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.
Appendix 6
METHOD B This section presents an example of the practical project grading criteria as shown in method B.
In method B, the grading criteria are more specific than in other methods shown. In this method, student performance is graded on a scale from failure to superior. Although the example here shows a limited student performance range, some schools may choose to develop more elaborate criteria.
(1) Consider the following student performance grade scale:
F = Failure of element by student = 0 points P = Passing to standard by student = 1 point S = Superior performance by student = 2 points
(2) Within each practical project, a value is assigned to each project step or element. In this example, the value for any specific element ranges from 5 to 20, in increments of 5.
(3) In this example, certain elements of the project are “must pass” items. All “must pass” project elements are to be completed to the approved standard to successfully finish the practical project.
NOTE that not all projects within a curriculum may use “must pass” items;
however, the practice is widespread in AMTS grading systems.
(4) In this example, it is possible to successfully complete this practical project by failing an element of the project. However, the other elements would have to have superior performance and all the “must pass” items would have to be successfully completed.
(5) This method of project grading is accomplished as follows. The grade that a student achieves on the performance scale for each subject element is multiplied by the value of the subject element to determine the points a student can achieve on each subject element. As an example, on one subject element, a student passes to the grading standard and achieves a grade of P, which equals 1 point. If the subject element has a value of 5 points, the grade points on this element are 1 x 5 = 5 grade points. If the student achieves a superior performance, or S, which equals 2 points, the grade points on this element would be 2 x 5 = 10 grade points.
Appendix 6 In this example, the project to be graded by method B is the same one shown in method A, Practical Test 1: Corrosion Control.
NOTE: Project elements with an asterisk (*) are “must pass” items. Project element values are shown in parentheses.
Performance scale values are Fail = 0, Pass = 1, Superior = 2.
SUBJECT ELEMENTS PERFORMANCE SCALE GRADE POINTS A.* Identification of part to be inspected Pass B.* Identification of type of corrosion Pass C. Selection of correct reference data (5) 1 5 D. Verbal knowledge of corrosion control process
(10) 1 10 E.* Performance of corrosion removal Pass F. Performance of preventive measures (20) 1 20 G. Performance of primer application (20) 1 20 H. Finish application (5) 1 5 I. Job completeness (includes cleanup) (10) 1 10 J. Workmanship (airworthiness) (10) 1 10 TOTAL POINTS 80 Minimum Passing Grade 80 points The maximum number of points possible would be 160, indicating fully superior performance.
In the example shown, the student has received a passing grade for each subject element, resulting in a grade of 80.
Appendix 6
METHOD C The following example shows how an AMTS might grade a practical project using method C.
As stated before, this system is more suitable for practical projects where a student constructs a piece of hardware, that is, sheet metal, wood, fabric, or welding.
Method C, Practical Test 1: Repair Aircraft Structures Built From Sheet Metal INSTRUCTION 1: STUDENT WILL ACCOMPLISH A SHEET METAL REPAIR BY PATCHING A DAMAGED WING RIB SECTION.
In this case, a drawing or blueprint of the patch should be supplied to the student. The drawing will show the size, shape, thickness, and other details of the patch to be made. The student will be expected to correctly use the rivet size, rivet pitch, edge distance, and other criteria shown on the drawing. For example, if the grading standard at the AMTS is 70 percent, at least 70 percent of the rivets, patch sizes, shapes, and other criteria must meet the drawing specifications. In addition, points may be subtracted for general workmanship, scribe marks, scratches, riveting damage, and other workmanship that may detract from airworthiness. In many cases, the criteria may be simply a pass/fail type based on the drawing specifications.
INSTRUCTION 2: STUDENT WILL ACCOMPLISH THE FOLLOWING STEPS TO THE APPROVED STANDARD USING THE SUPPLIED DRAWING.
A. Determine size and shape of patch.
B. Plan and layout rivet patterns.
C. Select proper number and types of rivets.
D. Use proper riveting techniques on repairs.
E. Perform all work to an airworthy standard.
F. Unless otherwise stated, conform all work to the criteria specified in FAA AC 43.13-1, Acceptable Methods, Techniques, and Practices — Aircraft Inspection and Repair, as amended.
