research. 

Summary 

My hope is that this eclipse creates a new appreciation for and relationship with 

our nearest star that allows us to learn more about nature. Learning about nature is 

not only inspiring, it is eminently useful in our daily lives. Our investments in 

space science/Heliophysics will pay dividends for generations to come. They will 

result in improved forecasts that affect our lives on all time-scales, they are at the 

heart of new companies, and they support our economic and national security. 

My only suggestion: Start making plans for the next total solar eclipse in the US 

on April 8, 2024. It is going to be another great opportunity for all of us to learn 

more about the solar system we live in. 

Thank you for the invitation to be here with you today. 

4 
31 
32 

Chairwoman COMSTOCK. Thank you, and I now recognize Dr. 

Hammel. 

TESTIMONY OF DR. HEIDI HAMMEL, 

EXECUTIVE VICE PRESIDENT, 

ASSOCIATION OF UNIVERSITIES 

FOR RESEARCH IN ASTRONOMY 

Dr. HAMMEL. Madam Chair and Members, thank you for the opportunity to testify about the total solar eclipse. 

On August 21, 2017, millions of Americans including me witnessed the total solar eclipse, watching in wonder as our star disappeared from the sky. At the same time, scientists scrambled to 

collect as much data as possible about the sun’s faint corona. 

The sun’s corona is the source of solar storms. The term ‘‘space 

weather’’ refers to the effects of these storms on the Earth and 

other planets in our solar system. We live inside the atmosphere 

of an active star. 

In 1859, a monster solar storm, the Carrington Event, stunned 

the world. Telegraphic systems worldwide went haywire, emitting 

sparks that not only shocked the telegraph operators but actually 

set telegraph paper on fire. It’s sobering to imagine the catastrophic social and economic disruption of a Carrington-like storm 

on today’s infrastructure including GPS satellites, electricity grids, 

and communications satellites, and that is why understanding the 

sun and space weather are critical national imperatives. 

Eclipses offer one of the best opportunities to study the sun’s active corona but eclipses are rare. To study the corona without an 

eclipse, the National Solar Observatory, or NSO, is building the 

Daniel K. Inouye Solar Telescope, DKIST, for the NSF. When completed in 2020, DKIST will be the world’s most powerful solar telescope. Its 4-meter mirror will yield exquisite spectropolarimetric 

observations of the sun’s corona and magnetic field. 

But let me return to the 2017 total solar eclipse because it too 

was a unique opportunity to advance solar science and public engagement. NSO began preparing more than five years ago, focusing 

their efforts on science and safety. Claire Raftery, who is here with 

us today, and her team developed a social media campaign with a 

variety of content including monthly webcasts that focused both on 

science and on educational engagement, and on eclipse day, NSO 

participated in two major solar outreach events. The first, that you 

heard about, was in Glendo, Wyoming. It culminated years of effort 

to prepare this tiny community of 200 people for this event, and 

the local sheriff’s office estimated that 180,000 people descended on 

tiny Glendo, Wyoming, including, as you saw, the Director of NSF, 

Dr. France Cordova. The second event, in Salem, Oregon, focused 

on high school students. NSO, in partnership with other groups, 

trained a dozen students, all of whom are minorities that are 

under-represented in the STEM fields, to be ambassadors for 

science, and on eclipse day, the students led the programs for the 

community. 

Looking to the future, as you heard, another total solar eclipse 

will sweep the country from Texas to Maine, and we are already 

preparing. We plan to engage with students in under-represented 

demographic groups well in advance of the 2024 eclipse to prepare 
33 

a new set of students to be community leaders and science ambassadors. 

And finally, my colleague here, Matt Penn, developed an ambitious eclipse program to combine public engagement with science, 

and I’d like to share a video about several young people in Dr. 

Penn’s Citizen CATE program. 

[Video playback] 

This eclipse changed their lives, and their citizen CATE observations may improve our lives. These young people helped us gather 

the largest volume of science quality eclipse data ever recorded, 

and I will now turn the microphone over to Dr. Penn to describe 

his program. 

On behalf of AURA and NSO, I appreciate your attention, and 

I’d be happy to answer any questions. Thank you. 

[The prepared statement of Dr. Hammel follows:] 
34 

Heidi B. Hammel 

Executive Vice President 

Association of Universities for Research in Astronomy 

Joint Subcommittee on Research and Technology and Subcommittee on 

Space Hearing- The Great American To Totality and Beyond 

September 28, 2017 

Sincere thanks to the Chair and Members of the Subcommittees, for the opportunity to share 

our experiences with the 2017 Great American Total Solar Eclipse. 

My name is Heidi Hammel, and I am the Executive Vice President of AURA. AURA is the 

"Association of Universities for Research in Astronomy." We are a consortium of 44 US 

institutions and 5 international affiliates that operates world-class astronomical observatories, 

including the National Solar Observatory, which AURA runs on behalf of the National Science 

Foundation. I am a planetary astronomer with degrees from MIT and the University of Hawaii, 

and I am a card-carrying "Hubble Hugger" because of my years using the Hubble Space 

Telescope. And, I have personally experienced three total solar eclipses. 

August 21, 2017 was an exceptional day across the United States. On that day, millions of 

Americans, including me, witnessed a total solar eclipse, an event that has intrigued humans 

since the dawn of recorded history. 

From a mountaintop in Idaho, I watched the sky darken, I felt the air cool, and I saw flocks of 

birds swarm as they sensed the environmental changes. I, and the other Americans in the path 

of totality, felt a deep emotional response as our life-giving star disappeared from the sky. 

At that same moment, my fellow scientists were scrambling to collect as much data as possible 

in the fleetingly short window of time that the Sun was entirely blocked by the Moon. This was 

our ephemeral opportunity to study a faint outer zone of the Sun called the "corona," which 

usually hidden by the Sun's brighter surface. This zone holds a key to understanding our local 

star, the Sun. 

The Sun is our major source of light, warmth and energy on Earth. Yet the Sun, sometimes, can 

be dangerous. Driven by magnetic fields and million-degree plasmas, the Sun is in a state of 

constant dynamism. Flows, bursts, flares, eruptions, and ejections are the norm, with some 

solar phenomena reaching through space to impact the Earth. Just this month we observed the 
35 

eighth largest solar flare in a decade (it was the eighth largest in half a century}. This event had 

the potential to trigger large-scale geomagnetic effects, not just lovely aurorae, but far more 

concerning power-grid fluctuations and communications disruptions. 

Our exploration of the Sun began centuries ago, long before the technological revolution of the 

modern age. The unique alignment of the Sun, Earth, and Moon during a total solar eclipse was 

studied by the ancient Chinese, Greeks, and Babylonians. Today, that same alignment presents 

an opportunity to conduct science experiments like no other. Under normal circumstances, the 

sun's bright surface overwhelms all other light being emitted in the vicinity of the Sun. During a 

total solar eclipse, the Moon completely blocks out all of this surface light, allowing fainter 

objects to be analyzed. 

Scientific experiments conducted during past eclipses have resulted in amazing discoveries. The 

element Helium was first discovered during a total solar eclipse in 1868-that was just 150 

years ago (our great-grandparent's time). Helium was detected by splitting the Sun's light 

during the solar eclipse into its component parts, much like a prism spreads sunlight into a 

rainbow. Elements and molecules absorb specific colors of light, leaving a fingerprint in the 

rainbow that reveals the element's presence. This technique, known as spectroscopy, is 

regularly used by astronomers today to reveal the extreme temperature of the solar 

atmosphere to the composition of objects ranging from our nearest Solar System neighbors to 

the most distant galaxies in the Universe. 

Coronium, an element so unusual that scientists believed it could only be found in the Sun's 

corona, was discovered in a similar fashion the following year. Coronium is actually a form of 

iron with half of its electrons stripped off, which can only happen when it is exposed to 

temperatures of a million degrees or more. This discovery led astronomers to realize that parts 

of the Sun's atmosphere are significantly {ridiculously!) hotter than its surface. This 

counterintuitive observation continues to perplex the solar physics community today. 

In fact, the very existence of the solar corona-the mystical, ethereal white glow that appeared 

around the Sun during totality on August 215

'-is puzzling. Although we know that it exists 

{many of us have just seen it with our own eyes!), we are not sure *why* it exists. In order to 

better understand this mysterious solar structure, AURA and the National Solar Observatory are 

building the Daniel K. Inouye Solar Telescope, or DKIST, for the United States' National Science 

Foundation (NSF). When DKIST is completed in 2020, it will provide us with continuous highspatial resolution observations of the solar corona with sophisticated instrumentation. 

Equipped with a 4-meter mirror, and more than 2 and a half times larger than the world's 

current largest solar telescope, DKIST will be the most powerful solar telescope in the world. 

Currently under construction on Haleakala in Maui Hawaii, it will provide us the opportunity to 

investigate the Sun's magnetic field at exquisitely high resolution. Two of the five facility 
36 

instruments are especially designed to closely replicate a solar eclipse by blocking out surface 

light from the Sun, enabling us to view and analyze the solar corona in greater detail than ever 

before. When we combine the light-collecting power of the DKIST, with the support and 

intellectual talent at NSO's headquarters, located on the University of Colorado Boulder's 

campus, we will usher in a new age of solar physics discovery. 

Given our dependence today on technology, GPS, satellite communication, and readily available 

and stable electricity grids, our understanding our Sun and its magnetic eruptions is thus 

essential. The Sun is the source of earth-effects known as space weather. A major space 

weather event, such as the so-called "Carrington Event", could cause catastrophic social and 

economic disruption if it were to happen today. That event stunned the world. As NASA 

describes the consequences: telegraph systems worldwide went haywire; spark discharges 

shocked telegraph operators and set telegraph paper on fire; and even when telegraphers 

disconnected the batteries powering the lines, aurora-induced electric currents still flowed in 

the wires. (https:/ /science. nasa.gov /science-news/science-atnasa/2008/06may_carringtonflare). 

In order to be best prepared for these hugely impactful events it is essential to effectively 

predict them, however we must first understand why they occur. DKIST will explore the 

magnetic fields that are at the root of solar flares and coronal mass ejections. Its cutting-edge 

optical design, advanced instrumentation, and world-class scientists and engineers combine 

into a state-of-the-art system that will help us understand what drives the Sun's dynamic 

behavior. 

But let me return to the 2017 total solar eclipse, because it too provided a unique opportunity 

to advance solar science and, just as importantly, yielded an opportunity for science 

engagement with our country's citizens. 

The 2017 eclipse path cut right across the continental United States, meaning that this eclipse 

was an opportunity for millions of Americans to directly participate in scientific discovery. 

Through the efforts of NSF, NASA, NSO, and many other groups, millions of citizens were 

engaged, and more importantly, educated about the Sun and its effects as they witnessed the 

grandeur and spectacle that is a total solar eclipse. Many American children will remember this 

eclipse for the rest of their lives. For many of them, their experience will inspire them to 

become involved in science, engineering, technology, and math (STEM) fields. 

Those of you who were fortunate to witness the eclipse for yourself will know that no 

photograph or video can ever do it justice. The difference between a total solar eclipse and a 

partial one is literally the difference between night and day. The sky becomes dark, but not 

completely night-like: it is more like the weird twilight of a moon-lit but moon-less night, with 

silvery light diffused all around. You see the stars and planets in the middle of the day and 360 
37 

degrees of sunset in every direction. The temperature plummets, sending shivers down your 

spine and making goosebumps on your arms. As the temperature drops, air pressure changes, 

causing sound to change. The wild life both flora and fauna- react to these environmental 

cues changes, and sometimes react strangely- birds take flight, some start vocalizing as if it 

were sunrise. 

And, perhaps most surprising to me, even my teenagers are impressed by this event. Two of my 

children (ages 16 and 20) were only grudgingly accepting of the "honor" to join me in Idaho to 

see this. Pre-eclipse, I heard: "Oh maaahhmmm, not another one of your spaaaace things" 

more than once (accompanied by eyerolls as only a teenager can do). But afterwards, this 

changed to: "Wow. That was really interesting!" From my teenagers, that is high praise indeed. 

My organization, AURA, through the National Solar Observatory, began preparing for the 2017 

eclipse more than five years ago. As a federal facility dedicated exclusively to solar research, the 

National Solar Observatory brought a unique and detailed understanding to outreach about the 

eclipse. For the National Solar Observatory, our goal was to leverage this teachable moment, to 

make sure that as many people as possible understood -- as well as witnessed --this great 

event, and did so safely. 

The Observatory's Outreach and Communications head, Claire Raftery, and her team developed 

a social media campaign, online content, and a monthly webcast to focus on science and safety. 

We hoped that everyone along the path of totality who looked at the sky on August 21st would 

see the Sun's corona. Thus, we disseminated information about the corona, what gives it its 

structure, what it represents, and how it might have been formed. Following the lead of the 

American Astronomical Society, who had an NSF-funded eclipse task force, NSO created 

infographics about how to safely view the eclipse, and distributed them on Facebook, 

lnstagram and Twitter. 

Each month, the National Solar Observatory released a we beast covering an overview of one 

aspect of solar science related to the eclipse, followed by a demonstration of an activity that 

could be used in a classroom, informal setting, or on the day of the eclipse itself. Each webcast 

ended with a presentation from a solar science expert. As the eclipse approached, these 

became increasingly popular and were shared extensively via social media. All are available 

here: https://www. youtube.com/watch ?v=SYz-ZWmsC6g&list=PLo2YDpGbMTNBK4zzkEKPdtYmPMADxtOM. 

On the day of the eclipse, the National Solar Observatory ran two major public outreach events. 

The first was in Glendo, Wyoming, the closest point of totality to the Denver metro area. The 

Glendo total solar eclipse event culminated five years of effort to prepare this tiny community 

of 200 for the thousands expected for the eclipse. In the end, the Platte County Sheriff's office 
38 

estimated 185,000 people viewed the eclipse from Glendo! This included the NSF Director, Dr. 

France Cordova, who attended the Glendo event as a private citizen and enjoyed clear skies and 

excellent viewing. 

A part of the National Solar Observatory's emphasis on safety, every car entering Glendo State 

Park received a Solar Safety visor hangars, and we organized numerous "pop-up" style solar 

viewing safety seminars to explain how visitors should safeguard their eyes. Current and retired 

Emeritus NSO staff brought solar science to the public by giving talks throughout the eclipse 

weekend. 

Media reports attributing the NSO's efforts to support Glendo appeared in many outlets and 

media formats, including on ABC News, Nightline, the Washington Post, the China Global 

Television Network (CGTN), KTWO-TV (the ABC Casper, WY affiliate), KCWY-TV (the NBC Casper, 

WY affiliate), Air and Space Magazine, the American Geophysical Union's "EOS" magazine, 

FiveThirtyEight, a digital publication of Nielsen Digital media and Sky and Telescope magazine. 

Additionally, approximately 54,000 "hits" were recorded on the 2017 Glendo Total Solar Eclipse 

website built and managed by former Observatory employee Jackie Diehl, who assisted the 

Town of Glendo in raising about $25,000 for expenses related to the eclipse. 

The second event was in Salem, Oregon, the first major urban center along the path of totality. 

The National Solar Observatory, in partnership with the American Astronomical Society's Solar 

Physics Division, worked with a local high school group to provide science-related activities for 

children and families in Salem on eclipse day. The high-school students, all of whom are 

minority and underrepresented in STEM fields, had attended a training session led by staff from 

the National Solar Observatory. On the day of the eclipse, the students led a dozen different 

eclipse-related activities, supported by solar experts including the Director of the National Solar 

Observatory, Dr. Valentin Pillet. 

Daniel and Crystal, two first generation Hispanic students who participated in the NSO program 

in Salem, Oregon, told their stories in an NPR interview (start at 51 minutes) 

american-eclipse/ J For them, and the other students in the program, this event was truly 

transformative and opened their eyes to the possibility of a career in STEM. Crystal explained 

what the event meant to her, "This is absolutely fascinating, I love anything that has to do with 

science, so to be here and to participate in this is a huge deal for me." She continued, "it's like a 

little sizzle, like when you are lighting a fire, that's me right now, a hunger for knowledge and to 

learn more." 

Although the 2017 solar eclipse spanning the country was a rare opportunity to engage millions 

of people, it is not a once in a lifetime opportunity. It is not even once-in-a-decade opportunity! 

We in the United States are incredibly fortunate, because this extremely rare alignment of the 
39 

Sun, Moon, and Earth will cross our country again in just seven years! In 2024, another total 

solar eclipse will sweep north to south across the nation, this time from Texas up to Maine. 

At AURA and NSO, we are already processing the lessons learned from our 2017 experience in 

order to prepare for 2024. The 2024 eclipse takes place in April when most schools are in 

session. A key focus for us will be to make sure teachers are prepared, educated, and excited. 

Advance preparation will include assistance to teachers to build the eclipse into their 

curriculum, and to ensure they are prepared to be outside on the day of the eclipse. 

Engaging with more students well in advance of the eclipse day in 2024 will prepare those 

students to be community leaders for science. Also, outreach to parents and families can 

provide support for students who may not have the support in pursuing a science career, 

especially in underrepresented communities where science research may not be seen as a 

valuable career choice. 

I have mostly been describing public engagement activities, but my colleagues at the National 

Solar Observatory, led by Dr. Matt Penn, developed an ambitious citizen science project. With 

the help of hundreds of civilian and non-expert volunteers, Dr. Penn's "Citizen CATE" project 

gathered the largest volume of science-quality eclipse data ever recorded. I will now turn the 

microphone over to Dr. Penn, to tell us about this incredibly successful endeavor. 

