Showing posts with label favorite chapter. Show all posts
Showing posts with label favorite chapter. Show all posts

Saturday, July 20, 2019

Celebrating Apollo - Teamwork and Transparency

If you read this blog or know me at all, you know that I have a great love of NASA.  My favorite thing to teach about is the history of human space flight.  My favorite part of that is the Apollo program.  On this, the 50th anniversary of "one giant leap for mankind," I would like to celebrate two things, teamwork and learning from our mistakes transparently and publically.

Teamwork
While I was not yet alive when Neil Armstrong first set foot on the moon, I am inspired by it and by the 400,000 people who made it and the missions that followed it possible.  Those are the people we often forget.  We know the names of the astronauts and some of the flight directors, but there were so many others.  We don't know the names of the mission control guys, the people who wrote computer code, the team that ran the simulators, the engineers from Northrop Grumman who designed and built the Lunar Module, the ladies who hand-sewed the EVA suits, or the people who printed the books explaining what each error meant when an alarm went off; but we would not have won the space race without them.

In his last transmission before returning to Earth, Neil Armstrong paused to credit all of those who got him and his crewmates to the moon.  He said, "We would like to give special thanks to all those Americans who built the spacecraft; who did the construction, design, the tests, and put their hearts and all their abilities into those crafts.  To those people tonight, we give a special thank you, and to all the other people that are listening and watching tonight, God bless you. Goodnight from Apollo 11.”

Last Friday, I watched Apollo 13 to begin my celebration of this anniversary.  If that movie shows anything, it is the value of the team in the Apollo missions.  Ken Mattingly, who had been scrubbed from the flight, worked tirelessly with John Aaron to come up with a power-up procedure that would fit within their remaining power supply.  Before a move could be made, each member of mission control had to give the "Go" based on their own area of responsibility because no one person could interpret that much data on their own.  When the three astronauts have to complete an engine burn without their guidance computer, each member was needed to do it successfully.  Fred Haise was in charge of the pitch while Jim Lovell handled the other two rotation directions, and Jack Swigert made sure they burned the engines for the precise amount of time needed.  One person could not have completed that burn.  My favorite scene in the movie is when the carbon dioxide scrubbers on the LM have become saturated and the ones from the other ship are a different shape.  The backroom guys dump all of the stuff they have on the ship onto a table and say, "We need to make this fit into the hole for this using only that."  And, then, guess what?  They do.  Not only do they build one at mission control, but they also write the procedures to communicate via radio so that the guys onboard can build one as well.  Do you feel the teamwork it took to get those men home alive?  Every mission required the work of thousands of men and women, not just the three who got ticker-tape parades at the end.

Transparently Learning From Failure
As we look back on Apollo from decades away, it can be easy to think it was all smooth sailing.  After all, we landed on the moon within the decade and on our first try.  That belief, however, would do a disservice to the people who sacrificed in order to fulfill Kennedy's wish.  

In the earliest days, when rockets were unused missiles from the war, things didn't always go as planned.  Consider "the four-inch flight" of the Mercury Redstone rocket.  Aside from the hit to morale it certainly caused, it provided an opportunity for learning no successful launch would have.  Gene Krantz had only just begun work at NASA when it happened.  In his book, Failure is Not an Option, he said, "I had gained something precious.  I now knew how much I didn't know."  They regrouped, analyzed what went wrong, corrected it, and never made that mistake again.  Not only was the failure visible to anyone who had been around, but it was also filmed and can be found on youtube today.  We didn't hide our failures; we learned from them.

The most well-known failure of the era is the Apollo 1 fire.  While performing the routine "plugs out" test, a spark from a frayed wire ignited the high-pressure oxygen in the capsule, killing Ed White, Roger Chaffee, and Gus Grissom.  The reason this is so well-known is that it was on the news that night, and transcripts of the Congressional hearing were published in the papers.  Each day, as Frank Borman led the investigation, NASA updated the public on their findings.  Because of that transparency and answering press inquiries, the causes were ultimately found and dealt with.  After the explosion of the Challenger in 1986, President Regan addressed the nation.  Of all the great moments in that four-minute speech, one of my favorites is the line, "I've always had great faith in and respect for our space program, and what happened today does nothing to diminish it. We don't hide our space program. We don't keep secrets and cover things up. We do it all up front and in public. That's the way freedom is, and we wouldn't change it for a minute."  He recognized that the public nature of our space program was never more important than during a disaster.



You may not know that the Soviets had similar failures to ours.  They made announcements of their successes, but they kept their failures tightly held secrets.  Some of them we only learned of in the late '80s.  Even within their space program, failures were no to be openly spoken of.  How can failures be learned from and addressed if they are not discussed?  They can't be.  The difference in reaction to setbacks is ultimately how we beat the Russians to the moon.  They remained ahead of us until they experienced a failure because secrecy will never beat the attitude that we "gain something precious" when we learn from our failures.  

As we celebrate the 50th anniversary of the moon landing, we should celebrate Neil Armstrong and Buzz Aldrin.  We should not forget Michael Collins, the unsung member of the trio.  We should watch the documentaries on CNN and PBS.  I will be watching The Right Stuff.  Let's take a moment, during all of that, to celebrate those whose names we do not know and be grateful that they made us, the American people, part of that One Giant Leap for Mankind.

