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STS-51-L

STS-51-L is a science topic covered in the lgStudy science library. This page brings together a partial reference excerpt, illustrations, worked examples, real-world applications and a short study plan, so you can understand STS-51-L rather than just read about it. In short: STS-51-L was the 25th mission of NASA's Space Shuttle program which resulted in the loss of Space Shuttle Challenger. It was planned as the first Teacher in Space Project flight in addition to observing Halley's Comet for six days and performing a routine satellite deployment.

STS-51-L — main illustration
STS-51-L — illustration

Key takeaways

  • STS-51-L belongs to science; place it in that map before memorising details.
  • Learn the definition first, then one example that makes the definition concrete.
  • Connect STS-51-L to a quantity you can measure, compute or draw — that is where exam questions come from.
  • Reproduce the core statement of STS-51-L from memory before moving on to harder problems.

Reference excerpt

STS-51-L was the 25th mission of NASA's Space Shuttle program which resulted in the loss of Space Shuttle Challenger. It was planned as the first Teacher in Space Project flight in addition to observing Halley's Comet for six days and performing a routine satellite deployment. The mission did not achieve orbit; a structural failure during its ascent phase 73 seconds after launch from Kennedy Space Center Launch Complex 39B on January 28, 1986, destroyed the orbiter and killed all seven crew members—Commander Francis R. "Dick" Scobee, Pilot Michael J. Smith, Mission Specialists Ellison S. Onizuka, Judith A. Resnik and Ronald E. McNair, and Payload Specialists Gregory B. Jarvis and S. Christa McAuliffe. Bob Ebeling, engineer at Morton-Thiokol, manufacturer of the SRBs, recalled having stated about the decision to launch in freezing 18 degree weather:

"...we're only qualified to 40 degrees. I said 'what business does anyone even have thinking about 18 degrees, we're in no man's land, we're in a big grey area." Immediately after the failure, President Ronald Reagan convened the Rogers Commission to determine the cause of the explosion. The failure of an O-ring seal on the starboard Solid Rocket Booster (SRB) was determined to have caused the shuttle to break up in flight. Space Shuttle flights were suspended for 32 months while the O-rings and other hazards that could have destroyed the vehicle on following missions were addressed. Shuttle missions resumed in September 1988 with STS-26.

Planned mission The tenth mission for Challenger, STS-51-L, was scheduled to deploy the second in a series of Tracking and Data Relay Satellites (TDRS-B), carry out the first flight of the "Shuttle Pointed Autonomous Research Tool for Astronomy" (SPARTAN-203) / Halley's Comet Experiment Deployable in order to observe Halley's Comet, and carry out several lessons from space as part of the Teacher in Space Project and Shuttle Student Involvement Program (SSIP). The flight marked the first American orbital mission to involve in-flight fatalities. It was also the first American human spaceflight mission to launch and fail to reach space; the first such mission in the world had been the Soviet Soyuz 18a mission, in which the two crew members had survived. Gregory Jarvis was originally scheduled to fly on the previous shuttle flight (STS-61-C), but he was reassigned to this flight and replaced by Congressman Clarence W. "Bill" Nelson.

Crew

Backup crew

Crew seat assignments This seating assignment chart depicts what would have happened if the mission had been performed as planned.

Ascent failure and disaster

During the ascent phase, 73 seconds after liftoff, the vehicle experienced a catastrophic structural failure resulting in the loss of crew and vehicle. The Rogers Commission later determined the cause of the accident to have been the failure of the primary and secondary (backup) O-ring seals on Challenger's right Solid Rocket Booster (SRB). The failure of these seals allowed a flamethrower-like flare to impinge upon one of two aft SRB attach struts, which eventually failed, freeing the booster to pivot about its remaining attachment points. The forward part of the booster cylinder struck the external tank inter-tank area, leading to a structural failure of the Space Shuttle external tank (ET) – the core structural component of the entire stack. A rapid burning of liberated propellants ensued. With the structural "backbone" of the stack compromised and breaking up, the SRBs flew off on their own, as did the orbiter, which rapidly broke up due to overwhelming aerodynamic forces. The launch had been approved despite a predicted ambient temperature of 27 °F (−3 °C), well below the qualification limit of major components such as the SRBs, which had been certified for use only at temperatures above 39 °F (4 °C). Evidence found in the remnants of the crew cabin showed that several of the emergency Personal Egress Air Packs (PEAPs) carried by the astronauts had been manually activated, suggesting that forces experienced inside the cabin during breakup of the orbiter were not inherently fatal, and that at least three crew members were alive and capable of conscious action for a period following vehicle breakup. "Tracking reported that the vehicle had exploded [sic] and impacted the water in an area approximately located at 28.64° north, 80.28° west."