Thank you for your support, and that of the Subcommittees. On behalf of the National Solar 

Observatory and AURA, I appreciate your time and attention. I would be pleased to respond to 

any questions you or the other Members of the Subcommittee may have. 
40 

Brief Narrative Biography: Heidi B. Hammel 

Dr. Heidi B. Hammel received her undergraduate from MIT in 1982 and her 

Ph.D. in physics and astronomy from the University Hawaii in 1988. After a postdoctoral position at the Jet Propulsion she returned to MIT, where she spent 

nearly nine years as a Principal Research She then worked as a Senior 

Research Scientist and co-Director of Research at the Space Science Institute until 

2011. 

Dr. Hammel is now the Executive Vice President of the Association of Universities for 

Research in Astronomy (AURA). AURA -- a consortium of 44 U.S. universities and 

institutions, as well as five international affiliates -- operates world-class astronomical 

observatories including Hubble, the National Optical Astronomy Observatory, the 

National Solar Observatory, and the Gemini Observatory. AURA is also building the 

Daniel K. Inouye Solar Telescope on Maui, and the Synoptic Survey Telescope in 

Chile. 

Dr. Hammel primarily studies planets. Her current research involves studies of Uranus 

and Neptune with Hubble, the Keck 10-m and other Earth-based 

observatories. In 1994 when comet Shoemaker-Levy crashed into Jupiter, Dr. 

Hammel was the leader of the Hubble team that analyzed images of 

the event. She was also a member of team that spotted Neptune's Great Dark 

Spot with the Voyager 2 spacecraft, and led the Hubble team that later documented that 

Great Dark Spot's disappearance. Since 2003, she has served as one of six 

Interdisciplinary Scientists advising NASA on the science development of the James 

Webb Space Telescope, the space observatory that will succeed Hubble. 

Dr. Hammel has been widely She was profiled by the New 

York Times in 2008!1

1, Newsweek in and was identified as one of the 

50 most important women in science by Discover Magazine in 200i31 • She was elected 

a Fellow of the American Association for the Advancement of Science in 2000. In 1996, 

she received the Urey Prize from the American Astronomical Society's Division for 

Planetary Sciences. 

Dr. Hammel has also been lauded for her work in public 

outreach, including the 2002 Sagan Medal for outstanding 

communication by an active planetary scientist to the general 

public, the 1996 "Spirit of American Women" National Award 

for encouraging young women to follow non-traditional 

career paths, and the San Francisco Exploratorium's 1998 

Public Understanding of Science Award. Asteroid "1981 

EC20" has been renamed 3530 Hammel in her honor. 

[1] http://www.nytimes.com/2008/09/02/science/02conv.html 

[2] http://www.newsweek.com/id/70975 

[3] http:/!discovermagazine.com/2002/nov/leat50 
41 

Chairwoman COMSTOCK. Thank you. 

I now recognize Dr. Penn. 

TESTIMONY OF DR. MATTHEW PENN, 

ASTRONOMER, NATIONAL SOLAR OBSERVATORY 

Dr. PENN. Madam Chair and Members of the Subcommittees, 

thank you for the invitation to speak to you about the Citizen 

CATE experiment. 

While Reva Dusette was crying tears of joy in Wyoming, Jack 

Erickson and his students from Cienega High School in Vail, Arizona, were close to tears but for a completely different reason. If 

I could have my first slide? 

[Slide] 

It was raining at their city in Pawnee City, Nebraska. Jack and 

his students were really eager to collect data. They had practiced 

for months, and along the way they had spoken with many newspaper and radio and TV reporters about the program. This media 

coverage followed many of our CATE teams across the Nation. 

Local TV affiliates would find their CATE students from our 27 

university and 22 high school partners and do stories on them, and 

these students would get recognized not for scoring a touchdown in 

a football game but for doing a STEM project and observing the 

sun. 

My colleagues at NASA do an excellent job of observing the solar 

corona, but even their advanced instrumentation has a gap in our 

understanding. If I could have the next slide? 

[Slide] 

A total solar eclipse opens up a window that allows us to study 

the inner corona, and the Citizen CATE experiment was designed 

to take advantage of that opportunity. You can see in the flashing 

rectangle the Citizen CATE data fills the gap that we currently 

have in our understanding of the corona. 

Specifically, we’re designed—we’re trying to measure the solar 

wind above the north and the south poles of the sun as it moves 

through thin magnetic structures that we call polar plumes. Now, 

just like sitting across the table from your daughter and watching 

her drink a milkshake through a transparent straw, you can measure the velocity of the milkshake by tracking features. We can use 

the CATE data to track features in the fast solar wind and measure the velocity of the solar wind that way. 

But unlike a milkshake, the fast solar wind has important implications for space weather, and therefore it’s really critical that we 

understand it. So on the day of the eclipse, the CATE teams had 

enormous success. Sixty-two of our 68 sites collected images of the 

corona, and today I’m happy to be joined by Miles McKay from the 

Space Telescope Science Institute. On the day of the eclipse, Miles 

returned to his alma mater at South Carolina State University and 

took data on the 50-yard line with a CATE instrument in a stadium filled with 5,000 cheering fans. 

[Slide] 

We can see in the third slide that the skies cleared for Jack 

Erickson and his team. They were able to capture imagines with 

their telescope. On the left you can see the corona that’s been filtered slightly to show you as—to show it as you might see with 
42 

your eye, and then on the right we see a more highly enhanced 

version of that image that brings out details that you can’t see with 

your eye. Each of the CATE images shows the solar atmosphere 

across a region that’s more than a million miles across on each 

side, and so from any one location where you just have two minutes 

to view the corona, you don’t see a lot of changes during that short 

period of time, but the CATE data set when it’s combined allows 

us to see changes across 93 minutes of time. 

[Slide] 

So on the next slide, I’ve put together a very rough-cut movie of 

the CATE data set. We collected over 45,000 imagines of the corona 

on that day but in the 4 weeks, I’ve only been able to process about 

300 of them to show you here today. If you imagine that the moon 

is a clock face, at about the seven o’clock position, you can see a 

system of outflows moving away from the sun. These are traveling 

at about 20,000 miles per hour. It’s pretty slow for the solar wind. 

And then if you look closely at five o’clock, you can see a quicker 

outflow. This is, we think, a signature of the fast solar wind in the 

south pole of the sun, and that’s traveling at something like 

200,000 miles per hour, or perhaps faster. So even with just one 

percent of the CATE data analyzed so far, we’re getting a new view 

of the solar corona that we haven’t seen before. A lot of science will 

follow. 

I’d like to close by saying that a total solar eclipse is both an uplifting and a humbling experience at the same time. It’s uplifting 

because it teaches us that we’re smart enough to predict when 

these will occur. 

[Slide] 

In my next slide, we can see, as my colleagues have mentioned, 

that the next eclipse visible across the country, across the United 

States, will occur on April 8, 2024, but if we go further and try to 

figure out when is the next solar eclipse, total solar eclipse, visible 

from Dallas, Texas, we can predict that it will occur at 1:57 p.m. 

on Saturday, June 30th in the year 2345. So mark your calendars, 

please. 

A total solar eclipse is also a humbling experience because it 

teaches us that we have no control over the huge planetary bodies 

that cause eclipses. It reminds us that we’re just little people sitting on a big rock watching the show, and it doesn’t matter what 

your nationality is or what your age or your gender, a total solar 

eclipse is a really moving and human experience. 

So I’m looking forward to enjoying the next experience—experiencing the next eclipse with all of you in April of 2024, and I’m 

looking forward to answering any questions that you might have as 

well. 

[The prepared statement of Dr. Penn follows:] 

Chairwoman COMSTOCK. And now we’ll hear from Ms. NicholsYehling. 
43 

Testimony for the House Committee on Science, Space and Technology, 

Subcommittee on Research and Technology and Subcommittee on Space 

Matt Penn, Astronomer, National Solar Observatory /AURA 

28 Sep 2017 

Mr. Chairman and Members of the Subcommittees, thank-you for the invitation to 

testify about the Citizen CATE Experiment. 

Mr. jack Erickson, the astronomy teacher at Cienega High School, and his team of 

students were frustrated and close to tears. They had trained with their Citizen 

CATE Experiment telescope over and over for 6 weeks: they practiced the telescope 

set up and alignment, they took calibration data, and they simulated observing the 

solar corona during totality. The board of the Vail Unified School District supported 

jack and his group with funding, enabling 11 students and two chaperones to travel 

from Tucson, Arizona to the total eclipse. But only one hour before totality, his 

students were huddled over their telescope protecting it from the rain as a 

thunderstorm drenched them at the public library in the little town of Pawnee City, 

Nebraska. 

In 2012, a white paper by Hudson eta!. pointed out that the August 21 2017 total 

solar eclipse would present a remarkable opportunity. These authors discussed the 

fact that tens of millions of Americans lived in the path of totality, that tens of 

millions more were likely to travel to the path, and that the infrastructure available 

along the path of totality made access very easy at nearly any location. This was 

indeed an unusual circumstance, since most total eclipses pass over the ocean or 

through remote places on the globe. The accessibility to the path of totality, from 

which one can view the corona (the hot atmosphere of the Sun) offered unique 

scientific opportunities, as the shadow of the moon traveled for 93 minutes from 

Oregon to South Carolina. 

It is from these initial ideas that the Citizen Continental-America Telescopic Eclipse 

experiment, or the Citizen CATE Experiment for short, developed. While some 

citizen science programs like the Megamovie project proposed using a variety of 

equipment to observe the eclipse (equipment that the volunteers already owned), 

my understanding of the Global Oscillations Network Group (GONG) project at the 

National Solar Observatory convinced me that CATE should use identical equipment 

to collect data across the path of totality. The GONG network combines data from 

six identical telescopes around the world, and this is a difficult task Combining data 

from 60 identical telescopes across the continent would be even more challenging, 

and perhaps at the limit of what could be done to produce research-quality data. 

The Citizen CATE Experiment planned to place about 60 identical telescopes in the 

path of totality. At any one location in the path, one telescope could image the solar 

corona for about two minutes; but this isn't enough time to measure changes in the 
44 

gas in the solar atmosphere. But if a network of telescopes were positioned in the 

path so that the shadow of the moon covered one telescope before it uncovered the 

previous telescope, then continuous observations of the corona could be made for 

the entire 93-minute duration of the event. This continent-wide network of 

telescopes could then measure changes in the inner solar corona never seen before. 

I wanted CATE to be different from past eclipse experiments: I didn't want to collect 

all of the CATE equipment after the eclipse and store it in a warehouse. I wanted to 

make sure that the universities, high schools, and even the individuals involved in 

the project kept their equipment after the eclipse. After getting excited by the 

eclipse, I wanted our volunteers to be empowered to continue to engage in citizen 

science projects in astronomy. 

This introduced some complexity into raising funds for CATE. In the end, nearly 

75% of the equipment funds were raised from private or corporate sources. Our 

main corporate sponsors, Daystar Filters, Mathworks, Celestron and colorMaker 

donated equipment, cash and time to make theCATE experiment a success. )en 

Winters from Daystar donated 60 free telescopes to CATE. Mathworks donated 

cash, software, and several enthusiastic volunteers who wrote new software and 

helped with hardware. Cory Lee from Celestron donated 60 telescope mounts to 

CATE. But my favorite story is that Stephen Lauro, the CEO of colorMaker donated 

funds to support five CATE sites. colorMaker manufactures food-dye in Anaheim, 

California; but Lauro is an avid amateur astronomer, and wanted to help teams 

observe the eclipse hundreds of miles from Anaheim. This gives you a small glimpse 

of the economic impact of the events surrounding the eclipse. 

Could we train citizen scientists to operate the CATE telescopes under the 

unforgiving deadline imposed by a solar eclipse? Our first attempt was made by Dr. 

Fred Isberner, a retired faculty member from Southern Illinois University 

Carbondale. In 2015 lsberner traveled on vacation to the Faroe Islands in the 

northern Atlantic. We shipped a prototype telescope to his hotel, and he set it up in 

the rain the in the parking lot on the morning of the eclipse. He collected 30 seconds 

of data as the clouds momentarily gave him a glimpse of the eclipse, and from his 

data we were able to measure the calibrated intensity of the solar corona. Fred 

proved that even under dire conditions, a citizen scientist could use theCATE 

equipment to collect science quality data. 

TheCATE plan was to take Is berner's experience and multiply it. With help from a 

2-year grant from NASA, we sent a team of 8 faculty and students to the 2016 

eclipse in Indonesia. My colleagues Mr. Robert Baer, Dr. Michael Pierce, Dr. Richard 

Gelderman and Dr. Don Walter traveled with their students Sarah Kovac, Logan 

jensen, Honor Hare and Myles McKay to various locations in Indonesia. Fred 

Isberner and I trained these students in a workshop in Tucson and they traveled to 

the path of totality with their telescopes and collected data! Their work resulted in 

our first Citizen CATE Experiment publication. 
45 

Now with a team of experts who had on-the-job training at an eclipse, we developed 

a set of state coordinators across the United States who could identify sites for the 

2017 event and the volunteers to work at those sites. In addition to my four 

colleagues who traveled to Indonesia, we recruited Mike Conley from Oregon, Lynn 

Powers from Montana, Dr. Mariana Lazarova from Nebraska, Joseph Wright and 

David Young from Missouri, and Dr. Mary Kidd and Dr. Jim Dickens from Tennessee. 

This team of CATE state coordinators refined the locations for our observing sites, 

and identified and interfaced with all of our CATE volunteers. 

In early 2017 our group was still lacking funding for the equipment costs for the full 

CATE network This is when the National Science Foundation stepped in and 

provided a grant for our university and high school partners, bringing our network 

from 28 sites to 58 sites. In addition, 10 groups and individuals across the country 

purchased CATE equipment by themselves, bringing the total number of sites to 68. 

On the day of the eclipse, we had about 270 volunteers including 117 students at 

our 68 sites, the list of names appears at the end of this testimony. 

TheCATE team now included volunteers from 27 universities, 22 high schools, 8 

informal science education centers and 5 national research labs. They received 

their equipment and initial training in workshops held along the path of totality 

near the end of May, and then they practiced taking solar data with their equipment 

for several weeks during the summer. TheCATE students who observed in 

Indonesia traveled to these workshops and discussed their experience with the 

2017 volunteers. 

Jack Erickson and his students practiced often, and were interviewed by local TV 

and radio stations, and by a group doing a show for the Discovery Channel. In small 

towns all across the path of totality, as the media became more aware of the eclipse, 

CATE high school teams were interviewed by their local TV stations and 

newspapers. These students became local heroes, not because they scored a 

touchdown in a football game, but because they were involved in a STEM program 

engaged in scientific research about the Sun. I'm extremely proud of all of these 

students and their teachers for the level of professionalism with which they 

represented themselves and theCATE project. 

What exactly will be the scientific contribution of the CATE observations? The inner 

regions of the hot solar corona are difficult to observe. From the ground, we are 

currently limited to relatively small telescopes that view this region, and those 

telescopes have to contend with light scattered from the Earth's atmosphere into 

the telescope. From space, this region is seldom viewed because of the difficulty in 

blocking the Sun's surface within the size constraints that limit satellite instruments. 

The result is that the solar corona is poorly understood from near the solar surface 

up to about 2.5 solar radii. But a solar eclipse opens a brief window that allows us 

to study this region of the solar corona in detail. 
46 

The physical processes occurring in this region of the corona are mysterious. In 

parts of the inner corona above the north and south poles of the Sun, the solar wind 

is accelerated from nearly a standstill at the solar surface to over 200,000mph at the 

height of 2.5 solar radii. The best observations of the solar wind in these polar 

plumes so far is from Poletto in 2015; and in that work we see that the outflow 

speed can disagree by a factor of 10 or 100. With this uncertainty, very little can be 

said about how the speed changes with height. This lack of observational evidence 

means that we cannot evaluate the several models that describe the physics of the 

acceleration process and so we don't know which physical process is actually 

operating in the Sun's atmosphere. 

It is important to understand the processes controlling the solar wind. The fast 

solar wind can cause space weather effects here at the Earth, and the same 

processes involved in the solar wind acceleration may interact with coronal mass 

ejections- solar storms that are the most destructive parts of space weather. 

TheCATE experiment was designed to measure the fast solar wind in the polar 

plumes. The telescope and camera were selected to resolve the polar plumes, and 

the data collection program was designed to provide the velocity sensitivity needed 

to observe the expected outflows. CATE data will provide a new view of the inner 

corona where these processes dominate and control the gas, and will produce the 

tightest constraints on current theories of the gas acceleration that have ever been 

made. Observations from theCATE experiment have the potential to revolutionize 

our understanding of the fast solar wind acceleration. 

The new NSO Daniel K Inouye Solar Telescope (DKIST) facility coming on-line soon 

will directly measure the strength and direction of the magnetic field that sculpts 

the gas in the inner corona and directs the flow of the solar wind. The evolution of 

the magnetic field observed by DKIST will also provide clues about how the Sun 

produces coronal mass ejections and solar storms. DKIST may also directly observe 

the solar wind in smaller regions of the solar corona, and here theCATE data will 

instruct us about how best to make these measurements with DKIST. 

As the rain continued to fall on the Cienega students, and as the clock counted down 

to the start of the eclipse, Jack Erickson began to wonder if they would be able to 

observe the eclipse from their site. But as the Moon's shadow cooled the Earth's 

atmosphere, cloud-cover reduced across the path of the eclipse. The rain stopped 

and the sky cleared. It was uncomfortably close to the eclipse time, but the Cienega 

students sped through their calibration tasks faster than they had ever been able to 

before. When the Moon completely blocked the solar surface, Jack and his students 

were ready and they successfully recorded images of the solar corona. 

