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GRADE 9 EXPLORING AVIATION AND AEROSPACE
UNIT 6 AVIATION SAFETY AND OVERSIGHT
SECTION B ACCIDENT INVESTIGATION
LESSON 2
Accident Case Study Session Time: Three, 50-minute sessions
DESIRED RESULTS
ESSENTIAL UNDERSTANDINGS
Understand the operational differences between general, commercial, and military aviation as well as how these
differences influence the modern aviation/aerospace industry. (EU2)
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Understand the importance of professionalism, ethics, and dedication as they related to all aviation/aerospace
operations. (EU4)
Develop an uncompromising safety mindset, understanding that growth and development in the aviation/aerospace
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industry must always be accompanied by responsive safety initiatives. (EU6)
ESSENTIAL QUESTIONS
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1. Can we really know what went wrong in an aviation accident?
2. Why investigate aircraft accidents?
LEARNING GOALS
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Students Will Know Students Will Be Able To
How to apply the aircraft accident investigation Describe the role of the NTSB during an aircraft
process to actual aircraft accidents accident investigation. (DOK-L2)
Various limitations or challenges to conducting an List and describe the general elements related to
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effective investigation of this accident the aircraft accident investigation process.
Kinds of safety recommendations might result from (DOK-L2)
accident investigations Formulate various safety recommendations that
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might result from accident case studies. (DOK-L3)
ASSESSMENT EVIDENCE
Warm-up
Students review the roles and functions of an NTSB “Go Team,” along with the general investigative process, in order to
support the simulated aircraft accident investigation within this lesson.
Formative Assessment
Students discuss if aircraft accident investigation will always result in knowing what caused the accident.
Students identify at least three factors that may have contributed to the accident, list the limitations or challenges that
would have been factors in conducting an effective investigation of this accident, name at least three other parties that
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UNIT 6.B | Lesson 2 | Accident Case EXPLORING AVIATION AND
Study ©2018 Aircraft Owners and Pilots Association. AEROSPACE - Grade 9
All Rights Reserved.
might be brought into this investigation, and identify three safety recommendations that have come as a result of their
investigation.
Summative Assessment
Each “Go Team” will present their accident investigation findings and recommendations to a “review board” who will
ask probing and clarifying questions.
LESSON PREPARATION
MATERIALS/RESOURCES
Accident Case Study Presentation
Accident Case Study Student Activity
Accident Case Study Teacher Notes
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LESSON SUMMARY
Lesson 1: The Investigative Process
Lesson 2: Accident Case Study
This lesson will promote the practice of conducting an aircraft accident investigation. To assess what knowledge
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students have retained since the previous lesson, group students in teams of three to four and ask them to work
together to recall and list the seven different elements of a “Go Team” and the four major stages of an accident
investigation.
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In a class discussion, students will debate whether an aircraft accident investigation will always result in knowing what
caused the accident. Students will dive deeper into the process of aircraft accident investigations in the remainder of
the lesson by studying a real accident and simulating the roles and the investigation process used by the NTSB. Each
student will be part of their own “Go Team.”
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In the final session of this lesson, each “Go Team” will present their accident investigation findings and
recommendations to a “review board” who will ask probing and clarifying questions.
BACKGROUND
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Students will study Colgan Air Flight 3407 in this accident case study.
On Feb. 12, 2009, about 10:17 p.m. Eastern Standard Time, a Colgan Air Bombardier DHC-8-400, N200WQ, operating as
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Continental Connection Flight 3407, was on an instrument approach to Buffalo-Niagara International Airport in New
York when it crashed into a residence in Clarence Center, N.Y., about 5 nautical miles northeast of the airport. The two
pilots, two flight attendants and 45 passengers aboard the airplane died, one person on the ground died, and the
airplane was destroyed by impact and fire.
If necessary, review the parts of an NTSB “Go Team” and an aircraft investigation using Accident Case Study Teacher
Notes.
Refer to the teacher notes for sample findings, sample recommendations, and other answers to the questions students
will be discovering throughout their own case study. It also included an executive summary of the accident case study
that is being used in this lesson.