Crew fate Divers from the USS Preserver located what they believed to be the crew cabin on the ocean floor on March 7, 1986. A dive the following day confirmed that it was the cabin and that the remains of the crew were inside. No official investigation into the Challenger disaster has determined the cause of death of the astronauts; it is almost certain that the breakup itself did not kill the entire crew as 3 of the 4 Personal Egress Air Packs (PEAPs) that were recovered had been manually activated. This would only be done during an emergency or loss of cabin pressure. PEAPs do not provide a pressurized air flow and would still have resulted in the astronauts losing consciousness within several seconds. There were media reports alleging that NASA had a tape recording of the crew panicking and on-board conversation following the explosion during the 2 minute 45 second free fall before hitting the sea east of Florida. This was likely fabricated and no recording exists, as the crew may have been unconscious from loss of cabin pressure and the astronauts did not wear individual voice recorders.

Mission objectives Deployment of Tracking Data Relay Satellite-B (TDRS-B) with an Inertial Upper Stage (IUS) booster Flight of "Shuttle Pointed Autonomous Research Tool for Astronomy" (SPARTAN-203)/Halley's Comet Experiment Deployable Fluid Dynamics Experiment (FDE) Comet Halley Active Monitoring Program (CHAMP) Phase Partitioning Experiment (PPE) Three Shuttle Student Involvement Program (SSIP) experiments Two lessons for the Teacher in Space Project (TISP) (unofficial) Ronald E. McNair was planning to play the saxophone in space for a track on Jean-Michel Jarre's album "Rendez-Vous".

… excerpt ends here. Continue reading the full article.

Illustrations

STS-51-L illustration
STS-51-L illustration
STS-51-L illustration
STS-51-L illustration
STS-51-L: Challenger after the explosion 73 seconds after launch
Challenger after the explosion 73 seconds after launch

Worked examples

Example 1 — a first encounter with STS-51-L

Start with the simplest possible case. Write down what STS-51-L claims or describes in one sentence, then invent the smallest concrete situation in which that sentence is true. In science, the smallest case is usually a single object, a single equation or a single measurement. Check that every symbol or term in your sentence has a meaning in that case.

Example 2 — changing one variable

Take the situation from Example 1 and change exactly one quantity: double it, halve it, or set it to zero. Predict what should happen to STS-51-L before you calculate. Comparing your prediction with the result is the fastest way to find out whether you understand the idea or only the words.

Example 3 — an exam-style question

Typical questions about STS-51-L ask you to (a) state it precisely, (b) apply it to given data, and (c) explain a limitation. Practise writing all three answers in under five minutes; the third part is what separates a full-mark answer from an average one.

Applications of STS-51-L

In research
STS-51-L appears in science research whenever the underlying quantities have to be modelled precisely. Papers usually cite it as a starting assumption and then explore where it breaks down.
In technology and industry
Engineering practice reuses STS-51-L in design rules, simulations and safety margins. Knowing the idea lets you read a specification sheet and understand why the numbers look the way they do.
In the classroom
STS-51-L is common in secondary-school and first-year university syllabi. It links to neighbouring topics 1986 in Florida, 1986 in spaceflight, 20th-century rocket launches, so understanding it makes those chapters shorter.
In everyday life
Look for STS-51-L outside the textbook — in sport, cooking, traffic, electronics or the sky above you. An example you found yourself is remembered far longer than one you were given.
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How to study STS-51-L in 20 minutes

  1. Read the reference excerpt below once, without taking notes.
  2. Close the page and write down what STS-51-L means in your own words.
  3. Compare your version with the excerpt and mark what you missed.
  4. Work through the three examples above with pen and paper.
  5. Explain STS-51-L out loud to somebody else — or to Teacher Smith in the lgStudy chat.

Frequently asked questions

What is STS-51-L in simple terms?

STS-51-L was the 25th mission of NASA's Space Shuttle program which resulted in the loss of Space Shuttle Challenger. It was planned as the first Teacher in Space Project flight in addition to observing Halley's Comet for six days and performing a routine satellite deployment.

Why does STS-51-L matter?

Because it connects several science ideas at once: it gives you a definition you can apply, a quantity you can calculate, and a way to check whether a result is plausible.

How should I study STS-51-L?

Read the excerpt, restate it from memory, then work through the examples and applications listed on this page. The five-step study plan above takes about twenty minutes.

What does this page cover?

It gives you a compact reference excerpt plus original lgStudy explanations, examples, applications and study material on STS-51-L.

Tags

  • 1986 in Florida
  • 1986 in spaceflight
  • 20th-century rocket launches
  • January 1986
  • Rocket launch failures
  • Space Shuttle Challenger disaster
  • Space Shuttle missions
  • Space accidents and incidents in the United States
  • Space missions that ended in failure
  • Space program fatalities
  • Spacecraft launched in 1986

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