Across the path oftotality, theCATE volunteers had amazingly good fortune. Data 

was collected from 62 sites, with only 6 sites being completely clouded out. More 

than 45,000 images of the solar corona are now compiled into theCATE data set, 
47 

and the associated 50,000 calibration images elevate the coronal images from pretty 

pictures to research quality science observations. 

At this date I am just beginning to process the CATE science data, and I only have a 

"first cut" movie sequence made from about 300 images. In this sequence, we see 

changes of the coronal structures, including fast solar wind outflow in the polar 

regions of the Sun where our primary science interest lies. We are also seeing solar 

atmospheric gas change temperature and get ejected from the Sun in a process that 

we have never directly measured before. 

I am thrilled to work with this data and build even more detailed movies; many 

scientific papers will come from our team's work. Another important aspect of the 

work is that high school science fair season is about to occur, and we are planning to 

develop a data set for our CATE high school teams to use as they produce their own 

science fair projects from the observations. 

Apart from the scientific and educational impacts of the Citizen CATE experiment, 

CATE reached the general public in many different ways. Several of our sites acted 

as a nucleus for small towns to plan larger eclipse events: in Weiser Idaho, theCATE 

group at the Weiser High School spurred interest in the local community. The town 

of 5,000 residents estimates that it hosted 20,000 visitors on the day of the eclipse. 

TheCATE experiment was set up on the 50 yard line in several stadiums along the 

path of totality, and the stadium was filled with people from the local community. At 

Southern Illinois University Carbondale (SIUC) it's estimated that 14,000 people 

filled the stadium during the eclipse. SIUC also estimates that the eclipse activities 

produced advertising and other economic gains totaling $8M. And finally through 

newspaper, radio, on-line and TV, theCATE team reached many people across the 

country: by appearing on the NASA-TV coverage, information about CATE and the 

solar corona was delivered to an estimated 600 million viewers. 

TheCATE team has learned many lessons to apply to the next eclipse in the USA, on 

8 April2024. We distributed nearly one hundred thousand eclipse glasses, but 

could have easily distributed three or five times that number. We engaged 

volunteers at 68 sites, but again could have easily supported three times that many. 

For the large crowds gathered at CATE locations, we could have enabled them to 

directly reach out to their local, state and federal government representatives to 

express their interest and enthusiasm for the eclipse events, thus closing the loop by 

providing feedback about their opinions regarding how these events were 

organized. With some effort and time, these and several other lessons that we 

learned can be applied to communities under the path of totality for the 2024 total 

solar eclipse. I am already getting emails from people interested in volunteering for 

a second Citizen CATE Experiment to be run seven years from now! 

The Citizen CATE Experiment has achieved its eclipse goals: we have captured new 

research-quality science data, we have engaged hundreds of volunteers to observe 

the eclipse and impacted hundreds of millions of Americans with our media 
48 

presence, and we have enabled follow-up research programs by educating our 

volunteers about the use of their equipment and transferring ownership or making 

a long-term loan of the equipment to them. CATE now has a working group that will 

identify follow-up astronomy projects for the eclipse volunteers, so that they can 

use their equipment for additional citizen science programs and make even more 

contributions. The goal is to turn the excitement and enthusiasm that was 

engendered by the eclipse into long-term salience in astronomy and STEM. Sample 

projects include high-cadence observations of the Sun, long-term observations of 

comets, new measurements of linear polarization of bright objects, and stereoscopic 

measurements of asteroids, including near-Earth objects. The sky is literally the 

limit for these enthusiastic volunteers. 

The Citizen CATE Experiment is just one small citizen science project. Our group 

had many inquiries for participation, many more requests than our $260k 

equipment funds could support. With more funding before the eclipse we could 

have easily staffed 200 CATE sites with volunteer observers. Across the country 

there is a very high level of interest in citizen science programs. Such programs 

provide incredible opportunities for young students to carve out science careers, 

and also to connect citizens to the latest research topics in all fields of science. 

Citizen science programs provide a natural pathway for strengthening education 

and STEM activities in the USA. 

A total eclipse is both an uplifting and a humbling experience. It's uplifting because 

it reaffirms that we're smart enough to use science to predict exactly when these 

will occur. We know that the next total eclipse visible in Dallas TX on Monday 8 

April2024, and that the next total eclipse after that will begin at exactly 1:57:04pm 

on Saturday 30 june 2345. But even though we can precisely predict eclipses for 

hundreds of years into the future, we cannot change the orbits of the huge planetary 

bodies that are involved. We have no control over eclipses; they remind us that we 

are little people sitting on a big rock, and all we can do is to enjoy the view. It 

doesn't matter what nationality, ethnicity, gender, or age you are: watching an 

eclipse is a moving and unique human experience. I'm looking forward to sharing 

that experience with all of you in April of 2024. 

Listing of21 Aug 2017 CATE sites and volunteers 

CATE·OOO, CATE·OOOb (from Tucson AZ, observing in Weiser !D) 

Kate Allen-Penn, Debbie Penn, Matt Penn 

CATE-001 (observing in Siletz, OR) 

Bruce Alder, Ryan Alder 
49 

CATE-002 (from Salem, OR, observing in Salem, OR) 

Mike Conley, Geri Hall-Conley 

CATE-002b (from various locations, observing in Scio, OR) 

David Gerdes, Katherine Weber, Jeffrey Johnson, Gerald Matzek, Steven Somes, Rob 

Sobnosky 

CATE-003 (observing in Detroit, OR} 

Robert McGowen, Michael Meo, Damani Proctor, Charlie Wessinger, Jeannine 

Schilling, Jay Kerr 

CATE-004 (from San Diego, CA, observing in Madras, OR} 

Alexander Beltzer-Sweeney, Alex Falatoun, David Higgins, Grady Boyce, jared 

Hettick, Philip Blanco, Scott Dixon, Sepehr Ardebilianfard, Pat Boyce 

CATE-005 (observing in Richmond, OR) 

Richard Lighthill, Denese Lighthill 

CATE-006 (observing in Mt. Vernon, OR) 

David Anderson, Mine Anderson 

CATE-006b (from various locations, observing in Canyon City, OR) 

Thomas Schad, Sonna Smith, Dec! an Jensen, Anthony Allen, Donavan Smith, Gage 

Brandon 

CATE-007 (observing in Dixie Butte, OR) 

Joe Earp, Jane Earp, Bob Blair 

CATE-008 (from Tucson AZ, observing in Rye Valley, OR) 

Chuck F. Claver, jennifer A. Claver, Ryan H. Claver 

CATE-009 (from Weiser, ID, observing in Weiser !D) 

Danielle Hoops, Esteban Rivera, Llanee Gibson, Martin Hiner, Rein Lann, Shaedyn 

Miller, Weiser High School 

CATE-010 (observing in Crouch, !D) 

Burton Briggs, Karan Davis, Brian Jackson, Kaleb Kautzsch, Wesley Sandidge, 

CATE-011 (observing in Stanley, !D) 

Russell Lucas 

CATE-012 (from Bozeman, MT, observing in MacKay, !D) 

Lynn Powers, Duane Gregg 

CATE-012b (from Salt Lake City, UT, observing in Rexburg, !D) 

Julia Kamenetzky, Tiffany Rivera 
50 

CATE-013 (from Bozeman MT observing in Howe, !D) 

Joe Shaw, Bryan Scherrer, Dylan Sandbak, Richard McFate, Wilson Harris 

CATE-014 (observing in Rexburg !D) 

Zachery Brasier, Stephen McNeil 

CATE-015 (observing in Tetonia, !D) 

Jack Jensen, Makai Jensen, Mason Moore, Alexandria Temple, Thomas Vanderhorst 

CATE-Pol-001 (from Boulder, CO, observing in Driggs, ID) 

Dr. Richard Kautz, David Elmore 

CATE-016 (observing in Kelly, WY) 

Orion Bellorado, LaVor R Jenkins, Corey Pantuso, Marley Carey, Josh Byrnes, Kyle 

Scholtens, Julian Web, Brain Baker 

CATE-017 (from Dubois WY, observing in Dubois WY) 

Katie Barngrover, Drew Hathaway, Kallen Smith, Kellyn Chandler, Lydia Hinkle, lone 

Chandler 

CATE-018 (from Los Alamos, New Mexico, observing in Kinnear, WY) 

Galen Gisler, Jack Benner, Madison Mas, Maya Rogers, Prescott Moore, Elijah 

Pelofske, Stephen Gulley, Beth Short, Isabel Crooker 

CATE-018b (observing in Riverton, WY) 

Jennifer Hammock, Katsina Cardenas, Kateri Cardenas, Jennifer Wellman 

CATE-019 

Mark Roy, Joe Meyer, Jalynne Brough, Kame ron Brough, Tim Nelson, Zack Nelson, 

Caleb Russell, Theresa Bautz 

CATE-021 (observing in Casper WY) 

Michele Wistisen, Shae Aagard, Zachary Whipps, Logan Neuroth, Dawson Poste, 

Connor Worthen 

CATE-022 (from Boulder, CO, observing in Casper, WY) 

San jay Gosain, Mark Steward, Vanshita Gosain, Ruchi Gosain 

CATE-022b (from Harlem, MT, observing in Jay Em, WY) 

Janet Jorgensen, Eleanor Doucette, Reba Doucette, Elliott !wen, Alexus Cochran 

CATE-023 (Observing in Guernsey, WY) 

James Stith, Doug Scribner, Austen Kenney, Kolby Pisciotti 
51 

CATE-023b (from Brooklyn, NY, observing in Glendo, WY) 

Irene Pease 

CATE-024 (from Mount Airy, MD observing at Agate Fossil Beds, Nebraska) 

Samuel Cynamon, Charles Cynamon, Dawn Cynamon 

CATE-025 (observing in Alliance, NE) 

Bart Tolbert, Jean A. Dupree 

CATE-026 (from Chadron, NE, observing in Hyannis, NE) 

JeremyWeremeichik, Nathan Pindell, Kristen Stives 

CATE-027 (from Phoenix, AZ, observing in Ringgold, NE) 

Thomas K Simacek, Yolanta G Simacek, Anne L. Simacek 

CATE-028 (observing in Broken Bow, NE) 

Wayne Boeck, Andrea Boeck 

CATE-029 (from Kearney, NE, observing in Revenna, NE) 

Mariana Lazarova, Austin Ryan, Gabriel Wierzorec 

CATE-030 (from Denver, CO, observing in Sutton, NE) 

Dimitri Klebe, Bryan Costanza 

CATE-031 (from Beatrice, NE, observing in Beatrice, NE) 

Arnie Cerny, Trevor Schmale, Tessa Hoffman, Sam Streeter 

CATE-032 (from Tucson AZ, observing in Pawnee City, NE) 

Jack Erickson, Michele McClellan, Ella Erickson, Brynn Brettell, Savannah Shoffner, 

Emilie McClellan, Julie VanVoorhis, Cole Bramhall, Daniel Stelly, Bentley Bee, Bruno 

Acevedo, Madison Kroeger, Ben Trumpenski. 

CATE-033 (from Hiawatha KS, observing in Hiawatha KS) 

Nolan Sump, Liam Brook, Jagert Ernzen, Jessica Lewis 

CATE-034 (from Atchison, KS, observing in Atchison KS) 

Ryan Maderak 

CATE-035 (from Lawson, MO, observing in Lawson, MO) 

Joseph Wright, David Young, Charles Kennedy, David Dembinski 

CATE-036 (from Warrensburg MO, observing in Marshall MO) 

Michael Foster, Mohammad Ahmadbasir, Monty Laycox, James Foster, Ethan Orr, 

Ashley Staab 
52 

CATE-037 (from Columbia MO, observing in Columbia, MO) 

Sean Baldridge, Lucy Kegley, Jordan Bavlnka, Thomas Ballew 

CATE-038 (from Springfield, MO observing from Hermann, MO) 

Bruce Callen, Gregory Ojakangas 

CATE-039 (from Hillsboro MO, observing in Hillsboro MO) 

Mark Bremer, Maryanne Angliongto, Mark Redecker, Chris Bremer 

CATE-040 (from Cape Girardeau, MO, observing in Perryville, MO) 

Peggy Hill, Michael Rodgers, Jordan Duncan, Sam Fincher, Ben Nielsen, Samantha 

Hasler, Taylor Shivelbine, Tyler Howard 

CATE-040h (from Carbondale JL, observing at Alto Pass, IL) 

Chris Midden, Sean Patrick, Kerry Glenn 

CATE-041 (from Carbondale, JL, observing at Carbondale, IL) 

Chris Mandrell, Kyle Dawson, Margaret Cortez, Alyssa Levsky, Gallaba Dinuka 

CATE-POL-02 (from various, observing at Carbondale, JL) 

Padma A. Yanamandra-Fisher, Adriana M Mitchell, Tavi Anne Griener 

CATE-041b (from Carbondale, IL, observing at Carbondale, IL) 

Bob Baer, Sarah Kovac, student, Mason Perrone 

CATE-042 (from Carbondale, IL, observing in Makanda, IL) 

Fred Is berner, Howard Harper, Jasmyn Taylor 

CATE-042b (from Gallatin County, observing in Galconda, IL) 

Lindsay Adams, Michaela Springer, Billyjoe Menard, Dylan Boggs, Caitlin Lynch, 

Jacob Watson, Andi York, David Matthews, Kiley Brown, Dylan Garrison 

CATE-043 (observing in Burna KY) 

Jonathan Mangin, Isaac Mangin 

CATE-044 (from Morehead, KY, observing in Hopkinsville, KY) 

Jennifer Birriel, Ignacio Birriel, Capp Yess, Jesse Anderson, Ethan Caudill 

CATE·044b (from Clarksville TN, observing in Hopkinsville, KY) 

Allyn Smith, Spencer Buckner, Russ Longhurst, Ben Fagan 

Penn_draft20170920 

CATE-044c (from Hopkinsville KY, observing in Hopkinsville, KY) 

Christian Nations, Jeffrey DiMatties 
53 

CATE-045 (observing in Adairville, KY) 

Honor Hare, Tricia Thompson 

CATE-046 (from Natick MA, observing in Hartsville, TN) 

David Garrison, Thomas Garrison, William Garrison 

CATE-047 (from Cookeville, TN, observing in Cookeville, TN) 

Mary Kidd, Maria Baker, Mary-Beth Ledford, Amy Winebarger 

CATE-04 7b (observing in Nashville TN) 

Michael Freed, Morgyn Church, Jim Dickens 

CATE-048 (observing in Spring City, TN) 

Bob Anderson 

CATE-049 (observing in Madisonville, TN) 

Ned Smith, Lynne Dorsey, Doug Justice, Daniel Zavala 

CATE-050 (from Murphy, NC, observing in Andrews, NC) 

Zach Stockbridge 

CATE- 051 (from Clemson SC, observing at Clemson, SC) 

Sean Brittain, Stanley Jensen, Harrison Leiendecker, Erin Thompson 

CATE- 052 (from Greenwood SC, observing at Greenwood, SC) 

Michelle Deady, Kelly Quinn-Hughes, David Slimmer 

CATE- 053 (from Hartsville SC, observing at Lexington, SC) 

Valerie Granger, Michael LaRoche, Serena Hill LaRoche, Rachel Manspeaker, Peter 

Nguyen 

CATE- 054 (from Orangeburg SC, observing at Orangeburg, SC) 

Myles McKay, Daniel Smith, Donald Walter 

CATE- 055 (from Orangeburg SC, observing at Cross, SC) 

Jim Payne, Jerry Zissett 

CATE- 055b (from Natick, MA, observing at Isle of Palms, SC) 

Arianna M. Roberts, Gabrielle W. Roberts, Harrison Roberts 

CATE- 056 (from Natick, MA, observing at Awendaw, SC) 

Amy Riddle, Corina Ursache, Elena Ursache, Andrei Ursache 
54 

Penn 28 Sep 2017 Short Biography 

Dr. Matt Penn is an astronomer with the National Solar Observatory in Tucson 

Arizona. He is the principal investigator on the Citizen Continental-Telescopic 

Eclipse Experiment (Citizen CATE Experiment) and telescope scientists for the 

McMath-Pierce solar facility on Kitt Peak. Penn works on the DKIST telescope 

project developing coronal and infrared science and instrument requirements. 

Penn has a BS degree in astronomy from Cal tech and a PhD in astronomy from the 

University of Hawaii. 
55 

TESTIMONY OF MS. MICHELLE NICHOLS-YEHLING, 

DIRECTOR OF PUBLIC OBSERVING, 

ADLER PLANETARIUM 

Ms. NICHOLS-YEHLING. Madam Chairwoman and Members of the 

Subcommittees, thank you for this opportunity to testify. 

On August 21st, 2017, millions of people across the United States 

gathered. Friends, families and strangers gathered by the hundreds, thousands, or tens of thousands in public spaces. They gathered in small groups or they found places to be alone. No matter 

the size of the group, the goal was the same: look up at the sky 

at an astronomical spectacle that hadn’t been seen to this degree 

in our country for several decades: a solar eclipse. 

Coordination and planning of efforts for public engagement 

around the eclipse started several years ago. Organizations such as 

the American Astronomical Society and the Astronomical Society of 

the Pacific helped institutions and groups talk to each other to see 

where efforts could be shared. The American Astronomical Society 

and NASA served as clearinghouses of reliable scientific content to 

help the media, the public, and educators engage with the eclipse 

phenomenon. Universities such as Southern Illinois University at 

Carbondale and the University of Missouri in Columbia planned 

extensive public opportunities at many audience engagement levels. Institutions such as the Adler Planetarium in Chicago organized events for those who could not travel to the path of totality 

but who still wanted to enjoy the sight of the partial eclipse. These 

were massive efforts that reached millions of people across the 

country. 

