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.
Appendix 6 SAMPLE 3(E), Practical Project Grading Criteria There are no established FAA criteria for grading completed practical projects. No matter which method an AMTS applicant uses, whether to the one shown here or a method the school is choosing, the grading should be objective and repeatable. The grading method should reflect both the required teaching level of the subject and the subject proficiency requirements (for example, a student may be required to construct, adjust, or overhaul). An AMTS should avoid assigning points for student “good grooming” and “most improved” student, since they do not directly relate to the accomplishment of a practical project and are subjective in nature.
Although many different methodologies are employed for grading practical projects, AMTS practical project grading systems previously approved by the FAA may be broadly grouped into three general methods.
Method A. In this method, practical projects are graded by establishing grading standards for job accomplishment or completeness, work performance or workmanship (airworthiness), verbal knowledge, and development of professional AMT skills. Typically, method A assigns more weight to some skill elements in a project than others. It also may assign numerical grades to each project element. See method A grading example.
Method B. This method grades projects on a more specific criteria, such as competency in general skills and degree of skill accomplishment for specific elements and critical aspects of the task. For example, grade points, such as superior or average, may be assigned for the competency of the student’s work. Additional points may be assigned for specific elements of the project, such as the use of correct procedures, proper reference materials, overall airworthiness, completion to a return to service condition, or on-time completion. Further, certain project tasks or portions of a practical project may be considered “must pass” items, requiring 100 percent conformity with FAA airworthiness standards. See method B grading example.
Method C. This type of grading procedure is more suitable for practical projects in which a component is fabricated, for example, subjects such as welding or sheet metal. For these projects, grading criteria can be clearly defined by measurement of the completed project, such as sheet metal patch size, rivet size and pitch, weld quality, and fillet configuration.
This method is less suitable and less frequently used for practical projects involving the development of manipulative skills in projects such as gear retraction mechanism adjustments and engine troubleshooting. See method C grading example.
Appendix 6
METHOD A The following section presents an example of the practical project grading criteria as shown in method A. In this case, the project to be graded is from Sample 3(D), Practical Test 1:
Corrosion Control.
SUBJECT ELEMENTS GRADE POINTS A. Identification of part to be inspected 10 B. Identification of type of corrosion 10 C. Selection of correct reference data 5 D. Verbal knowledge of corrosion control process 5 E. Performance of corrosion removal 50 F. Performance of preventive measures 5 G. Performance of primer application 5 H. Job completeness (includes cleanup) 5 I. Workmanship (airworthiness) 5 TOTAL POINTS POSSIBLE 100 Minimum Passing Grade 70 NOTE: The selection of numerical values for each subject element is left to the discretion of the school. In this case, the actual performance of the corrosion removal process is considered the most important element, and failing this section (that is, no points) prevents a student from passing this project. In most cases, an AMTS will choose to assign more weight to areas considered critical.