Appendix 5 APPENDIX 5. ADDITIONAL COURSE MATERIAL RECOMMENDATIONS The introduction of new aerospace technologies and maintenance requirements have imparted the knowledge, skills, and abilities required of AMTSs. A number of AMTSs have developed course materials to instruct students in emerging disciplines. Although the current regulations do not require it, a significant number of AMTSs are establishing these courses to satisfy industry demands. Following are some examples of courses offered in emerging areas:
1. Composite Material Repair. A composite repair course can be as simple as teaching fiberglass repair using prepackaged student instruction kits available from various sources, or as complex as a full-scale repair facility. Full-scale composite repair facilities teach and repair many types of composite materials, such as fiberglass, Kevlar, boron, and carbon materials.
Instructional aids and shop equipment can include clean rooms, downdraft worktables, positively vented rooms, composite autoclaves, refrigerated material storage, and various aircraft composite structures for instruction. Some AMTSs offering composite repair courses combine a nondestructive inspection course along with the basic course.
2. Nondestructive Inspection. A nondestructive inspection course that teaches beyond the requirements of part 147 (for example, magnetic particle) generally includes training in radiography (x-ray), ultrasound, eddy current inspection, and borescope techniques. Information on and equipment for nondestructive inspection course development are widely available from commercial sources.
3. Solid-State Electronics/Avionics/Built-In Test Equipment. Many AMTSs currently offer extended training or stand-alone course work leading to an electronics subspecialty in addition to an FAA A&P mechanic certificate. Although the FAA does not grant certification in the subspecialties, many potential aviation employers are requiring AMTs to have this enhanced training. These courses may be incorporated into existing required AMTS courses, such as basic electricity and basic physics. Course material, curriculums, and laboratory and shop equipment are readily available from commercial sources.
4. Principles of Troubleshooting. Broad-based principles of troubleshooting are well known and may be available commercially or developed by the school. An AMTS should focus on logical approaches to solving common aircraft problems. An AMTS may also include hands-on workshops using simulated aircraft system malfunctions.
5. Human Factors. Human factors principles should be incorporated throughout an AMTS’s curriculum. Many training programs are available commercially. The FAA also maintains a list of human factors reference materials at http://www.faa.gov/avr/afs/.
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Appendix 6 APPENDIX 6. SAMPLE CURRICULUM OUTLINES Chapter 2 states that curriculum development may evolve from several developmental stages.
An example of working through a curriculum is found in samples 1, 2, and 3. The first stage in curriculum development is the evaluation of performance goals and prominent issues that the applicant should grasp. The Allen Study is one example that demonstrates how these issues could be developed. Sample 1 is an excerpt from the Allen Study.
SAMPLE 1, Stage 1, The Allen Study
THE NATIONAL STUDY OF THE AVIATION MECHANICS OCCUPATION Part 147 appendix B, Subject F, Ground Operation and Servicing Item 21. Identify and Select Fuels.
Identify Aircraft Fuels Student Performance Goal Given: Aircraft operator’s manual, a list of colors and octane rating ranges, and a fuel system of an airplane.
Performance: The student will obtain fuel samples from the fuel system of an airplane and verify that the fuel at least equals the minimum required octane rating. The student will associate each color with the correct octane range, describe how volatility is related to vapor lock, and discuss the advantages and limitations of kerosene as a turbine fuel.
Standard: Matching of color to octane rating will be 100 percent correct.
KEY POINT FEEDBACK Significance of octane/performance number in identification of fuel.
What is iso-octane?
What is normal heptane?
How do these produce the octane number?
Why are performance numbers used when a fuel exceeds 100 octane rating?
What is the significance of the second number in fuel rating that is, 100/130?
What happens if the octane rating is
a. Too low?
b. Too high?
Which is more critical?
How is the minimum octane rating of fuel for each engine installation determined?
Color identifying octane performance number.
What colors are used in identification of fuels?
Do they adversely affect combustion?
How do colors aid in detecting leaks?
Appendix 6 The Allen Study makes general recommendations as to the hours of instruction, the teaching level, and the performance standards required of the student, but each AMTS must assign these values according to its own requirements and, in the case of teaching levels, the requirements of 14 CFR.
SAMPLE 2, Stage 2, Continuing Curriculum Development The following sample shows an example of the second stage in developing a curriculum. It addresses the same subject area as stage 1 but it also defines the amount of instruction time, the specific 14 CFR section addressed, the teaching level, and the performance standard the student is expected to achieve. However, testing and grading criteria are not yet developed.
DEPLANE AMTS Part 147, appendix B, Subject F, Ground Operation and Servicing Unit Title: Identify And Select Fuels. Subject Item 21.
Teaching Level: 2 Classroom teaching time 2.5 hours Laboratory or shop time 2.5 hours Instructional time 5 hours Identify Aircraft Fuels Given: Aircraft operator’s manual, a list of colors and octane rating ranges, and fuel samples or illustrations.
Student Performance: The student will obtain fuel samples and/or aircraft specifications. The student will associate each color with the correct octane range according to aircraft specifications, describe how volatility is related to vapor lock, and discuss how octane ratings affect engine performance.
Standard: Matching of color to octane rating will be 100 percent correct.
Appendix 6 SAMPLE 3, Stage 3, Complete Curriculum Element The following sample on the subject of aircraft cleaning and corrosion control contains all the elements required to teach, test, and conform to the rule. It is not intended to be an expansive text. It is a short outline of elements expected in the final curriculum product. Sample 3(A) describes the typical contents of a single subject element, and samples 3(B) through 3(E) provide information on practical projects, tests, and grading criteria.