The Adler Planetarium started planning for this eclipse three 

years ago. We had several goals for our programs: increase the capacity of organizations around the Chicago area to host their own 

eclipse-observing events, make residents of Chicago, the surrounding suburbs, and those in the region aware of what was happening and empower them with the skills and tools to observe the 

eclipse themselves, serve as a trusted source of information for the 

public and the media, provide eclipse resources for those who might 

not otherwise have access to them, reach traditionally underserved 

audiences, engage a variety of communities and get them interested in our universe, even if they had not been interested previously, and bring Chicago together because this was Chicago’s 

eclipse to share. Our events were free and open to everyone. 

In addition to our programs in Chicago and the surrounding suburbs, we brought our Galaxy Ride outreach program to over 2,300 

people in several rural communities in southern Illinois. We were 

also honored to be asked by Southern Illinois University to assist 

them with planning and facilitating several of their eclipse events 

that garnered national and international attention. 

And what were the results these efforts? We distributed, free of 

charge, over 250,000 safe eclipse viewing glasses, including 10,000 

given to schools to help students and teachers in the Chicago area 

watch the eclipse during the school day. The Chicago Public Library System and libraries throughout the region held eclipse viewing activities at dozens of library branches. Chicago Park District 

parks held eclipse viewing events. Our partners such as the Chi-
56 

cago Botanic Garden, the Morton Arboretum, Naper Settlement, 

and WonderWorks Children’s Museum held viewing opportunities 

that welcomed thousands more participants. We empowered people 

who did not have solar viewing glasses to find safe and easy ways 

to view the eclipse via other means. 

The Eclipse Fest block party held at the Adler Planetarium attracted 60,000 people, which is ten times the highest number we 

ever previously recorded for a sky observing event, and ten percent 

of our annual attendance. The audience at that event was a crosssection of the diverse population of Chicago, including participants 

who had never interacted with the Adler Planetarium previously. 

We estimate the number of people directly impacted by all of our 

activities to be over a half million. 

The next logical step to ask is, ‘‘What’s next?’’ How do we leverage the momentum and excitement from this eclipse to carry us 

forward? This kind of effort is what out-of-school-time institutions 

like the Adler Planetarium already do. The Adler Planetarium exists to help people become better connected with the universe. The 

public interest in the eclipse allowed us to scale our efforts upward 

to welcome more people. Illinois responded to us with an enthusiasm that was staggering. 

In addition to the collective inspiration provided by the eclipse, 

the Adler Planetarium hopes this incredible experience will also 

lead to, one, financial and programmatic support for out-of-schooltime institutions to continue providing science activities to the public; two, support for institutions and organizations to communicate 

with each other and jointly plan and sustain small and large 

science programs that have a variety of impacts; and three, support 

for institutions to bring high-quality science and engaging science 

activities, at low or no cost, to underserved populations in urban, 

suburban, and rural locations. 

We hold fast to our core belief that making science welcoming, 

engaging and accessible to all helps strengthen communities socially, culturally and economically. After all, we share a sky above 

our heads, and everyone deserves the opportunity to engage with 

it. 

Thank you. 

[The prepared statement of Ms. Nichols-Yehling follows:] 
57 

Oral Testimony: Michelle Nichols-Yehling, Adler Planetarium 

September 28, 2017 

On August 21, 2017, millions of people across the United States gathered. Friends, families, 

and strangers gathered by the hundreds, thousands, or tens of thousands in public spaces. 

They gathered in small groups, or they found places to be alone. No matter the size of the 

group, the goal was the same: look up at the sky at an astronomical spectacle that hadn't been 

seen to this degree in this country for several decades: a solar eclipse. 

Coordination and planning of efforts for public engagement around the eclipse started 

several years ago. Organizations such as the American Astronomical Society and the 

Astronomical Society of the Pacific helped institutions and groups talk to each other to see 

where efforts could be shared. The American Astronomical Society and NASA served as 

clearinghouses of reliable scientific content to help the media, the public, and educators engage 

with the eclipse phenomenon. Universities such as Southern Illinois University at Carbondale 

and the University of Missouri in Columbia planned extensive public opportunities at many 

audience engagement levels. Institutions such as the Adler Planetarium in Chicago organized 

events for those who could not travel to the path of totality but who still wanted to enjoy the sight 

of the partial eclipse. These were massive efforts that reached millions of people across the 

country. 

The Adler Planetarium started planning for this eclipse three years ago. We had several 

goals for our programs: increase the capacity of organizations around the Chicago area to host 

their own eclipse observing events, make residents of Chicago, the surrounding suburbs, and 

those in the region aware of what was happening and empower them with the skills and tools to 

observe the eclipse themselves, serve as a trusted source of information for the public and the 

media, provide eclipse resources for those who might not otherwise have access to them, reach 

traditionally underserved audiences, engage a variety of communities and get them interested in 

our Universe, even if they had not been interested previously, and bring Chicago together 

because this was Chicago's eclipse to share. Our events were free and open to everyone. In 

addition to our programs in Chicago and the surrounding suburbs, we brought our Galaxy Ride 

outreach program to over 2,300 people in several rural communities in southern Illinois. We 

were also honored to be asked by Southern Illinois University to assist them with planning and 

facilitating several of their eclipse events that garnered national and international attention. 

And what were the results these efforts? We distributed, free of charge, over 250,000 

safe eclipse viewing glasses, including 10,000 given to schools to help students and teachers in 

the Chicago area watch the eclipse during the school day. The Chicago Public Library system 

and libraries throughout the region held eclipse viewing activities at dozens of library branches. 

Chicago Park District parks held eclipse viewing events. Our partners such as the Chicago 

Botanic Garden, the Morton Arboretum, Naper Settlement, and WonderWorks Children's 

Museum held viewing opportunities that welcomed thousands more participants. We 

empowered people who did not have solar viewing glasses to find safe and easy ways to view 

the eclipse via other means. The Eclipse Fest block party held at the Adler Planetarium 

attracted 60,000 people, which is ten times the highest number we ever previously recorded for 

a sky observing event, and ten percent of our annual attendance. 
58 

The audience at that event was a cross-section of the diverse population of Chicago, including 

participants who had never interacted with the Adler Planetarium previously. We estimate the 

number of people directly impacted by all of our activities to be over a half million. 

The next logical step is to ask, "What's next?" How do we leverage the momentum and 

excitement from this eclipse to carry us forward? This kind of effort is what out-of-school-time 

institutions like the Adler Planetarium already do.The Adler Planetarium exists to help people 

become better connected with the Universe. The public interest in the eclipse allowed us to 

scale our efforts upward to welcome more people. Illinois responded to us with an enthusiasm 

that was staggering. 

In addition to the collective inspiration provided by the eclipse, the Adler Planetarium 

hopes this incredible experience will also lead to 1) financial and programmatic support for outof-school-time institutions to continue providing science activities to the public, 2) support for 

institutions and organizations to communicate with each other and jointly plan and sustain small 

and large science programs that have a variety of impacts, and 3) support for institutions to 

bring high-quality science and engaging science activities, at low or no cost, to underserved 

populations in urban, suburban, and rural locations. We hold fast to our core belief that making 

science welcoming, engaging and accessible to ALL helps strengthen communities socially, 

culturally and economically. After all, we share a sky above our heads, and everyone deserves 

the opportunity to engage with it. 

Thank you. 
59 

Biography: Michelle Nichols-Vehling, Adler Planetarium, Chicago, Illinois 

Michelle Nichols-Yehling is Director of Public Observing at the Adler Planetarium in Chicago, 

Illinois. She earned her Bachelor of Science degree in Physics and Astronomy from the 

University of Illinois at Urbana-Champaign in 1995 and a Master of Education degree in 

Curriculum and Instruction from National-Louis University in 2002. Michelle has been employed 

by the Adler since 1995 and has served on many staff teams to develop exhibits, planetarium 

shows, and programs and events for Adler guests. As Director of Public Observing, Michelle 

leads the Adler's various telescope, observatory, and sky observing efforts, including the 

'Scopes in the City telescope outreach program, free nighttime observing in the Doane 

Observatory via Doane at Dusk, Adler's telescope volunteer program, the Adler's Galaxy Ride 

outreach program, and more. 
60 

Chairwoman COMSTOCK. Thank you. And I now recognize myself 

for questions for a five minute round. 

First of all, I’d like to thank all of you for your role in what was 

just an incredible sort of universal experience that we all had. I 

loved watching the plane, Dr. Zurbuchen. While my husband was 

with his cereal box, I really enjoyed having that birds-eye view, 

and it just was fascinating how, you know, all of the communication beforehand to get everyone participating, to get the glasses, to 

do the cereal boxes, to have those large group events. I know in my 

district we had the Udvar-Hazy Center, so we were very—and 

there was—my daughter lived near it. I was trying to tell her to 

get over there, and the backup was—the traffic was incredible, so 

it was worse than the normal traffic that we might have, but I take 

that as a great sign of the engagement. 

So how do we now capture this in terms of directing this into 

STEM science? Because it was such a wonderful thing that you 

made in a real teaching moment and how going forward can we get 

people more engaged in these fields and in STEM careers? 

Dr. ZURBUCHEN. At NASA we’re committed to continuing the discussion and continuing the engagement about science of various 

types. We have really made a focus on telling the story. Whether 

it’s the discovery of planets elsewhere, whether it’s about science 

of the sun, the Earth or everything in between, I really want to 

focus on that. Our STEM activities are through a series of collaborations out of the Science Mission Directorate that are supporting 

activities across the country in a variety of centers that are focused 

on both population, you know, certain groups but also on schools 

and museums to carry the message forward. We do so in partnerships with so many such as the NSF or organizations that are represented here. 

Chairwoman COMSTOCK. And I really appreciate the comments 

on the children from the Indian reservation and how you’re engaging them and the diversity of folks that you were able to engage 

in this. I did want to recognize, since three of my students—I guess 

two of my students from my district who were active in doing this 

also. They’re also two young women who are active in my Young 

Women’s Leadership program where we tried to focus a lot on 

science, and we have Kendall and Reagan and then Kendall’s mom, 

Jane Marie, so thank you for bringing them here. But maybe address a little bit about how you were able to engage everybody in 

that, and so how can we make—with this particular interest in 

mind, we had the Inspire Women Act that passed earlier this year. 

We were trying to get more women engaged in these fields. So 

maybe to our female witnesses how we might do a little bit more 

of that. 

Dr. HAMMEL. Thank you. We’re fortunate in that the universe 

has granted us a second go-round on this eclipse and so the lessons 

that we learned from this eclipse about engaging the young people 

as being the ambassadors themselves to their communities is a fabulous way to engage young people in science and also get them into 

leadership roles, and that’s what will keep young women and other 

people engaged in this kind of activity. So we’re going to continue 

the kinds of programs that we started and I hope we can—try to 

expand those things as well. As you know from your experience, 
61 

having the young people engaged, involved and being the leaders 

themselves, is a great way to capture them intellectually and emotionally. 

Ms. NICHOLS-YEHLING. One of our projects that the Adler Planetarium had was to give telescopes to some libraries and teach 

teens, young people at those libraries how to use those telescopes. 

One of our goals is increasing the capacity of communities to provide their own observing opportunities, and so this was a great test 

of that, but in the future, we hope to do more of it and also work 

with other partners, other museums and folks, especially those we 

haven’t worked with before, because this gave us an opportunity to 

reach other audiences. So reaching teens, reaching young folks, 

reaching other partners will be important to us, especially going 

into 2024. 

Chairwoman COMSTOCK. Thank you, and thank all of you again. 

It really was an incredible, all the work that you did, and we can’t 

thank you enough, and I think we’ve harnessed a lot of that enthusiasm going forward for STEM. Thanks. 

And I now recognize Mr. Lipinski for five minutes. 

Mr. LIPINSKI. Thank you. I hate to admit it, but unfortunately, 

I was not in the country the day of the eclipse, and I had a neighbor who was telling me his plans about driving down from Chicago 

to close to St. Louis, and they were going to—waiting for the morning, the weather forecast. They knew where they could go, where 

they could see it, and when he came back, it was just something 

that raised that excitement, and I remember from my own childhood, and it wasn’t even anything like this, a total eclipse. I remember that. So it’s a great opportunity and it’s especially great 

to know that it’s not too long we’re going to have that opportunity 

again. 

So I wanted to sort of ask Ms. Nichols-Yehling about ways that 

you’re going to use this, the Adler Planetarium is going to sort of 

try to use this to leverage interest in other of your outreach activities and longer-term public engagement in science because you captured a lot of attention here, a lot of people’s interest, and how do 

you sort of keep that going and also give the—make sure people 

are aware of and draw people into other opportunities and other 

things that they can learn. 

Ms. NICHOLS-YEHLING. Exactly. This is basically what the Adler 

Planetarium does and what we’re really proud to do. The goal in 

the future, we want to not only reach people broadly but we want 

to reach them in depth, and so we have several programs, especially those in our teen programs area, that really try to hook teens 

but get them involved in real science, and that’s one of the goals 

is not just have people come out and enjoy the eclipse for one day, 

give them other opportunities to come back to the planetarium and 

also explore other resources in their community to be able to go in 

more depth. 

And so one example is our High Altitude Ballooning program 

called Far Horizons, and so we have ways for kids to be involved 

in that, taking real science data, and have teens involved in potentially recovering pieces of meteorite from the floors of Lake Michigan. And so these are ways that we can really reach people, not 
62 

just broadly but try to really focus on the fact that science is best 

engaged when it’s real. 

Mr. LIPINSKI. Thank you. And anyone else on—any they’re working on in that regard? 

Dr. PENN. If I could just interrupt, we designed the funding for 

the CATE instrument so that the groups keep their telescopes the 

day after the eclipse, and so now we have a small network of 68 

groups that have their telescopes, and we have a working group 

that’s looking at following up with nighttime projects so the students who were really excited by the eclipse and are now really excited as well about STEM can continue observing with their CATE 

instrumentation. 

Mr. LIPINSKI. Very good. Anyone else have anything to add? 

So what have we—anything that we’ve learned, you expect to 

learn getting more sort of beyond the public engagement about 

the—potentially about solar storms, threat of space weather? What 

are the expectations from the data that was collected from the 

eclipse? 

Dr. ZURBUCHEN. So one of the most important elements—you 

know, there’s many but one of the most important elements for 

NASA is that we were able to use this unique view to test space 

weather models. So what we actually did is, we tested models that 

were supported both by NSF and NASA and we ran them on the 

fast computers, the fastest computers at NASA with days to spare, 

and were making predictions that are now tested and analyzed. 

And so it’s really became a benchmark type of test of these models 

that are so critical for space weather applications. 

Mr. LIPINSKI. Thank you. 

Dr. ULVESTAD. If I could add to that, we, NSF, used our Stampede 2 supercomputer for one of those activities that Dr. Zurbuchen 

mentioned, but also our network of solar telescopes around the 

world. We used that to help make predictions, and those are used 

operationally by NOAA and the Air Force for space weather prediction. So this gave us a chance to test the models that we’re 

using from those observing telescopes and see if what they predicted was close to the truth or not, and that will enable us then 

to refine the models and do better in the future. 

Mr. LIPINSKI. Thank you. My time is up, and I yield back. 

Mr. BABIN. [Presiding] Yes, sir. I now recognize myself. I’m Brian 

Babin from the State of Texas, and I’m sitting in for our Subcommittee Chairman, Mrs. Comstock. 

I’d like to ask you, Dr. Zurbuchen, NASA is launching the Parker 

Solar Probe next year to dive into the corona closer than we’ve ever 

been to the sun before. What technological advancements will allow 

that to work, and what do we hope to learn? 

Dr. ZURBUCHEN. So this is one of those missions that the community wanted to do since the 1960s when it was clear that there’s 

a solar wind and we were trying to figure out how it arose, right? 

It’s now clear that that solar wind and its storms are really affecting our technological society, and so the technologies that are enabling the Solar Probe are really an advanced heat shield, first of 

all. This thing gets really hot at the front end and the back, you 

could easily sit. It’s room temperature, I mean, so in the middle is 

high-tech heat shield, so that’s technology number one. The second 
63 

one is high-temperature solar panels, so if you took a regular solar 

panel to make solar energy out there from here it would of course 

not work because it gets too hot and kind of the panel shorts so 

that the panels that were developed for that particular mission 

were panels that can sustain the temperature to be down there at 

close solar distance and work. So those are the enabling technologies, certainly the ones that stand out in my mind. 

What we hope to get from it is really measurements that are focused on answering the pivotal question here, which is, how does 

the sun accelerate the solar wind. We actually don’t really know 

the extent how—what heats the extended corona, understanding 

that underlying physics not only will tell us about space weather 

but about magnetic stars and channel because we know that these 

effects are everywhere. So this pivotal measurement we wanted to 

do for a long time. It’s finally in reach. 

Mr. BABIN. Thank you. Very fascinating. 

Then Dr. Hammel, I’m very interested in the Carrington Event, 

which I’ve read about, and you mentioned—I think it was you that 

mentioned it earlier. How likely do you think another catastrophic 

event like this will happen in the next, say, decade? Do we have 

any good predictive models for this? And then what are we currently doing? I think one big topic today is our infrastructure, our 

electric grid, whether it be manmade or some natural disastrous 

event like this. If you can answer some of those questions and 

elaborate, I would appreciate it. 