DIFFERENTIATION
To support guided inquiry in the EXTEND section of this lesson plan, circulate around the classroom while students are
working in their “Go Team” to ask questions that provoke deeper thinking that fosters a growth mindset.
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UNIT 6.B | Lesson 2 | Accident Case EXPLORING AVIATION AND
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LEARNING PLAN
ENGAGE
Teacher Material: Accident Case Study Presentation
Slides 1-3: Introduce the topic and learning objectives for today’s lesson.
Slide 4: Conduct the Warm-Up.
Warm-Up
Group students in teams of 3-4. Using what students learned in the previous lesson, ask them to work
together to recall and list the seven different elements of an NTSB “Go Team” and the four major stages
of an NTSB accident investigation.
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Inform students that during this lesson, they will be studying real aircraft accidents and simulating the
roles and the process used by the NTSB. As a class, review students’ answers. Record the correct
components and stages on the board and ask students to briefly define or describe each one.
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This warm-up is worth 5 points.
[DOK-L1; recall]
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Slides 5-6: Use these slides to review the answers to the Warm-Up.
Answers:
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“Go Team” components:
Operations: The history of the accident flight and crewmembers' duties for as many days prior to the crash as
appears relevant.
Structures: Documentation of the airframe wreckage and the accident scene, including calculation of impact angles
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to help determine the airplane's pre-impact course and attitude.
Powerplants: Examination of engines (and propellers) and engine accessories.
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Systems: Study of components of the airplane's hydraulic, electrical, pneumatic and associated systems, together
with instruments and elements of the flight control system.
Air traffic control: Reconstruction of the air traffic services provided to the pilot, including acquisition of ATC radar
data and transcripts of controller-pilot radio transmissions.
Weather: Gathering of all pertinent weather data from the National Weather Service, and sometimes from local TV
stations, for a broad area around the accident scene.
Human performance: Study of crew performance and all before-the-accident factors that might be involved in
human error, including fatigue, medication, alcohol, drugs, medical histories, training, workload, equipment design,
and work environment.
Four Major components of an NTSB accident investigation:
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UNIT 6.B | Lesson 2 | Accident Case EXPLORING AVIATION AND
Study ©2018 Aircraft Owners and Pilots Association. AEROSPACE - Grade 9
All Rights Reserved.
Notification and initial response: the NTSB Go Team is formed
On-scene activities: preserve, collect, record, and report
Post on-scene activities: analyze, prepare, present, and publish
Safety recommendation: research, test, develop, and publish
EXPLORE
Teacher Material:Accident Case Study Presentation
Slide 7: Show students the first four to five minutes of NTSB Board Member Bella Dihn-Zarr’s media briefing on the
crash of a private charter helicopter hired for a photoshoot over New York City in March 2018. The helicopter crashed
into New York City’s East River and flipped upside down in the water, killing all five passengers aboard. The pilot freed
himself and was rescued.
NTSB Member Dinh-Zarr's Media Briefing on the East River, NYC (Length 16:03, play the first 4-5 mins)
[Link]
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Formative Assessment
After watching the video, ask students to write a paragraph in response to the following question. Ask
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students to be prepared to share their answers and reasoning.
Will an aircraft accident investigation always result in us knowing what really caused the accident?
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Supplement student answers as needed with the following:
Accident investigations are designed to find “probable cause,” which does not necessarily mean that the
actual or all causes will be determined due to the many factors the investigation may not be able to
uncover. However, the investigation does provide a fairly accurate account of factual data, which can be
used to improve safety and thus prevent similar accidents in the future. This is the theme of this lesson
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and the upcoming accident investigation
exercises.
[DOK-L3; summarize, draw conclusions]
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Teaching Tips
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Optional Approach: Instead of working independently, ask students to work in pairs or small
groups to compile and present their answers.
EXPLAIN
Teacher Materials:Accident Case Study Presentation, Accident Case Study Teacher Notes
Student Material: Accident Case Study Student Activity
Slide 8: Throughout the rest of this lesson, students will join their own “Go Teams” and have an opportunity to evaluate
Colgan Air Flight 3407. Each team will present its “findings” and “recommendations” upon completing the activity.
