Program: Phoenix College ASCEND Work: design · build · fly · analyze Mission data: Spring 2026
NASA ASCEND
Balloon science, engineering, and student research
The program · The science · The flight

Questions about the mission.

How does a balloon reach the stratosphere? What do students build? What can a sensor actually tell us? Start here, then explore the payload and research figures.

01 / Program & people

Learning through a real mission

What does ASCEND stand for?

Aerospace STEM Challenges to Educate New Discoverers. It is Arizona Space Grant’s undergraduate balloon research program: students develop an experiment, build and test a payload, fly it, and interpret the results. Phoenix College is one of the participating teams. About the statewide program ↗

Is this a rocket, a satellite, or a balloon?

A high-altitude balloon carries the instruments. It rises by buoyancy, not rocket thrust, and does not enter orbit. ASCEND flights can reach roughly 100,000 feet—about 30 kilometers—in the stratosphere. That is still Earth’s atmosphere, not outer space; each flight’s achieved altitude is different. NASA explains balloon flight ↗

Do I need to know CAD, electronics, and coding already?

You do not need to arrive knowing every subsystem. Phoenix College describes programming and electrical or mechanical experience as a plus. The work connects engineering, computing, physics, and data analysis. Discuss your starting skills and interests with the faculty mentors; the college’s program page sets the current participation requirements.

What do the engineering teams actually build?

Structures work can include CAD, 3D-printed parts, and carbon fiber. Electrical work connects power, circuit boards, and sensors. Software handles measurements and recording; imaging and communications support the flight. Science work turns the observations into an argument that can be tested. The important integration question is whether all those pieces work together. Explore the payload.

Who guides the Phoenix College team?

Faculty mentors Dr. Eddie Ong and Ernest Villicaña—Mr. V to the team—support the student work. Phoenix College identifies Ong as the science advisor and Villicaña as the engineering faculty mentor and career advisor. Meet the team, or read the college’s account of their roles ↗.

02 / Instruments & interpretation

From a sensor reading to a scientific result

What does the payload measure?

Instrument sets vary by mission. The Spring 2026 research includes temperature, pressure, humidity, carbon dioxide, ultraviolet channels, particulate channels, and Geiger count rate. A channel name describes what was recorded; its units, calibration, and mounting determine what conclusions it can support. The research figures explain those limits alongside the plots.

Where are the UV sensors mounted?

In the team’s payload configuration, the UV sensors are attached to the outside faces and wired back to the PCB; they are not mounted directly on that board. Their position matters: rotation, shading, and the angle of sunlight can change the response. The Spring 2026 UVA figure averages four side-mounted sensors. See the UV figure.

How do pressure and temperature change during ascent?

Air pressure falls with altitude, allowing the balloon’s gas to expand. Temperature generally falls through the troposphere but does not keep falling throughout the stratosphere. A sensor inside the payload also responds to its enclosure and electronics, so it should not automatically be treated as outside air temperature. NASA’s atmosphere model ↗

What should I check first on a flight graph?

Start with both axis labels, units, and the caption. Elapsed time is not altitude. GPS altitude, pressure-derived altitude, and a fitted altitude curve are different products. Separate recorders also need verified clock alignment before their readings can be paired. On the data page, read the measurement notes before comparing peaks.

Why might ascent and descent readings differ?

The payload returns through a different place at a later time. Sensor response time, airflow, sunlight, and orientation may also change. Separate the flight phases and compare like units at comparable altitudes. A difference is a research question, not proof of a particular atmospheric effect. Test the possible explanations against instrument behavior and flight context.

Does a Geiger count tell us the radiation dose?

Counts per minute describe detected events, not a person’s radiation dose. Detector response and calibration matter. A device’s converted dose-rate field is not an independently validated dosimeter reading. The team’s radiation figures should be read as instrument observations, not used to make health or exposure claims.

Are the UV channels the same as UV Index?

No. The report’s UVA, UVB, and UVC channels are not established as calibrated irradiance, UV Index, or exposure dose. A nonzero UVC channel alone does not demonstrate atmospheric UVC: spectral response and cross-sensitivity need review. Read the UVC figure’s interpretation before treating a signal as a physical conclusion.

Can the particle readings tell us the air quality?

Not without checking the measurement first. The source reports use inconsistent particulate unit labels, and the website does not silently convert them. Particle counts and mass concentration are not interchangeable. Calibration, airflow, and operation at low pressure must be understood before comparing those channels with air-quality limits. See the particulate figure notes.

What makes a useful balloon research question?

Choose something the instruments can distinguish. For example: does sensor orientation explain a UV change, or does temperature response lag differ between ascent and descent? These are proposed questions, not reported findings. Define the comparison, check calibration, keep units and timing consistent, and state what would count against your explanation.

03 / Fieldwork & the archive

The work continues after launch

What happens before launch and after landing?

The team tests the assembled payload, checks recording and power, and prepares for flight operations with program partners. Arizona Near Space Research supports ASCEND launches and recovery. After recovery, students inspect the hardware, examine the recordings, and present what worked and what needs another test. ASCEND flight operations ↗

Why can a launch date or recovery plan change?

Weather and winds affect launch conditions, the balloon’s path, and where the payload may land. Recovery also depends on terrain and safe access. A published date is a plan, not a guarantee. Use the official ASCEND schedule and flight updates for current information.

Where can I explore the flights and student research?

Start with the year-by-year missions, then explore the research archive, flight figures, and flight videos. A design abstract describes an investigation; a results figure shows reported observations. Read each item in that context rather than treating every proposal as a flown experiment.

What information is shared on this website?

Public research figures, photographed boards, summaries, and footage help explain the team’s work. Original datasets, working documents, analysis scripts, private contact details, and code repositories are not published here. The HTML, CSS, and JavaScript delivered to a visitor’s browser remain inspectable, as on any public website.

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Bring your questions

Interested in joining the team?

Use the team’s Google Form, then rely on Phoenix College for current eligibility, scheduling, and placement information.