Dr. HAMMEL. Sure. As you heard from Dr. Zurbuchen, one of the 

activities that took place during this total solar eclipse was exercising our models, and it’s our models that we rely on to determine 

whether or not an event like the Carrington Event is likely to happen in the future. 

Yesterday when we were preparing for this, we had some discussions about how likely is it because we are curious too, and there 

have been some studies that have predicted that the probability of 

something like this happening is something like ten percent per 

decade. Not everybody agrees with that. That’s just one of the models. But when you do the math and you think about when the 

Carrington Event took place and where we are now, how many decades is that? A 10 percent probability? So we’re pretty close to 

maybe having another one. And in fact, there have been in recent 

months some very large-scale solar flares that have taken place. 

Fortunately, they have not been directed at the Earth, and so we 

have escaped for now. There are, though, of course, on record— 

there’s evidence that solar storms have affected things like airplane 

navigation systems, other kinds of—lower-level-scale effects. So it’s 

real. It’s going to happen sooner or later. So it’s important that we 

are prepared for that. 

So what are we doing to prepare for that? A lot of people are 

thinking about that. Every year there’s meetings of people that get 

together that include a lot of people who are interested in trying 

to mitigate, prepare, how to set up our infrastructure so that it is 

more robust, how to prepare our satellites so that if we know an 

event is going to happen, what can we do to power then down so 

they are not quite as severely damaged, and I know that there are 

many groups in the government who are working collaborative to-
64 

gether, not only are NASA and NSF representatives but NOAA, 

FEMA, the Air Force, all of these groups have been talking actively 

about this, so it’s a subject that is on people’s minds. 

Do any of my colleagues want to add—— 

Mr. BABIN. Yes, I’d like to hear anyone else has—— 

Dr. ULVESTAD. I’ll just add to the last point Heidi was making, 

which is for the last three years under the National Science and 

Technology Council, there’s been a group called the Space Weather 

Operations Research and Mitigation Task Force, and they produced 

the National Space Weather Action Plan back in late 2015. That 

involves, as Dr. Hammel said, NASA and NSF but also FEMA is 

involved, and the Department of Energy, so understanding how to 

predict solar storms and then understanding okay, what is your response, how do the public utilities respond, and given a certain 

probability of a solar storm of a certain magnitude, what should 

they do. That’s the kind of question that this interagency task force 

is wrestling with. 

One of the things that we’ve been doing recently is sort of working on establishing benchmarks for the level of solar activity that 

would cause us to recommend certain actions as a government, so 

I think that’s ongoing. It’s good to see a lot of different agencies 

working together. In the course of my normal daily life, I wouldn’t 

interact with FEMA so I think it’s really good that we have that 

opportunity through this task force. 

Mr. BABIN. Thank you very much. 

My time is expired, but I want to say that I’ve been very active 

with FEMA here lately too because we had Hurricane Harvey down 

there, and I appreciate your testimony. 

Now I’d like to recognize Ms. Bonamici. 

Ms. BONAMICI. Thank you very much, Mr. Chairman. 

Thank you to all of our witnesses. I’m from Oregon, so this was 

a very big deal in our state. The estimates were about a million 

people came into the state. We only have 4 million people living in 

Oregon so it was significant, really, really important to our state, 

and really, it was awe-inspiring. We had astronomers and 

hobbyists and families from all over the world actually traveling to 

my home state. OMSI, our Oregon Museum of Science and Industry, hosted a big event. Oregon State University in Corvallis had 

thousands of people for a viewing. They hosted exhibits, educational lectures. The university also had research projects that 

they initiated on the coast. A team of students from Lynn Benton 

Community College, for example, and OSU launched a balloon from 

the research vessel, the Pacific Storm, to capture live video of the 

eclipse. This balloon investigated the high-altitude temperature 

and pressure variations, so that was exciting. The Ocean Observatories Initiative used in-water instruments to study how oceanic 

zoo planktons responded to the darkness caused by the eclipse an 

hour before the sky went dark. They started their nighttime feeding procedure, and scientists found actually that the ocean temperature barely moved even at totality. Really, really amazing experience from what I personally felt, and I was at 99 percent just 

in my own neighborhood. The temperature dropped significantly, 

and that was the first thing everybody could feel, a significant drop 

in the temperature, and as the sky began to turn dark, we saw the 
65 

wavy lines. It was a really, really amazing, awe-inspiring experience. 

I wanted to ask you, Dr. Penn, about Citizen CATE because I 

saw how many sites you had across the State of Oregon, and what 

a great way to really capture so much as the eclipse moved across 

the country. Can you talk about—and I read a little bit and heard 

a little bit about your funding challenges along the way. Can you 

talk about the importance of the federal funding from NASA and 

NSF? And I know that that was a big part, but as we set budget 

priorities here, it’s really helpful to have yet another example of 

where federal funding made a difference. 

Dr. PENN. Yes. So we started out in 2016 by getting a grant from 

NASA to do some student training. So Miles McKay was one of the 

students. We shipped up a bunch of—or packed up—a bunch of students with telescopes and sent them to Indonesia to get on-the-job 

training during the 2016 eclipse. When they returned we had some 

summer programs where they did some research with their data, 

but most importantly, they ran the workshops, the training workshops, for 2017 volunteers across the country. So that was really 

critical. It not only took the burden off of me to try to train 68 

teams, they spread out and did the training, but it empowered 

them to learn about solar physics and to have the experience of the 

eclipse to start with. 

And then building the instrumentation funding for 2017 was a 

challenge but actually looking back, I’m just amazed at the cooperation from corporate sponsors. We had Daystar Filters donating 60 free telescopes to us and Celestron donated 60 free mounts. 

Mathworks and Color Maker were our other corporate sponsors, 

major corporate sponsors. And then the National Science Foundation was able to bring us from a site—it looked like we were going 

to get about 30 sites, bring us up to the full 68-site total. So it was 

a challenge but it was just a great honor to be involved with that. 

My favorite story is that Color Maker—you may not have heard 

of them but they make food dye in Anaheim, California, but the 

CEO is an avid amateur astronomer and he read about our program and sponsored five sites. 

Ms. BONAMICI. That’s a wonderful example of public-private partnerships. 

Ms. Nichols-Yehling, I know from your background at the planetarium, you had a really important role in bringing the experience 

to the public, and talk a little bit about sort of outreach and the 

level of participation. How did you reach audiences and groups of 

young people not typically engaged in sort of out-of-school science 

activities? 

Ms. NICHOLS-YEHLING. So about three years ago, we started, as 

I mentioned before, working with libraries to bring telescopes to 

them, and teach folks there how to use those telescopes, and then 

they were able to use them on the day of the eclipse, and we intend 

to keep that program going forward and even reach more libraries, 

other institutions, schools and that sort of thing. We worked with 

other institutions including a botanic garden, an arboretum, to 

teach their staff about science-related to the eclipse but try to connect the eclipse to things that would connect with their audiences 
66 

such as seeing the eclipse shadows through the leaves on trees and 

look at them on the ground. So —— 

Ms. BONAMICI. I’m on the Education Committee as well as the 

Science Committee, and I’d heard a concern that some of the 

schools were planning to close because they were concerned that 

they wouldn’t be able to protect students’ eyes. It seems like sort 

of a lost opportunity. So we need to prepare ahead for the next 

eclipse to make sure that this is a great and wonderful learning opportunity for students. We’ll get those glasses and make sure that 

everybody knows. Because that was a real serious concern in Oregon. 

And in my remaining few seconds, I’d like to—and there won’t 

be enough time but to follow up on what are some of the leading 

theories about, you know, one of the big outstanding questions 

about the sun is why the corona is so much hotter than the surface 

and what are we hoping to learn, and what are these experiments 

during 2017, how are they going to advance our understanding of 

the heating of the coronal area. Anybody want to—— 

Dr. PENN. Yes. So the heating issue is being addressed by several 

of my colleagues looking at images at different temperatures, and 

they’ve had a short network of a few sites, so we hope to get a handle on that. And then the acceleration of the solar winds, another 

coronal problem, and the Citizen CATE data should address that. 

Ms. BONAMICI. And thank you. And as I yield back, Madam 

Chairman, I want to say, Chairwoman, that in 1979, February 

1979, at the time of the eclipse then, an ABC news report at that 

time said about the world on August 21st, 2017, ‘‘May the shadow 

of the moon fall on a world at peace,’’ and may we say that about 

2024, and I yield back. Thank you, Madam Chairwoman. 

Chairwoman COMSTOCK. Thank you. 

And I now recognize Mr. Beyer for five minutes. 

Mr. BEYER. Thank you, Madam Chair, very much. 

I just have a series of short questions. 

Dr. Zurbuchen, so we call this the Great American Eclipse. What 

are we going to call the next one? 

Dr. ZURBUCHEN. That’s a good question. Do you have a suggestion? 

Mr. BEYER. No. It’s just you have to be careful. You know, it’s 

like saying this is my favorite child. 

Dr. ZURBUCHEN. Yeah, I know, I know. I worried about it too, 

you know. I don’t know. I mean, I don’t have a good idea at this 

moment. 

Mr. BEYER. We can have a contest. 

Dr. ZURBUCHEN. Yes, we should. We should. 

Mr. BEYER. Dr. Ulvestad, I’ve always been concerned—you know, 

is it just accidental—we look in the sky and the disc of the moon 

looks about the same size to us as the disc of the sun, and if you 

look at the nice picture we have on our things, you figure that if 

the moon were bigger or smaller, that eclipse wouldn’t look the way 

it does. Is this accidental or is there something bigger that’s driving this like—— 

Dr. ULVESTAD. So we live in a fortunate time in that sense, okay? 

The Earth is slowing down in its rotation due to the tidal forces 

from the moon, and as the Earth slows down, the moon moves far-
67 

ther away. So I was actually curious about your question myself because the moon moves away at some centimeters per year, or something like that, and I was thinking, well, when is the moon going 

to be too far away to not ever have a total solar eclipse again, and 

it’s hundreds of millions of years, so we’ve got some time yet. 

Mr. BEYER. But other than that, it’s just accidental? 

Dr. ULVESTAD. Other than that, if you go into the theories of anthropomorphism and why humans appeared on Earth at a certain 

time, you could probably come up with something but I don’t think 

there’s any scientific reason that the moon and the sun happen to 

be the same angular size right now. 

Mr. BEYER. I think we’ll recommend to our Chairman and Chairwoman that we have a hearing on the anthropomorphism coming 

up. We’ll invite you back. 

Dr. Penn, on the Parker Solar Probe, how long will it survive? 

Is this a—is it going to be going there for 2 minutes and 48 seconds 

or—— 

Dr. PENN. No, I think it’ll make several passes. I must admit, I’m 

not an expert on this but I think it’ll make several orbits through 

the corona and gather on both. 

Dr. ZURBUCHEN. I think it’s a seven-year mission duration but 

hopefully it will survive even longer. So it’s cranking down, so the 

first time it flies by it’s closer to, you know, Venus and then Mercury distance and then really taking the periapsis, the close part 

of the ellipse, closer and closer until it’s at 9.8 solar radii. We live 

at 215 solar radii, just for scale. 

Mr. BEYER. Great. Thank you. 

Dr. Hammel, I noticed when Dr. Zurbuchen was on the airplane 

looking at the eclipse, he didn’t have those classes on. Do you not 

need the glasses when it’s at totality or—— 

Dr. HAMMEL. I brought my glasses for this very purpose. Actually, once totality has been achieved, you can take off the glasses 

and then you have a fantastic view. You need these glasses when 

any little piece of the sun is exposed. So I’m so sorry that you only 

saw a 99 percent eclipse. 

Ms. BONAMICI. It was awesome. 

Dr. HAMMEL. Yes, but it’s even awesomer if you can get into the 

path of totality. The difference between 99 percent and 100 is literally the difference between day and night. Even that tiny little 

piece of the sun is a million times brighter than the corona. So once 

you have that last bit disappear behind the moon, everything 

changes. Everything changes. So I hope for 2024 you make that 

trek to the totality line. It’s worth it. 

Mr. BEYER. As Mark Twain said, the difference between lightning and a lightning bug. 

Dr. HAMMEL. Yeah. There you go. 

Mr. BEYER. Dr. Hammel, though, I’m struck with the notion that 

I think the testimony was, we gave our 4.3 million glasses, but 51 

percent of Americans intended to look, which gives you 165 million. 

Does that mean we have 161 million people who can expect some 

eye damage? 

Dr. HAMMEL. No, not at all. We can share glasses. The amount 

of the totality—the amount that leads up to totality when you must 

have these glasses takes over an hour. It takes quite a long time. 
68 

And so you put the glasses on and you see the sun sort of being 

chipped away by the moon but then you take your glasses off and 

you hang out with your family and your friends, and a few minutes 

later you put them back on again, so there’s a great deal of sharing 

that can go on. And there are many other ways to experience the 

eclipse. As we heard, you know, the cereal box is a fabulous way 

to do it as well, and that has the advantage of teaching kids a little 

bit about optics too and how a pinhole can act somewhat like a telescope, and there’s a lot of other things that—and all of us who 

were involved in outreach shared many of those other ways of enjoying the eclipse in addition to the glasses. 

I think that one of the lessons that we all learned from this 

eclipse is that we have to be even more rigorous about ensuring 

that there are many, many millions of glasses available in the 2024 

event. I’ll share my own experience. I worked closely with a teacher 

in Virginia, and she was training 500 of her fellow teachers that 

day, the day of the eclipse, and they had ordered their glasses from 

Amazon, and then when this came about that they couldn’t be sure 

that their glasses were safe, she and I brainstormed on all the 

other ways that the teachers could experience the eclipse. I think 

that we will take the lesson to heart because in 2024, the eclipse 

is in April and the schools will be in session and so we want to be 

sure that everybody has the opportunity to experience the eclipse 

and can experience it safety. 

Chairwoman COMSTOCK. I now recognize Mr. Veasey. 

Mr. VEASEY. Thank you, Madam Chair. 

I wanted to ask just about the days leading up to the eclipse. I 

know that like you were talking about, there was a lot of confusion 

about the glasses, and Amazon actually issued a recall on some of 

the glasses that were out there in the marketplace, and I just 

wanted to know, from you, can you talk about the efforts that your 

agencies made to help spread information about the glasses? Because I think when we get ready to have the next one, as far as 

the general public is concerned, you know, we’re here having this 

Committee hearing today and going into, you know, great detail 

about the eclipse and what it means, but in 2024 they’re going to 

want to know about what glasses to use again. So is there any lessons, anything like that that you can talk about? 

Dr. ULVESTAD. So I’ll say a couple words about that. We funded 

the American Astronomical Society to create a web page of resources, and that web page of resources had instructions on what 

you should do and what you shouldn’t do, and that’s fine if you 

know where to go to look for that web page, but I think the lesson 

for that is that we need to be more aggressive about marketing 

that kind of web page and that kind of information and do more 

pushing out to the public rather than waiting for people to stumble 

across it because it showed up on their browser. 

Ms. NICHOLS-YEHLING. And we also as a public institution directed people to that American Astronomical Society web page as 

a very trusted source of information. We also allayed people’s fears 

because we got our glasses directly from one of the trusted manufacturers. But then for those folks who were still concerned, definitely pushing those other ways to be able to safety view the 

eclipse because it wasn’t necessary to actually have a pair of glass-
69 

es. There were many, many other ways to do it that were still perfectly safe. So getting all those messages across through our social 

media, through the regular traditional media was really important 

in the days and weeks leading up. 

Mr. VEASEY. All right. What do you think just about lessons, you 

know, learned? I mean, you talked about the steps that you guys 

took to make sure that you were getting them correctly and trying 

to get that information out into the public. Do you think there’s 

something else that we can do when the next one comes around to 

maybe even prepare even better? 

Ms. NICHOLS-YEHLING. I’d say get the word out even sooner because it was really hectic right at the end, maybe the last two or 

three weeks. We were just getting phone calls and emails of people 

concerned every single day, but definitely working with our partners, working with the media several months ahead of time, that’s 

one of the lessons we took from it. 

Dr. ZURBUCHEN. And I just want to add, I think it’s absolutely 

important to recognize that not everybody is getting their news the 

same way, right? Some URLs may or may not be used. I mean, my 

children, if they ever see me, it’s on Instagram, which I don’t know, 

I don’t hang out there, but you know—so basically really looking 

at all the communication channels, and I think what really helped 

with the glasses, frankly, is people practicing up front, you know, 

basically really looking at the glasses and measuring what they 

blocked, and then it was clear, hey, days ahead, right, that these 

particular set of glasses were not safe and then, you know, thank 

God for the companies really replacing them. So again, really using 

all communication channels that are relevant and going ahead and 

practicing, making sure we don’t take it for granted. 

Mr. VEASEY. Thank you. Thank you, Madam Chair. 

Chairwoman COMSTOCK. I now recognize Mr. Foster for five minutes. 

Mr. FOSTER. Thank you, Madam Chairman. 

And I’m—well, first of all, I myself had the pleasure of watching 

the eclipse with students and their families at the Joliet Library’s 

solar eclipse viewing party in my district, and like our panelists 

and the members here, I was really encouraged to see people from 

every walk of life taking an interest in science just because of the 

eclipse. 

But, you know, I’m a scientist so I tend to like numbers about 

things, and a few weeks ago I became aware of a NASA-funded research project led by Dr. John Miller of the University of Michigan 

to actually quantify who viewed the eclipse, how people prepared 

for it, gathered information for it ahead of time, when and how 

they viewed it, and in the months and weeks following how—you 

know, the effects that it had on their scientific engagement and literacy. So this seemed like it was precisely the sort of, you know, 

fact-based public engagement that NASA should be engaged in, so 

I was thrilled to see this report. 

