Lessons Learned: Challenger and Columbia

1. Lessons Learned: Challenger and Columbia

2. Warm Up Questions CPS Questions (1-2) Chapter 7, Lesson 2

3. Lesson Overview The Challenger accident The Columbia accident Chapter 7, Lesson 2

4. Quick Write How do Richard Feynman’s efforts to understand the Challenger disaster show the value of bringing an outsider’s fresh thinking into an organization facing a big problem? (Note to teacher: Use “Pick a Student” button in CPS) Chapter 7, Lesson 2

5. The ChallengerAccident On 28 January 1986 the space shuttle Challenger blew up All seven crew members perished The Rogers Commission released its report on 6 June 1986 The failure of the joint between the two lower parts of the right solid-fuel rocket caused the accident Chapter 7, Lesson 2

6. How Weather’s Effect on the Solid Rocket Boosters Caused the Accident • An O-ring is made of a resilient material - one capable of bouncing back to its original shape after being compressed • O-ring material wasn’t resilient at low temperatures • As scientists prepared Challenger, the temperature hovered around the freezing mark: 32 degrees F Courtesy of NASA Chapter 7, Lesson 2

7. How NASA Management Contributed to the Accident • Rogers Commission found failures in communication • Conflict between engineering data and management judgments • Management structure allowed flight-safety questions to bypass key shuttle managers Courtesy of NASA Chapter 7, Lesson 2

8. Changes NASA Made to Reduce the Possibility of Another Accident • NASA had the solid rocket booster redesigned • O-rings were replaced • Added an orbiter to the fleet; reassigned some tasks to unmanned spacecraft • NASA reorganized the management structure; also strengthened its support for safety staff • Ordered improved communication among managers Chapter 7, Lesson 2

9. Changes NASA Made to Reduce the Possibility of Another Accident, cont. • Strengthened the flight readiness review • Committed to “criticality review and hazard analysis” • Developed new systems to allow astronauts to escape in the case of another faulty liftoff; improved the orbiter’s landing systems Courtesy of NASA Chapter 7, Lesson 2

10. How the Columbia and Its Crew Were Lost • On 1 February 2003 Columbia broke up on reentry into Earth’s atmosphere • All seven of the crew perished • Physical cause of the Columbia disaster was a breach in the thermal protection system • A chunk of foam made a chink in the reinforced carbon-carbon • That ultimately melted the wing’s thin aluminum spar – or structured support Courtesy of NASA Chapter 7, Lesson 2

11. How Damage to the Thermal Protection System Caused the Accident • Many times chunks of insulating foam broke off at launch and dinged the thermal protection system • NASA had observed it so many times on orbiters that did return safely, they didn’t consider it a serious problem Courtesy of NASA Chapter 7, Lesson 2

12. How NASA Management Contributed to the Accident • CAIB faulted NASA for its overly ambitious flight schedule • Too many people had responsibility for both sticking to the flight schedule and maintaining safety • CAIB also touched on NASA’s organizational culture - the values, norms, and shared experiences of an organization Courtesy of STS-50, NASA Chapter 7, Lesson 2

13. ChangesNASA Made to Reduce the Possibility of Another Accident • Efforts to reduce “foam shedding” and strengthen the orbiter’s heat shield • Improved inspection routines before launches • Improved imaging of the shuttle, both at launch and during orbit • Establishment of a Technical Engineering Authority Courtesy of NASA Chapter 7, Lesson 2

14. Changes NASA Made to Reduce the Possibility of Another Accident, cont. • NASA now has contingency plans to launch a rescue mission • Released a report outlining what it had learned from the Columbia accident with regard to crew safety and survivability for future spaceflight Courtesy of NASA Chapter 7, Lesson 2

15. Learning Check CPS Questions (3-4) Chapter 7, Lesson 2

16. Activity 1: Challenger and Columbia Review Shuffle the cards and lay them face down on a flat surface. Decide who will go first. That person will turn one card over and try to find the matching card. Some pairs are a word and its definition, other pairs are dates and events. When you match two cards, pull them from play. If the two cards turned over don’t match, return them to play facedown. Take turns finding the matching cards. Chapter 7, Lesson 2

17. Activity 2: Groupthink Some sociologists cite the Challenger disaster as an example of groupthink. What are some things individuals can do to overcome groupthink? Write a 2-page essay giving three different recommendations for ways people could avoid groupthink. Chapter 7, Lesson 2

18. Activity 3: Normalization of Deviance In your assigned groups, reflect on and discuss the questions on the worksheet. You may refer to page 330 in the textbook. Be prepared to share your group’s discussion. Chapter 7, Lesson 2

19. Technology Enrichment: Researching Challenger and Columbia Research your assigned topic on the Internet. Focus on finding news sources on your accident. Take notes on your findings and answer the research questions. Be prepared to share your findings Chapter 7, Lesson 2

20. Review On 28 January 1986, all seven crew members of the space shuttle Challenger perished just a little more than a minute into its flight. On 1 February 2003, all seven crew members of the space shuttle Columbia perished on reentry into Earth’s atmosphere. Both disasters happened because of both physical and human factors. Chapter 7, Lesson 2

21. Review Questions CPS Questions (5-6) Chapter 7, Lesson 2

22. Summary The Challenger accident The Columbia accident Chapter 7, Lesson 2

23. Next… • Done – Lessons Learned: Challenger and Columbia • Next – From Salyut to the International Space Station Courtesy STS-117 Crew/NASA Chapter 7, Lesson 2