AMTSs may use several different types of grading systems to grade practical projects as can be seen from the information discussed in these methods. In fact, an AMTS may use several different grading methods in the curriculum, depending on the types of practical projects to be evaluated. However, regardless of which method or methods a school elects to use, the grading methods must be clearly described in the curriculum.
Appendix 7 APPENDIX 7. MAINTENANCE OF THE GENERAL CURRICULUM AMTSs are encouraged to keep the subjects within the curriculum areas shown in appendixes B, C, and D to Part 147. When subjects are taught in the areas shown in the appendixes, it is not difficult for the FAA to determine whether all the required subjects for a particular rating are taught. This practice is recommended to ensure a school can also determine clearly that all required subjects are taught, particularly when a school offers more than one rating. For example, consider the following sample curriculum development cases.
AMTS XYZ and AMTS ABC are two schools that hold the same rating, in this case, airframe.
CASE 1: AMTS XYZ is an approved school with an airframe rating and teaches all required general subjects within the general curriculum.
General curriculum subjects G1, ... G33 + Airframe curriculum subjects A1, ... A55 = Student graduates; eligible for airframe certificate CASE 2: AMTS ABC has an airframe rating only and teaches all required general subjects mixed with subjects from the airframe curriculum.
General curriculum subjects G1, ... G30 + Airframe curriculum subjects A1, ... A55 + G31, G32, G33 = Student graduates; eligible for airframe certificate Both schools now elect to add a powerplant rating:
CASE 3: AMTS XYZ General Airframe Powerplant Eligible Graduate Eligible Graduate = =
CASE 4: AMTS ABC General/ Airframe Powerplant Eligible Graduate Not Eligible = =
Appendix 7 A student at school ABC taking only the powerplant curriculum would not be eligible for graduation from the powerplant curriculum because some of the required general subjects are in the airframe curriculum and would be missed if the student took only the powerplant curriculum.
To properly graduate students in the powerplant curriculum, AMTS ABC would be required to either teach a parallel set of the missed general subjects in the powerplant curriculum or teach all general subjects only in the general curriculum. From an administrative standpoint, the most desirable method is to teach all general subjects in the general curriculum (cases 1 and 3).
APPENDIX 8. SAMPLE FACILITY LAYOUT TAXIWAY 1/18/05
TO RUNWAY
NOTAR FENCE
OR BERM -AIRCRAFT- STORAGE AIR
RUN-UP AREA COMPRESSOR TEST CELL
AMTE BUILDING ENGINE TEST RUN UP
AIRCRAFT AREA
SERVICE RAMP SHOP (HANGER) Г
DOOR MAIN STORAGE L
SCHOOL AIRCRAFT
PARKING
ENTRANCE Figure A8-1. Facility Layout, Area 1 Appendix 8 AC 147-3A Page 1
GENERAL CLASSROOM GENERAL LAB MEN AIRFRAME POWERPLANT Appendix 8 AC 147-3A
M CLASSROOM CLASSROOM
NICAD LEAD ACID
BATTERY -BATTERY-
BENCHES POWERPLANT
SHEET METAL/COMPOSITE AREA SHOP
AIRFRAME/AIRFRAME SYSTEMS
EQUIPMENT (CLEAN FACILITY)
AOOK PARTS CLEANING AND INSPECTION
J BENCHES
LIBRARY
PAINT BREAK WELDING ADMINISTRATION/ BOOTH ROOM AREA TOOLS MATERIALS RECORDS 1/18/05 Figure A8-2. Facility Layout, Area 2 Page 2
Appendix 9 APPENDIX 9. CERTIFICATION SCHEDULE FLOWCHART Initial inquiry to FAA Applicant receives, then submits PASI Pre-Application Meeting with FAA
- PASI review
- 14 CFR explained
- Receives Form 8310-6 application
- Briefed on list of required attachments Revise attachments Submit attachments to FAA Formal Application Meeting with FAA
- Document review
- Form 8310-6 application
- Curriculum
- Technical library
- Compliance statement
- Facility layout
- Inventory
- Instructors Document Compliance Phase (FAA Review)
- Curriculum
- All other attachments Demonstration Phase (On-Site Inspection) Facilities/Equipment Meeting with FAA on corrective action Issue certificate Start Acceptable Acceptable Acceptable Acceptable StopAcceptable reinspection Termination;
may reapply Termination;
may reapply Termination;
may reapply No No No No No Yes Yes Yes Yes Yes
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