And I would like at this point to ask unanimous consent to enter 

into the record a preliminary version of the report—— 

Chairwoman COMSTOCK. Without objection. 

[The information appears in Appendix II] 
70 

Mr. FOSTER. Thank you. By Dr. John Miller titled ‘‘Americans 

and Their 2017 Solar Eclipse.’’ 

With that out of the way, one of the things I just want to mention about this is that one of the—just to capture one sentence from 

his report, it said ‘‘During the two months prior to the eclipse, millions of American adults engaged in a wide array of informationseeking and acquisition activities to improve their understanding of 

the forthcoming event,’’ and trying to really understand that, and 

you know, I understand that Dr. Miller has, you know, a very aggressive program of expanding this. He’s looking at things like social media and so forth to actually quantify this, and I think I just 

want to—if any of you have any specific familiarity with that, I’d 

be happy to hear comments on it. 

Dr. ZURBUCHEN. So this study was funded out of the STEM activation parts of our Science Mission Directorate. We’re really excited about it. Of course, both coverage that, you know, we managed to get all together, right? It’s not just one source. What I 

wanted to point out also is of course that a lot of the studies are 

still ongoing, so I’m really glad you’re looking at this initial report 

but we’ll make sure that we draw your attention to the final report 

once it’s been completed. I really want to make sure that we look 

at it just like you said. We feel it’s absolutely crucial to use the 

tools of social sciences, you know, to really make sure that our outreach efforts are targeted and are also up-to-date as things are 

changing as we go forward. 

Mr. FOSTER. Well, thank you. It’s always nice to see government 

doing its job well. 

Now, to get to a little bit of scientific things here, how much 

overlap is there between preparation and mitigation for coronal 

mass injection events and EMP events caused by potential nuclear 

attacks? Is this now a completely separate set of preparation and 

mitigation or are there enough similarities about what you have to 

protect even though obviously the time structure and intensity of 

the pulses are very different? 

Dr. ULVESTAD. I can say a few words about that, which I’ve fortunately learned from listening to my FEMA colleagues at the 

Space Weather Task Force. They have lots of plans on the shelf, 

and when they start thinking about what’s going to be the result 

of a space weather event then they go to their shelf and they say 

here’s the kind of thing we have that looks a lot like a space weather event. So an EMP pulse that you just mentioned, I imagine, is 

one of the things that they would say it looks kind of like a space 

weather event. So within at least my organization, within NSF, we 

don’t engage in that activity but I think what they do is, they take 

as a starting point what they already have, rather than starting 

from scratch. They say okay, what’s different about a solar event 

from another event that we’ve studied, and that means they’re not 

starting from square zero. 

Dr. ZURBUCHEN. So one of the major differences between the two 

events is the geographic extent of the event, and so basically the 

real worry about a solar event of the type Dr. Hammel outlined 

earlier is that it would be regional in nature, and so basically what 

would happen in an electrical system, it would overload as a regional type of thing so far less it’s a local thing like lightning or 
71 

even a pulse of the type that you’re outlining. There are similarities relative to the physics locally with the electrical fields going 

up and so forth, how the systems react. But there’s real differences 

relative to the geographic event and therefore the overall extent of 

the damage that could occur from it. 

Mr. FOSTER. Of course, all nuclear EMP events are not created 

equal, depending on altitude and related things. 

Well, you know, it’s nice—I just want to encourage you to actually, you know, share your planning on that because, you know, 

neither of the two events unfortunately are low-probability events, 

and often dealing with low-probability, high-damage events is 

something that in our democracy does not do that well, and so I’m 

encouraged to see that you’re at least thinking about part of that 

problem. 

Thank you, and at that point I’ll yield back. 

Chairwoman COMSTOCK. Thank you. And again, I thank our witnesses for the great experience that you provided for our students 

and for people across the country, watching on the plane, seeing all 

the web activity and having that all captured, and now all the information that you have for research going forward. It was really 

exciting to see this all in action. 

I believe we only have about nine minutes left to vote, so I do 

thank the witnesses, and the record will remain open for two weeks 

for additional written comments and written questions from members, and the hearing is now adjourned. 

[Whereupon, at 10:36 a.m., the Subcommittees were adjourned.] 

(73) 

Appendix I 

ANSWERS TO POST-HEARING QUESTIONS
74 

ANSWERS TO POST-HEARING QUESTIONS

Responses by Dr. James Ulvestad 
75 

2. How will current and future facilities, including the Daniel K. Inouye Solar Telescope 

and the National Solar Observatory's Integrated Synoptic Program, work together with 

other facilities and agencies to enhance our knowledge of and future prediction of space 

weather? 

Answer: NSF's Daniel K. Inouye Solar Telescope (DKIST) will be the world's most 

powerful ground-based solar observatory poised to answer fundamental questions 

regarding the Sun and its magnetic fields. DKIST will make the highest-resolution 

images of the Sun and its magnetic fields ever made, down to a scale of20-30 km on the 

Sun. It will have a suite of instnunents capable of observing the Sun and its corona from 

the near-ultraviolet, to the visible, all the way into the infrared. DKIST will be used by 

scientists to explore the fundamental physics behind the solar magnetic fields that drive 

phenomena like solar flares, coronal mass ejections, and the solar wind, all of which 

constitute the space weather that impacts the Earth. 

While DKIST will provide the detailed views of the Sun necessary to understand the 

fundamental physics that drive space weather, accurate predictions of space weather 

require long-term, full-disk monitoring ofthe Sun on a continuous basis. The National 

Solar Observatory's Integrated Synoptic Program (NISP) is well suited to provide the 

high-cadence, large field-of-view capabilities required for space weather prediction. 

NISP consists of the Global Oscillations Network Group (GONG) and the Synoptic 

Optical Long-term Investigations of the Sun (SOLIS) facilities. GONG observes the 

entire disk of the Sun 24/7, 365 days per year from six stations spread around the globe. 

It is this continuous, full-disk data that is vital to the space weather prediction models of 

NOAA, NASA, and the DoD. 

Both DKIST and NISP will be able to exploit synergies with upcoming space missions 

like NASA's Parker Solar Probe and the European Space Agency's Solar Orbiter, 

expected to launch in 2018 and 2019, respectively. These missions will make in-situ 

measurements of the inner heliosphere and the solar corona that will complement the 

high-resolution imaging capability ofNSF's DKIST and the full-disk, synoptic 

capabilities ofNISP. NSF and NSO have been reaching out to the space-based solar 

community through a series of topic-based workshops designed to introduce the 

community to the science capabilities ofDKIST. One of these workshops, to be held at 

the Johns Hopkins University's Applied Physics Lab, is specifically targeted at exploring 

the ways in which DKIST, Parker Solar Probe, and Solar Orbiter can be combined to 

enhance our understanding of the Sun and the space weather it drives. 

Page 2 of2 
76 

Responses by Dr. Thomas Zurbuchen 

HOUSE COMMITTEE ON SCIENCE, SPACE, AND TECHNOLOGY 

"The Great American Eclipse: To Totality and Beyond" 

Dr. Thomas Zurbuchen, Associate Administrator, Science Mission Directorate, National 

Aeronautics and Space Administration 

Questions submitted by Representative Ed Perlmutter, House Committee on Science Space, and 

Technology 

1. How specifically will this eclipse contribute to our understanding of the Sun and more 

specifically space weather? 

~: To understand the origins of space weather, its impact upon our 

technological society and ultimately predict it much like we do for terrestrial weather, 

requires detailed understanding of the Sun's outer atmosphere, the corona. This 

dynamic region-- especially the lowest part of the corona-- is the origination point 

for the giant eruptions such as solar flares, coronal mass ejections and bursts of solar 

energetic particles which can cause space weather events at Earth. We can observe 

this special region in many different wavelengths of light from missions in space--

but visible light, the light we see with our own eyes, is not one of these wavelengths. 

We can see this lower pa11 of the corona only when its dim light is revealed during a 

total solar eclipse. 

Consequently, a total solar eclipse is a golden opportunity for solar science, dependent 

wholly on using telescopes on the ground and in aircraft to capitalize on the singular 

eclipse geometry visible only from Earth's perspective. The August 2017 total solar 

eclipse was especially important for NASA and its science partners because the eclipse 

covered thousands of miles of accessible land. This allowed for observations of the 

relatively short period of totality (roughly 2 minutes) at different locations and with 

different instruments antounting to more than an hour of consecutive coronal 

observations. NASA funded 11 ground-based and aircraft studies, including six designed 

to make critical measurements of the corona. These different studies arc helping to piece 

together puzzles of our dynantic Sun. All the experiments provide important information. 

Two notable ones include telescope measurements of the temperature and motions of 

material in the corona and high-speed images of the corona taking by high altitude 

research aircraft. This infmmation will help to provide an understanding of the triggers of 

energy release driving space weather eruptions and the overall flow of energy through the 

corona respectively. 
77 

2. How will current and future facilities, including the Daniel K. Inouye Solar Telescope 

and the National Solar Observatory's Integrated Synoptic Program, work together with 

other facilities and agencies to enhance our knowledge of and future prediction of space 

weather? 

Answer: NSF's Daniel K. Inouye Solar Telescope (DKIST) will be the world's most 

powerful ground-based solar observatory poised to answer fundamental questions 

regarding the Sun and especially its magnetic field. DKIST will make unprecedented 

high-resolution images of the Sun and its magnetic fields, down to a scale of20-30 

km on the Sun. It will have a suite of instmments capable of observing the Sun and its 

corona in specific lines ranging from the near-ultraviolet, to the visible, all the way 

into the infrared. DKIST will be used by scientists to explore the fundamental physics 

behind the solar magnetic fields that drive phenomena like solar flares, coronal mass 

ejections, and the solar wind, all of which constitute the space weather that impacts 

the Earth. 

While DKIST will provide the detailed views of the Sun necessary to understand the 

fundamental physics that drive space weather, accurate predictions of space weather 

require long-tenn, full-disk monitoring of the Sun on a continuous basis. The 

National Solar Observatory's Integrated Synoptic Program (NISP) is well suited to 

provide the high-cadence, large field-of-view capabilities required for space weather 

prediction. NISP consists of the Global Oscillations Network Group (GONG) and the 

Synoptic Optical Long-tenn Investigations of the Sun (SOLIS) facilities. GONG 

observes the entire disk of the Sun 24/7, 365 days per year from six stations spread 

around the globe. It is this continuous, full-disk data that is vital to the space weather 

prediction models ofNOAA, NASA, and the DoD. 

Both DKIST and NISP will be able to exploit synergies with the current suite ofNASA 

Heliophysics spacecraft observing the Sun remotely as well as upcoming space missions 

like the NASA's Parker Solar Probe and the joint European Space Agency/NASA Solar 

Orbiter; expected to launch in 2018 and 2019, respectively. These missions will make insitu measurements of the inner heliosphere and the solar corona that will complement the 

high-resolution imaging capability of NSF's DKIST and the full-disk, synoptic 

capabilities ofN!SP. NSF and NSO have been reaching out to the space-based solar 

community through a series of topic-based workshops designed to introduce the 

community to the science capabilities ofDKIST. At the same time, the Parker Solar 

Probe and Solar Orbiter science teams have stood up a working group to plan for 

collaborative science. One upcoming workshop, to be held at the Johns Hopkins 

University's Applied Physics Lab, is specifically targeted at exploring the ways in which 

DKIST, Parker Solar Probe, and Solar Orbiter can be combined to enhance our 

understanding of the Sun and the space weather it drives. 

Page 2 of2 
78 

Responses by Dr. Heidi Hammel 

HOUSE COMMITTEE ON SCIENCE, SPACE, AND TECHNOLOGY 

"The Great American Eclipse: To Totality and Beyond" 

Dr. Heidi Hammel, Executive Vice President, Association ofUniversitics for Research in 

Astronomy, Inc. 

Questions submitted by Representative Ed Perlmutter House Committee on Science, Space, and 

Technology 

I. How specifically will this eclipse contribute to our understanding of the Sun and more 

specifically space weather? 

Answer: A total solar eclipse offers a rare opportunity to study the innem1ost layers of 

the Sun's atmosphere, called the corona. Under normal circumstances, this region is 

completely overwhelmed by light from the Sun's surface scattered by the Emth's 

atmosphere. Space missions can artificially eclipse the Sun using coronagraphs, but they 

must always "over-occult" the disk to ensure they do not damage instrumentation. Thus, 

we cannot routinely observe this lowest layer of the corona. Yet this layer is the source of 

many phenomena that result in space weather effects on Earth, such as the solar wind and 

coronal mass ejections. Although we see these eruptions occurring, we rarely observe 

their onset. This lack of knowledge limits our understanding of why and how they 

happen. In order to better predict these events, we must understand the fundamental 

physics driving them. 

The 2017 solar eclipse allowed us the opportunity to observe the innermost layer of the 

solar corona. The "Citizen Continental America Telescope Eclipse" (Citizen CATE, or 

CATE) experiment, Jed by the National Solar Observatory (NSO) obtained 90 continuous 

minutes of coronal imaging. This is the longest that this region has ever been studied in 

one sitting. And, even more importantly, this unique data set was collected by hundreds 

of STEM students from a diverse pool of high-schools and colleges across the country. 

The combined results of' theCATE project with the plethora of science experiments run 

by other collaborations all over the United States will push forward our understanding of 

the complex and dynamic corona, and thus advance our knowledge of space weather. 

2. How will current and future facilities, including the Daniel K. Inouye Solar Telescope 

and the National Solar Observatory's Integrated Synoptic Program, work together with 

other facilities and agencies to enhance our knowledge of and future prediction of space 

weather? 

~:Unlike space-based assets, the Daniel K. Inouye Solar Telescope (DKIST) will 

have the ability to observe the corona close to the solar surface. This is a result of its new 

technology, specifically its ott-axis telescope configuration and its complex system of 

occulting disks that block the light scattered from the solar disk. These advances will 

enable DKIST to produce significant leaps in our understanding of the Sun's magnetic 

field and the processes that drive space weather. 
79 

The processes driving space weather remain largely a mystery due to the small physical 

scales in which they occur. It is impossible to significantly enhance our forecasts of space 

weather without understanding the fundamental physical processes that create it in the 

first place. The images with DKIST's extremely high resolution will form the basis for 

future space weather predictions. 

DKIST, while exquisitely tuned to study flne details on the Sun, will admittedly lack a 

global view. We simply do not have the technology to produce a telescope that has the 

spatial resolution and sensitivity of DKIST yet at the same time can observe the entire 

Sun. However, we address this by combining DKIST data with output from the Global 

Oscillation Network Group (GONG). 

GONG is a network of six solar telescopes placed at strategic points around the world. 

Run by NSO's Integrated Synoptic Program, GONG observes the entire Sun al! the time, 

albeit at reduced resolutions and sensitivities compared with DKIST, and is the only one 

of its kind in the world. GONG already plays a critical role in daily space weather 

operations. The GONG network was recently upgraded to include observations of the 

Sun's magnetic field. NOAA's Space Weather Prediction Center currently uses the 

GONG global magnetic field observations to reflne their daily space weather predictions. 

The GONG network has been declared critical for the national interest, and is in the 

process of being integrated directly into the Space Weather Prediction Center pipeline. 

Current GONG refurbishment will keep the network operational for the next 10 years. 

NSO is also starting to work on the future "SPRING'' network that will replace GONG in 

the future. 

Page 2 of2 
80 

Responses by Dr. Matthew Penn 

HOUSE COMMITTEE ON SCIENCE, SPACE, AND TECHNOLOGY 

"The Great American Eclipse: To Totality and Beyond" 

Dr. Matthew Penn, Astronomer, National Solar Observatory 

Questions submitted by Representative Ed Perlmutter. House Committee on Science, Space, and 

Technology 

I. How specifically will this eclipse contribute to our understanding of the Sun and more 

specifically space weather? 

Answer: Space weather events are caused when high-energy particles or regions of 

intense magnetic fields from the Sun cause changes in the magnetized plasma in space 

near the Earth (or near other locations of interest in the solar system). Emptions from the 

Sun called coronal mass ejections are the main space weather instigators, and these can 

be predicted with some success by observing flares on the Sun. But additional space 

weather is caused by less violent events, particularly when the fast solar wind from the 

Sun changes and interacts with a region of slower solar wind. These areas of wind 

interactions can trigger changes in the geomagnetic field and result in high-frequency 

radio blackouts and other space weather events. 

The acceleration mechanism for the fast solar wind is not understood in detail, and the 

2017 total eclipse provided a chance for the Citizen CAfE Experiment teams to measure 

it in a new way. The teams measured the fast solar wind speed in the inner corona above 

the solar poles for 90 minutes, and thus have a unique opportunity to determine how the 

fast wind speed changes. Knowing the change in the speed- the acceleration- of the fast 

solar wind gives a direct path to determine the forces on the particles, and this new 

information provides critical tests to determine exactly which physical process is 

accelerating the fast solar wind. 

Understanding how the fast solar wind is accelerated will be an extremely valuable piece 

of our future space weather forecasts. After the eclipse is over, we will observe the Sun 

and use our new fast solar wind model to predict the speed of the solar wind. With our 

fast solar wind forecast we will then predict the occurrence and strength of these solar 

wind interaction regions, and then we can more accurately predict the space weather 

effects these regions will produce. 
81 

2. How will current and future facilities, including the Daniel K. Inouye Solar Telescope 

and the National Solar Observatory's Integrated Synoptic Program, work together with 

other facilities and agencies to enhance our knowledge of and future prediction of space 

weather? 