Monday, January 15, 2018

Don't Stop Paying Attention

It's January, which means returning from Christmas to my favorite chapter.  The unit I teach on manned space exploration is not only my favorite, but it is usually their favorite as well.

One of the best resources I have in teaching this chapter is the excellent HBO Mini-Series, From the Earth to the Moon.  While there isn't time to show all 12 episodes, I have carefully selected three that enhance the flow of the unit.  The first episode, "Can We Do This?" sets the stage by taking the viewer all the way from Yuri Gagarin to the introduction of the Apollo 1 astronauts.  The second one that I show them is "Mare Tranquilatis," the episode when Armstrong and Aldrin actually land, usually prompting my students to feel sorry for Michael Collins more than anything.  The third is episode 10, "Galileo Was Right."  Someday, I will write a post entirely about that episode because it is my absolute favorite.  For right now, I want to address something in "Mare Tranquilatis."

Shortly after landing on the moon, Buzz Aldrin tells Neil Armstrong that there is something he would like to do and has cleared with Deke (the head of the astronaut corps).  He reaches into a velcro pocket and pulls out a small chalice and communion wafer and a handwritten card with two scriptures written on it.  Given that the Apollo 8 astronauts had been sued by famed atheist activist, Madalyn Murray O'Hair, Buzz gave a rather vague statement over the public radio broadcast, saying, “I would like to request a few moments of silence … and to invite each person listening in, wherever and whomever they may be, to pause for a moment and contemplate the events of the past few hours, and to give thanks in his or her own way.”

Neil Armstrong then respectfully looked on while Aldrin quietly read John 15:5, "I am the vine.  You are the branches.  He who abides in me and I in him will bear much fruit,  for you can do nothing without me."  (By the way, the members of his church, Webster Presbyterian in Texas, home church of many astronauts, gathered at the same time to join him in communion.)

I have seen this video over 60 times, but this year, something struck me in this scene that I had never noticed before.  The passage ends, "Without me, you can do nothing."  For the first time, it hit me how profound this statement was in the context of what they had just done.  These two had just landed the lunar module, a feat that some had previously believed to be impossible.  Yet, moments later, Buzz reminded himself and his commander that this event was only possible by the grace of God.

When you teach for many years, it can be hard to imagine that you haven't heard everything.  The moment you think that, a student asks a question you've never been asked.  It can be tempting to think you know your subject so well that you won't need to alter it.  I don't know about every subject, but I can assure that isn't true in science.  It's always changing.  It's hard to imagine that you could notice something new in a video you have watched over five dozen times, but you can.  Teachers, don't check out when showing a video.  They are filled with teachable moments.  Don't stop learning from the world around you and the way your students interact with it.  In short, don't stop paying attention.

Thursday, January 7, 2016

My Favorite Chapter

My first year of teaching began in 1998.  Since I taught freshmen, I was less than 10 years older than my students.  Most of the time, they didn't make me feel old because we had a shared experience of most movies and music.  That changed the first time I referenced the explosion of the Challenger.  They didn't know what I was talking about.  Granted, I was only in the 4th grade when the shuttle exploded, but it was such a big event in my life that it seemed strange that it wouldn't be in theirs.  As we talked about it, I realized that they were only two years old when it happened.  I started looking at history curricula and realized that there was nowhere in a student's education where they learned about the history of manned space exploration.

I decided to add this to my own curriculum.  I created a two-week unit.  We begin with a discussion about Sputnik and President Kennedy's "before this decade is out" speech.  I used a few episodes of the excellent HBO mini-series From the Earth to the Moon (Thank you to Ron Howard and Tom Hanks for making those).  We then turn our attention toward the possibility of putting a man on Mars.  My students must look at the risks, the benefits, the costs, and the logistical issues of such a trip.  They write a five paragraph persuasive essay on whether or not we should try it.

This unit has become a favorite, not only of mine, but also of my 8th graders.  It is a great way to return from Christmas.  They love the videos.  The idea of going to space just captures the imagination in a big way.  Even the day we talk about the fatal events of the Apollo 1 fire, the Challenger explosion, and the Columbia disaster, they are fully engaged with the material.  Just as it would be with anything else, I don't get them all interested; but there is at least one student every year who catches the bug.  They start learning about NASA and watching space documentaries.  They return from their DC field trip and tell me excitedly about seeing the Apollo 11 capsule at the Air and Space Museum.  Alumni often contact me when they learn of some space news or visit a rocket center.  It sticks with them more than any other unit I teach.

A lot of curriculum is dictated to us by our school, school system, or state.  Even the federal government now thinks they need to dictate our curriculum.  The response of my students to this chapter always reminds me to balance those dictates.  The decisions for my classroom should be made out of passion for learning, curiosity, and what is best for my kids, not just what is required.  If all my students needed was the book and a list of objectives, they wouldn't need teachers.


Use Techniques Thoughtfully

I know it has been a while since it was on TV, but recently, I decided to re-watch Project Runway on Amazon Prime.  I have one general takea...