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UNIT 6.B | Lesson 2 | Accident Case EXPLORING AVIATION AND
Study ©2018 Aircraft Owners and Pilots Association. AEROSPACE - Grade 9
All Rights Reserved.
Split the students into teams of seven. Each student will be assigned a “Go Team” responsibility. If a team has less than
seven members, some students will need to accept more than one responsibility.
Operations
Structures
Powerplants
Systems
Air traffic control
Weather
Human performance
Provide each student with Accident Case Study Student Activity.
Slide 9: Review the accident scenario with the students. Students can also refer to Accident Case Study Student
Activity.
Slide 10: Show students an NYTB video with a reanimation of the accident and a recording of the air traffic control
communications.. Tell students to listen for “Colgan 3407.”
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Colgan 3407 NTSB Animation (Length 3:38)
[Link]
EXTEND
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Teacher Materials: Accident Case Study Presentation,Accident Case Study Teacher Notes
Student Material: Accident Case Study Student Activity
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Slide 11-12: Students should use the following steps and record their responses in the Accident Case Study Student
Activity. The activity and presentations will extend into the second and third sessions of the lesson.
Step 1: Each member of your team will choose one element of the “Go Team.” If you have less than seven members,
some students will need to accept more than one “Go Team” responsibility.
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Step 2: Using the reanimation video and the information provided in the accident packets, each team member should
evaluate their own areas of responsibility. If desired, students may use the internet to complete additional research.
Steps 3 and 4: Students will complete steps 3 and 4 as the Formative Assessment. This formative assessment is worth
10 points.
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[DOK-L3; construct, draw conclusions]
Possible answers include:
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Factors that may have contributed to the accident:
Pilot failure to monitor flight instruments properly
Pilot’s inappropriate response to the activation of the stick shaker, indicating that the airplane was stalling from too
slow of an airspeed
Lack of training involving the stick shaker and how to respond to low airspeed
Icing conditions that cause the airplane to stall at a higher than normal airspeed
Pilots being distracted by conversation not pertinent to the flight, lack of pilot professionalism
Pilot fatigue (due to commuting from Seattle), late-night flying, and possible illness
Limitations or challenges that would have been factors in conducting an effective investigation of this accident:
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UNIT 6.B | Lesson 2 | Accident Case EXPLORING AVIATION AND
Study ©2018 Aircraft Owners and Pilots Association. AEROSPACE - Grade 9
All Rights Reserved.
Location is a rural area of residential homes
Severity of the wreckage and post-crash fire
Accident occurred at night. NTSB investigators and first responders would have arrived at the scene and
completed its first hours of work in the dark.
Other parties that might be brought into this investigation.
Colgan Air (airline)
Bombardier (aircraft manufacturer)
Engine, propeller manufacturers
Air traffic controllers
Other system and component manufacturers – avionics, deicing systems
Airline pilot
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Likely safety recommendations:
Improved training on proper aircraft control during low speed flight and proper monitoring of flight instruments
Improved training on stick-pusher operations and pilot response
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Improved training and adherence to sterile cockpit rules
Improved leadership training for captains, including professional standards and codes of conduct
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Airline to address fatigue risks brought about by commuting, illness, and late flights
Formative Assessment
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Step 3: After students complete their own individual research, each “Go Team” should regroup and
identify at least three factors that may have contributed to the accident, list the limitations or challenges
that would have been factors in conducting an effective investigation of this accident, and name at least
three other parties that might be brought into this investigation. Ask students to review these items with
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their teacher before moving on to step 4.
Step 4: Each “Go Team” should identify three safety recommendations that have come as a result of their
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investigation.
EVALUATE
Teacher Materials: Accident Case Study Presentation, Accident Case Study Teacher Notes
Student Material: Accident Case Study Student Activity
As step 5 of the accident case study, each “Go Team” will present their accident investigation findings and
recommendations to a “review board” who will ask probing and clarifying questions. Allow 5 minutes for each team to
present and 5 minutes for the review board to ask questions. This final step is the summative assessment for this lesson.
Slide 13: Conduct the Summative Assessment.