Answer: The future facilities of the National Solar Observatory will work in 

complementary ways to improve the accuracy of space weather forecasts. The NSO 

synoptic program provides nearly real-time data that enhances real-time space weather 

forecasts. The NSO maps of the magnetic field at the solar surface and the images of the 

solar atmospheric structures provide valuable inputs into the likelihood of coronal mass 

ejection (CME) events, and will provide indirect information about the magnetic field 

structures embedded within those CME events. 

The DKI Solar Telescope will be ground breaking by providing a new ability to routinely 

measure the magnetic fields in the solar corona near the Sun, in regions just like the 

erupting regions that cause space weather at the Earth. While modem solar physics 

proposes that the magnetic field controls the structure and changes that we observe in the 

solar corona, there are no consistent measurements of the strength of this critical 

magnetic field! With new precise measurements of the coronal magnetic field, we will 

develop more accurate models of the structure in the corona and how that structure will 

change. And most importantly, for the first time we will quantitatively understand the 

magnetic field that is embedded within coronal mass ejections. With this measurement of 

the magnetic fields, we will understand how the CME plasma will interact with the 

Earth's magnetic field and what space weather events this solar plasma can precipitate 

Page 2 of2 
82 

Responses by Ms. Michelle Nichols-Yehling 

HOUSE COMMITTEE ON SCIENCE, SPACE, AND TECHNOLOGY 

"The Great American Eclipse: To Totality and Beyond" 

Ms. Nichols-Vehling, Director of Public Observing, Adler Planetarium 

Questions submitted by Representative Elizabeth Esty House Committee on Science, Space, and 

Technology 

I. Ms. Nichols-Vehling, how do we use an event like the Great American eclipse to build 

momentum in engaging public interest in science? 

Answer: The Great American Eclipse provided an opportunity for the public to engage 

with a real, and rare, astronomical phenomenon that they could see with their own eyes. 

No expensive or hard-to-obtain equipment was required. The eclipse passed over the 

entire United States, and every American in all 50 states had the opportunity to see it in 

partial or full form. Preliminary estimates are that over 200 million people engaged with 

this eclipse. This is twice the number that normally watch the largest cultural or sporting 

events in our country. 

This event showcased that the public *is* interested in science, and we can build upon 

this monumental show of interest. A key factor in this experience is that the public were 

directly connected to the sky. This was not science presented on the pages of a textbook. 

It was not science as seen through the eyes of figureheads from long ago. This was 

science that could be enjoyed by everyone and which reached everyone where they were, 

regardless of prior knowledge, experience, or socio-economic background. Additionally, 

this event involved all of the senses--touch, sight, sound, smell, and hearing. and it was 

an event with many entry points, including direct observation, scientific study, historical 

highlights, and cultural connections. This was science at its most real, and how science 

should be presented. 

With this landscape of multiple points of engagement, the eclipse provided a template for 

small-scale and large-scale science programs and events to meet people where their 

interests lie. Support for programs that address science in this multifaceted manner will 

allow institutions to leverage the opportunity this eclipse provided to meet people where 

they are and take them where only science can lead. 

2. Why is public interest such an important measureable for universities and institutions to 

use to scale efforts for engaging even more people in science? 

Answer: Public interest is a strong marker of what is important to our country, important 

to our society, and important to communities. To take part in eclipse events and 

programs, people had to expend time, money, effort, and energy. Sixty thousand people 

made the effort to go to the Adler Planetarium to watch the sky together. Hundreds of 

thousands ofpcople made the effort to obtain Adler's solar viewing glasses. And across 

the country, millions made the effort to travel to the path of totality of the eclipse. This 
83 

investment of effort is a direct measure of the level of interest~and clearly people arc 

interested in science. Science may not be at the forefront of everyone's mind on a daily 

basis, but they *are* interested. As evidence of public interest grows, universities and 

institutions will be able to defend expending time, money, effort, and energy to scale 

their programs accordingly, for interest is only where it begins. From interest grows 

engagement, from engagement grows progress, and progress in all forms is the purpose 

of society. 

Page 2 of3 
84 

HOUSE COMMITTEE ON SCIENCE, SPACE, AND TECHNOLOGY 

"The Great American Eclipse: To Totality and Beyond" 

Ms. Nichols-Yehling, Director of Public Observing, Adler Planetarium 

Questions submitted bv Representative Ed Perlmutter, House Committee on Science, Space, and 

Technology 

1. How specifically will this eclipse contribute to our understanding of the Sun and more 

specifically space weather? 

2. How will current and future facilities, including the Daniel K. Inouye Solar Telescope 

and the National Solar Observatory's Integrated Synoptic Program, work together with 

other facilities and agencies to enhance our knowledge of and future prediction of space 

weather? 

Answer {for both Questions 1 and 2): My area of expertise is public engagement and 

outreach. These two questions are best answered by the other panelists who appeared at 

the hearing, and I respectfully defer to them 

Page 3 of3 
(85) 

Appendix II 

ADDITIONAL MATERIAL FOR THE RECORD
86 

STATEMENT SUBMITTED BY REPRESENTATIVE DANIEL LIPINSKI

OPENING STATEMENT 

Ranking Member Daniel Lipinski (D-IL) 

of the Subcommittee on Research and Technology 

House Committee on Science, Space, and Technology 

Subcommittee on Research and Technology 

Subcommittee on Space 

"The Great American Eclipse: To Totality and Beyond" 

September 28, 2017 

Thank you, Chairwoman Comstock, Chairman Babin, and all of the witnesses for sharing your insights 

and experience with us today. 

The Great American Eclipse offered up a chance for scientists to obtain one-of-a-kind measurements of 

the Sun's outer atmosphere, or corona. The 2017 solar eclipse was unique because it traversed a path 

across a large, continuous land mass. By gathering data along the path of totality, researchers were able 

to take measurements of the Sun's corona over a time span of90 minutes, rather than the 2 minutes one 

would experience from a single site. I look forward to hearing from our witnesses today about how 

scientists are stitching these observations together to study the structure, temperature, and evolution of 

the corona. 

The key benefit of this dataset is that it informs computer simulations of solar activity. These models 

help scientists predict and mitigate disruptive solar stonns that threaten critical infrastructure like GPS 

and communications satellites and electric grids. Experiments conducted during the eclipse also enlisted 

the help of members of the public as data collectors. This was the first total solar eclipse visible across 

the United States since the advent of the smart phone, and many observers were able to collect data right 

from their personal devices. For instance, NASA's GLOBE Observer app relied on volunteers to 

measure cloud and temperature data before and after the eclipse. Other projects involving public 

participation included the Citizen CATE experiment, in which volunteers across the country used 

identical telescopes to capture high-resolution images of the eclipse, and the NSF-funded EclipseMob 

experiment, in which enthusiasts operated radio receivers to study the effects of sunlight on radio and 

telecommunications signals that travel through the ionosphere. 

The 2017 total solar eclipse was also an event that reached beyond the bounds of science. It captured the 

imagination of millions of Americans, whether they were only able to see the partial eclipse, or they 

found themselves in the path of totality. Preliminary estimates tell us that about a third of eclipse 

watchers took photos or recorded video and about one fitth of eclipse watchers posted their recordings to 

social media. The 2017 solar eclipse was likely the most watched, studied, photographed, and shared 

solar eclipse in history. 

I look forward to learning about the research that was enabled by the eclipse and to hearing the 

panelists' thoughts on how we can best capitalize on the widespread excitement generated by the eclipse 

to keep the public engaged with science going forward. 

Thank you, again to the witnesses for being here today. I yield back the balance of my time. 
87 

STATEMENT SUBMITTED OF COMMITTEE RANKING MEMBER EDDIE BERNICE JOHNSON

OPENING STATEMENT 

Ranking Member Eddie Bernice Johnson (D-TX) 

House Committee on Science, Space, and Technology 

Subcommittee on Research and Technology 

Subcommittee on Space 

"The Great American Eclipse: To Totality and Beyond" 

September 28, 2017 

Thank you, Chairwoman Comstock and Chairman Babin for holding this hearing, and thank you to all of the 

witnesses for being here today. 

Before I start my formal remarks, I just want to say that our thoughts are with our fellow citizens in Puerto Rico 

and the Virgin Islands as they attempt to deal with devastating damage caused by hurricane Maria. We all hope 

for a swift recovery effort. As Ranking Member of the Science Committee, the Arecibo observatory and the safety 

of its staff are also on my mind and I hope it will soon be back online. 

This morning we are here to talk about something much more lighthearted. Last month the entire country was 

treated to the sight of a solar eclipse. While most Americans experienced a partial eclipse, millions were fortunate 

enough to live in or travel to the path of totality to see the Moon completely block out the light from the Sun. The 

eclipse affected people in different ways depending on their worldview, their background, and their stage in life. 

For some, the eclipse was a thing of beauty, a once-in-a-lifetime chance to see the faint, feathery corona with their 

own eyes. For others, the eclipse was a chance to make some extra money. States in the path of totality saw a 

boost to their economies through tourism; many residents in the path of totality rented out their homes to eclipse 

watchers; and small businesses held eclipsc-themed promotions. Many teachers and parents saw the eclipse as an 

educational opportunity to teach children about the solar system, and scientists used the eclipse to get data that are 

otherwise out of reach. 

Perhaps the most important impact of the eclipse was the chance it gave us to come together for a shared 

experience. Some people viewed the eclipse with family and friends, some went outside in the middle of the 

workday with their co-workers, and others gathered with strangers for an organized viewing event. In a time when 

Americans are deeply divided on a host of issues, the eclipse brought us together and helped us rise above our 

differences to experience the beauty of nature and the wonder of science together. The value of that cannot be 

overstated. 

I look forward to hearing from our panel about the value the eclipse has for science, for public engagement with 

science, for education, and for bringing people together. I yield balance of my time. 
88 

REPORT SUBMITTED BY REPRESENTATIVE BILL FOSTER

Americans and the 2017 Eclipse 

An initial report on public viewing of the August total solar eclipse 

Jon D. Miller 

University of Michigan 

September 21, 2017 
89 

Americans and the 2017 Eclipse: 

An initial report on public viewing of the August total solar eclipse 

On August 21, 2017, a total solar eclipse crossed the United States from the west coast to the east coast, 

providing millions of Americans with the first opportunity to see a total solar eclipse in their life time. This 

experience represents an important stimulus to interest in our solar system and in cosmology broadly. It is 

important to understand how many American adults viewed the eclipse- in totality or partially- and what 

impact this experience has had on them. 

As a part of an ongoing national study of the development of scientific literacy at the University of 

Michigan, NASA asked Jon Miller and his team to assess the impact of the August total solar eclipse in 

terms of the number of adults who viewed the event directly or on some form of electronic media and to 

estimate the impact of that experience on subsequent interest in and understanding of the solar system and 

related cosmology. 

The University of Michigan/NASA cooperative study' of the development of civic scientific literacy is a 

three-wave study. In February and March of 2017 a national probability sample of 2,915 adults was 

selected2 and asked a set of baseline questions designed to estimate their level of civic scientific literacy 

and their interest in and engagement with science and space-related matters. To assess the preparation for 

and viewing of the total solar eclipse on August 21, the same sample of adults were asked to complete a 

short questionnaire- online or by phone- describing their actual viewing experience and their activities in 

the months prior to the eclipse. This report will describe the initial findings from the baseline and immediate 

post-eclipse surveys. 

A third survey will be conducted with the same individuals in October and November of 2017 to measure 

the science and eclipse-related activities that eclipse viewers engaged in during the months following the 

eclipse. The full impact of engagement in an event like the total solar eclipse is a combination of (1) the 

actual viewing experience, the preparation for eclipse viewing, and short-term discussion and engagement 

activities directly related to the viewing experience, and (2) subsequent science information seeking 

activities and the increased learning that comes from additional information acquisition and discussion with 

friends, family, and colleagues. A final report will be issued in January, 2018, summarizing the full impact 

ofthe viewing of the 2017 total solar eclipse. 

1 The 2017 Michigan Scientific Literacy Study is supported by a collaborative agreement between the University of 

Michigan and the National Aeronautics and Space Administration (award NNX16AC66A). The author gratefully 

acknowledges this support, but any errors or omissions are the responsibility of the author and not of NASA or any 

of il> staff or officers. 2 The data collection for the Michigan Study is conducted by AmeriSpeak, an address-based national probability 

sample of U.S. households operated by the National Opinion Research Center at the University of Chicago. 

AmeriSpeak uses a combination of online questionnaires and telephone surveys, reflecting the preference of each 

respondent. A complete description of the AmeriSpeak Panel and its sample can be found at: 

http://d3qi0qp55mx5f5.cloudfront.net/amerispeak!i/research/AmeriSpeak Technical Overview 2017 05 09.pdf? 

mtime= 1494625611. 

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How many American adults viewed the total solar eclipse? 

To obtain an accurate estimate ofthe viewership oftbe total solar eclipse, all of the adults that were surveyed 

in February and March were asked to complete a short follow-up survey about their experiences on August 

21 "· The online survey and telephone interviewing began on the evening of August 21'' hours after the 

eclipse and continued through the end of Labor Day. This short window was used to assure more accurate 

recall by respondents. Of the original2,925 baseline respondents, a total of2, 175 participants were reached 

and persuaded to participate in the immediate follow up- a response rate of74% of the baseline sample. 

A total of 154 million American adults 62.8% of all adults age 18 or older- viewed the eclipse directly 

(see Table I). An additional 61 million adults who did not see the eclipse directly viewed the eclipse 

electronically on a television, computer, tablet, or smart phone screen. Twelve percent of American adults 

-about 29 million- reported that they did not see the eclipse in person or electronically. A total215 million 

American adults viewed the eclipse directly or electronically, or 88% of American adults.3 

Table 1: Viewing of the total solar eclipse, 2017. 

Percent Number . N 

Did not view the eclipse directly or electronically 12.0 29,425,000 261 

Viewed the eclipse electronically, not directly 25.2 61,575,000 547 

Viewed the eclipse directly in home town 54.7 134,025,000 1,191 

Traveled to another city to view the eclipse 8.1 19,782,000 176 

Total 100.0 244,807,000 2,175 

*Population estimates are rounded to the nearest whole thousand. 

Although the total level of viewing directly and electronically is very high, it is important to ask whether 

some groups were significantly more likely to experience the eclipse than others. An analysis of some of 

the major demographic groups shows that there is no difference in the frequency of eclipse viewing by men 

and by women, but that there are small, but statistically significant, differences by age, education, and the 

degree of totality in an individual's home area (see Table 2). 

Younger adults were slightly more likely to view the 2017 total solar eclipse directly than were older adults, 

but older adults were more likely to watch the event electronically than were young adults (see Table 2). 

When direct viewing and electronic viewing are combined, young adults were slightly more like to have 

seen the eclipse than older adults. The gmmna4 for this relationship is -0.17. 

American adults with higher levels of formal education were more likely to have viewed the eclipse directly 

than were adults with less formal education. The differences were moderate- 11% of college graduates did 

not see the eclipse at all compared to 19% of adults who did not finish high school. Less well educated 

adults were more likely to have viewed the eclipse electronically than better educated adults (see Table 2). 

3 Comparatively, Nielsen reported that Ill million Americans watched the 2017 Super Bowl. 4 Gamma is an ordinal proportional reduction of error statistic and can be interpreted the same as a Pearson's r'. For a 

discussion of gamma and other PRE statistics, see Costner ( 1965). 

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It is not clear whether this differential reflects a higher level of interest better educated adults or a lack 

of job and time flexibility by less-well-educated adults. The gamma relationship is 0.19. 

It is possible to compute the degree oftotality for city or area and the results indicate that 

adults who live closer to the path of totality were more to have viewed the eclipse directly (see Table 

2). Slightly more than three-quarters of adults in areas of 90% to reported viewing the 

eclipse directly, compared to 54% of adults living areas with less than 70% Surprisingly, adults 

who live in areas of higher totality were more likely to reporting traveling to another 

Table 2: Frequency of eclipse viewing, by selected demographic group, 2017, 

Viewed Viewed Traveled to 

Did not view electronically in-person in view in N 

only home area another area 

All U.S. Adults 12% 25o/o 55~'0 8% 2,175 

Gend~~ 

Female 11 27 54 8 1,122 

Male 13 23 55 9 1,052 

Age 

18 to 29 years 10 22 58 10 464 

30 to 39 years 12 18 62 8 371 

40 to 49 years 10 20 60 10 358 

50 to 59 years 14 26 52 8 388 

60 to 69 years 13 32 49 6 350 

70 or more years 15 39 41 5 242 

Education 

Less than high school 

1-----

19 28 40 13 155 

High school graduate/GED 12 31 51 6 1,081 

Associate degree 10 29 54 7 204 

Baccalaureate ll !8 59 12 408 ··---··- Graduate/professional degree 11 12 67 10 322 

Degree of Totality 

Less than 70% 14 32 50 4 411 

70% to 79% 16 30 46 8 562 

80%to 89% 12 25 54 8 566 

90%to 100% 7 16 67 ]() 634 

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area to improve their viewing experience. While this may seem counter intuitive, it suggests that individuals 

who live close to totality were willing to make the shorter trip than individuals living much farther away. 

In future analyses, we expect to use the available GIS information about each individual's address and the 

location from which they viewed the eclipse to quantifY the travel distances involved. 