DEPLANE AMTS Part 147 Appendix B, Subject G Subject: Cleaning and Corrosion Control Item 23. Perform Aircraft Cleaning and Corrosion Control Classroom time 3 hours Laboratory or shop time 2 hours Total time 5 hours (Sample 3(A)) Curriculum Subject Guide (Sample 3(B)) Practical Project Guide (Sample 3(C)) Theory Test (Sample 3(D)) Practical Test (Sample 3(E)) Practical Project Grading Criteria Page 3
Appendix 6 SAMPLE 3(A), Curriculum Subject Guide In a typical curriculum, the elements included in this subject guide may be separated or combined in many different ways. The following teaching items should be present in some form in an FAA-approved AMTS curriculum.
(1) Introduction and subject element objectives (purpose).
(2) Instructors’ guide (teaching outline).
(3) Technical information and equipment — references (manuals, tools, materials).
(4) Workbooks or other guidance for classroom, laboratory, and shop (procedures).
Sample 3(B), Practical Project Guide, demonstrates how teaching items 1 through 4 may be incorporated into practical project requirements.
NOTE: These teaching items may appear in any format, explicit or nonexplicit, and should be present in all subject elements, both theory and practical projects. For example, the instructors’ guide/teaching outline may be combined with procedures. In some cases, certain items’ outlines may be combined with procedures.
Many other concepts also are in common usage.
Appendix 6 SAMPLE 3(B), Practical Project Guide The following is a sample practical project guide (Guide for General Curriculum Subject Item 23, Perform Aircraft Cleaning and Corrosion Control). When preparing a practical project guide, instructions should be accompanied by photographs, diagrams, or technical illustrations showing methods and techniques expected of the student, as applicable.
DEPLANE AMTS Practical Project Guide for General Curriculum Subject Item 23 Part 147, Appendix B, Subject G Item 23. Perform Aircraft Cleaning and Corrosion Control Purpose: To acquaint the student with emulsion-type cleaners and processes associated with the proper cleaning of exterior aircraft components.
References:
(1) Appropriate FAA ACs.
(2) Product information on cleaners, lubricants, waxes, and aircraft or component manufacturer’s service information.
(3) Aircraft or component manufacturer’s service information.
Equipment and Tools Needed:
(1) Water supply and bucket.
(2) Brush, sponge, and soft, clean rags.
(3) Component to be cleaned.
Supplies and Materials Needed:
(1) Emulsion-type cleaner (an emulsion cleaner of MIL-C-125769 specifications will be satisfactory).
(2) Water displacing lubricant and corrosion inhibitor.
(3) Paste or liquid wax suitable for aircraft exterior.
Appendix 6 Procedure:
(1) Assemble all materials.
(2) Chock main wheels.
(3) Prepare aircraft: Close aircraft windows and vent doors, and cover static port and pilot tube.
(4) Install all maintenance struts or locking devices.
(5) Rem ove all electrical power from aircraft.
(6) Read the aircraft or component manufacturer’s cleaning instructions.
(7) Read the manufacturer’s cleaning instructions.
(8) Mix cleaner with the appropriate amount of water.
(9) Prerinse aircraft with water to eliminate dirt. See figure A6–1.
Figure A6–1, Prerinse Aircraft NOTE: Certain areas may require light scrubbing with a soft bristle brush.
(10) Systematically apply premixed cleaner and water to small areas working from the top down using rags wet with solution. See figure A6–2.
Figure A6–2, Apply Premixed Cleaner
Appendix 6
(11) Rinse component and lubricate and/or spray corrosion inhibitor on all areas according to aircraft manufacturer’s instructions. Wax as appropriate. See figure A6–3.
Figure A6–3, Rinse and Apply Corrosion Inhibitor
Appendix 6 SAMPLE 3(C), Theory Test
DEPLANE AMTS TEST Aircraft Cleaning and Corrosion Control Theory Test Part 147, Appendix B, Subject G Item 23. Determining Students’ Knowledge of Aircraft Cleaning and Corrosion Control
THEORY TEST A. Complete these factual statements related to corrosion:
1. Electrochemical process that can reduce aluminum alloys to powder:__________________________________________.
2. Sheet metal construction formed by laying one piece partly over another piece at the edge:_____________________________________________________.
3. Cleaner that mixes with water or solvent in an emulsion:_________________.
B. Based on information you have learned, describe the type of aircraft structural corrosion shown in the illustrations below:
1.______________________________
2.______________________________
NOTE: The sample theory test outlined here is very limited in scope and is intended only to serve as an example. An actual theory test would necessarily have to be more comprehensive to address the key points related to this subject.
Appendix 6 SAMPLE 3(D), Sample Practical Test
DEPLANE AMTS PRACTICAL TEST Part 147, Appendix B, Subject G Item 23. Perform Aircraft Cleaning And Corrosion Control PRACTICAL TEST 1: CORROSION CONTROL Moisture held in contact with a metal surface by an accumulation of dirt or grease is a significant cause of corrosion. Therefore, cleanliness of the exterior surface of the aircraft is one of the best methods to control corrosion. If the surface can be kept reasonably dry and clean, corrosion has little chance of getting started. The essence of corrosion control is prevention rather than removal.
The student will be provided with an aircraft component showing evidence of corrosion.
The practical test for this subject consists of the following steps:
A. Identify part to be inspected.
B. Identify type of corrosion.
C. Use reference materials and technical publications.
D. Discuss the corrosion control process to be used for this specific type of corrosion.
E. List cleaning and corrosion preventive chemical to be used.
F. Correctly perform mechanical corrosion removal.
G. Correctly apply corrosion preventive.
H. Correctly apply primer coating.