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UNIT 6.B | Lesson 2 | Accident Case EXPLORING AVIATION AND
Study ©2018 Aircraft Owners and Pilots Association. AEROSPACE - Grade 9
All Rights Reserved.
Summative Assessment
Each “Go Team” presentation should include the group’s conclusions regarding the following:
An assessment of the factors that contributed to the accident
Uncertainties or unanswered questions that remain regarding accident
At least two recommendations for preventing similar accidents
Presentations should be no more than 5 minutes long. The class will listen to each presentation and then
ask questions of the presenter(s). Questions should be respectful and constructive and should focus on
clarifying and critiquing the content of the presentation. Each question and answer session should take no
more than 5 minutes.
[DOK-L3; critique, assess]
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Use the 10-Point Scoring Rubric for grading.
10-Point Scoring Rubric for Presenters:
Presentation identifies factors that contributed to the accident. (2 points)
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Presentation identifies uncertainties and unanswered questions about the accident. (2 points)
Presentation includes two or more recommendations for preventing similar accidents. (1 point per
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recommendation, maximum of 2 points total)
Presentation is no more than 5 minutes long. (1 point)
Presenter(s) answers questions appropriately, demonstrating understanding of the group’s
findings. (3 points)
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GOING FURTHER
Encourage students to explore other aircraft accidents and compare their own assessments of probable cause and
safety recommendations to that of what is reported by the NTSB. One example is the “Miracle on the Hudson.”
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[Link]
For an NTSB presentation about Colgan Air 3407, use [Link]
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/[Link]
STANDARDS ALIGNMENT
NGSS STANDARDS
Three-dimensional Learning
HS-ETS1-1 - Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for
solutions that account for societal needs and wants.
Science and Engineering Practices
Asking Questions and Defining Problems
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UNIT 6.B | Lesson 2 | Accident Case EXPLORING AVIATION AND
Study ©2018 Aircraft Owners and Pilots Association. AEROSPACE - Grade 9
All Rights Reserved.
Constructing Explanations and Designing Solutions
Disciplinary Core Ideas
ETS1.A: Defining and Delimiting Engineering Problems
Crosscutting Concepts
Systems and System Models
Influence of Science, Engineering, and Technology on Society and the Natural World
HS-ETS1-2 - Design a solution to a complex real-world problem by breaking it down into smaller, more manageable
problems that can be solved through engineering.
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Disciplinary Core Ideas
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ETS1.C: Optimizing the Design Solution
Crosscutting Concepts
none
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HS-ETS1-3 - Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that
account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social,
cultural, and environmental impacts.
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Science and Engineering Practices
Constructing Explanations and Designing Solutions
Disciplinary Core Ideas
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ETS1.B: Developing Possible Solutions
Crosscutting Concepts
Influence of Science, Engineering, and Technology on Society and the Natural World
HS-ETS1-4 - Use a computer simulation to model the impact of proposed solutions to a complex realworld problem
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with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Science and Engineering Practices
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Using Mathematical and Computational Thinking
Disciplinary Core Ideas
ETS1.B: Developing Possible Solutions
Crosscutting Concepts
Systems and System Models
COMMON CORE STATE STANDARDS
RST.9-10.2 - Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
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UNIT 6.B | Lesson 2 | Accident Case EXPLORING AVIATION AND
Study ©2018 Aircraft Owners and Pilots Association. AEROSPACE - Grade 9
All Rights Reserved.
RST.9-10.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
RST.9-10.7 - Translate quantitative or technical information expressed in words in a text into visual form (e.g., a
table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
WHST.9-10.2 - Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.9-10.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information flexibly
and dynamically.
WHST.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self-
generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
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sources on the subject, demonstrating understanding of the subject under investigation.
WHST.9-10.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
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WHST.9-10.9 - Draw evidence from informational texts to support analysis, reflection, and research.
IET REFERENCES
[Link]
[Link]
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[Link]
[Link]
[Link]
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UNIT 6.B | Lesson 2 | Accident Case EXPLORING AVIATION AND
Study ©2018 Aircraft Owners and Pilots Association. AEROSPACE - Grade 9
All Rights Reserved.