The nature of the viewing experience 

Seventy-five percent of the !54 million America adults who viewed the solar eclipse directly watched the 

event with other friends, family, or co-workers (see Table 3). Adults who viewed the eclipse in their home 

area were slightly more likely to have viewed it alone than those who traveled to another site. A third of 

Americans who viewed the eclipse directly reported that they watched along with co-workers, suggesting 

that the mid-day viewing occurred on a break from normal work activities. Thirty percent of viewers 

indicated that they viewed the eclipse with their spouse or partner, and 23% said that they watched the 

eclipse with their children or grandchildren. Only three percent of all viewers reported that they watched 

the eclipse as a part of group activity organized by a local astronomy group, planetarium, science center, or 

similar organization. 

Seventy-four percent of adult viewers indicated that they used special solar glasses to observe the eclipse. 

Eighty-three percent of adults who traveled to another location to get a better view indicated that they used 

solar glasses (see Table 3). 

A third of adult viewers reported that they photographed the eclipse or made a video recording of the event. 

About one in five adults who viewed the eclipse indicated that they posted a picture or commentary on 

social media to share the experience. Twenty-seven percent of adults who traveled to another location to 

view the eclipse reported posting their pictures or experiences on social media (see Table 3). 

Most adult viewers of the eclipse characterized it as enjoyable and educational. When asked to agree or 

disagree with the statement "watching the eclipse was an enjoyable experience," American adult viewers 

of the eclipse gave the experience a mean rating of 7.6 using a zero-to-! 0 scale. When asked to agree or 

disagree with the statement that "watching the eclipse was an educational experience," the same adults gave 

a mean rating of7.0 using a zero-to-! 0 scale (sec Table 4). 

When asked more specifically about learning more about "the Sun and the solar system" from watching the 

eclipse, the mean level of agreement dropped to 4.9- just below the mid-point on a zero-to-10 scale (sec 

Table 4). For a statement that they planned to "learn more about the Snn and the solar system in the near 

future," the mean level of agreement dropped to 4.5 on the same zero-to-! 0 scale. These results suggest that 

many adults found the eclipse viewing experience to be enjoyable, but only a smaller proportion were 

stimulated to plan additional solar learning activities in the coming months. 

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Table 3: The August solar eclipse viewing experience, 2017. 

Made Viewed .... * 

Posted on Used solar photo or social With With At glasses video With co- With media Alone spouse or children or organized recording workers 

friends 

partner grandchild event 

All direct viewers 74% 34% 18% 24% 30% 23% 33% 29% 3% 

Viewers in home area 73 34 17 27 29 23 32 29 3 

Viewers in other area 83 38 27 9 37 22 37 30 5 

*Note: The percentages will exceed 100% because a respondent may have viewed the eclipse with various combinations of viewers (i.

spouse, children, and friends). 
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Table 4: Mean viewer assessment of the 2017 viewing experience. 

Viewed in Traveled to 

All viewers home area view in 

another area 

Watching the eclipse was an enjoyable experience. 7.6(0.07) 7.5(0.08) 8.lro.t9) 

Watching the eclipse was an educational experience. 7.0(0.08) 6.9(0.09) 7.5(0.21) 

I learned about the Sun and the solar system by 4.9(0.09) 4.9(0.10) 5.0(023) watching the eclipse. 

I plan to learn more about the Sun and the solar system 4.5(0.09) 4.5(010) 4.6(0.24) in the near future. 

Note: Cell entries are the mean score on a zero-to-! 0 scale, with zero representing complete 

disagreement with the statement and 10 meaning complete agreement with the statement. The 

standard error of the mean is shown in the subscript parentheses. 

What was the impact of prior understanding of an eclipse on actual viewing? 

Half of American adults understood the meaning of a total solar eclipse six months prior to the August 

event. In the February-March baseline survey, each respondent was asked to provide an explanation of a 

total solar eclipse in an open-ended question and 49% of American adults were able to provide a 

scientifically correct answer. Were those adults who understood the idea of a total solar eclipse prior to the 

event more likely to view the eclipse than adults who did not have a prior understanding of an eclipse? The 

results of the 2017 Michigan study indicate that American adults who had a prior understanding of a total 

solar eclipse were slightly more likely to view the eclipse directly than were adults who did not have this 

understanding six months prior to the event (see Table 5). 

A second measure of prior understanding uses a question about the relative position of the Earth and the 

Sun. This question has been asked of national probability samples of Americans since 1988 and is a 

component of Miller's Index of Civic Scientific Literacy (Miller, 1983, 1987, 1995, 1998, 2000, 2004, 

2010a, 2010b, 2012; Miller, Pardo, & Niwa, 1997), but it is a useful stand-alone question because it 

demonstrates an understanding of the rotation of the Earth and the Sun. The first part of this question asks 

whether the Earth rotates' around the Sun or the Sun rotates around the Earth. Those respondents who 

indicated that the Earth rotates around the Sun were then asked if the Earth rotates around the Sun once a 

day, once of month, or once a year. Individuals who were able to report that the Earth rotates around the 

Sun once a year are classified as having provided a correct response and all other responses are coded as 

incorrect. In early 2017, 62% of American adults were able to describe the relationship of the Earth and the 

Sun correctly. 

American adults who understand the relationship of the Earth and the Sun were slightly more likely to view 

the August total solar eclipse directly than adults who did not understand this relationship. Sixty-nine 

5 Some astrophysicists have observed that this statement implies that the Sun is stationary and that the Earth rotates 

around it. The authors of this question understand that our heliosphere is rotating around the center of a large spiral 

galaxy at a substantial speed and that none of these objects are stationary. Given the limits inherent in questionnaire 

wording, nearly 30 years of experience with this question leads us to conclude that most respondents do not think 

that it implies a stationary Sun and that those that might be confused often have a more fundamental 

misunderstanding of the solar system and the universe. 
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percent of adults who understand this viewed the eclipse directly (at home or elsewhere) 

compared to 53% of adults who did understand relationship. The gannna for this relationship is 0.25, 

meaning that 25% of the variance in viewing can be attributed to this form of prior understanding. 

Table 5: The impact of prior understanding on the likelihood of viewing the 2017 eclipse. 

All U.S. Adults 

Understanding of total 

Incorrect 

Correct 

Incorrect 

Correct 

Civic Scientific Literacy 

Not scientifically literate 

Scientifically literate 

Viewed 

Did not \iew electronically 

only 

12% 25% 

Viewed 

in~person in 

home area 

55% 

Traveled to 

view in 

another area 

8% 

N 

2,175 

1,113 

1,063 

822 

673 

A third- and more comprehensive measure- undeJ:standing is Miller's Index of Civic Scientific 

Literacy (Miller, 1983, 1987, 1995, 1998, 2000, Miller, Pardo, & Niwa, 1997). 

The CSL Index is a measure of an individual's uHucl st<mu.mg of a core set of scientific constmcts the 

nature of matter, energy, and life- and should be thought an indicator of an individual's cognitive 

toolbox for reading and understanding quality science journalism. Approximately 30% of American adults 

age 18 and older qualify as civic scientific literate. American adults who are scientifically literate were 

more likely to view the eclipse home or elsewhere) than adults who are not scientifically literate 

(see Table 5), The gamma for this is 0.29. 

The strength of association between these three measures of prior understanding and subsequent viewing 

hehavior was and from 0.18 to 0.29, indicating that some level of prior 

understanding serves as a for about a forthcoming event and enables an individual to 

know where and how to obtaiu additional information about au event the total solar eclipse in this caseprior to the event or experience. This relationship has been documented in the infonnal science learning 

literature for several decades, but it has been observed more often in regard to an exhibit or staged event 

rather than a major natural event like the 2017 eclipse. 

How did individuals prepare for viewing the 2017 solar eclipse? 

The preceding analyses have outlined the magnitude of the public viewing experience on August 21 hut it 

is useful to inquire about the level of infonnation and preparation in the months prior to the event. 

For several months the August eclipse, national coalition of infonnal science learning 

organizations to raise public awareness about the eclipse and to improve public 

understanding of some of the safety issues involved in direct of the Snn. For fntnre 

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programming efforts for similar natural and planned events, it is important to examine the kinds and 

frequency of information acquisition activities that interested adults used to improve their understanding of 

the forthcoming eclipse and related solar system questions. 

Respondents to the post-eclipse survey were asked to identify the kinds of eclipse relevant information 

acquisition activities they engaged in and report how many times they engaged in each activity in the two 

months prior to the eclipse (see Table 6). The two most common activities talking to one's co-workers 

and family- involved interpersonal communication rather than broadcast or electronic media. Using 

Table 6: Information acqnisition activities in the months prior to the 2017 eclipse. 

All Did not Viewed Viewed Traveled to 

Information Acquisition Activity Viewers View electronically in-person in view in 

only home area another area 

Talked to your friends or co- 4.0 2.0 3.0 4.6 5.6 workers about the solar eclipse? 

Talked to other members of my 2.7 1.2 2.1 3.1 3.9 family about the solar eclipse? 

Read a story about the solar eclipse 

in a newspaper or magazine 2.3 0.9 1.8 2.6 3.5 

(printed or online)? 

Looked for information about solar 1.9 0.4 1.2 2.3 4.0 eclipses on the Internet? 

Talked to my children about solar 1.4 0.5 0.8 1.7 2.2 eclipses? 

Look for information about the 

solar eclipse at a public library 1.0 0.3 0.7 1.3 1.5 

(in person or online) 

Watched a television show about 0.7 0.2 0.7 0.8 0.7 solar eclipses? 

Listened to a podcast about solar 0.3 0.1 0.2 0.3 0.5 eclipses? 

Printed or saved an Internet article 0.2 0.1 0.1 0.3 0.6 or report about the solar eclipse? 

Read a book (print or electronic) 0.1 0.1 0.1 0.2 0.2 about solar eclipses? 

Attended or streamed a lecture 0.1 0.0 0.1 0.1 0.2 about solar eclipses? 

Visited a planetarium or science 

center/museum to learn about solar 0.1 0.0 0.0 .1 0.1 

eclipses? 

Read or contributed to a blog about 0.0 0.0 0.1 0.2 0.1 solar eclipses? 

Mean number of eclipse 15.0(038) 5.9(0.59) 10.9(058) 17.6(0.54) 23.6(177) information acquisition activities 

Note: Cell entries are the mean number of times survey respondents reported doing an eclipserelated information acquisition activity during the two months prior to the eclipse. The number of 

reported information acquisition activities ranged from zero to 132 for the two-month reporting 

period. The standard error of the mean is reported for only the total number of information 

acquisition activities and is shown in subscript parentheses. 

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this two-month window, American adults reported an average of four conversations with friends and coworkers during the two months prior to the eclipse. More than 60 years ago, Katz and Lazarsfeld (1955) 

outlined the power of personal influence in a landmark study and these data confirm the continuing 

importance of interpersonal conversation in the development of interest and the sharing of information. The 

same adults reported an average of 2.7 conversations with other family members during the two months 

prior to the eclipse and 1.4 conversations or discussions with their children or grandchildren. 

Newspaper and magazine stories (printed or online) were the third most frequent source of infonnation 

about the forthcoming solar eclipse, with adults reporting that they read an average of 2.3 stories relevant 

to the eclipse during the two months prior to the event. During the same period, adults reported an average 

of 1.9 internet searches about the solar eclipse (see Table 6). These adults also reported using a public 

library (in-person or online) at least once during the two months prior to the eclipse. It is possible that some 

newspapers or magazines were consulted during library visits, but the granularity of the survey does not 

allow us to discern what kinds of materials were consulted or used. 

In contrast, the adults in the 2017 eclipse follow-up study reported watching a television show about the 

solar eclipse slightly less than one time during the two months prior to the event. The use of podcasts, books 

(printed or electronic), lectures (attended or streamed), and reading or contributing to a blog was cited less 

often that once every two months (see Table 6). Few adults reported visiting a planetarium, science 

center/museum, or similar facility as a means to obtain information about the forthcoming solar eclipse. 

When these information acquisition activities are combined, America adults engaged in an average of 15 

infonnation seeking activities in the two months prior to the eclipse. Those adults who eventually viewed 

the solar eclipse directly were more likely to have engaged in a larger number of information seeking 

activities than adults who saw the eclipse only on television or a computer or phone screen or who did not 

see it at all (see Table 6). Adults who traveled to see the eclipse in an area of higher totality reported an 

average of23.6 information seeking activities prior to the eclipse, and individuals who watched the eclipse 

in their home city or area reported an average of 17.6 information seeking activities in the two months 

before the eclipse. ln contrast, adults who did not see the eclipse at all reported only 5.9 information 

acquisition activities in the months prior to the event. 

Conclusions and Implications 

The first two waves of the 2017 Michigan Scientific Literacy Study finds that approximately 154 million 

American adults watched the total solar eclipse on August 21, 2017. An additional 61 million adults viewed 

the total solar eclipse on a television, computer, tablet, or smartphone screen (but not directly). This is a 

level of exposure that dwarfs the viewership of Super Bowl games and ranks among the most viewed events 

in American history. 

Most of the adults who viewed the eclipse found it to be enjoyable and educational. Three-quarters of 

eclipse viewers obtained and used special solar viewing glasses. Most adults viewed the eclipse with 

friends, family, children, or co-workers. Nearly 20 million American adults traveled to a place other than 

their home city to improve their view of the eclipse and to increase the level of totality observed. 

During the two months prior to the eclipse, millions of American adults engaged in a wide array of 

information seeking and acquisition activities to improve their understanding of the forthcoming event. The 

average American adult reported 15 information seeking activities in the months prior to the eclipse, and 

those adults who viewed it directly or who traveled to another location to improve their view reported even 

higher levels of eclipse-related information seeking prior to the event itself. In the October-November 

follow-up survey of these same individuals, we will explore in greater depth their post-eclipse information 

seeking activities and any longer-tern1 changes in their interest in science or space. We expect that the 

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largest amount of information seeking activity will occur subsequent to the viewing of the eclipse, but it is 

important to examine and understand both pre-eclipse and post-eclipse information acquisition activities. 

We hope that this baseline work and future measurements and analysis will be helpful to NASA and the 

informal science learning community in advancing our understanding of the development and maintenance 

of civic scientific literacy in the United States. 

References 

Costner, Herbert L. 1965. Criteria for measures of association. American Sociological Review 30(3):341-

53. 

Katz, Elihu, and Lazarsfeld, Paul. 1955. Personal Influence. Glencoe, Ill.: Free Press. 

Miller, Jon D. 1983. Scientific Literacy: A Conceptual and Empirical Review. Daedalus, 112(2):29-48. 

Miller, Jon D. 1987. Scientific Literacy in the United States. In, Communicating Science to the Public, 

David Evered and Maeve O'Connor (Eds.). London: Wiley. Pp. 19-40. 

Miller, Jon D. 1995. Scientific Literacy for Effective Citizenship. In, Science/Technology/Society as Reform 

in Science Education, Robert E. Yager (Ed.). New York: State University Press of New York. Pp. 

185-204. 

Miller, Jon D. 1998. The Measurement of Civic Scientific Literacy. Public Understanding of Science, 7:1-

21. 

Miller, Jon D. 2000. The Development of Civic Scientific Literacy in the United States. In, Science, 

Technology, and Society: A Sourcebook on Research and Practice, David D. Kumar and Daryl E. 

Chubin (Eds.). New York: Plenum Press. Pp. 21-47. 

Miller, Jon D. 2004. Public understanding of and attitudes toward scientific research: what we know and 

what we need to know. Public Understanding of Science, 13:273-294. 

Miller, Jon D. 201 Oa. The conceptualization and measurement of civic scientific literacy for the 21st century. 

1n Science and the Educated American: A core component of liberal education, John G. Hildebrand 

and Jerrold Meinwald (Eds.). Cambridge, MA: American Academy of Arts and Sciences. Pp. 241-

255. 

Miller, Jon D. 201 Ob. Adult science learning in the Internet era. Curator, 53(2):191-208. 

Miller, Jon D. 2012. The Sources and Impact of Civic Scientific Literacy. In, Bauer, M. W., Shukla, R. & 

Allum, N. (Eds.), The Culture of Science: How the Public Relates to Science Across the Globe. 

New York: Routledge. Pp. 217-240. 

Miller, Jon D., Rafael Pardo, and Fujio Niwa. 1997. Public Perceptions of Science and Technology: A 

Comparative Study of the European Union, the United States, Japan, and Canada. Madrid: BBV 

Foundation Press. 

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STATEMENT SUBMITTED OF REPRESENTATIVE ELIZABETH ESTY

Æ 

ELIZABETH H. ESTY 

Statement for the Record 

Hearing of the House Committee on Science, Space, and Technology 

Subcommittee on Research and Technology, 

'The Great American Eclipse: To Totality and Beyond" 

September 28, 2017 

• One of our shared goals as members of this committee is to inspire young 

people to pursue fields in science, technology, engineering, and math 

(STEM). 

• Leading up to and in wake of the Great American Eclipse, we learned some 

important lessons about inspiring young people to get excited about science: 

sometimes, all it takes is a most amazing natural phenomenon. 

• That was certainly the case for folks back home in central and northwest 

Connecticut. 

o John J. McCarthy Observatory in New Milford hosted an eclipse 

event, where volunteers provided telescopes, binoculars, and solar 

eclipse glasses to attendees. Volunteers raffled off a child's space pod 

playhouse, which they described as "big enough for small, future 

astronauts to enter." 

o Central Connecticut State University's Copernican Observatory and 

Planetarium offered easy-to-follow instructions online on how to 

make pinhole projections to view the partial eclipse in Connecticut. 

• As awe-inspiring as it was, we can't rely on a natural phenomenon to engage 

tens of millions of people.